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1
Dixon, Wallace E. Jr. "Twenty Studies That Revolutionized Child Psychology." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu_books/188.
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This book gives readers a systematic look at the process of child psychology by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. The individual chapters are dedicated to each revolutionary study and derived from empirical data and scientific methodology. A four-part organization examines studies that revolutionized cognitive and language development, social development and parenting, clinical child psychology, and how we think about child psychology. For those with a professional or personal interest in child and human development.https://dc.etsu.edu/etsu_books/1209/thumbnail.jpg
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Dixon, Wallace E. "Twenty Studies That Revolutionized Child Psychology." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/0205948030.
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Twenty Studies That Revolutionized Child Psychology gives students a systematic look at the process of child psychology research by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. For the second edition, author and child psychologist Wallace Dixon polled an expanded number of experts in the field to determine the most important studies to be included. The result is an updated collection of revolutionary studies that helps students to better understand the discipline of child psychology.https://dc.etsu.edu/etsu_books/1024/thumbnail.jpg
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Lee, N. M. "Stabilising child protection : a social psychology of cooperation." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360064.
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Curran, Paul. "Where's the 'psychology' in British educational and child psychology? : an exploratory investigation into educational psychologists' perspectives." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3764/.
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The study aims to undertake an exploratory investigation into British Educational Psychologists' (EPs) practitioner perspectives on the key psychological theories and models that underpin their professional practice. It also aims to ascertain what the implications might be of practitioner perspectives on this topic for future practice, future training and continuing professional development of EPs hi the British context as "applied" psychologists. Following a small scale national survey on the topic, five focus group discussions were arranged to investigate the topic in more detail with groups of EPs at various career stages. The focus group discussions were subjected to detailed Thematic Analysis using techniques recommended by Braun and Clarke (2006). Analyses were undertaken at both the explicit (semantic) and interpretative (latent) level in order to develop a series of thematic maps. The literature review found that although British EPs have consistently reviewed, evaluated and challenged their professional practice in changing working contexts, there is a paucity of research into their perceptions of the fundamental psychological theories and models that underpin what they actually do "on the job", which was recognised as multi-levelled and complex. Four overarching themes emerged from the extensive interpretative analysis of the data set as key to EP practitioner perspectives on what underpins and influences the use of psychological theory and models in their professional practice. These were: (1) Working context, location and the degree of role clarity within this; (2) Professional self reflection on practice; (3) Training, early supervision and continuing professional development; (4) Developed psychological skills, competencies and knowledge, particularly with a relevant research evidence base. Surprisingly, the analyses found no evidence of expected themes relating to the underpinning psychology for effective interpersonal skills or collaborative team work in the EP practitioner perspectives. A "matrix of evidence for EP practice" is proposed for future use based on the themes from the interpretative analyses undertaken. The methodology employed and the analysis of the findings are both critically appraised. The implications for further research into the topic together with implications for EP professional practice and continuing professional development are outlined.
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Frias-Armenta, Martha. "Law, psychology, family relations and child abuse in Mexico." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288957.
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The purpose of this study was to empirically assess the validity of legal assumptions regarding the use of physical punishment by Mexican parents with their children. Three legal assumptions were identified and tested in the studied Mexican legal framework: (1) parents always act in the best interest of their children; (2) non-severe physical punishment is an adequate and nonharmful strategy for rising children; and (3) parents discriminate between moderate/corrective punishment and severe child abuse. One hundred-fifty mothers living in the Northwestern Mexican State of Sonora were interviewed regarding their use of physical punishment with their children, their knowledge of the law regarding their and their children's' rights and duties, their perceptions of their legal obligations in regard to their disciplinary practices with their children, their disciplinary beliefs, their monitoring of their children, the frequency of maltreatment they received from their parents, their levels of depression/anxiety, their antisocial behaviors, and their alcohol consumption levels. In order to validate the legal assumptions, three structural models were specified and tested. The first model tested the assumption that physical punishment is used in the best interest of children. In this model, the perception of a legal prerogative to use physical punishment was found to increase violence against children. In contrast, parental knowledge of child and parental rights and obligations was inversely related to punitive disciplinary beliefs, while such beliefs were positively associated with child punishment and negatively associated with child monitoring. The second model estimated the effect of a history of mothers' vicitimization during childhood on their adult behavior. It was found that being maltreated as a child was associated positively with antisocial behavior and depression/anxiety, which in turn affected positively alcohol consumption and harsh parenting. The third model estimated the covariance between moderate punishment and severe punishment. Results showed that the correlation between them was higher than the factor loadings between each latent construct and their corresponding observed variables. This finding indicates that parents do not discriminate between moderate and severe punishment, invalidating the assumption that parents are aware of limits between what can be considered abuse and disciplinary punishment. The implications of these findings are discussed.
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Wooldridge, A. D. "Child study and educational psychology in England 1880-1950." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376014.
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Chasle, Laura Fay. "Parenting a child with cancer : positive psychology and coping." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1365.
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This portfolio has three parts. Part one comprises a systematic literature review, in which the empirical literature relating to coping of parents of children with cancer is reviewed. Twelve studies were included in the review and from these studies, the coping strategies that parents rated as most useful or most frequently used were synthesised into a bi-dimensional taxonomy of coping. Due to the many and varied measures and conceptualisations of coping the dimensions of approach-avoidance coping and emotion-focused and problem-focused coping were used to organise results into a more coherent and meaningful structure. The reviewed papers were also quality checked and the outcome of the checklist was taken into consideration when outlining results of eachstudy.Part two comprises a qualitative study, using Interpretative Phenomenological Analysis (IPA) methodology to explore the experiences of parents of children who have been diagnosed with cancer in the previous five years. IPA as a methodology is primarily concerned with the participant’s lived experience of an event. There is an assumption that a person makes sense of their experience through the process of interpretation. Through semi-structured interviews with participants, their interpretations of their experiences were collected. The researcher, through the process of analysis, interprets the participant’s own interpretation; this is known as a ‘double-hermeneutic’. Different levels of analysis of transcripts leads to drawing out of a number of themes from across participants. In this study, positive psychology literature was used as a theoretical guide to focus interviews. Positive psychology is concerned with the study of positive emotions or characteristics, positive relationships and positive organisations, and how people may draw strength from these. It was hoped that by using positive psychology as a lens through which to explore the experiences of parents of children with cancer, a better understanding may be gained of what may drive or be ‘behind’ behaviours and strategies so frequently observed in coping literature.Part three comprises appendixes. These include a reflective statement on the process of conducting the research; the challenges faced and the lessons learnt. In addition, a reflexive statement regarding the researcher’s own beliefs, experiences and perceptions that may have impacted upon the research process is included. A worked example of IPA using a section of a transcript is also presented to illustrate the IPA process.
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Daws, Dilys. "Portfolio of publications in the field of child psychology." Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532420.
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Smith, Robert Lee. "Educational psychology and the law in child care cases." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436425.
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Dixon, Wallace E. Jr, C. Shore, R. M. Bartlett, Page M. McIntyre, and K. E. Brakke. "Developmental Perspectives from the APA National Conference on Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4934.
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Kobayashi, Juichi 1960. "Parental deviance, parent-child bonding, child abuse, and child sexual aggression." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278178.
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Structural equation modeling was used to test a theoretical model of the etiology of the deviant sexual aggression by adolescents. The subjects were 117 juvenile male sexual offenders who had been referred from either criminal justice or social service agencies to a clinic that treated offenders. The tested theoretical model included several family factors: parental deviance, child physical and sexual abuse history, and children's bonding to their parents. The model as a whole fitted the data very well. As for the specific hypotheses in the model, physical abuse by the father and sexual abuse by males were found to increase sexual aggression by adolescents. Also, children's bonding to their mother was found to decrease their sexual aggression. These results are explained from the social learning perspective and parent-child attachment or social control perspective. Further, the directions for the future research are suggested.
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Beins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper, et al. "Principles for Quality Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.
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Book Summary: This title examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet today's challenges. It contains the expert opinions of a leading group on the topic, creates a powerful new model for educating psychologically literate citizens and provides a handbook of evidence-based practical pedagogy with substantive resource materials applicable to every campus and its faculty.
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Leibach, Gillian G. "Urban Stressors and Child Asthma: An Examination of Child and Caregiver Models." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4680.
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The purpose of the present study was to examine how low-income, racial and ethnic minority, urban families experience and manage their child’s asthma. The rationale for this study stems from existing literature on asthma disparities and documented predictors of increased asthma morbidity and mortality. In particular, this study considered how specific types of stress may disproportionately impact low-income, racial and ethnic minority, urban families that have a child with asthma. This study aimed to determine associations between urban stressors (stressful life events, perceived discrimination, subjective socioeconomic status) and child asthma outcomes (emergency department visits, school days missed, asthma control), and considered depressive symptoms and asthma self-efficacy as mediators in these associations. Analyses were conducted in a sample of 97 urban caregivers and their children in Richmond, Virginia.
Findings revealed that neighborhood stress was significantly associated with asthma control. Stressful life events were significantly associated with school days missed. Perceived discrimination and subjective SES were not significantly related to any child asthma outcomes. Bootstrapping procedures demonstrated that child depressive symptoms mediated the relation between neighborhood stress and asthma control. Child asthma self-efficacy did not significantly mediate associations between neighborhood stress and any child outcomes. Caregiver depressive symptoms and caregiver asthma self-efficacy did not significantly mediate any associations between caregiver-reported urban stressors and child asthma outcomes.
Results from the present study suggest that urban stressors, especially neighborhood stress and stressful life events, are important to consider in the context of child asthma management and subsequent health outcomes. Exposure to urban stressors may further contribute to pediatric asthma disparities because they are disproportionately experienced by low-income, racial and ethnic minority, urban families. Each urban stressor that was related to a child outcome was associated with a particular asthma outcome. Specifically, child-reported neighborhood stress was related to asthma control. Caregiver-reported stressful life events were associated with school days missed. These findings suggest that exposure to specific types of stress may impact asthma management differently. Future research should, therefore, explore the impact and contribution of specific stressors in greater depth. Further, child depressive symptoms significantly mediated the relation between neighborhood stress and asthma control, although caregiver depressive symptoms did not significantly mediate any associations between urban stressors and child asthma outcomes. Additionally, both child and caregiver depressive symptoms were significantly associated with multiple urban stressors and child asthma outcomes. Depressive symptoms may, therefore, be important to target in future research as possible explanatory variables or variables that contribute to stress appraisals and child asthma outcomes.
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Perez, Daniela. "ADULTS’ KNOWLEDGE OF CHILD DEVELOPMENT AND CHILD GUIDANCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/438.
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Decades of research studies suggest that the quality of parenting skills and parenting knowledge about children’s development have profound effects on children’s development. Studies to date show that most adults lack knowledge of child development and developmentally-appropriate child guidance. These studies, however have focused on white, middle-class, well-educated women and are limited in the range of issues addressed. The purpose of this study was to gain a more accurate understanding about adults’ knowledge of child development and child guidance by assessing female and male adults using an ethnically diverse population. Data from 705 adult participants showed that adults knew more than expected about child development, but lacked knowledge about developmentally-appropriate child guidance. Knowledge also varied by the amount of child development coursework taken. Results also showed that females were more knowledgeable than males, and knowledge varied somewhat by ethnicity with European-Americans being more knowledgeable in both child development and child guidance than other ethnic groups. These findings suggest that more work needs to be done to disseminate research- and evidence-based findings about child development and child guidance as the implications of this knowledge for child well-being are profound. The results of this study help to inform the design and content of parent education classes and related interventions to address gaps in knowledge and skills.
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Dixon, Wallace E. Jr. "Anti-Intellectualism and the Fracking of Psychology." Digital Commons @ East Tennessee State University, 2015. https://doi.org/10.1037/tep0000106.
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The American Psychological Association (APA) Working Group’s Proactive Approach and Pedagogical Statement represent good first steps in helping graduate programs manage threats to professional training imposed by “conscience clause legislation.” But much heavier lifting is needed if the discipline hopes to fend off far greater threats to its legitimacy imposed by anti-intellectualism broadly. I suggest that this objective can be accomplished through establishing statewide psychology collaboratives comprising health service psychology (HSP) and non-HSP psychologists, jointly mobilized by APA and the Association for Psychological Science, who should work with state legislatures, through existing infrastructures found in state psychological associations, to implement wholesale foundational changes in psychology education from elementary school through graduate school, through political reformation and the branding of psychology.
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Weiss, Tobias C. "The Association Between Child-Rearing Practices and Child Self-Concept and Depressive Symptoms Reproduced." Xavier University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1383573193.
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Unseld, Kimberly A. "School Psychology Practitioners' Perspectives on Consultation Training and Practice." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/238.
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School psychologists have increased their practice of consultation within the schools due to mandates by the National Association of School Psychologists (NASP) and positive outcomes associated with the service. Previous research has examined how training directors at school psychology graduate programs viewed consultation training. The current study investigated how school psychologists view their training in consultation and how they view the practice of consultation in school systems.
A random sample of 510 school psychologists from across the country was sent a survey to obtain their perspectives on consultation. A 46% return rate was achieved. The respondents were divided into two groups based on the practitioner’s years of experience (i.e., more than 10 years experience and less than 10 years experience) in order to make comparisons based on when the school psychologists received their training. Results indicated that recent graduates reported more comprehensive training in consultation, a heavier emphasis on collaborative and problem-solving consultation and significantly higher levels of satisfaction with consultation training and practice. However, recent graduates did not perceive their skills with consultation to be higher than school psychologists with less training, but more experience.
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Scholtz, Sune. "Exploring the use of animal-assisted therapy in educational psychology." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25412.
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The purpose of this study was to explore the use of Animal-Assisted Therapy in Educational Psychology. An empirical study of limited extent was undertaken, which was qualitative by nature and conducted from an interpretivist paradigm. I made use of a therapeutic case, which served as an in-depth case study. Visual data, creative expression, interviews, narrative expression and field notes were employed as data-gathering methods. Data were analysed by means of document analysis. A young boy of 14 years, with whom I have previously worked as a therapist, was the participant in the study. The findings of the study were, firstly that the use of AAT could enable the attainment of goals in therapy. Implementing AAT as a therapeutic tool provided motivation for participation in therapy from the participant. Secondly the use of an animal (dog) in the therapeutic process promoted the formation of a personal, caring, and emotional relationship with the primary participant. Thirdly, psychological benefits in the use of AAT were revealed by this study, namely the opportunity to promote socialisation, self-esteem, communication, interaction and participation in therapy. Fourthly AAT had a value in working with a socio-economically vulnerable child, addressing several of the needs identified in order to enhance the well-being of the child.Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
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Swann, Margaret Alice. "Temperament, behaviour and mother-child interaction in child abusing families." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335962.
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Ostrovsky, N., and Wallace E. Jr Dixon. "Child Behavior Questionnaire: Ukrainian Version." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4935.
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Beauregard, Christine. "Child-related disagreement, conflict resolution strategies and child adjustment among families with toddler and preschool-aged children." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/28975.
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The present study was designed to examine relations among parent ratings of child-related disagreement frequency, parent ratings of verbal aggression and of positive problem-solving frequency and parent ratings of child adjustment. One hundred and twelve couples volunteered for the study in response to advertisements published in newspapers or in community organizations/agencies (e.g., daycare centres, community centres, pediatric offices, etc.). Mothers (n = 112) and fathers (n = 108) with an eldest child who was a toddler or preschool-aged child independently responded to questionnaires. Their ratings of child behaviour problems and their ratings of satisfaction with the couple relationship were similar to those found in previous research with community samples. Compared to published data, couples in the present study reported a lower frequency of child-related disagreement and of verbal aggression strategies, and a higher frequency of positive problem-solving. Overall, they were a well-functioning sample of families with children who were perceived by parents as well-adjusted.
Mothers reported more frequent use of verbal aggression strategies than did fathers. Mothers of boys reported more frequent child-related disagreement and more frequent use of verbal aggression than did mothers of girls. Fathers perceived more externalizing problems among boys than among girls. Parent ratings of child-related disagreement were related to their ratings of child adjustment. Although parent ratings of conflict resolution strategies were less consistently associated with child behaviour problems, when examined in interaction with parent ratings of child-related disagreement, verbal aggression strategies moderated the relation between child-related disagreement and child adjustment among fathers of boys. Parent ratings of conflict resolution strategies did not mediate the relation. The findings of the present study emphasize the importance of examining relations separately for boys and girls as well as for mothers and fathers and indicate that patterns of relations found among families characterized by high disagreement, high intensity conflict may not generalize to samples of well-functioning, low disagreement families.
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Garcia, Ester. "CHILD WELFARE: TRAUMA INFORMED PRACTICE AT TIME OF CHILD REMOVAL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/873.
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As of 2018, approximately 442,995 children are in the foster care system in the United States according to the federal statistics from the Children’s Bureau. Entry into the foster system involves the removal of children from their home, making it a traumatic experience. The purpose of this study was to examine social workers’ perceptions of what trauma informed practice means and what it looks like in child welfare removals. The study also clarifies what trauma informed practice (TIP) is and how it can be applied in child welfare’s organizational structure. This was a qualitative study in which child welfare social workers from southern California agencies were interviewed. Interviews with experienced child welfare workers revealed many themes including the complexities of workers’ experiences during removals, the impact of removals on workers, social workers’ perceptions on TIP and suggestions on how to make removals more trauma informed for children. The findings from this project identified ways trauma may be minimized during detainment procedures in child welfare. All participants voiced that they felt the trauma informed removal (TIR) PowerPoint guide was beneficial to their learning and practice and that a training with this guide would be ideal for their agencies. Additionally, the findings shed light on the need for future research on creating a more trauma informed child welfare system and the need for policy implementation and or change.
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Cheesman, Jessica. "Raising an ADHD child : relations between parental stress, child functional impairment, and subtypes of the disorder." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10245.
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The broad aim of this study was to gain a clear picture of how mothers of children with ADHD experience stress, how their stress levels compare to those of mothers of children without ADHD, and which factors predict the extent to which they are stressed.
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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.
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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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Vounisea, Kalliopi. "A portfolio of work on mother-child dyad and autism : a counselling psychology perspective." Thesis, City University London, 2010. http://openaccess.city.ac.uk/8609/.
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Several researchers have reported that parenting a child diagnosed with autism is linked with a high risk of presenting mental health problems such as anxiety and depression. The current study gave the opportunity to eight mothers of children diagnosed with mild or moderate symptoms of autism to voice the challenges they face in their parental role so as to better understand their needs, and to provide appropriate services for them. Semi-structured interviews were conducted with the mothers and were analysed using Interpretative Phenomenological Analysis (IPA). Three themes arose from the analysis of data. The first theme is ambiguous loss, and is concerned with mothers’ way of dealing with the loss of their dreamed-for child. The second theme is identity shift, and is concerned with the change in the way mothers experienced and identified themselves after their child was diagnosed with autism. The third theme is withdrawing from others, and focuses on mothers' descriptions of their experiences of others' reaction towards both them and towards their child’s condition. ‘Disequilibrium’ emerged as the essence of maternal experience as mothers described their difficulty in balancing their personal needs with those of their child. The information from this study may be used to provide professionals working with this population with advanced understanding about the experiences and the challenges faced by mothers in their attempt to sustain their sense of self and remain sensitive to the needs of their children.
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Kovar, Meghan Michelle. "Gender Differences of Multimodal Responses to Child and Non-Child Stressors." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/91.
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This investigation explored gender differences and relations among facets of adult stress measured by self-reported cognitive, emotional, and continuous psychophysiological responses to child and non-child stressors. The 46 male and 47 female participants displayed increased heart rate (HR) while watching a video of a happy infant and a decreased HR (associated with increased attentiveness) during a crying infant video. During a cold pressor task, males' HR increased while females revealed a contrary decline in HR. No differences between hyperactive and non-hyperreactive participants were found regarding hypothetical parenting plans or self-reported emotionality. Findings suggest more gender similarity than dissimilarity, possibly due to the evolving nature of parenting (i.e., males and females sharing increasingly analogous parenting roles).
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Harvey, Tatum. "Maternal Stress and Child Internalizing Symptoms: Parent-Child Co-Regulation as a Proposed Mediator." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/561.
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The effects of maternal stress on child behavior, especially externalizing problems such as aggression, defiance, and lack of self-control, are well-established within psychological literature. Few studies, however, have examined the effects of maternal stress on child internalizing problems, such as loneliness, withdrawal, and symptoms of anxiety and depression. Moreover, there is much research within developmental psychology to support the notion that parent-child co-regulation, sometimes called dyadic synchrony, can predict child behavioral outcomes. Currently, researchers lack an understanding of how this process can interact with maternal stress to predict child internalizing symptoms. The following thesis details a multi-method assessment which is designed to examine the mediating effect of co-regulation on the relationship between maternal stress and child internalizing symptoms. In this research project, mothers and their three-year-old children complete questionnaires and a challenging dyadic task to assess their current stress, internalizing symptoms, and co-regulation strategies. Co-regulation scores are assigned through a macro coding scheme developed by a behavioral observation coding team. Due to ongoing data collection, data from a comparable project were collected to test this hypothesis using similar self-report measures. This study may have significant implications for the effects of everyday parent-child interactions on future child health outcomes.
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Reyes, Natasha. "The Psychology Surrounding Legal Standards of Competency and Representation for Children in U.S. Immigration Court." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2097.
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In recent years, immigration detentions have spiked. Further, the Zero Tolerance Policy enacted by President Trump has separated thousands of children from their families. Because many children are without their parents, and immigration court is civil in nature, thousands of children are placed in deportation hearings without representation each year. Child psychological research is at odds with the current deportation practices as psychological research deems children unable to understand the complexities of the court system or the impacts of deportation proceedings. A minimum competency to stand trial must be enacted to protect young children’s due process rights, regardless of citizenship. Further, children should be protected through a guardian ad litem or other legal representatives as they are a vulnerable class. This paper examines the relationship between the current legal standards for immigration court, relevant child psychological research, and explores policy recommendations for immigration competency standards and representation requirements.
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Shields, Brian. "Parenting and Child Behavior Problems throughout Middle Childhood and Adolescence: Examining Predictors of Parenting across Child Development." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/402494.
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PsychologyPh.D.
Parenting behaviors have long been understood to play a key role in youth development across middle childhood and adolescence. However, questions remain regarding changes in parenting behavior profiles throughout these developmental periods as parents respond to the changing developmental needs of their children, and how these profiles are associated with parent, child, and contextual factors. Additionally, a further understanding of how these factors impact stability and/or change in parenting profiles over time is needed. To address these gaps, the current dissertation investigated stability and change in parenting behaviors during childhood and adolescence. Person-centered analyses were used to identify classes of caregivers who differed in frequency and quality of parenting behaviors across three time points (child ages 10-12, 12-14, and 16; Times 1, 2, and 3, respectively). Cross-sectional differences between classes on a number of parent, child, and contextual variables also were examined. Stability and transitions among parenting classes then were explored, and caregiver depression, youth temperamental positive mood, caregiver stress, and family relationship variables were examined as predictors of stability and transition among classes. Results revealed the presence of a Positive Parenting class at each time point. A Low Warmth/Low Communication class was observed at Time 1 only, and a Poor Supervision class was seen at Times 1 and 2. Additionally, an Adequate Parenting class and Consistent Discipline Only class were seen at Times 2 and 3. Classes differed on a number of variables, including caregiver depression, youth temperamental positive mood, youth externalizing behavior problems, and youth marijuana and hard drug use. Latent transition analyses revealed stability across each time point within the Positive Communication class, and within the Adequate Parenting class from Time 2 to Time 3. Transitions to other classes were consistent with developmentally expected changes in caregiver supervision and caregiver-child communication. Finally, child temperamental mood was the only significant predictor of transition between parenting classes, and only from Time 1 to Time 2. Results indicate that the quality and quantity of parenting behaviors differ depending on the age and related developmental stage of the child, and identified classes differ in terms of a number of child, caregiver, and broader contextual factors. These parenting behaviors and associated factors may be potential targets for enhanced and developmentally sensitive prevention and intervention efforts.
Temple University--Theses
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Petrakos, Hariclia. "The Parent-Child relationship: Developmental differences in parent-child dyadic interaction during early childhood." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95591.
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The purpose of this study was to examine differences in parent-child interactions when children were 3 and again at 4 years of age, the time period when gender identity is developing. Thirty-three children (17 boys and 16 girls) with their fathers and mothers were observed during these two time periods across two play contexts: a story-enactment pretend play session and a rough-and-tumble play session. The parent-child dyads were observed for frequency of dyadic parent-child physical and verbal exchange to capture overt parent-child exchanges of closeness (i.e., physical touch and verbal engagement). Results revealed that at age 3, mother-son dyads engaged in more dyadic physical and verbal exchange interaction than father-son dyads. By 4 years of age, father-son dyads engaged in more dyadic physical exchange than mother-son dyads. The reverse was observed for girls. At 3 years of age, father-daughter dyads engaged in more dyadic physical exchange than mother-daughter dyads, but by 4 years of age, mother-daughter dyads engaged in more dyadic physical exchange than father-daughter dyads. The findings are consistent with a psychoanalytic model of gender identity development.Le but de cette présente étude est d'examiner les changements encourus par les parents lors de leurs interactions avec leurs enfants de 3 et 4 ans, pendant la période de la découverte de leur identité. Trente-trois enfants (17 garçons et 16 filles) ainsi que leurs pères et mères furent observés pendant deux activités: une était une histoire de jeu de comportement ou de fairesemblant , et l'autre, unjeu de tohu-bohu. Les résultats ont révélés qu'à l'âge de 3 ans, les garçons et leurs mères s'impliquent plus dans des échanges physiques et verbaux que les garçons avec leurs pères. Dès l'âge de 4 ans, les garcons et leurs pères s'engagent plus que les garçons avec leurs mères. À l'âge de 3 ans, les filles avec leurs pères s'impliquent plus au niveau physique que les filles avec leurs mères, et vers 4 ans, les filles et leurs mères s'engagent plus que les filles avec leurs pères. Ces conclusions supportent le modèle psychoanalitique du développement de l'identité de sexe de la personne. fr
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Hilbrink, Elma. "Imitation and the active child." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/8548/.
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The central topic of this thesis is the role of individual differences in the development of imitation. The main claim of the thesis is that individual differences reflect infants’ active involvement in their own developmental process. The thesis utilizes a combination of experimental and parent report data to demonstrate the manifold nature of the origins of imitation. Chapter one introduces the topic of individual differences in imitation by reviewing, in the first part of the chapter, the literature on imitation during the first 18 months of life, and the literature on the role of temperament in social-cognitive development, in the second part of the chapter. Furthermore, the open questions concerning the role of individual differences and the infants’ active involvement in the development of imitation are discussed. Chapter two studies the relation between attentional preferences and individual differences in imitation of facial and vocal models in the first few months of life. Thus far studies of early imitation have dismissed individual differences as noise, therefore not much is known about the role of individual differences in imitation. The findings demonstrate that attentional preferences as measured with the Infant Behaviour Questionnaire-Revised (Gartstein & Rothbart, 2003) are related to specific differences in imitation. Furthermore the findings demonstrate that the major theoretical accounts of imitation are not sufficient to explain these results and a new theoretical model is proposed. In chapter three the infant’s active involvement in its own developmental process is studied by assessing the role of spontaneous imitation in the development of imitation of actions on objects during the first year of life. I demonstrate that infants’ own initiative to imitate actions on objects is the most important predictor of the observed increase in imitation of actions on objects around 10- to12- months of age. V Chapter four assesses the role of infant sociability in imitation. In particular, it examines the hypothesis that sociability is related to faithful, but not selective, imitation. The findings demonstrate a positive link between sociability, as measured by the surgency scale of the Early Childhood Behaviour Questionnaire (Putnam, Gartstein & Rothbart, 2006), and faithful imitation. Finally, in the general conclusion I will argue that the two current dominant accounts of imitation, i.e. an innate account and a learning account, do not account for these results, and I will propose an alternative theoretical model that does account for these findings.
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Holbrook, Hannah Mead. "Referral Patterns and Service Provision in Child Protective Services: Child, Caregiver, and Case Predictors." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/921.
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Child maltreatment, and recurrent maltreatment in particular, occurs at an alarmingly high rate. Frequency of reports to Child Protective Services (CPS) is associated with negative psychological outcomes, and children whose reports are unsubstantiated experience similar risk of behavioral, emotional, and substance use disorders as those whose reports are substantiated. Prior research has demonstrated that children with no CPS reports and children with one CPS report showed no significant differences in rates of maltreatment perpetration or substance use in adulthood, suggesting that prevention efforts after one report may have strong merit in reducing negative outcomes in adulthood. However, patterns and risk factors of unsubstantiated reports have been only minimally explored thus far, despite having been found to predict subsequent maltreatment. The current study extends upon previous research by (a) examining both substantiated and unsubstantiated reports to identify longitudinal patterns of timing and recurrence and (b) assessing the extent to which service provision mediates long-term recurrence after each type of report. Analyses were conducted using subsamples of a longitudinal national dataset from 2011-2015 containing data from CPS reports for 3,655,951 children. Measures included child, caregiver, and CPS case characteristics obtained at the time of first report in 2011. Latent class analysis of referral patterns indicated four classes of recurrence patterns: (1) 2011 unsubstantiation followed by moderate recurrence, (2) 2011 unsubstantiation followed by low recurrence, (3) 2011 substantiation followed by moderate recurrence, and (4) 2011 substantiation followed by low recurrence. Multinomial logistic regression with most likely class membership as the outcome variable indicated that domestic violence, caregiver substance abuse, and poverty were better predictors of initial substantiation status than of long-term recurrence. Prior victimization was predictive of initial substantiation status as well as long-term recurrence. Asian American race predicted low rates of recurrence. Latent class analysis of service provision revealed only two classes: a class of children who received services and a class of children who did not. Service provision partially mediated associations between initial substantiation status and five-year maltreatment recurrence, as measured by number of subsequent reports, number of subsequent substantiated reports, and number of subsequent years in foster care. Limitations are considered and implications of using predictive modeling to drive service prioritization are discussed.
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MacCallum, Fiona. "Families with a child conceived by embryo donation : parenting and child development." Thesis, City, University of London, 2004. http://openaccess.city.ac.uk/21114/.
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Embryo donation is the process whereby surplus embryos resulting from IVF procedures are donated to infertile couples. Children conceived using donated embryos are thus raised by two parents with whom they share no genetic relationship, as are adopted children. However, embryo donation families differ from adoptive families in that the parents experience the mother’s pregnancy and the birth of the child, and the children themselves are not relinquished by their birth parents. The aim of the current study was to assess the quality of family relationships, and the psychological development of children, in families with a child conceived by embryo donation. This is the first study worldwide of families created as a result of this process. A sample of 21 families with a child conceived by embryo donation was compared with 28 families with a child adopted in infancy and 30 families with a child conceived through IVF using the parents’ own gametes. This second comparison group of IVF families was included to control for the experience of infertility and high-tech reproductive procedures. All parents were seen when the child was aged between 2 and 5 years. Standardized interviews and questionnaires were administered to mothers and fathers to assess parent-child relationships and the child’s socioemotional development. In addition, data were obtained on parents’ experiences of the assisted reproduction or adoption procedure, and their attitudes towards disclosure of the child’s origins. No group differences were found for the quality of parenting variables, including parental warmth, sensitivity, and control. Embryo donation mothers and fathers obtained significantly higher scores on measures of emotional over-involvement and defensive responding than did the adoptive or IVF parents. Furthermore, embryo donation parents were less likely to disclose the method of family creation than adoptive or IVF parents. With respect to the children, no group differences were found for socioemotional functioning. The results indicate that embryo donation parents’ experience of the pregnancy and the birth of the child does not appear to result in more positive parenting as compared to adoptive parents. Neither does the lack of genetic links lead to less positive parenting as compared to IVF parents. The greater secrecy of embryo donation parents does not seem to have adversely affected the children at this age, with no evidence of raised levels of emotional or behavioural problems. The findings are discussed in terms of the implications for understanding the role of genetic and gestational links between parents and children.
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Benware, Jared. "Predictors of Father-Child and Mother-Child Attachment in Two-Parent Families." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1734.
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The attachment of a child and his or her caregiver is a bond that helps tie them together emotionally. The most important principle of attachment theory is the need of a child to develop a relationship with at least one primary caregiver for healthy emotional and social development to occur. The majority of attachment research has focused primarily on mother-child attachment, minimizing fathers' contributions to attachment. The current study examined attachment of both mothers and fathers in two-parent families. Research questions focused on the relationship between mother-child attachment and father-child attachment, the relationship between child temperament and father-child attachment security, and whether the amount of time each parent is away from his/her child predicts attachment security. The participants in this study consisted of 50 sets of parents (100 participants) who had at least one child between the ages of 3-5. The relationship between father-child and mother-child attachment was not significant. Likewise, the relationship between child temperament and parent-child attachment was not significant. Also, parents' time away from their child was not a significant predictor of attachment. Further research is needed with more ethnicities and cultures represented; a more balanced sample of economic classes; mothers who work more hours outside of the home; and the use of more impartial, third party observation measures to assess attachment and child temperament.
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Shafie, Robert. "Healthy Attachment and Parent-Child Relationships." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687191.
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Relations between parents and children play an essential role across the life course. A vast number of studies provide empirical evidence for the link between parental attachment and the psychological well-being of children. The purpose of this descriptive qualitative study was to explore how American and American Lebanese parents perceive the influence of parent-child relationships on their children’s well-being. Bowlby’s attachment theory provided the theoretical framework for the study. A qualitative descriptive design was used in which 100 parents were sampled to complete a mostly open-ended online questionnaire. Additionally, 12 parent participants were interviewed by phone. Questionnaire results were presented in percentages and summary format. Interview results were deductively summarized. Main codes for the first research question were parent/child bonding, reciprocal communication patterns and connectedness. Main codes for the second research question included barriers to parent/child relationships and changes that occurred in the relationship over time. Findings did not reveal culture significantly influenced parent/child relationships in this sample. In conclusion, the study identified that closeness and communication are related to family the parent/child relationship. Due to limited analysis strategy and limited variation in the sample, more research is recommended.
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Clements, Andrea D., A. L. Acuff, Wallace E. Jr Dixon, and C. Snyder. "Maternal and Child Temperament and Parenting Style." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4936.
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Sayer, MacKenzie Ann. "Examination of Maternal Versus Paternal Ratings of Child Pre-Injury Functioning in Predicting Child Post-Traumatic Stress Symptoms." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161901126298331.
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Midgen, Melissa Jane. "The child analytic tradition of the Society of Analytical Psychology : birth, death and beyond." Thesis, University of East London, 2016. http://roar.uel.ac.uk/6392/.
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This thesis seeks to chart the creation, development and eventual demise of the child analytic training of The Society of Analytical Psychology (SAP), the foremost Jungian Society in the UK. The brainchild of the Society's founding director, Michael Fordham, the creation of the child training drew on the talents and persistence of many committed individuals. Through oral history interviews and archival research I weave together a narrative that will serve as testament to this achievement and offer first hand recollections for posterity. Through these sources the narrative also explores the difficulties that the training faced and which ultimately led to its eventual demise. Additionally I interrogate the current status of this tradition of child analysis and ask the question whether or not the tradition continues to exist and if so in what ways; I conclude that currently the tradition can only be said to exist in an attenuated form and that the future is bleak. In the course of the thesis I locate the SAP training within the development more generally of child analytic provision within the UK, the relationship of that to the child guidance movement and to the psychoanalytic diaspora, which made it possible. I describe the current obstacles faced by the child p sychotherapy discipline as well as psychoanalytic psychotherapy in the NHS.
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Longo, Gregory S. "The Longitudinal Profiles of Child and Parent Religiousness and Spirituality: Their Relations With Child Adjustment." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50940.
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Prior research has documented many relations between child religiousness/spirituality (R/S) and outcomes including externalizing symptomatology, internalizing symptomatology, substance use, and sexual behaviors. Yet no previous studies have examined child R/S and parent R/S using a person centered approach. The current study used longitudinal data collected 2 years apart (N = 357 Time 1, N = 220 Time 2) in the examination of child and parent R/S. Four questions were raised in the project. First, are there identifiable subgroups of individuals characterized by unique multidimensional patterns of religious experiences? Second, if there are identifiable subgroups, do these subgroups change over time? Third, how do these experiences related to outcomes such as delinquency, substance use, and sexual behaviors? Fourth, what is the correspondence between parent and child R/S profiles? The use of person-centered techniques to examine R/S was supported, finding three profiles of both parent and child R/S at Time 2 that were differentially related to several outcomes. Implications and suggestions for future research are provided.Ph. D.
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Salter, Sara. "Parent-Child Estrangement in High-Conflict Divorce." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/cps_stuetd/64.
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Over the last twenty-five years, parent-child estrangement in high-conflict divorce cases has elicited much discussion within the psychological and forensic fields. Contributing significantly to this debate is the lack of empirical evidence to support the previous theories, observations, and descriptions surrounding this phenomenon. The present study utilized an original data set that was collected with seventy-eight families (e.g., mother, father, and child) from available written reports produced by a private Court-appointed licensed clinical-forensic psychologist. The overall purpose of the present study was designed to gain further insight into understanding parent estrangement tactics and behaviors within the identified sample. More specifically, this first purpose of the paper sought to establish and clarify the types and presence of estrangement behaviors that each parent and child engaged in within the present sample. The second purpose of the study was to examine the MMPI-2 validity and clinical scales via statistical examination to provide further insight into the parents of families in which estrangement was suspected, as well as differences among aligned and targeted parents.
Results showed that the presence of estrangement was significantly and positively correlated with total number of children and length of the target marriage. Furthermore, mothers were more likely to be identified as the aligned parent (as well as the primary residential parent), whereas fathers were more likely to be identified as the targeted parent. Significant differences were also found in that parents in families where estrangement was suspected were more likely to belittle or degrade their former partner, compared to families in which estrangement was not suspected. Notably, children in estranged families were more likely to criticize their mother's (and not the father's) parenting abilities during the context of the evaluation compared to the children in non-estranged families. With respect to the MMPI-2, results indicated that aligned parents showed statistically significant elevations on scales L, K, 1, 3, 4, and 0, whereas the targeted parents only had elevations on scales L and K. Implications for these findings were discussed, including applications to both assessment and therapeutic interventions with this family dynamic.
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Nunes, Kevin L. "Implicitly measured cognitions of child molesters." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29243.
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Although many theoreticians have posited that cognitions concerning self, children, and other adults play a central role in the etiology and maintenance of child sexual abuse, knowledge in the area remains incomplete due, in part, to reliance on self-report measures, which are generally restricted to consciously accessible thoughts and susceptible to presentation bias. In the current study, the primary goal was to test for the existence of differences between the cognitions of child molesters and non-molesters using an implicit measure called the Implicit Association Test (IAT). To that end, 6 IATs were designed to measure the domains of evaluation, social power, and sexual attractiveness in self and in children (relative to adults). Participants were incarcerated men who had either been convicted of sexual offences against extrafamilial children under 14 years of age (N = 30) or who had not admitted to, been charged with, or been convicted of any sexual offences ( N = 31). As expected, child molesters viewed children (relative to adults) as significantly more sexually attractive than did the non-sex offenders, as measured by the sexy child IAT. Among the child molesters, a greater number of sexual offences was significantly associated with a view of self as less powerful and less sexually attractive, as measured, respectively, by the powerful self IAT and the sexy self IAT. These results remained even after a number of potential confounding variables were statistically or otherwise controlled. Although only partial support for the hypotheses was found, this study demonstrated that the IAT has much promise as a tool with which to study cognitions associated with child sexual abuse.
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Wilsie, Carisa Caro Knight Elizabeth Brestan. "An evaluation of treatment drop-out families with a history of child physical abuse /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Psychology/Thesis/Wilsie_Carisa_33.pdf.
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Baron, Alea A. "The effects of parent-child agreement on academic achievement." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734555.
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Achievement in youth across America has been defined by youth report card grades and standardized test scores, with higher scores typically being the gateway to college, scholarships, and future financial success. There is abundant evidence that shows parenting factors and the parent-child relationship are correlated with high academic achievement in youth. Therefore, the aim of this study was to investigate if the effects of high parent-child agreement on youth self-esteem and self-efficacy significantly correlated with high youth academic achievement on classroom achievement scores. Data from Dr. Judy Ho’s The STAGES Project in student’s entering the 6 th grade was utilized in examining the parent-child relationship and youth academic achievement. Youth and parent report on the State Self-Esteem Scale (SSES) and New General Self-Efficacy Scale (NGSE), both scored using the Likert scale, were utilized to calculate agreement scores. Parent-child agreement on the measures was scored using the total difference between parent and child scores on each measure. Three youth academic indicators from the youths’ 2011-2012 report cards were used to assess academic achievement of English grades, Math grades, and GPA semester grades. No significant relationships were found between parent-child agreement on youth self-esteem or self-efficacy, and the academic indicators examined in this study.
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Greville-Harris, G. "Child-infant interaction : A micro-analysis." Thesis, Open University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371040.
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Keown, Louise June. "Parent-child relationships, peer functioning, and preschool hyperactivity." Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3010005.
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The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed.Subscription resource available via Digital Dissertations only.
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Kelley, Brenna. "An Examination of the Similarities Between Same-Grade Friends and Different-Grade Friends." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/287.
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The purpose of this study was to examine the similarity between same-grade and different-grade friendship pairs compared to randomly paired children in the same grade and in different grades. Previous research has focused primarily on examining same-grade children's friendships and has not examined friendships of children differing in grade. This study examined similarities between same- and different-grade friends on teacher-rated behaviors and peer relations variables. Children in 78 ungraded primary classrooms (N = 908) participated in a socio-metric interview and were rated by their teachers using the Teacher-Child Rating Scale (T-CRS, Hightower, 1986). Friendship pairs were composed of children who mutually selected one another as friends. The ungraded classrooms made it possible for children to have friends who were either one grade higher or lower. Randomly paired children were matched on age and gender and compared to the friendship pairs using teacher-rated and peer relations variables. The results indicate that common ground is an important basis for friendship, regardless of whether the friends are matched in grade level.
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Ridenour, Donna. "School Psychologists' Assessment Practices of Attention-Deficit Hyperactivity Disorder." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/316.
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Two million school-age children are believed to manifest symptoms of Attention-Deficit Hyperactivity Disorder (ADHD). In recent years, educators have increasingly been called upon to provide services to children with ADHD either through special education or through Section 504. Much has been written describing "best practices" for the assessment of children with ADHD. Little is known, however, about what roles school psychology practitioners are taking with regard to ADHD. The purpose of this research was to determine common ADHD assessment practices of school psychologists and how they relate to practices recommended in the literature. A survey was developed and sent to a randomly selected national sample of 400 school psychology practitioners. The results of the research indicate that, in general, school psychologists are using a multi-method approach that includes appropriate assessment techniques. Based on the results of the survey, it is concluded that an increased emphasis, however, is needed on assessment methods such as interviews, rating scales, and systematic observations. The results also indicate that school psychologists should rely less on methods such as behavior during standardized testing, projectives, and pattern analysis. With regard to interventions, more monitoring of the behavioral effects of medication needs to be done and more systematic interventions should be implemented.
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Alberga, Linda. "Infants' detection of synchrony between sounds and pauses in the movement of an object." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1188.
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The present study investigated the development of sensitivity to temporal synchrony between sounds of impact and pauses in the movement of an object by infants of 2 1/2, 4 and 6 months of age. Ninety infants were tested across four experiments with side-by-side videos of a red and white square and a blue and yellow triangle along with a centralized soundtrack which was synchronized with only one of the films. This preference phase was then followed by a search phase, where the two films were accompanied by intermittent bursts of the soundtrack from each object. Twomonth- olds showed no evidence of matching films and soundtracks on the basis of synchrony, however 4-month-olds looked more on the second block of trials to the object which paused when the sound occurred and directed more first looks during the preference phase to the matching object. Six-month-olds demonstrated significantly more first looks to the mismatched object during the search phase only. These results suggest that infants relate impact sounds with synchronous pauses in continuous motion by the age of four months.
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Duarte, Myra. "The effects of immediate versus delayed reinforcement on infant operant learning." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/3089.
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Two experiments examined operant leg kick responses to a panel by six 3-month-old infants under baseline, immediate reinforcement, delayed reinforcement, and yoked-control conditions using a discrete trial procedure and a single-subject repeated-measures design. Two infants participated in the first experiment and four infants participated in the second experiment. The research design of Experiment I was baseline (A), 5s delay of reinforcement (C), yoked-control (A'), and immediate reinforcement (B). There were two experimental orders in the second experiment. The first order consisted of baseline (A), immediate reinforcement (B), yoked-control (A'), and 5s delay of reinforcement (C). The second order consisted of baseline (A), 5s delayed reinforcement (C), yoked-control (A'), and immediate reinforcement (B). The reinforcer was a combination of multicolored holiday lights and music, and a moving hand puppet. Changes in experimental phases were based on the attainment of learning and stability criteria. With the exception of one infant, leg kicks to a to a panel were learned under both immediate and 5s delay of reinforcement conditions, with learning appearing to be attained more rapidly under immediate reinforcement.
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Galliano, Karin. "Worries about marital conflict in children with anxiety disorders from divorced and intact families : relation to internalizing symptomatology." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/3438.
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Few studies have examined the effects of divorce on internalizing symptomatology in children, and none have done so in a clinic sample. The present study examined this issue in a clinic sample of children with anxiety disorders (aged 6-16). Because past research has found that it is not divorce but the child's perspective of marital conflict that is the crucial factor in examining negative outcomes, it was hypothesized that children who reported worry about marital conflict would show greater internalizing symptomatology than those who reported no worries, regardless of whether they came from intact or divorced homes. Internalizing symptomatology was operationalized by children's scores on anxiety and depression scales, as well as the number and severity of clinical diagnoses. Results revealed that worriers had significantly higher levels of anxiety than non-worriers. They were also elevated in depression. The results did not support the hypothesis that worriers from divorced homes would show the most severe internalizing symptomatology. Results are discussed in terms of the marital conflict and the childhood anxiety literature.