An exploration of family and individual profiles following father-daughter incest

This paper presents the results of a range of psychometric assessments which attempted to identify family and individual variables associated with father-daughter incest. Psychometric self-report measures were used to examine differences between families in which incest had been confirmed and a matched comparison group. Significant differences between the members of the incest and the comparison groups included behavioral and self-esteem problems in the daughters and differences in the familial environments of the two groups. Daughters who had been sexually abused reported lower levels of self-esteem about their intellectual and school status. Mothers in the incest group reported that their daughters had more conduct problems than the comparison mothers. The incest families were generally reported to be higher in conflict and organization and lower in cohesion, expressiveness, and active recreation. No differences between groups were found for levels of marital adjustment, self-esteem in mothers, or overall level of psychopathology in the perpetrators.     

Parents,teachers and children’s school outcomes: a Taiwanese study

The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children’s academic achievement, educational aspirations and self‐concept. Data were collected from 261 (128 boys, 133 girls) 11‐year‐old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children’s academic achievement, but its relationship to educational aspirations and self‐concept is mediated by children’s perceptions of their more immediate learning environments, and (b) after taking into account differences in parents’ aspirations and parental involvement, children’s perceptions of teachers have strong associations with self‐concept but are not related to differences in academic achievement and educational aspirations.     

Students from divorced and blended families

Nielsen summarizes the research on the impact of parents' divorce and remarriage on elementary- and secondary-school students. By pointing out the shortcomings and discrepancies in the existing research, the author dispels several stereotypes often held by school personnel about students whose parents are divorced or remarried. Specifically, this article addresses the following questions: What factors affect grades and behavior after a divorce? How are children's attitudes toward divorce and family members assessed? In what ways can schools facilitate students' adjustment and academic performance after their parents divorce or remarry?     

The Impact of Modernization on Indian Families: The Counselling Challenge

India has the distinction of evolving one of the longest continuing civilization in the world, which is constantly adapted itself to the changing political and socio-economic contents and specific watershed events in her history. Her family system has proved to be a remarkable stable unit of society which has shown great flexibility and adaptability in the phase of rapid social changes. This paper briefly traces the past taken by India in the modernization process, then analyzes the impact of social change of family structure, functions, roles, relationships and status of its members and its relationship with kinship system. Lastly, it draws implications for counseling interventions based on the changing needs of contemporary Indian Families.     

论《左传》家族层面的叙事写人

《左传》是我国第一部完整的历史著作，对历史学作出了巨大贡献。同时，《左传》又被称为中国古典传记文学的奠基之作，具有很高的文学价值。综观《左传》全书，描绘家族人物群像成为作者思想倾向和审美追求的主要载作。本文从四个方面对《左传》描绘的家族层面加以论析．1．从历史发展的角度进行纵向描述，展示各家族的演变过程；2．从伦理道德角度进行横向审视，写出善恶不同的家族；3．从建功立业方面描写不同类型的家族；4．从内在气质上写出家族的不同特征。     

隋代国家权力与私家权力的矛盾－兼论隋朝灭亡的原因

隋代国家权力与私家权力斗争的焦点是对户口的争夺，隋王朝推行了以轻税为核心的括户政策，使大量私家荫户成为国家编户，创造了二十年内户口翻番、仓储剧增的奇迹。括户触及了世家大族的根本利益，激化了中央政府与世家大族的矛盾，成为隋亡的深层原因。唐初接受隋亡之鉴，对世族妥协优容，故而户口增长缓慢。     

Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households

The current study examines the effects of socioeconomic status (SES) on preschool children's cognitive and behavioral outcomes and if these relations are mediated by the quality of children's home environment and moderated by family nativity status. Data come from 1459 low-income families (n = 257 and 1202 immigrant and native families, respectively). Results indicated that among both immigrant and native households, maternal education, as compared to household income or welfare receipt, was the strongest predictor of a composite of SES. Path analyses estimated direct and indirect effects of SES and revealed greater similarity than difference in the processes by which SES influences immigrant and native children's preschool outcomes. Language/literacy stimulation and maternal supportiveness mediated the relations of SES to children's cognitive outcomes among both immigrant and native families. In contrast, parenting stress mediated the effects of SES on children's aggressive behavior among native, but not immigrant, households.     

Families Learn Together: Reconceptualizing Linguistic Diversity as a Resource

While a growing number of diverse children are entering U.S. schools, misconceptions remain regarding language acquisition. Analysis of weekly interactions in an urban children’s playgroup in the South reveals how the concept of language diversity as a deficit is still widespread. Mothers of young children still believed that efforts to learn multiple languages diminish a child’s ability to learn other things. Conversely, research points to multilingualism as a resource rather than a deficit. Findings indicate that interactions among mothers and children, mediated by the researcher, combined with observations of one child’s bilingual development allowed mothers and young children to rethink their beliefs regarding linguistic diversity. They began recognizing that bilingualism/multilingualism adds to the lives of all children.     

An Analysis of Bronfenbrenner’s Bio-Ecological Perspective for Early Childhood Educators: Implications for Working with Families Experiencing Stress

Today’s families face many stressors during the early childhood years. Particular stressors like homelessness, violence, and chemical dependence, play havoc with the family system. Urie Bronfenbrenner’s bio-ecological perspective offers an insightful lens for understanding and supporting families under stress. This article presents the key elements of Bronfenbrenner’s perspective and applies this perspective to strategies for effectively helping families under stress.