Browsing by Subject "parents"

Now showing 1 - 18 of 18
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    American Institutions For The Feeble-Minded, 1876-1916
    (2019-05) Jirik, Katrina
    Between 1876 and 1916, American institutions for the feeble-minded became an established part of the landscape and reflected important educational, social, medical, and scientific shifts during that period. This dissertation traces attitudes toward those deemed feeble-minded and the institutions that housed them by investigating the voices of people, organizations, and state governments that have not been well explored previously and identifying the particular influences that shaped them. The Association of Medical Officers of American Institutions of Idiotic and Feeble-minded Persons (AMO) formed in 1876 as the professional organization for institution superintendents and expanded its membership over the years to encompass other professionals with an interest in feeble-mindedness. It strove to become the repository of all things related to feeble-mindedness with its members seen as the recognized experts in the field. From small private establishments before the Civil War, these institutions expanded rapidly in the last quarter of the nineteenth century. Not only did the number of institutions increase, but the number of residents in the institutions and thus the size of the institutions to house them also grew significantly. While the establishment of pre-Civil War institutions had relied on philanthropic efforts and the advocacy of superintendents, the post-Civil War institutions were usually state funded and relied on the advocacy and social capital of prominent societal leaders. Between 1890 and 1900, the well-established institutions consolidated both the authority of those providing care and the functions of the institutions; in the process they moved from small residential schools to large, congregate, and increasingly, custodial institutions. The beginning of the twentieth century, from 1900 to 1916, brought new issues to the forefront. Compulsory school attendance laws, new understandings of heredity, and eugenics all pushed administrators and sponsors to reconsider the previous conceptions of care for the feeble-minded. Throughout these decades, superintendents, parents, educators, legislators and even members of the general public became engaged in the definition, growth, and influence of these institutions. It was not a static process; all these entities worked in concert with, and, sometimes, in opposition to, with each other.
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    Baby Advice in the 1980s: New Parents, Social Support, and the Community.
    (1988) Janssen, Susan; Starr, Suzanne Dustrude
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    Biological Parents in the Foster Care System: The Role of Intergenerational Trauma
    (2023) Tomfohrde, Olivia
    Over 400,000 children and their families are part of the United States foster care system. This system has been designed to provide a temporary place for children to live when it has been determined that it is not safe to live with their biological families. There is a large body of literature on the foster care system. Little of this research, however, has focused on the experiences of biological parents. Perceptions of biological parents as choosing to be intentionally abusive and/or neglectful has created stigma that potentially has influenced their experiences and could contribute to the paucity of literature on their experiences. Research has documented generational links in the foster care system, current parents of children in foster care were often once children in foster care themselves, thus indicating that maltreatment can be generationally transmitted from parents to children. Parents have acknowledged generational parental maltreatment and a desire to break cycles of maltreatment. This qualitative dissertation, guided by family systems theory, aims to explore biological parents’ experiences, and uncover how intergenerational trauma experiences have impacted them, their relationships, their experience with the foster care system, and their need for support. In study one, I examine parents’ experiences with intergenerational trauma, their relationships with their parents, and what they are doing to break the cycle of intergenerational trauma for their children. In study two, I explore biological parents’ relationships with foster caregivers and child welfare system caseworkers, their experiences with relative foster caregivers, and their perceptions of support. These two studies provide an understanding of how family systems theory can be used to understand the experience of biological parents, and advocate for a child welfare system that operates on a trauma informed and empathetic approach to supporting biological parents.
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    Effectiveness of a Smartphone-based Driver Support System for Reducing the Frequency of Risky Driving Behaviors in Novice Teenage Drivers
    (2015-07) Creaser, Janet
    Teenage driver support systems employ behavioral modification functions to assist the teenage driver in adopting safer driving behaviors. This study deployed a smartphone-based Teen Driver Support System (TDSS) that provided in-vehicle notifications to newly-licensed teenage drivers as well as sent (via text message) notifications to parents about detected risky driving behaviors (e.g., speeding, excessive maneuvers, seat belt no use). The application also blocked calling, texting and other phone applications to prevent phone-related distracted driving. This study evaluated the effectiveness of in-vehicle notifications combined with parent reporting functions to in-vehicle notifications alone in reducing certain risky driving behaviors among teenagers. Driving behavior data were collected from a control group (N=92) that engaged in naturalistic driving and two intervention groups: an in-vehicle only feedback group (partial TDSS, i.e. no feedback to the parent; N=92) and an in-vehicle feedback group in which parents also received system reports (full TDSS functionality; N=90). The results indicated an overall benefit of the full TDSS with parental feedback in significantly reducing the frequency of some risky driving behaviors, such as speeding, that are correlated with novice teenage driver crashes. In-vehicle feedback alone was less effective at reducing risky driving behaviors, indicating that parental feedback is a critical component of such systems. The cellular phone blocking functions worked effectively to reduce calling and texting in both treatment groups. The outcomes of this study indicated that monitoring applications that combine feedback and forcing functions are useful at reducing risky driving behaviors in novice teenage drivers primarily when combined with parental feedback.
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    Human Face of Poverty: Chicano-Latino Children in Minnesota.
    (St. Paul: Hispanic Advocacy and Community Empowerment Through Research (HACER). La Cara Humana de la Pobreza: los Ni?os Chicanos-Latinos en Minnesota., 1995) Compean, Mario C.
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    Intergenerational Relationships across the Life Course: Links with Adolescent Well-Being
    (2015-08) Doty, Jennifer
    Grounded in the life course perspective, the author used data from three generations of the Youth Development Study (YDS) to conduct two studies on intergenerational relationships between parents and children. Using growth mixture modeling, Study 1 identified prospective patterns of perceived closeness with fathers (n = 913) and mothers (n = 966) from adolescence into adulthood over 24 years in the first generation (G1 -- G2). Analyses identified a continuous, slightly increasing pattern of perceived closeness with fathers. Three quadratic, latent class patterns of perceived closeness with mothers fit the data best: high closeness over time, average but decreased closeness in adulthood, and low but increased closeness in adulthood. Demographic and family correlates are discussed. In a subset of second generation, parent-adolescent dyads (n =262), Study 2 examined the relationship between G1- G2 patterns of perceived closeness and G3 well-being and perceived closeness with parents in adolescence. The mean trajectory of G2 perceived closeness with grandfathers did not predict perceived closeness with parents, depression, or well-being in G3 adolescents; nor did patterns of G2 perceived closeness with grandmothers differentiate levels of depressed mood, self-esteem, or closeness with mother in G3 adolescents. A marginal difference in G3 closeness with fathers was found by G2 patterns of closeness with mothers, such that those in families with G2 low but increased closeness reported lower closeness with fathers compared to those in families with high G2 closeness over time.
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    Menominee Parents and the Education of Menominee Children.
    (Center for Urban and Regional Affairs, University of Minnesota., 1972) Harkins, Arthur M. et al.
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    Multiple Methods to Evaluate Racial Biases in Multiracial Children
    (2024) Bensus, Irene J.; Pickron, Charisse, B; Albuja, Analia
    Several studies have shared that an important part of many children's development of explicit racial biases are influenced by the social context. Majority of our understanding about development of social biases has been based on monoracial children. There are many unanswered questions on the way being raised in a multiracial household may shape racial biases in early childhood. We are developing a study that investigates race related biases in Multiracial children. The study includes 3 measures of explicit racial bias and 1 implicit racial bias task. Data will be collected over Zoom with children aged 4-8 years of age. For explicit biases we will evaluate how much participants like someone of a different race, who children want to learn novel information from, and who children prefer to socialize with. The implicit racial bias task evaluates racial attitudes of positive and negative associations of White and Black faces. The next step of this project is to pilot tasks with adults and children. This project is important because to equip and support Multiracial children we must understand the changes and development of racial biases in earlier stages of life. We anticipate, Multiracial children having weaker racial bias.
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    Parent Involvement in Kindergarten and Third Grade Education: Results and Technical Report.
    (Minnesota Center for Survey Research (MCSR), 2003) Minnesota Center for Survey Research
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    Short-Term Cost-Benefits of Intensive Home Visiting
    (2006) Monroe, Kevin; Granger-Kopesky, Joan; Bakken, Gay
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    Southeast. Asian Youth and Parent Surveys about the Use of Alcohol, Tobacco, and Other Drugs: Results and Technical Report.
    (Minnesota Center for Survey Research (MCSR), 2002) Minnesota Center for Survey Research
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    Suggested Educational Programs for Teachers and Parents of Urban Indian Youth.
    (Center for Urban and Regional Affairs, University of Minnesota., 1971) Cavender, Chris C.
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    Well-Being of Parents and Children in the Minnesota Family Investment Program in Hennepin County, Minnesota, 1998-2002.
    (2003) Hollister, David; Martin, Mary; Toft, Jessica; Yeo, Ji-in; Kim, Youngmin