DOCSLIB.ORG

Applying Learning Theories to Healthcare Practice

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Applying Learning Theories to Healthcare Practice © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION© Jones & Bartlett Learning LLC, an Ascend LearningNOT Company. FOR SALENOT FOR SALEOR ORDISTRIBUTION DISTRIBUTION. CHAPTER © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC ApplyingNOT FOR SALE Learning OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Theories to Healthcare 3 © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FORPractice SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Margaret M. Braungart | Richard G. Braungart | Pamela R. Gramet © Jones & Bartlett ChapterLearning, Highlights LLC © Jones & Bartlett Learning, Key Terms LLC NOT FOR SALE OR PsychologicalDISTRIBUTION Learning Theories NOT FOR SALE OR behaviorist DISTRIBUTION learning Behaviorist Learning Theory cognitive development Cognitive Learning Theory cognitive learning Social Learning Theory defense mechanisms Psychodynamic© Jones Learning & Theory Bartlett Learning, LLC feedback © Jones & Bartlett Learning, LLC HumanisticNOT Learning FOR Theory SALE OR DISTRIBUTION gestalt perspectiveNOT FOR SALE OR DISTRIBUTION Applying Learning Theories to Health Care hierarchy of needs Motor Learning humanistic learning Stages of Motor Learning information processing © Jones & Motor Bartlett Learning Variables Learning, LLC © Jones learning & Bartlett Learning, LLC NOT FOR Common SALE Principles OR of LearningDISTRIBUTION NOT FOR learning SALE theory OR DISTRIBUTION How Does Learning Occur? mental practice Which Kinds of Experiences Facilitate or Hinder the Learning Process? motor learning What Helps Ensure That Learning Becomes Relatively Permanent? motor performance © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, operant conditioning LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR practice DISTRIBUTION Objectives psychodynamic learning After completing this chapter, the reader will be able to respondent conditioning 1. Analyze the major differences in how teaching and learning are approached in role modeling the five learning theories. © Jones & Bartlett Learning, LLC social cognition© Jones & Bartlett Learning, LLC 2. Describe the role of the teacher according to each theory. NOT FOR SALE OR DISTRIBUTION social learningNOT FOR SALE OR DISTRIBUTION 3. Discuss at least three ways to motivate learners based on the learning theories. spontaneous recovery 4. Outline how to teach patients new information using different learning theories. stages of motor learning 5. Explain specific teaching strategies to use for each stage of Fitts and Posner’s systematic desensitization © Jones three& Bartlett stages of motor Learning, learning. LLC © Jones & Bartlett Learning, LLC vicarious reinforcement NOT FOR6. Give SALE examples OR of how DISTRIBUTION different types of practice and feedback variables in motorNOT FOR SALE OR DISTRIBUTION learning can be applied to patient teaching. © wanchai/Shutterstock 45 © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284131215_CH03_Pass03.indd 45 17/02/16 4:00 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION© Jones & Bartlett Learning LLC, an Ascend LearningNOT Company. FOR SALENOT FOR SALEOR ORDISTRIBUTION DISTRIBUTION. 46 Chapter 3 Applying Learning Theories to Healthcare Practice Learning is defined in this chapter as a relatively permanent change in thinking, emo- tional© Jones functioning, & Bartlett skill, and/or Learning, behavior LLCas a result of experience. It is© the Jones process & byBartlett Learning, LLC whichNOT individuals FOR SALE gain new OR knowledge DISTRIBUTION or skills and change their thoughts,NOT feelings, FOR SALEat- OR DISTRIBUTION titudes, and actions. Although people in every culture have beliefs about how teaching and learning should occur, there are several major theories of learning that have been tested with research. Each theory describes or explains how learning occurs and has its © Jones & Bartlettown vocabulary, Learning, perspectives LLC on learning, and generalizations© Jones about & teachingBartlett and Learning, learn- LLC ing. The major learning theories are widely applicable and form the foundation for the NOT FOR SALEfield of OR education, DISTRIBUTION health education, psychological andNOT psychiatric FOR SALE counseling, OR DISTRIBUTIONwork- place organization and human resources management, and marketing and advertising. Learning allows individuals to adapt to demands and changing circumstances and is crucial in health care—whether for patients and families struggling with ways to improve © Jones & Bartlett Learning,their health LLC and adjust to their medical© conditions,Jones & forBartlett students Learning, gaining the informationLLC NOT FOR SALE OR DISTRIBUTIONand skills necessary to become a nurse,NOT or for FOR staff SALEnurses developing OR DISTRIBUTION more effective ap- proaches to educating and treating patients. Despite the significance of learning to each individual’s development, functioning, health, and well-being, debate continues about how learning occurs, which kinds of experiences assist or slow the learning process, and what ensures that learning becomes relatively permanent. ©A Jones learning & theory Bartlett is a logical Learning, framework LLC describing, explaining, or© predicting Jones &how Bartlett Learning, LLC peopleNOT learn. FOR Whether SALE used OR singlyDISTRIBUTION or in combination, learning theoriesNOT have FOR much SALE to OR DISTRIBUTION offer the practice of health care. Increasingly, health professionals—including nurses— must demonstrate that they regularly use sound methods and a clear rationale in their education efforts, patient and client interactions, staff management and training, and continuing education and health promotion programs (Ferguson & Day, 2005). © Jones & BartlettGiven Learning,the current structure LLC of health care in the United© Jones States, & nurses, Bartlett in particular, Learning, LLC NOT FOR SALEare often OR responsible DISTRIBUTION for designing and implementingNOT plans FOR and SALEprocedures OR for DISTRIBUTION im- proving health education and encouraging wellness. Beyond one’s profession, however, knowledge of the learning process relates to nearly every aspect of daily life. Nurses can apply learning theories at the individual, group, and community levels to understand and teach new material and tasks, solve problems, change unhealthy habits, build con- © Jones & Bartlett Learning,structive LLC relationships, manage emotions,© Jones and develop & Bartlett effective Learning, behavior. LLC NOT FOR SALE OR DISTRIBUTIONThis chapter reviews the psychologicalNOT FOR and motor SALE learning OR DISTRIBUTION theories that are use- ful to health education and clinical practice. Behaviorist, cognitive, and social learning theories are most often applied to patient education as an aspect of professional nursing practice. This chapter also treats psychodynamic and humanistic perspectives as learn- ing© theories Jones because & Bartlett they encourage Learning, a patient-centered LLC approach to care© and Jones add much & Bartlett Learning, LLC to our understanding of human motivation and emotions in the learning process. Emo- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION tions and feelings, it is argued, are critical to understanding learning (Goleman, 1995), especially in a healthcare setting (Halpern, 2001). Why? Emotional reactions are often learned as a result of experience, they play a significant role in the learning process, and they are a vital consideration when dealing with health, disease, prevention, wellness, © Jones & Bartlettmedical treatment, Learning, recovery, LLC healing, and relapse prevention.© Jones In addition,& Bartlett motor Learning, learn- LLC NOT FOR SALEing is included OR DISTRIBUTION as a theory because it offers a frameworkNOT for nursesFOR teachingSALE ORmotor DISTRIBUTION skills to patients. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284131215_CH03_Pass03.indd 46 17/02/16 4:00 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION© Jones & Bartlett Learning LLC, an Ascend LearningNOT Company. FOR SALENOT FOR SALEOR ORDISTRIBUTION DISTRIBUTION. Psychological Learning Theories 47 The goals of this chapter are to provide a framework for understanding subsequent chapters in© thisJones text and & Bartlettto offer a toolbox Learning, of approaches LLC that nurses can use to© enhance Jones & Bartlett Learning, LLC learning andNOT change FOR in SALEpatients, OR oneself, DISTRIBUTION and others. After completing the chapter,NOT read FOR- SALE OR DISTRIBUTION ers should be able to describe the basic principles of learning, discuss various ways in which teaching and learning can be approached, and develop alternative strategies to change attitudes, behaviors, and skills of learners in different settings. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FORPsychological SALE OR DISTRIBUTION Learning Theories NOT FOR SALE OR DISTRIBUTION This section summarizes some of the basic principles of the behaviorist, cognitive, so- cial learning, psychodynamic, and humanistic learning theories. While reviewing each theory, readers are asked to consider the following questions: © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 1. What is the basic focus of each theory
Load more

Recommended publications
  • Characteristics of Successful Youth Programs
    Characteristics of Successful Youth Programs Successful youth programs need to have a few key characteristics to reach teens effectively. It’s no surprise that most teens explore romantic The culture of a group of teens is more than the origin relationships. Romance is the premise of many of their racial or ethnic roots. Ethnic culture, religious teen movies, and is apparent in their everyday life views and relationship perspectives are quite often through tweeting, chat rooms, text messaging and established at a local or community level. It will school gossip. Relationships that occur during the help to research the following questions about your teen years are an opportunity for young adults to community: experience romance, learn about themselves and • What is the prevalence and/or social acceptance establish expectations for future relationships. So, of premarital sex? how can a program effectively turn a hot topic into a teachable moment? This Tip Sheet describes key • Do most kids you’re working with come from characteristics of successful youth programs. single parent families? • What is the marriage and divorce rate in the Teens live in a multi-media world, so community? it’s important to make the information 2. Be interactive. current and relevant to them. They are constantly multitasking and Teens live in a multi-media world, so it’s important to accustomed to short messages. make the information current and relevant to them. Trying to “teach” in a traditional, They are constantly multitasking and accustomed instructional manner is not the best to short messages. Trying to “teach” in a traditional, way to reach today’s kids.
    [Show full text]
  • Help Kids by Role Modeling Respect for Diversity by Karen Stephens Families Around the Globe Have Some Amazing Similarities
    Help Kids by Role Modeling Respect for Diversity by Karen Stephens Families around the globe have some amazing similarities. We love our children, and put their health, safety, and well being above our own. We spend enormous time, energy, and resources making sure they’re properly clothed, fed, and schooled. We bend over backwards to raise our kids with worthwhile values to help them enjoy a fulfilling, peaceful life in community with others. We encourage traits that will help them make a positive contribution to society — traits like self-respect, compassion, gratitude, dedication, self-reliance, altruism, responsibility, and accountability. Every day parents the world over applaud children’s successes and hug fears away. We celebrate first words, first steps, birthdays, and marriages. And yes, we all mourn when illness or tragedy claims our own. Before we know it, we’re in the throws of grandparenting. Time flies; never faster than when raising a family. Cultural Over the eons people have created traditions and rituals to forge lasting bonds between family members and their surrounding communities. Strong bonds support survival. They promote stability and continuity. Cultural bonds satisfy the most basic of human desires — the need to belong, to feel accepted, and to be differences, included. Families’ cultural attitudes are affected by many factors, such as region of birth, as well as nationality, religion, race, and ethnic heritage. Creativity is revealed as each culture applies its unique imagination and problem solving abilities to the daily routines similarities, of family life. But culture isn’t the only predictor of human behavior. Within cultures, there’s also difference; it’s a fact of life.
    [Show full text]
  • Chapter 1: Theoretical and Conceptual Frameworks for Understanding Adolescent Problem Behavior
    ChapteR 1: Theoretical and Conceptual frameworks for Understanding Adolescent Problem behavior oVeRVIeW change and encompasses both cognitive and behav- ioral approaches. It moves beyond the narrower be- As a platform for this Adjunct Guide to Driving With havioral perspective defined by the early behaviorists Care, we begin by presenting a number of promi- (e.g., Miller & Dollard, 1941; Skinner, 1938, 1953) nent concepts and theories that provide a concep- and includes the cognitive perspective. Cognitive tual framework for understanding, interpreting and learning assumes that there are psychological factors predicting the development, dynamics, and outcome that influence behavior. of adolescent problems. We look at theories that are particularly relevant to understanding the causal and However, SLT also holds that behavior is influenced dynamic factors of underage AOD use and abuse and by environmental factors, and not just psychological underage impaired driving (UID). An effort is made or cognitive factors. Thus, SLT assumes that psycho- to relate each of these theories to underage drinking logical and environmental factors combined influence and UID. the development of specific behaviors. sUMMARY of seleCTeD ConCePTUAl SLT stresses the importance of attending to and mod- THEORIES eling the behaviors, cognitions (e.g., attitudes and be- liefs) and emotions of others. SLT sees an interactive Although there are a number of important and cred- process between cognitive, behavioral, and environ- ible conceptual orientations that can help in under- mental influences (Ward & Gryczynski, 2009). standing the causal and dynamic factors of UID, we select eight that cover the essential psychosocial ele- There are three principles that help define SLT.
    [Show full text]
  • The Essence of Social Learning Theory
    EDS 248 Human Development and Learning Social Cognitive Learning Theory EDS 248 Stephen E. Brock, Ph.D.,NCSP The Essence of Social Learning Theory Learning by observation (or vicarious acquisition) and modeling. Observation of behaviors and their outcomes is a mode of learning (vs. simply being shaped by the environment). Learning does not require behavior change or performance (learned tasks may be displayed now, later, or never). Reinforcement has an indirect effect on learning. Cognitive processes influence learning. Bandura’s Social Learning Theory Behaviorism Cognitivism Reinforcement Expectations Awareness Punishment Attention/ Memory Nurture Social Learning Nature External Theory Internal Environmental factors Person factors Behavior Reciprocal Causation Stephen E. Brock, Ph.D., NCSP 1 EDS 248 Human Development and Learning Behavioral Factors and Social Learning Theory People reinforce others who copy their behavior. Students are reinforced by teachers when they reproduce behaviors being taught. Imitated behavior leads to other people reinforcing copied behavior. Children are reinforced by parents when they reproduce what the teacher has taught Behavior is imitated subsequent to observations of its effect on others. Students will engage in behaviors that are observed to achieve desired outcomes. Students will not engage in behaviors that observed to achieve undesired outcomes. How the environment reinforces and punishes models Model as a discriminative stimulus (S+) (or antecedent) (S+ = model) R > SRF Modeled behavior (R) is reproduced/learned/conditioned because of reinforcement. Observer (student) is reinforced by the model (teacher) Imitated behavior (style of dress) leads to reinforcer (peer praise). People often reinforce others who copy what they themselves do. Problems with a strictly behavioral analysis of social learning theory 1.
    [Show full text]
  • Simple Ways to Be an Active Role Model
    Simple Ways to be an Active Role Model Did you know that one of the best ways to encourage healthy choices in children is to model those choices as an adult? Parents, older siblings, teachers, and other role models can help kids and teens make healthy choices by simply engaging in healthy behaviors like eating nutritious foods and being physically active. In addition to making healthy choices themselves, there are many ways adults can be role models for positive behaviors like physical activity. Take the simple steps below to encourage youth physical activity while being a super role model! Communicate positively about the Plan and set goals for physical activity various benefits of physical activity Track physical activity with this handy chart, then This includes improving sleep, increasing academic reinforce progress with healthy rewards such as a performance, preventing illness, and strengthening special family outing or the opportunity to win a social connections. Keep your audience in mind and prize. discuss how participating in physical activity can safely align with their interests. Encourage community physical activity Parents and family members can encourage Demonstrate physical activity physical activity for their children outside of the Demonstrate physical activity and behaviors that home by joining wellness committees, volunteering safely support an active lifestyle with and in front of for active events like a Family Fitness Night or Fun others. As a parent or caregiver, this could mean Run, and asking how physical activity facilities such doing yoga in your living room with kids or while as gyms and playgrounds can safely be made kids play nearby.
    [Show full text]
  • Dean Is Etele Model
    DOCUMENT RESUME ED 210 956 HE C14 457 _TITLE The Dean as Colleague: Dean, Student,Faculty, Administrative Relatioiship. A Compilation of Presentations from the Executive DevelopmentSeries I: "Have You Ever Tbought ofBeing a Dean?" (1980-1981). Volume III. INSTITUTION American Association of Colleges of Nursing, Washington, D.C. SPONS AGENCY Public Health Service (DHHS), Rockville,Md. POE DATE Jul Al GRANT PHS-5-D10 -NO-23035-02 NOTE 82p.; For related documents, see HE 014455-458. AVAILABLE FROM Project Office, American Association ofColleges of Nursing, Eleven Dupont Circle, Suite 430,Washington, DC 20036 ($6.50). EDPS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Academic Deans; Academic Education;Administrator Attitudes; *Administrator Responsibility;College Students; Departments; Higher Education: *Interpersonal Relationship; Interprciessional Relationship; Leadership Responsibility; Nurses; *Nursing Education; Peer Relationship;Physicians; Program Administration; *RolePerception; School Community Relationship; *Teacher Adsinistratcr Relationship IDENTIFIERS *Collegiality ABSTRACT The relationships of deans ofbaccalaureate or higher degree programs of nursing with facultymembers,,administratcrs, students, other professionals, andthepublic are considered by six deans who contributed to a continuingeducation workshop series. According to Edith H. Andersbn, the deanis a colleague of other deani, and to students and junior faculty members thedean is etele model. Leadership and management areshared with mid-level _administrators and senior
    [Show full text]
  • Are Stepfamilies Associated with the Emotional Well-Being of Adolescents
    Diverse Pathways into Stepfamilies and the Emotional Well-Being of Adolescents Megan M. Sweeney Department of Sociology California Center for Population Research University of California, Los Angeles 264 Haines Hall, Los Angeles, CA 90095 [email protected] Extended Abstract Although approximately one-third of all children born in the United States in the early 1980s are expected to spend some time in a married or cohabiting stepfamily (Bumpass, Raley, and Sweet 1995), the implications of parental remarriage for the well-being of youth are not well understood. There are many reasons to expect a mother’s (re)marriage or union formation to improve the lives of children. For example, remarriage is associated with substantial improvement in the economic well-being of women and their children after a marital dissolution (Holden and Smock 1991; Peterson 1996). This is important, as economic deprivation is thought to be a central explanation for the disadvantage associated with growing up with a single parent (Furstenberg 1999; McLanahan and Sandefur 1994). Stepfamily formation also introduces a second parental figure into the household, increasing opportunities for the monitoring and supervision of children, and may bring a same-sex (or opposite-sex) role model into the home. In addition, a stepparent may offer much needed emotional support to an overextended single parent (Cherlin and Furstenberg 1994). Yet a growing body of evidence suggests that stepfamilies may not tend to benefit children (Coleman, Ganong, and Fine 2000). Living in a stepfamily is associated with low well- 1 being relative to living with two biological parents, as indicated by a wide range of child outcomes including educational attainment, sociability, initiative, internalizing and externalizing behaviors (e.g.
    [Show full text]
  • The Significance of Social Learning Theories in the Teaching of Social Studies Education
    International Journal of Sociology and Anthropology Research Vol. 2, No.1, pp.40-45, August 2016 Published by European Centre for research Training and Development UK (www.eajournals.org) THE SIGNIFICANCE OF SOCIAL LEARNING THEORIES IN THE TEACHING OF SOCIAL STUDIES EDUCATION Edinyang, Sunday David Ph.D Department of Social Science Education, Faculty of Education, University of Calabar, Calabar – Nigeria ABSTRACT: Social learning theories deal with the ability of learners to imbibe and display the behaviors exhibited within their environment. In the society, children are surrounded by many influential models, such as parents within the family, characters on mass/social media, friends within their peer group, religion, other members of the society, and the school. Children pay attention to some of these agents of socialization and imbibe the behaviours exhibited. At a later time they may imitate the behavior they have observed regardless of whether the behavior is appropriate or not, but there are a number of processes that make it more likely that a child will reproduce the behavior that its society deems appropriate for its sex and age. This paper discusses the implications of social learning theories on Social Studies education, and how Social Studies teachers can apply it towards achieving the goals and objectives of the discipline. KEY WORDS: Social learning theories and social studies education. INTRODUCTION Albert Bandura (1977) in McLeod (2011) stated that behaviour is learned from the environment through the process of observational learning. Social Learning Theory originated from Albert Bandura, who believed that behaviourism alone could not explain all there is about learning.
    [Show full text]
  • Effects of Parent Role Modeling Behaviors in Correlation to Child Overweight and Obesity in Preschool-Aged Children Nicole Van Heek South Dakota State University
    South Dakota State University Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange Electronic Theses and Dissertations 2018 Effects of Parent Role Modeling Behaviors in Correlation to Child Overweight and Obesity in Preschool-aged Children Nicole Van Heek South Dakota State University Follow this and additional works at: https://openprairie.sdstate.edu/etd Part of the Dietetics and Clinical Nutrition Commons, and the Human and Clinical Nutrition Commons Recommended Citation Van Heek, Nicole, "Effects of Parent Role Modeling Behaviors in Correlation to Child Overweight and Obesity in Preschool-aged Children" (2018). Electronic Theses and Dissertations. 2423. https://openprairie.sdstate.edu/etd/2423 This Thesis - Open Access is brought to you for free and open access by Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. For more information, please contact [email protected]. EFFECTS OF PARENT ROLE MODELING BEHAVIORS IN CORRELATION TO CHILD OVERWEIGHT AND OBESITY IN PRESCHOOL-AGED CHILDREN BY NICOLE VAN HEEK A thesis submitted in partial fulfillment of the requirements for the Master of Science Major in Nutrition and Dietetics Specialization in Nutritional Sciences South Dakota State University 2018 iii ACKNOWLEDGMENTS I would like to acknowledge and thank the following people who assisted me, not just through the entirety of this projects, but also, throughout my Master’s degree. First and foremost, I would like to thank my graduate advisor, Lacey McCormack, for her continuous support and assistance throughout this project, my dietetic internship, and graduate school classes.
    [Show full text]
  • Diocese of Trenton a Guide to Forming Parish Marriage Ministry
    Diocese of Trenton A Guide to Forming Parish Marriage Ministry Table of Contents Overview – Why Does the Church Need Strong Marriages? Page 3 What Is Parish Marriage Ministry? Page 4 Benefits of Marriage Ministry Page 5 How the Parish Supports Marriage Through Every Stage of Family Life Page 5 How Do We Get Started? Page 6 Presenting Marriage Ministry to the Pastor Page 6 Selecting a Core Team Page 7 Visioning and Planning Page 8 Building Awareness of Parish Marriage Ministry Page 9 Parish Marriage Ministry Involvement Areas – Opportunities for Evangelization Page 10 Formation/Training of Marriage Ministry Leadership Team Page 12 Organizational Setting (Parish Marriage Ministry is Integral to all Pastoral Ministry) Page 13 Summary Page 14 Appendix o Article 1 - Mentoring and Like-to-Like Ministry – Excerpts from St. John Page 15 Paul II and Pope Francis o Article 2 - A Family Perspective in Church and Society (from USCCB website) Page 16 o Article 3 - Excerpts from “Christian Marriage Rooted in the Baptismal Page 17 Call,” by William P. Roberts o Article 4 - Specific Elements of the Diocese of Trenton Plan for Page 18 Strengthening Marriage Supported by Parish Marriage Ministry o Article 5 - Marriage Enrichment Resources for Parishes Page 19 2 Overview – Why Does the Church Need Strong Marriages? The Church has a Stake in Healthy, Holy Marriages The Catholic Church has a long and rich history of teaching about the meaning and importance of marriage and family life. Happy and holy marriages are a work of God’s grace combined with our human effort. Marriages are strong and enduring when they rest on three pillars: a transcendent vision, a range of skills that can lead to virtuous relationships, and a supportive community.
    [Show full text]
  • Entrepreneurship Among Married Couples in the US
    Entrepreneurship among married couples in the United States: A simultaneous probit approach Simon C. Parker University of Durham Abstract This article proposes a simultaneous probit equation framework to analyse the business ownership patterns of married couples in the United States. A structural model of knowledge spillovers within cou- ples is formulated and estimated. We …nd evidence consistent with positive knowledge transfers between members of couples, but little support for alternative explanations based on assortative mating, role model, risk diversi…cation, and wealth transfer e¤ects. We conclude that the conventional practice of ignoring interdependence can generate misleading conclusions about the determinants of business ownership in America. JEL Nos.: J24, D10, J12, J23 School of Economics, Finance & Business, 23-26 Old Elvet, Durham DH1 3HY, UK. E-mail: [email protected]. Tel: +44 (0) 191 334 6351. Fax: +44 (0) 191 334 6341. The author is grateful to seminar participants at the Tinbergen Institute, University of Amsterdam, and LSE for numerous helpful comments on an earlier draft. 1 1 Introduction Research into the determinants of entrepreneurship continues to grow, with recent contributions emphasising borrowing constraints (Evans and Jovanovic, 1989; Hurst and Lusardi, 2004); human capital (Lazear, 2002, 2004); geo- graphical location (Acs et al, 2004), and ethnicity (Fairlie and Meyer, 1996; Fairlie, 2004). The literature now boasts a rich body of knowledge about the individual-speci…c factors associated with the decision to be an entre- preneur. Recently, the literature has also begun to extend into the domain of the family, re‡ecting growing recognition of the disproportionate num- ber of married entrepreneurs (Blanch‡ower and Meyer, 1994; Bates, 1995); the role of parental in‡uence on self-employment choices (Dunn and Holtz- Eakin, 2000); and the growing interest in female entrepreneurship and the role of their husbands (Caputo and Dolinsky, 1998; Bruce, 1999).
    [Show full text]
  • Couple's Relationship with Diabetes: Transformation, Partnership, and Management Ruth Houston Barrett Loma Linda University
    Loma Linda University TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works Loma Linda University Electronic Theses, Dissertations & Projects 8-1-2012 Couple's Relationship with Diabetes: Transformation, Partnership, and Management Ruth Houston Barrett Loma Linda University Follow this and additional works at: http://scholarsrepository.llu.edu/etd Part of the Marriage and Family Therapy and Counseling Commons Recommended Citation Barrett, Ruth Houston, "Couple's Relationship with Diabetes: Transformation, Partnership, and Management" (2012). Loma Linda University Electronic Theses, Dissertations & Projects. 73. http://scholarsrepository.llu.edu/etd/73 This Dissertation is brought to you for free and open access by TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. It has been accepted for inclusion in Loma Linda University Electronic Theses, Dissertations & Projects by an authorized administrator of TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. For more information, please contact [email protected]. LOMA LINDA UNIVERSITY School of Behavioral Health in conjunction with the Faculty of Graduate Studies ____________________ The Couple’s Relationship with Diabetes: Transformation, Partnership, and Management by Ruth Houston Barrett ____________________ A Dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Marital & Family Therapy ____________________ August 2012 © 2012 Ruth
    [Show full text]