Teaching about household safety: do teaching strategies vary as a function of child and parental characteristics

dc.contributor.advisorMorrongiello, Barbara
dc.contributor.authorMcArthur, Brae Anne
dc.date.accessioned2020-08-25T16:01:36Z
dc.date.available2020-08-25T16:01:36Z
dc.date.copyright2009
dc.degree.departmentDepartment of Psychologyen_US
dc.degree.grantorUniversity of Guelphen_US
dc.degree.nameMaster of Artsen_US
dc.description.abstractPrevious research has found that parents are aware of the need to teach their children about home safety and recognize this to be primarily their responsibility. However, little research has focused on the nature of different teaching strategies. Conducting an intensive home interview, the current study examined how parent and child characteristics influence the teaching strategies used to promote home safety. Mothers were asked to identify household hazards that were safety concerns for their child. For each hazard mothers indicated the extent to which they used teaching as a risk-management strategy and reported verbatim what they would say to prevent their child from engaging in these risky activities. Results revealed that safety strategies varied with the child's sex and teaching strategies were differentially influenced by maternal and child attributes. Specific teaching strategies were identified allowing for the development of a taxonomy that can be used for future research.en_US
dc.identifier.urihttps://hdl.handle.net/10214/20888
dc.language.isoen
dc.publisherUniversity of Guelphen_US
dc.rights.licenseAll items in the Atrium are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectHousehold safetyen_US
dc.subjectTeaching strategiesen_US
dc.subjectChildrenen_US
dc.subjectParentsen_US
dc.subjectResponsibilityen_US
dc.titleTeaching about household safety: do teaching strategies vary as a function of child and parental characteristicsen_US
dc.typeThesisen_US

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