[Family counseling in early education: conditions and effects from the viewpoint of mothers].
Seeing the systemic aspects of the developmental and behavioral problems of young children, it has often been demanded, but is seldom realized, to include families, in early education. Though the role of parents has changed from passive observers to active partners of their child and the professionals the complete dimensions of this change of influence concerning all the family are still unknown. Hence the family is seldomly borne in mind, in practice as well as in research on early education. To answer some of the standing questions, a recourse to family stre beta theory, life span developmental theory, and ecological developmental psychology seems necessary. In every day life mainly the mothers seem to carry the burdon and concern of education and development of their children. On this presupposition we are convinced that mothers can give valuable informations about their family lives and family systems. Hypotheses concern the subjective changes of their families and their personal development during one year of early education and family related counseling. Comparisons between mothers with or without family counseling show important differences in developmental stress, developmental attitudes, and family dynamics. These findings are discussed considering to the limited evidence of practice attendant studies.
Steinebach
C
C
D000328:Adult; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D002675:Child, Preschool; D003131:Combined Modality Therapy; D003258:Consumer Behavior; D002658:Developmental Disabilities / Q000523:psychology / Q000628:therapy*; D018479:Early Intervention, Educational; D005196:Family Therapy; D005260:Female; D006801:Humans; D008297:Male; D009034:Mother-Child Relations; D009035:Mothers / Q000523:psychology*; D010348:Patient Care Team
Familienberatung in der Frühforderung: Bedingungen und Wirkungen aus der Sicht der Mütter.