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Relevant bibliographies by topics / Developmental psychology / Dissertations / Theses

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Dissertations / Theses on the topic 'Developmental psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Clements, Andrea D., and M. Byous. "Introductory Psychology Need Not Be a Prerequisite for Developmental Lifespan Psychology." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/7315.

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2

Boober, Becky Hayes. "Spirited Youth/Thriving Youth: Adolescents' Perspectives on Nurturing Thriving Outcomes Through Faith Development." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/BooberBH2005.pdf.

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3

Macleod, Catriona. "Theory and South African developmental psychology research and literature." UCT Press, 2009. http://hdl.handle.net/10962/d1015326.

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In this chapter we shall examine the theoretical assumptions that drive developmental psychology research and literature in South Africa. The basic underlying models utilised in developmental research may be described as (a) mechanistic; (b) organismic; (c) contextual and (d) social constructionist. A description of the fundamental premises of each of these will be followed by examples of research that utilise the particular approach. In the discussion, some of the controversies that plague developmental psychology research will be highlighted.

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4

Smith, Mary Clare. "Relationships among Cognitive, Spiritual, and Wisdom Development in Adults." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340804343.

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5

Adams, Jessica Lyn. "Multiracial identity development : developmental correlates and themes among multiracial adults /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250186768.

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6

Gannon, Monte. "Validity of the Developmental Checklist of the Developmental Observation Checklist System." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/397.

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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

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7

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.<br>https://dc.etsu.edu/etsu_books/10

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8

Saunders, Jessica Faye. "Social Comparison in Eating Disorder Recovery: A Mixed-Methodological Approach." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3818.

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This dissertation examines social comparison tendencies in young women during eating disorder (ED) recovery. Study one drew on a photo-elicitation method (“PhotoVoice”) and semi-structured interviews to examine this relation. Thirty U.S. women, ages 18-35, in self-defined recovery from disordered eating, used photography to capture personally-meaningful social and cultural influences on their recovery. Participants then shared these photographs with the research team and described them in detail. Photographs and interviews were examined for social comparisons using thematic analysis, and two b

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9

Johnson, Anna C. "How Adult Children Experience Parent Dependency in a Caregiving/Care-Receiving Dyad." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1060.

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Despite plentiful research on the physical, psychological, and emotional demands on adult child caregivers, there are few studies that highlight developmental issues in the adult child/dependent parent dyad. This study was designed to highlight the dependency factor in this dyad, thus addressing the gap in the literature. With family systems theory, attachment theory, and role conceptualizations constituting the bases for the study, research questions addressed how adult child caregivers experience parental dependency and how dependency affects the caregiving/care-receiving dynamic. Ten volun

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10

Watson, Deborah. "Treatment practices of childhood sexual abuse: A developmental psychopathology perspective." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/628.

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Childhood sexual abuse (CSA) occurs in up to 9.9 % of the general population. Clinical implications of CSA are lasting and warrant treatment utilizing suitable approaches. Although the developmental psychopathology model encourages clinicians to evaluate disorders in the context of risk/protective factors, cultural issues and development, there is a gap in current research regarding the utilization of developmental theory among clinicians working with this population. Therefore, the purpose of this study was to examine consistent patterns in treatment practices employed by therapists with CSA

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11

Beurkens, Nicole M. "The impact of symptom severity on parent-child interaction and relationships among children with autism." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/812.

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Recent estimates indicate that 1 in 100 children in the United States is diagnosed on the autism spectrum. Although research has demonstrated the bidirectional nature of parentchild relations, the effect of child autism symptom severity on parent-child interaction and overall relationships has not yet been explored. This study examined the impact of child symptom severity in children ages 4-15 years, as measured by the Autism Diagnostic Observation Schedule (ADOS), on parent-child interaction, as measured by the Dyadic Coding Scale (DCS), and parent-child relationships, as measured by the Pare

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12

Somers, Patricia A. "Predictors of placement duration for foster and adopted children with special needs." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/691.

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Foster and adopted children with special needs have high rates of placement instability. This has been associated with their increased risk of having special needs, particularly reactive attachment disorder which results from severe disruptions in early relationships. Child welfare agencies report inadequate knowledge of specific placement predictors and assessment measures, although research has shown that placement duration is partly a function of successful parent-child match. Using Bowlby's attachment theory as the theoretical framework, this quantitative study examined the contributions o

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13

Diederich, Marcia C. "Cultural determinants in Chinese and American preschool children's understanding of physical laws and social rules." Menomonie, WI : University of Wisconsin--Stout, 2008. http://www.uwstout.edu/lib/thesis/2008/2008diederichm.pdf.

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14

Cimini, Katharine L. "Cognitive Developmental Differences in Source Monitoring." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625773.

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15

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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16

Khan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.

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The relationship between language and thought has long been a topic of interest and controversy in cognitive science. In this dissertation, I address one aspect of this issue: when is language present during internal thought? Simple introspection tells us that we sometimes use inner speech, but is this the exception or the rule? Using eye-tracking measures, we investigated whether infants, children and adults implicitly activate verbal labels while silently looking at pictures of objects. In the first study, 4-year-olds, 7-year-olds and adults completed a working memory task. While the two old

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17

Chudek, Matthew. "Evolving peculiarly human minds : novel evidence from social and developmental psychology." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12634.

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Accounts of the evolutionary origins of human psychology can be as intriguing as they are difficult to test. The dearth of direct evidence of ancient conditions can in part be alleviated by careful investigation of their consequences for contemporary cognition. Here I report the results of three studies designed to test evolutionary inferences using modern psychological evidence - that is, trying to gain insight into how our brains came to be by looking at how they currently function. Two of these studies report empirical evidence of novel psychological phenomena, predicted a priori by an evol

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18

Callaghan, Jane, Agnes Andenæs, and Catriona Macleod. "Deconstructing developmental psychology twenty years on : reflections, implications and empirical work." Sage Publications, 2015. http://hdl.handle.net/10962/d1020934.

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19

Lee, Saebyul. "Learning Abstract Numbers in Concrete Environment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482751226985893.

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20

Morgan, Jane Louise. "Stimulus equivalence and developmental dyslexia." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362133.

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21

Plebanek, Daniel Joseph. "Paying Attention to Development: Understanding Developmental Differences in Selectivity." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499425770379572.

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22

Campos, Ivy. "Do developmental assessments impact parental stress?" FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1989.

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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

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23

Craig, Ronald Keith. "Conceptions of weight : a developmental study /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034179184.

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24

Silver, Hannibal. "A biblical psychology of human development and personal change." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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25

Teklinski, Elizabeth Marie. "A matter of heart and soul| Towards an integral psychology framework for postconventional development." Thesis, California Institute of Integral Studies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117900.

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<p> This dissertation seeks to formulate an integral psychology framework to better understand the nature and unfoldment of postformal, or postconventional, characterizations of individual consciousness evolution. To this end, an extensive critical evaluation and problematization of the disparate theoretical literatures indicated that while the egocentric and cosmocentric dimensions have been taken into account by various models, the psychocentric, or more specifically, the evolutionary soul dimension and its role in postconventional development has been largely overlooked. </p><p> With this

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26

Noe, Sue R. "Gender differences in aggression." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2791.

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The purpose of this study was to assess whether boys and girls differed in their type and level of aggression and their level of remorse following an aggressive act. Participants were 36 aggressive boys and 36 nonaggressive boys, and 36 aggressive and 36 nonaggressive girls. The Peer Nomination Inventory (Walder, Abelson, Eron, Banta, & Laulicht, 1961) was used to identify aggressive and nonaggressive children. A modified version of the Antisocial Behavior and Remorse Test (ABRT) (Cohen, Westerman, Hoeffer, Woolley, & Ho, 1992) was used to identify types of aggression (direct vs indirect) and

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27

Berman, Alan M. "Making relationships work : enhancing the quality of adolescent relationships." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1625.

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This thesis developed and pilot tested the effectiveness of a psychosocial intervention, the Making Relationships Work (MRW) Workshop. The MRW has two aims. At the interpersonal level, MRW seeks to enhance the quality of the relationships of the adolescents who participate in the workshop. At the psychological level, MRW seeks to foster the development (or enhancement) of a sense of identity and intimacy among the adolescents who participate in the workshop. The MRW Workshops consist of a psychosocial group intervention that includes skills and knowledge development, perspective taking, and gr

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28

Berman, Alan M. "Fostering the development of identity and intimacy during late adolescence." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1626.

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This dissertation tested the effectiveness of a psychosocial intervention, the Personal Development in the Context of Relationships (PDCR) program. The aim of the PDCR seeks to foster the development (or enhancement) of a sense of identity and intimacy among adolescents who participate in the program. The PDCR is a psychosocial group intervention which utilizes interpersonal relationship issues as a context to foster personal development in identity formation and facilitate the development of an individual's capacity for intimacy. The PDCR uses intervention strategies which include skills and

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29

Sipe, Sarah J. "Relations in Memory| Examining the Development of Children's Episodic and Semantic Memory." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642048.

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<p> The goal of the present study was to examine the development of semantic and episodic memory in middle childhood. Specifically, we sought to understand the relation between episodic and semantic memory by examining how an aspect of semantic memory—spatial semantic knowledge—may influence children’s episodic memory for events and their spatial locations. Children ages 5, 6, and 7 participated in events in 6 exhibits representing locations in a model town in a local children’s museum. Events were manipulated by the extent to which the event and the spatial location ma

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30

Baroff, Caren J. "In Search of the Holy Grail, Living in Neverland| An Autoethnographic Perspective of the Social Consequences of Imagination and Story of the Gifted Human." Thesis, Saybrook University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10684031.

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<p> This investigation addresses five constituents—calling, social consequences, imagination, story, and the experience of being gifted. It is grounded in the fundamental human inquiry of identity and purpose and contains both personal and universal answers. Primarily, the author sought to answer one question: How did imagination and story reveal and develop my personal narrative? This led her to Hillman’s (1997) contention that our true biography—the destiny written into our metaphoric <i>acorn</i>—has been stolen. Three questions arose from the primary question used t

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31

Lopez, Tissa Rochelle. "Maturity differences in comprehending the essentiality of physical contact for contamination." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2728.

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This study was a replication and extension of the study done by Springer and Belk (1994) in which the proximity of a contaminant (bug) to juice was manipulated and children were asked whether someone would get sick from drinking the juice. The experimenter read the child three stories about a young boy who drinks a glass of orange juice. In their study, some preschoolers, and most 7 and 8 year olds recognized the need for physical contact between the bug and the juice to make the juice harmful. The purpose was to examine the development of children's theories, about contamination. The present

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32

Williams, Carrie. "The empathizing-systemizing theory and adolescents with autism spectrum conditions." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10156275.

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<p> The empathizing-systemizing (E-S) theory states that individuals with autism spectrum conditions (ASC) can be identified by a deficit in empathy (social skills, communication skills, and theory of mind) and a propensity for systemizing (islets of ability, obsessions with systems, and repetitive behavior). This theory has been tested in various contexts, but never with adolescents between the ages of 12 and 16. The EQ-A (Empathizing Quotient for Adolescents) and the SQ-A (Systemizing Quotient for Adolescents) were administered to 47 adolescents between the ages of 12 and 16 who had been dia

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33

Johnson, Jonni Larue. "Episodic Autobiographical Memory in Youths with and without High Functioning Autism| An Empirical Test of Theoretical and Legal Concerns." Thesis, University of California, Davis, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931581.

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<p> The development of episodic autobiographical memory (EAM) has been well documented in those with typical development (TD), yet many questions remain about the development of EAM and its operations in those with high functioning autism (HFA). In this study, youths (9 to 18 years old) with and without HFA (<i>N</i> = 48) participated in a semi-distressing event and then 3 weeks later were interviewed using one of two forensic interview protocols (10 Step or Cognitive Interview [CI]). Accuracy was assessed via cued recall narratives and responses to direct questions. Individual differences in

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34

Gokaltun, Ayse Cici. "The impact of parental differentiation of self on positive family functioning." FIU Digital Commons, 2007. https://digitalcommons.fiu.edu/etd/3985.

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The purpose of this thesis was to investigate the impact of parental differentiation of self (less emotional reactivity, cutoff, fusion with others, and greater I position) on positive family functioning (family cohesion, adaptability, conflict and child attachment to mother). The participants included 47 mothers and their children between 5 and 13 years old who sought developmental assessment at the Youth and Family Developmental Program (YFDP) laboratory at Florida International University. Hierarchical multiple regression analyses revealed that less emotional reactivity predicted more famil

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35

Bai, Wenyu. "Developmental strategies and styles and their measurement." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539618521.

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Developmental styles and strategies (DSS) are preferences and repeated patterns in intentional self-development. A taxonomy of DSS based on the convergence of talent development and Sternberg's Triarchic Model of Intelligences was proposed to distinguish school learners, street learners, talent developers (specialists), and all-knowers (generalists). This study explored the reliability of the researcher-developed Educational Developmental Style and Strategy Scale, the relationships of age, gender, birth order, ethnicity, and SES to developmental DSS adoption, and the characteristics of five ty

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36

Powell, Lindsey Jane. "Infants' Understanding of Social Affiliation and Behavioral Conformity." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10626.

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This dissertation engages in two major hypotheses regarding infants' naïve theory of social relationships. First, it proposes that infants may apply a domain-specific understanding to represent and reason about social groups defined by affiliation amongst their members. Second, it argues that infants may have an understanding of the causal role that behavioral conformity plays in promoting affiliation, and that this understanding may help to determine how infants reason about the coalitional social groups referred to in the first hypothesis. Experiments across three chapters address differe

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37

Beins, Anton B., C. Blair-Broeker, C. Brewer, 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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38

Tissell, Rachel L. "Child maltreatment risk| Associations with mothers' representations of childhood attachment, trauma, caregiving, and regulation." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163157.

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<p> Child maltreatment models view risk as a complex constellation of factors that emphasize parents’ trauma experiences and regulation processes. Attachment research has shown that mothers’ representations of childhood attachment and caregiving places their children at developmental risk. Studies to date have evaluated contributing factors separately, but little research considers mothers’ past and current experiences combined with relational trauma and familial regulation patterns. The current research adopted an integrated perspective using known maternal risk factors, and

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39

Boddy, Christopher Ryan. "Adult Separation Anxiety Disorder (ASAD): Developmental Implications and Clinical Correlates." NSUWorks, 2013. http://nsuworks.nova.edu/cps_stuetd/11.

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Separation anxiety (SA) is often thought to occur exclusively during childhood; however, recent research has identified a putative diagnosis of Adult Separation Anxiety Disorder (ASAD), which mirrors separation anxiety often exhibited during juvenile years. Several studies have suggested that exposure to certain parental features during childhood may lead to the development of ASAD, including parental depression, parental anxiety, and parental overprotection. This study aimed to address these hypotheses by examining retrospective report of exposure to specific parental features among a populat

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40

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

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41

Allen, Michael John. "Developmental aspects of handwriting acquisition." Thesis, Staffordshire University, 2011. http://eprints.staffs.ac.uk/1880/.

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This research set out to examine the changes in handwriting in children from the earliest learning experiences at about five years old through to the time that they leave education in late adolescence. The aims were to explore the changes that occur in handwriting, both of features used and their variability, to establish when they occur and to determine what the consequences are for the process of individualisation. A coding scheme was devised that was used to establish detailed changes in feature use of particular letters in the handwriting of children. The scheme was tested and then revised

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42

Saros, Nicole. "Consultation for Children with Developmental Delays." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95674.

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The primary objective ofthe present study was to examine the effectiveness of problem-solving consultation and videotape therapy in reducing externalizing behavior problems in children with developmental delays. Multiple measures were used to determine intervention efficacy (e.g., observations ofparent-child interactions, recorded frequency of childrens' behavior, and ratings from responses on standardized parent questionnaires). A second objective was to explore the relationship between parent and child behavior, The researcher evaluated the quality of parent-child interactions, in terms of c

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43

Garrad-Cole, Frances. "Developmental aspects of temporal visual attention." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288135.

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44

Olson, Richard K., Reinhold Kliegl, Brian J. Davidson, and Gregory Foltz. "Individual and developmental differences in reading disability." Universität Potsdam, 1985. http://opus.kobv.de/ubp/volltexte/2009/3991/.

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I. Introduction A. Theoretical Framework and Selection of Tests B. Related Studies of Reading Disability Subtypes C. Overview of Specific Questions and Article Outline II. Selection criteria nd performance on standardized measures III. Group differences between disabled and normal readers A. Phonetic Memory B. Picture-Naming Speed and Automatic Responses to Print C. Phonological and Orthographic Skill D. Easy Regular and Exception Word Reading E. Difficult Regular and Exception Words IV. Individual diferences in reading disability A. Phonological Skill, Orthographic Skill, and the Regularit

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45

Dusenberry, William. "Integrating depth psychology in adolescent court-mandated treatment facilities| Increasing treatment efficacy and client engagement." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258220.

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<p> Therapeutic treatment facilities that support adolescents in the criminal justice system in reforming delinquent behaviors are being used across the country as an intervention alternative to more punitive correctional facilities. Cognitive behavioral therapeutic techniques are the current primary treatment method used in such facilities, which has left them void of any depth psychological or psychodynamic modalities. Although cognitive behavioral therapy provides useful tools in supporting a patient’s emotional awareness and affect regulation, it falls short in tending to the whole o

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46

Harris, Justin. "Where will it go? Concepts of motion in complex events." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/239070.

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Psychology<br>Ph.D.<br>Common misconceptions provide a window into how people learn about and understand the world. This study explores the misconceptions of both children (5.5 to 6.5 year olds) and adults of how multiple components of motion combine in complex events. Children were shown to have basic, accurate conceptions of complex motion, but only if all components of motion were in the same dimension. For events that span two dimensions most children responded inconsistently, but some already showed a common adult misconception - one force dominating the motion. Across all ages, dominance

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47

Deng, Wei. "The Role of Linguistic Labels in Categorization." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306871100.

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48

Ganten, Jessica. "Augmentative and alternative communication use among developmental disorders." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106320.

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Most studies in the field of augmentative and alternative communication (AAC) involve single-subject experiments or case studies. Little is known about actual prevalence rates of AAC use, or the characteristics of AAC users. For this study, parents of children with autism spectrum disorder (ASD), Down syndrome, and cerebral palsy (CP) completed an online survey to examine AAC use in each population. The communication, cognitive, and adaptive behaviour subtests of the Developmental Profile 3 were used. The difference in performance between AAC users and non-users was examined for children of ea

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49

Alldred, Pamela Kay. ""Fit to parent" : psychology, knowledge and popular debate." Thesis, University of East London, 1999. http://roar.uel.ac.uk/1283/.

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This thesis examines the powerful appeals to psychology that are made in contemporary popular debate in Britain about parents. It focuses on the political implications of psychological discourse and the knowledge claims on which it rests. Using feminist and discourse theory, it critically examines psychological discourse, psychology as a knowledge practice, and considers the dilemmas of feminist knowledge production given the practices and relations it bolsters. Constructions of mothers and fathers in parenting magazines and news-media images of lone mothers, lesbian mothers and `absent father

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50

Hirsch-Pemberton, Robert Gray. "When is a developmental issue not a developmental issue? : the case of the conservation task controversy." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/18965.

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