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1
Wright, David. "The study of idiocy : the professional middle class and the evolution of social policy on the mentally retarded in England, 1848 to 1914." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22403.
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The professional study of idiocy began within the discipline of medico-psychology and was taken up, later, by professionals in the fields of education, social work, and philanthropy. When medical research seemed to confirm the hereditary origin of mental ability, and as studies began to assert that a great deal of social problems were due to 'weakness of mind', men and women from these professions concerned themselves with the prevention of idiocy, primarily by segregation. As social commentators in late-Victorian England became increasingly concerned about the nation's apparent decline in economic and military competitiveness, these professionals and commentators began to stridently campaign for the detention of idiots in permanent colonies. This process continued during the Edwardian period when many professionals slowly gravitated to the eugenic-led campaign for control of the feeble-minded, a campaign which culminated in the Mental Deficiency Act of 1913.
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Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.
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Petruska, Richard J. "Assessing mental health and mental retardation professionals' knowledge of mental illness, mental retardation and mental illness as it relates to persons with mental retardation /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723995519.
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Eadens, Danielle M. "Police officers' perceptions regarding persons with mental retardation." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002498.
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Miosi, Mary Elizabeth. "A policies and procedures manual for casemanagement operations in the office of mental retardation County of Lehigh, Pennsylvania /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1989.Source: Masters Abstracts International, Volume: 45-06, page: 2952. Typescript. Volume contains facsimile documents with various foliations. Includes bibliographical references (leaf [112]).
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Oswald, Donald P. "Role taking ability and social interaction competence in mental retardation and autism." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101142.
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Role taking ability has been examined in many ways including developmental studies with normal subjects and studies which demonstrated role taking deficits in a variety of special populations. Recent data suggest that individuals with autism also show such deficits when compared to nonautistic mentally retarded subjects and normal subjects matched for mental age. These deficits in role taking ability have been proposed as one of the cognitive bases for the social interaction difficulties which are present in all autistic persons.
The purposes of the present study were to demonstrate, for each of three primary dimensions of role taking, the presence of role taking deficits in the autistic, and to determine the extent to which those deficits correlate with measures of social interaction competence. Subjects for the study included a group of autistic children and a matched group of non-autistic mentally retarded children.
Results revealed significant deficits in the autistic group for one of the three role taking dimensions. In addition, that dimension showed significant positive correlations with several of the social interaction measures. Secondary findings suggest the need for a more fine-grained analysis of the nature of social deficits in autism. Implications of these results for the understanding and treatment of the autistic were discussed and future directions for research in the area of autism and social cognition were suggested.M.S.
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Murray, Aoife Maureen. "Investigating the role of ZDHHC9 in intellectual disability." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648223.
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Fornes, Sandra Lee. "Examining A Proposed Job Retention Model for Adult Workers with Mental Retardation In Supported Employment." FIU Digital Commons, 2007. https://digitalcommons.fiu.edu/etd/3631.
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Lunsky, Yona Jennifer. "Social support as a predictor of well-being for adults with mild mental retardation/." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894442837.
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Smith, Margaret G. "Human service professionals' attitudes toward mothers with mental retardation : effects of the label versus behavior /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu14877594363252.
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Flanagan, Kenneth M. "Residential arrangement, level of social support and depressive symptomatology in young adult males with mental retardation /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891514473.
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Cheung, Po-tin Erik, and 張步田. "Cultural influences on attitudes towards mental illness in Asia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813749.
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Siu, Ngok-yun. "Social skills training for the mentally retarded." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115418.
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Moura, Sérgio Adriano Fonseca. "O caso do Marco: jovem portador de deficiência mental com conduta anti-social." Master's thesis, [s.n.], 2009. http://hdl.handle.net/10284/1436.
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Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, especialização em Psicologia Clínica e da Saúde.O presente estudo de caso propõe-se a estudar o eventual diagnóstico de Deficiência Mental (Atraso Mental) e a Perturbação da Personalidade Anti-Social num jovem de 18 anos, que se encontra sob a custodia da Segurança Social e reside num Lar de Acolhimento. O estudo tem dois grandes objectivos: (1) confirmar o diagnóstico e avaliar o grau de Deficiência Mental do sujeito e (2) explorar o diagnóstico provável de Perturbação da Personalidade Anti-Social. Foram aplicadas várias provas psicológicas: Entrevista Semi-Estruturada (McConaughy & Achenbach, 1994), Escalas de Achenbach (Achenbach, 1991), Matrizes Progressivas Coloridas de Raven (Raven, 1996), Escala de Inteligência de Wechsler para Crianças (Wechsler, 1991), Teste Aperceptivo de Roberts para Crianças (McArthur & Roberts, 1994), Teste Semi-Projectivo Bar-I-Lan (Itskowitz & Strauss, 1998), Teste do Desenho Livre (Kolck, 1984), Teste do Desenho da Família (Corman, 1979), Teste do Desenho da Árvore (Koch, 1968), Inventário Multifásico de Personalidade de Minnesota II (Hathaway & McKinley, 1989). A administração dos testes produziu os seguintes resultados (apresentamos somente os valores anormais). TRF: Problemas de Pensamento (T=68); CBCL: Problemas Sociais (T=73); Problemas de Pensamento (T=85); Problemas de Atenção (T=84); Comportamento Delinquente (T=76); Comportamento Agressivo (T=81); CPM: Percentil 5; WISC-III: Escala Verbal (QI=46); Escala de Realização (QI=46); Escala Total (QI=40); R.A.T.C.: Agressão (T=74); MMPI-II produziu os seguintes resultados anormais: Incoerência (T=95); Esquizofrenia (T=82); Paranóia (T=87); Medos (T=79); Depressão (T=74); Pensamentos Extravagantes (T=81), Baixa Auto-Estima (T=70) e Problemas Familiares (T=71) Dos instrumentos semi-projectivos salientamos o Bar-I-Lan: sujeito desmotivado, com relacionamento interpessoal empobrecido, não exterioriza afectos e, discurso e pensamento incoerentes. Os desenhos (Livre, Família e Árvore) têm algumas características em comum: uma forma primitiva e impulsiva na execução do desenho; estrutura gráfica rudimentar; egocentrismo acentuado e, empobrecimento cognitivo. Os resultados dos testes administrados e a história social, educacional e clínica do nosso participante confirmam o diagnóstico prévio de Deficiência Mental e a hipótese deste investigador quanto à presença de comorbilidade de Perturbação da Personalidade Anti-Social. The present study is to diagnosis a possible case of Mental Retardation (Development Delay) also Anti-social Personality on a 18 years old boy, that is under the safe keeping of the Social Security and inhabits on a Shelter Home. The study has two aims: (1) is to confirm the diagnosis of Mental Retardation (2) is to explore the diagnosis a probable Anti-social Personality Perturbation. To measure adaptive behavior professionals made some tests: Structured Interviews (McConaughy & Achenbach, 1994), Achenbach Scales (Achenbach, 1991), Raven Colorful Scales (Raven, 1996), Wechsler Intelligence Scale for Children (Wechsler, 1991), Roberts Apperception Test for Children (McArthur & Roberts, 1994), The Bar-I-lan Test (Itskowitz & Strauss, 1998), Free Drawing Test (Kolck, 1984), Family Test (Corman, 1979), The Tree Test (Koch, 1968), Minnesota Multiphasic Personality Inventory II (Hathaway & McKinley, 1989). The tests exhibit the following results (only unusual values). TRF: Thought Problems (T=68); CBCL: Social Problems (T=73); Thought Problems (T=85); Attention Problems (T=84); Delinquent Behavior (T=76); Delays on the development of adaptive behaviors (T=81); CPM: Average 5; WISC-III: Verbal Scale (IQ=46); Realization Scale (IQ=46); Total Scale (IQ=40); R.A.T.C.: Aggression (T=74); MMPIII produced the following unusual results: Incoherence (T=95); Schizophrenia (T=82); Paranoia (T=87); Fears (T=79); Depression (T=74); Eccentric Thoughts (T=81), Low- Self Worth (T=70) and Family Problems (T=71). It is extremely necessary to point out The Bar-I-Lan Test: a non-motivated person, a child with Mental Retardation that will cause retardation on learning and developing skills. The drawings (Free, Family and Tree) have some common characteristics: a primitive and impulsive way of drawing; spelling structure; emphasized egocentricity; cognitive impoverishment. The test results, as well as, the social skills medical and education confirmed the previous diagnosis of Mental Retardation and the possibility Anti-social Personality.
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蕭岳殷 and Ngok-yun Siu. "Social skills training for the mentally retarded." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976712.
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Jenkinson, Crispin. "Social and psychological factors affecting the impact of painful chronic illness upon mental health." Thesis, University of Oxford, 1989. http://ora.ox.ac.uk/objects/uuid:2c6e33c7-4931-435c-bd60-d3958866087a.
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This thesis is a report of a study on patients suffering one of two painful chronic illnesses (rheumatoid arthritis (RA) or migraine), and attempts to discover possible determinants of psychological reactions to long term painful illness. One hundred and sixty chronically ill individuals were interviewed, (80 migraine and 80 RA sufferers). In keeping with other evidence, the extent of psychological disturbance was found to be higher for chronically ill individuals than for general population samples. There were no zero order correlations between reported pain and psychological distress. Age and length of suffering have often been cited as possible factors influencing mood state, but no evidence was found for this in the data gained in this survey. The results provide no evidence for the use of coping strategies as a method of adapting to the demands of the painful chronic illnesses studied here. Beliefs in control over illness have been posited as possible factors that may influence psychological state, and were measured in this research using a health locus of control scale. However locus of control scores were not found to be associated with mood state, although, in keeping with other research, scores were found to be associated with age and social class, with both lower social class and older sufferers scoring higher on externality than those from higher social classes, or whom were younger. The strongest association was found between aspects of subjective health status and mood state. The major finding of this study is that patients assessment of their own health state, in both illnesses, is the major factor associated with psychological state.
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Moran, John M. "A study of the differences between volunteers and non-volunteers in friendship formation behaviors in adults with mental retardation /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036848.
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McBride, Kathleen Sarah. "Mental health practitioners' perceptions of touch." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/482.
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Morales, Aida Souza. "Apropriação de praticas sociais relativas a sexualidade por jovens adultos com diagnostico de deficiencia intelectual." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/308683.
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Orientador: Cecilia Guarnieri BatistaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: O presente estudo procura descrever a apropriação de práticas sociais relativas à sexualidade, em aulas de orientação sexual para jovens adultos com diagnóstico de deficiência intelectual, que freqüentam instituição de educação especial. Participaram da pesquisa dois grupos de adolescentes e jovens adultos com idades entre dezessete e trinta e três anos, matriculados no Ensino Fundamental (modalidade jovens e adultos). Além do diagnóstico de deficiência intelectual, de acordo com o prontuário da instituição, os jovens adultos tinham outros quadros associados, tais como paralisia cerebral, surdez, baixa visão, hidrocefalia e/ou dificuldades de linguagem. Participaram do presente estudo nove alunos de cada turma. Foram videogravadas, transcritas e analisadas cinco aulas em cada turma, com os seguintes temas: turma A - Corpo humano, Beijo, Namoro, Coito, Camisinha/DST; e turma B ¿ Hábitos de higiene, Apelidos dos genitais, Beijo, Masturbação e Coito. A análise microgenética de episódios selecionados permitiu evidenciar: apropriação e compreensão de conceitos, dificuldades parciais de compreensão, explicitação de valores e atitudes relativas às práticas sociais, embaraço e inibição em relação ao tema. A análise mais geral das transcrições indicou que todos os alunos se mostraram atentos, executaram as tarefas propostas e responderam em conjunto às perguntas da pesquisadora e da professora. Além disso, alguns dos alunos participaram ativamente, estabelecendo diálogos com a professora e a pesquisadora responsáveis pelas aulas. Os alunos não formavam um grupo homogêneo em relação à apropriação de conceitos sobre sexualidade, com diferentes alunos apresentando diferentes níveis de compreensão. Podem ter contribuído para essa compreensão o planejamento das aulas embasado nas experiências pessoais dos alunos, bem como os recursos pedagógicos utilizados. Constatou-se que os alunos, mesmo tendo poucas experiências de participação em grupos sociais além da escola, se apropriaram de práticas sociais relativas à sexualidade, construídas histórica e coletivamente. Alguns dos indicadores disso foram certos sinais de embaraço e certos valores expressados, semelhantes aos veiculados em nossa sociedade. Entretanto, observou-se, também, uma não coincidência com esses valores, por parte de diferentes membros dos grupos de que eles participavam. As evidências obtidas contrastam com a concepção vigente sobre as incapacidades de jovens com deficiência intelectual e põem em relevo suas competências em relação à apropriação de práticas sociais relativas à sexualidade
Abstract: The present study describes the appropriation of social practices related to sexuality, in classes of sexual education for youngsters with diagnostic of intellectual deficiency, in a special education school. The participants were two groups of adolescents and youngsters between seventeen and thirty three years, enrolled in elementary school courses (devised for youngsters and adults). Besides the diagnostic of intellectual deficiency, according to the records of the institution, most of them had additional diagnoses, such as cerebral palsy, deafness, low vision, hydrocephaly or language difficulties. The analysis was focused on nine students of each group. Five classes were filmed, transcribed and analyzed, with the following themes: group A ¿ Human Body, Kiss, Flirt, Coitus, Condom/STDs; and group B ¿ Personal Hygiene, Genitals Nicknames, Kiss, Masturbation, and Coitus. The microgenetic analysis of selected episodes evidenced the following aspects: appropriation and understanding of concepts, partial difficulties in understanding, expression of values and attitudes related to social practices, embarrassment and inhibition related to the theme. The more general analysis of the transcripts indicated that all the students displayed sustained attention, participated in the proposed tasks and answered, as a group, to the questions of the researcher and the teacher. Moreover, some of the students were especially active, establishing dialogues with the teachers and the researcher that were responsible for the classes. The students did not compose a homogeneous group in terms of the appropriation of concepts about sexuality, and different students presented different levels of comprehension. It is suggested as factors that contributed to this comprehension the planning of the classes based on the personal experiences of the students, as well as the pedagogical resources that were used. Even the students that had a limited scope of experiences in participation in social groups displayed some kinds of appropriation of historically built social practices related to sexuality. Among the indicators of this appropriation were certain signs of inhibition and certain expression of values, very similar to those that are regularly present in our society. Otherwise, it was also observed a non-coincidence in those values, among the different persons with whom the youngsters interacted. The evidences are in contrast with the prevalent conception about the handicaps of youngsters with intellectual deficiency, and put in relief their competencies related to the appropriation of social practices about sexuality
Mestrado
Saude da Criança e do Adolescente
Mestre em Saude da Criança e do Adolescente
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Quigley, Mark K. "The effects of Life Skills Instruction on the personal-social skills scores of rural High School students with mental retardation." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Greene, Jeffrey Robert. "A comparison of the effects of two recreational interventions on various aspects of adaptive behavior and self-concept among male adolescent offenders with mild mental retardation in residential treatment /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621084.
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鄭思雅 and Cecilia Cheng. "Toward a social-cognitive interactionist approach to depression." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3123561X.
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Heldt, Nina. "Föräldrar med förståndshandikapp - faktorer som påverkar insatsers effektivitet." Thesis, Mid Sweden University, Department of Social Work, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-541.
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Denna litteraturöversikt visar att det finns en hel del litteratur och forskning inom området föräldrar med förståndshandikapp. Den forskning som gjorts är till största delen internationell, men de resultat denna studie kommit fram till bör kunna vara användbara under svenska förhållanden. Syftet var att belysa ett antal bestämda faktorer som kan påverka insatsers effektivitet, bland annat attityder, sociala nätverk och handikappmedvetandet. Resultatet visar att förmågan hos många av föräldrarna kan förbättras med hjälp av träning och utbildning. Studien har sin utgångspunkt i systemteori och visar att insatsers effektivitet påverkas av olika system runt den förståndshandikappade föräldern, där även föräldern själv ingår som ett system.
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Suthers, Graeme Kemble. "The human gene map near the fragile X /." Title page, table of contents and summary only, 1990. http://web4.library.adelaide.edu.au/theses/09PH/09phs966.pdf.
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Thesis (Ph. D.)--Dept. of Paediatrics, Faculty of Medicine, University of Adelaide, 1991.Typescript (Photocopy). Includes published papers co-authored by the author at the end of volume 2. Includes bibliographical references (leaves 195-237 of vol. 1).
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Barron-Johnson, Tamara. "Using Music in Teaching Social Skills to Mentally Retarded Subjects." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/6199.
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The purpose of this study was to determine the extent to which Melodies to Assist Social Interaction (MASI) would affect the social skills performance of the educable mentally retarded.
The study employed a pretest-posttest control group design with an N of 27 mentally-retarded subjects. It also employed a one-group pretest-posttest design with an N of 8 non-mentally retarded subjects.
All of the subjects received a pre- and post-score for their social skills performance level. Nineteen of the mentally-retarded subjects and all eight non-mentally retarded subjects received the MASI social skills teaching program as part of their regular curriculum.
The pre- and post-treatment performance was analyzed by a correlated means t-test. An analysis of covariance was used in which the posttest means were compared using the pretest means as a covariate.
It was concluded that MASI did not have an impact, positive or negative, on the social skills performance level of the subjects.
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Webber, Heidi. "Exploring perspectives of South African fathers of a child with Down syndrome." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13535.
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A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.
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Sun, Qi. "Assessing Social Determinants of Severe Mental Illness in High-Risk Groups." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500085/.
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The primary objective of this research was to explore the impact of possible social factors on non-institutionalized adults 18 years of age or older residing in the United States who exhibited severe mental illness (SMI). A holistic sociological model was developed to explain SMI by incorporating elements of social learning theory, social disorganization theory, and gender socialization theory with social demographic factors. Based on the holistic sociological model, the following factors were investigated: demographic aspects of age, education, income and gender; gender socialization; influence of neighborhood area; social network influence based on communication and interaction among peers and family members; and socially deviant behaviors such as frequently smoking cigarettes, drinking alcohol and using drugs specifically marijuana. The impact of these factors on SMI was examined. A sample of 206 respondents drawn from National Survey on Drug Use and Health, 2003 was assessed. These respondents had answered all the questions related to SMI; social deviant behaviors; neighborhood environment; and communications among peers, family members and friends; and the other studied factors. Ordinary linear regression with interaction terms was employed as a statistical tool to assess the impact of social determinants on SMI. Being female, living a disorganized neighborhood, and frequent and high levels of smoking cigarettes and drinking alcohol had a significant influence on SMI. This reevaluation and reexamination of the role of gender socialization path, socially deviant behaviors like smoking and drinking, and community construction on SMI provided additional insights. This research is one of the first to develop a more holistic sociological model on SMI and explored the previously untested interactive relationships. The limitations of this study suggest the need to test a potential recursive research model and explore additional bi-directional associations.
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Brans, Suzanne. "Applying the social cognitive and sociological models of stigma to student attitudes towards major depression and bipolar disorder." University of Western Australia. School of Psychology, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0041.
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The aims of the current research program were to examine the social-cognitive and sociological models of stigma in relation to student attitudes towards an individual experiencing a mood disorder. Two experiments (Studies 1 and 2) sought to empirically distinguish between controllability and responsibility, both constructs of the attribution model which is subsidiary to the social-cognitive model of stigma. Despite manipulating controllability, participants were reluctant to attribute controllability of cause to individuals experiencing depression or bipolar disorder. The stability of beliefs about the controllability of cause for condition onset was consistent with research suggesting that the Australian public increasingly conceptualise mental disorders in terms of biochemical and genetic causal factors. These findings, in combination with past research linking biogenetic beliefs to negative attitudes, resulted in a change in focus of investigation in Studies 3, 4, 5 and 6 to explain why, contrary to the prediction of the attribution model, biogenetic explanations of mental disorders are associated with the proliferation of stigma. To measure causal beliefs, the Causal Belief Inventory (CBI) was developed in Study 3 and refined in Study 4. The correlational results examined in Studies 4, 5 and 6 found that genetic and biochemical causal beliefs were associated with a number of positive attitudes towards individuals experiencing a mood disorder and that genetic cause was associated with a reduced implicit bias against major depression. Furthermore, each study pointed to the centrality of judgments of differentness in determining affective responses and direct and proxy measures of behaviour. In contrast, manipulation of genetic and psychosocial cause in Study 5 found that causal condition largely failed to impact upon student attitudes. Mediator analysis did, however, find that beliefs about the stability of the vignette actor's condition fully mediated the relationship between the negative influence of genetic cause on proxy helping behaviour. Manipulation of psychosocial, genetic and biochemical cause with the inclusion of a non-depressed control in Study 6 resulted in more ambiguous findings. The combination of findings from Studies 1 to 6 suggest that focusing on the impact of the controllability of cause of depression onset on student attitudes is unwarranted. Instead researchers and public health educators should be examining models which facilitate the examination of the cognitive factors that mediate these relationships. Two such models, namely the social-cognitive and sociological models of stigma, were found to adequately fit the data. Recommendations for integrating these two models of stigma are discussed.
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李秀麗 and Sau-lai Lee. "Communication and shared representation: the role of knowledge estimation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243277.
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Turini, Flávia Almeida. "Comportamentos pró-sociais em crianças com deficiência mental." Universidade Federal do Espírito Santo, 2006. http://repositorio.ufes.br/handle/10/6698.
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Previous issue date: 2006-03-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Os comportamentos pró-sociais (CPS) são comportamentos voluntários com intenção de beneficiar outra pessoa. Este estudo identificou os CPS em 12 crianças com deficiência mental, 6 meninos e 6 meninas, idade média de 11 anos e 3 meses (10-12 anos), que freqüentavam da 1ª à 4ª série de duas escolas públicas de Vitória-ES. Os participantes foram observados por 5 minutos durante 6 recreios, contabilizando 30 minutos para cada participante. As categorias de análise foram: Atividades relacionadas a objeto, lugar ou privilégio; Ajuda; Empatia e Cooperação. Foram avaliados todos os CPS dos participantes, envolvendo CPS com adultos, colegas com deficiência e colegas com desenvolvimento típico (DT), e os CPS somente com colegas com DT. Em ambas, houve correlação entre emitir CPS e ser beneficiário desses comportamentos. Os CPS totalizaram 216, 144 comportamentos apresentados por meninas e 72 por meninos. Nos CPS com DT, ocorreram 149 CPS, as meninas apresentaram 95 e os meninos 54. Todavia, não houve diferença estatística entre meninas e meninos nos CPS e nas categorias de análise. Tanto os meninos quanto as meninas apresentaram mais comportamentos na categoria Empatia. A maioria dos CPS não envolveu solicitação e todos os eventos conseqüentes foram de natureza positiva. As meninas direcionaram os CPS para outras meninas, e os meninos para outros meninos. Os CPS foram bons indicadores da inclusão social desses alunos no ensino regular, porque a maioria dessas crianças dessa amostra possuía uma rede de interação com colegas com DT.
The pro social behaviors (PSB) are voluntary actions with the aim of benefiting another individual. This study identified the PBS in 12 children with mental retardation, 6 boys and 6 girls with a mean age of 11 years and 3 months (10-12 years) who attend from first to forth grade at two public schools in Vitória, ES. The participants were observed 5 minutes during 6 school breaks (30 minutes each). The analysis categories were: activities related to the object, place or privilege: Helping; Empathy and Cooperation. All the participants PSB were assessed involving PSB with adults, schoolmate with mental disability and schoolmate with typical development (TD) and the PSB only with schoolmate with TD. In both, there was a correlation between producing PSB and being benefited from these behaviors. The PSB added up 216; 144 were displayed by girls and 72 by boys. In the PSB with schoolmate with TD, 149 PSB occurred. The girls displayed 95 and the boys 54. However, there weren t statistic difference between boys and girls in the PSB and the analysis categories. Both boys and girls showed more behaviors in the Empathy category. Most of PSB did not involve requesting and all the consequent events came from a positive source. The girls addressed the PSB to other girls and the boys to other boys as well. The PSB were good indicators of these students social inclusion in school since most of children from this sample had a net of integration with peers with typical development.
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Smith, Shannan. "Evaluating Behavioral Skills Training and In-Situ Training to Teach Greeting Skills to Adults with Developmental Disabilities." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3586.
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Previous research has demonstrated that behavioral skills training (BST) is effective in teaching social skills to individuals with developmental disabilities, but often the skills fail to generalize. One strategy to promote generalization has been the use of in situ training. In an effort to improve upon previous research BST plus in situ training was evaluated to teach greeting skills to adults living in a group home setting. The percentage of correct greeting responses was evaluated in a multiple baseline across participants design. Results showed that BST was only partially effective in teaching greeting skills to the participants. However, In-situ training resulted in a greater increase in correct greeting skills across all participants.
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Ngai, Irene. "Developmental Trends in Social Cognition for Children with and without Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.
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Kohatsu, Lineu Norio. "Do lado de fora da escola especial : histórias vividas no bairro e contadas por ex-alunos por meio do vídeo." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-06112007-100415/.
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O presente trabalho tem como objetivo principal o conhecimento e a compreensão da relação que ex-alunos de escolas especiais mantêm com os seus bairros. Para a realização do estudo, foi proposta a produção de um vídeo aos participantes, tendo também como objetivo secundário uma reflexão sobre esse processo. A investigação parte de cinco perguntas norteadoras: 1) Como se constituiu o universo social dessas pessoas (ex-alunos de uma escola especial) para além dos muros institucionais da escola? 2) Será que a permanência na escola especial dificultou ao aluno o conhecimento de seu bairro e será que a saída da escola proporcionou essa aproximação? 3) Como vivenciaram e ocuparam o espaço do bairro? Quais foram as experiências mais significativas? Em que período da vida ocorreram? 4) Como é para essas pessoas morar na periferia? Será que o contexto comunitário (se existente) favoreceu de algum modo a sua socialização? 5) Em que medida o vídeo auxiliou no conhecimento da realidade vivida pelo participante da pesquisa? O estudo se caracteriza como uma pesquisa qualitativa, de orientação fenomenológica, tendo a pesquisa de tipo etnográfica como referência metodológica e a utilização do vídeo como recurso. Participaram da pesquisa 03 ex-alunos de escola especial: uma do sexo feminino, 23 anos, funcionária de uma empresa de limpeza, e dois do sexo masculino com 24 e 41 anos, ambos trabalhadores de uma oficina abrigada. Foram utilizados como critério de escolha dos participantes a independência na locomoção, que morassem desde criança no bairro e que demonstrassem interesse na participação da pesquisa. A pesquisa ocorreu em três bairros do Município de São Bernardo do Campo: a favela Boa Vista, a Vila Rosa e o Jardim das Orquídeas, esta última situada numa zona de manancial. As gravações dos bairros foram realizadas individualmente: a primeira experiência (piloto) ocorreu em um único encontro, com uma gravação de quinze minutos; a segunda ocorreu em cinco encontros e aproximadamente 60 minutos de gravação; a terceira e última foi realizada em seis encontros e aproximadamente 90 minutos de gravação. A organização do material composta pelas gravações em vídeo, áudio e anotações de campo ocorreu da seguinte forma: transcrição dos materiais (vídeo e áudio), observação das gravações em vídeo, apontamento das cenas/locais gravados e levantamento de temas. A discussão sobre os trabalhos foi feita primeiramente de modo individual e no final foi realizada uma discussão conjunta dos três trabalhos. O que se pode perceber é que cada um dos três participantes apresenta um modo bastante particular de se relacionar com o bairro e com diferentes níveis de integração. Observa-se também que, mesmo após saírem da escola especial, os três participantes mantêm vínculos com pessoas relacionadas a esse universo social. Pode-se perceber também que o contato com os espaços do bairro possibilitou a eles recordações de eventos da infância, assim como as conversas com os vizinhos proporcionaram a revitalização das memórias do passado. O estudo mostra, desse modo, como as pessoas com deficiência mental podem reconstruir as próprias histórias e podem participar da construção da memória coletiva de seus respectivos bairros.The main objective of the present work is the knowledge and comprehension of the relationship maintained by former students of Special Schools with their neighbourhood. In order to do so, the production of a vídeo was suggested to the participants, with the secondary objective of a reflection about this process. The investigation starts with 5 driving questions: 1) How was the social universe of these people (former students of a Special School) constituted beyond the institutional walls of the school? 2) Has their permanence at a Special School made it difficult for them to know their neighbourhood and their exit made this approach possible? 3) How have they lived and occupied the spaces in their neighbourhood? What were the most significative experiences? Which period of their life did they happen? 4) What is living in the suburbs like for these people? Did the communitary environment (if there is any) somehow favoured their socialization? 5) To what extend has the video filming given support to the knowledge of the reality lived by the participant of this research? This study is characterized by a Qualitative Research, with Phenomenological Approach, having the Etnographic type of research as a methodological reference and the use of video as a mean of investigation. Three (3) former students of Special Schools took part in this research: one female, 23 y.o., who works at a cleaning company; and 2 male, 24 and 41 y.o., both workers at a ?shelter workshop? (professional training and job for disabled). For their selection, the criteria were their independence to move, their living in the neighbourhood since childhood and having showed interest to take part in the research. The survey took place in three districts of São Bernardo do Campo City: Boa Vista, Vila Rosa and Jardim das Orquídeas Slums, this latter placed in a fountainhead reserve (Billings Reservoir). The recordings of the neighbourhood occurred individually: the first experience (pilot) happened in just one meeting, with a recording lasting 15 minutes; the second occurred in 5 meetings and lasted about 60 minutes; the third and last happened in 6 meetings and lasted about 90 minutes. The organization of the material composed by video and audio recordings and field notes was made as follows: material transcriptions (video and audio), observation of the video films and notes about the scenes / places recorded and, at last, the raising of themes. The discussion about the works was made at first individually and in the end there was a discussion about the three works altogether. We may notice that every participant presents a very particular way to relate with his neighbourhood and that there are different levels of integration. We may observe also that, even after leaving Special Schools, the three participants kept connections with the people referred in their social universe. We still may notice that the contact with the places in the neighbourhood has favoured their remembering events from childhood, as well as their conversations with neighbours have favoured the revival of memories from the past. Thus, the study shows how the people with mental deficiency may rebuild their own histories and participate in the construction of the collective memory of their neighbourhoods.
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Chan, Ho-yi Cammy, and 陳可儀. "An exploratory study on group work practice for parents of mentally retardation children in general hospital setting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31248536.
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Moulding, Nicole. "Disciplining the feminine: the reproduction of gender contradictions in mental health care /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09PH/09phm9263.pdf.
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Terry, Rachel Elizabeth. "The Influence of Sense of Community on the Relationship Between Community Participation and Recovery for Individuals with Serious Mental Illnesses." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3679.
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The Community Mental Health Act of 1963 launched the deinstitutionalization movement, whereby individuals with serious mental illnesses were released from psychiatric hospitals and began living and receiving mental health care in the community (Carling, 1995). However, these actions have not necessarily integrated those individuals into all aspects of community life (Dewees, Pulice, & McCormick, 1996). This is unfortunate because people with serious mental illnesses frequently report that community integration is not only important to them, but that it also aids in reducing symptoms and promoting recovery (Townley, 2015). Although past research suggests that receiving mental health care in the community has a positive impact on symptom management, the influence of other community factors (e.g., sense of community, community participation) has yet to be fully explored (Segal, Silverman, & Temkin, 2010). Furthermore, there is lack of understanding as to how these community factors influence other aspects of recovery, such as mental and physical health. As such, the goal of the current study is to better understand the association between community participation and recovery by investigating sense of community as a potential mediating factor between community participation, psychological distress, mental health, and physical health. Data were collected from 300 adults with serious mental illnesses utilizing community mental health services in the United States. Results indicated that sense of community partially mediated the association between community participation and mental health, as well as psychological distress, and fully mediated the association between community participation and physical health. Implications include contributing to the current knowledge base about the role of community factors in recovery and informing future interventions aimed at promoting community integration of adults with serious mental illnesses.
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Shively, Randall Kenneth. "Effects of exercise, arts and crafts activities, and social attention on social interaction, directed activity and maladaptive behavior in adults with mental retardation and emotional disturbance : an ecobehavioral perspective /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346876054.
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Wagstaff, Christopher. "Experiences of disengagement from mental health services : an interpretative study." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6980/.
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Whilst there is evidence of a range of effective treatments available for people with severe mental health problems (SMHP), people frequently disengage from mental health services (MHS). This thesis investigates experiences of disengagement of people with SMHP and comprises two studies: 1) semi-structured interviews to elicit the experiences of people with SMHP and a history of disengagement from MHS; and 2) building on those findings, focus groups with staff from assertive outreach teams (specialising in providing care for people with SMHP and a history of disengagement). The participants were those perceived as the most disengaged from MHS yet they were willing to engage with the research. Interpretative phenomenological analysis was used to develop themes for individual participants and then across the participants. Disengagement from MHS was part of a wider experience of a limited connection to social structures, including an ambivalent and complex relationship with MHS. There was a sense of sadness in all aspects of the participants’ experience but they had developed strategies to reinforce personal resilience and to reassert personal identity. The findings of this thesis can be employed to better understand the context of disengagement from MHS and consequently better inform future engagement with this client group.
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Xabakashe, Ayanda. "Experiences and perceptions of mothers recovering from depression with regard to the impact of depression on family roles and coping skills." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2854_1254815311.
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The aim of the present study was to explore the subjective experiences and perceptions of mothers diagnosed with depression. The study investigated mothers' understandings of the extent to which their illness had impacted on their appraisal of their mothering and associated roles within the family. Furthermore, it investigated mothers' coping skills with regard to their illness.
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Santor, Darcy A. (Darcy Allan). "Dependency and self-criticism : individual differences in strategies for negotiating changes in and threats to social rank." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29126.
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The two studies reported in this thesis examine the influence of two depressive personality styles, dependency and self-criticism, on how individuals respond to potentially disruptive events, such as a change in or threat to social rank. The studies used an experimental protocol in which participants were allowed to believe firstly that they outperformed a close friend or were outperformed by a close friend and secondly that friends generally agreed or disagreed with them. Findings offer support for the integration of depressive personality styles and interpersonal factors within a social rank framework. Results from the two studies suggest that dependency and self-criticism (a) moderate the impact of interpersonal events, (b) influence how individuals behave towards close friends, (c) affect how individuals remember interpersonal interactions with others, and (d) moderate the manner in which individuals actively structure their social environments. Depressive personality styles may contribute to maladaptive environments and depressive processes in complex ways by influencing the types of strategies individuals adopt to deal with threats to interpersonal relatedness and self-definition.
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Swain, Barbara J. "The relationships between clinical features of eating disorders and measures of individual and family functioning." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184524.
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The performances of 114 eating disordered females on measures of individual and family functioning were examined via t-tests, analyses of variance, and chi squares analyses. Subjects met DSM-III-R criteria for anorexia nervosa, anorexia nervosa with bulimia nervosa, bulimia nervosa, or eating disorder not otherwise specified. Measures included selected scales of the MMPI, Rotter's Internal-External Locus of Control Scale, the Bem Sex Role Inventory, the Eating Disorder Questionnaire, the Moos Family Environment Scale, and the Berren-Shisslak Family Dynamics Survey. First, performances on the measures were compared to normative samples and across diagnostic groups. As expected, the subjects differed from normative samples on many dependent measures, but the diagnostic groups differed little among themselves. Next, an examination of 45 clinical features suggested that subjects were not as symptomatically distinct as diagnosis might imply. Finally, diagnosis was set aside to examine the relationships of specific clinical features to the measures of individual and family functioning. These features included age, weight history, food binges, vomiting, laxative and diuretic use, food restriction, menstrual history, exercise, drug and alcohol abuse, symptom severity, inpatient treatment history, and additional diagnosis. Surprisingly, a history of anorectic weight was not related to any of the measures, but amenorrhea emerged as a clinical feature of some import, not just among the anorectic subjects but among subjects generally. Other findings suggested that patients who binge have difficulty with separation, that binges may be a metaphor for unsatisfied cravings for nurturance, and that vomiting and exercise may enhance a sense of separateness while laxative use may represent the private expulsion of anger. The need for family involvement in treatment was highlighted by many relationships between the clinical features and indices of family dysfunction.
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Moody, Janice Lynn, and Ron Robinson. "Operation Iraqi freedom and mental health of Vietnam veterans." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2920.
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The purpose of this study was to provide a clear conceptualization of how Vietnam veterans who have previously been diagnosed with PTSD (Post Traumatic Stress Disorder) respond and cope with the emotional and psychological effects presented by the present war in Iraq.
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Sandoval, Kathryn Jean. "Using environmental education to integrate persons with mental illness into the community." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1789.
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Nowak, Lisa Rebecca. "Philosophical perspectives on the stigma of mental illness." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/13193.
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This thesis is concerned with philosophical perspectives on the stigma of mental illness, with each chapter exploring different philosophical issues. Chapter one delineates the central concept around which the rest of the work revolves: the stigma of mental illness. It provides an outline of the stigma mechanism, how it applies to mental illness, why it is such a large public health concern and what has been done so far to combat it. Chapter two is concerned with the application of recent literature in the philosophy of implicit bias to the topic of mental illness. It suggests that we have hitherto been preoccupied with explicit formulations of the stigma mechanism, but argues that there are distinctive issues involved in combatting forms of discrimination in which the participants are not cognisant of their attitudes or actions, and that anti-stigma initiatives for mental illness should take note. Chapter three applies the philosophical literature concerning the ethics of our epistemic practices to the stigma of mental illness. It contains an analysis of how epistemic injustice- primarily in the forms of testimonial injustice and stereotype threat- affects those with mental illnesses. The fourth chapter brings in issues in the philosophy of science (particularly the philosophy of psychiatry) to explore the possibility of intervening on the stigma process to halt the stigma of mental illness. The first candidate (preventing labelling) is discounted, and the second (combatting stereotype) is tentatively endorsed. The fifth chapter is concerned with how language facilitates the stigma of mental illness. It suggests that using generics to talk about mental illness (whether the knowledge structure conveyed is inaccurate or accurate) is deeply problematic. In the former, it conveys insidious forms of social stereotyping. In the latter, it propagates misinformation by presenting the category as a quintessential one.
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Fiello, Cynthia Ann. "An examination of pet ownership among elderly caregivers and how it contributes to their well-being." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2063.
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As the older population increases, there is a need for increased support for caregivers most of them older themselves. Owning a pet may providesome of this support. This study looked at caregivers age 55 and older of brain-impaired adults and examined whether or not the social support provided by pets during the caregiving time contributes to their well-being.
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Breen, Alison. "Experience of mental illness in the context of poverty and service reform." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/981.
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Marino, Casadi "Khaki." "The Development and Validation of the Social Recovery Measure." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2925.
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Mental health recovery is a complex phenomenon involving clinical, functional, physical, and social dimensions. The social dimension is understood to involve meaningful relationships and integration with supportive individuals and a wider community. While the recovery model developed from a movement led by consumers and survivors of the mental health system to promote hope, self-determination, and social inclusion, the clinical aspects of recovery have dominated mental health research and practice. The under-investigated area of social recovery calls for psychometrically sound measurement instruments. The purpose of the current study was to develop and validate the Social Recovery Measure (SRM). The study was grounded in disability and mad theories which locate disability at the intersection of the person and the environment. The SRM is a 19-item self-administered instrument scored on a 5-point Likert scale that consists of two domains: Self and Community.
Items for the SRM were developed through focus groups and interviews with 41 individuals in recovery from mental health challenges and the preliminary measure was administered to a purposive, nonprobability sample of 228 individuals in recovery. A confirmatory factor analysis (CFA) was conducted and a re-specified model resulted in good model fit. The SRM exhibited excellent internal consistency with a Cronbach's coefficient alpha of .951 and demonstrated excellent test-retest reliability, content validity, and construct validity.
Social recovery is highly relevant for social work given the discipline's commitment to disenfranchised populations and investment in creating enabling environments. The SRM has utility for use in evidence based practice and evaluation. The SRM can be used to further research in social recovery, test underlying theory bases, and explore the differential effects of the multiple dimensions of recovery. There is a need to better understand social recovery which this measure can facilitate.
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Flynn, JoAnne Irene. "Religious social support groups: Strengthening leadership with communication competence." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.
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This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.
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Sharples, Rosemary. "Negotiating 'normal' : space, illness and identity in an alternative mental health resource in Montreal." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19743.
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This thesis investigates different spaces in the lives of a group of adults living with long-term mental illness in Montreal. In particular, it is interested in exploring the role and functions of an alternative mental health resource that they all attend, using their narratives as the basis of meaning construction. My intention is to illuminate the complex interplay of identity, social participation, and physical place itself in the 'space' of experience for individuals. The way that a description of one of these elements is often in relationship with the other two, and that these connections can be useful in understanding descriptions of experiences by individuals, which, in David Morris' terms occur in a, "realm beyond language" (1997:p29). Finally, the concept of the 'border' is proposed as a tool to reexamine culture, identity and space, and one that is particularly useful in the context of self-help groups.
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McQueen, Ann Elizabeth. "Humor-Related Social Exchanges and Mental Health in Assisted Living Residents." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/299.
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Social contact is known to be vital for older adults' mental and physical health, but few studies of social interactions have taken place in long-term care settings. The current study investigated whether the psychological well-being of assisted living residents was influenced by factors associated with residents' social interactions involving humor. Specific aims of the present study were to develop and test a measure related to humor-related social exchanges, to examine how humor-related social exchanges affect residents' mental health, and to explore whether humor-related social exchanges mediated the effects of resident and facility characteristics on indices of mental health. One hundred and forty older adults residing in 14 assisted living facilities in the Portland, Oregon metropolitan area were interviewed about the frequency and types of social interactions they experienced with members of their facility-based social networks, as well as depression, mood, loneliness, self-esteem, and self-rated health. A 12-item, two-factor model of humor-related social exchanges was identified through confirmatory factor analysis, including both positive and negative humor-related social exchange factors. The newly developed scale displayed evidence of adequate reliability and validly in the current sample. Results indicated that both positive and negative humor-related exchanges were associated with various aspects of mental health, although negative humor-related exchanges appeared to be a stronger predictor of mental health than positive humor-related exchanges. Both positive and negative humor-related exchanges also served as mediators between resident and facility characteristics and indicators of mental health. Cultivating a better understanding of the relationships between humor-related social exchanges and mental health may be beneficial for researchers interested in the way humor impacts older adults' ability to cope with stress. This research may also be of value to long-term care providers who create interventions designed at improving residents' mental health and overall quality of life.