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1
Jeo, Noella. "Perry Smith and Josef Kavalier : historical and literary victimized victimizers /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd938.D4.
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Groff, Sarah Katherine. "The social Information processing patterns of peer-victimized children." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3556.
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Thesis (M.A.) -- University of Maryland, College Park, 2006.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Peyton, Mildred. "Exploring the Meaning of School Bullying Among Parents of Victimized Children." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1367.
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Bullying in American schools has increased to what some have considered an epidemic and is a major problem among youth. Bullied youth experience poorer mental health and lower school performance, in comparison to those who are not bullied, and the growth of bullying has raised concerns from parents, schools, policy makers, and human-services professionals interested in prevention and intervention of bullying behaviors. The purpose of this study was to explore how parents whose children experienced school bullying perceived school administrators, teachers, antibullying school policies or programs, and their family's dynamics, to better understand the parents' internal experiences. The theoretical framework for this study was the symbolic interactionism theory, which posits that individuals develop subject meanings of themselves and their world, based on their experiences. A phenomenological study design was employed, using purposeful semistructured interviews of 7 parents of different schools, all of whom had witnessed bullying in their children's lives. Data were open coded and analyzed for emergent themes. The study showed that these 7 parents were not satisfied with their respective school's approach to handling bullying, especially when their home environments were adversely impacted. One recommendation that stemmed from these findings was to establish sanctions for schools failing to adhere to bullying policies. This study may provoke positive social change in the area of school safety and in areas concerning improved understanding and communication among parents, teachers, school administrators, and other professionals. Along with this notion, students may have the opportunity to thrive in a more secure atmosphere, which may lead to positive social and emotional achievements that may promote higher societal achievements.
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See, Pirita E. "Subtle Perceptual Dehumanization of Victimized Groups: The Visual Victim Dehumanization Hypothesis." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406288607.
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VanderWoude, Chelsea. "BULLYING VICTIMIZATION: THE PERCEIVED EMOTIONAL RISK FACTORS AND CONSEQUENCES FOR VICTIMIZED STUDENTS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1733.
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Bullying victimization is a common experience for many students (Hoover, Oliver, & Hazler, 1992; Lund & Ross, 2017; Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014). The vast majority of studies on the subject have focused on children and adolescents, but research shows that bullying victimization may continue into adulthood for some (Chapell, Casey, & De la Cruz, 2004; Finn, 2004). This suggests that certain students are at risk throughout their lifetime likely due to stable or innate risk factors. Researchers have proposed that personality traits, specifically neuroticism, and emotion regulation deficits are risk factors for bullying victimization (Hemphill, Tollit, Kotevski, & Heerde, 2015; Mynard & Joseph, 1997; Nielsen & Knardahl, 2014). The current study assessed bullying victimization for students attending a public Midwestern university. The rates for college students, influence of prior bullying victimization, and common associated difficulties were assessed. In addition, the current study measured difficulties in emotion regulation and changes in affect in response to bullying victimization vignettes. The results from the current study indicated that bullying continues into college for some students and is best predicted by bullying victimization in primary and secondary school. Results from this study supported the use of a vignette as a mood induction procedure for both victimized and non-victimized students. When taken together, these findings have implications for future research and intervention efforts, which are discussed.
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Menéres, Maria Sofia Seabra Pereira Cabral. "Children’s attribution of emotions in victimization situations : Examination of the happy victimizer task and its relation to children’s moral behavior." Doctoral thesis, Simon Fraser University, 2014. http://hdl.handle.net/10400.12/2893.
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Tese de Doutoramento em Psicologia, apresentada a Departament of Psychology, Faculty of Arts and Social Sciences, Simon Fraser UniversityChildren’s understanding of emotions in victimization situations has been investigated as a way to study children’s moral motivation. To assess this understanding, researchers have used a procedure known as the happy victimizer task in which children are asked to attribute emotions to victimizers who have performed an immoral action. In the present study I argue that this task is flawed in a number of ways that compromise the validity of the conclusions drawn from this research for the study of children’s morality. Following this critique, I propose an improved version of the task, the anticipated emotions version, in which the story character has not yet performed the immoral action and children are asked about emotions the character might feel. I analyze children’s attribution of emotions in the anticipated emotions version of the task and compare these with their performance on the standard task. In order to investigate possible processes that underlie children’s emotion attributions in victimization scenarios, I also investigate relations among children’s attribution of emotions, their social understanding (i.e., understanding of interpretation and mixed emotions), and their social history (i.e., parental style and number of siblings). Finally, I investigate how children’s emotion attributions are related to their moral behavior. One hundred and forty-four 5- to 8-year-old Portuguese children participated in this study. Results show a developmental shift from the attribution of positive to the attribution of negative emotions in the anticipated emotions version of the task when children attribute emotions to a hypothetical victimizer, and a decline of the attribution of positive emotions when children attributed emotions to themselves as if they were the victimizers. Children also attributed less positive emotions to a hypothetical victimizer in the anticipated emotions compared to the standard version of the task. Attributions of emotions were not related to children’s social understanding or to the assessed aspects of children’s social history. Also, no relation was found between children’s attribution of emotions and behavior. Implications of these results for the study of children’s moral development and moral behavior are discussed and future research is proposed.
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Cohn, Mallory R. "Suffering, self-creation and survival : victimized children in the novels of Charles Dickens /." South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/274.pdf.
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Logan, Stephanie A. Flores Lisa. "The relationship of coping strategies to psychological health among sexually victimized deaf women." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6844.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Lisa Flores. Vita. Includes bibliographical references.
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Sharma, B. S., Jill D. Stinson, Kelcey L. Hall, and Megan A. Quinn. "Development of Sexually Abusive Behavior in Adolescent Males Who Have Been Sexually Victimized." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7897.
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Sharma, Brittany S., Jill D. Stinson, Kelcey L. Hall, and Megan A. Quinn. "Development of Sexually Abusive Behavior in Adolescent Males Who Have Been Sexually Victimized." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7944.
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Childhood sexual abuse is represents a significant public health problem in the United States, as 21% of U.S. children experience sexual victimization prior to age 18. Research dedicated to preventing further sexual victimization has identified factors that influence the development of sexually abusive behavior. The abused-abuser hypothesis suggests that a prior history of sexual victimization may increase the risk of engaging in sexually abusive behavior among some victims. Some research has also investigated the relationship between characteristics of an individual's experiences of sexual abuse and the characteristics of their own sexually abusive behavior, but such research is scarce with inconsistent findings. For the present study, we first hypothesized that childhood sexual victimization is more prevalent among those who have engaged in sexually abusive behavior than those who have not. We also posited that among those who have engaged in sexually abusive behavior, their own sexual abuse experiences contribute to victim Page 188 2017 Appalachian Student Research Forum choice, the age at which they begin sexually abusing others, and the frequency of abuse. Our sample (N=529; 100% male; 84.7% Caucasian; M = 17.71) consisted of participants from two larger studies of university students with no known history of sexually abusive behavior (n = 286; 84.6% Caucasian; M = 20.18) and youth who have engaged in sexually abusive behaviors and received residential treatment in the Southeastern U.S (n = 243; 84.8% Caucasian; M =14.79). Data from university students were self-reported, while data from the residential youth were coded from archival records. Results of a chisquare analysis revealed that youth who have engaged in sexually abusive behavior were significantly more likely to have experienced childhood sexual abuse than non-sexual abusers, 2 (1, N=523) =210.788, p = .000. Additionally, within the sample of youth who have engaged in sexually abusive behavior, correlations were used to examine relationships between characteristics of their own sexual perpetrators and their victim choice. Results indicate being victimized by a male is significantly associated with having a male victim (r= .143, p=.033), being victimized by a relative is associated with sexually abusing a relative (r=.148, p=.024), and being victimized by a non-relative is associated with sexually abusing a non-relative (r=.194, p=.033). Findings thus far indicate that youth who have engaged in sexually abusive behavior have not only experienced greater sexual victimization than non-sexual abusers, but that the characteristics of their sexual perpetrators may relate to how they sexually abuse others, specifically with regard to victim choice. Additional analyses will examine whether these characteristics of sexual victimization influence the age of onset of their sexual offending and their number of arrests, sexual offenses, and victims. Future directions and limitations will also be explored.
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Hilliker, Daniel Richard. "The relationship between childhood sexual abuse and juvenile sexual offending: Victim to victimizer? /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487944660932819.
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Taylor, Katherine. "Relations between Violence Exposure, Threat Appraisal, and Coping among Typologies of Victimized Adolescents." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2447.
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According to the transactional theory of stress and coping, threat appraisals influence coping and adjustment. Previous research has shown that threat appraisals mediate relations between violence exposure and adjustment, but few studies have examined links between threat appraisals and coping. The current study examined relations between violence exposure, threat appraisals, and coping among typologies of victimized adolescents. The sample included 159 predominately African American adolescents (M = 12.1). Path analyses were used to test whether threats of negative evaluation by self and others mediated relations between violence exposure and avoidance and positive reframing coping, respectively. Results did not indicate mediation or differential relations between study constructs for victim typologies. Significant direct effects were found between violence exposure and negative self-evaluation and positive reframing, such that greater violence exposure was associated with a greater likelihood of self-blaming and positive reframing. These findings have implications for youth violence prevention and intervention efforts.
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Scott, Michelle. "Children's Understanding of the Emotions of Victims and Victimizers: Developmental and Peer Status Differences." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/950.
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Research has shown that children's standing in the peer group is an extremely valid predictor of later developmental problems. Children who are rejected by their peers and who exhibit aggressive behavior have a poor developmental prognosis; these rejected/aggressive children often have problems throughout development and into adulthood. The correlates of peer rejection include distinctive behavioral and social cognitive patterns. Research has shown that rejected/aggressive children's thinking about social situations with peers contributes to a pattern of antisocial behavior. In particular, rejected/aggressive children demonstrate deficits in each of the stages of the social information processing model proposed by Dodge (1986). Research has produced findings suggesting that the information processing of rejected/ aggressive children is very similar to that of children much younger than themselves. Previous studies in children's understanding of emotions have uncovered a phenomenon named the "happy victimizer" effect. Research has shown that many children, from 4 to 8 years old, expect a child who has victimized another child to feel happy following the victimization. The youngest children have especially been found to rationalize the happiness experienced by the victimizer in terms of the acquisition of the material outcome, with little regard for the harm to the victim. Tasks have been developed to study the "happy victimizer" effect, and that also examine one of the stages in Dodge's (1986) social information processing model, the Response Evaluation stage. The purpose of this study was to test further the deficits of aggressive children in the response evaluation stage of information processing and to gain further insights into the developmental changes in children's understanding of emotional consequences. Both age and peer status differences were predicted. A total of 443 children from 4 to 9 years were included in the study. In the first phase of the experiment, subjects participated in sociometric interviews and were classified into five peer status groups, based on social preference scores and aggression nominations. Subjects then participated in a structured interview used by Arsenio and Kramer (1992). This interview format was used to study children's understanding of the mixed emotional consequences which follow victimization of another child. Results suggested clear developmental differences in children's understanding of mixed emotional consequences. Findings support the theory of an attributional shift which occurs as children gain the ability to understand simultaneously occurring, opposite valence emotions. The oldest children generally demonstrated the highest level of moral reasoning. Results also suggested limited support for the hypotheses regarding peer status. Peer status effects were noted in children's attributions of emotions of victimizers following victimization and the rationales children used to explain victimizers' emotions. Children classified as accepted/aggressive generally demonstrated the highest level of moral reasoning.
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Sharma, Brittany S. "The Development of Sexually Abusive Behavior in Adolescent Males who have been Sexually Victimized." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/426.
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The abused-abuser hypothesis posits that a history of sexual victimization may increase the risk of engaging in sexually abusive behavior for some victims. Although many researchers have discovered a higher prevalence of childhood sexual abuse (CSA) in sex offenders in comparison with non-sex offenders, less research has considered how specific characteristics of prior sexual abuse may contribute to how these individuals sexually abuse others. For the present study, archival data were collected from 243 youths receiving residential treatment for sexually abusive behavior and self-reported data were collected from university students with no known history of sexual offending. The present study confirms disproportionally high rates of CSA in the sample of sexually abusive youth, compared to non-sexual abusers. Further, among the sample of sexually abusive youth, we examined the effects of sexual perpetrator characteristics and age of sexual victimization on victim choice, age at first sexual offense, and number of sexual offenses, number of arrests, and sexual victims. Results revealed associations between perpetrator characteristics and victim choice. Additionally, being sexually victimized by a male or a relative was significantly associated with a younger age of onset of sexually abusive behavior and a younger age of sexual victimization suggested a greater number of sexual victims. Implications and future directions will be explored.
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Evans, Kellie S. "The Valorous, the Villainous, and the Victimized: The Melodramatic Framework of Animal Rights Documentary." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405784577.
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Eshelman, Lee Renee. "Emotion regulation and PTSD: Modulating responses to threat-relevant stimuli among sexually victimized women." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153130704215266.
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Tegegn, Dunia [Verfasser]. "Victimized Twice. Promoting Accountability and Justice for Survivors of Wartime Rape in South Sudan / Dunia Tegegn." Munich : GRIN Publishing, 2016. http://d-nb.info/1129875784/34.
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Torrenzano, Suzanne Elaine. "Adult survivors of incest and non-victimized womens' evaluation of the use of touch in counseling." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171618/.
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Bricker, Donald Gordon. "Bringing the victim/victimizer co-existence to life, therapists' reflections upon their work with men who batter and who have experienced childhood trauma." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ49804.pdf.
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Albornoz, Ana Celina Garcia. "Desenho da figura humana : indicadores de abandono, abuso sexual e abuso físico em crianças." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/61752.
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O abandono e os abusos vivenciados podem interferir no desenvolvimento psicológico das crianças. O presente estudo teve como objetivo descrever o perfil das crianças vitimizadas do ponto de vista dos dados sociodemográficos e verificar os itens mais frequentes em Desenhos de Figura Humana (DFH) de crianças abandonadas, negligenciadas, sexualmente abusadas e fisicamente abusadas a partir da comparação com os DFHs de crianças que não tiveram essas vivências. Participaram deste estudo 378 crianças e adolescentes, com idades entre 6 anos e 12 anos, 11 meses e 29 dias de idade e nível sócio-econômico baixo ou médio-baixo. Os participantes foram divididos em dois grupos: grupo clínico (281) e grupo de comparação (97). O grupo clínico, para fins de análise, foi agrupado com base nas diferentes tipologias de vitimização sofridas. A idade média para o primeiro ingresso no acolhimento institucional é de 6,8 anos para meninas e 7,5 anos para meninos, sendo que 35,6% dos participantes do grupo clínico vivem em um abrigo por um a três anos. As vivências de vitimização faziam parte da vida da maioria das crianças e adolescentes do grupo clínico há mais de um ano e 56,2% das vítimas de abuso sexual e de abuso físico sofriam violação sistemática. O DFH refletiu indicadores dessas vivências. A identificação dos Indicadores Emocionais do DFH que diferenciam (p < 0,1) o grupo clínico do grupo de comparação, por tipologia e sexo, resultaram na construção de cinco escalas avaliativas: duas escalas para abuso sexual (uma para meninas, outra para meninos), uma escala para abuso físico em meninos, duas escalas para abandono e negligência (uma para meninas e outra para meninos). Os achados se refletem em avanço para a área da avaliação psicológica, pois os critérios para a avaliação das crianças vitimizadas estão adaptados a sua realidade.Abandonment and abuse experienced by children can interfere in their psychological development. The present study aimed at describing the profile of victimized children in terms of demographic data and checking the most frequent items in Human Figure Drawings (HFD) of neglected, abandoned, sexually and physically abused children in comparison of HFDs of children who have not had those experiences. Participated in this study 378 children and adolescents, aged from 6 to 12 years old, low and middle-low SES. They were divided into two groups: clinic (281) and comparison (97) groups. The clinic group was split based on the different types of victimization. As results, the mean age of first violence experience was 6.8 years old for girls and 7.5 years old for boys, and 35.6% of the clinic group lives in a shelter from one to three years. The majority of children and adolescents have been victimized for more than a year and 56.2% of them who were sexually and physically abused suffered systematic violence. HFD indicators reflected the experience of victimization. The emotional indicators of HFD which differentiate (p < 0,1) the clinic group from the comparison group, by typology and sex, resulted in the construction of five assessment scales: two for sexual abuse (one for girls and one for boys), one for boys physical abuse and two for abandonment and negligence (one for girls and one for boys). Results reflect advances to the psychological assessment area since the criteria for the evaluation of victimized children are adapted to their reality.
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Leinberger, Beate [Verfasser], Hartmut [Akademischer Betreuer] Schröder, and Hartmut [Gutachter] Schröder. "Sand Play Reprocessing Integrating Nonverbal Trauma-Interventions and Self-Stabilization for Victimized Children Conceptualization and a Prospective Controlled Pilot-Study / Beate Leinberger ; Gutachter: Hartmut Schröder ; Betreuer: Hartmut Schröder." Frankfurt (Oder) : Europa-Universität Viadrina Frankfurt, 2019. http://d-nb.info/1176970720/34.
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Wagner, Tsipi. "Secular Understanding and Shattering the Myth of the American Dream: A Chronological Analysis of Changing Attitudes and Depictions of Murder within the Twentieth-Century American Literary Canon." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/english_diss/72.
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Extreme violence, which often results in murder, is a prominent theme in the American literary canon; therefore, it deserves a wider and more focused lens in the study of Twentieth-Century American literature. Murder and entertainment seldom coexist in canonical literature, but the very nature of the murder, foreign to many readers, consequently piques one’s curiosity, and demands special attention.
The literary texts I have chosen to discuss are four novels and three plays. They all belong to the genre known in literature as ‘a crime novel or play.’ The murderers are easily identified, and their criminal acts have been carried out successfully, often with much forethought and detail. My focus has been to conduct a psychological study to highlight the impetus for the crime. Three basic themes have captured my attention:
1- Is the murder a sin or a crime? What is the role of religion in the lives of the
accused?
2- Is it right to blame society for such horrendous acts?
3- How is the American Dream portrayed in these works?
The closer we get to the end of the Twentieth-Century, the harder it is to detect an affirmative ending in the works of literature I have explored. The insatiable appetite for material consumption overshadows the pursuit of happiness, or, maybe happiness is defined by material wealth. The critical question is: can American society read the warning written on the wall?
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Dibo, Monalisa. "Intervenção psicológica com mandalas: técnica do desenho de mandala em um grupo de crianças de 8 a 12 anos, vítimas de abandono, moradoras em casa de abrigo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/1815.
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The mandala, as a religious symbol, has the objective of enhancing the encounter of the conscience with the Self, through a religious posture. This paper uses a religious instrument to benefit the mental health of some children. The goal of this thesis is to study the effects of mandala drawings in children between the ages of 8 and 12, victimized by abandonment, living in shelters. The effects studied here refer to stress, anxiety and worrying, depressive moods, interest in social and school activities and cognitive and physical fatigue. It is a qualitative as well as quantitative research that highlights the meanings and the processes measured both in terms of quantity and frequency. The tools utilized were: the CAD Clinical Assessment of Depression; Child Stress Symptoms Inventory (Escala Stress Infantil), questionnaires for the technical staff; printed religious mandalas; printed coloring drawings; and printed drawings of a circle. The sample included 34 children, 12 males and 22 females. All children were sheltered at Associação dos Amigos do Menor pelo Esporte Maior (AMEM) in São Paulo at the time of the research. These children were enrolled in the elementary school from 2nd to 6ª grade, corresponding to the third and seventh grade in 2009. The children were divided into two groups: a control group (doing coloring of printed drawings) and experimental group (doing mandala painting). Each group comprised 17 children. The data obtained confirmed the hypothesis, i.e. the mandala drawings induced changes in the children s behavior, promoting meaningful improvements regarding children stress, depression, anxiety and worrying, in their school and social interests as well as in their cognitive and physical behavior. Hence, we could say that the mandala drawing technique was an enriching and efficient activity for the psychic life of these children. It allowed access to the creative ludic world of the children, encouraged a way of self-discovery and enlivenment of their creative ability, enabled a more balanced relationship between self and ego, generated serenity and well-being, lessened stress and depression, which resulted in moments of emotional transformation, inner contact, order, stabilization and harmony, therefore allowing better integration. This thesis demonstrates that a religious tool, developed by millennial cultures, aiming the connection of the individual with their center and with God, can be applied to a group of children, generating that connection. This confirmation could be observed from the tests and as narrated by the children
A mandala, como símbolo religioso, tem o objetivo de promover, através de uma atitude religiosa, o encontro da consciência com o Self. Este trabalho faz uso de um instrumento religioso para beneficiar a saúde mental de algumas crianças. O objetivo desta tese é estudar os efeitos da técnica do desenho da mandala em crianças de 8 a 12 anos, vítimas de abandono, moradoras em casas abrigo. Os efeitos aqui estudados referem-se ao stress, à ansiedade e à preocupação, ao humor depressivo, ao interesse pelas atividades sociais e escolares e à fadiga cognitiva e física. Trata-se de uma pesquisa qualitativa e quantitativa, que privilegia os significados e os processos mensurados em termos de quantidade e de freqüência. Os instrumentos utilizados foram: teste CAD Clinical Assessment of Depression; teste ESI Escala Stress Infantil; questionário para equipe técnica; desenho impresso de mandalas religiosas; desenho impresso de figuras para colorir; e desenho impresso de um círculo. A amostra foi de 34 crianças, sendo 12 do sexo masculino e 22 do sexo feminino. Todas as crianças estavam abrigadas na Associação dos Amigos do Menor pelo Esporte Maior (AMEM) na cidade de São Paulo no momento da pesquisa. Essas crianças encontram-se matriculadas no ensino fundamental da 2ª à 6ª série que corresponde ao 3º ano e ao 7º ano de 2009. As crianças foram divididas em dois grupos: grupo controle (realização de pintura de desenhos impressos) e grupo experimental (realização de pintura de mandalas). Ambos eram formados por 17 crianças. Os dados obtidos confirmam a hipótese, isto é, o desenho da mandala proporciona uma mudança no comportamento nas crianças, promovendo melhoras significativas no quadro de stress infantil, de depressão, de ansiedade e de preocupação, nos interesses sociais e escolares e na atitude cognitiva e física. Portanto, podemos dizer que a técnica do desenho da mandala foi uma atividade enriquecedora e eficiente para a vida psíquica destas crianças. Ela proporcionou acesso ao mundo lúdico criativo da criança, promoveu um meio de autodescoberta e um avivamento da capacidade criativa, possibilitou um relacionamento mais equilibrado entre ego-Self, gerou tranqüilidade e bem-estar, diminuiu o stress e a depressão, o que acarretou momentos de transformação emocional, de contato interior, de ordem, de centramento e de harmonia, o que implica em uma maior integração. Esta tese demonstrou que um instrumento religioso, desenvolvido por culturas milenares com objetivo de proporcionar uma ligação do indivíduo com seu centro e com Deus, pode ser aplicado em um grupo de crianças, gerando essa ligação. Tal constatação pode ser percebida através da sensação de bem-estar e de tranqüilidade observados nos testes e relatados pelas crianças
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Nuggud, Vishtasp Rohinton. "Successful Coping Strategies for Bullied Students: A Cross Sectional Study of Suburban and Urban Students in Grades 6 Through 8." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1436357534.
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Prince, Craig. "Forced intimacy : the experiences of sexually victimized prisoners." Diss., 1994. http://hdl.handle.net/10500/15829.
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Total institutions' (which include prisons) unique context
prescribes "confinement" of inmates. Coping mechanisms applied
"outside" (especially the ability to create distance from
stressful events) is thus ineffective.
Another common feature is lack of privacy, which may result
in "forced intimacy" - individuals being forced into a situation
of physical and psychological "invasion" (beyond the norm) of
their person/personal space. Victims lose control over intimate
decisions, including who may and may not be intimate with them.
Within prisons, gangs "force intimacy" by sexually
victimizing inmates, taking advantage of the context to heighten
their power, and to control inmates "under" them. Four
(subjects) victims' experiences and means of adaptation/
empowerment were investigated phenomenologically.
Results indicated that inadequately empowered victims
suffer prolonged and repeated victimization - a continued "posttraumatic
stress disorder" - which is more traumatizing and
draining than one circumscribed traumatic event (due to its
intensity, immobilization and resulting drastic change of
"personality").Psychology
M.A. (Clinical Psychology)
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Nqweni, Zinziswa C. "A phenomenological approach to families victimized by political violence." Thesis, 2000. http://hdl.handle.net/2263/23337.
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The focus of this study is to establish how victimization through violence has affected the families who are interviewed. The purpose is to describe how the family’s world has changed in different moments during the political strife in South Africa. The different context or moments are those of political inactivity, the struggle years, the period after the struggle when the Truth and Reconciliation Commission was constituted and the new world order in which the families continue with their lives. Using a phenomenological approach, the experiences of families subjected to different forms of political violence, such as disappearances of victims, torture in detention and death in detention, are discussed. The literature review on violence in the South African context situates any discourse which occurred within the broader social, historical and political context. Systems Theory, Social Identity Theory and an Integrated Theory of Political Violence are used as theoretical perspectives in understanding the interconnectedness between violence which affected the families in the present study and the whole society. The qualitative research interview method postulated by Kvale (1996) has been used to collect data from the families. This procedure has enabled the researcher to study the data as it emerged thus allowing an understanding of the essential meanings implicit in the participants’ descriptions of their experiences. The data consists of audio taped interviews conducted with twenty-two members from ten families. This resulted in twenty-two protocols which were transcribed and analysed. The analysis of the protocols, though used differently from the situated structure identified by Wertz (1983), brought essential themes common to all participants. The research findings reveal themes which demonstrate that experiences of the families subjected to political violence had an impact on their lives. They remember living routinely before the struggle against the apartheid structures. This is remembered as a very long time. The struggle years brought disintegration of the family unit as people fled their homes into exile. Others disappeared, were detained, tortured and dies in prison. The relationship between the families and their children was that of concern, as parents discouraged their children to participate in the political activities. The effects of violence culminated in hardship for many families as they experienced an absence of a helpful community, alienation from political organizations, and distrust of the State during the time that missing family members could not be traced by the security police. This distrust also existed among the communities who were experiencing suffering through incidents of black on black violence. The introduction of the TRC, as a major these with sub-themes of healing and forgiveness, is perceived positively by these families. At last, they feel that through this process their suffering of loss of their children, husbands and wives is acknowledged. However, there are divergent opinions about this acknowledgement, as research findings point to an incomplete sense of individual healing for these families though they have told their stories of pain and suffering. This is a controversial issue which needs further research to explicate if individual experience off the victim is perceived to be similar to the collective experience of the broader community. The performance of rituals and memories on behalf of their dead fulfils an important healing role for the families. There is ambivalence about forgiveness for many families as they feel that perpetrators who seek amnesty have not made full disclosures about their activities. There is polarization that surfaces between the present government and the families who testified with regard to reparation which was included as a clause in the TRC process. The families in the present study perceive that in order to continue with the new world order, they have to be compensated for their suffering. Further research should investigate if reparations to individuals who testified before the TRC would be healing, before implementing processes that would heal the whole nation.Thesis (DPhil (Psychotherapy))--University of Pretoria, 2007.
Psychology
unrestricted
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Franco, Velázquez Daniela. "Disturbing Mexico: drug war victims and victimizers in Mexican film." Thesis, 2016. https://hdl.handle.net/2144/19523.
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In 2006, President Felipe Calderón Hinojosa mobilized the Mexican military into high risk zones which, along with the ongoing battle between drug cartels for territorial control, unleashed a wave of violent crimes toward the civilian population. As a response to the overwhelming amounts of violence that the Mexican people were exposed to, filmmakers started producing movies that revolved around the havoc wreaked by the cartels during the Drug War and represent how it affects Mexicans on a daily basis. This thesis comprises a detailed study of the three most representative film works that depict the narco-violence taking place in Mexico produced during and after Calderón’s government: Amat Escalante’s Heli (2013), Gerardo Naranjo’s Miss Bala (2011), and Luis Estrada’s El Infierno (2010). In each film, the directors expose the bloodshed and political and societal corruption caused by the Drug War This thesis analyzes each director’s attempt to raise awareness of the way the Drug War affects civilians through their narrative and visual styles and their use of graphic violence to disturb viewers and inspire them to reform the country.
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McCallum, Mary Jane. "Group treatment of adult women who were sexually victimized in childhood." 1988. http://hdl.handle.net/1993/22431.
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Hammond, Charity B. "Sustained and shifting attention during emotional arousal among sexually victimized women." 2004. http://purl.galileo.usg.edu/uga%5Fetd/hammond%5Fcharity%5Fb%5F200405%5Fms.
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Shin, Sung-Tsun, and 施松村. "A Study of Crisis Respones Strategies of Victimized Firms－ The Cases of Melamine." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/98436691513960589592.
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碩士大葉大學
人力資源暨公共關係學系
97
This research studies crisis response strategies from victimized firms in facing the melamine incident as well as situations from the perspective of the general public and people of different involvement in the incident. Through analyses of differential tests based on the situations from the perspective of the general public and people of different involvement, the study aims to answer whether the effects of image restore differ. The result indicates that there exhibits differences among the situations from the perspective of the general public and people of different involvement. In addition, "Apology", "Corrective Action", and "Sympathy" are the most effective image restore strategies for victimized firms, whereas "Suffering" strategy has negative impacts.
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Sokol, Bryan W. "Children’s conceptions of agency and morality : making sense of the happy victimizer phenomenon." Thesis, 2004. http://hdl.handle.net/2429/16999.
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This thesis explores a puzzling aspect of young children's reasoning about the emotional consequences associated with harming others - or what, in the moral development literature, has become known as the "happy victimizer phenomenon." Past research on this so-called "phenomenon" has consistently found a strong tendency among most 5-, but not 7-, year-olds to imagine that those who get what they want by victimizing others will experience only positive, or "happy," emotions. Despite an otherwise good showing on alternative measures of moral understanding, such young children regularly appear to leave sadness, guilt, or remorse out of the picture. The three studies reported here each provide converging evidence that this apparent "moral transition" in the early school years is, in fact, one facet of a broader re-structuring in children's evolving conceptions of human agency. Building on recent initiatives in the theories-of-mind literature, Study One explored the relations between children's understanding of the interpretive nature of the knowing process (i.e., an "interpretive theory of mind") and performance on both traditional measures of the happy victimizer phenomenon and alternative procedures designed to draw out the agentive dimensions of the standard assessment conditions. While a strong association between children's theory-of-mind scores and their level of emotion understanding was found in the traditional testing conditions, the alternative procedures demonstrated that children's emotion attributions were heavily influenced by how closely they attended to victimizers' actions. Study Two further examined these findings by more directly testing the relation between an interpretive understanding and children's reasoning about the motivational states that typically underlie others' actions. Using procedures designed to assess children's understanding of "deviant causal chains," Study Two found that an interpretive theory of mind placed important constraints on children's views about the differences between desires and intentions. Finally, Study Three worked to rule out potential reductionistic explanations of the present "agency account" by showing that children's success at reasoning simultaneously about two aspects of a stimulus event - a design feature shared by all the measures used in these studies - was a distinct, and far simpler ability, than the later-arriving agentive notions assessed in Studies One and Two.Arts, Faculty of
Psychology, Department of
Graduate
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Blatz, Craig Wayne. "How Members of Majority and Victimized Groups Respond to Government Redress for Historical Harms." Thesis, 2008. http://hdl.handle.net/10012/3710.
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Scholars speculate that government apologies and compensation for historical injustices promote forgiveness and reconciliation, as well as psychologically benefit members of the victimized group. However, they have not offered theory or compelling evidence in support of these assumptions, nor do they discuss how redress affects the majority group. Across four studies, I examined how Chinese and non-Chinese Canadians psychologically responded to offers of apologies and compensation for the Chinese Head Tax. Overall, it was better to give than receive the redress. When participants thought redress had not been offered, non-Chinese Canadians evaluated it less favorably than Chinese Canadians. But, when participants thought redress had been offered, non-Chinese Canadians evaluated it more favorably than Chinese Canadians did, confirming the predictions of balance and system justification theory. An offer of apology and compensation for the Chinese Head Tax did not influence Chinese Canadian participants’ forgiveness or reconciliation feelings. The redress offer also did not lead Chinese Canadians to feel more identified with Canadians or Chinese Canadians, nor did it lead Chinese Canadians to evaluate Chinese Canadians more positively. On the other hand, the majority group, non-Chinese Canadians, evaluated their group more positively and considered the system of government less responsible for the harm when both an apology and compensation were offered, as justice motivation and social identity theories predict. The current results inform interdisciplinary discussions of the potential effects of apologies and compensation by suggesting additional psychological effects of redress. They also demonstrate that, despite concerns that the majority will backlash against their government giving apologies and compensation, majority group members increased their favor of redress measures once they were offered.
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McGugan, Margaret J. "A Developmental Perspective on Children and Adolescents who Bully and are Victimized by Peers." Thesis, 2007. http://hdl.handle.net/1974/865.
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The present study examined developmental changes in the prevalence, stability, and developmental pathways associated with Bully/Victim status in order to increase our understanding of this high-risk group. In addition, this study investigated changes within individuals and their social context that are associated with moving into, or out of, the Bully/Victim group. This study was guided by the theory of developmental contextualism, which suggests that bullying involvement is likely to change over the course of development and that these changes are likely related to changes within individuals and their social contexts. One thousand six hundred seventy-seven elementary school students and 1402 high school students participated in this longitudinal study. Data were collected three times from each sample. Developmental changes in Bully/Victim status were assessed through a series of log-linear analyses and changes in individual and their peer relationships associated with transitions in bullying status were assessed through a series of multinomial logistic regression analyses. The results supported developmental contextual theory. Bully/Victim status became less prevalent over the course of development and was particularly unstable over three points of time in both elementary and high school. Individuals who became part of the Bully/Victim group were likely to have a history of involvement in bullying, and those who recovered from the Bully/Victim group usually maintained some sort of bullying involvement. When youth transitioned between types of bullying, they became more similar to the bullying status group that they entered in terms of individual characteristics. In addition, changes in bullying status were associated with changing peer groups.Thesis (Master, Psychology) -- Queen's University, 2007-09-27 16:38:24.52
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Doige, Ann R. "Situation/transition group for partners of women who were sexually victimized as children or adolescents." 1986. http://hdl.handle.net/1993/29252.
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Chang, Yu-Shan, and 張玉姍. "The Effects of Group Guidance Program on Psychological Adjustment of Relationally Victimized Eighth-Grade Girl." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/42998016706624363966.
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碩士國立臺灣師範大學
教育心理與輔導學系碩士在職專班
101
The purpose of this research was to explore the effect of the group guidance program which was designed to improve the psychological adjustment for students with experiences of relational victimization. This study adopted equivalent pretest- posttest experimental design. The participants were 12 relationally victimized eighth-grade students from a junior high school at New Taipei city. Based upon the participants’ personal decision, they were divided into two groups, the experiment and control group. The treatment for the members of the experiment group was eight sessions (a total of thirteen hours) of group guidance program; on the contrary, the control group members received no treatment. Several self-report instruments were used in pre- and post-test to measure the students’ interpersonal conflicts coping strategies, interpersonal belief, psychological loneliness, emotional and behavioral reactions. The data was analyzed by analysis of covariance (ANCOVA) and t-test of dependence. In addition, the qualitative data of the observation records during the session, the feedback sheets from each session, and the pre- and post-treatment individual interviews was analyzed for supplements of results. The findings were as followed: (1) The group guidance program showed no statistically significant immediate effects on the members’ interpersonal conflict coping strategies, interpersonal belief, psychological loneliness, emotional and behavioral reactions. (2) The group guidance program demonstrated follow-up effects on the entity views of interpersonal beliefs, but no significant effects on interpersonal conflict coping strategies, the incremental views of interpersonal beliefs, psychological loneliness, emotional and behavioral reactions. Based upon the results, some suggestions for further research and school counseling practices were discussed.
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Dys, Sebastian P. "Children's Self-reported Emotions and Emotional Facial Expressions Following Moral Transgressions." Thesis, 2013. http://hdl.handle.net/1807/42828.
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This study examined self-reported emotions and emotional facial expressions following moral transgressions using an ethnically diverse sample of 242 4-, 8-, and 12-year-old children. Self-reported emotions were examined in response to three transgression contexts: an intentional harm, an instance of social exclusion, and an omission of a prosocial duty. Children’s emotional expressions of sadness, happiness, anger, fear and disgust were analyzed immediately after being asked how they would feel if they had committed one of the described transgressions. Emotional expressions were scored using automated emotion recognition software. Four-year-olds reported
significantly more happiness as compared to 8- and 12-year-olds. In addition, self-reports of sadness decreased between 8- and 12-year-olds, while self-reported guilt increased between these age groups. Furthermore, 4- and 8-year-olds demonstrated higher levels of facially expressed happiness than 12-year-olds. These findings highlight the role of automatic affective and
controlled cognitive processes in the development of children’s emotions following moral transgressions.
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Schwab, David R. "An assertiveness training therapy group for women who have been sexually victimized in childhood or adolescence." 1986. http://hdl.handle.net/1993/22376.
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Gazan, Marjorie Anne. "A treatment package for sexually dysfunctional women who have been sexually victimized in childhood or adolescence." 1985. http://hdl.handle.net/1993/30002.
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Desjardins, Tracy. "Interpersonal resources and vulnerabilities: the influence of parents and peers on depressive symptoms in relationally victimized adolescents." Thesis, 2008. http://hdl.handle.net/1828/1321.
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Adolescence heralds a unique period of vulnerability to depressive symptoms. The current study examined relational victimization, targeting adolescents’ interpersonal relationships, as a unique predictor of depressive symptoms in a broad age range of adolescents. Past research shows that interpersonal resources—particularly emotional support—are negatively related to depression. In this study, the moderating effects of emotional support from mothers, fathers, and peers on the association between relational victimization and depressive symptoms were investigated. As expected, high levels of maternal and peer emotional support buffered the association between relational victimization and depressive symptoms. Emotional support from fathers did not moderate this relationship. Findings also suggest that while support from peers is protective against concurrent depressive symptoms, it can be detrimental to adolescent’s mental health over time. In contrast, maternal emotional support buffers future depressive symptoms associated with past experiences of relational victimization.
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Hays, Zachary R. Silver Eric. "The doubly victimized residents of disorganized neighborhoods social disorganization, collective efficacy, and police officers' use of excessive force /." 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2856/index.html.
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"“Often I Feel We Victimize the Victim More Than the Suspect Does”: Examining Officer Attitudes Toward Sexual Assault Complainants." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.36448.
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abstract: The purpose of this project is to better understand police perceptions of sexual assault complainants by assessing their likelihood of questioning a complainant’s credibility and by examining police attitudes toward victims of sexual assault. To advance understanding of these issues, this dissertation (1) expands upon prior research by drawing on a sample of officers from one of the largest metropolitan police departments in the United States and, (2) through the use of framing theory, contributes to the literature by focusing on the attitudes of police toward sexual assault complainants and how these beliefs are shaped by day-to-day experiences.
This dissertation investigates two research questions using a mixed-methods approach. The data come from 400 sexual assault complaints that were reported to the Los Angeles Police Department (LAPD) and 52 LAPD detective interviews. I quantitatively examine the factors that influence officer perceptions of complainant credibility, focusing on indicators of “real rape,” “genuine” victims, “inappropriate” victim behavior, and “character flaws.” I contextualize this work by examining police attitudes toward sexual assault victims using qualitative data taken from interviews of sex crimes detectives. This research contributes to the broader case processing literature by focusing on victim credibility, a factor consistently found to influence case processing decisions. Moreover, this study contributes to research on the frames officers assign to women who report sexual assault.
Analyses from the quantitative portion of the study confirm that indicators of “real rape,” and complainant “character issues” were key explanatory factors influencing credibility assessments. Regarding qualitative results, three sexual assault victim frames were identified. These frames include depictions of victims as they relate to: (a) the suspect/victim relationship, (b) problematic victim behavior, and (c) age. These three frames indicate that certain types of victims are viewed as problematic.
This dissertation contributes to three broad bodies of literature: law enforcement decision making, law enforcement perceptions of sexual assault victims, and framing theory. This dissertation was able to tap into officer attitudes to shed light on the ways officers treat women who come forward to report sexual assault, providing valuable insight into officer attitudes, credibility assessments, and victim framing.Dissertation/Thesis
Doctoral Dissertation Criminology and Criminal Justice 2015
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Fauquex, Jacques Albert. "Victimized By Bad Accusation, But Set Free in the Light of Hope: an Introduction to Paul Ricoeur's Thinking With a Difference in His Anthology Titled 'The Conflict of Interpretations' (1969)." Thesis, 1990. http://hdl.handle.net/10756/288488.
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