Browsing by Subject "relationships"
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Item Intergenerational transmission of relationship functioning during the transition to parenthood(2009-05-15) Carhart, KathrynThe current study examined whether pre-birth risk factors mediate the relation between family of origin risk factors and couples? relationship functioning after birth. Participants in the present study were 132 heterosexual couples who had their first child during the course of a larger, longitudinal study (Laurenceau et al., 2004). Results showed several significant mediation effects for both mothers and fathers. Additionally, for fathers, family-of-origin factors did not appear to directly influence their transition to parenthood, but were related to functioning before birth. For mothers, family-of-origin risk factors appeared to both directly and indirectly influence their relationship functioning after the birth of a child. Information on how pre-birth functioning risk factors mediate family of origin risk factors to the transition to parenthood is useful to psychologists who wish to intervene and assist at risk couples through the transition. This study contributes to the literature by illustrating a more complete picture of which individuals may be at risk during the transition to parenthood, which will allow psychologists to tailor their interventions to those it will help most.Item Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making(2013-12-06) Owens, Sandra DeshonThe purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making (SBDM) and to uncover patterns existing in relationships between and among state school ratings, principals? and teachers? perceptions of SBDM decision making at their schools, and school outcomes of discipline referrals and attendance percentages. The investigator chose four schools with different state school ratings as sites for investigating these relationships. Participants in the study were principals and teachers selected from four school types: Exemplary, Academically Recognized, Academically Acceptable, and Academically Unacceptable. The research design was a non-experimental and descriptive design focused on the four selected elementary school types. The descriptive statistic of mean was used to determine the strengths of relationships between these variables. Results of the investigation identified various trends between principals? and teachers? perceptions about SBDM at their schools. Outcomes from discipline referrals and attendance percentages in the four types of schools did not show a noteworthy difference. Overall, the data were an indication that elementary principals and teachers embrace the idea of SBDM at levels between 30% and 69% or at a higher level of 70% or above, regardless of the state?s rating of school type, number of student discipline referrals, or percentage of student attendance. This was demonstrated by the vast number of ?strongly agree? and ?agree? responses to survey items among the four schools with different ratings. Using this study as a baseline, recommendation is made to conduct a study of all district schools using a more precise survey to determine the effects of principals? and teachers? perceptions of SBDM on student achievement. Additional recommendation is made for a study to determine whether common variables other than SBDM exists in high performing Texas elementary schools that could possibly have an impact on student achievement. Although achievement objectives and instructional activities may vary as described in a state?s curriculum, this particular research could be accomplished without regard to a particular state.Item The effect of the Capturing Kids' Hearts staff development program in fostering positive teacher-student relationships at Jane Long Middle School in Bryan ISD(Texas A&M University, 2004-09-30) Yeager, Walter Lee, Jr.The purpose of this study was to examine the impact of the Capturing Kids' Hearts staff development program on teacher-student relationships, student engagement, attentiveness, achievement, collaboration, and discipline. The study also sought to measure teacher perceptions of the effectiveness of the training and how teachers implemented methods and strategies from the Capturing Kids' Hearts program. An extensive review of the literature in regard to teacher-student relationships, student engagement, and student discipline indicated that the emotional connection established between the classroom teacher and the student is the basis of much of a students' success in school. The creation of a positive teacher-student relationship is important in helping students to feel that their academic success and self-importance is valued and deemed worthy by the school organization. The study involved teachers and students answering a pre-survey and post-survey questionnaire about classroom activities and teacher traits. Teachers and students took the pre-survey before teachers attended the Capturing Kids' Hearts training. At the end of the year all participants answered the post-survey questions. The Capturing Kids' Hearts staff development program is a 3-day retreat where-in teachers learn the techniques and rationale for creating social contracts for organizing their classrooms. Questioning techniques are taught that enable teachers to redirect students with off-task behaviors. Participants are taught different methods of building rapport and trust with students. Research findings of this study included: 1. Teacher perceptions of the Capturing Kids' Hearts program were more positive than students. 2. Eighth grade students had more positive perceptions of teachers and classrooms than did seventh and sixth grade students. 3. Teachers valued the training and recognized the worth of its implementation in their classrooms.Item The effects of childhood sexual abuse on adult male attachments in close relationships(Texas A&M University, 2006-10-30) Altman, Daniel RaynerOver the past two decades society has become more aware of the prevalence and impact of childhood sexual abuse (CSA). While society has become more aware of this problem, there is still much that remains unknown. This is evident especially in regard to the effects of CSA on adult males. There are several reasons for this; one such reason is that males who come to therapy are rarely asked about sexual abuse histories. However, the effects of CSA are often quite severe for males. One area particularly affected is adult close relationships. Attachment theory offers a way to conceptualize how people interact in close relationships. In this study, the influence of CSA on adult male relationships was examined. Seven hypotheses examined were that males who were abused by a male, males who were abused for a longer period of time, males who were abused at an earlier age, males who perceived little support from their family with regards to the abuse, males who were abused by a family member, males who were abused more frequently, and males who were abuse more severely would be more likely to have an insecure attachment than other males. These CSA characteristics were measured by the Childhood Sexual Experiences Questionnaire and the Adult Attachment Questionnaire (AAQ). Although limitations to this study make it difficult to reject the null hypothesis and to make statements that these results reflect the population, findings generally confirm the stated hypotheses.