Dissertations / Theses: 'Social emotional and behavioral concerns'

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Davis, Stephanie Deverich. "Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3422.

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Emotional and Behavioral Disorders (EBD) directly influence learning, relationships, mood, and overall scholastic experiences. Research provides evidence that early intervention and prevention efforts can address the needs of students with EBD (Allen-DeBoer, Malmgren, & Glass, 2006; Cook, et al. 2008; Lien-Thorne & Kamps, 2005; Regan, Mastropieri, & Scruggs, 2005; Rivera, Al-Otiba, & Koorland, 2006), but in order to identify these at-risk youth, a screening system is needed to broadly consider Social, Emotional, and Behavioral Concerns (SEBC).This dissertation evaluated the alignment of a teacher nomination process (Teacher Nomination Form (TNF)) and a normative screener of EBD risk (BASC-2 Behavioral and Emotional Screening System (BESS), Kamphaus & Reynolds, 2007). Teacher nominations and rankings were significantly correlated to the BESS in the internalizing (.177), externalizing (.246), and combined categories (.304) groups. Multiple teacher nominations were not significantly related to BESS scores. Social validity evidence was gathered and interpreted.

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Williams, Erin Ann. "The Effect of Student Gender on Secondary School Teacher Perceptions of Social, Emotional, and Behavioral Concerns." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5284.

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Students at risk for social, emotional and behavioral concerns (SEBC) are likely to experience a variety of negative outcomes if not identified and provided with appropriate interventions in a timely manner. Males tend to be identified more frequently than females for SEBC (Young, Sabbah, Young, Reiser, & Richardson, 2010), and there are many variables that may contribute to this disproportionate identification. This study specifically examined the influence of student gender on secondary education teachers’ referral decisions for students at risk for SEBC. This study additionally examined the influence of teachers’ prior referral experience, confidence in the mental health services available at their schools, perceived severity of problematic behaviors, and teacher gender as other variables potentially influencing teacher likelihood of referral. A sample of 229 secondary teachers was given vignettes about hypothetical male and female students with internalizing and externalizing concerns followed by a questionnaire. Findings from this study indicate that males with internalizing concerns were the most likely to be referred. Additionally, teachers’ prior referral experiences and their confidence in the mental health services available at their schools influenced their likelihood of making a referral. Results from this study can be used to inform and improve screening and identification processes in secondary settings.

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Hardman, Susan E. "Effects of Teacher Gender on Screening for Social, Emotional, and Behavioral Concerns for a Middle School Population." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3966.

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Students with Emotional and Behavioral Disorders (EBD) often experience serious educational difficulties and negative outcomes (Gresham, MacMillan, & Bocian, 1996; Landrum, Tankersley, & Kauffman, 2003; Rock, Fessler, & Church, 1997). School-wide screening to identify students with social, emotional, and behavioral concerns (SEB) allows school personnel to identify at-risk students and connect them with needed resources. Some students appear to be identified disproportionally, with male students identified as at-risk more frequently then female students (Young, Sabbah, Young, Reiser, & Richardson, 2009). There are many possible factors that could contribute to this disproportionate identification. Since screening for EBD is often based on teacher nominations, teacher gender is one factor that needs to be considered. This study examined the influence of teacher gender on a screening process to identify students at risk for SEB in a secondary school. Nominations of at risk students from 40 middle school teachers were evaluated to determine if teacher gender influenced the proportion of male and female students identified as at risk for SEB. Teacher gender did not significantly influence which gender of students were nominated. Future research may investigate other factors that may contribute to disproportionate identification.

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Lowe, Kimberly. "Assessing Validity of a Screener for Social, Emotional, and Behavioral Concerns: Analyzing Gender Differences in a Middle School Population." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5533.

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Systematic screening for social, emotional, and behavioral concerns (SEBC) identifies at-risk students and provides information to guide interventions that may prevent negative outcomes (Glover & Albers, 2006; Kauffman, 1999; Severson, Walker, Hope-Dolittle, Katochwill, & Gresham, 2007). However, the screening process may be influenced by the gender of the student (Young, Sabbah, Young, Reiser, & Richardson, 2010). This study further examined the influence of student gender on screening by assessing the congruency of gates one and two of a screening process based on student gender. Participants included 59 middle school teachers who nominated at-risk students on the Teacher Nomination Form (TNF; Davis, 2012) and then completed the Behavior Assessment System for Children, Behavioral and Emotional Screening System (BASC-2 BESS; Kamphaus & Reynolds, 2007) on each nominated student. A two-tailed z-score was calculated to see if the TNF predicted BASC-2 BESS T-scores better for one gender over the other. A z score of -0.63 (p > .05) was obtained in the internalizing category and a z score of 0.39 (p > .05) was obtained in the externalizing category; the difference between correlation coefficients for males and females was not statistically significant. While more males were nominated than females in both the internalizing and externalizing categories, the screening instrument does not measure differently for males and females according to the data analysis provided here. Disproportionate identification of males and females in the screening process may be explained by other factors that could be the focus of additional research.

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Kim, Hojung. "Human centred design of software agent in social network service against privacy concerns." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12165.

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The rapid growth and influence of social network services has led many scholars to focus on privacy issues. However, the research described in this thesis was motivated by the small number of design studies that have focused on practical approaches to identifying tacit information from users’ instant non-verbal responses to privacy issues. The research therefore aimed to propose persona models as a design solution for software agent development based on the analysis of users’ emotional and behavioural responses, so as to address privacy issues in social network services. In the definition phase, 21 stakeholders belonging to three key stakeholder groups were recruited for unstandardised semistructured email interviews. Three main considerations for the design of software agents in social network services emerged from the interviews, which were classified into the following categories: comprehensive understanding of users’ perceptions of privacy; user type recognition algorithm for software agent development; and existing software agent enhancement. In the development phase, 50 participants were recruited for the Facebook case study, which included three research strategies: perceptions of privacy questionnaire for user typology; emotional response measurement using Geneva Emotion Wheel; and behavioural response observation using a contextual inquiry method. The participants were classified into four user types by means of cluster analysis: uninformed, trustful, suspicious and neglectful. Each user type’s key emotional responses were identified using Kruskal-Wallis test and Mann-Whitney U test, and key behavioural responses using affinity diagrams. This generated persona models of each user type that reflected the correlations between users’ perceptions of privacy, key emotional responses and key behavioural responses. Two fundamental features of the software agent were also proposed based on the persona models: confirmation and guidance. In the validation phase, software agent prototypes were created based on the proposed persona models. A total of 206 participants completed the online survey which included two sections: perceptions of privacy questionnaire for user typology replication, and key emotional responses measurement before and after the intervention of the software agent prototypes. Cluster analysis replication validated the proposed user typology, and Wilcoxon signed-rank test of key emotional responses validated the proposed persona models. By implementing the research outcomes, the software agent described in this thesis would be able to provide users with appropriate services based on their user types, to reduce the number of those who are still unaware of privacy practice and those who neglect their accounts, and to expand the size of a user group pursuing sound relationships.

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Forneris, Tanya Elizabeth. "Social Emotional Development in School: The Anatomy of One School's Role in Adolescent Female Development." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1322.

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Social and emotional learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, handle challenging situations effectively, achieve academically, and lead a healthy lifestyle. Research has shown that competent young people who are socially and emotionally competent are more likely to succeed both academically and personally and have strong personal and interpersonal skills. The purpose of this study was to examine one school's process in helping its students develop both socially and emotionally. For this study social-emotional learning was examined using the individual competencies and guidelines for schools outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). Individual interviews were conducted with four teachers, seven school personnel, nine alumnae, four students, and four parents. Focus groups were also conducted with students from each of the four grade levels and students completed personal reflections. In addition, the researcher observed many events throughout the school year. A number of themes emerged from the interviews, personal reflections and observations that overlapped among the different groups of participants. These themes included: the care and support provided by the teachers to the students, the opportunities for the students to be involved and become contributing members in their school and communities; the availability of structured activities to enhance relationships among peers; incorporation of values in the curriculum; having a strong and caring leader; and the structure of the school being small and all female. These results support previous research related to the enhancement of social-emotional development and parallel thefive recommendations outlined by CASEL related to how schools as institutions can promote social-emotional development.

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Wilfert, Bridget. "Emotional Intelligence and Social Skills: Studying Students with Emotional-Behavioral Disability (EBD)." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/435.

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Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.

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Bonillo, Danette Bonfield. "Developing Social-Emotional Competence Interventions that Facilitate Emotional and Behavioral Self-Regulation." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601857.

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The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention consisted of direct instruction within the classroom for 30 minutes twice weekly by the teacher and researcher, with three 10-minute ‘check-in’ periods throughout the week to provide feedback and reinforcement. Several qualitative and quantitative tools were used to analyze the impact of the intervention, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), teacher surveys, a post-intervention teacher focus group, home program, researcher’s observations, and parent reports. The major findings included a statistically significant difference between pre- and post-test results following intervention. Consistency and teacher support were reported as contributing factors. Teachers, parents, and students indicated that the researcher’s lessons and intermittent reinforcement made a significant impact on the positive outcome of the intervention program. The results showed that students demonstrated the use of tools and terminology related to self-regulation in their school and home environments. Additional analysis suggested that three quantitatively identified “at risk” students, who consistently participated in the home program, were no longer in the at risk range, following intervention. Based on the Grounded Theory Framework, unique components of an effective self-regulation program emerged to provide implications for practice and further research recommendations.

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Lopez-Kidwell, Virginie. "THE HEART OF SOCIAL NETWORKS: THE RIPPLE EFFECT OF EMOTIONAL ABILITIES IN RELATIONAL WELL-BEING." UKnowledge, 2013. http://uknowledge.uky.edu/management_etds/3.

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To better understand the effect of emotions on formal and informal interactions in the workplace, I focus on emotional dynamics, the exchange and experience of emotions occurring within repeated interpersonal interactions. Emotional Ability (EA; how individuals perceive, use, understand, and manage their own or others’ emotions) is a key component in emotional dynamics. Specifically, I focus on the role of EA on individuals’ choices of coworkers for gaining emotional support (the receipt of empathy, caring, trust, and concern), and in turn, their occupational well-being and task performance. In addition, I investigate the “ripple effects” of EA, how the EA of focal actors may benefit others in the network. The value of Emotional Ability is thus in reaching beyond the individual’s(ego’s) benefit to extend to others (alters) who are tied to ego, in turn benefiting the entire social network (group of actors) and ultimately contributing to the organization’s emotional health. I further investigate possible moderators of the EA-benefits relationship: relationship perceived emotional competence (as assessed by others), emotional self-efficacy (individuals’ beliefs in their own EA) and empathic concern (propensity to experience feelings of warmth, compassion and concern for others). This study is part of a larger research agenda to develop an affective relational theory (ART) to examine how emotional dynamics affect relational dynamics in organizations.

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Banks, Oakley Dean. "Emotional and Behavioral Disorders Screening in Utah Schools." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7509.

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This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah schools. EBD screening plays an important role in implementing Multi-Tiered System of Supports (MTSS). An electronic questionnaire was sent to 260 practicing Utah school psychologists. A total of 89 of those school psychologists completed the survey resulting in a 34% participation rate. Twelve percent (n=11) of participants reported that EBD screening was happening in their schools. Participants reported that the lack of resources to address student needs, the lack of administrative support, and the school having too many other concerns were barriers to EBD screening implementation. Survey results also reported that successful EBD screening consisted of a combined effort consisting of teams, administration, and school districts. Additionally, school psychologists reported that their role in EBD screening should mainly be focused on data interpretation and intervention implementation. The goal of this thesis project was to increase awareness of how universal EBD screening was occurring in Utah schools.

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Wozniak, Rose Lanee. "Risky sexual behaviors in adolescence| Their relationship to social-emotional intelligence." Thesis, Alfred University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597264.

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This study examined the relationship between social-emotional intelligence and risky sexual behaviors in adolescence. Despite the introduction of sex education in public schools, there continue to be high rates of unwanted pregnancies and sexually transmitted diseases in the teenage population. Researchers have demonstrated numerous positive life outcomes for individuals with greater levels of social and emotional abilities. However, studies have failed to examine the precise relationship between such abilities and sexual behavior. In the current study, data was collected from 49 high school students in New York State. Using the Bar-On Emotional Quotient Inventory Youth Version and a researcher-designed questionnaire on risky sexual behavior, teenagers with higher Interpersonal Emotional Intelligence reported less sexual risk taking. A significant relationship was also demonstrated between Risky Sexual Behaviors and a control variable, Delinquency. Due to limited participation and a homogeneous sample, the results of this study cannot be meaningfully generalized to the greater population. Therefore, these findings support the need for further research to clarify the relationships among these variables and validate the importance of teaching explicit social-emotional training in sex education curricula.

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Rencher, Alison L. "Characteristics of Helping Relationships For Emotional Distress: Older Adults' Perceptions." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/2583.

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Geriatric depression reduces older adults' quality of life, yet few will seek formal help. Older adults often seek help for emotional distress from informal helpers, which appears to have a therapeutic benefit for them. This qualitative study was designed to investigate older adults' perceptions of helping relationships that they used when faced with emotional difficulties or concerns, characteristics that facilitated their approaching helpers, and what they perceived as helpful in those relationships. This study also looked at older adults ' perceptions of professional mental health practitioners and barriers to seeking help. Semistructured qualitative interviews were conducted with 8 older adults between the ages of 78-91 , all of whom were participants of the Cache County Study on Memory, Health, and Aging. All participants had been identified in previous interviews as depressed according to study criteria. The interviews took place in the participants' homes and the participants were asked about their experience seeking help with emotional difficulties or concerns. Participants in this study reported using informal helpers (e .g., family and friends) more than formal helpers. Characteristics of those from whom help was sought were consistent with the literature on the therapeutic helping alliance, and included understanding, caring, trust, acceptance, and availability. Behaviors that were found to be helpful included listening, problem solving, normalizing, and understanding. Older adults generally did not trust or have confidence in professional helpers. Overall, the participants preferred working through emotional concerns on their own or with the help of family and friends. This study supports the literature concerning older adults ' use of social support networks for emotional support and provides suggestions for both informal and formal helpers as well as implications for policy and research.

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Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

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Roberts-Schneider, Michelle Renee. "How Educators Use Dogs to Support Children's Social, Emotional, and Behavioral Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2757.

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Children's undeveloped social, emotional, and behavioral skills have long been a concern in early childhood classrooms. Numerous studies have illuminated how therapy dogs in pedagogical settings support children's holistic development, yet there is scant data on the integration of therapy dogs into the early childhood classroom. This study was guided by the progressive education theory and the concept of the human-animal bond, which collectively lay the foundation for how young children develop critical life skills in the presence of a therapy dog. A qualitative collective case study was used to examine how 3 early childhood educators used therapy dogs and viewed the support these dogs provide for the social, emotional, and behavioral development of children. Two educators from three Indiana public schools and 1 educator from an Indiana independent early education program participated in semi-structured interviews on their use of therapy animals in early childhood classrooms. Classroom observations, children's artifacts, and researcher field notes were used to triangulate the data. A within-case analysis was conducted for each site, followed by a cross-case analysis for comparisons and generalizations. Three themes resulted: a therapy dog (a) is an innovative teaching tool; (b) supports children's social, emotional, and behavioral development; and (c) enhances children's experiences. It is expected that these findings may give program administrators and early childhood educators the mechanics of effective therapy dog practices. Knowing the mechanics of therapy dog usage in the classroom and understanding the potential outcomes for young children, administrators and educators could build on this process, develop a more effective plan for their own program, or opt out of a therapy dog program entirely.

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Munoz, Ivette R. "Attachment Theory as a Predictor of Emotional Distress." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/757.

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Our attachment style, how it is developed, and the impact it has on individuals have been important topics of interest for generations. While previous studies have found insecure attachments and emotional distress are positively related, this study attempts to find the correlations looking at attachment styles on their own. This study introduces the investigation of specific attachment levels on certain aspects of emotional distress (generalized anxiety disorder, social anxiety disorder, and depression). Overall, this study aims to identify if attachment style serves as a predictor of emotional distress, but more specifically, its manifestation. For example, it will attempt to find distinct attachment styles as indicators of social anxiety, depression, and general anxiety disorder based on previous findings and characteristics of the attachment styles and psychological disorders.

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Ivey-Soto, Mona C. "Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9218.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 184 - 200). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Davis, Maura Schoen. "A comparison of three social emotional screening instruments /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055682.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 172-188). Also available for download via the World Wide Web; free to University of Oregon users.

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Danielson, Tricia Hill. "Student and Parent Views on School and Community Strengths and Concerns." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/2511.

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The Lincoln Elementary School needs assessment surveyed students in the third through fifth grades and their parents in order to identify strengths and concerns in their school and community. It also investigated whether or not participants considered family counseling skills as a concern or a strength. The results showed that the concerns and strengths identified by participants fell into three categories: family, community, and school. Parents' primary concern was children watching TV, while children's primary concern was getting enough sleep. Group differences were identified by ethnicity, gender, and marital status. These differences included English/Spanish skills, children showing respect for authority, and Accelerated Reader Program. Family counseling services was not identified as a concern or strength. However, results indicate that schools are a promising arena for marriage and family therapists to offer their skills in providing needed services.

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Bugay, Asli. "Investigation Of Social-cognitive, Emotional And Behavioral Variables As Predictors Of Self-forgiveness." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612679/index.pdf.

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The aim of the current study is to investigate the role of social-cognitive (locus of control, rumination and socially-prescribed perfectionism), emotional (shame and guilt), and behavioral (conciliatory behaviors) reactions toward oneself in predicting self-forgiveness based on Hall and Fincham&rsquo
s (2005) theoretical model. The sample of this study was composed of 815 (445 female, 370 male) university students attending five different faculty programs at Middle East Technical University (METU). Heartland Forgiveness Scale, Trait Shame and Guilt Scale, Socially-Prescribed Perfectionism Scale, Ruminative Response Scale, The Internal-External Locus of Control Scale and Demographic Information Form were used in data collection. In the current study, structural equation modeling (SEM) was used primarily to test the hypothesized model, integrating the effects of the social-cognitive (locus of control, rumination and socially-prescribed perfectionism), emotional (shame and guilt), and behavioral (conciliatory behaviors) variables as determinants of self-forgiveness. The SEM results indicated that this model provided a good fit to the data in spite of three non-significant paths, including the direct paths from (a) socially-prescribed perfectionism to shame and guilt and (b) locus of control to self-forgiveness. Since some paths appeared to be non-significant, the hypothesized model was trimmed. The result of the trimmed model was surpassed many of the criteria for good fit. Overall, the total variance explained by the finalized model in self-forgiveness was .32.

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Sharifi, Marjan [Verfasser]. "The social behavioral, emotional, and cognitive mechanisms underlying narcissistic personality traits / Marjan Sharifi." Berlin : Freie Universität Berlin, 2017. http://d-nb.info/1137509902/34.

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Eaton, Kyendal M. "The effects of father absenteeism on the Socio-Emotional development in African-American females." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/dissertations/3904.

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This quantitative study examined the impact of father absenteeism on the socio emotional development of 71 African-American female students at two undergraduate colleges in the Southeastern region of the U.S. All participants were administered a 28 item anonymous, online survey comprised of various questions from the following scales: Rosenberg Self-Esteem Scale (SES) and Ryffs Psychological Well-Being Scale (PWB). In addition, participants were asked socio-demographic questions in regards to their age, ethnicity, current year of college, and whether their father was present. Participants whose father was absent also specified the reason for father absenteeism (Death, Prison, Divorce, Unknown, or Other). The independent t-Test (p=.104) and One-Way ANOVA (p=.796) revealed that there was no statistically significant differences between the groups with regard to levels of socio-emotional development. The results starkly contrast previous research and holds implications for social work that the information gained can help explain why some females are less affected by father absenteeism.

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Law, Constance. "An exploration of Educational Psychologists' (EP) practices for behaviour concerns." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychologists-ep-practices-for-behaviour-concerns(cf7cebe5-5243-45fa-836c-fc59cf3d861a).html.

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Concerns relating to the management of externalising and internalising behaviour are prevalent within UK educational policy and practice and represent a key domain for Educational Psychologist (EP) support. EP practice has been subject to change over time, following shifts in legislative approaches to managing behaviour in schools and changes to the contexts and systems within which EPs work, such as increased service trading. A systematic literature review (SLR) sought to represent EP behaviour practices within the existing literature. 12 papers, published between 2000-2017 were identified using a PRISMA framework and evaluated for methodological quality, appropriateness and relevance of focus. An empirical investigation, utilising the Research and Development in Organisations (RADIO) model within a single-case design, was also conducted within a north-west local authority educational psychology service. A focus group with 5 EPs and the Principal EP (PEP), and an interview with the PEP, were carried out and thematically analysed. The SLR identified a range of behavioural practices at individual, group and organisational levels, exemplifying the core functions of the EP role. Single and integrated psychological paradigms were applied, within relational and social constructionist approaches. The empirical investigation identified a range of behavioural practices, and underlying psychological paradigms, alongside ideas for future developments in behaviour service delivery and the possible facilitators and barriers to achieving this were considered. Reflections on the utility and experience of EP involvement in action research were also facilitated, with content analysis findings presented. Links to theory and practice, and implications for future research are considered, including empirical investigation of EP practice within local contexts. The application of psychology within local contexts and service development processes, are also considered. Finally, following an exploration of the concepts of evidence-based practice and practice-based evidence, and their implications for practitioner psychologists, a dissemination strategy for sharing findings with participants and the wider EP community is proposed.

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Auch, Patricia Marie. "Physiological correlates in happy and sad emotional states." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2759.

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The physiological differences in happy and sad emotional reactions were measured by taking blood pressure, EMG, heart-rate, and skin-temperature while each emotion was evoked in participants. The study used films shown to participants to provoke happy and sad responses. Self-evaluation questionnaires were used to determine how aware the participants were of their physiological changes in both emotional conditions. Results indicated a decrease in systolic blood pressure, heart rate, and EMG responses, but, an increase in skin temperature while participants watched the sad film manipulation. Physiological readings taken during the happy film sequence contradicted the hypotheses of this study. Participants blood pressure, heart rate, and skin temperature readings were lower in the happy condition than in the sad. Electromyography during the happy film manipulation was the only measure to increase as predicted. Attention was paid to the differences in men and women in their physiological responses.

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Cox, Mary Ellen, Donna J. Cherry, and John G. Orme. "Measuring the Willingness to Foster Children With Emotional and Behavioral Problems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7644.

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Many children in foster care have emotional or behavioral problems or are at risk for these problems. It is important to identify parents willing to foster children with these problems in order to ensure placement, care, stability and well-being of such children. This study presents a new 40-item self-report measure of the willingness of parents to foster children with emotional and behavioral problems, and two 20-item parallel forms of this measure. In addition, this study presents evidence of reliability and validity of scores derived from these measures with a national sample of 297 foster mothers. Coefficient alpha for these measures was 92 or greater, indicating excellent internal consistency reliability. Scores from these measures were unrelated to demographic characteristics, providing evidence of discriminant validity. In addition, scores from these measures were higher for foster mothers licensed to provide treatment foster care than for mothers only licensed to provide regular foster care, providing support for known groups validity. Finally, support for construct validity is provided by the fact that foster mothers with higher scores on these measures had fostered longer, were fostering more children at the time of this study, and had fewer children removed from their home at their request.

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Reyes, Cindy, and Brenda Jane Duchene. "CAREGIVERS’ EMOTIONAL EXPERIENCES REGARDING THEIR ADOLESCENT’S SUBSTANCE ABUSE PROBLEM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/168.

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The primary aim of this investigation was to explore caregivers’ emotional experiences regarding their adolescent with substance abuse problems. These researchers systematically examined the literature on caregiver stress and found a large body of studies on caregivers of persons with mental illness, severe medical problems including cancer, HIV/AIDS, and developmental disabilities. Yet, an absence of research was found on caregivers including parents of adolescents with drug and/or alcohol problems. Based on the findings on investigations with other types of caregivers, these researchers expected caregivers of adolescent substance abusers to report high levels of emotional and psychological distress. Like caregivers of persons with psychiatric problems, it was expected that caregivers would report feelings of hopelessness, anger, anxiety, worthlessness, depression, apathy, alienation, etc. It was also expected that caregivers would express feelings of failure as parents, guilt for not caring better for their adolescents, and frustrations with how this problem can affect the complete family system. A total of 12 caregivers, including parents, of adolescents with drug and/or alcohol problems were interviewed using a semi-structured interview composed of 20 questions related to their experience of caring for an adolescent with these problems. The interview was designed by these researchers and was based on a systematic review of the literature as well as the clinical experiences of these researchers. The study is considered a qualitative-ethnographic study and attempted to capture the personal and intimate challenges confronted by caregivers. The results yielded five salient themes that emerged from the interviews. They were: stress, hurt, disappointment, failure, and hope. In addition, “mini-themes” were also identified. The themes were distance, resistance, guilt, helplessness, and shame. As a result of these findings, recommendations for reaching out to caregivers, the provision of psychological assistance for caregivers, and future research were presented. In addition, the results led the researchers to discuss the challenges of caregivers, especially minority caregivers, in caring for and parenting adolescents with these problems. The results also prompted more questions that require further study. Finally, the researchers also made a series of recommendations for mental health and substance abuse professionals, especially social workers, in the assessment and treatment of families with this problem. In the end, it is the contention of these researchers that substance abuse problems among adolescents are not only an individual issue, but a family issue that requires intervention at the family systems level. Overall, the findings from this study supported the researchers’ assumptions that caregivers of adolescents with substance abuse problems would report high levels of stress, depression and worry, and also economic problems.

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Dodge, Beth. "A literature review of social skills training interventions for students with emotional/behavioral disorders." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf.

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Dickinson, Rebecca. "Group Adlerian play therapy for children with emotional and/or behavioral difficulties." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6936.

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This study examined the use of group Adlerian play therapy (AdPT) as an 8-week intervention to treat children, ages 8-13, displaying emotional and/or behavioral difficulties. The study looked at the effects of the intervention on the parent reports of child externalizing behaviors and parenting stress, and the children’s reports of self-esteem (Social Competence, Behavioral Conduct, and Global Self-Worth). The study included two phases. Phase 1 was a randomized control trial (RCT), which allowed for comparison of treatment to the waitlist-control as between group effects, pre- and post-intervention. Group comparisons could not be tested due to an inadequate sample size of children. Phase 2 involved the waitlist group completing the same 8-week therapy intervention and looking at all participants as a single sample over time, using three time points: pre-intervention, post-intervention, and one-month follow-up. Results from Phase 2 demonstrated tentative support for group AdPT. Additional analyses were conducted in Phase 2 examining differences between the two age groups, 8-10 and 11-13, and the mediating effect of Adverse Childhood Experiences (ACEs) on the effectiveness of the intervention. While the analyses suggest that group AdPT is effective for younger and older children, the small number of older children (n = 7) limits the ability to draw definitive conclusions. Children with moderate levels of ACEs showed non-significant trends in improved externalizing behaviors and self-esteem compared to children with lower and higher ACEs. Implications for future research, practice and policy are discussed.

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Toran, Hasnah. "Early identification of social-emotional competence among young children in Malaysia /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1335363481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-159). Also available for download via the World Wide Web; free to University of Oregon users.

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Almond, Lindsey, and Jacquelyn Mallette. "Religiosity and Online Dating Behaviors: The Mediating Role of Perceptions and Concerns." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/56.

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This study determines the religious differences associated with the perceptions, intentions, and usage of online dating amongst emerging adults. Symbolic interaction theory informs how the symbols associated with online dating impact perceptions, intentions, and usage among a sample of 447 emerging adults, between 18-30 years of age. More religious individuals were found to typically use online dating less, have more negative perceptions, and hold more concerns about online dating, showing that religious beliefs and norms may still associate online dating as a sexual culture rather than a method for finding dating or long-term partners. The association of religiosity and resultant relationships was found to be mediated by frequency and concerns about online dating, but not perceptions. As technology continues to grow and online dating expands to become more acceptable, more online dating sites related to specific intentions will likely arise. Implications for practitioners and future research are provided.

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

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Lee, Nicole Lynn. "Evaluating a Day Treatment Program for Children with Serious Emotional Disorders." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/955.

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The current study used a longitudinal design to evaluate a day treatment program for children with serious emotional disorder located in Richmond, Virginia (N = 101). Child and Adolescent Functional Assessment Scale (Hodges, 1984, 1999) results were analyzed from children who had attended the program for at least six months. Repeated Measures Analysis of Variance tests indicated that children attending YDT for nine months improved their overall functioning F(2, 217) = 26.23, p = .01 as well as their functioning at school F(3,279)= 10.822, p =.01, home F(3, 244) = 6.120, p = .01, and in the community F(3, 238) = 4.158, p =.01. In addition, children improved their thinking F(2, 232) = 5.595, p = .01, behavior toward others F(3, 279)= 24.230, p = .01 and decreased the amount of self-harm F(1, 121) = 7.546, p =.01. Children began YDT with an average total CAFAS score of score of 85.90; however, after nine months of treatment, children dropped 20.40 points to an average CAFAS score of 65.50 points. Results indicate that even the most functionally impaired children in the sample demonstrated some level of improvement. Implications for social work micro and macro practice are included.

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Scott, Jessica L. "Does SES Moderate the Relationship Between Temperament and Emotional and Behavioral Disorders?" Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1386.

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This study explored whether the relationship between temperament and emotional and behavioral disorders (EBDs) is moderated by socioeconomic status (SES) in a sample of 73 children ages 5 through 15 years. Caregivers completed the Rothbart temperament surveys and the Child Behavior Checklist (CBCL). Indicators of SES included total household income and occupational status, while indicators of EBDs included the Internalizing Problems, Externalizing Problems, and Total Problems scales of the CBCL. Temperament variables included Fear, Frustration, Sadness, and Shyness. Hierarchical regression analyses revealed 4 regressions significant for moderation. A conclusion gleaned from these results is that the relationship between particular temperament dimensions and Externalizing Problems and Total Problems is stronger in low-SES children than high-SES children but only when taking into account occupational status.

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Najm, Julia. "ACEs, Emotional Socialization, and Substance Use: A Moderator Model." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3689.

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Adverse childhood experiences (ACEs) are linked to risky health behaviors, and chronic disease. Children exposed to trauma are seven times more likely to develop a substance use disorder (SU) in adulthood. However, not all children who experience ACEs will grow up to have detrimental outcomes. Parental emotion socialization (ES) may be particularly relevant for promoting risk or resilience in the context of adversity. The present study aimed to examine ES as a moderator of the relationship between ACEs and SU. Participants were recruited from East Tennessee State University. Simple regression revealed that non-supportive ES significantly moderated the relationship between ACEs and drug use, r2 = .041, F (7, 456) = 2.772, p < 0.001. Supportive ES significantly moderated the relationship between ACEs and drug use, r2=.051, F (7, 456) = 3.473, p < 0.001. Overall, the results provide further understanding on the relationship between ACEs, ES, and SU.

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Popliger, Mina E. "Domain specificity and perceived social support across raters for children with emotional and behavioral difficulties." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83199.

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The perceived availability of social support has been documented as a protective mechanism among adults and adolescents but little work has been done with children with emotional and behavioral difficulties (EBD). The current research addressed this gap in literature with a sample of teacher-nominated children with EBD. Fifty-four children (43 males, 11 females), 56 parents, and 27 teachers completed questionnaires on perceived social support and behavioral, emotional, and social functioning. Results suggest a pattern of domain specific social support relating to domain specific adjustment outcomes. Furthermore, the importance of child ratings over parent and teacher ratings of social support was evident. Significant inter-rater differences were found on ratings of social support, despite directional agreement. Finally, children with higher ratings of social support reported more positive adjustment and less negative adjustment than children with lower support ratings. Interventions that are child-centered and domain specific are suggested.

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Correll, Jennifer Aileen. "Weight Concerns, Body Image, and Smoking Cessation in Pregnant Women in Rural Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1427.

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Smoking is the leading preventable cause of death, and smoking during pregnancy can lead to significant health complications for both the mother and developing child. In the Appalachian region of East Tennessee, pregnancy smoking rates are as high as 40% in some counties which is almost 4 times the national average. Weight and body image concerns have previously been identified as variables contributing to maintenance of smoking behavior. The current study was designed to examine the relationship between prepregnancy weight and body image concerns and smoking status at third trimester. Participants included 172 pregnant women who smoke. Women were recruited via Ob/GYN and Family Practice offices throughout East Tennessee and participating in the research arm of the Tennessee Intervention for Pregnant Smokers. Prepregnancy weight and body image concerns were assessed during first trimester via the Weight Concern Scale and Body Image Concern Inventory. Smoking status was collected at third trimester via self-report. At third trimester, 20% of participants reporting quitting since their first trimester visit. Logistic regression analyses revealed that education and weight concerns played a significant role in whether women chose to quit during pregnancy. Women with higher education were less likely to continue smoking (OR=.601, 95% CI .43-83, p=.003) and women reporting higher weight concerns were more likely to continue smoking (OR=1.67, 95% CI 1.23-2.27, p=.001). Beliefs about the weight control properties of cigarettes may play an important role in the decision to continue to smoke. These findings suggest the importance of assessing weight concerns and discussing weight gain with pregnant women who smoke in an effort to facilitate successful cessation.

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Anderson, Kelsey Anne. "Concerns of Water Scarcity and Water Quality among two Andean Communities in Peru." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6061.

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This thesis sought to explore the perceptions and experiences of Andean women regarding water quality, water scarcity, and health among two communities in Carhuaz province of Ancash, Peru. Household surveys (n=25), semi-structured interviews (n=10), unstructured interviews (n=2), and participant observation were conducted with local women to investigate their concerns and perceptions of water and health. An additional two unstructured interviews were conducted with a local water authority and doctor in order gain another perspective on the issues of water security and health. The pressure of a changing climate and of a problematic water governance system in Andean Peru create an opening in which to explore local women’s experiences with water and health. Additionally, the socio-history of the region, issues of gender and ethnicity, and the various water users at stake must be considered as they help form the women’s perceptions and experiences. The findings suggest there is concern among women in both communities on water scarcity and water quality. Furthermore, the relationship between diarrhea and community was found to be significant. The results of this study help situate the local experiences within the broader economic and social processes of the region.

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Sandhu, Reena P. "Father Attachment Predicts Adolescent Girls' Social and Emotional Development." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1396974791.

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Kim, Jakyoung. "The relationship between behavioral and emotional functioning and social status among students with learning disabilities /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842544.

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Karpus, Erin M. "ASSESSING A MEASURE OF SOCIAL INFORMATION PROCESSING SKILLS WITH YOUTH WITH EMOTIONAL AND BEHAVIORAL DISORDERS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/248.

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The predictive validity, convergence and divergence with well-established measures, and the potential biases of the Social Cognitive Assessment Profile (SCAP; Huges, Meehan, & Cavel, 2004) were assessed with youth with emotional and behavioral disorders. Thirty youth in the third through twelfth grade from two alternative Special Education schools were recruited for this study. Youth were individually administered the SCAP, the Index of Peer Relations (IPR; Hudson, 1997), and the Young Children's Social Desirability Scale (YCSD; Ford & Rubin, 1970). Each student's current teacher was asked to complete a Teacher Rating Scale. The scores on the SCAP were not significant predictors of teacher ratings of aggressive behavior. The scores on the SCAP and the IPR were significant predictors of school problems. The results of the current study address the clinical utility of the SCAP as a measure of social information processing skills. Several limitations including, a lengthy administration time, several scales remaining significantly skewed after correction, the lack of a severity of aggression scale, pictures depicting only one ethnicity, and the lack of scoring of instrumental solutions and responses, may decrease the clinical utility of the SCAP as a measure of social information processing. Future research should focus on assessing the clinical utility of the SCAP with specialized populations, further examining gender and ethnic differences, and addressing potential modifications of the SCAP.

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Nazarian, Gaiane. "SEPARATION DUE TO DEPORTATION: PSYCHOLOGICAL, EMOTIONAL, AND ECONOMIC AFFECT ON CHILDREN OF DEPORTED PARENTS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/48.

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This study looked at the affects of separation due to deportation of a parent(s) on children with US citizenship status who were left behind in the care of one remaining parent, or family members, or were placed in the foster care system. It addressed psychological, emotional, and economic hardships suffered by children in face of being separated from their families and becoming vulnerable to emotionally triggered dysfunctional behavior, abuse, neglect, and poverty. Qualitative methods were used for this research as it aimed to examine the content and depth of the experience.

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Bilotti, Katie. "Emotional Brand Attachment: Marketing Strategies for Successful Generation." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/273.

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Modern society is structured around consumption. The climate of the current consumer culture is one of intense competition. In order to differentiate their brands and products, companies are beginning to focus on differentiating their brands on the basis of distinctive emotional, rather than functional, characteristics. Emotional brand attachment is defined as the bond that connects a consumer with a specific brand by involving feelings of affection, passion, and connection. When established, emotional brand attachment is a powerful tool for building brand equity and influencing the purchasing decisions of consumers. This paper explores the marketing tactics utilized by Dove brand and Nike, Inc. Although the means were different, both companies successfully generated emotional brand attachment between their products and modern consumers.

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Lance, Jennifer R. "The Relationship Between Emotional Intelligence and Adolescent Deviant Behavior." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/2521.

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This thesis summarizes a study conducted to explore the relationship between emotional intelligence and adolescent deviancy. The primary goal of this study was to investigate the relation between 1) overall emotional intelligence plus its subscales and overall normative deviant behavior, and 2) emotional intelligence subscales and subscales of a deviancy measure. Tapia's Emotional Intelligence Inventory (Eli) and Vazsonyi's Normative Deviancy Scale (NDS) were used to measure the two variables of this study. Subjects included 152 high school students, aged 14-18, from a small city in Northern Utah. One hundred seventeen students came from a local high school comprising grades 10-12 and a junior high school comprising grade 9. The remaining 35 students attended an alternative high school, which comprised grades 9-12. Findings reveal that overall emotional intelligence was not correlated with overall deviant behavior. Two subscales of Eli, handling relationships and self-control, were statistically significant in relation to the vandalism, general deviance, and assault subscales of the NDS. Results may be contingent on the type of sample obtained and testing procedures. Further research is needed to validate these fin dings.

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Hemmeler, Megan Renee. "Social and Emotional Competency and Exclusionary Discipline." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.

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Krcmar, Patricia. "Teacher-Student Interaction, the Impact It Has on Foster Youth and Their Social-Emotional Intelligence." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10973011.

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Studies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&SEI) open-ended questions, interviews, and journals. A Southern California District educates approximately 500 foster students. This high school located in the urban district was chosen because they had the highest number of foster youth. The 15 participants who participated in the study consisted of a site administrator, a counselor, teachers, and foster parents. After collecting, the FSI&SEI seven participants agreed to be interviewed. The overall findings of this study indicate that teacher awareness of who their foster students are, struggles foster students face, and intentional conversations regarding the whole child impact the foster student’s social-emotional intelligence as well as their ability to form relationships with teachers.

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Williams, Ellen. "Building Connections: The role of Reflection in Social and Emotional Learning Among Youth Living in Poverty." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555006010267362.

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Grenman, Kathleen M. "The effectiveness of co-teaching on social and behavioral changes in students with emotional and behavioral disorders at the middle school level /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456290451&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.S.Ed.)--Southern Illinois University Carbondale, 2007.
"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 34-37). Also available online.

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Reimer, Keenan M. "Inducing Emotional Response in Interactive Media." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1645.

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Video games, and entertainment media have been developed for many years, and eliciting emotional experiences is an integral part of that process. Producing and editing game content in order to affect desired emotional experiences can be expensive and cumbersome to developers. This paper presents a study intended to show that such experiences can be affected with simple after-the-fact audio-visual effects. As subjects of the study, participants experience three different emotional states, fear, peace, and none, over three rounds and in three different game environments. They are given a simple narrative in each environment that directs them to gather various objects. The fear and peace emotional states are represented by carefully designed sets of simple audio-visual effects, while the none state represents the absence of any additional audio-visual effects. That states are randomly and non-repeatedly applied to the game environments for each participant. Over 50% of responses indicate proper emotions across emotion states for all levels, and rounds, and there are statistically significant effects between most emotional state comparisons. This means that it is indeed possible to induce emotional response with after-the-fact audio-visual effects, and it hints at future possibilities for drag-and-drop emotional experience ﬁlters

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Jennings, David II. "Inspiration: Examining Its Emotional Correlates and Relationship to Internalized Values." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2917.

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The study of inspiration as a psychological construct has received little empirical attention to date. In the present dissertation, I review the empirical literature on inspiration and present a theoretical model and definition of inspiration. In two studies, I tested a Value-Congruent Model of Inspiration and my proposed definition. In Study 1 (N = 134), I explored inspiration’s emotional correlates and tested whether individuals experience greater inspiration if the inspirational content is concordant with individual meaning and values. As predicted, state inspiration was positively related to state levels of admiration, awe, and elevation, and value-congruent stimuli significantly predicted self-reported experiences of inspiration. In Study 2 (N = 173), I replicated these results and tested whether value-congruent inspiration would predict behavioral intentions and volunteering behavior toward environmental preservation. The adapted measure of self-concordance for internalized values did not yield the predicted results. However, one’s level of commitment to the environment predicted willingness to sacrifice for the environment, which was partially mediated by state inspiration.

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Zaraket, Sarah. "The influence of negative eWOM through social networking sites on consumer's cognitive, emotional and behavioral reaction." Thesis, Paris 1, 2019. http://www.theses.fr/2019PA01E048.

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Le bouche à oreille électronique négatif (BAOE) sur les réseaux sociaux a un effet considérable sur l’image de marque, ce phénomène a attiré l’attention des professionnels et des chercheurs. Cependant, malgré la montée en puissance des sites de réseaux sociaux (SRS) en tant que nouvelle forme de BAOE négatif, les recherches sur le sujet sont encore rares. L’objectif de cette recherche est d’analyser l’impact du BAOE négatif généré à travers les SRS sur les réactions en ligne et hors ligne des internautes. En se basant sur les recherches antérieures ainsi qu’une étude qualitative, un modèle unifié de traitement du BAOE négatif a été élaboré. Il intègre la notion des caractéristiques de message tout en prenant compte du traitement du BAOE négatif sous l’angle cognitif (crédibilité perçue) et affectif (émotions négatives générées) ainsi que leurs antécédents informationnels (caractéristiques du message) et relationnels (force du lien). Le modèle comprend quatre réactions comportementales (intentions de non-achat, retransmission du BAOE, retransmission du BAO et l’adoption du BAOE). Les données ont été collectées à travers une enquête en ligne, elles ont été analysées via les équations structurelles. Les résultats montrent que la force des liens, ainsi que les caractéristiques des messages cognitifs et affectifs, ont un impact significatif sur les états internes cognitifs et affectifs de l’internaute. Ces états internes influencent les décisions d’achat des consommateurs en termes d’adoption négative et de comportements d’évitement. Les implications théoriques et managériales sont abordées, ainsi que les limites et les suggestions de recherches futures
The use of negative electronic word of mouth (eWOM) on social networking sites (SNS) has been known to have an impact on a brand’s image, thus it has attracted the attention of both professionals and researchers. Nevertheless, despite the rise of social networking sites as new form of negative eWOM, researchers on the topic are still scarce. The objective of this research is to analyze the impact of negative eWOM generated on SNS on user’s online and offline reactions. Based on a literature review and a qualitative study, a unified negative eWOM processing model was elaborated that brings the notion of the dual message characteristics into the picture and considers the negative eWOM processing through the perspective of cognitive (perceived credibility) and affective paths (negative emotions generated) and their informational (message characteristics) and relational antecedents (tie strength). The model included four behavioral reactions as endogenous constructs (non purchase intentions, WOM retransmission, eWOM retransmission and eWOM adoption). Data was collected through an online survey and analyzed through structural equation modelling. Results show that tie strength, affective and cognitive message characteristics significantly impact user’s cognitive and affective internal states. In turn, these internal states influence consumer’s purchasing decisions in terms of negative eWOM adoption and avoidance behaviors. Theoretical and managerial implications are tackled as well as the limits and future research suggestions

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Morris, Christopher H. "Assessing Mental Health of Native American Children: Relationship of Acculturation with Social, Emotional, and Behavioral Functioning." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6133.

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The literature indicates that, in comparison to children of other ethnic minority groups, Native American children may be at greater risk for a variety of emotional and behavioral Ill disorders and negative psychosocial conditions. Many may also struggle to resolve issues related to cultural identity. Understanding how Native American children and families relate to the cultures within which they live is a critical aspect of preventing and treating childhood mental disorders. Although Native children and families face persistent social pressure to adapt to a multicultural world, no systematic research exists examining the relationship between families' experience of acculturation and their children's social, emotional, and behavioral functioning. This study described features of acculturation among Native American children and families, and explored the relationship between these cultural features and children's functioning. The study relied primarily upon the perceptions of 186 children and parents from an American Indian tribe of the southwestern United States, each reporting on their own traditionalism, and their perceptions of the child's social-emotional competencies and problems. Child and parent perceptions were augmented by parent report of other family characteristics. Consistent with the literature, factor analytic and psychometric findings indicated that traditionalism is a multidimensional construct that can be measured reliably among children and adults. These findings are especially significant because few psychometrically adequate instruments exist to assess traditionalism or acculturation among Native American children. Few relationships were found between child emotional and behavioral problems and acculturation. A consistent pattern of relationships indicated an association of parent- and child-reported traditionalism with lower perceived levels of child social and behavioral competencies. Exceptions to this pattern included the tendency of children to see themselves as more socially competent if they were involved with traditional ceremonies. Parent reports indicated an association between biculturalism and positive perceptions of child competencies. These findings must be cautiously interpreted in conjunction with the specific cultural and historical context of these families. Characteristics of the data placed some limits on multivariate analyses, and most study findings should be viewed as exploratory. Recommendations are included for further research required to adequately understand relationships between family acculturation and child functioning.

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Dissertations / Theses on the topic 'Social emotional and behavioral concerns'

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