Parental support, psychological control, and behavioral control: Assessing relevance across time, culture, and method. Washington, DC: American Psychological Association Press.īarber, B. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents.
Intrusive parenting: How psychological control affects children and adolescents. Journal of Adolescent Research, 12, 5–11.īarber, B. Introduction: Adolescent socialization in context-the role of connection, regulation, and autonomy in the family. Parental psychological control: Revisiting a neglected construct. Brody (Ed.), Sibling relationships: Their causes and consequences (pp. Negative sibling interaction patterns as predictors of later adjustment problems in adolescent and young adult males. Developmental Psychology, 40, 965–978.īank, L., Patterson, G. Maternal affection moderates the impact of psychological control on a child’s mathematical performance.
Journal of Child Psychology and Psychiatry, 45(4), 707–714.Īunola, K., & Nurmi, J. Do risk factors for problem behaviour act in a cumulative manner? An examination of ethnic minority and majority children through an ecological perspective. Parental divorce, marital conflict, and offspring well-being during early adulthood. Parental divorce and the well-being of children: A meta-analysis. Reconciling divergent perspectives: Judith Wallerstein, quantitative family research, and children of divorce. Children of divorce in the 1990s: An update of the Amato and Keith (1991) meta-analysis. The consequences of divorce for adults and children. This process is experimental and the keywords may be updated as the learning algorithm improves.Īmato, P. These keywords were added by machine and not by the authors. Patterned behavior within the parent–child relationship is a product of shared genetic characteristics, parents’ shared values and resources, common elements of the family environment, and patterned ways that parents respond to the young. As children interact with parents, siblings, and other family members, significant symbols are exchanged, meanings and patterned behaviors are co-created, and roles are reciprocally determined and constantly renegotiated as children experience development in context. Instead, they are active agents who help reshape their environment over time as they exert countervailing influence on others in their social context. Children are not just passive social beings who are shaped by their surrounding environment. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.Families often serve as the most important social contexts for child development, with their most significant quality being complex relationships in which socialization influence flows in more than one direction. These outcomes are aligned with the graduate attributes. Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. Inclusive assessment and intervention practices that facilitate culturally responsive speech pathology management irrespective language, culture, gender, race, ethnicity, SES and place of livingĬultural awareness and working with Aboriginal and Torres Strait Islander communitiesįactors relevant to working in diverse contexts including rural and remote settingsĪttendance at relevant University cultural events such as NAIDOC week Multilingualism and its development across the lifespan Intercultural communication and models of Culturally Responsive Practice (CRP), including cultural humility, cultural self-awareness, cultural knowledge and culturally reciprocity.Īwareness and knowledge of critical self-reflection and becoming a reflective practitioner Students will explore ways to learn about and value diversity and adapt profession specific assessment and intervention practices for diverse populations relevant to speech pathology practice in Australia. The unit prepares students for speech pathology practice when working with diversity associated with language, culture, gender, race, ethnicity, SES and/or place of living, be that in urban, suburban, regional, rural or remote locations. Extends students' abilities, skills and knowledge of intercultural communication and culturally responsive practice.
0 kommentar(er)
