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The purpose of this qualitative study was to gain a better understanding of the phenomenon of children exhibiting noncompliant behaviors from the perspective of parents who seek clinical services for these challenging behaviors. Theory, empirical research and applied interventions have revolved around the construct of ‘noncompliance' and the assumption that such behavior is the consequence of incompetent or unskillful parental discipline (Kalb & Loeber, 2003; Patterson, 2013). The research questions and analyses of this study were approached with a broader conceptual framing than what has been used previously, sensitized not only by longstanding behavioral conceptions of noncompliance (Patterson's, 1982) but also alternative conceptions from developmental psychology including attachment theory (Stayton, Hogan & Ainsworth, 1971),and social relational theory (Kuczynski & De Mol, 2015). Mothers from twenty-five families were interviewed about their relationship with their children aged 8-13, their interpretations and experiences of their children’s challenging behaviors, and their experiences of accessing parenting support services. Empirically this study makes three contributions. First, this study contributes a more holistic understanding of the parent-child relationship context of challenging child behaviors.This perspective extends beyond a traditional focus on decontextualized interactions where parents respond to noncompliant or coercive behaviors to a focus on the larger relationship context in which such interactions occur. Second, this study provides insight into the phenomenon of noncompliance as it appears in a clinical sample of children whose behaviors were maladaptive and difficult to manage by their mothers. These analyses provided evidence for two qualitatively different contexts of children's challenging behaviors –ordinary resistance and extreme aggression. Third, this study provides insight into experiences with practitioners that mothers perceive as helpful and not helpful when accessing parenting services for their children's challenging behaviors. Clinical implications are also discussed. Ontario Graduate Scholarship

This report was developed and completed by the Research Shop with the support of the Guelph and Wellington Task force for Poverty Elimination. It explores furniture provision in Guelph and Wellington, the potential need for a Furniture Bank, and proposes recommendations for moving forward.

This report is a consolidated profile of the older adult (55+) community in Guelph organized based on the World Health Organization's Age-Friendly City Dimensions. It synthesizes local research and other sources of data to support the City of Guelph in a variety of activities related to priority setting, performance measurement and planning of public amenities, services, programs, and activities for older adults.

This report examines outcomes of integration in children services using a review of the grey and academic literature, as well as informational interviews conducted with four Ontario child welfare agencies.

This thesis is an investigation of rules which are historically conceptualized as static and unidirectional constructs strictly enforced by parents. This behavioural perspective is focused on parents as active agents and children immediately obey parental requests (Patterson, 1982). In contrast, a developmental perspective was used in this study in which rules are flexible and coconstructed by parents and children (Parkin & Kuczynski, 2012). Forty families participated in open-ended interviews; each family had one child between the ages of eight and thirteen. A thematic analysis was conducted and results suggested that rules were constructed by a bidirectional process in which parents and children were active agents. Parents most commonly perceived the rules to be flexible, coregulated and inherent - few parents described firm and explicit rules. Rules were developed by negotiation, based on the child’s development and by accommodating external influences. Leeway was an inherent, expected component of parent-child interactions

This report reviews considerations underlying efforts for collaboration and integration in the field of social services including models of engagement, integration frameworks and challenges to integration. Three local integrative initiatives are examined for lessons learned and best practices.