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See detailParental educational level influence on memory and executive performance in children
Catale, Corinne ULg; Willems, Sylvie ULg; Lejeune, Caroline ULg et al

in European Review of Applied Psychology = Revue Européenne de Psychologie Appliquée (2012), 62

Introduction. – The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. Objective. – The aim of this study was to explore the relationship ... [more ▼]

Introduction. – The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. Objective. – The aim of this study was to explore the relationship between PES and several domains of cognitive functioning and examine, through mediation analyses, the relationship between PES, language,and cognitive tasks. Method. – We first administered tasks measuring memory, executive and attentional abilities to 64 European native French speakers, divided into two groups of children according to parents’ educational status. Results. – The results suggest that, on most tasks, the effect of socio-educational status is mediated by language abilities. However, because the results were less clear for executive functions, we carried out a second experiment in which we administered more specific executive measures (i.e. inhibition, cognitive flexibility, updating and reasoning) to 80 children. Conclusion. – The results confirmed the influence of the parents’ educational status on the executive functioning and also that, contrary to other cognitive functions, this influence on executive tasks is not completely explained by language differences. [less ▲]

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See detailParental orders
Lauwaert, Katrien ULg

Scientific conference (2009, June 06)

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See detailParental presence in the PICU
VIELLEVOYE, Renaud ULg; TRIPPAERTS, Marc ULg

Conference (2008, February 29)

Detailed reference viewed: 22 (2 ULg)
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See detailParental socio-educational influence on executive measures and socio-adaptative behaviours in preschooler
Catale, Corinne ULg; Schmitz, Xavier ULg; Lejeune, Caroline ULg et al

in Books of Conference Abstract: The10th European Conference on Psychological Assessment, (2009)

The influence of educational variables on cognitive development, and particularly on the development of executive functions, remains poorly understood. In this study, we examined the parental socio ... [more ▼]

The influence of educational variables on cognitive development, and particularly on the development of executive functions, remains poorly understood. In this study, we examined the parental socio-educational influence on both executive functioning and social/emotional behaviours in preschoolers. We administered to 77 children (2 age groups: 4 and 5-year-old) divided into two educational levels (HL vs. LL, i.e. High Level vs. Low Level of parental socio-educational status) several tasks measuring different aspects of the executive functioning (cognitive flexibility, inhibition, logico-deductive reasoning, and working memory). Questionnaires were also completed by the teaching staff in order to assess the children’s social (e.g., loneliness), emotional (e.g., anxiety), and adaptative (e.g., tolerance) behaviours at school. Results reveal that children from high socio-educational status performed significantly better on some specific verbal (fluency, verbal reasoning) and non-verbal executive tasks (deductive reasoning, inhibition) than children from lower socio-educational status (ps<.05). On the other hand, no significant socio-educational effect was found for working memory and cognitive flexibility. Regarding their social, emotional, and adaptative behaviours, LL children did not significantly differ from HL children, except for the anxiety scale, in which LL children were described as less confident than their HL peers. So, our results confirm that educational variables can significantly influence the development of specific executive functions, and that this can already be observed in preschool children. On the contrary, regarding the socio-adaptative behaviours, our results indicate that the parental socio-educational status does not seem to have a significant influence on the preschoolers’ behaviour at school. [less ▲]

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See detailLa parentalité aujourd'hui: entre évolutions et invariants
Haxhe, Stéphanie ULg

Conference given outside the academic context (2013)

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See detailLa parentalité dans un couple lesbien: enjeux et questionnements
Naziri, Despina ULg; Dargentas, Magda

in Cahiers de Psychologie Clinique (2011), 37(2), 203-229

In the framework of a clinical study on the psychic processes affecting partners in lesbian couples, who seek access to parenthood, this article analyzes the testimony of female couples preparing for ... [more ▼]

In the framework of a clinical study on the psychic processes affecting partners in lesbian couples, who seek access to parenthood, this article analyzes the testimony of female couples preparing for Artificial Insemination with Donor (AID) and takes account of their personal and family history, as well as the dynamics of the couple itself. The methodology used and the data found are presented. The approach combines a longitudinal and psychodynamic study (illustrated with selected case studies) and a textual analysis (with the ALCESTE software) of clinical interviews of both partners of 32 lesbian couples, who sought to become parents through the use of AID. The combination of results from both analyses leads to a discussion of three factors affecting access to homoparenthood and the construction of a parental project for lesbian couples: i.e., the place given to the anonymous donor, the impact of the medical act of AID and the process of assigning the status of social mother and biological mother within the lesbian couple. [less ▲]

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See detailParenté sociale et adoption homosexuelle
Leleu, Yves-Henri ULg

Conference (2004, October 22)

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See detailParenteral nutrition
Rigo, jacques; SENTERRE, Thibault ULg

in Buenocore, G; Bracci, R; Weindling, M (Eds.) Neonatology. A practical approach to neonatal diseases. (2012)

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See detailParenteral Nutrition in Premature Infants and Children
SENTERRE, Thibault ULg

Conference (2014)

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See detailParenteral nutrition in premature infants, is there a place for a standardized industrialized parenteral nutrition solution
SENTERRE, Thibault ULg

in 4th Congress of the European Academy of Paediatric Societies (2012, October)

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See detailLa parentification
Haxhe, Stéphanie ULg

Conference given outside the academic context (2009)

Detailed reference viewed: 26 (2 ULg)
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See detailParentification-Infantilisation
Stassart, Martine ULg

in Thérapie Familiale (2005), 26(1), 36-53

The research on the double bind context helps us understand the individuation process of mothers who are described as parentified and whose child seems to present borderline or psychotic problems. In a ... [more ▼]

The research on the double bind context helps us understand the individuation process of mothers who are described as parentified and whose child seems to present borderline or psychotic problems. In a previous paper, we presented a study on double bind between those mothers and their child. The aim of this present paper is to develop the transgenerational aspects of those family patterns. The paper will describe the individuation process of the parentifed mother based on the position she had in her own family, the way she grew up and progressively developed. We will examine her functions towards each of her parents and as well as towards her sibling. We will focus on different elements such as contact style, pat¬terns of interaction in the creation of an « experiencing world » that is so crucial in double bind process. This paper is the last of four. They all tried to expand the area of double bind by clarifyinging the Bateson's metaphor about the double bind as the only visible part of an iceberg. Further than a logical conceptual organization for double bind patterns, the aim of this paper is to provide therapists with a methodological tool they could use as a map which is co-created with the family to progressively reveal the gond reasons for this pathological situation to be and question its pertinence in the family today. [less ▲]

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See detailParentification-infantilisation: le processus d'individuation de la mère d'Anne
Dessoy, Etienne; Stassart, Martine ULg; Courtois, A., Anne et al

in Thérapie Familiale (2005), 26(1), 37-53

Summary: Parentification – infantilization. The individuation process of Anne’s mother. – The research on the double bind context helps us understand the individuation process of mothers who are described ... [more ▼]

Summary: Parentification – infantilization. The individuation process of Anne’s mother. – The research on the double bind context helps us understand the individuation process of mothers who are described as parentified and whose child seems to present borderline or psychotic problems. In a previous paper, we presented a study on double bind between those mothers and their child. This aim of this present paper is to develop the transgenerational aspects of those family patterns. The paper will describe the individuation process of the parentifed mother based on the position she had in her own family, the way she grew up and progressively developed. We will examine her functions towards each of her parents and as well as towards her sibling. We will focus on different elements such as contact style, patterns of interaction in the creation of an «experiencing world» that is so crucial in double bind process. This paper is the last of four. Their all tried to expand the area of double bind by clarifyinging the Bateson’s metaphor about the double bind as the only visible part of an iceberg. Further than a logical conceptual organization for double bind patterns, the aim of this paper is to provide therapists with a methodological tool they could use as a map which is co-created with the family to progressively reveal the good reasons for this pathological situation to be and question its pertinence in the family today. [less ▲]

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See detailLa parentification: étude d'un processus
Haxhe, Stéphanie ULg

in Thérapie Familiale (2008), 29(1), 175-178

Si la parentification semble bien connue, elle reste pourtant peu étudiée dans son processus et ses particularités. Plusieurs axes sont peu ou pas pris en considération, comme les éléments ... [more ▼]

Si la parentification semble bien connue, elle reste pourtant peu étudiée dans son processus et ses particularités. Plusieurs axes sont peu ou pas pris en considération, comme les éléments organisationnels sur plusieurs générations, les facteurs de risque et de protection, l’économie fraternelle ou encore la dimension du contact, l’éprouvé de la relation de parentification. [less ▲]

Detailed reference viewed: 153 (22 ULg)
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See detailParenting support in Europe
Molinuevo, Daniel; Camus, Pascale ULg; Pirard, Florence ULg et al

Report (2013)

The influence of parenting on the well-being and future opportunities of children is widely acknowledged, but it is only recently that parenting support and education have come to be viewed as a social ... [more ▼]

The influence of parenting on the well-being and future opportunities of children is widely acknowledged, but it is only recently that parenting support and education have come to be viewed as a social investment that contributes towards reducing parental stress and helping parents to manage their work–life balance. European Member States provide support for parenting in many different ways, from very practical medical-based interventions such as support with breastfeeding, to programmes that aim to increase the confidence and self-esteem of parents and thus improve their relationship with their children. This report gives an up-to-date overview of the main elements of parenting support services and the structure of services across Europe. It includes more detailed information about parenting support in seven Member States: Austria, Belgium, Estonia, Hungary, Ireland, Portugal and Sweden. The report summarises common challenges faced by all providers of parenting support, and concludes with policy recommendations based on what has been observed to work in different countries. [less ▲]

Detailed reference viewed: 19 (3 ULg)
See detailLes parents d’enfants inscrits dans l’enseignement en immersion présentent-ils des caractéristiques particulières ? Etude comparative d'une population de parents d'enfants inscrits en 6e année primaire avec une population de parents d'enfants inscrits en 6e année primaire non-immersive.
Boraita, Fanny ULg

Master's dissertation (2010)

Le but de ce travail était de répondre à la question suivante : « les parents d’enfants inscrits dans l’enseignement en immersion présentent-ils des caractéristiques particulières ? ». Pour répondre à ... [more ▼]

Le but de ce travail était de répondre à la question suivante : « les parents d’enfants inscrits dans l’enseignement en immersion présentent-ils des caractéristiques particulières ? ». Pour répondre à notre question, nous avons comparé une population de parents ayant un enfant en 6e primaire immersive avec une population de parents ayant un enfant en 6e primaire non-immersive dans les écoles organisant ces deux enseignements en Communauté française. Nos résultats ont montré que les parents de l’immersion diffèrent des parents de l’enseignement non-immersif par rapport à un certain nombre de caractéristiques éducatives: comparativement aux parents ne recourant pas à l’immersion, les parents de notre population immersive s’engagent davantage dans la scolarité que ce soit auprès de leur enfant qu’auprès de ses enseignants et de son école. Une autre des caractéristiques des parents recourant à l'immersion est leurs niveaux socioculturel et socioéconomique plus élevés que ceux des parents n'y recourant pas. Toutefois, même sous contrôle de leurs statuts socioculturel et socioéconomique les parents de l’immersion entretiennent des contacts plus fréquents avec les enseignants et s’impliquent plus au sein de l’école de leur enfant comparativement aux parents de l’enseignement non-immersif. [less ▲]

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See detailLes Parents maltraités
Malchair, Alain ULg

in Neurone (2002), 7(3), 83-86

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See detailParents-professionnels : la coéducation en questions
Pirard, Florence ULg

in Orientation Scolaire et Professionnelle (L') [=OSP] (2012), 41(2), 323-325

Detailed reference viewed: 74 (15 ULg)