To see the other types of publications on this topic, follow the link: Applied and developmental psychology.
Dissertations / Theses on the topic 'Applied and developmental psychology'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Applied and developmental psychology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Espanola, Elaine. "A Randomized Comparison of Two Instructional Sequences for Imitation Intervention for Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2490.
Full textAbstract:
Purpose: The aim of this study was to determine differences in effectiveness and rate of skill acquisition between a recently developed and empirically validated instructional sequence, Motor and Vocal Imitation Assessment (MVIA), and a commonly used instructional sequence in a curriculum guide, Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP).
Methods: Children with ASD were randomly assigned to two treatment groups to determine difference in imitation performance. The treatment group followed the instructional sequence proposed in the MVIA. The comparison group followed the instructional sequence proposed in the VB-MAPP. Initial levels of imitation were assessed via the MVIA. The intervention consisted of discrete trial training (DTT). A trained therapist presented a fixed number of stimuli in massed trial format. Prompted and unprompted imitative responses were reinforced using edibles. A most-to-least with a progressive time delay prompting strategy was used to help the learner engage in the target response.
Results: Participants in the MVIA treatment group had significantly more skill acquisition than participants in the VB-MAPP comparison group. Participants in the MVIA treatment group also acquired these skills more efficiently, spent less time on skills that never reached mastery and demonstrated higher levels of responding. Additionally, pre-treatment imitation was found to predict autism severity and expressive language.
Conclusions: These results indicate that the MVIA protocol provides an appropriate sequence ordered from simple to complex for selecting targets for intervention. These findings suggest that organizing and sequencing skills in increasing difficulty, as with the MVIA protocol, leads to more appropriate target selection. Targeting skills that are appropriate for the child’s current skill level, in turn leads to more effective and efficient intervention. Results also replicate previous findings that demonstrate that imitation performance plays a critical role in other areas of development.
2
Kwiatkowski, Richard. "The contribution of ethical concepts to the development of professional applied psychology." Thesis, Cranfield University, 2009. http://dspace.lib.cranfield.ac.uk/handle/1826/6975.
Full textAbstract:
In this PhD by publication, the author’s work concerning what it is to be a
psychologist operating - sometimes simultaneously - within different ethical domains
will be examined using conference papers, journal publications and book chapters.
This material, which spans a period of 20 years, demonstrates a fundamental
concern with the normative ethical question of “what we ought to do” as
psychologists in complex situations; it will be argued that this work has contributed
to the academic debate and influenced policy and thus practice.
In order to position the body of work, and to introduce Codes of Ethics (which seek
to operationalise ethics within prescribed domains), the thesis begins by introducing
normative ethics. It is argued that psychology’s stance is essentially deontological,
whilst organisations are utilitarian in orientation. This implicit tension is addressed
in the author’s contributions, which are examined within their (historic) academic
context using a comparison of the British Psychological Society’s 1985 and the
significantly revised 2006 Code of Ethics. These codes, rather than the more usual
positioning within one specific literature, are used to provide a coherent narrative
concerning the development of the author’s thinking in this domain, though,
necessarily, different overlapping academic literatures are accessed depending on
context.
The cumulative academic contribution of the published work has been to advance
ethical ideas in some areas of professional applied psychology. For example, in the
1985 code, the complexity of operating within organisational contexts was barely
acknowledged; this has now significantly changed. The body of work examined here
has emphasised how psychologists must consciously and deliberately coexist and act
The contribution of ethical concepts to the development of professional applied psychology
within overlapping, and sometimes competing, professional and organisational
ethical contexts, domains and philosophical positions.
In this synoptic piece, after the presentation, positioning, and examination of the
contribution of extant published material, possible future directions for research and
practice are indicated. For instance, preliminary material will be presented
suggesting that, in occupational psychology, where complex differing ethical
perspectives are present, public ethical debate appears to be relatively neglected;
some hypothesis are presented.
More theoretically, areas for development include the extension of recent
philosophical ethical ideas to these particular domains of applied psychology,
including thinking that suggests that ethical considerations precede other kinds of
social obligation.
Finally, and linking the academic more firmly to practice and policy, a brief
theoretical examination of the possible impact of statutory registration on different
branches of psychology is briefly attempted, and potential practical and
philosophical ethical consequences for UK psychologists and psychology are briefly
outlined.
3
Thornton, Corinne. "DIRECT SUPPORT STAFF RETENTION AND TURNOVER IN THE FIELD OF APPLIED BEHAVIOR ANALYSIS: A NATIONAL SURVEY." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/531037.
Full textAbstract:
Applied Behavioral AnalysisEd.M.
This paper explores the current rates and correlates of turnover among direct support staff working with individuals with developmental disabilities. While the United State Department of Labor, Bureau of Labor Statistics collects data on annual separation rates by a variety of industry sectors, there is not a recognized sector for the field of Applied Behavior Analysis. Other data sources similarly do not include Applied Behavior Analysis as its own industry sector, which produces a gap in knowledge. This study uses data obtained from providers of services for individuals with developmental disabilities in a national online survey to obtain rates of turnover for the field of Applied Behavior Analysis. Results indicate a lower rate of turnover than what is reported in the fields of education, and social services in general. The results also indicate that pay rate and amount of supervision offered increase retention while training offered pre and post hire has little correlation to rate of turnover.
Temple University--Theses
4
Graham, Rebecca. "Anxiety Sensitivity and its Association with Parenting Behaviors." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1740.
Full textAbstract:
The aim of this study was to examine the association between parent and child anxiety sensitivity in the context of parenting behaviors, specifically by testing parenting behaviors as moderators or mediators of the association between parent and child anxiety sensitivity. Past research implies that parent anxiety sensitivity may be more related to child anxiety sensitivity (moderation) in girls and in the context of certain parenting. Alternatively, parenting behaviors may better account for the association (mediate) between parent and child anxiety sensitivity. To test the hypotheses 191 families (n = 255 youth aged 6-17 and their parents) completed measures of child anxiety sensitivity (CASI) and parenting (APQ-C), and parents completed measures of their anxiety sensitivity (ASI) and parenting (APQ-P). Hypotheses were tested with hierarchical linear modeling. Results indicated that the child’s gender and the child’s report of their parent’s positive parenting behaviors moderated the association between parent and child anxiety sensitivity.
5
Swope, Betsy Susannah. "Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91179.
Full textAbstract:
PsychologyPh.D.
Autism is a neurological disorder that affects 1 in 110 children in the United States. Children with autism show deficits in the areas of language development, social skills, and behavioral and sensory functioning. One subset area of deficit involves joint attention skills. Joint attention entails the social sharing of new or novel information in the environment between two people using a gaze shift, vocalization, and/or gesture. The current research examines a behavior-analytic model suggesting that tacting is a central underlying mechanism of joint attention. Data from twenty-two participants in applied behavior-analytic instructional settings were analyzed based on relationships between tacting skills and joint attention abilities. Participants were separated into three groups based on joint attention responding and initiation skills - Joint Attention Responders (JAR), Joint Attention Initiators (JAI), and Pre-Joint Attention Participants (PJA). The tacting model suggests that the JAI group would show the highest joint attention scores, followed by the JAR group and then the PJA group. Current data support this hypothesis and also suggest potential curricular sequencing involving the earlier introduction or tacting, social and imitation skills. Further research utilizing standardized training of tacting repertoires with a larger number of children is recommended.
Temple University--Theses
6
Haggins, Kristee Lynn. "An Investigation of Optimal Theory Applied to Identity Development." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391682899.
Full text
7
Anderson, Ailsa Gillian. "The development of a model to evaluate the effectiveness of applied sport psychology practice." Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310627.
Full text
8
Clements, Keith John. "The development of the Palmar Sweat Index as an applied measure in clinical psychology." Thesis, University of Plymouth, 1992. http://hdl.handle.net/10026.1/2502.
Full textAbstract:
Five studies are described, examining the validity of the Palmar Sweat Index (PSI) as an alternative to traditional measures of electrodermal activity (EDA). A review of research using the PSI identified tour topics which needed to be addressed, before the PSI could be accepted as an alternative to measures of EDA. The first of these topics concerns the reliability of the PSI. A preliminary analysis confirmed that the PSI could be scored reliably. The second topic to be examined, was the relationship between the PSI and measures of EDA. The PSI was found to correlate significantly with several parameters of EDA. These results provide some support for models of EDA involving a single effector. More importantly, the PSI response was observed to show rapid recovery, and in one study the PSI was observed to show adaptation over the course of the session, while skin conductance level did not. The difference in the temporal patterning of the responses shown by the two measures provides an explanation for previous reports of a dissociation between the PSI and EDA. The final topics to be examined concerned the effects of psychological stress and anxiety, respectively, on the PSI. Stressful cognitive tasks were observed to lead to increased palmar sweating. Previous claims that the PSI may decrease in response to stress were not supported. More ecologically-valid stressors were less consistently associated with elevated levels of sweat gland activity. There was some support for a relationship between the PSI and experienced anxiety. It is suggested that this may explain the raised sweat gland activity observed during stressful tasks. Data are also presented from three collaborative studies. This data was collected by other workers and demonstrates the utility of the PSI for applied clinical research.
9
Sepulveda, Desiree J. "Evaluating the Effectiveness of Discrete Trial Procedures for Teaching Receptive Discrimination to Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1850.
Full textAbstract:
Research has found that children with autism spectrum disorders (ASD) show significant deficits in receptive language skills (Wiesmer, Lord, & Esler, 2010). One of the primary goals of applied behavior analytic intervention is to improve the communication skills of children with autism by teaching receptive discriminations. Both receptive discriminations and receptive language entail matching spoken words with corresponding objects, symbols (e.g., pictures or words), actions, people, and so on (Green, 2001). In order to develop receptive language skills, children with autism often undergo discrimination training within the context of discrete trial training. This training entails teaching the learner how to respond differentially to different stimuli (Green, 2001). It is through discrimination training that individuals with autism learn and develop language (Lovaas, 2003). The present study compares three procedures for teaching receptive discriminations: (1) simple/conditional (Procedure A), (2) conditional only (Procedure B), and (3) conditional discrimination of two target cards (Procedure C). Six children, ranging in age from 2-years-old to 5-years-old, with an autism diagnosis were taught how to receptively discriminate nine sets of stimuli. Results suggest that the extra training steps included in the simple/conditional and conditional only procedures may not be necessary to teach children with autism how to receptively discriminate. For all participants, Procedure C appeared to be the most efficient and effective procedure for teaching young children with autism receptive discriminations. Response maintenance and generalization probes conducted one-month following the end of training indicate that even though Procedure C resulted in less training sessions overall, no one procedure resulted in better maintenance and generalization than the others. In other words, more training sessions, as evident with the simple/conditional and conditional only procedures, did not facilitate participants’ ability to accurately respond or generalize one-month following training. The present study contributes to the literature on what is the most efficient and effective way to teach receptive discrimination during discrete trial training to children with ASD. These findings are critical as research shows that receptive language skills are predictive of better outcomes and adaptive behaviors in the future.
10
Le, Blanc-Blanchard Michèle. "Toward a Cross-Disciplinary Analysis of Group Development Models: Intersecting Organizational Studies with Applied Sport Psychology." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20431.
Full textAbstract:
Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.
11
White, Jane P. "Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-Opposite and More Than-Less Than Relations in Children with Autism." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5403.
Full textAbstract:
Relational Frame Theory provides an analysis of verbal behavior involving a focus on the development of relational operants which are seen as a basis for language. From this basis, a framework is provided for establishing relational networks in individuals who lack derived relational ability. Establishment of relational frames may increase the probability of responding relationally to novel instances and use of the specific relational frames during social interactions; therefore, training verbal relations in accordance with an RFT approach may enhance intraverbal responding and facilitate the emergence of untrained responses. The purpose of this study was to evaluate the emergence of specific relationships in the context of intraverbal responding as a collateral effect of training on relational networks in four children with Autism Spectrum Disorder. Two participants demonstrated mastery of derived relational responding (DRR) without training, one participant demonstrated mastery of DRR following training, and a fourth participant demonstrated mutual entailment and some combinatorial entailment. Increases in vocal verbal behavior during generalization probes were observed, although increased use of all target relations was not observed in all participants. Further research is needed to evaluate specific deficits in derived relational responding among individuals with ASD, as well as the correlation between DRR and language ability.
12
McDowell, Logan S. "Video Modeling for Teaching Imitation to Young Children With Autism: A Treatment Comparison and Analysis of Potential Predictors of Success." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2178.
Full textAbstract:
Imitation is a prerequisite for the development of several important abilities. Children with Autism Spectrum Disorder (ASD) exhibit a distinct deficit in imitation. There has been a considerable amount of research into the most effective ways to teach this crucial skill. Unfortunately, there are drawbacks to many prevalent teaching strategies including difficulty with implementation and lack of generalization. The present study sought to determine whether video modeling (VM) might function as a successful alternative for teaching imitation to young children with ASD.
The literature on VM has demonstrated that it can be a highly effective technique for teaching a variety of skills to individuals with ASD. Additionally, VM has been identified as easy to implement and has lead to improved generalization when compared to other treatments. However, there are still a number of questions about when, and for whom, VM is most effective. The current study begins to answer some of these questions by analyzing a treatment comparison between VM and live modeling (LM). Eight children were taught to imitate two equivalent behaviors each, one using VM and the other using LM. The trials to criterion required to learn the behaviors were then compared.
Results indicated that there was a significant difference between the two treatment types, and that six of the participants were more successful with VM. Neither social skills nor technological literacy were significant predictors of treatment success. However, pre-treatment imitative abilities were shown to significantly predict success. Those children with the fewest imitative abilities were shown to be more successful with the VM technique, while those children with more imitative abilities were more successful with LM. An additional analysis was conducted to evaluate the predictive relationship between social skills and imitation. Results indicated that social skills significantly predict imitative abilities. These results could have widespread implications for imitation training, as they verify the relationship between social skills and imitation, demonstrate that VM can be an effective treatment for teaching young children with ASD to imitate, and further indicate that a pre-treatment imitation assessment may help to identify the most effective and efficient treatment for each child.
13
Rodriguez, Paloma. "Operant and Respondent Procedures to Establish Social Stimuli as Reinforcers in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/961.
Full textAbstract:
According to the DSM-IV- TR (American Psychiatric Association, 2000), one of the core deficits in autism is in the impairment of social interaction. Some have suggested that underlying these deficits is the reality that individuals with autism do not find social stimuli to be as reinforcing as other types of stimuli (Dawson, 2008). An interesting and growing body of literature supports the notion that symptoms in autism may be caused by a general reduction in social motivation (Chevallier et al., 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral or ineffective stimuli, including tokens (Ayllon & Azrin, 1968), facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and praise (Dozier et al., 2012). The current study aimed to use operant and respondent procedures to condition social stimuli that were empirically shown to not be reinforcing prior to conditioning. Further, this study aimed to compare the two procedures in their effectiveness to condition social stimuli to function as reinforcers, and in their maintenance of effects over time. Using a multiple-baseline, multi-element design, one social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Finally, the study sought to determine if conditioning social stimuli to function as reinforcers had any effect on the social functioning of young children with autism. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (Sd procedure). Results of a social communication assessment (ESCS, Mundy et al., 2003) before and after conditioning demonstrate gains in all areas of social communication, particularly in the areas of initiating and responding to joint attention.
14
Christianson, Erika Nicole. "Program Evaluation of Behavior Management Training for Preschool Teachers: Child Outcomes." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1305.
Full textAbstract:
Due to the immense challenges faced by young children who exhibit emotion regulation problems, prevention programs have been designed to train teachers on strategies useful for improving classroom behavior. The current study examines the effects of a prevention program implemented in a blended Head Start/daycare setting and evaluates the outcomes of the training on children’s cognitive/preliteracy skills, selfregulation, and social competence in the fall and spring following teacher training. The intervention group (Western Kentucky University Child Care Center) and control group (Bryant Way Child Care Center) were part of a blended Head Start/child care preschool program. Children’s self-regulation, social competence, and cognitive/preliteracy skills were assessed in the Fall and Spring of the school year. Children in the intervention group exhibited better cognitive/preliteracy skills as shown by results on Woodcock- Johnson subtests. Teacher ratings on the ERC showed that girls improved in teacher reported self-regulation, the control group received higher scores on teacher rated lability than did the intervention group, and boys were rated higher on the lability scale than were girls. In addition, Head Start children were rated higher in emotional lability than were daycare children. Teacher ratings on the SCBE scale indicated that children received higher teacher ratings of social competence in the Spring than in the Fall and girls were rated higher than were boys. Additionally, children received lower internalizing behavior problem ratings in the Fall than in the Spring, Head Start children were rated higher in internalizing behavior problems than children in daycare, and boys in the control group received higher ratings of internalizing problem behaviors than those received by any other group. Furthermore, children in the control group were rated higher than children in the intervention group in externalizing problem behaviors in both Fall and Spring, but neither group showed a significant change in externalizing problem behaviors from Fall to Spring. Self-regulation enables children to inhibit inappropriate emotional outbursts as well as control their reactions to situations. Understanding children’s self-regulation skills is of vast importance to individuals in the field of education as the information provides practitioners the opportunity to improve children’s self-regulation in the preschool years.
15
Öman, Simon. "Does work stress moderate the relationship of intrinsic motivation and learning from failures to employeeself-development?" Thesis, Stockholms universitet, Psykologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194712.
Full text
16
Padover, Jessica. "Reducing Problem Behavior in Children with Autism by Implementing Relaxation Exercise Interventions at the Onset of Precursor Behavior." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1169.
Full textAbstract:
Many children diagnosed with autism spectrum disorder (ASD) engage in problem behaviors (e.g., aggression and self-injurious behavior) that present safety concerns for both the children themselves and others around them. Previous research has shown that treating precursor behaviors that precede problem behavior may prove to be an alternative, safer method for preventing and treating problem behavior. The present study used a multiple baseline design across subjects (n = 4) to assess the efficacy of relaxation interventions on reducing precursor behavior and preventing problem behavior in children with ASD. Researchers first identified precursor behaviors for all participants through observation. During the intervention phase, all four children were taught deep breathing relaxation exercises. After participants received relaxation training, researchers cued relaxation exercises when precursors occurred, and the frequency of precursor, problem, and on-task behavior was observed. Results showed that problem behavior decreased in all participants following the relaxation intervention. Additionally, for the majority of participants, precursor behavior decreased and on-task behavior increased post-intervention. Implications for practice and future research on interventions that target precursor behaviors are discussed.
17
Svensson, Jennifer. "Utvecklande ledarskap i historien : En studie i nutida militär ledarskapsteori under Senkarolinsk tid." Thesis, Försvarshögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-4060.
Full textAbstract:
Denna studie behandlar ämnet ledarskap och inriktar sig på den militära ledarskapsteorin Utvecklande ledarskap. Uppsatsen syftar till att undersöka om Karl XII:s framgångar som ledare kan förklaras genom en modern ledarskapsteori såsom Utvecklande ledarskap. Detta görs genom att undersöka om de eftersträvansvärda ledarkaraktäristika som nämns i Utvecklande ledarskap även går att finna i återberättelser om Karl XII:s ledarskap under den Senkarolinska tiden. Teorin Utvecklande ledarskap har analyserats gentemot dess föregångare Transformational leadership för att få en djupare förståelse för vad den utvecklande ledarskapsteorin innebär samt öka utbudet på beskrivningar av eftersträvansvärda ledaregenskaper. Här identifieras tre kännetecken som sammanfattar teorins önskvärda ledaregenskaper: Föredöme, Personlig omtanke samt Inspiration och motivation. Dessa kännetecken prövas sedan mot återberättelser av Karl XII:s ledarskap för att påvisa att många av de önskvärda ledaregenskaper som nämns i de moderna ledarskapsteorierna även gick att finna i Karl XII:s ledarskap. Resultatet av studien blev att många av de karaktärsdrag som nämns i Utvecklande ledarskap också gick att finna hos Karl XII med skillnaden att innebörden av begreppen ändrats på grund av kulturella och religiösa förändringar med tiden. En sista skillnad är att dessa karaktärsdrag inte var nedtecknade i en teoretisk modell under den Senkarolinska tiden, då Karl XII regerade, vilket försvårade transferering och utbildning i ämnet.This study is about leadership and directed towards the modern leadership theory Developmental leadership. The paper tries to explain some of Karl XII’s success as a leader by examining if he followed some of the principles of Developmental leadership. This is done by researching if the desirable leadership traits mentioned in Developmental leadership can also be found in narrations of Karl XII’s leadership during the late Carolinian times. The theory of Developmental leadership has been analyzed in relation to its progenitor Transformational leadership in order to get a deeper understanding for what Developmental leadership means and increase the range of descriptions of desirable leadership traits. Three characteristics are identified that summarize the desirable traits of the theories: Role model behavior, Personal care and Inspiration and motivation. These characteristics are then tested against narrations of Karl XII’s leadership to prove that many of the desirable leadership traits mentioned in modern leadership theories also were to be found in Karl XII’s leadership. The results of the study was that many of the traits mentioned in Developmental leadership also were found in Karl XII’s leadership, though different in regards to the meaning of some of the traits that has been altered due to cultural and religious changes by time. One last difference is that these traits and characteristics not were written down as a theoretical model during the late Carolinian times, when Karl XII ruled, which hampered the transference of knowledge and education on the field of study.
18
Rex, Catherine. "An Anti-Bullying Intervention for Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/803.
Full textAbstract:
The effects of a video modeling intervention, given to six children with ASD, were evaluated through a multiple-baseline and multiple-probe design across children. The research targeted teaching children with ASD to assertively respond to physical bullying, verbal bullying, and social exclusion, as well as telling one’s mother. In baseline, the participants demonstrated inconsistent to no skills for responding to the bullying in the vignette movies (SAAS) and the generalization probe skits. During intervention the participants watched a video of a person assertively responding to bullying, and were assessed through VM questions and SAAS. Post-intervention the children participated in generalization probe skits. The researcher and a blind rater scored the participants’ responses using a four-point scale. A pre-intervention survey of bullying was also given to the parents to assess their child’s victimization. The results showed that video modeling effectively taught all of the participants to assertively respond to bullying and resulted in generalization for 4 of the 6 participants.
19
Patterson, Thomas P. "Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.
Full textAbstract:
Although training evaluation is understood as an important way of determining the effectiveness of a training program, additional research in the area of training transfer and core self-evaluations (CSE) could provide insight on measuring the effectiveness of training programs. Training transfer differences and CSE were examined in training courses offered in a workforce development program. The goals of the study were to: (1) evaluate the validity of using CSE as a means of predicting perceptions of transfer, (2) test the previous findings that utility reactions measures are a stronger predictor of transfer than affective reactions measures, (3) determine which type of enrollment format in the Career and Workforce Development program has higher transfer of training, (4) evaluate if CSE can predict different rates of learning, (5) determine if CSE correlates positively with affective and utility measures of reaction surveys, and (6) further examine the finding that utility measures positively correlate with knowledge gains. In order to do this, eight Western Kentucky University Career and Workforce Development training courses were evaluated. The study did not find support for any of the hypotheses. Possible reasons for this lack of support include a small sample size, a lack of responses to the transfer survey, the number of different courses evaluated, and characteristics of the training courses such as different trainers. Thus, additional research is needed in this area to better understand the nature of the relationships between CSE, perceptions of transfer, utility reactions, affective reactions, and training course knowledge gains.
20
Tannis, Derek. "At the border : a dramatic one-act play, Nineveh, and relevant discussion on informal education, imagination, and the development of identity and applied knowledge." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33933.
Full textAbstract:
This thesis is a theoretical and practical investigation of the role played by informal learning and teaching in the development of identity and applied knowledge. With the advent of mass schooling, there came to be a distinction between formal and informal education, with formal schooling representing the superiority of abstract, decontextualized, and rule-based learning over the informal, or the concrete, situated, and supposedly unstructured learning from everyday life. Research and theory in anthropology, sociocultural psychology and progressive educational philosophy have challenged this distinction, explicitly demonstrating the dialectical relationship between the formal and informal modes of all activity, regardless of setting. Inseparable from this conception of cognition is the notion that all knowledge is transmitted via culturally and sociohistorically framed and interrelated valuations of norms, beliefs, social conduct and the application of knowledge across spheres.Progressive educational theorists argue that the creative process is the best means to tap the identity and skill-shaping potential of the informal mode. This proposition is actively and concretely investigated in this thesis through the writing, by this researcher, of a one-act play, Nineveh . As postulated by the theory, through the creative process the author's sense of identity and ability to creatively apply knowledge was affected positively. From this combined theoretical and practical examination of the informal mode of learning and teaching, a need for pluralistic educational praxis is forwarded. Engagement with the creative process is suggested as a means to help students feel more confident to learn from and enrich their lived experiences in their cultural environment, and thereby actively contribute to their interconnected sense of identity and mastery over multiple forms of applied knowledge.
21
Blanco, Villarreal Martha P. "THE RELATIONSHIP BETWEEN JUSTICE PERCEPTIONS, CONSCIENTIOUSNESS AND WORKPLACE BEHAVIORS AMONG OLD AND YOUNG EMPLOYEES." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/836.
Full textAbstract:
This research addressed the influence employee age has on organizational justice perceptions (OJPs) and organizational citizenship behaviors (OCBs) through conscientiousness. Given the valuable contributions of older employees in the workforce, the aim of this study was to investigate the processes by which age affects justice perceptions, the expression of conscientiousness traits, and workplace behaviors. Additionally, a theoretical framework was provided where the conservation of resource, equity, fairness, socioemotional selectivity, and conscientiousness at work theorieshelp explain the linkages from the integrative model. A total of 179 MTurk workers participated in this study, which required participants to answer questions about their workplace perceptions and behaviors. The primary scales used in this study measuring OJPs, conscientiousness, and OCBs were obtained from previous studies that found these measures to be reliable and valid. Using those scales, three main hypotheses were tested: Hypothesis 1 predicted age would moderate the relationship between OJPs and OCBs; Hypotheses 2 predicted conscientiousness would mediate the relationship between OJPs and OCBs; and Hypothesis 3 predicted employee age (moderating variable) would interact with justice perceptions (independent variable) and predict organizational citizenship behaviors (dependent variable), through conscientiousness (mediating variable). Results suggested that age does not moderate the relationship between OJPs and OCBs; however, conscientiousness mediates the relationship between OJPs and OCBs; and employee age only moderates the mediating effects of conscientiousness in the relationship between distributive justice perceptions and OCBs. Overall, this research provides preliminary findings to a model that had never been researched before, provides theoretical and practical implications, as well as directions for future research.
22
Howard-Johnson, Julia A. "Training Program Content Validation: A Practical Application of Educative Techniques." TopSCHOLAR®, 1993. http://digitalcommons.wku.edu/theses/1429.
Full textAbstract:
A McDonald’s training program for the positions of grill and counter was evaluated in order to identify recommendations for curriculum refinement or enhancements. The methodological approaches developed by Ford and Wroten (1984) and Bownas, Bosshardt, and Donnelly (1985) were applied. Three evaluation assessment inventories were developed: The Job task Inventory, The training Emphasis Inventory, and The Training Effectiveness Inventory. These inventories were constructed with the assistance of 49 managers, trainers, and employees with six or more months of service. Four managers, seven trainers, and 22 recent training graduates responded to the appropriate inventory and these ratings were used in the content validity evaluation. Scale reliability was evaluated for each inventory using Cronbach’s coefficient alpha and Kuder-Richardson 21. Descriptive statistics were calculated for training requirements, training emphasis and training effectiveness measures. A plotting matrix was developed and correlation analyses were performed to assess content validity. Results of the analyses indicate: (a) that the three inventories are reliable, (b) that the overall grill training program reflects job tasks needed for successful job performance with the exception of a single content domain, (c) that counter managers and trainers differ in their perception of the importance of job tasks and the training emphasis needed, (d) that recent grill graduates find the training curriculum effective while counter graduates do not, and (e) that managers and trainers for both positions perceive task importance differently. The results call for slight grill training enhancements for the Secondary Duties content domain. Additionally it is indicated that the counter training program needs significant adjustments in terms of curriculum content and training emphasis.
23
Diaz, Alejandro Rene. "An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3771.
Full textAbstract:
Development of vocalizations in early learners with autism is critical to the acquisition of verbal behavior and other important life skills. The purpose of the present studies was to (1) evaluate the efficiency and efficacy of Stimulus-Stimulus Pairing (SSP) and standard Echoic Training (ET) procedures for the development and onset of verbal behavior in early learners with ASD to improve early intervention efficiency and (2) elucidate predictive characteristics or variables for the effective use of SSP. The present studies were comprised of a multiple-baseline (across behaviors) experimental design buttressed within a reversal design, also known more broadly as within-subject controlled experimental designs. It was found that SSP can have a greater treatment efficacy than ET, but any efficacy advantage is transitory. Shifting an SSP treatment to direct reinforcement contingencies once vocalizations are produced are likely the most effective strategy. SSP produces discrepant effects across learners, thus highlighting the need to assess a learner’s characteristics and assumed reinforcer effectiveness. It was also found that higher-functioning learners will benefit more greatly from ET as opposed to SSP.
24
Miles, Anne. "An Analysis of Personality in Light of Socioeconomic Mobility." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/489.
Full textAbstract:
The purpose of this paper is to provide insight into the personality traits that are associated with socioeconomic mobility, specifically pertaining to individuals from working class backgrounds. Socioeconomic mobility is an important issue to examine due to the persistence of intergenerational poverty and the difficulty with which to resolve it. Extensive research explicitly shows the dilemma of intergenerational transmission of poverty exists and continues to persist regardless of revised policies. Many aspects each individual experiences have been proven to affect economic attainment, such as race, family background, parental efficacy, social discrimination, area of residency, welfare, education, and intelligence. Although these are recognized in this paper, they are, for the most part, ignored as determinants, as the focus is on the personality traits defining the upwardly mobile, and similar characteristics exist, even while disregarding the above ignored qualities. Mainly social identity theory and identity theory, but also motivational theory, personal efficacy theories, and other related theories, have determined social participation, perception of social class and poverty, control of emotions, impulse control, personal efficacy, social identity, motivation, victimization and dependence or the lack thereof, are all major determinants of mobility.
25
Conklin, Shane P. "Autism spectrum disorder in kindergarten and transitional kindergarten: Teachers' self-perceived ability to meet the needs of students transitioning from early intervention behavior therapy programs." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/39.
Full textAbstract:
This qualitative multiple case study addresses kindergarten teachers’ and transitional kindergarten teachers’ self-perceived abilities to meet the needs of students with autism spectrum disorder (ASD) who participate in early intervention behavior therapy (EIBT) programs. Systems thinking was used to examine the participants’ interactions with the school site-based and EIBT-based support systems within which they were expected to operate. Personal interviews conducted at three intervals during the first five months of the 2015-16 school year rendered three emergent themes: participants initially reported feeling more confident meeting the academic versus the social/behavioral needs of their EIBT students, but that position reversed for two participants during the course of the study; participants reported in-class support aides provided by EIBT agencies were superior to aides provided by their school districts, and; participants preferred having a single ‘go-to’ support person at their school site to having a robust, wide-ranging support system. Contains recommendations for establishing subsystems that foster inner- and intra-support system communication and raising ASD awareness.
26
Maharaj, Andre. "Exploring The Development of Social Responses in Children with Callous and Unemotional Traits: An Examination of The Impact of Hypothesized Reinforcing and Aversive Stimuli." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1174.
Full textAbstract:
Callous and unemotional (CU) traits in children with conduct problems have been indicated as precursors to adult psychopathy. The analysis of the sensitivity to rewards and punishment in this population may be useful in the identification of effective behavior modification programs and particularly the delineation of ineffective punishment procedures. Scores on the Child Psychopathy Scale, Inventory of Callous and Unemotional Traits, Contingency Response Rating Scale and the Sensitivity to Reward Sensitivity to Punishment – Children Revised scale were used to evaluate 20 children, aged 7-13, recruited from FIU’s Center for Children and Families. The sample comprised 14 males and 6 females displaying a range of psychopathic traits measured by the CPS, with scores from 9 to 46 (M = 28.45, SD = 10.73).
Sensitivity to punishment was examined using a behavioral task in which children endured various amounts of either white noise (type I punishment) or time-out from positive reinforcement (type II punishment) in order to gain access to a demonstrated reinforcer. The sample was stratified on the basis of the magnitude of psychopathy scores, and sensitivity to rewards and punishment were evaluated using a Behavioral Activation / Behavioral Inhibition framework by examining task performance: the frequency and duration of punishment conditions selected, electrodermal activity (skin conductance response), and parent-reported measures of child sensitivity to reward and punishment.
Results indicated that the magnitude of CU traits was directly proportional to hyposensitivity to punishment and hypersensitivity to reward. Children with elevated levels of CU traits elected to endure a greater frequency and duration type I punishment in order to maintain continued access to the reinforcer. Significant differences were not found between high- and low-psychopathy children in the selection of type II punishment. The findings indicate that although there may be a hyporeactivity to type I punishment in children with CU traits, the use of a type II punishment by the removal of a positive stimulus has demonstrated treatment efficacy. The difference in sensitivity to rewards and the types of effective punishment in children with CU traits may affect reinforcement based learning, leading to the ineffectiveness of traditional methods informing the development of social responses.
27
Bakardjiev, Victor. "Talent Management at Daimler Financial Services : An investigation into the determinants of human resource development effectiveness in a specific organizational context." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65033.
Full textAbstract:
Since the concept was popularized by McKinsey & Company in the late 1990s, talent management initiatives have been pushed with urgency to the forefront of organizational priorities, and businesses have exerted considerable effort in locating and developing the upper echelon talent pools. Much emphasis has been put on the need to identify and attract top talent, focus has shifted away from developing ordinary talent into extra-ordinary talent through broad human resource development initiatives. This research examines a global training initiative implemented in a multi-national corporation, and sets out to identify the primary impediments to its effectiveness. After a literature review, and a focus group, six factors were identified as crucial to this situation: accuracy, communication, feedback, motivation, organizational support, and time. A survey was then disseminated to the relevant organizational members to identify which of these six issues was the most pressing. Based on the results, the author concludes by extrapolating the potential organizational implications, as well as providing some accommodating solutions.
28
Bankowski, Linda Joy. "Social learning and stage development applied to resistance to treatment: Probation youth in a residential treatment facility." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2190.
Full textAbstract:
The present study focused on male incarcerated youth, ages ranging from twelve to eighteen, in a twenty-four hour care treatment facility. The study attempted to determine what historical factors such as types of crimes committed, length of criminal history, and gang involvement are behavioral indicators of the type of youth who resist treatment. For the study, run away behavior indicated the youth was resistant to treatment.
29
Taylor-Roberts, Laura. "Measuring the community participation of adults with intellectual disability : development and validation of the Guernsey Community Participation and Leisure Assessment - Revised." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16352/.
Full textAbstract:
An up to date, psychometrically robust measure of the level of community participation of adults with intellectual disabilities was not in existence, despite research identifying community participation as an important aspect of quality of life. The current research aimed to bring up to date, revise and revalidate the Guernsey Community Participation and Leisure Assessment (GCPLA; Baker, 2000). Adults with intellectual disabilities, carers and relevant experts were consulted in creating a 46-item GCPLA-R. The measure was then tested and the data from 153 adults with intellectual disabilities were analysed for their factor structure and psychometric properties. A stable set of factors emerged from factor analysis describing three different clusters of community participation activities. A full and a brief version of the scale were produced, each containing the three sub-scales. Both the 22-item and 46-item GCPLA-R were found to have satisfactory reliability. Scores on the GCPLA-R were related to challenging behaviour and adaptive behaviour in theoretically consistent ways, and were correlated with scores on comparable measures. The 46-item GCPLA-R was selected for publication due to its stronger face and content validity. The outcome of the analyses is discussed, along with limitations and implications for future research and clinical practice.
30
Ramos, Gonzalez Andres, and Isak Regnér. "Coaches’ experiences of working with RIU dual career athletes." Thesis, Högskolan i Halmstad, Hälsa och idrott, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41867.
Full textAbstract:
The purpose of the study was to examine coaches’ experiences of working with RIU (Riksidrottsuniversitet)-dual career (DC) athletes with foci on the coaches’ DC awareness, perceived challenges, resources, and strategies. The authors of this study conducted 9 interviews, including both men and women, ranging from 23 to 54 years of age (M=33.33, SD=10.20). Through combining the holistic athletic career model (Wylleman, 2019) and the athletic career transition model (Stambulova, 2003), semistructured interview guides were designed and applied by the authors. The results showed a lack of awareness regarding what the RIU concept entailed for the coaches, and their greatest challenge was to help their athletes remain focused on their practice. The coaches expressed that the most important resources were the coaches’ own professional support network, as well as the athletes’ support network, which would aid the coaches in their work. The coaches had difficulties with articulating what strategies they utilized when helping their student-athletes, though they could still explain situations in which that they had acted in certain ways to help ease the demands for the DC-athlete. These strategies were “planning together with the athlete” and “adjusting schedules in line with the student-athletes demands”. The results of the study highlight the need for a better communication between the coaches and the schools, in terms of optimizing the environment for the student-athletes.Syftet med studien var att undersöka tränares upplevelser av att arbeta med studentidrottare, med fokus på deras upplevda utmaningar, resurser och strategier. Författarna till uppsatsen genomförde nio intervjuer, vilket inkluderade både män och kvinnor från 23 till 54 års ålder (M = 33,33, SD = 10,20). Genom att kombinera Holistiska karriärutvecklingmodellen (Wylleman, 2019) och Karriärövergångsmodellen (Stambulova, 2003) designades semistrukturerade intervjuguider av författarna. Resultaten visade brist på insikt i RIU (Riksidrottsuniversitet) konceptet från tränarna och deras största utmaning var att hjälpa idrottare att behålla sitt fokus under träningarna. Tränarna uttryckte att den viktigaste resursen var tränarnas egna professionella stödnätverk, tillsammans med idrottarnas egna stödnätverk, vilket bidrog till att tränarna kunde behålla fokus på sin egen uppgift. Tränarna hade svårigheter att formulera de strategier som de använde sig av när de hjälpte sina studentidrottare. Dock, kunde de fortfarande förklara situationer när de hade agerat på särskilda sätt för att hjälpa underlätta kraven för studentidrottaren. Dessa strategier var “planering tillsammans med idrottaren” och “anpassa scheman i enlighet med studentidrottarens krav”. Resultaten av uppsatsen önskar belysa att det behövs en bättre kommunikation mellan tränaren och skolorna för att kunna optimera miljön för studentidrottare.
31
Kalani, Gautam Nandu. "Coping with risk in poor rural economies." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:464f00db-df0d-4dff-8155-a250bd2d7c1c.
Full textAbstract:
Rural inhabitants of developing countries face extraordinarily risky environments, and decision-making under risk has crucial implications for the welfare of the rural poor. Therefore, obtaining a better understanding of the behaviour under risk of low-income populations is a vital step in the comprehension of human behaviour, and is important for effective policy design and evaluation, as well as for shedding light on production, investment and technology adoption decisions. In Chapter One, I analyze data collected from a laboratory experiment involving poor subjects in rural Ethiopia, in order to determine which decision models (and corresponding risk preferences) best describe the decision-making under risk of inhabitants. I find that expected utility theory (EUT) does not provide a good overall description of the decisions made by participants in the experiment; instead, there is evidence of probability weighting and loss aversion, implying that rank-dependent and reference-dependent choice models are more likely to represent the true latent decision-making process of subjects. In Chapter Two, I analyze combined experimental and survey data from rural Ethiopia in order to evaluate the determinants of risk preferences as well as assess the degree of asset integration in experimental decisions. Analyzing both EUT and non-EUT decision models and using an instrumental variable strategy, I find that household wealth negatively affects both risk aversion and loss aversion, but independent background risk has no effect on risk preferences. Further, I find evidence of narrow framing, as opposed to asset integration, suggesting that participants make decisions in the experiment in isolation from outside wealth. In Chapter Three, I analyze experimental data from Brazil to evaluate whether subjects understand decision problems that use the complex Multiple Price List (MPL) elicitation procedure, and to determine which decision models best describe observed choices. I find that the MPL decision problems of the experiment enable a finer characterization of risk preferences as compared to Ordered Lottery Selection problems (used in the Ethiopian experiment). However, I find that a significant fraction of choice patterns in the MPL problems are intransitive, and the evidence indicates that subjects did not properly understand the decision problems and thus observed choices do not reveal true risk preferences. Therefore, the relatively complex MPL procedure may not be suitable for experiments conducted with poorly-educated subjects in developing country settings. Chapter Four presents a theory outlining the relationship between rational demand for index insurance – for which the net transfer between insurer and policyholders depends only on a publicly verifiable index – and wealth. Further, the validity of this theory is tested using the experimental data from Ethiopia. In line with the theoretical model presented, due to basis risk and actuarially unfair premiums, demand for index insurance is hump-shaped – first increasing then decreasing – in wealth. The results indicate that the low take-up of this product observed among the poorest (and most risk averse) individuals in recent field studies may result from rational choice rather than credit constraints or poor decision-making.
32
Heiner, Liz. "The Role of Personality and Positive Psychological Capital in Business Students’ Motivation to Lead." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105100.
Full textAbstract:
Given the strong focus of both organizations and institutions of higher education on leadership development, understanding antecedents to leadership motivation is a topic of great interest. This pre- registered study set out to investigate personality factors as antecedents to motivation to lead (MTL) and positive psychological capital (PsyCap). Additionally, the framework was expanded by integrating PsyCap as a predictor of MTL and mediator between personality and MTL. 258 business students served as a convenience sample for the cross-sectional study. The online survey included measures of the Big Five personality factors, PsyCap, and MTL. Several multiple regression and mediation analyses were conducted. The findings supported the proposed role of Openness, Conscientiousness, Extraversion, and Neuroticism as antecedents to PsyCap. Additionally, Extraversion, Agreeableness, and PsyCap were identified as predictors of affective-identity MTL and PsyCap was found to predict socio-normative MTL. The mediation hypotheses were partially supported. The results imply that developing students’ PsyCap can potentially benefit their leadership motivation and help preparing them for future careers through making beneficial first leadership experiences in academic settings. As limitations are discussed, further research specifically investigating the role of cultural values is encouraged.
33
Lecheler, Jody J. "Using Critical Incidents: The Development of a Behaviorally Based Training Program for Supervisor Citizenship Behavior and Feedback Skills." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1454.
Full textAbstract:
It has been argued (Greer, 2013) that supervisors are a critical component in organizational effectiveness. Supervisors are required to hold many roles within the organization (Evans, 1965). Specifically, employees often see supervisors as representatives of the organization, while the organization depends on supervisors to maintain production (Greer, 2013). Many supervisors also fill a variety of other organizational roles such as mentor, trainer, motivator, disciplinarian, evaluator, and leader (Evans, 1965). For these reasons, effective supervisors are crucial to organizational success. The present study developed a behaviorally based training program for supervisors for a poultry processing organization. The training program content included displaying supervisor citizenship behavior and providing effective feedback. Examples of actual situations in the form of critical incidents were collected from incumbents serving as subject matter experts (SMEs). The critical incidents were then edited, retranslated, calibrated, and used to provide specific behavioral examples in the training program.
34
Champagne, Debora Jane Adler Susan A. "The impact of an applied component of character education integrated into a general education curriculum on the moral, pro-social, and cognitive development of adolescents attending an alternative high school." Diss., UMK access, 2005.
Find full textAbstract:
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005."A dissertation in education and urban leadership and policy studies in education." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 20, 2006. Includes bibliographical references (leaves 191-204 ). Online version of the print edition.
35
Foxall, Gemma. "When autism strikes (an exegesis)." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2299.
Full textAbstract:
The structure of this thesis is twofold: a creative work and exegesis. The creative work is a book entitled When Autism Strikes, and documents my family's journey into the world of Autism Spectrum Disorder (ASD) and the actions taken to reduce the disabling features of my son's diagnosis. The text is supplemented with commentary sections, presenting information gathered from my professional and personal experiences.
The creative work uses the writing genre known as Creative Nonfiction and shares scenes over the course of one year in the characters’ lives. Character development and first person dialogue create an emotive narrative to link together clinical disciplines not usually integrated in published work. Relevant in-text links to academic literature and references are cited at the end of each of the three parts, so that readers are supported to learn more about significant publications. Key features of Autism Spectrum Disorder that underpin the clinical diagnostic terms are incorporated into the story to demonstrate the complexity and broadness of the condition.
Whilst the creative work has implicit discussion points and messages, the exegesis explicitly explores and reviews the issues highlighted in the creative work. The methodology underpinning this research is Practice-based research, and sourced data according to the four perspectives I bring to the project, that of: therapist, researcher, parent and teacher. The evolution of the research design is discussed in the exegesis and how data were presented to produce the creative work. When Autism Strikes communicates information in a new way, thereby creating a novel contribution to the academic community, and pending future publication, the broader audience for whom it is written.
36
Kultima, Kim. "Transcriptomics and Proteomics Applied to Developmental Toxicology." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7921.
Full text
37
Preece, David A. "Measuring emotional reactivity, alexithymia, and emotion regulation as clinically relevant emotional constructs: theoretical considerations and the development of new psychometric measures." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2196.
Full textAbstract:
Many psychopathologies are characterised by abnormalities in emotional functioning, so clinicians and researchers need to assess emotional functioning to inform case conceptualisations and treatments, and to develop theoretical understanding of the mechanisms behind these psychopathologies. A comprehensive profile of emotional functioning requires information about at least three constructs, emotional reactivity, alexithymia, and emotion regulation, as each has been independently identified as an important transdiagnostic risk factor. Clinicians’ and researchers’ ability to assess these three constructs is, however, currently hampered by a lack of conceptual or definitional clarity, and consequently a lack of comprehensive or accurate psychometric measures. My research project was therefore one of both construct validation and measurement validation, with two interrelated aims: first, to establish compatible and empirically supported definitions of emotional reactivity, alexithymia, and emotion regulation; second, to develop and validate a set of new, comprehensive self-report measures based on these definitions, called the Perth series of measures. I use Gross’s (2015a) extended process model of emotion regulation as an integrating conceptual framework, to delineate definitions of emotional reactivity, alexithymia, and emotion regulation that are compatible with each other and consistent with existing empirical data. I then present six papers that report on factor analytic studies I conducted to test this framework’s parameters and evaluate existing measures or the new Perth measures. I propose in these papers that emotional reactivity, alexithymia, and emotion regulation are conceptually separable but linked constructs, because they correspond to different stages in the emotion generation and emotion valuation sequences described by Gross. My studies’ results indicate that the new Perth measures are structurally consistent with this framework, and appear to be comprehensive and valid measures of emotional reactivity (Perth Emotional Reactivity Scale), alexithymia (Perth Alexithymia Questionnaire), and emotion regulation ability (Perth Emotion Regulation Competency Inventory). This thesis therefore helps to delineate the theoretical structure of emotional reactivity, alexithymia, and emotion regulation, and provides clinicians and researchers with a set of psychometric tools that can operationalise these three constructs in greater detail than was previously possible.
38
Samuelsson, Emma. "Using activity theory to describe patient safety : How Region Östergötland supports patient safety development in a low and middle-income country’s healthcare system." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-170095.
Full textAbstract:
Region Östergötland engages in many international collaborations as a way to exchange knowledge and insights with other organizations. The organization has had a collaboration focused on patient safety with Moi Teaching and Referral Hospital in Eldoret, Kenya, since 2015. Kenya is considered a low and middle-income country, while Sweden is considered a high-income country. The aim of this study was to describe patient safety development using activity theory, with a special focus on how Region Östergötland supports patient safety development in a low and middle-income country’s healthcare system. Data was collected by conducting interviews with six participants involved in the patient safety collaboration, by visiting Eldoret to conduct a participant observation and by analyzing relevant policy documents. The results showed that many factors are involved in patient safety development, both within an organization and in supporting the development in a low and middle-income country’s healthcare system. Healthcare organizations should strive for commitment to patient safety development from all levels of the organization, and for a safety culture where staff members are comfortable reporting errors. The management must pursue patient safety questions and put aside resources for patient safety development. As Sweden and low and middle-income countries are different in many aspects, it’s important for the supporting part, in this case Region Östergötland, to be attentive to and understanding of prevailing differences caused by available resources, cultural norms, rules and organizational structures. Many of the requirements for an organization’s patient safety development, and for a successful collaboration between Region Östergötland and Moi Teaching and Referral Hospital, were shown to be achieved or at least functioning. Even though all requirements are not fulfilled, they are all matters that can be improved by the continuation of the collaboration. Region Östergötland can learn from the collaboration by seeing how results can be achieved in an organization with few resources, how efficiently changes can be made within an organization, as well as by gaining knowledge about another culture and country. These factors create opportunities for project participants to be inspired and question current methods and norms in their own organization, which can result in improvements of Region Östergötland as on organization in the future.
39
Edberg, Arvid, and Emil Ahlzén. "Aspects of modern health worries as predictors of development of anxiety and depression symptoms." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-147967.
Full textAbstract:
Worries about the negative health effects of modern life (Modern health worries, MHW) have increased during the last decades, but the phenomenon is not fully understood. The present study investigated the associative and predictive relationship between different types of MHW and symptoms of anxiety and depression in a large sample from Västerbotten county, Sweden (n=2223). The four subscales of the Modern Health Worries Scale (MHWS) were used to assess different types of MHW, while symptoms of depression and anxiety were assessed by using the Hospital Anxiety and Depression Scale. Spearman's correlation analysis and hierarchical multiple regression analysis were used to assess the degrees of association and prediction, respectively. It was shown that the subscales were associated with symptoms of both anxiety and depression to varying degrees, however MHW did not significantly predict symptoms of neither anxiety nor depression. This suggests that when using the MHWS in clinical settings, examining the subscales rather than the global score of MHWS provides a more nuanced understanding of an individual's experience. It also suggests that experiencing MHW does not cause an increase in neither anxiety nor depression.Oro kopplad till de negativa hälsoaspekterna av ett modernt liv (Modern hälsooro, MHO) har ökat under de senaste årtiondena, men fenomenet är inte helt klarlagt. Den här studien undersökte associativa och prediktiva samband mellan olika typer av modern hälsooro och symtom av ångesttillstånd samt depression i ett urval i Västerbottens län (n=2223). De fyra subskalorna av Modern Health Worries Scale (MHWS) användes för att undersöka de olika typerna av MHO medan Hospital Anxiety and Depression Scale användes för att mäta symtom av ångesttillstånd och depression. Korrelationsanalyser baserat på Spearmans korrelationskoefficient samt hierarkiska, multipla regressionsanalyser användes för att mäta graden av association respektive prediktion. Resultatet visar att de olika subskalorna var associerade med symtom av både depression och ångesttillstånd i olika hög grad. Dock predicerade inte MHO en signifikant förändring av varken ångest- eller depressionssymtom. Detta tyder på att ett enskilt beaktande av subskalorna ger en mer nyanserad bild av en individs upplevelse av MHO jämfört med om endast totalpoängen på MHWS beaktas. Resultatet föreslår vidare att en upplevelse av MHO inte orsakar en ökning av varken ångest eller depressionssymtom.
40
Saffer, Jeffrey S. "Owner-Manager Separation and the Structure of IT Governance in Small Business." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/484.
Full textAbstract:
Small business owners and small business managers tend to favor different information technology (IT) governance structures. Such differences can lead to ineffective management and control of IT in small businesses. The purpose of this correlational study was to examine the extent and nature of the association between owner-manager separation in small businesses and the structure of IT governance in the businesses. Agency theory formed the theoretical framework of this study. Data were collected using a web-based survey and randomly sampled 3,697 small business owners and managers located in New Jersey and Pennsylvania. Chi-square statistics indicated no significant association between owner-manager separation and the IT governance structure used in small businesses. A centralized form of IT governance was most prevalent in small businesses. Small business owners maintained influence over IT governance decisions despite ceding responsibility to managers for operational components of their business, a condition that appears to conflict with pure agency theory. The research findings may contribute to a better understanding of technology governance in small businesses, which in turn could lead to more effective and efficient operation of those businesses. Increases in small business effectiveness and efficiency can result in positive social change from greater employment opportunities as small businesses prosper and grow.
41
Gannon, Monte. "Validity of the Developmental Checklist of the Developmental Observation Checklist System." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/397.
Full textAbstract:
This study investigates the use of the Developmental Checklist (DC) of the Developmental Observation Checklist System (DOCS; Hresko, Miguel, Sherbenou, & Burton, 1994) as a screening measure for children birth to three years of age. Kentucky regulations require the use of the DC for screening in the KEIS-First Steps program, yet there is little information regarding the effectiveness of the measure as a screening tool. Evaluation data are presented for 51 children between the ages of 2 and 35 months on the DC and the Battelle Developmental Inventory, 2nd Edition (BDI-2; Newborg, 2005). The DC and BDI-2 domains evidence no significant correlations for this sample. However, significant moderate to strong intracorrelations were evidenced within each measure. Analysis of contingency table components using the BDI-2 as the criterion measure yield specificity (percentage of true negatives) and sensitivity (percentage of true positives) for cutoff standard scores of 94, 85, and 77 on the DC. The number of accurate referrals and accurate nonreferrals comprise the classification consistency between the two measures. Adequate sensitivity (above 80%) is evidenced at the most liberal cutoff for the DC (standard score < 94) at both BDI-2 placement criterions (I'A and 2 SD below the mean) for all domain comparisons. However, there is a cost of less than adequate specificity at this level (94 or below). Good sensitivity was also evidenced for one additional comparison, the Adaptive/Social comparison at the 2 SD BDI-2 criterion with the 85 cutoff on the DC. Classification consistency was not evident at 1 Yi SD on the two domains criterion on the BDI-2 for even the most liberal DC cutoff score (standard score <94). However, sensitivity levels are adequate for all domain comparisons at the liberal cutoff standard score of < 94. The results indicate concern for the use for the DC with the BDI-2 using anything but the most liberal cutoff on the DC. A discussion of practical implication for use of the DC questions the use of the DC with the BDI-2 and provides suggestions for further research with the DC.
42
Gay-Perret, David, and Anup Mainali. "Entrepreneurs Driven by the Need for Self-Fulfillment : An exploration of the origin of such a need and how entrepreneurs work towards fulfilling it." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18666.
Full textAbstract:
This paper is a Master Thesis studying the human need for Self-Fulfillment, presented as the equivalent of Self-Actualization, in the context of entrepreneurship. The problems identified in the field are the lack of literature on Self-Actualization in entrepreneurship although it is something observed in the world, the lack of empirical data in the field of motivation, and finally the fact Self-Actualization is a need leading an individual to contribute to his or her surrounding (unlike other needs), which makes understanding its consequences and origin all the more important. Two aspects were chosen to cover the topic: tracing the origin of the need and understanding how entrepreneurs fulfill it (for those using their compa-ny for that purpose). To do so, interviews consisting of 4 themes were carried out with 12 individuals having started and running their company (both genders, various cultural backgrounds, with companies of various size, age and industry), and driven by the need to Self-Fulfill. The main findings are the fact the individual’s mindset and attitudes seem to be what enables him or her to reach Self-Actualization, and these human qualities and characteristic could be gathered under the terms “Personal Development”. Also some people felt the need to Self-Actualize before starting the venture and thus have an idea of how to contribute: the company be-comes only a step in the process. Others reached the need after starting the company and see it as a set of opportunities to Self-Actualize. In both case however, a holistic view over the firm seems to be the only way to truly actualize through it: every aspect of the business needs to be focused on helping and improvement (not just the business idea). Finally, by expanding the findings made in entrepreneurship, this paper suggests that in general, Personal Development may lead to society’s improvement and provides some suggestions to continue the study.
43
Sundholm, Krister. "Ledningsgruppens effektivitet - med fokus på tillit." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22017.
Full textAbstract:
En välfungerande och effektiv ledningsgrupp är en framgångsfaktor inom såväl privat som offentlig sektor. Ledningsgruppens speciella karaktär gör att alternativa grupputvecklingsmodeller, utöver de mer klassiska, kan vara mer användbara. Syftet med studien är att undersöka om faktorerna tillit, konflikt, åtagande, ansvarsskyldighet och resultat i Lencionis (2002) modell är relevanta utgångspunkter i arbete med ledningsgruppers effektivitet, med fokus på tillit. Utifrån en egenkonstruerad enkät med självskattning från 74 ledares bedömningar, har deskriptiva analyser utförts. Vidare har t-test, regressionssamband och principalkomponentanalyser genomförts för att besvara studiens frågeställningar. Utifrån denna studies resultat ges endast ett måttligt stöd för att de fem faktorerna förklarar ledargruppsdeltagares syn på ledningsgruppens effektivitet även om de individuellt bedöms som relevanta. Det finns indikationer på att med ytterligare frågor skulle reliabiliteten öka och därmed ge ett tydligare stöd åt de fem faktorerna. Ytterligare studier behövs för att klargöra detta samband. Studien ger dock stöd för betydelsen av tillit och dess oberoende av demografiska variabler som kön, ålder, sektor eller ledningsgruppserfarenhet. Vidare visar studien att ledningsgruppens effektivitet kan beskrivas i två komponenter med flera delar där komponenterna handlar om inre och yttre effektivitet, vilket också är i linje med Granberg och Wallenholm (2017). Sammantaget ger detta en bild av att alternativa modeller som Lencionis (2002) kan vara relevanta att använda och att de fem faktorerna tillit, konflikt, åtagande, ansvarsskyldighet och resultat ändå kan vara relevanta utgångspunkter i arbetet med ledningsgruppens effektivitet, med fokus på tillit.A well-functioning and efficient management team is a success factor in both the private and public sectors. The special nature of the management team means that other than classic group development models can be more useful. The purpose of the study is to investigate whether the factors trust, conflict, commitment, responsibility and results in Lencioni's (2002) model are relevant starting points in work with the management teams' effectiveness, with a focus on trust. Based on a self-constructed survey with self-assessment from 74 leaders' assessments, descriptive analyzes have been performed. Furthermore, t-tests, regression analysis and principal component analyzes were performed to answer the study's questions. Based on the results of this study, only moderate support is given for the five factors to explain the management group participants' views on the management group's effectiveness, even if they are individually assessed as relevant. There are indications that with additional questions, the reliability would increase and thus provide clearer support to the five factors. Further studies are needed to clarify this. However, the study provides support for the importance of trust and its independence from demographic variables such as gender, age, sectors or management team experience. Furthermore, the study shows that the management group's efficiency can be described in two components with several parts where the components are about internal and external efficiency, which is also in line with Granberg and Wallenholm (2017). All in all, it gives an idea that alternative models like Lencioni (2002) can be relevant to use and that the five factors trust, conflict, commitment, responsibility and results can still be a relevant starting point in the work with the management group's efficiency, with a focus on trust.
44
Larsson, Louise. "Motorväg till det omedvetna? : Fem psykoterapeuters upplevelser av att lära sig arbeta med Intensive Short-Term Dynamic Psychotherapy." Thesis, Ersta Sköndal högskola, S:t Lukas utbildningsinstitut, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-2439.
Full textAbstract:
Inledning: Psykoterapeutiskt arbete med bearbetning av omedvetna känslomässiga konflikter innebär ofta terapiprocesser som varar över lång tid och kan bedrivas med skiftande tekniker. Psykodynamiskt inriktade terapeuters arbetssätt speglar deras teoretiska övertygelse och personliga läggning. Många arbetar intuitivt och med ett eklektiskt förhållningssätt. Att arbeta efter en sekventiell, tydligt formgiven metod är ovanligt inom den dynamiska/analytiska traditionen. Syftet med studien är att undersöka fem psykoterapeuters upplevelse av att lära sig arbeta efter en specifik metod med fokus på affekter; Intensive Short-Term Dynamic Psychotherapy. Frågeställningarna fokuserar på terapeuternas upplevelse av att lära sig arbeta med metoden, deras beskrivning av skillnaderna mellan sitt tidigare arbetssätt och det nya samt hur utbildningen påverkat deras syn på vad som är verksamt i psykoterapi. Metod: Fem psykoterapeuter som gått Patricia Coughlin Della Selvas treåriga ISTDPutbildning har intervjuats. Resultaten visar att terapeuterna upplevde ISTDP metoden som mycket komplicerad att lära sig. Att frångå sitt tidigare mer intuitiva, inväntande arbetssätt har varit svårt. Det aktiva arbetet med försvaren och metodens multifokus kräver mycket av både terapeut och patient, men ger enligt terapeuterna utdelning i form av snabbare positiv förändring för patienten. Terapeuterna anser att ISTDP-utbildningen har givit dem färdigheter och trygghet att arbeta på ett mer aktivt sätt som når fram till bortträngda minnen och affekter och blir till hjälp för patienten. Terapeuternas övertygelse om vikten av att affekter genomlevs i terapirummet har förstärkts under utbildningen. De påtalar också metodens skarpa fokus på intrapsykisk konflikt samt tydlig överenskommelse med patienten kring vad man ska arbeta med som verksamma faktorer. Slutsatser: Att lära sig arbeta med ISTDP upplevs som komplicerat och känslomässigt omvälvande. När man väl blivit förtrogen med metoden ger det aktiva, direkta arbetssättet enligt terapeuterna möjlighet att ta sig dit man har för avsikt att komma i patientarbetet, nämligen till genomarbetning av omedvetna minnen och affekter. En alltför inväntande och försiktig terapeutisk hållning upplevs hindrande för den terapeutiska processen.
45
Seevers, Merle, and Mamblona Clara Lopez. "The relationship between psychological well-being in the Covid-19 pandemic and organizational processes for sustainable development." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43054.
Full textAbstract:
Psychological employee well-being is a severe challenge for companies around the world. The Covid-19 pandemic exacerbated the problem and forced companies to act to ensure a healthy and productive workforce. Based on the Job Demands-Resources Model (JD-R), this study examines the leader's perspective on how decision making, and communication processes have been altered in the face of the pandemic and how these alterations can promote the advancement of psychological well-being. Another central research focus is the impact of the changes in decision making and communication processes on the sustainable development of the organization. The relatively new perspective of the Psychology of Sustainability and Sustainable Development (PoS&SD) is applied to investigate these questions. A qualitative approach was chosen and a total of ten organizations were studied, half in Sweden and half in Germany. With the support of semi-structured interviews, leaders of small and medium-sized organizations in both countries were interviewed, and their perceptions were explored. The results showed that almost all companies in the study implemented changes to the two processes because they perceived deterioration in employee psychological well-being. While most leaders in Sweden indicated that they had given employees more autonomy throughout the pandemic, leaders in Germany reported a greater desire for direction and structure. The communication style likewise required adjustment to meet the new way of working and employees’ needs. Finally, it could be shown that the topic of employees’ psychological well-being will take on a higher priority in many companies in the wake of the pandemic. This is partially since companies have recognized that the fostering of psychological well-being is closely linked to sustainable development.
46
Portelli, P. "Health psychology in applied settings." Thesis, City, University of London, 2015. http://openaccess.city.ac.uk/15342/.
Full textAbstract:
Pain is an inevitable human experience. Despite its crucial role for survival, pain becomes problematic when it is enduring and when it impairs the individual’s quality of life. Living with pain on a day-to-day basis can be exhausting, especially when nothing seems to relieve the pain. The way chronic pain sufferers perceive their situation will determine the kind of coping strategies used. The main research thesis within this portfolio aimed to explore differences in pain coping mechanisms amongst the Maltese population. The emergent theory resulted from a grounded theory methodology and was entitled The Journey to Coping. Results reveal that Maltese chronic pain sufferers often rely on a number of self-taught/sought techniques to cope with pain. The journey to coping is not an easy one, with some participants engaging in relentless struggles to eliminate pain. The inability to achieve control often leads to a sense of disconnectedness from the external world, with death perceived as the only solution. On the other hand, accepting pain was linked to increased adaptation and psychological well-being. The main research also aimed to investigate service users’ attitudes towards psychological treatments, with particular reference to online interventions for pain management. Overall, results reveal that escalating pain; the inability to find pain relief; positive expectancies, and a number of facilitating factors play a role in the formation of positive attitudes and increase the likelihood of service uptake. On the other hand, a number of impeding factors and negative expectancies revolving around perceptions of weakness and equating pain with the physical body not only resulted in a number of negative attitudes but hindered help-seeking behaviour. Moreover, although chronic pain sufferers are quite accepting of online interventions, the presence of the human element seems to be an indispensable asset to service uptake as reflected in the theory entitled Wanting the Real Thing.
47
Cimini, Katharine L. "Cognitive Developmental Differences in Source Monitoring." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625773.
Full text
48
Chiweshe, Malvern Tatenda. "The development of an arousal and anxiety control mental skills training programme for the Rhodes University archery club." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002082.
Full textAbstract:
Research on the development of Mental Skills Training (MST) programmes in sport psychology has largely increased as sport has become more competitive. MST programmes have been seen to improve the performance of athletes. This particular research study focuses on the development of an anxiety and arousal control MST programme designed specifically for, and tailored exclusively to, the needs of four archers from the Rhodes Archery Club in Grahamstown, Eastern Cape, South Africa. The development of the programme was guided by the Organisational Development Process model as the research methodology design. Data from two quantitative measures (CSAI-2 and Sport Grid-R), a focus group, and an individual interview were integrated with currently existing mental skills literature and theory to devise this particular MST programme. The results of the assessment phase showed that individual archers have different experiences in how anxiety and arousal affect their performances. The results also showed that archers have different zones in which they feel their performance is good. These zones depend on their subjective interpretations of anxiety and arousal. The results also showed that other factors that include personality differences, level of experience and level of expertise also influence how anxiety and arousal affect performance. The archers had previous exposure to MST programmes although they had not received systematic training in mental skills training. The programme was developed in the form of MST workshops that would run over a three week period. As part of the programme the archers would be given a mental skills manual to aid in the mental skills training. It is recommended in future that more research in MST programmes be done as a way of improving the performance of athletes in South Africa
49
Morgan, Jane Louise. "Stimulus equivalence and developmental dyslexia." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362133.
Full text
50
Campos, Ivy. "Do developmental assessments impact parental stress?" FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1989.
Full textAbstract:
This study is a preliminary exploration of whether parental stress can be influenced by receiving the developmental assessment information about a target child. The study consisted of 25 self-referred families who sought developmental assessments from the Youth and Family Development Program (YFDP) at Florida International University, with children between 4 to 12 years of age. All parents contacting YFDP for developmental assessments completed a pre-test (Parenting Stress Index-Short Form (PSI-SF) over the telephone. Participants (both parent and child) completed an assessment battery during Weeks 1 and 2, and a final feedback session (Week 4) was provided for the parent on the results of these assessments. The participants were contacted four weeks (Week 8) after the feedback session to complete the post test (PSISF). Results of the pre and post-test were compared. As expected, parents' stress was significantly lower at one month following the developmental assessment intervention compared to stress at intake, across domains of parent distress, difficult child, parentchild dysfunction, and total parenting distress. Implications for using developmental assessments in parent interventions are discussed.