Child's Home Life Research Articles

Family Counseling as An Effort to Maintain the Harmony of A Husband Couple Which does not Have Children

Every household must have a problem every marriage would want the birth of a child, because children can be trusted with a child's home life will be stronger and more harmonious. Therefore couples who are married try to have children because children are seen as important in the family. The value of children for family or parents in everyday life can be known, among others, from the fact that the child is a place where parents express love, children are a source of family happiness, children are often taken into consideration by a husband and wife to cancel the desire to divorce and also where parents depend various hopes. The purpose of this research is to describe psychological problems, life dynamics and the efforts made in maintaining family harmony without the presence of children. The research method uses a qualitative approach with a descriptive design while the research informants are taken by purposive sampling. The results of research on psychological problems found the fact the presence of a child is not the main factor of family harmony but there are still many other factors. Some of the efforts that a husband and wife can make in maintaining family integrity, the first is cooperation, the second is trying to please the couple, the third is adoption, the fourth is getting closer to religious activities. The benefits the results of this study are as a basis for implementing family counseling in handling family problems, especially family problems that do not have children.

Beginning to feel at home

Jenny Barber suggests ways in which the key person can approach getting to know children who have just joined the setting. This includes exploring the culture of the child's home life to discover their interests.

Family and Environmental Influences on Child Behavioral Health: The Role of Neighborhood Disorder and Adverse Childhood Experiences.

The Adverse Childhood Experiences study suggests childhood adversity is a "root" origin for health and human development. Newer research is examining the more immediate impact of adverse childhood experiences (ACEs) on child development and the impact of neighborhood environment on the likelihood of and prevention ACEs. The extent to which all of these aspects of the child context fit together remains unclear. The current study seeks to fill this gap examining the precursors for ACEs and the multitude of ways in which a child's home life can impact his or her development. Using data from 3001 mothers of children in the Fragile Families and Child Wellbeing Study, this study investigates the relationship between neighborhood disorder, ACEs, and child behavioral health. Using a path analysis, the direct and indirect relations between neighborhood disorder and child behavioral health are estimated, with ACEs as the key mediator. The most common ACE in our study was intimate partner violence (IPV), followed by child emotional abuse. Neighborhood disorder is associated with higher levels of ACEs and is both directly and indirectly (through its relation with ACEs) negatively related to child behavioral health. Screening for ACEs for children living in disordered neighborhoods may help reduce those experiences and their impacts in this high-risk population. Preventive interventions related to IPV and child emotional abuse may be especially helpful.

Music Therapy As a Tool of Psychotherapy in Adolescence Cancer Patients

ABSTRACT Aim: Adolescents cancer patients not only have substantial physical, cognitive, emotional and interpersonal problems but also added burden of a life threatening disease. Persistent body image concerns somatic preoccupation, disruptions in heterosexual relationships and deficit in social competence have all been documented in this age group. Integration of conventional and complementary modes of therapy can be helpful in case of psychological problems This study examines adolescent cancer patients and their parents perspectives about music and music therapy's role in their lives. Methods: We assessed 100 patients in their adolescence with their families in the Psycho oncology department of Netaji Subhas Chandra Bose Cancer Research Institute during July 2006 to December 2013. Among total patients 42% were ALL, 12% were NHL, 6% were Hodgkin disease, 12% were Rhabdomyosarcoma, 8% were PNET, 8% were Germ cell Tumor, 4% were brain tumor, 4% were Osteosarcoma and rest 4% were soft tissue and other patients. We examined their family functioning, mental health, self-esteem, and social competence. Music sessions for individuals and groups based on their needs and tastes were designed. The patients could listen music of their choice, play instruments themselves, writes songs or simply talk about music they liked. Results: Out of 100 patients 80% had excellent psychological functioning without serious social issues. They expressed a positive effect. Among them 10% expressed a little depression, 8% of the teenagers thought that their families were less attentive than the case with their counterparts. These adolescents were maladjusted to the society also. Two patients (2%) were reluctant to command. Majority of the patients who had psychological disturbances, responded well to Music therapy and agreed to proceed with their treatment except a few terminal cases. Positive effects may carry over into children's home lives and vicariously support families. Out of 20 patients psychologically challenged adolescents, 18 patients came back to normal state of mind after music therapy Conclusions: Hence we recommend psychotherapy strongly in their adolescent period in frequent intervals. Music therapy can be excellent tool for psychotherapy in the adolescent paediatric and cure strongly recommended Disclosure: All authors have declared no conflicts of interest.

Children's Home Life in the Past and Present

(2013). Children's Home Life in the Past and Present. Home Cultures: Vol. 10, No. 3, pp. 213-226.

Engaging children through popular culture: Overcoming one child's reticence in mark making

Many practitioners are reluctant to introduce commercial toys into a setting, but they can provide a vital link between a child's home life and their time in a nursery, and can help engage and extend learning.

Music’s relevance for pediatric cancer patients: a constructivist and mosaic research approach

Music is important in most children's lives. To advance efficacious pediatric supportive care, it is necessary to understand young cancer patients' thoughts about music. Concern about inviting unwell children to express opinions has resulted in scant research examining their views. "Mosaic" research examines children's experiences through investigating multiple perspectives which inform a "co-constructed meaning." This study examines pediatric cancer patients' and their parents' perspectives about music and music therapy's role in the children's lives. Children were receiving care at three hospitals with the Paediatric Integrative Cancer Service in Melbourne, Victoria, Australia. A constructivist research approach with grounded theory design was applied. Children up to 14years old with cancer and parents participated. Data included transcripts from semi-structured research interviews and observations of children's music behaviors. Qualitative inter-rater reliability was integrated. Findings were compared with music therapists' perspectives examined elsewhere. Interviews were conducted with 26 patients, median age 5.7years, and 28 parents. Data "saturation" was achieved. A substantive grounded theory emerged: Children's adverse cancer experiences are often alleviated by music usages. Broader family, social, and electronic musical interactions also promote children's resilience and "normal" development. Music therapy and associated programs often, but not always, alleviate children's distress. Positive effects may carry over into children's home lives and vicariously support families. Health professionals should consider ways to assist parents who are often using music to support children with cancer. Hospitals can promote pediatric cancer patients' resilience by providing music-based support services, including music therapy, and reducing unwanted stressful sounds.

Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school

In this paper we explore two teachers' views on the role(s) of parents, the local community and children's home lives in the learning of mathematics in primary school. We use Moll and Greenberg's concept of ‘funds of knowledge’ and apply it to the case studies of two teachers working in the UK context. Issues of teachers' professional experience, ethnicity, class and gender emerge as significant in examining similarities and differences in the teachers' beliefs, understandings and practices in the area of linking home and school. We end with a discussion of some implications for teacher education and professional development.

The Effects of Homework Programs and After-School Activities on School Success

The role of homework needs to be considered withinthe context of the broader developmental needs ofchildren. This article focuses on how children spendtheir time after school and how homework, as wellas other activities, can contribute to school success.Children differ in their after-school experiences,from "latchkey" children who lacksupervision and structure, to the overextended childengaged in multiple extracurricular activities withlittle time for unstructured play. The authors summarizeresearch on the impact of after-school activities—including homework programs—on schoolperformance and make recommendations with regardto best practices for children who differ intheir resources, abilities, and interests. Balancinghomework with other aspects of the child's homelife to promote positive developmental outcomes isrecommended.

The Effects of Homework Programs and After-School Activities on School Success

The role of homework needs to be considered within the context of the broader developmental needs of children. This article focuses on how children spend their time after school and how homework, as well as other activities, can contribute to school success. Children differ in their after-school experiences, from "latchkey" children who lack supervision and structure, to the overextended child engaged in multiple extracurricular activities with little time for unstructured play. The authors summarize research on the impact of after-school activities —including homework programs—on school performance and make recommendations with regard to best practices for children who differ in their resources, abilities, and interests. Balancing homework with other aspects of the child's home life to promote positive developmental outcomes is recommended.

Parents' structuring of children's daily lives in relation to the quality and stability of children's friendships

This study focused on the implications of parents' structuring of their children's home lives for the friendships of their children. Participants were 224 elementary‐school children (108 girls and 116 boys) from four grade levels in two schools in Aix‐en‐Provence, France. Most of the families were of middle or high socio‐economic status. The participating children were seen twice during the same school year in order to assess the stability of their friendship choices and the quality of their friendships. We used Lautrey's (1989) questionnaire in order to assess the parents' styles in the structuring of family life and related child‐rearing practice. This questionnaire delineates three structuring styles: 1) rigid, characterized by considerable imposition of routines with little leeway for exceptional circumstances; 2) flexible, in which established routines can be modified as circumstances dictate; and 3) laissez‐faire, characterized by an absence of predictability and routine. We measured friendship quality by means of Friendship Quality Scale developed by Bukowski, Hoza, and Boivin (1989). This scale consists of 23 items representing five dimensions: companionship, help, security, closeness and conflict. This tool was designed to elicit children's perceptions of a specific relationship with a friend. Results indicated a significant link between parenting style and both of the dimensions of child friendship we studied. Children from homes characterized by a laissez‐faire style of parenting have friendships with more positive features than children from homes with flexible or rigid styles. We also found that friendships were generally less stable and rated as less positive than in similar studies conducted in other countries.

MOTHERS AND THEIR DISABLED CHILDREN: REFINING THE CONCEPT OF NORMALIZATION

Normalization refers to behaviors and intentions of the disabled to integrate into society by living life as do those without a disability. Although normal is assumed to be a desired state, the concept has not been explored from the perspective of disabled children and mothers and other family members. The objective of this study is to determine "what is normal" from the perspective of the person with the disability. Participant observation was conducted in a 6-day summer camp for 17 children with chronic, severe, life-threatening physical disabilities. The children normally received home care and were ventilator dependent. Data consisted of observations, field notes, photographs, and videos. To obtain data about the children's home life, audiotaped telephone interviews with their primary caregiver (16 mothers and 1 father) were conducted before and after the camp. This group had two distinct social reference groups: the "disabled world" of the disabled-as-normal and the "outside" world of the everyday-as-normal. Mothers identified with both reference groups according to the child's needs, abilities and capabilities, and the risk involved. Children with disabilities who normalize compare their abilities and capabilities to identify both within a disabled world ("like me") and the outside world, according to their needs. Normalization includes processes of identification with both the cultural dominant perceived as normal (with whom these children could identify cognitively) and handicapped children (with whom these children could identify both physically and cognitively).

Student Teacher Efficacy in Inner-City Schools.

The resolution of five middle-class student teachers' conflict and growth toward efficacy during their year interning in an inner-city school is described in this qualitative study. Analysis of 4 interviews, 12 written reflections, and 7 transcribed group discussions revealed a sense of culture shock felt by interns upon entering the inner-city schools. In particular, their concerns focused on problems in the children's home lives. Aggravating their worries were the normal concerns of student teachers about getting along with their collaborating teachers and their students and coping with doubts about their own abilities and values. Growth in self-efficacy began as the interns attempted to manage problems and take risks.

Through mothers’ eyes: Perspectives on their children as writers

Nine mothers of pre‐school through third grade children from two suburban lower middle class to middle class communities were asked to talk about the following: the writing their children do, their interactions with their children about this writing, and their expectations for their children as writers. The mothers were also asked to reflect on their own early experiences with writing. Analysis of field notes and transcriptions of taped conversations generated the following themes: child as intiator who evokes response from the mother; mother as creator of contexts which facilitate children's writing; mothers’ reflections of self as writer and how they are reflected in contexts they create for their children; and mothers making connections between reading and writing and home and school. The mothers’ perceptions presented in this study provide another look beyond the classroom to the interactions around text in children's home life.

Pediatric occupational therapy in the home.

This article discusses the challenges and implications for pediatric practice in the home. Pediatric occupational therapists are moving the treatment setting from the clinic to the home. Working within the home environment requires occupational therapists to adapt their roles, functions, and treatment styles. Intervention frequently involves practical and relevant treatment, using activities and objects from the child's world. Thus, functional goals may be more realistically achieved in the child's living environment. Involvement with family members also offers opportunities to develop collaborative relationships with parents and, therefore, to integrate the intervention program into the child's home life.

CHALLENGE TO A CHERISHED NOTION

What is startling about Jerome Kagan's book, The Nature of the Child, is its strong challenge to a number of beliefs about children that are so widely accepted—by parents, therapists and even some of Mr. Kagan's colleagues—that they are taken as givens. These include some treasured notions—the notions that a certain set of essential experiences in children's home life allows them to grow into healthy and happy adults, that the temperament of the infant foretells the character of the child, that the child's personality foreshadows the adult's and that the child's psychological traits are shaped by what happens between parent and child. It is not, Mr. Kagan argues, that the parent-child bond does not matter—just that the specifics of parenting are not so crucial to the child's future as parents would like to think. While some lay readers may be taken aback by Mr. Kagan's questioning of such golden tenets of modern parenthood, many therapists no doubt will be upset by his assault on some basic premises of their calling. Foremost among these is his attack on the notion that, as he puts it, "a mother's love for her infant is necessary for the child's future mental health," or, more technically, that a bond of secure attachment to a parent during the first three years of life leaves the child less vulnerable to later psychological disorders.

Constant Television: A Background to Daily Life

For over one-third of inner city families, the set is always on and provides a constant backdrop to the child's home life.

The Psychopathology of the Everyday Language of the Profession of Literary Studies

CRITICAL WRITINGS, WHETHER BY STUDENTS or professionals, are, in many ways, like children whom we send out from the warm, loving, approving safety of our minds to face the judgment of teachers and editors. Modern critics, both because of the internal development of the genre and the general democratic ideology of our culture, strive to strip these children of the traces of the process of their conception and rearing so that they will be evaluated for what they are in themselves. Most probably believe that writing can rise above its humble origins. To turn a paper in or to put an article in an envelope is like sending a son off to school. With that separation, feelings will run from the confident indifference of one who has already fathered successful papers to the terrible anxiety of an unpublished assistant professor whose tenure rides on publication. But for all the conscious weight we give to the thought, Well, they're on their own now, we still feel that what happens to them will reflect our skills as parents and the nature of our children's home life. Just as natural talent cannot be given by the parents to children, so hard work may improve our writing, but no amount of effort can make an ungifted writer into a talented critic. What we parents feel judged on is whether our children's upbringing has given them a good start, proper values, and motivation that will make them want to make A's and be accepted for publication. Children who try hard, value learning, and are well behaved will earn plaudits for their parents even if D's appear on report cards. What we send out are end products which reflect parental values and the process of their making although nowhere in the words themselves do we see this process. Unlike children, however, in whom the relation of what they are to where they came from may be indecipherably complex, writing, for all the recalcitrance of language, will wear the signs of its home life on its sleeve-preeminently, if it conforms, that it has been brought up not to show where it came from. In other words, the very absence of signs of upbringing indicates that it has been properly reared. And, unlike a child, criticism is also a manufactured product that may be hammered into a desired shape with no fear that it will run to the authorities with tales of abuse. In the marketplace the product is on its own to be bought or rejected, given

Rounding Out the Child's Home Life

Rounding Out the Child's Home Life