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Dissertations / Theses on the topic 'Adjustment disorders in children'

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Published: 4 June 2021

Last updated: 31 January 2023

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1

Mills, Rachel. "Marital Adjustment in Parents of Multiple Children with Autism Spectrum Disorders." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6324.

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The current study investigated the relationship between raising multiple children with Autism Spectrum Disorders (ASD) and martial adjustment and whether perceived social support moderates this relationship. The sample (n = 115) consisted of 77 parents of a single child diagnosed with an ASD and 44 parents of 2 or more children diagnosed with an ASD. There was no significant difference in martial adjustment between the parents of single versus multiple children with ASDs and no significant relationship between number of children with an ASD within a family and marital adjustment. Although the main hypotheses were not supported, data from experimental questions indicated that a majority of participants believed their marriage was affected by their child's ASD diagnosis and most rated this effect negatively. Further, for parents of multiple children with ASDs, the rating of degree of impact upon their marital relationship after the first diagnosis was significantly positively related to their marital impact rating following the second diagnosis, suggesting that parents who view the effects of the first diagnosis as negative are likely to view the effects of the second diagnosis negatively as well. Since there was no a significant relationship between number of children with and ASD and marital adjustment, social support was not tested as a moderator. However, there was a significant positive relationship between dyadic adjustment and perceived social support. Further research examining the effects of parenting multiple children with ASDs is warranted.<br>M.A.<br>Masters<br>Psychology<br>Sciences<br>Clinical Psychology

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2

Shriver, Jonathan S. "Factors contributing to the success of students with emotional and behavioral disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005shriverj.pdf.

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3

Sunderland-Cox, Lisa. "A comparison of three interventions for children with co-occurring pragmatic language and behavior problems /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137753.

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4

Livingston, Christine. "Get him out of my classroom the effectiveness of the inclusion for students with EBD /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003livingstonc.pdf.

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5

Murphy, Frances. "Relationship between family use of normalization and psychosocial adjustment in children with chronic physical disorders." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68225.

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The purpose of this study was to examine the relationship between a family's use of normalization and the psychosocial adjustment (personal adjustment, role skills, and perceived competence) of children with chronic physical disorders (CPD). Seventy-six mothers and their CPD children participated in the study. Families' use of normalization was related to CPD child's psychosocial adjustment. Specifically, mothers' perceptions that their families and other people perceived their family and CPD child as normal were strongly related to overall high personal adjustment, better peer relationships, and better productivity in the CPD child as well as less reported anxiety and depression, less dependence, less withdrawal, and less hostility. However, a family's use of normalization was not related to the CPD child's perception of self-competence in this study.

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6

Jackson, Henry Gilliam. "Evaluating the predictive value of parent reports of problem behavior, measures of ADHD, and children's language development on teacher ratings of behavioral adjustment in elementary school : longitundinal findings /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7928.

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7

Thokala, Mary Rebecca. "Parental conflicts influences on the development of children /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thokalam.pdf.

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8

Trancik, Anika. "Examining the relations among cortisol response, family risk factors, parenting, and child adjustment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9161.

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9

Patterson, Constance Kindrick Swerdlik Mark E. "Student, teacher and school setting factors affecting classification of students with emotional/behavioral disorders a study of a Louisiana school district /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960419.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 27, 2006. Dissertation Committee: Mark Swerdlik (chair), E. Paula Crowley, Daniel Graybill, Jeffry Kahn, Douglas H. Lamb. Includes bibliographical references (leaves 131-155) and abstract. Also available in print.

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10

Mirzamani, Bafeghi Seyed Mahmoud. "Psychological adjustment of parents to disaster striking their children." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243766.

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11

Zimmerman, Mary. "Teacher perceptions toward including students with emotional behavioral disabilities in general education classes." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006zimmermanm.pdf.

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12

Wilder, Lynn K. "Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.<br>Department of Special Education

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13

Rinaldi, Julie A. "Long-term outcomes of parent training and predictors of adolescent adjustment /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9004.

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14

Lo, Ya-Yu. "Functional assessments and individualized intervention plans increasing the behavior adjustment of urban learners in general and special education settings /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060619211.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xvii, 319 p.; also includes graphics Includes bibliographical references (p. 227-238). Available online via OhioLINK's ETD Center

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15

Dorham, Carole LaRue. "Future orientation as a protective factor in the relationship between deviant peer association and adolescent adjustment /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190513.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 110-116). Also available for download via the World Wide Web; free to University of Oregon users.

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16

Chen, Kaili. "Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4466/.

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Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.

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17

Eisenhower, Abbey Severance. "Improving student-teacher relationships and school adjustment for children with disruptive behavior problems during the transition to kindergarten." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1627360091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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18

Miller, Brigette Vanessa, and Mabel Salvatierra. "Effects of residential and school mobility on foster children's academic performance." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3136.

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When Child Protective Services (CPS) enters the picture assisting hard shipped families, the child may get placed in a foster home thus starting the cycle of mobility-the child is often moved from one home to another, one school to another resulting in a lack of residential and academic continuity for the child, which in turn results in negative effects in behavior, emotions and academia.

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19

Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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20

Rolfe, Laura. "Factors that impact on adjustment in parents of children with a learning disability and/or autism spectrum disorder." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9757.

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ackground Previous research has shown that parents of children with learning disabilities (LD) and/ or autism spectrum disorders (ASD) are more psychologically distressed than parents of neuro‐typical children. The literature suggests that there is significant variation in the rates of maladjustment within this population, and the research into factors that influence parental adjustment is developing. This study aims to add to the research into the factors influencing adjustment to parenting a child with LD/ ASD. In particular, relatively under‐researched concepts such as parental acceptance, time since diagnosis, and the influence of informational support to understand a child’s needs, will be explored. Method Two hundred and thirty five parents of children aged 4‐19 participated in a questionnaire study, conducted through local additional support needs (ASN) schools and bases. Measures of psychological adjustment were gathered alongside measures of acceptance, positive gains, level of child’s challenging behaviour and demographic information. Results Along with other variables, psychological acceptance and was found to account for significant variance in parental adjustment. There were no observed relationships between adjustment and time since diagnosis, or level of informational support. Conclusions The results have implications for the understanding of the role of acceptance in parent adjustment. Implications for intervention development and future research directions are discussed, in addition to the methodological limits of the study.

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21

Dzwonkowski, Agata. "Psychosocial adjustment of adolescent siblings of children with an autism spectrum disorder /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09HS/09hsd999.pdf.

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22

Rennie, Robyn Lynette. "A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children with Adjustment Problems." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2504/.

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This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions. The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of 13 children experiencing adjustment problems, received no play therapy intervention over a 12 week period. An Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses and one subscale hypothesis examining the effectiveness of individual play therapy versus the wait list control group. Specifically, children with adjustment problems in the experimental group exhibited a significant reduction in total behavior problems and a significant reduction in externalizing behavior problems as measured by the Child Behavior Checklist-Parent Form (CBCL). Additionally, an Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses examining the comparison of the effectiveness of individual play therapy versus the group play therapy comparison group from McGuire (1999). Individual play therapy was significantly more effective than group play therapy in helping children maintain an acceptable level of classroom behaviors as perceived by teachers on the Early Childhood Behavior Scale (ECBS).

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23

Gordon, Cheryl. "Feeding disordered children : the impact on family systems from parents' perspectives." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036183.

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Feeding disorders are common in disabled children, and family reactions are critical factors influencing the severity and course of this problem. This study hypothesized that feeding disorders in disabled children would be significantly more stressful to parents than other childhood disabilities; that pediatric feeding disorders would be more stressful in single parent families than two parent families; and that childhood feeding disorders would be less stressful to fathers than to mothers.Two copies each of the Friedrich Questionnaire on Resources and Stress (QRS-F) and a demographic data survey were sent to 79 families of disabled children. Responses were received from 47 subjects representing 31 households. Analysis of Variance of the QRS-F scores indicated significantly greater stress levels in families of disabled children who received tube feedings, but not in families whose disabled children required special assistance with oral feeding. There was an inadequate number of responses from single parent families to statistically compare their stress levels to two parent families with feeding disordered children. The comparison of fathers and mothers of disabled children with feeding disorders did not yield a statistically significant difference in stress levels.The greater stress levels found in parents of disabled children who received tube feedings shows a need to provide improved education and training programs, as well as support after hospital discharge, to families with tube fed children.<br>Department of Family and Consumer Sciences

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24

Jewell, Jeremy Dean. "The family environment of conduct disordered children and adolescents with depressed parents." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035956.

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25

Shriver, Jonathan S. "Factors contributing to the success of students with emotional and behavioral disabilities." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007shriverj.pdf.

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26

Uhle, Thomas S. "Principals who exceed district standards improving outcomes for students with emotional and behavioral disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5079.

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A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.<br>ID: 030423383; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 238-246).<br>Ed.D.<br>Doctorate<br>Education

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27

Hughes, Susan Maureen. "The effects of maternal psychiatric disorder on responsivity in the mother-child interaction and on the development of children's coping behaviour." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41616.

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Since the turn of the century, there has been a general awareness that children raised by parents with psychiatric disorders remain at risk for psychopathology themselves. This research investigates the mother-child responsivity and coping behavior of high risk children. Two groups of mother-infant dyads (N = 60) (mothers with and without psychiatric disorders) were coded during a videotaped, semi-structured play interaction using the CARE-Index. Results indicated that mothers with psychiatric disorders were significantly less sensitive and more unresponsive with their children than normal mothers. Mothers with psychiatric disorders who had extreme levels of psychosocial stress were significantly less sensitive and more controlling than those mothers diagnosed as living under less stressful circumstances. Children of mothers with psychiatric disorders were significantly less cooperative with their mothers in the play interaction. The results indicated that children whose mothers had chronic psychiatric disorders demonstrated significantly less effective coping behavior on all subscales of the Early Coping Inventory. Implications for the identification and treatment of children at risk for psychiatric disorder are discussed.

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Hathcote, Andrea Raye Dubre. "Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30462/.

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Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The district-level directors were asked to forward the survey to all personnel providing direct or indirect services to students with EBD. Survey participants were asked to rate 27 evidence-based interventions for students with EBD in three categories on a 5-point Likert scale: (a) importance of the intervention; (b) frequency of use of the intervention; and (c) preparedness to implement the intervention. With a response rate of 32% and representation from all 20 educational service center areas, data were analyzed through simple frequency statistics to determine that most respondents were public school special educators who had been in their current position for 5 years or less. They identified a climate that supports successful teaching and learning and clear rules/expectations as very important. They reported using procedures for the use of physical restraint most frequently, and being most well-prepared to implement clear rules/expectations. A canonical correlation analysis revealed an inverse relationship between importance ratings of tertiary level interventions and frequency of use and preparedness to implement primary level interventions which implies that while practitioners rate tertiary level interventions as important, they are more likely to be well-prepared to implement primary level interventions and to do so with more frequency. Additionally, a review of literature is provided and results and analysis of the survey are discussed as well as recommendations for the future.

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29

Warren, Michelle A. "Parent-child interactions with ADHD children: Parental empathy as a predictor of child adjustment." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4285/.

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Parent-child interactions tend to be problematic among families of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Although much attention has been paid in research and therapy to negative cycles of interaction between parent and child, it is equally important to consider how positive family interactions can be promoted, as these are likely to help prevent or reduce behavior problems and facilitate the best possible outcomes for children. Major contributors to the fields of psychology and child therapy have postulated that parental empathy is of primary importance in facilitating healthy child personality development. However, the effect of parental empathy has not been systematically studied with ADHD children. Thus, this study investigated the relationship between parental empathy and child adjustment factors in children with ADHD. It was hypothesized that among parent-child dyads with ADHD children, higher levels of parental empathy would predict higher levels of child self-esteem, social skills, and compliance, and lower levels of child aggression. Participants were 56 children who were previously diagnosed with ADHD and their parent/guardian. Thirty-seven parent-child dyads served as a control group. The study included parent-child participation in a videotaped analogue observation procedure and completion of parent-, child-, and teacher-report measures. Results indicated that higher levels of parental empathy predicted higher child self-esteem regarding their relationships with their parents. Before bonferroni adjustment, parental empathy also predicted lower levels of aggression among ADHD children. Parental empathy did not predict peer acceptance or compliance for these children. Children of high empathy parents scored higher on peer acceptance and lower on child aggression measures than children of low empathy parents. Scores on self-esteem and compliance, however, did not differ across groups. Although there were no differences between ADHD and non-ADHD children on self-esteem, peer acceptance, or compliance measures, children with ADHD were significantly more aggressive. These results suggest the importance of interventions for ADHD children that focus on increasing parental empathy in parent-child interactions.

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30

Stott, Dorthy A. "Recognition of Emotion in Facial Expressions by Children with Language Impairment." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2513.pdf.

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31

Webb-Johnson, Gwendolyn C. Morreau Lanny E. "Effects of a paradigmatic Afrocentric inservice program for special education teachers." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510434.

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Thesis (Ed. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 3, 2006. Dissertation Committee: Lanny E. Morreau (chair), Barbara Heyl, Ira L. Neal, Paula J. Smith, Jerome Tillman, Pamela H. Wheeler. Includes bibliographical references (leaves 211-224) and abstract. Also available in print.

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Merz, Sabine Psychology Faculty of Science UNSW. "Face emotion recognition in children and adolescents; effects of puberty and callous unemotional traits in a community sample." Publisher:University of New South Wales. Psychology, 2008. http://handle.unsw.edu.au/1959.4/41247.

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Previous research suggests that as well as behavioural difficulties, a small subset of aggressive and antisocial children show callous unemotional (CU) personality traits (i.e., lack of remorse and absence of empathy) that set them apart from their low-CU peers. These children have been identified as being most at risk to follow a path of severe and persistent antisocial behaviour, showing distinct behavioural patterns, and have been found to respond less to traditional treatment programs. One particular focus of this thesis is that emerging findings have shown emotion recognition deficits within both groups. Whereas children who only show behavioural difficulties (in the absence of CU traits) have been found to misclassify vague and neutral expressions as anger, the presence of CU traits has been associated with an inability to correctly identify fear and to a lesser extend, sadness. Furthermore, emotion recognition competence varies with age and development. In general, emotion recognition improves with age, but interestingly there is some evidence that it may become less efficient during puberty. No research could be located, however, that assessed emotion recognition through childhood and adolescence for children high and low on CU traits and antisocial behaviour. The primary focus of this study was to investigate the impact of these personality traits and pubertal development on emotion recognition competence in isolation and in combination. A specific aim was to assess if puberty would exacerbate these deficits in children with pre-existing deficits in emotion recognition. The effect of gender, emotion type and measure characteristics, in particular the age of the target face, was also examined. A community sample of 703 children and adolescents aged 7-17 were administered the Strength and Difficulties Questionnaire to assess adjustment, the Antisocial Process Screening Device to assess antisocial traits, and the Pubertal Development Scale was administered to evaluate pubertal stage. Empathy was assessed using the Bryant Index of Empathy for Children and Adolescents. Parents or caregivers completed parent version of these measures for their children. Emotion recognition ability was measured using the newly developed UNSW FACES task (Dadds, Hawes & Merz, 2004). Description of the development and validation of this measure are included. Contrary to expectations, emotion recognition accuracy was not negatively affected by puberty. In addition, no overall differences in emotion recognition ability were found due to participants gender or target face age group characteristics. The hypothesis that participants would be better at recognising emotions expressed by their own age group was therefore not supported. In line with expectations, significant negative associations between CU traits and fear recognition were found. However, these were small, and contrary to expectations, were found for girls rather than boys. Also, puberty did not exacerbate emotion recognition deficits in high CU children. However, the relationship between CU traits and emotion recognition was affected differently by pubertal status. The implications of these results are discussed in relation to future research into emotion recognition deficits within this population. In addition, theoretical and practical implications of these findings for the development of antisocial behaviour and the treatment of children showing CU traits are explored.

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Siddons, Heather Michelle. "Anxiety in young children : direct and indirect connections with asthma, protective parenting and parental adjustment." Monash University, Dept. of Psychological Medicine, 2004. http://arrow.monash.edu.au/hdl/1959.1/5194.

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VanHorn, Renee E. Minick. "Maternal perinatal events as predictors of educational placement : computation of relative risk ratios." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159152.

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This study examined the relative risk of perinatal complications in common childhood disorders. Specifically, the ability of perinatal complications to predict membership into children's disorders was studied. The sample consisted of 634 normal children and children with mental retardation, learning disabilities, and emotional handicaps, whose mothers completed the Maternal Perinatal Scale (WS). Seven MPS items significantly contributed to the prediction of the mentally retarded, learning disabled, emotionally handicapped, and regular education groups. The two significant discriminant functions correctly classified about 46% of the students, with the greatest misclassification occuring for those with emotional handicaps. When the separate disorders were collapsed to form a single group, eleven MPS items significantly contributed to the prediction of the special education and regular education groups. The linear composite from discriminant function analysis correctly classified about 74% of the students. Some 89% of the special education students were correctly classified. When MPS factors were used as predictors, 90% of the special education students were correctly classified. Seven MPS factors comprised the discriminant function. Relative risk ratios were computed for each perinatal item. Significant relative risk ratios included maternal weight over 151 pounds, saddle block anesthesia, no anesthesia, stress during pregnancy, prenatal care, medically induced labor, unplanned pregnancy, medication use during pregnancy, hypoxia, and cigarette use during pregnancy. An overall relative risk of 6.35 was computed based on the linear composite of perinatal variables defined by the discriminant function, suggesting that a suggesting that a synergism of perinatal complications makes a child over 6 times more likely to be placed in special education. A second overall relative risk of 3.83 was derived from the linear composite of MPS factor scores. This indicated that children with a perinatal history marked by this particular combination of perinatal complications were nearly 4 times as likely to require special educational services. Results were discussed in terms of comorbidity among special education categories. The potential use of the MPS as a screener for early intervention was also discussed.<br>Department of Educational Psychology

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35

Chau, Minna P. L. "Chinese parents' coping and professional help-seeking for children with conduct problems." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245376527.

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Ostrowski, Sarah Anne. "Development of Child Posttraumatic Stress Disorder in Pediatric Trauma Victims: The Impact of Initial Child and Caregiver PTSD Symptoms on the Development of Subsequent Child PTSD." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216651334.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Oct. 27, 2009). Advisor: Douglas Delahanty. Keywords: PTSD; pediatric trauma victims; parent PTSD symptoms. Includes bibliographical references (p. 73-87).

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37

Tsai, Hsiao-Wei. "Psychosocial adjustment of siblings of children with Autism Spectrum Disorder (ASD) in Taiwan and the United Kingdom : influence of BAP-characteristics, copying styles, social support and demographic factors." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22021.

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Having a child or sibling with an Autism Spectrum Disorder (ASD) may be a positive experience, but it influences every family member differently. The present thesis examined the psychosocial adjustment of typically developing (TD) siblings of children with ASD and the extent to which this is impacted by key demographic and psychological variables. In addition, the influence of variables more specific to the families of children with ASD were considered, such as the broader autism phenotype (BAP) in parents and siblings, and the severity of symptoms in the child with ASD. A cross-cultural perspective was also adopted, in order to compare the coping and adjustment processes of siblings of children with ASD within two different cultures - Taiwan and the United Kingdom (UK). A combination of the Double ABCX Model and the Diathesis-Stress Model was used to explore: the influence of BAP-related traits; the interaction between coping, stressors, and support resources; and how these variables influenced TD siblings‘ adjustment outcome in the two locations. The research model was explored in two, interlinked studies using complimentary quantitative and qualitative methods. The first study was a large-scale questionnaire study including 89 and 77 parent-TD sibling dyads, in Taiwan and the UK, respectively. The findings indicated that UK siblings evaluated themselves as having significantly more adjustment difficulties but also significantly higher prosocial behaviour than their Taiwanese counterparts. Furthermore, there were substantial differences in terms of the variables which predicted TD siblings‘ adjustment outcome between the two countries. Taiwanese TD siblings‘ adjustment was more related to children‘s internal characteristics, while the UK TD siblings were influenced by both internal and external variables. The benefits of social support for adjustment were also evident in both countries. The discrepancies between parents and TD siblings‘ reports could be interpreted as resulting from culturally-specific patterns in parent evaluation of child behaviours. The siblings‘ level of BAP traits was also found to moderate the relation between ethnicity/culture and TD siblings‘ self-report adjustment difficulties. If Taiwanese TD siblings were reported to have higher BAP level by their parents, they showed fewer adjustment difficulties than those with lower BAP level, whereas the opposite pattern was found in UK siblings. This may indicate that for Taiwanese TD siblings‘ BAP level had a negative impact on their ability to evaluate their adjustment difficulties. Seven parent-TD sibling dyads from each country participated in the follow-up interview study. From thematic analysis of the data, a negative tone in the descriptions of the influence of ASD on the TD sibling was more evident in parents‘ and TD siblings‘ transcription in Taiwan, while a more balanced tone was apparent in the UK families. With the emphasis on involving their children in decisions about the child with ASD and providing age-appropriate information from the UK parents, it was speculated that UK siblings had a greater understanding of their parents‘ stress. Various types of support service were mentioned in the UK, whereas the availability of social services and support was relatively limited in Taiwan, whether for parents or TD siblings. Taken together, the findings from the two studies have important implications for clinical and educational settings. UK siblings‘ adjustment could be enhanced through modelling the coping of parents, while Taiwanese siblings could benefit from increased social support from peers. Health professionals should be aware of the influence of the BAP level displayed in parents and TD siblings, which might change the way they experience stress and respond under pressure. This thesis emphasised the importance of using TD siblings‘ report in comparison with parents‘ evaluation. Some potential relations, such as between BAP level and the coping style of parents and TD siblings remain unclear. With further development of self-report measurements, future research could replicate the present research design to clarify the influence of the variables discussed.

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Lee, Dong Hun. "Comorbid oppositional defiant or conduct disorder problems in children at high-risk for Attention Deficit Hyperactivity Disorder (ADHD) a comparison of emotional, psychosocial, and behavioral adjustment /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0012580.

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Ortiz, Christine. "An evaluation of ADHD children and parental stress within the Latino culture." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1575.

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Paul, Olivia. "Développement socio-affectif des enfants exposés à la violence conjugale : une approche de la sécurité émotionnelle : étude des conduites intériorisées et extériorisées et des symptômes de stress post-traumatique de 46 enfants âgés de 5 ans et demi à 12 ans, et analyse de leurs représentations de la violence et des relations familiales." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20061/document.

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L’objectif de cette recherche est d’étudier l’influence spécifique et combinée du contexte de violence conjugale sur le développement socio-affectif des enfants âgés de 5 ans et demi à 12 ans, et d’examiner leurs représentations de la violence et de leurs relations familiales. Notre étude s’appuie sur le modèle de la sécurité émotionnelle de Cummings et Davies (1994). Dans cette perspective, notre échantillon se compose de 32 mères et de 46 enfants âgés de 5 ans et demi à 12 ans, vivant en contexte de violence conjugale. Les mères ont renseigné trois questionnaires qui évaluent l’intensité de la violence conjugale à l’aide du « Conflict Tactic Scale II » (Cyr, Fortin & Chénier, 1997), l’adaptation socio-affective de leur enfant par le questionnaire « Children Behavior Checklist » (Achenbach, 1991), ainsi qu’un questionnaire de renseignements généraux. Les enfants ont, quant à eux, renseigné quatre questionnaires qui permettent de saisir leurs perceptions de la violence avec le « Children’s Perception of Interparental Conflict » (Cyr & Fortin, 2001), le processus de parentification grâce au « Parentification Questionnaire Youth » (Fortin, 2005), les conflits de loyauté à l’aide du « questionnaire des conflits de loyauté » (Fortin, 2005) et les symptômes de stress post-traumatique avec le « Trauma Symptom Checklist for Children » (Briere, 1989). Enfin, le « Systemic Analysis of Group Affiliation » (Compagnone, 2009) a été utilisé avec les enfants afin de saisir leurs représentions de la cohésion et du pouvoir au sein de la famille. Les principaux résultats mettent en évidence que la moitié des enfants présentent des problèmes extériorisés et 82,6% des problèmes intériorisés. Le degré de l’exposition à la violence de l’enfant influence ses représentations de la cohésion familiale, son sentiment de menace et de blâme, ses conflits de loyauté et la présence de certains symptômes de stress post-traumatique. Les représentations de l’enfant sur la violence et les relations familiales, telles que la parentification, le sentiment de blâme, les conflits de loyauté et les représentations de la cohésion et du pouvoir dans la famille, sont prédictives de la présence de symptômes de stress post-traumatique et de troubles de l’adaptation socio-affective. L’effet modulateur de la représentation du pouvoir et de la cohésion familiale, ainsi que les représentations de la violence et les conflits de loyauté ont été mis en évidence. Enfin, plus de la moitié des enfants de l’échantillon, en plus d’être exposés à la violence conjugale, ont aussi été directement maltraités, et les conséquences relevées sont d’autant plus majorées. L’ensemble des résultats obtenus nous permet de proposer des perspectives de recherche et des pistes d’intervention<br>The aim of this research is to study the influence of specific and combined context of domestic violence on socio-emotional development of children aged between 5 and a half to 12 and to consider their representations of violence and their family relationships. Our study is based on the model of emotional security Cummings and Davies (1994). With this in mind, our sample consists of 32 mothers and 46 children aged 5 and a half to 12, living in a context of domestic violence. The mothers have filled in three questionnaires assessing first, the intensity of domestic violence using the « Conflict Tactic Scale II » (Cyr, Fortin & Chénier, 1997), the socio-emotional adaptation of their children with the questionnaire « Children Behavior Checklist » (Achenbach, 1991) and then, a general information questionnaire. As for the children, they have filled in four questionnaires that allow to understand their perceptions of violence with « Children's Perception of Interparental Conflict » (Cyr & Fortin, 2001), the process of parentification through the « Parentification Questionnaire Youth » (Fortin 2001), loyalty conflicts with the « loyalty conflicts questionnaire » (Fortin, 2005) and post-traumatic stress symptoms with « Trauma Symptom Checklist for Children » (Briere, 1989). Finally, the « Systemic Analysis of Group Affiliation » (Compagnone, 2009) has been used with the children to understand their representations of cohesion and power within their families.The main results show that half of the children have externalizing problems and 82.6% internalizing problems. The degree of exposure to child abuse influences his representations of family cohesion, his feeling of threat and blames, his loyalty conflicts and the presence of certain symptoms of PTSD. The children’s representations of violence and family relationships, such as parentification, the feeling of blame, loyalty conflicts and the representations of cohesion and power in the family, are predictive of symptoms of post-traumatic stress disorders and social-emotional adjustment. The modulating effect of the representation of power and family cohesion, as well as depictions of violence and conflicts of loyalty have been highlighted. Finally, more than half of the children in this sample, have been exposed to domestic violence but also to direct abuse, that’s why the consequences underlined are all the more important. All these results allow us to propose research perspectives and methods of interventions

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Mengel, Nadia. "A Social Work assessment of the emotional needs of HIV/AIDS orphans." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08182004-090705.

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Nel, Carmen. "Die benutting van die lewensboek binne spelterapie ten opsigte van selfblaam by die middelkinderjarige dogter in die kinderhuis." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-141831.

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43

Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.

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Boggs, Teresa. "Eating Disorders in Young Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1507.

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Elangovan, Saravanan. "Auditory Processing Disorders in Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1577.

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Toerien, Sanette. "Selfdestruktiewe gedrag by die adolessent 'n Maatskaplikewerkperspektief /." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-152407.

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Sheridan, Kevin Eric. "Eating disorders as a case study of cultural maladaptation." Diss., Online access via UMI:, 2007.

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Ng, Kwok-keung Daniel. "Sleep related breathing disorders in children /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36223724.

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Ng, Kwok-keung Daniel, and 吳國強. "Sleep related breathing disorders in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007688.

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McClean, Patricia. "Studies into diarrhoeal disorders in children." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335969.

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