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1.
Cheryl Tatano Beck 《The Journal of perinatal education》2021,30(2):89
This secondary qualitative analysis identified metaphorical expressions mothers of twins used to describe their first year caring for their infants. Data from the primary grounded theory study were reanalyzed using metaphor identification procedure and revealed eight metaphors: blur, life on hold, being an orchestrator, being a juggler, being an equalizer, being a quick-change artist, being a milk factory, and open invitation. These metaphors give clinicians an insider''s view of the struggle''s mothers of twins experience during the first year after birth. Being attentive to the metaphors mothers used can provide a unique approach to helping them. Lactation consultants are key to providing much needed support for mothers who are breastfeeding twins. 相似文献
2.
《The Journal of educational research》2012,105(4):235-244
Abstract A theoretically informed model in which the effects of negative junior high school experiences of mothers on the junior high school experiences of their children were examined. The model was estimated with the LISREL VIII program using panel data from 1,144 mother–adolescent child pairs. Mothers were first tested in 1971 when they were 7th graders, and both mothers and their children were subsequently interviewed in the 1990s. Results reveal the existence of a significant relationship between mothers' negative junior high school experiences and those of their children, which is partially mediated by family structure, mothers' educational attainment, and level of mothers' involvement in their children's school activities and interest in their progress at school. 相似文献
3.
Perceived social support and interpersonal dependency were studied as potential factors associated with lactation duration based upon previous breastfeeding experience. Inexperienced breastfeeding mothers perceived more social support than experienced breastfeeding mothers did. Perceived social support was not significantly correlated with lactation duration. An ancillary finding was that women providing a combination of breast milk and human milk substitutes had significantly lower social self-confidence than did mothers providing breast milk exclusively. 相似文献
4.
Kelsey M. Quigley Ginger A. Moore Cathi B. Propper Barbara D. Goldman Martha J. Cox 《Child development》2017,88(3):919-933
Consistent with the gustatory–vagal hypothesis, vagal stimulation during breastfeeding may contribute to infants' physiological regulatory development independent of caregiving effects. This study examined whether breastfeeding predicted 6‐month‐old infants' (N = 151) and their mothers' vagal regulation during the face‐to‐face still‐face (FFSF). Although breastfed and nonbreastfed infants showed expected vagal withdrawal during the Still‐Face episode, only breastfed infants showed continued withdrawal during the reunion episode, suggesting greater physiological mobilization to repair the interaction. Breastfeeding mothers showed higher vagal tone than nonbreastfeeding mothers at baseline, suggesting greater capacity for regulation, and throughout the FFSF, suggesting calmer states. Breastfeeding effects were independent of maternal sensitivity. Findings suggest that infants' and mothers' physiological regulation may be shaped by breastfeeding independently of associated social factors. 相似文献
5.
《Parenting, science and practice》2013,13(2):151-178
Objective. This study explores middle-class Anglo and Puerto Rican mothers' beliefs and self-reported practices related to infant feeding, sleeping, and toilet training. Design. Open-ended interviews were conducted with 60 mothers (Anglo = 32, Puerto Rican = 28) in their homes when their infants were 8 months of age. Results. Compared to Puerto Rican mothers, Anglo mothers had earlier age expectations regarding feeding-related milestones, were more likely to use the strategy of providing opportunities for learning, more likely to refer to emotional components of the learning process, such as pride or self-esteem, and less likely to use parental control or guidance. Puerto Rican mothers emphasized instrumental independence, or the ability to perform tasks without help, whereas Anglo mothers focused on emotional autonomy, or concern about the child's inner self. Conclusions. Puerto Rican mothers' emphasis on encouraging instrumental independence suggests a more nuanced perspective regarding such broad rubrics as "individualism" and "sociocentrism." In particular, Puerto Rican mothers tended to view instrumental independence as necessary for meeting societal expectations. Thus, independence need not solely be associated with the values of mothers from individualistic cultures. However, Puerto Rican mothers' focus on instrumental independence is distinct from Anglo mothers' emphasis on emotional autonomy and appears to serve larger sociocentric goals. 相似文献
6.
Eleanor Peters 《Gender and education》2012,24(1):119-130
There has been an increasing focus from policymakers, academics and journalists on parents as the source of their child's anti-social behaviour both in and outside of the formal school setting. One intervention proffered is the parenting order. The language of parenting orders and parenting interventions obscures a distinct truth, that parenting orders are really mothering orders. This paper draws on findings generated during interviews with 26 parents attending a parenting education programme in a city in the north of England. This paper explores the gendered nature of parental education, in that the overwhelming majority of parents ordered by the courts to attend parenting classes are women. The paper explores mothers' experiences of receiving coercive parenting education, examines the reasons why mothers were given parenting orders and explores the nature of these mothers' relationships with their child's school. 相似文献
7.
Viola Polomeno 《The Journal of perinatal education》1999,8(1):30-40
Expectant and new parents have many concerns regarding the relationship between sexuality and breastfeeding. How is a new mother''s libido affected by breastfeeding? Why do some women get sexually excited when breastfeeding? Is this frequent or normal? How does the partner feel about breasts full of milk? Why do breasts leak during a woman''s orgasm? Perinatal educators are in a privileged position to reassure these parents about this relationship while promoting the breastfeeding bond between the mother and child and the intimacy bond between the parents. 相似文献
8.
Aida Orgocka 《Sex education》2013,13(3):255-271
This research explored how Muslim immigrant girls' communication and education about sexuality was mediated through their mothers and school‐based sexuality education (SBSE) classes. Thirty mothers and their 38 daughters living in Illinois participated in focus group discussions and individual semi‐structured interviews that gauged girls' and mothers' perceptions regarding communication about sexuality and SBSE. Thematic analysis showed that little communication regarding sexuality happened between mothers and daughters, and that which did occur was confined primarily to the risks premarital sexual relationships posed to the social order. Furthermore, participants reported that although SBSE classes were informative, they perceived that these classes marginalized Muslim girls' experiences and decisions to abstain from premarital sex by primarily emphasizing prevention from sexually transmitted infections and diseases. Given these perceptions, some participants opted not to attend SBSE classes. This research contributes to enriching the knowledge base of sexuality educators and communities regarding the diverse challenges immigrant youths face in learning about their sexuality. Alternative ways to reach Muslim immigrant youths are discussed. 相似文献
9.
When Parents Ask ... about Preterm Birth, Breastfeeding Success, Breast Cancer, or Waterbirth 
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下载免费PDF全文 Moore ML 《The Journal of perinatal education》2003,12(4):40-43
IN THIS COLUMN, THE AUTHOR REVIEWS RESEARCH ON FOUR SEPARATE TOPICS: the prevention of preterm birth, the effect of epidurals on breastfeeding success, the possible protective effect of lactation on breast cancer, and laboring in water. In two separate studies-a multisite study in the United States and a second study from Brazil-natural progesterone was shown to significantly reduce the incidence of preterm birth in women at high risk. A third study conducted in the United Kingdom examined the effect of clindamycin on preventing infection that can lead to preterm birth. A group of studies related to lactation found that early breastfeeding was more successful in women who did not have epidural anesthesia. In a Korean study, the lifetime duration of breastfeeding was associated with a significant reduction in breast cancer. Concerning waterbirth, Swiss researchers found that, when a woman labored in water, she regulated both water temperature and bathing duration to ensure that her body temperature and that of the fetus remained within a normal physiological range. 相似文献
10.
Teri Shilling 《The Journal of perinatal education》2009,18(2):52-61
In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and expectant and new parents. The books, CDs, DVDs, and kits reviewed in this issue''s column include the following topics: the birth experiences of mothers who survived childhood sexual abuse; lively teaching techniques and ideas to help energize and enhance childbirth education classes; breastfeeding in the workplace; expectant fathers; perspectives on motherhood; unique, helpful tools for childbirth educators to use in designing their class content, addressing the stages of labor, and discussing planned cesarean birth; exercises for pregnant women on bedrest; and a compilation of presentations featured at Birthing the Future''s international symposiums. 相似文献
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Schools play a crucial role in preparing students for a technology-driven world. Although schools incorporate technology for teaching and learning in promising ways, reviewing their organisational strategies would enhance their digital capacity—namely, the effective integration of technology in teaching and learning practices. This article presents insights for improving schools' digital capacity provided by school leaders, teachers, and students from fourteen European countries, through open-ended questions on the SELFIE online tool for collective reflection. This article presents the thematic analysis conducted on 5247 excerpts collected through SELFIE questionnaires, referring to participants' perceptions of their schools' digital infrastructure, the usefulness of technology for teaching and learning, and the perceived need to make the most of technology. Findings align with international studies, which confirm that schools' digital infrastructure still needs improving, while teachers need more training on embedding technology in their teaching practices. Findings also reveal differences in school leaders, teachers, and students' viewpoints and experiences on technology use in their schools. Comparing viewpoints and experiences regarding a school's digital capacity by using a comprehensive and structured process of collective reflection, the SELFIE tool is unique within the field and can offer insights to school communities, education policymakers and researchers. 相似文献
13.
《Journal of educational and psychological consultation》2013,23(4):323-342
Recent demographic changes in our society have wrought new challenges for schools as growing numbers of students from diverse racial and linguistic backgrounds move toward becoming the majority in public schools. Because schools are slow to change and may lack the internal expertise in multicultural education, consultants are needed who can provide assistance to teachers and administrators attempting to respond to these new challenges. The purpose of this article is to provide a framework that consultants can use for communicating and negotiating change in schools. In this consultation model, consultants work with educators, community members and students to: (a) define terminology and agree upon the parameters of the consultation process; (b) recognize the 'impact of ideology; (c) transform the language of schools; (d) focus on group empowerment; (e) negotiate power conflicts; (f) involve the community; (g) transform staffing, decision making, and resource allocation; and Oa) recreate an inclusive classroom environment. 相似文献
14.
A reorganization of child and family health nursing services followed policy changes in New South Wales, Australia, in the late 1990s. However, the introduction of universal and sustained home visiting to all new parents limited resources available to provide support groups for new parents. This qualitative research study used a case study approach to examine the impact of new parents'' group attendance on mothers and on mothers'' interactions with their baby. Key findings demonstrated that attendance at a group created an opportunity, the overarching theme, for both the mothers and infants. New Parent groups appear to be as important as other modes of nursing service delivery to children and parents and serve a different purpose to center-based or home visits. 相似文献
15.
Menarche is a significant milestone for young women, representing an important juncture between girlhood and maturation. The limited literature that exists suggests that a mother's reaction to her daughter's first periods can shape her experiences and perceptions of menstruation which, in turn, may impact on her self-image and, consequently, sexual risk taking. However, very little is known about UK mothers' attitudes towards their daughters' menarche. This paper aims to add to the body of knowledge by applying a postmodern critique, a Derridian deconstructive analysis, to a discussion thread found on mumsnet.com – a UK parenting website. The thread is concerned with a mother's response to her daughter's menarche to which other mothers respond. The deconstruction revealed a number of meta-narratives and themes within the text: secrecy, sorrow, a lack of competency and knowledge, power, gender and motherhood. Unwittingly, the women appear to be socialising their daughters to comply with and perpetuate the menstrual taboo that they endured themselves, thus repeating the cycles of shame associated with menstruation. The findings of this critique suggest that menstrual education is an area that requires more attention, particularly in the context of perceived menstrual shame and its impact on sexual decision-making. 相似文献
16.
In an effort to establish a baseline of technology competency among our entering education students, our College of Education began implementing the Assessment of Technology Competencies (ATC) in Fall 2003. This performance-based assessment evaluates word-processing, presentation, spreadsheet, graphic/drawing, and Internet skills. Although students are not required to pass the ATC, failure impacts their final grade in an Introduction to Education course. This paper explores the impact this assessment has had on the students' use and development of technology in subsequent courses. Student perceptions of the ATC and its impact were elicited through a self-reported survey administered in a junior-level education course. Results indicate that the ATC has facilitated technology use among the participants. Respondents also revealed that their high school experiences with technology adequately prepared them for passing the ATC, despite the fact that most students are unable to pass the ATC in the first attempt. 相似文献
17.
《Early education and development》2013,24(4):551-571
This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined. 相似文献
18.
Alexia Achtypi Karen K. Guldberg Despina Papoudi 《British Journal of Special Education》2023,50(2):238-257
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom's West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools' computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott's concept of e-inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use. 相似文献
19.
Insook Han 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(2):420-435
The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head-mounted displays (HMDs) on the presence and perceived learning. A mixed-method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary-school students through presence surveys and reflection papers. Statistical analyses were performed to compare immersive VFTs with traditional VFTs regarding students' virtual presence. Further, an inductive content analysis was performed to analyze reflection papers. The results showed an overall enhancement in virtual presence with the use of immersive VFTs. However, students felt that learning was not favorable with HMDs. The result of this study provides practical implications for the use of immersive VFTs in classroom settings. 相似文献
20.
M.S. Paine 《The Journal of Agricultural Education and Extension》2013,19(1):29-36
Abstract A universal goal of extension agents is the attainment of voluntary behaviour change in clients. Learning skills are critical to individuals that seek effective outcomes from behaviour change experiences. This paper reports on a study that estimated the cognitive changes occurring among a group of farmers, consultants and scientists in New Zealand. A model of the learning process directed the research. This model identifies two distinct components to learning: grasping information through conceptualisation or experience, and: transformation of information into knowledge, through reflection or experimentation. Individual clients are grouped into one of four distinct learning styles depending on the way they grasp information and transform it into knowledge. Research results detected learning preference and belief differences among the farmers, consultants and scientists in the group. The study suggests learning research methods assist extension agents plan and negotiate the specific behaviour changes that clients seek by implementing strategies that use learning preference and belief data. Researchers can improve approaches to technology development by exploring client needs using communication method's compatible with client learning preferences. 相似文献