scholarly journals Addressing the dual role identity problem in foster parenting

2021 ◽  
Author(s):  
◽  
Wendy J. Cuthbert
Keyword(s):  
Parenting Practices ◽  
Role Identity ◽  
Dual Role ◽  
Value Conflict ◽  
Identity Problem ◽  
Practice Model ◽  
Foster Parenting ◽  
Training Programmes ◽  
Role Demands ◽  
Professional Model

<p>This thesis argues that the foster parent dual role identity problem is due to value conflict between two implicit models that currently inform contemporary understandings of the role. Both implicit models are outlined; the ‘parent’ model as an extemporaneous development of mid-19th century early modern foster care, and the ‘professional’ model as a formal response to changes in role demands in the mid-20th century. While neither model can independently account for exemplary foster parenting practices, a hybrid model that integrates aspects from both is problematic due to divergent sets of values that underpin each conceptualisation. In response to the dual role identity problem, this thesis proposes an alternative model that is informed by reflective practice and a relational ethics perspective. The aim of this procedural practice model is to support and explicitly guide foster parents through those practice dilemmas that are frequently underpinned by value conflict. In summary, this thesis will discuss the implications of this procedural model for practice and training programmes.</p>

scholarly journals Addressing the dual role identity problem in foster parenting

2021 ◽  
Author(s):  
◽  
Wendy J. Cuthbert
Keyword(s):  
Parenting Practices ◽  
Role Identity ◽  
Dual Role ◽  
Value Conflict ◽  
Identity Problem ◽  
Practice Model ◽  
Foster Parenting ◽  
Training Programmes ◽  
Role Demands ◽  
Professional Model

<p>This thesis argues that the foster parent dual role identity problem is due to value conflict between two implicit models that currently inform contemporary understandings of the role. Both implicit models are outlined; the ‘parent’ model as an extemporaneous development of mid-19th century early modern foster care, and the ‘professional’ model as a formal response to changes in role demands in the mid-20th century. While neither model can independently account for exemplary foster parenting practices, a hybrid model that integrates aspects from both is problematic due to divergent sets of values that underpin each conceptualisation. In response to the dual role identity problem, this thesis proposes an alternative model that is informed by reflective practice and a relational ethics perspective. The aim of this procedural practice model is to support and explicitly guide foster parents through those practice dilemmas that are frequently underpinned by value conflict. In summary, this thesis will discuss the implications of this procedural model for practice and training programmes.</p>

Sex-Role Identity and Achievement Motivation

1963 ◽  
Vol 12 (2) ◽  
pp. 483-490 ◽  
Author(s):  
Alfred B. Heilbrun
Keyword(s):  
Achievement Motivation ◽  
Social Role ◽  
Sex Role ◽  
Role Identity ◽  
Sex Role Identity ◽  
The Social ◽  
Two Samples ◽  
Behavior Consistency ◽  
Role Demands ◽  
Role Confusion

The hypothesis tested in this study was that the social role demands of college and feminine sex-typed roles were to some extent incompatible and that this resulted in sex-role confusion among college females and among males with a more feminine identification. Two samples of male and female undergraduates were tested on measures of social value-social behavior consistency, i.e., the measure of role confusion, and identification. It was found that females in general do show greater value-behavior inconsistency in line with the hypotheses, but this was restricted to a class of behaviors relevant to achievement motivation only and not to a wider range of inter-personal roles. The same findings were obtained when more feminine males were compared with more masculine males, but no differences in value-behavior consistency as a function of masculinity-femininity of identification were shown by females. Implications for counseling were examined.

scholarly journals Early childhood development and parental training interventions in rural China: a systematic review and meta-analysis

2021 ◽  
Vol 6 (8) ◽  
pp. e005578
Author(s):  
Dorien Emmers ◽  
Qi Jiang ◽  
Hao Xue ◽  
Yue Zhang ◽  
Yunting Zhang ◽  
...  
Keyword(s):  
Low Income ◽  
Parenting Practices ◽  
Rural China ◽  
Meta Analysis ◽  
Western China ◽  
Social Emotional ◽  
Middle Income ◽  
Parental Training ◽  
Development Outcomes ◽  
Training Programmes

IntroductionInadequate care during early childhood can lead to long-term deficits in skills. Parenting programmes that encourage investment in young children are a promising tool for improving early development outcomes and long-term opportunities in low-income and middle-income regions, such as rural China.MethodsWe conducted a systematic review and a meta-analysis to investigate the prevalence of early developmental delays and stimulating parenting practices as well as the effect of parental training programmes on child development outcomes in rural China. We obtained data in English from EconPapers, PubMed, PsycARTICLES, Cochrane Library, Web of Science and Scopus (Elsevier) and in Chinese from China National Knowledge Infrastructure, Wanfang Data and VIP Information. We conducted frequentist meta-analyses of aggregate data and estimated random-effects meta-regressions. Certainty of evidence was rated according to the Grading of Recommendations Assessment, Development and Evaluation approach.ResultsWe identified 19 observational studies on the prevalence of developmental delays and stimulating parenting practices for children under 5 years of age (n=19 762) and ten studies on the impact of parental training programmes on early child development (n=13 766). Children’s risk of cognitive, language and social-emotional delays in the rural study sites (covering 14 provinces mostly in Central and Western China) was 45%, 46%, and 36%, respectively. Parental training programmes had a positive impact on child cognition, language and social-emotional development.ConclusionThere is evidence to suggest that early developmental delay and the absence of stimulating parenting practices (ie, reading, storytelling and singing with children) may be prevalent across rural, low-income and middle-income regions in Central and Western China. Results support the effectiveness of parental training programmes to improve early development by encouraging parental engagement.Trial registration numberThis study was registered with PROSPERO (CRD42020218852).

A Best Practice Model for the Design, Implementation and Evaluation of Social Context Training for Judicial Officers

2012 ◽  
Vol 5 (2) ◽  
pp. 181-197
Author(s):  
Suki Goodman ◽  
Joha Louw-Potgieter
Keyword(s):  
Social Context ◽  
Best Practice ◽  
Limited Information ◽  
Core Component ◽  
Practice Model ◽  
The Public ◽  
Unequal Treatment ◽  
Training Programmes ◽  
Judicial Training ◽  
Continual Professional Development

Abstract Continual professional development for judicial officers through judicial education programmes has become a common feature in many countries throughout the world. The growing need for these kinds of programmes, specifically in transitioning democracies, is relatively well-documented. One core component of this kind of training deals with social context-related issues. Research has shown that even in societies where equality is enshrined in the constitution or mandated through legislation, unequal treatment before the law persists, hence the motivation for social context training for members of the judiciary. There is limited information in the public domain about these kinds of judicial training programmes and their effectiveness or efficiencies. This article presents a best practice model for designing, implementing and evaluating social context training for judicial officers. The aim is to provide a useful framework for programme designers for the development of future programmes of this kind.

Instrumentality and Expressiveness at Work

2014 ◽  
Vol 58 (3) ◽  
pp. 111-124 ◽  
Author(s):  
Sonja Sobiraj ◽  
Sabine Korek ◽  
Thomas Rigotti
Keyword(s):  
Job Satisfaction ◽  
Work Roles ◽  
Professional Work ◽  
Gender Typicality ◽  
Positive Effects ◽  
Male Dominated ◽  
Role Demands

Men’s professional work roles require different attributes according to the gender-typicality of their occupation (female- versus male-dominated). We predicted that levels of men’s strain and job satisfaction would be predicted by levels of self-ascribed instrumental and expressive attributes. Therefore, we tested for positive effects of instrumentality for men in general, and instrumentality in interaction with expressiveness for men in female-dominated occupations in particular. Data were based on a survey of 213 men working in female-dominated occupations and 99 men working in male-dominated occupations. We found instrumentality to be negatively related to men’s strain and positively related to their job satisfaction. We also found expressiveness of men in female-dominated occupations to be related to reduced strain when instrumentality was low. This suggests it is important for men to be able to identify highly with either instrumentality or expressiveness when regulating role demands in female-dominated occupations.

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