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| <foaf:name>The University of Nebraska - Lincoln</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Aktag</foaf:surname> | |
| <foaf:givenname>Isil</foaf:givenname> | |
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| <link:link rdf:resource="#item_10858"/> | |
| <dc:subject>0530:Teacher education</dc:subject> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Abant Izzet Baysal University</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Preservice teachers</dc:subject> | |
| <dc:subject>Teacher education</dc:subject> | |
| <dc:subject>Teacher efficacy</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:subject>Turkey</dc:subject> | |
| <dc:title>Teacher efficacy of pre-service teachers in Abant Izzet Baysal University in Turkey</dc:title> | |
| <dcterms:abstract>The purpose of this study was to identify and describe teacher efficacy beliefs in a sample of Turkish pre-service teachers. This study created a description of changes in efficacy beliefs as students progressed through their teacher preparation programs. The research revealed whether or not advanced pre-service teachers showed higher levels of efficacy than those beginning their teacher education program. Differences in efficacy between male and female pre-service teachers and elementary and middle school pre-service teachers were also to be studied. The study included an analysis of the differences in pre-service teachers' efficacy beliefs according to their family income, the education level of their parents, presence of other teachers in their family and their preference for a current major on University Entrance Exam. One thousand one hundred and forty-five pre-service teachers at Abant Izzet Baysal University in Turkey served as the participants. Data were collected by using Teacher Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk-Hoy used to measure teacher efficacy beliefs of Turkish pre-service teachers. ANOVA was used according to the purpose of research with a level of 0.05. Besides using ANOVA, the researcher looked at the characteristics of pre-service teachers at Abant Izzet Baysal University and the distribution of efficacy beliefs of this population. The results were analyzed under cross section or between subjects of factors (gender, year in school, teaching level, income of parents, education of parents, presence of other teachers in family and preference at University Entrance Exam). Analyses of the data revealed that pre-service teachers at Abant Izzet Baysal University had efficacy mean of 7.118. There was a significant difference between female and male pre-service teachers however; there were no significant differences between first year and last year pre-service teachers, and between elementary and middle school pre-service teachers. Also, results showed that there were no significant differences in efficacy beliefs of pre-service teachers according to parents' income, education, presence of other teachers in family and their preference for current major on University Entrance Exam.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>115</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:35</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
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| <foaf:name>Vanderbilt University</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Al-Jalahma</foaf:surname> | |
| <foaf:givenname>Dafer Rashed</foaf:givenname> | |
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| <link:link rdf:resource="#item_10930"/> | |
| <dc:subject>0454:Management</dc:subject> | |
| <dc:subject>0710:Educational software</dc:subject> | |
| <dc:subject>Bahrain</dc:subject> | |
| <dc:subject>Computer-based communication</dc:subject> | |
| <dc:subject>Developing countries--LDCs</dc:subject> | |
| <dc:subject>Developing country</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational software</dc:subject> | |
| <dc:subject>E-mail</dc:subject> | |
| <dc:subject>Information Technology</dc:subject> | |
| <dc:subject>Management</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Studies</dc:subject> | |
| <dc:title>Information technology: An assessment of the unique factors leading to IT adoption and use in a developing country</dc:title> | |
| <dcterms:abstract>This empirical study investigates the use of Computer-Based Communication represented by Email at the University of Bahrain. It investigates (a) whether the students use Email, and if so, for what purposes and to what extent, and (b) the important factors in individual's adoption and utilization of Email at the University of Bahrain. A cross-sectional survey of 1,109 students at the University of Bahrain was conducted in the summer of 2002. Professors handed questionnaires to students in each of the five schools within the University of Bahrain. This study integrates Rogers' diffusion of innovation model through the perceived attributes of innovation plus contextual factors. The results of the study showed (a) the majority of students in the University of Bahrain use Computer-Based Communication to an extent, but not often for academic use, and (b) there is a relationship between most of the contextual independent variables derived for this research and the extent of use. Adoption of Email at the University of Bahrain reflected grass-roots, home-based, bottom-up, individuals choosing to use it for their own purposes rather than top-down, centrally promoted, institutional initiative. Concerns at the outset that traditional culture would retard adoption of Email seem mostly unfounded. If anything, Email succeeded despite lagging leadership and weak institutional endorsement. Regression analysis shows that relative advantage, complexity, management support, knowledge/awareness, and previous experience were all supported. Contrary to the theory, compatibility, subjective norm, and self-efficacy were not related.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>189</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305305139?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305305139</dc:coverage> | |
| <dc:description>3100910</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_10930"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:00:38</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=Information+technology%3A+An+assessment+of+the+unique+factors+leading+to+IT+adoption+and+use+in+a+developing+country&issn=&date=2003-01-01&volume=&issue=&spage=&au=Al-Jalahma%2C+Dafer+Rashed&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305301858?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Oregon</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Allen</foaf:surname> | |
| <foaf:givenname>David Richard</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4588"/> | |
| <dc:subject>0516:Adult education</dc:subject> | |
| <dc:subject>0516:Continuing education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Adult education</dc:subject> | |
| <dc:subject>Continuing education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family resource center</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Examining the effects of parent education in a family resource center</dc:title> | |
| <dcterms:abstract>Family resource centers grew out of federal support in the late 1960's and early 1970's for demonstration projects for families at risk due to environmental variables such as poverty and young single parenthood. Funded through state initiatives in the 1980's and 1990's, family resource centers began expanding across the country. To date there has been little research on the benefits of parent education in family resource centers. This study examined the effects of a parent education class on 13 families receiving services from a family resource center. Twelve additional families served as the comparison group. Lessons from a research-based curriculum centered on parenting and self-nurturing comprised the parenting curriculum for the parent education class. Three quantitative measures were employed using a pre-posttest design. The Adult-Adolescent Parenting Inventory-2 (AAPI-2) and the Parental Locus of Control (PLOC) measured parenting behavior while the Parenting Stress Index/Short Form (PSI/SF) measured parent stress. Semi-structured interviews as well as weekly check-in questionnaires (intervention group only) were used to examine qualitative differences between the intervention and comparison groups. In examining change in parenting behavior, an interaction effect was found on one of five AAPI-2 subscales, Oppressing Children's Power and Independence subscale, F (1, 23) = 3.584, p < .05. On the PLOC, an interaction effect was found on one of the five subscales, Parental Responsibility, F (1, 23) = 7.563, p < .05. No effects were found between the intervention and comparison groups in regards to parent stress, but means on the PSI/SF subscales and on the total score decreased from pretest to posttest for the intervention group, suggesting a reduction in parent stress; at the same time means scores for the comparison group increased over time, suggesting an increase in parent stress. Qualitative results suggested that parents in the intervention group were using strategies from the parenting class such as redirection, time out, and time in (i.e., spending quality time with children). Further research with larger numbers of parents is suggested.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>182</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305301858?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305301858</dc:coverage> | |
| <dc:description>3112999</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_4588"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 18:57:50</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=Examining+the+effects+of+parent+education+in+a+family+resource+center&issn=&date=2003-01-01&volume=&issue=&spage=&au=Allen%2C+David+Richard&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Argosy University/San Francisco Bay Area</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ancha</foaf:surname> | |
| <foaf:givenname>Andrea Jean</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10732"/> | |
| <link:link rdf:resource="#item_213099"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Abuse-focused treatment</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Adolescent sexual abuse</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>Child abuse</dc:subject> | |
| <dc:subject>Child sexual abuse</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Families</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>non-offending parents</dc:subject> | |
| <dc:subject>Program evaluation</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>Sexual abuse</dc:subject> | |
| <dc:subject>sexual abuse victims</dc:subject> | |
| <dc:subject>Treatment effectiveness evaluation</dc:subject> | |
| <dc:subject>Victims</dc:subject> | |
| <dc:title>Program evaluation of a time-limited, abuse-focused treatment for child and adolescent sexual abuse victims and their families</dc:title> | |
| <dcterms:abstract>A program evaluation of a 16 week, abuse-focused treatment for child and adolescent sexual abuse victims and their families was investigated. A sample of 9 child and adolescent victims and 18 non-offending parents were included in the study. The victims participated in weekly abuse-focused group therapy with same aged peers while their parents participated in a group that met concurrently for the same 16 week period. A family therapist followed the family during the 16 week period and provided individual or family therapy as clinically appropriate on a weekly basis. Pre-treatment and post-treatment measures of victim cognitive attributions and perceptions related to the sexual abuse, measured by The Children's Attributions and Perceptions Scale (CAPS); parental emotional reactions to the sexual abuse, measured by the Parental Emotional Reaction Questionnaire (PERQ); and family functioning, measured by The Family Adaptability and Cohesion Evaluation Scale-II: Family Version (FACES-II), were assessed. One-tailed, paired-samples t-tests were performed to determine if there were statistically significant differences before and after treatment. Results revealed significant improvement at post-treatment on the PERQ, indicating that parents were less emotionally reactive about their child's abuse following treatment. Results did not reveal statistical significance on the CAPS or FACES-II measures. An evaluation of clinical significance indicated that one-third of the CSA victims endorsed a reduced level of abuse-related attributions and perceptions. Clinically significant results of the FACES-II measure indicated that a total of 5 parents endorsed an increase in perceived adaptability and cohesion, while 5 parents perceived a decrease at the end of treatment. Some conclusions are offered with regard to the effectiveness of the treatment and recommendations for future outcome evaluations of this type in this setting are given.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>169</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305215320?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305215320</dc:coverage> | |
| <dc:description>3112183</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:31</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Massachusetts Amherst</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Arndt</foaf:surname> | |
| <foaf:givenname>Janet Spoerer</foaf:givenname> | |
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| <link:link rdf:resource="#item_16845"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>Disabilities</dc:subject> | |
| <dc:subject>Early intervention</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Preschool</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Transition to preschool</dc:subject> | |
| <dc:title>A model to promote a seamless transition from early intervention to the public preschool: A longitudinal study</dc:title> | |
| <dcterms:abstract>This study examines the efficacy of an innovative transition model program, which was designed to promote a seamless transition process from Early Intervention to the Public Preschool from the perspective of the children, the parents and the professionals. It explores the expectations and experiences of the children, parents and professionals as they proceed through the transition. An EI integrated class of nine toddlers, six with disabilities and three without disabilities between the ages of 24 and 28 months, participated in the program. An EI family therapist facilitated a parent support group which met at the same time as the EI transition class in the local public preschool. The school professionals observed the children and collaborated with the EI professionals while the children participated in the transition class. School professionals met with EI parents during the EI parent-support group meeting and had the opportunity to interact with EI parents and children before the transition meeting and their entrance into preschool. Data were collected from interviews, questionnaires, and videotaped observations of the children's classroom behavior. Parents were interviewed three times during the phases of the transition process--when children had home services only, when they participated in the transition class, and after they make the transition to preschool. Early Intervention professionals were given open-ended questionnaires before the transition took place. The EI professionals who participated in the transition of the children from the toddler class were given a second questionnaire. The school professionals completed an open-ended questionnaire after the transition. Children were observed in the transition class and in the preschool class in order to determine the effects of transition on their behavior. Data were coded and analyzed. The results revealed that f[barbelow]amilies a[barbelow]chieve a s[barbelow]eamless t[barbelow]ransition (FAST) when the following components are in place: (1) effective communication and collaboration among parents, Early Intervention and school professionals, (2) consistency of people and places, (3) coordination of programming, and (4) support, trust, and encouragement between families, EI and school professionals. In sum, when agencies work together with parents and children, a seamless transition is more likely to occur for children, parents and professionals.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>212</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Pacific Graduate School of Psychology</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Arnold</foaf:surname> | |
| <foaf:givenname>Cynthia Lynne</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4780"/> | |
| <link:link rdf:resource="#item_197854"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>2100:General Psychology</dc:subject> | |
| <dc:subject>Autism</dc:subject> | |
| <dc:subject>Behavior Therapy</dc:subject> | |
| <dc:subject>Behavioral treatment</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Cognitive ability</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Home-based</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Longitudinal Study</dc:subject> | |
| <dc:subject>Pervasive developmental disorders</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>A longitudinal re-evaluation of home-based behavioral treatment for children with pervasive developmental disorders</dc:title> | |
| <dcterms:abstract>This study evaluated the treatment outcome data of 33 children diagnosed with either Autistic Disorder or PDD, NOS before age 6 who received either public special education (SPED) or community based applied behavior analysis (ABA) treatment. Children in the SPED program remained in SPED throughout their education and children in the ABA program received an average of 4,724 hours of treatment. Cognitive ability and diagnoses were assessed at pretreatment. Cognitive ability, adaptive behavior (VABS), and diagnoses (ADI-R) were assessed at posttest. Posttest assessments were administered an average of 9 years after pretreatment. The following hypotheses were explored: (1) children with average cognitive ability at pretreatment were expected to retain average cognitive ability at posttest, (2) children with MR at pretreatment were expected to retain an MR diagnosis at posttest, (3) all children were expected to increase in cognitive ability between pretreatment and posttest, (4) children who retained a PDD diagnosis at posttest were expected to have a significantly higher PIQ than VIQ score, (5) children were expected to retain a PDD diagnosis at posttest (ADI-R), (6) children in the ABA group were expected to decrease in symptom severity, and (7) children who retained a PDD diagnosis at posttest were expected to score significantly below average on adaptive skills (VABS). The following was found: (1) Children with average cognitive ability at pretreatment retained average cognitive ability at posttest. (2) Children with a diagnosis of MR at pretreatment retained the diagnosis at posttest. (3) Children in the ABA group did not make a significant gain in cognitive ability between pretreatment and posttest but there was a trend in the direction of ABA improving and SPED declining in cognitive ability between pretreatment and posttest. (4) There was no significant difference between VIQ and PIQ index scores. (5) There was no significant change in diagnosis from pretreatment to posttest. (6) The treatment groups did not significantly differ on symptom severity. (7) The majority of children demonstrated below average skills on all VABS domains, and there was no significant difference between treatment groups.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>169</z:numPages> | |
| <z:language>English</z:language> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>State University of New York at Albany</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Assemany</foaf:surname> | |
| <foaf:givenname>Amy E</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4618"/> | |
| <link:link rdf:resource="#item_139782"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>2956:Childrearing & Child Care</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>Behavioral parent training</dc:subject> | |
| <dc:subject>Behavioral training</dc:subject> | |
| <dc:subject>Conduct problems</dc:subject> | |
| <dc:subject>contextual stressors</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Parent Child Relations</dc:subject> | |
| <dc:subject>Parent training</dc:subject> | |
| <dc:subject>Parental attitudes</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>parents' perception</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>Stressors</dc:subject> | |
| <dc:title>The perception of parents with multiple contextual stressors regarding behavioral parent training: A grounded theory</dc:title> | |
| <dcterms:abstract>This qualitative study explored factors that promote or impede treatment participation for families with multiple contextual stressors who have participated in Parent-Child Interaction Therapy (PCIT). Transcripts of 5 parent interviews were analyzed using the constant comparison method to generate a grounded theory. Findings suggested a theoretical model of the interconnected system of factors significant to the treatment participation and experience of parents. Twenty-nine factors across four subcategories were perceived to significantly impact parents' positive or negative treatment participation. Parents reported either a generally positive experience with PCIT that included positive treatment participation on the parent's part, or a generally negative treatment experience in which the parents did not fully participate. In the event of either positive or negative treatment participation, the factors indicated by all of the parents as significant in their treatment experience fell into subcategories, namely parents' personal qualities, contextual stressors, treatment factors, and treatment outcomes. Different combinations of factors in these subcategories appeared to impact whether parents' described positive or negative treatment participation. Parents who described positive treatment participation perceived factors like the structured nature of treatment, relationship with therapist, treatment techniques, logistical accommodations, their own confidence, increased energy, determination, and positive mood, improved child's behavior, parent-child relationship and parenting consistency to significantly impact their participation and treatment experience. Other factors were perceived as significantly impacting negative treatment participation, such as the treatment's focus on parent's behavior, changes required of treatment, difficult techniques, time burden, initial spike in child's disruptive behavior, contextual stressors, and the parents' own negative mood, pessimism, self-criticism, lethargy and anxiety. Some of the factors perceived as significant to the parents' experience of treatment have been described in earlier treatment outcome research as important, whereas others have not received much attention in prior research. The data also revealed a mechanism influencing the impact of variables on each other, either a generalized feeling of empowerment or stress. The results of this study begin to provide an understanding of relations among variables significant to parents' experience of PCIT by proposing a theoretical model for future quantitative and qualitative study.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>179</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305254759</dc:coverage> | |
| <dc:description>3083520</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>State University of New York at Binghamton</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Axelrad</foaf:surname> | |
| <foaf:givenname>Marni E</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16646"/> | |
| <link:link rdf:resource="#item_214107"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>0680:Health education</dc:subject> | |
| <dc:subject>2100:General Psychology</dc:subject> | |
| <dc:subject>Appeal</dc:subject> | |
| <dc:subject>Automobiles</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Booster seat</dc:subject> | |
| <dc:subject>booster seat compliance</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Children & youth</dc:subject> | |
| <dc:subject>Compliance</dc:subject> | |
| <dc:subject>Early intervention</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Followup Study</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health education</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Injuries</dc:subject> | |
| <dc:subject>Injury prevention</dc:subject> | |
| <dc:subject>Prevention</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>Safety</dc:subject> | |
| <dc:subject>Safety Belts</dc:subject> | |
| <dc:subject>seatbelts</dc:subject> | |
| <dc:title>Injury prevention in children: Increasing booster seat compliance through the use of appeal</dc:title> | |
| <dcterms:abstract>Children prematurely placed in seatbelts while riding in automobiles are at increased risk for injury and death. This study used various interventions to increase booster seat usage, including a traditional didactic intervention for parents, an intervention involving the use of reward for children, didactic intervention for children, and a novel appeal raising intervention for children. These interventions were evaluated for both relative and additive effectiveness. Manipulated variables were audience to receive information (parent only or parent and child), use of child reward, and type of information given to child (appeal or no appeal). Children's booster seat usage was observed arriving to and leaving school at pre-intervention, post-intervention, one-month follow-up, and two-month follow-up. Analysis of covariance was used to assess the main effect of intervention type, and it was found that the audience receiving the booster seat information was an important variable. The conditions in which children received information about booster seats increased their booster seat usage to a greater extent at immediate post-intervention and one month follow-up than the conditions in which children did not receive information. Analyses of variance were used to analyze differences in pre-, post-, and follow-up data within each condition, and increases in booster seat usage were found in conditions in which children received information. Results inform community wide interventions to increase children's automobile safety, as well as add to the existing knowledge base regarding increasing children's perceptions of appeal.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>59</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of London, University College London (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Baker</foaf:surname> | |
| <foaf:givenname>H J</foaf:givenname> | |
| </foaf:Person> | |
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| </rdf:Seq> | |
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| <link:link rdf:resource="#item_10708"/> | |
| <dc:subject>0630:Public policy</dc:subject> | |
| <dc:subject>DXN079450</dc:subject> | |
| <dc:subject>Public policy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>A randomised controlled trial of psychosocial intervention with mothers of undernourished children using primary care services in Jamaica</dc:title> | |
| <dcterms:abstract></dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/301653114?accountid=14816</rdf:value> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Michigan State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Barnes</foaf:surname> | |
| <foaf:givenname>Jessica Virginia</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4576"/> | |
| <link:link rdf:resource="#item_213190"/> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>2800:Developmental Psychology</dc:subject> | |
| <dc:subject>affective competence</dc:subject> | |
| <dc:subject>Child development</dc:subject> | |
| <dc:subject>Childhood Development</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Community</dc:subject> | |
| <dc:subject>Community Services</dc:subject> | |
| <dc:subject>community support system</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Emotional competence</dc:subject> | |
| <dc:subject>Emotional Development</dc:subject> | |
| <dc:subject>Families</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Parent knowledge</dc:subject> | |
| <dc:subject>Parental Characteristics</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Ready, Set, Grow Passport program</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social skills</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Support system</dc:subject> | |
| <dc:title>The evaluation of a community developed support system for families with young children: The "Ready, Set, Grow!" Passport program</dc:title> | |
| <dcterms:abstract>This project used parent and child interviews to obtain data concerning the use of community based prevention family support program and the effects of program use. The objectives of the project are to identify the effects of program use and to explore the construct of child emotional or affective competence. The effects of Passport use on parent confidence, parent knowledge of child development, parenting activities, and child social competences were explored. The purpose of this information is to make recommendations to the program as to how they can better service their members and to inform others as to how intervention programs such as Passport impact the lives of children and families. In the examination of child affective competence, four different models of the cognitive and affective components of social competence and social information processing were tested. Results using SEM provide empirical evidence for the construct of affective/emotional competence. Additionally, evidence was found for a relationship between program use and parent knowledge of child development. Both parent knowledge of child development and confidence were related to parent behavior, and parent behavior was related to child affective competence.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>131</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dcterms:URI> | |
| </dc:identifier> | |
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| <dc:coverage>305328793</dc:coverage> | |
| <dc:description>3115936</dc:description> | |
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| <dc:identifier> | |
| <dcterms:URI> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305329057?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The George Washington University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Beatty</foaf:surname> | |
| <foaf:givenname>Gaither Maxine</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21806"/> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Academic success</dc:subject> | |
| <dc:subject>Cognitive</dc:subject> | |
| <dc:subject>Community college</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Noncognitive</dc:subject> | |
| <dc:subject>Study habits</dc:subject> | |
| <dc:title>A comparison study of selected cognitive vs. non-cognitive factors as predictors of first semester academic success at a public two-year community college</dc:title> | |
| <dcterms:abstract>The purpose of this research project was to determine the extent to which locus of control, level of aspiration, study habits and attitudes, high school grade point average (HSGPA) and language skills are predictors of first semester academic success of community college students who plan to transfer to a four-year institution. Other non-cognitive variables were used to predict academic success: parental aspiration, and parental education. Within the context of this research, an external locus of control is the belief that outcomes are contingent upon one's own attitudes and actions. The participants consisted of 175 randomly selected first semester freshmen students who were enrolled in Student Development (STD) Orientation classes. To acquire the data, a variety of measures were used, namely, The Rotter's Internal/External Locus of Control Scale, Brown-Holtzman's Survey of Study Habits and Attitudes, and a Demographic Data Sheet. Other information such as English placement, high school grade point average and first semester grade point average were obtained from the Admission's and Registrar's Office. Descriptive statistics, including frequencies of numbers and percentages, were used to report demographic characteristics of first semester college freshmen students. Inferential statistics, including the independent t-test and step-wise regression, were used to test the hypotheses formulated for the study. The analysis of data showed no significant difference between GPA of the first semester freshmen students who are externally or internally controlled. A significant difference was found between GPA of students who score higher in the study attitude scale than students with lower scores, and no significant difference was found between GPA of students with different aspirations. The relationship of GPA of college students and their high school GPA showed that GPA of high school of college students contributed only 7 percent to their college GPA. Further research is needed to determine which variables will enhance and improve the academic success of a student's academic performance.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>132</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305329057?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305329057</dc:coverage> | |
| <dc:description>3083791</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_21806"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:11:49</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=A+comparison+study+of+selected+cognitive+vs.+non-cognitive+factors+as+predictors+of+first+semester+academic+success+at+a+public+two-year+community+college&issn=&date=2003-01-01&volume=&issue=&spage=&au=Beatty%2C+Gaither+Maxine&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| </dc:identifier> | |
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| </z:Attachment> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Connecticut</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Bello-Davila</foaf:surname> | |
| <foaf:givenname>Delia I</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21824"/> | |
| <dc:subject>0279:Language arts</dc:subject> | |
| <dc:subject>0282:Bilingual education</dc:subject> | |
| <dc:subject>0282:Multicultural education</dc:subject> | |
| <dc:subject>0631:Minority & ethnic groups</dc:subject> | |
| <dc:subject>0631:Sociology</dc:subject> | |
| <dc:subject>Bilingual education</dc:subject> | |
| <dc:subject>Dual language programs</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Interracial relations</dc:subject> | |
| <dc:subject>Language arts</dc:subject> | |
| <dc:subject>Minority & ethnic groups</dc:subject> | |
| <dc:subject>Multicultural education</dc:subject> | |
| <dc:subject>Program evaluation</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>An ethnographic comparison of two dual language programs</dc:title> | |
| <dcterms:abstract>In a growing number of American schools, majority and minority students are learning together through two languages in programs which aim to develop dual-language proficiency along with academic achievement (Lindholm-Leary, 2001; Howard & Christian, 2002). During the 2000-2001 school year, 362 dual language programs were in operation in 209 school districts encompassing 35 states and the District of Columbia (Center for Applied Linguistics, 2002). Fifteen years ago only about 30 such programs existed in the country (Crandall, 1998). Dual language programs are considered effective ways to meet the educational needs of English Language Learners (ELLs). Approximately 80% of these programs use Spanish and English as the languages of instruction (CAL, 2002). Programs vary by design, curriculum and instructional strategies, and minority-majority interactions (Calderón & Minaya-Rowe, 2003; Ovando, Collier, & Combs, 2003). The purpose of this ethnographic study was to examine and compare the components of two dual language programs, a newly implemented program in Southern New England and a long established program in the Southeast. Both programs seek to promote better understanding between language majority and language minority communities, and quality curriculum design and instruction that enrich each program (Howard, Olague, & Rogers, 2003; Cloud, Genesee, & Hamayan, 2000). A review of the literature fails to locate studies to account for the implementation of these programs (Cazabon, 2001; Valdes, 1998). Data were collected through key informant interviews, direct observations, videotaping of instructional practices and document reviewed. The analysis process resulted in the following conclusions. First, three major areas of performance--quality school, quality curricula and quality instruction--were found to be the basic components that exemplify quality dual language programs. Second, effective practices for teaching literacy and content area instruction evolve around the quality and sustainability of three overlapping traits--teaching strategies, instruction, and curriculum implementation. Third, minority and majority group relations in the two programs exhibit a spectrum of practices from fully integrated to very little integration. The schooling process has a role to play in promoting the interaction. Fourth, parent and community involvement is not being practiced as strongly and earnestly in these programs via conventional and non-conventional activities. Although there are important instances of collaboration, particularly in the Southeast Dual Language Program, minority parents still feel detached from the school and ambivalent about their role in their children's schooling. Fifth, the emerging model is rooted in the analytical understanding that the dual language program and encompasses the incorporation of minority and majority cultures, and languages, inclusion of community representation, multicultural curricula, clear and visionary designs and implementation processes, and a variety of instructional practices that enhance the program.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>185</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305337045?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
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| <dc:coverage>305337045</dc:coverage> | |
| <dc:description>3101671</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:49</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Dartmouth College</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Bracken</foaf:surname> | |
| <foaf:givenname>Ann Connolly</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4810"/> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>Child</dc:subject> | |
| <dc:subject>control group</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health Services -- Utilization</dc:subject> | |
| <dc:subject>Health services utilization</dc:subject> | |
| <dc:subject>Home health care</dc:subject> | |
| <dc:subject>Home visiting</dc:subject> | |
| <dc:subject>Home visits</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Maternal-Child Health</dc:subject> | |
| <dc:subject>Medicaid</dc:subject> | |
| <dc:subject>Mothers</dc:subject> | |
| <dc:subject>Multivariate Statistics</dc:subject> | |
| <dc:subject>Neonatal care</dc:subject> | |
| <dc:subject>New Hampshire</dc:subject> | |
| <dc:subject>Nonexperimental Studies</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>Pediatric health services</dc:subject> | |
| <dc:subject>Postnatal</dc:subject> | |
| <dc:subject>Prenatal</dc:subject> | |
| <dc:subject>Prenatal care</dc:subject> | |
| <dc:subject>Preventive care</dc:subject> | |
| <dc:subject>Prospective Studies</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>regression</dc:subject> | |
| <dc:subject>Retrospective Design</dc:subject> | |
| <dc:subject>Studies</dc:subject> | |
| <dc:title>The impact of prenatal and postnatal home visiting on utilization of care</dc:title> | |
| <dcterms:abstract>Research objective . Research suggests that home visiting services can have a significant impact on pregnancy outcomes, child health and development, parenting and maternal life course. The effect of home visiting on utilization of health services is not well understood. The purpose of this research is to study the impact of the New Hampshire Home Visiting Program on maternal and child utilization of care. Study design . Retrospective observational cohort design. The intervention group received home visiting services from a nurse and paraprofessional home visitor prenatally and in the first two years of life. Data sources included birth certificate data and Medicaid claims. Ninety-two home-visited mother/infant pairs enrolled in Medicaid were compared to a matched control group. Matching variables included Home-Visiting Service Area, teen birth, child age and marital status. Analysis was based on an intention to treat model. Multivariable regression models were developed to estimate the effect of home visiting on utilization. Principal findings . Home visited children had a higher proportion of observed per recommended well child visits (0.78 [0.74-0.82] vs. 0.60 [0.55-0.64], p < 0.001) and were more likely to be up-to-date with well child visits (84.8% vs. 52.2%, p < 0.001). There was no significant difference in use of acute or emergent care. Using logistic regression models, adjusting for teen birth, marital status, maternal education, maternal smoking, child's age, birthweight, plurality, use of prenatal care, acute care, emergent care, Medicaid enrollment, and Home Visiting Service Area, home visiting was a significant predictor of being up-to-date with well child visits and having at least 0.75 of observed per recommended well child visits. Conclusions . Many states and communities have invested in home visiting programs to improve the health and well-being of children and families. This study demonstrates that home visiting is associated with increased preventive care use in young children. Furthermore, this research demonstrates a methodology for use of existing state data sets to understand the impact of child health utilization after implementation of a state child health program. Further research with a larger sample may differentiate use of emergency department services and hospitalizations.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>96</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305347471?accountid=14816</rdf:value> | |
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| <dc:coverage>305347471</dc:coverage> | |
| <dc:description>3097802</dc:description> | |
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| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Drexel University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Braniecki</foaf:surname> | |
| <foaf:givenname>Suzanne Hadly</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4612"/> | |
| <link:link rdf:resource="#item_139348"/> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Children & youth</dc:subject> | |
| <dc:subject>Cognitive-behavioral</dc:subject> | |
| <dc:subject>Early intervention</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family functioning</dc:subject> | |
| <dc:subject>Family-based intervention</dc:subject> | |
| <dc:subject>Guided imagery</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Pain</dc:subject> | |
| <dc:subject>pain intervention</dc:subject> | |
| <dc:subject>Pain management</dc:subject> | |
| <dc:subject>pediatric populations</dc:subject> | |
| <dc:subject>Pediatrics</dc:subject> | |
| <dc:subject>Pilot projects</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>Sickle cell disease</dc:subject> | |
| <dc:title>A family-based cognitive-behavioral pain intervention involving guided imagery for children with sickle cell disease: A pilot study</dc:title> | |
| <dcterms:abstract>The most common complication of sickle cell disease (SCD) is the acute painful episode. The effectiveness of nonpharmacologic pain interventions in decreasing reports of pain has been documented in other pediatric populations. However, there is a paucity of intervention research conducted with SCD populations. Thus, the goal of the present study was to implement a standardized, family-based cognitive-behavioral pain intervention for children with SCD. A three-session intervention involving guided imagery was used with 16 (8 in the intervention group, 8 in the waitlist group) school-aged children (Mean age = 14.00, SD = 2.68) with SCD. It was hypothesized that the intervention group would exhibit decreased medical contacts and report of pain, and improved quality of life when compared to the waitlist group. A repeated measures analysis of variance, however, revealed no significance for between group differences. There was a significant reduction in medical contacts and report of pain over time, regardless of group (intervention or waitlist). Quality of life was average for both groups and was stable over time. In addition, it was hypothesized that utilization and engagement in the guided imagery would be related to the outcome of the intervention. However, correlations showed no significance for the relationship between utilization and engagement in the intervention and the outcome measures. Treatment adherence was variable; the overall adherence rate for participation in the intervention was 56%. When participants did practice, they gave high ratings of enjoyment and helpfulness. They were also able to engage in the guided imagery, which increased over time. In addition, caregiver participation was inconsistent, which may have contributed to the adherence issues. Follow-up analyses of treatment fidelity and psychosocial functioning suggest that the delivery of the intervention and family functioning and coping may have impacted the outcome of the intervention. Limitations of the present study included small sample size, recruitment issues, high dropout rates, and other methodological issues (i.e. measures, design of intervention), which all played a part in the outcome of the intervention. Information gained from this study is beneficial in addressing and developing pain interventions for children with sickle cell disease.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>229</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:Organization> | |
| <foaf:name>Smith College School for Social Work</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Brauner</foaf:surname> | |
| <foaf:givenname>Thomas Edwin</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4870"/> | |
| <link:link rdf:resource="#item_139061"/> | |
| <link:link rdf:resource="#item_729549"/> | |
| <dc:subject>*Attachment</dc:subject> | |
| <dc:subject>*Family Therapy</dc:subject> | |
| <dc:subject>*Handicapped</dc:subject> | |
| <dc:subject>*Preschool Children</dc:subject> | |
| <dc:subject>*Psychotherapy</dc:subject> | |
| <dc:subject>*Treatment Outcomes</dc:subject> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>6121: therapeutic interventions</dc:subject> | |
| <dc:subject>6131: mental & physical disabilities</dc:subject> | |
| <dc:subject>Attachment Behavior</dc:subject> | |
| <dc:subject>Attachment-oriented family therapy</dc:subject> | |
| <dc:subject>Autism</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Development disabilities</dc:subject> | |
| <dc:subject>Developmental disabilities</dc:subject> | |
| <dc:subject>developmental disorders</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Interventions</dc:subject> | |
| <dc:subject>Parenting</dc:subject> | |
| <dc:subject>Preschool Age (2-5 yrs)</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Therapeutic preschool</dc:subject> | |
| <dc:subject>treatment interventions</dc:subject> | |
| <dc:title>Efficacy of attachment-oriented family therapy interventions for children with development disabilities: An exploratory descriptive study of process and outcome in a therapeutic preschool</dc:title> | |
| <dcterms:abstract>This case-based, exploratory clinical study tested a model of attachment-oriented family therapy with families that have children with significant developmental disorders. The 24-week protocol employed a purposive sample of six families whose children (ages five to six) had recently enrolled in a therapeutic preschool. Internal Working Models (IWMs) of the parents' attachments were explored using videotaped interviews. Written formulations of family attachment themes were generated from the interviews to guide the attachment-oriented family treatment that followed. Videotape feedback from the family sessions was also employed as a treatment modality. A variety of parent self-report measures, independent ratings of family therapy videotapes, and the Attachment Q-sort generally supported the model's efficacy in promoting greater attachment security. Parents' IWMs from their own childhoods were found to influence current parenting. The study was also valuable in further defining attachment-oriented treatment interventions and in validating the efficacy of videotape feedback.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>237</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305306987</dc:coverage> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Grambling State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Brentley</foaf:surname> | |
| <foaf:givenname>Mary</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10738"/> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Academic</dc:subject> | |
| <dc:subject>Achievement</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Familial</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Learners</dc:subject> | |
| <dc:subject>Motivation</dc:subject> | |
| <dc:subject>Persistence</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:title>The impact of selected academic, familial, and learners' characteristics on motivation, persistence and academic achievement</dc:title> | |
| <dcterms:abstract>Historically, colleges and universities are challenged to retain students in general and developmental students. Many students who come to college are ill prepared; they score below the national average on standardized tests and are placed in developmental courses. While colleges and universities are interested in retention and persistence, the ultimate goal is to graduate students without jeopardizing high standards of education. The purpose of this study was to examine the relationships between selected predictive variables and academic achievement and persistence of all learners and also at-risk learners. The predictive variables included National Educational Longitudinal Study (NELS) pretest scores (English, reading, mathematics, and social sciences cognitive tests), American College Test (ACT) composite scores, gender, ethnicity, socioeconomic status composite (parents' education, parents' occupation, and family income), and parents' expectations. The three dependent variables are motivation, academic achievement and persistence. This study employed data from the National Center for Education Statistics' NELS cohort study, which was begun in 1988 and continued through 2000. The participants in the study were Asians, Whites, Blacks, Hispanics, and American Indians in the national sample. The researcher used the weighted sample population of 14,915 participants in the general sample. There were also 1,371 at-risk participants. The data were analyzed using multiple regression and path analysis. Results show that ACT scores, SES, parental expectation, race (Black, White, Asian, and Hispanic) and gender (male) are significant predictors of motivation for the general sample. For the at risk sample, it shows that parental expectation, race (White, Asian) and gender (male) are significant predictors of motivation. For the achievement of the general sample, ACT scores, NELS scores, Parental expectation and race (Black, Asian, Hispanic, and White) are significant predictors. For the at-risk students, only being Black is a significant predictor. Lastly, ACT scores, NELS scores, motivation, and race (Black and Hispanic) are significant predictors of persistence. For the at-risk sample, ACT scores, parental expectation, and race (White) are significant predictors. In the path model, the independent variables collectively accounted for 24.2% of the variance in the dependent variable. Hence, further studies are recommended to find other contributors to motivation, achievement, and persistence. The results also accentuate the importance of parents' expectations on student achievement and persistence.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>105</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305232300?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
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| <dc:coverage>305232300</dc:coverage> | |
| <dc:description>3119000</dc:description> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of North Carolina at Chapel Hill</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Brewster</foaf:surname> | |
| <foaf:givenname>Ann B</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16754"/> | |
| <link:link rdf:resource="#item_139250"/> | |
| <link:link rdf:resource="#item_754330"/> | |
| <dc:subject>*Academic Achievement</dc:subject> | |
| <dc:subject>*Cultural Capital</dc:subject> | |
| <dc:subject>*Educational Attainment</dc:subject> | |
| <dc:subject>*Family School Relationship</dc:subject> | |
| <dc:subject>*High School Students</dc:subject> | |
| <dc:subject>*Junior High School Students</dc:subject> | |
| <dc:subject>*Social Support</dc:subject> | |
| <dc:subject>*Student Teacher Relationship</dc:subject> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>3500:Educational Psychology</dc:subject> | |
| <dc:subject>6145: education, work, & occupations</dc:subject> | |
| <dc:subject>Academic achievement</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Black Americans</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Hispanic Americans</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Latin American Cultural Groups</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Parent</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Parent Educational Background</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>School success</dc:subject> | |
| <dc:subject>Social capital</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>social success</dc:subject> | |
| <dc:subject>Social support</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Socioeconomic status</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Teacher</dc:subject> | |
| <dc:subject>teacher child interaction</dc:subject> | |
| <dc:subject>Teacher Student Interaction</dc:subject> | |
| <dc:subject>US</dc:subject> | |
| <dc:subject>Whites</dc:subject> | |
| <dc:subject>Youth</dc:subject> | |
| <dc:title>Parent and teacher social capital and the school success of youth: A longitudinal analysis</dc:title> | |
| <dcterms:abstract>This longitudinal investigation focused on understanding the impact of the social capital provided by parents and teachers over time from 8th to 10th grades on the 10th grade school engagement and academic achievement, and later educational attainment, of Latino, African American, and White youth. Its main purpose was to understand the role of sustained adult social support on educational outcomes of youth by examining possible differences in patterns of adult support over time by groups and by examining the impact of that support on later educational outcomes for youth by racial/ethnic background. Additionally, this investigation sought to understand the role that parental support of academics plays in relation to level of parent education (a proxy for socioeconomic status) and school outcomes. Results from doubly multivariate repeated measures analyses of variance provided information about patterns of social support from 8th grade to 10th grade for various groups of youth. Results from structural equation modeling indicated that sustained high levels of adult social support provided from 8th to 10th grade were significantly related to 10th grade school attendance and school behavior and 10th grade math achievement for youth. Of the two forms of adult social capital, teacher caring had a greater impact on attendance and school behavior than parent-child discussion of academics. The effects of level of parent education on academic outcomes were mediated by parent-child discussion in 8th and 10th grades. Taken together, the findings from the doubly multivariate repeated measures analyses and the structural equation modeling suggest that high levels of social support for academics from parents and teachers sustained across 8th and 10th grades are important for school outcomes of youth. Implications for developing more effective dropout prevention interventions in the context of race/ethnicity and family socioeconomic status that focus on increasing children's access to adult social capital through increased parent-child and teacher-child interactions related to academics are discussed. Additional implications of this study for further research on educational attainment are also discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>137</z:numPages> | |
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| <foaf:name>University of Leeds (United Kingdom)</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Briggs</foaf:surname> | |
| <foaf:givenname>M</foaf:givenname> | |
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| <link:link rdf:resource="#item_10696"/> | |
| <dc:subject>0564:Medicine</dc:subject> | |
| <dc:subject>DXN068571</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Medicine</dc:subject> | |
| <dc:title>Painful leg ulcers: the prevalence, characteristics and effective topical treatments. (BL: DXN068571)</dc:title> | |
| <dcterms:abstract>The purpose of this thesis was to explore the size and nature of the problem of painful leg ulcers. Three studies were designed to address this. Study 1 was a prevalence study. This involved prospective data collection from community health professionals. Details about leg ulceration and pain were captured. Staff were also asked about pain assessment. The validity of the data was tested using telephone follow up and home visits. Study 2 was a longitudinal study. A cohort of 92 patients was followed up every 2 weeks for 6 months or until healing was achieved. Size, type, duration and position of the ulcer were documented. Patients completed a diary of pain scores. Neuropathic pain was identified using the Leeds Assessment of Neuropathic Signs and Symptoms. Study 3 was a systematic review of topical treatments for leg ulcer pain relief. The prevalence of leg ulceration was 0.12% of the Leeds population. Over 70% had pain from their leg ulcers and in 40% of cases neuropathic mechanisms were dominant. Neuropathic symptoms were statistically significantly associated the increased pain. Pain significantly associated the increased pain. Pain severity could not be predicted by position, type, duration or size of ulcer. Community nurses were involved in the care of 90% of the patients. Pain scales were used by only 9% of the nurses and the leg ulcers treatments were the same whether people had mild pain or severe pain. The systematic review revealed to trials about pain relief for leg ulcer related pain. Six trials of Eutectic Mixture of Local Anaesthetic (EMLA) for debridement pain were found. This was effect of relieving pain but the impact on healing remains unclear. In conclusion, the results indicate that pain from leg ulceration is an under recognised, under treated condition and the implications for practice, education and research are considered within this thesis.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
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| <foaf:name>Howard University</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Brockie-Trombley</foaf:surname> | |
| <foaf:givenname>Mary Jo</foaf:givenname> | |
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| <link:link rdf:resource="#item_4738"/> | |
| <link:link rdf:resource="#item_312106"/> | |
| <link:link rdf:resource="#item_723039"/> | |
| <dc:subject>*Children</dc:subject> | |
| <dc:subject>*Family Therapy</dc:subject> | |
| <dc:subject>*Mental Health</dc:subject> | |
| <dc:subject>*Mental Health Services</dc:subject> | |
| <dc:subject>*Outpatients</dc:subject> | |
| <dc:subject>*Parent Child Relations</dc:subject> | |
| <dc:subject>*Parents</dc:subject> | |
| <dc:subject>*Treatment Methods</dc:subject> | |
| <dc:subject>*Treatment Outcomes</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>2046: sociology of health and medicine</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>Anxiety</dc:subject> | |
| <dc:subject>Child</dc:subject> | |
| <dc:subject>Child therapy</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>Emotional functioning</dc:subject> | |
| <dc:subject>Emotions</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Family stress</dc:subject> | |
| <dc:subject>Followup Study</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Intensive mental health services</dc:subject> | |
| <dc:subject>Longitudinal Study</dc:subject> | |
| <dc:subject>Major Depression</dc:subject> | |
| <dc:subject>Mental disorders</dc:subject> | |
| <dc:subject>Mental health</dc:subject> | |
| <dc:subject>Mental health services</dc:subject> | |
| <dc:subject>Parent</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>social psychiatry (mental health)</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Stress</dc:subject> | |
| <dc:title>The effects of intensive mental health services on child and parent emotional functioning and family stress</dc:title> | |
| <dcterms:abstract>This study involved a 4-month investigation to evaluate the effectiveness of Intensive Mental Health Services (IMHS), an alternative service delivery model, in reducing symptomatology of depression and anxiety in children, parents and in family stress. This project compared outcomes of IMHS with traditional outpatient therapy in an attempt to determine (a) if IMHS is more effective than traditional outpatient therapy models, (b) if children and families participating in IMHS show significant improvement in emotional functioning within the 4-month period, and (c) if there is a significant relationship between child and parent emotional functioning and family stress and child emotional functioning. Sixty-one children between the ages of nine and thirteen and their parents participated in pre-testing at the initiation of services and a 4-month follow-up. Demographic information was collected on the following variables: program (IMHS, out-patient), gender, grade, age, ethnicity, primary diagnosis and psychiatric medication. There were 31 children in the IMHS program and 30 children in the outpatient program. Upon statistical examination of the variables using the t-test and x2 , in comparison to the outpatient clients, IMHS clients were more likely to be older based on a mean age of 12 (SD = 1.3) (F [1,59] = 17.66, p < .0001) and mean grade of 7 (SD = 1.3) ( F [1,59] = 13.87, p < .0001), and approximately five times more likely to be Caucasian (x2 [1,4] = 20.62, p < .0001). There were no significant differences between the groups based on gender, diagnosis or use of medication. The hypotheses were examined using the t-test for paired and independent groups in order to determine the significant differences that occurred between (a) the pre-test and post-test scores and (b) between IMHS and outpatient therapy. Across both groups there was significant reduction in child depression ( CAFAS ), child anxiety, parent depression and family stress (FILE ). IMHS clients showed significant reduction in child depression (CAFAS ), child anxiety and family stress ( FILE ). The Pearson Product-Moment Correlation Coefficient was computed to assess the relationship between child, parent and family emotional functioning. There was no significant relationship between child depression, child anxiety and self-esteem with parent depression and anxiety. However, post treatment correlations supported the relationship between family stress ( FILE ) and child depression (CBCL ) (r = .37, p < .05). One of the purposes of this research was to statistically support the rationale for IMHS as an alternative mode of service delivery in a community mental health setting. Overall, significant changes occurred during the course of treatment for those children and families participating in the IMHS program in the areas of child depression, child anxiety and family stress. Implications of these results suggest that IMHS did address some of the mental health needs of at-risk children and their families and supports the current literature on child mental health prioritizing therapeutic interventions targeting both the child and the family. Future directions for further study of this topic would be to consider more stringent monitoring of treatment and may specifically focus on the effects of home-visits and on-call crisis intervention as key components of the IMHS program.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>112</z:numPages> | |
| <z:language>English</z:language> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Connecticut</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Broggi</foaf:surname> | |
| <foaf:givenname>Michelle Brodersen</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| <link:link rdf:resource="#item_16851"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family-centered care</dc:subject> | |
| <dc:subject>Parent-therapist relationship</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Physical therapy</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Parental perceptions of the parent-therapist relationship: Its impact on outcome</dc:title> | |
| <dcterms:abstract>Federal law mandates that early intervention (EI) programs for children from birth to 36 months of age provide care using a family centered model. This study investigated the relationship that develops between physical therapists and parents during EI by examining the outcomes associated with four relationship types. Thirty-nine mothers of children who currently receive, or who had in the past year received, physical therapy through CT's Birth-to-Three program participated in this study. Participants completed six surveys: Parenting Stress Index (PSI), Family Resources Scale (FRS), Measures of Processes of Care (MPOC), satisfaction and control scales and a demographic survey. They also participated in an interview to review their survey responses and their child's progress reports. Scores on the satisfaction and control scales were used to group parents into four relationship types: collaborative (high satisfaction, high control); traditional medical model (high satisfaction, low control); discordant (low satisfaction, high control) and distant (low satisfaction, low control). 44% of mothers were classified as having a collaborative relationship, 20% had a traditional medical relationship, and 18% were placed into the discordant and distant groups, respectively. ANOVA results indicated that mothers in the collaborative group experienced less parenting stress and felt more competent than mothers in the distant group. They were also more likely to describe the relationship with their child's therapist as family centered. Backward multiple regression analyses suggested that family resources and satisfaction with the relationship accounted for a significant amount of the variation seen in parenting stress. A significant amount of the variation in parenting competence was explained by satisfaction with the relationship and perceptions of the therapist's family centered behaviors. Finally, satisfaction with the parent-therapist relationship accounted for a significant amount of the variation in child progress. The findings suggest that the interpersonal aspects of care in EI have a significant impact on parent and child outcomes. They also suggest that satisfaction has a greater impact on the outcomes studied than control. The families' access to resources also impacted significantly on outcome.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>175</z:numPages> | |
| <z:language>English</z:language> | |
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| <dc:coverage>305342939</dc:coverage> | |
| <dc:description>3089740</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:37</dcterms:dateSubmitted> | |
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| <foaf:Organization> | |
| <foaf:name>University of Michigan</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Brown</foaf:surname> | |
| <foaf:givenname>Philip H</foaf:givenname> | |
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| <link:link rdf:resource="#item_21830"/> | |
| <dc:subject>0340:Educational sociology</dc:subject> | |
| <dc:subject>0501:Economics</dc:subject> | |
| <dc:subject>0510:Labor economics</dc:subject> | |
| <dc:subject>0938:Demographics</dc:subject> | |
| <dc:subject>Bargaining</dc:subject> | |
| <dc:subject>China</dc:subject> | |
| <dc:subject>Credit constraints</dc:subject> | |
| <dc:subject>Demographics</dc:subject> | |
| <dc:subject>Dowry</dc:subject> | |
| <dc:subject>Economics</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational sociology</dc:subject> | |
| <dc:subject>Households</dc:subject> | |
| <dc:subject>Intrahousehold bargaining</dc:subject> | |
| <dc:subject>Labor economics</dc:subject> | |
| <dc:subject>Poverty</dc:subject> | |
| <dc:subject>Rural areas</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Studies</dc:subject> | |
| <dc:title>Poverty, education, and intrahousehold bargaining: Evidence from China</dc:title> | |
| <dcterms:abstract>This dissertation analyzes decision-making and education within resource-constrained households using household survey data collected by the author in rural China. Low income and incomplete credit markets make financing educational investments difficult in poor areas even when the returns to education exceed the costs. These problems are compounded by low educational attainment of parents which makes them less likely to educate their own children. Low educational attainment of women also may undermine their bargaining positions within the household, affecting household decisions about children's education if parental preferences differ. "Education and Poverty in Rural China" investigates the effects of poverty, credit constraints, intrahousehold bargaining, and school quality on education. Results show that a lack of credit hampers financing education but does not affect school performance. By contrast, wealth positively impacts test scores. Higher parental education and women's decision-making authority reduce the probability of children repeating grades. The latter also reduces the probability that children drop out of school. School quality has a modest effect on the duration of schooling. "Dowry and Intrahousehold Bargaining: Evidence from China" analyzes the relationship between a woman's intrahousehold bargaining position and her welfare within marriage. Simultaneity problems common to the literature are overcome by using dowry to proxy for bargaining position. Omitted variable bias is addressed by using grain shocks in the year preceding marriage and sibling sex composition as instruments for dowry. Instrumented dowry positively impacts several measures of a wife's welfare, including time allocation, household purchases, and the wife's decision-making authority, thereby offering strong evidence to support collective models of the household. "Parental Education and Child Learning: Investing in Goods and Time" examines the robust empirical relationship between parental education and children's human capital acquisition. First, demand functions for investments in children's human capital production are estimated. Results show that more educated parents make greater investments in both goods and time. Next, a production function for children's test scores is estimated. Controlling for investments in time and goods reduces the estimated effects of parental education modestly, suggesting that instruments account for some, but not all, of the positive relationship between parental education and child learning.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>145</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>The University of Utah</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <rdf:Seq> | |
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| <foaf:surname>Burke</foaf:surname> | |
| <foaf:givenname>Renee Kathleen</foaf:givenname> | |
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| <link:link rdf:resource="#item_4756"/> | |
| <link:link rdf:resource="#item_139096"/> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0627:Criminology</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Adolescent</dc:subject> | |
| <dc:subject>Adolescent offenders</dc:subject> | |
| <dc:subject>Criminology</dc:subject> | |
| <dc:subject>delinquent youth</dc:subject> | |
| <dc:subject>Dropouts</dc:subject> | |
| <dc:subject>Dysfunction</dc:subject> | |
| <dc:subject>Dysfunctional Family</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>family alliance</dc:subject> | |
| <dc:subject>family dysfunction</dc:subject> | |
| <dc:subject>Family relations</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Juvenile delinquency</dc:subject> | |
| <dc:subject>Juvenile offenders</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Therapist-family alliance</dc:subject> | |
| <dc:subject>US</dc:subject> | |
| <dc:title>Engaging adolescent offenders in family therapy: Role of family dysfunction and the therapist-family alliance</dc:title> | |
| <dcterms:abstract>The current study was designed to better understand the process of dropout from family therapy for delinquent youth and their families. Participants were 60 delinquent youth and their parents referred to The Family Therapy Project at the University of Nevada, Las Vegas by Family and Youth Services and the Juvenile Court. Youth participants represented a cross section of adolescents in the juvenile justice system were 14.5 years on average (55% male; 45% female), and were drawn from a sample committing substance abuse-related (33%) and violent offenses (72%). Two types of family cases were sampled for the current study: (1) families who dropped out of therapy after session 1, 2, or 3 ("Dropout" group), and (2) families who continued to the next phase of treatment (sessions 4 plus, "Engaged" group). It was proposed that the degree of family dysfunction would predict dropout via a negative impact on the quality of the alliance during first sessions of Functional Family Therapy. Two mediational models were proposed, the first that the average family alliance would mediate the affect of family dysfunction on dropout and the second that discrepancies in alliance would mediate the effect. Family adjustment was measured using a weighted average of parent(s) and youth's self-reported levels of family functioning on the General Scale of the Family Adjustment Measure (FAM-III). Alliance was assessed via observational ratings of videotaped first sessions of family therapy with a scaled down version of the Vanderbilt Therapy Alliance Scale-Revised (VTAS-R). Neither of the proposed mediation models was supported due to nonsignificant associations between family dysfunction and dropout as well as alliance and dropout. An interesting finding was that discrepancies in alliance (therapist-parent versus therapist-youth alliance) predicted dropout when two parents were present during the first session of family therapy but not in the context of one parent.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>90</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>University College Cork (Ireland)</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Butler</foaf:surname> | |
| <foaf:givenname>J E</foaf:givenname> | |
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| <dc:subject>(UMI)AAIU182969</dc:subject> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:title>The differences in the social competence of children who attend integrated junior infant classes and children who attend segregated learning environments</dc:title> | |
| <dcterms:abstract>There are a number of reasons why this research has decided to undertake this study into the differences in the social competence of children who attend integrated Junior Infant classes and children who attend segregated learning environments. These reasons are both personal and professional. My personal reasons stem from having grown up in a family which included both an aunt who presented with Down Syndrome and an uncle who presented with hearing impairment. Both of these relatives' experiences in our education system are interesting. My aunt was considered ineducable while her broth - my uncle - was sent to Dublin (from Cork) at six years of age to be educated by a religious order. My professional reasons, on the other hand, stemmed from my teaching experience. Having taught in both special and integrated classrooms it became evident to me that there was somewhat 'suspicion' attached to integration. Parents of children without disabilities questioned whether this process would have a negative impact on their children's education. While parents of children with disabilities debated whether integrated settings met the specific needs of their children. On the other hand, I always questioned whether integration and inclusiveness meant the same thing. My research has enabled me to find many answers. Increasingly, children with special educational needs (SEN) are attending a variety of integrated and inclusive childcare and education settings. This contemporary practice of educating children who present with disabilities in mainstream classrooms has stimulated vast interest on the impact of such practices on children with identified disabilities. Indeed, children who present with disabilities "fare far better in mainstream education than in special schools" (Buckley, cited in Siggins, 2001, p.25). However, educators and practitioners in the field of early years education and care are concerned with meeting the needs of all children in their learning environments, while also upholding high academic standards (Putman, 1993). Fundamentally, therefore, integrated education must also produce questions about the impact of this practice on children without identified special educational needs. While these questions can be addressed from the various areas of child development (i.e. cognitive, physical, linguistic, emotional, moral, spiritual and creative), this research focused on the social domain. It investigates the development of social competence in junior infant class children without identified disabilities as they experience different educational settings.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
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| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301642579</dc:coverage> | |
| <dc:description>U182969</dc:description> | |
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| <foaf:name>University of Waterloo (Canada)</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Butlin</foaf:surname> | |
| <foaf:givenname>George</foaf:givenname> | |
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| <link:link rdf:resource="#item_16905"/> | |
| <link:link rdf:resource="#item_212581"/> | |
| <link:link rdf:resource="#item_728013"/> | |
| <dc:subject>*Canada</dc:subject> | |
| <dc:subject>*College Students</dc:subject> | |
| <dc:subject>*Educational Attainment</dc:subject> | |
| <dc:subject>*Educational Inequality</dc:subject> | |
| <dc:subject>*High School Students</dc:subject> | |
| <dc:subject>*Parental Influence</dc:subject> | |
| <dc:subject>*Social Background</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>1432: sociology of education</dc:subject> | |
| <dc:subject>3500:Educational Psychology</dc:subject> | |
| <dc:subject>Academic achievement</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Canada</dc:subject> | |
| <dc:subject>Canadian</dc:subject> | |
| <dc:subject>Canadian youth</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Followup Study</dc:subject> | |
| <dc:subject>High school</dc:subject> | |
| <dc:subject>High schools</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Offspring</dc:subject> | |
| <dc:subject>offspring educational attainment</dc:subject> | |
| <dc:subject>Parent Educational Background</dc:subject> | |
| <dc:subject>Parental education</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Postsecondary education</dc:subject> | |
| <dc:subject>postsecondary education transitions</dc:subject> | |
| <dc:subject>Social Equality</dc:subject> | |
| <dc:subject>Social inequality</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>sociology of education</dc:subject> | |
| <dc:subject>Transitions</dc:subject> | |
| <dc:subject>Youth</dc:subject> | |
| <dc:title>The impact of parental education on the high school and postsecondary education transitions of Canadian youth</dc:title> | |
| <dcterms:abstract>Canadian research in the social inequality of education has established that there is a strong and persistent relationship between parental education and offspring's educational attainment. This research has primarily focused on the adult population, and has been driven by questions relating to cohort comparisons, the relative effects of parental occupation versus education, as well as the differential effects of mothers' and fathers' education on sons and daughters. There has been very little research that has examined the factors that mediate the relationship between parental education and offspring's education attainment. Drawing on Coleman's social capital theory, this dissertation examined the role played by social capital and high school academic achievement in accounting for the relationship between parental education and offspring's educational transitions in the Canadian youth population. The School Leavers Survey and the School Leavers Follow-up Survey, as well as the National Graduates Surveys and Follow-up Surveys, were used to examine the above questions. Modifying Mare's educational transition model, a series of discrete educational transitions were examined, starting with participation in private high school versus public high school and ending with the upper level educational transitions of young community college and bachelor's graduates. Parental education had a significant impact on all of offspring's educational transitions, with the exception of postsecondary leaving. There was no evidence to support the hypothesis that parental education affected offspring's high school and postsecondary transitions by operating primarily through high school-related social capital or high school academic achievement. For educational transitions above the high school level, the primary benefit came from having a parent with university education, and to a much lesser extent with a community college education.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>344</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:Person> | |
| <foaf:surname>Calvert</foaf:surname> | |
| <foaf:givenname>Constance Woerman</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10900"/> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:title>Reducing the risk for child abuse in Kentucky</dc:title> | |
| <dcterms:abstract>The United States is not alone dealing with the issue of child abuse and maltreatment. Child abuse is a worldwide issue that is seen and reported in the news regularly. In the United States, approximately $95 billion is spent annually on direct and indirect costs of child abuse/maltreatment. In 1999 Kentucky's child population was 965,528 with a reported 18,650 victims of child abuse. Of these children, 1,396 are estimated to have died due to child abuse; this averages four children every day. Using a quasi-experimental design this researcher attempts to prove that a home based parenting class for adolescent parents in Kentucky will reduce the risk for child abuse. This study conducted on a small group of EIP participants supported the effectiveness of public health nursing. Improving maternal-child outcomes and reducing high risk-related behaviors associated with child abuse have been achieved.</dcterms:abstract> | |
| <z:type>M.S.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>29</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305240863?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305240863</dc:coverage> | |
| <dc:description>EP25714</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Virginia Polytechnic Institute and State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Carter</foaf:surname> | |
| <foaf:givenname>Sadie Johnson</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16670"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Newport News</dc:subject> | |
| <dc:subject>Program evaluation</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Teacher mentoring</dc:subject> | |
| <dc:subject>Virginia</dc:subject> | |
| <dc:title>An assessment of the Newport News teacher mentoring program</dc:title> | |
| <dcterms:abstract>The perceptions of how well the mentor teacher program meets the needs of the beginning teacher, the mentor teacher, and the school division were examined in this study. There were three populations: 100 beginning teachers employed in the Newport News Public Schools with an initial employment date of August 1998, 56 mentor teachers, and 31 program administrators. Three surveys, utilizing Likert scales, were developed to collect data. Descriptive statistics were applied to the data. Data from the three populations were analyzed separately. Each set of data was disaggregated by age, gender, ethnicity, years of experience, position, educational level, and career status. Means were compared to identify differences in the perceptions of the program's effectiveness. The overall conclusion was that the program is only modestly meeting the needs of beginning teachers and mentors. In the perception of administrators, the program is meeting the needs of the school division. The data are quite clear that the closer one is to the classroom (the beginning teacher) the lower one rates the mentoring program. The beginning teachers rated the program the lowest, with mentors rating it next lowest and administrators rating it the highest. Numerous strengths and areas needing improvement were identified in the assessment. Among the strengths were sufficient emotional support from mentors, assistance with policies and procedures of the school and division, help with instructional methods, and training for mentors. Among the areas needing improvement were sufficient time for mentoring and receiving assistance; support for such activities as stimulating student learning, conducting home visits, organizing the classroom, and achieving the Virginia Standards of Learning; compensating mentors adequately; and assigning mentors to beginning teachers who teach the same grade or content. The data may be useful in guiding modifications in the mentoring program of the Newport News Public Schools or in developing an effective mentoring program in any school system.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>192</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305301556?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305301556</dc:coverage> | |
| <dc:description>3203681</dc:description> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Carlos Albizu University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Casines</foaf:surname> | |
| <foaf:givenname>Lisette</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10750"/> | |
| <link:link rdf:resource="#item_139446"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0627:Criminology</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Costs and Cost Analysis</dc:subject> | |
| <dc:subject>Crime Victims</dc:subject> | |
| <dc:subject>Criminal Justice</dc:subject> | |
| <dc:subject>criminal justice expenses</dc:subject> | |
| <dc:subject>Criminals</dc:subject> | |
| <dc:subject>Criminology</dc:subject> | |
| <dc:subject>Day treatment</dc:subject> | |
| <dc:subject>day treatment program</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Juvenile delinquency</dc:subject> | |
| <dc:subject>Juvenile offenders</dc:subject> | |
| <dc:subject>juvenile sexual offenders</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>Sex offenders</dc:subject> | |
| <dc:subject>Sex offenses</dc:subject> | |
| <dc:subject>sexual assault</dc:subject> | |
| <dc:subject>Sexual harassment</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>US</dc:subject> | |
| <dc:subject>Victims</dc:subject> | |
| <dc:subject>Young Adulthood (18-29 yrs)</dc:subject> | |
| <dc:title>A transitional day treatment program for juvenile sexual offenders</dc:title> | |
| <dcterms:abstract>Many attempts have been made to correct and to resolve the problem of sexual assault. The introduction of sex offender programs has provided an alternate view to the attitude of such a controversial issue. The ongoing trend in this country is to punish offenders rather than rehabilitate them. With no rehabilitative structure in treatment programs, criminals are likely to continue their destructive patterns without regard or remorse. In addition, the few specialized programs for offenders are usually enrolled at maximum capacity with a waiting list. One offender can cost society an estimated $1.7-$2.3 million, taking into account the number of crimes, costs imposed on the victims, and criminal justice expenses (USDOJ, 1999). In 1999, the Uniform Crime Reports indicated that approximately 17% of the sexual offense charges in the United States were committed by juveniles (FBI, 1999). These figures accentuate the importance of the installation of offender treatment programs. With a 1% reduction in recidivism, the treatment of all sex offenders that have been treated would be paid for by the reduction of costs related to the investigation, trial, incarceration, victim, and supervision. (Texas Department of Health, 2000). This day treatment program is designed for juvenile sex offenders that need to be transitioned back into the community. A step-down program that works with the juvenile to practice relapse prevention techniques and help to reintegrate him into society while living in the home is the aim for the day treatment program. This program will operate as a non-profit organization, which will sustain itself by grants and donations. It is designed to provide a psycho-educational "community" for male juveniles between the ages of 10-18 who have been adjudicated by the Department of Juvenile Justice due to sexual misconduct. In addition, the juveniles have recently been, or are waiting to be, released from a residential treatment center for sex offenders and show a need for a step-down program to facilitate their transition. The goals of the program are aimed at lowering the incidence of additional sexual offenses perpetrated by the adolescents, raising the adolescents' education to a level where they can compete in a public school upon release, and creating a safe family environment. The therapeutic portion of the program is based on a multi-modal theoretical model, which consists of individual therapy, family therapy, a parenting skills/support group for parents, and four groups. Within the group dimension, the groups will run on a weekly basis. These groups consist of Psycho-educational training, Offense Cycle/Relapse Prevention, Empathy/Social Skills Training, and General Process group. The second focus of the program is the educational portion, which will employ non-traditional, alternative psycho-educational techniques. In evaluating the program as a whole, multiple evaluation techniques will be employed to increase the reliability of the program evaluation.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>131</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305212562?accountid=14816</rdf:value> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305212562</dc:coverage> | |
| <dc:description>3082903</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:32</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Texas at Austin</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Castillo</foaf:surname> | |
| <foaf:givenname>Ivette Laura</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21770"/> | |
| <link:link rdf:resource="#item_212602"/> | |
| <dc:subject>0340:Educational sociology</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0631:Minority & ethnic groups</dc:subject> | |
| <dc:subject>0631:Sociology</dc:subject> | |
| <dc:subject>3500:Educational Psychology</dc:subject> | |
| <dc:subject>Academic achievement</dc:subject> | |
| <dc:subject>Achievement</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Educational sociology</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Ethnic minority</dc:subject> | |
| <dc:subject>Hispanic</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Latinos/Latinas</dc:subject> | |
| <dc:subject>Middle school students</dc:subject> | |
| <dc:subject>Minority & ethnic groups</dc:subject> | |
| <dc:subject>Racial and Ethnic Differences</dc:subject> | |
| <dc:subject>Racial dissonance</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>Self esteem</dc:subject> | |
| <dc:subject>Self-esteem</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>The effects of racial dissonance on the academic achievement and self-esteem of Hispanic middle school students</dc:title> | |
| <dcterms:abstract>The goal of this study was to assess the relevance of Rosenberg's theory of racial dissonance with Hispanic middle school students. Dissonance theory proposes that the racial composition of schools can negatively impact the academic performance and self-esteem of ethnic minority students (Rosenberg, 1975). The sample included 1037 Hispanic and 683 non-Hispanic White middle school students, ages 10-15, from four middle schools in an urban Southwestern area. Of the four middle schools, one was classified as racially dissonant for Hispanics (a non-Hispanic White majority school), two were racially balanced (with differing racial mixes) and one was racially consonant for Hispanics (a majority Hispanic school). The White students were included in the study to control for differences across the schools that were not related to racial dissonance. The academic achievement, self-esteem and perceived discrimination of Hispanic students and non-Hispanic White students were contrasted between the four middle schools. Socioeconomic status, as measured by parental education, was controlled for all data analyses. Results indicated that Rosenberg's dissonance theory was not supported with regard to academic performance and self-esteem. Both Hispanic and non-Hispanic White students in the predominantly non-Hispanic White school reported that they received higher grades, spent more time on homework, and were absent fewer days than the students at the other three middle schools. There were no school, ethnic or grade level differences in self-esteem. The results did support Rosenberg's notion of a dissonant communications environment (1977, 1979). Regardless of ethnicity, majority status in a school context was associated with lowered levels of perceived discrimination. In general this study did not provide support for Rosenberg's theory of racial dissonance, but the findings do support the notion that the phenomenon of resegregation contributes to the persistence of inequality of education for Hispanic students (Bankston & Caldas, 1997; Orfield, 2001; Orfield & Yun, 1999). The findings also highlight the importance of controlling for socioeconomic factors when examining the academic performance and self-esteem of Hispanic students. Future research of school racial composition should examine family factors, teacher experience, busing patterns, and grade level with ethnically and socioeconomically diverse samples.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>125</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305300604</dc:coverage> | |
| <dc:description>3116275</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of North Carolina at Greensboro</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <rdf:Seq> | |
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| <foaf:surname>Chamberlain</foaf:surname> | |
| <foaf:givenname>Julie Rhyne</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16718"/> | |
| <dc:subject>0422:Philosophy</dc:subject> | |
| <dc:subject>0522:Music education</dc:subject> | |
| <dc:subject>0535:Literacy</dc:subject> | |
| <dc:subject>0535:Reading instruction</dc:subject> | |
| <dc:subject>Beat competency</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Fifth-grade</dc:subject> | |
| <dc:subject>Literacy</dc:subject> | |
| <dc:subject>Music education</dc:subject> | |
| <dc:subject>Philosophy</dc:subject> | |
| <dc:subject>Philosophy, religion and theology</dc:subject> | |
| <dc:subject>Reading abilities</dc:subject> | |
| <dc:subject>Reading instruction</dc:subject> | |
| <dc:subject>Rhythm</dc:subject> | |
| <dc:subject>Third-grade</dc:subject> | |
| <dc:title>The relationship between beat competency and reading abilities of third- and fifth-grade students</dc:title> | |
| <dcterms:abstract>The primary purpose of the current study was to determine the relationship between third- and fifth-grade students' beat competencies and their reading abilities using their combined baseline nonlocomotor and locomotor movement scores and their reading scores. Beat competency was operationally defined as the ability to independently perform either microbeat or macrobeat throughout a musical selection using baseline nonlocomotor and locomotor movements. To examine further the relationship between beat competency and reading abilities, students' abilities to perform baseline nonlocomotor and locomotor movements to a steady beat and their individual relationship to reading abilities were examined separately. Effects of nonmusical factors that have been identified in the research literature as variables affecting students' reading abilities also were examined including age, gender, intelligence, socioeconomic status, and parents' education. For exploratory purposes, students' performances on the beat competency measure and their relationship with students' participation in educational programs were examined. Seventy-six students from four intact third- and fifth-grade classes served as subjects for the present study. Students' reading abilities were measured by Advantage Learning Systems' (1996) STAR Reading(TM) (STAR) computer adaptive standardized test. The beat competency measure for the present study was an adapted form of Weikart's (1987) Beat Competence Analysis Test (ABCAT). The current study revealed significant correlations between students' composite ABCAT scores (-.27, p = .02), nonlocomotor ABCAT scores (-.26, p = .02), and locomotor ABCAT scores (-24, p = .04) and students' reading abilities as represented by their STAR reading test scores. Because the Spearman rank-order correlations indicated inverse relationships, students with high reading scores, or high reading abilities, tended to have low beat scores which represented greater beat competency abilities, and conversely. Since the strength of the relationships between students' beat competency scores and their reading scores was moderate, the researcher concluded with caution that beat competency and reading abilities are somewhat related. Results of the multiple regression analysis revealed that students' IQ scores were a significant predictor (p < .001) of reading abilities, accounting for 37% of the variance. The combined variance, 40%, of students' IQ scores and students' nonlocomotor ABCAT scores was not a significant (p = .099) predictor of reading abilities. Therefore, when contributions of other nonmusical factors were considered, students' beat competency abilities were not a significant predictor of students' reading abilities.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>146</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>The Chinese University of Hong Kong (Hong Kong)</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Chan</foaf:surname> | |
| <foaf:givenname>Chung Yee Zenobia</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_4852"/> | |
| <link:link rdf:resource="#item_213722"/> | |
| <dc:subject>0453:Womens studies</dc:subject> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>anorectic symptoms</dc:subject> | |
| <dc:subject>Anorexia</dc:subject> | |
| <dc:subject>Anorexia nervosa</dc:subject> | |
| <dc:subject>anorexia nervosa patients</dc:subject> | |
| <dc:subject>Daughters</dc:subject> | |
| <dc:subject>Discovery process-outcome</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Family relations</dc:subject> | |
| <dc:subject>Family relationships</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Family treatment</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>process-outcome studies</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>Significant events</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Symptoms</dc:subject> | |
| <dc:subject>Womens studies</dc:subject> | |
| <dc:title>A discovery process-outcome study: The roles of perceived significant events in the changes of anorexia nervosa patients and their families in family treatment</dc:title> | |
| <dcterms:abstract>In the West and in Hong Kong, three knowledge gaps are found in family treatment research: (1) there is an inadequacy of process-outcome studies in family treatment; (2) there is little research that includes the views of patients, families, raters, and researcher about changes in the anorectic symptoms and the family relationships; and (3) none of the discovery process studies has been done in the research domain of significant events including both helpful and hindering events in family treatment that examines families with a daughter suffering from anorexia nervosa. In an effort to fill in these gaps, this study aims to fulfill four objectives: to describe the family treatment process of these families; to identify perceived events that helped and those that hindered the patients' recovery, from the perspectives of patients, family, raters and researcher; to determine whether these events were related or unrelated to family therapy; and to explore whether the frequency of these events had any association with the treatment outcome. Four female patients suffering from anorexia nervosa and their families were recruited using purposive sampling. This study adopted a mixed method: (1) a single subject design was employed to evaluate the treatment outcome. Quantitative data were collected by administering four standardized instruments (EDI, SCL-90, FAD, & DAS) at three junctures: baseline, post-treatment, and six months after termination of treatment; and (2) a multiple case design was utilized to identify the perceived significant events in the course of family treatment. Qualitative data were collected by inviting the patients, the raters, and the researcher to review a total of eighteen videotapes of family therapy sessions independently. Post-treatment interviews were conducted to explore the families' subjective experience of family treatment. The results suggest that there is indeed an association between process, in terms of the frequency of perceived significant events, and outcome: a greater number of helping events led to a better treatment outcome; while a greater number of hindering events led to a worse treatment outcome. This thesis also discusses the researcher's role in the patients' recoveries, the connection between mass media and anorexia nervosa, the fathers' roles in treatment, and prevention of anorexia nervosa. It ends by highlighting the study's limitations and contributions. (Abstract shortened by UMI.)</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>458</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>The University of Manitoba (Canada)</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Chan</foaf:surname> | |
| <foaf:givenname>Sau Wah Monita</foaf:givenname> | |
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| <link:link rdf:resource="#item_10978"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:title>Working with CSA and non-CSA families with solution-focused, narrative, and structural family therapies</dc:title> | |
| <dcterms:abstract>This report begins with a comprehensive literature review on child sexual abuse (CSA). It describes CSA definitions, statistics, etiology, and effects on the child victim and the non-offending mother. The report emphasizes individual, dyadic, family, and group therapies as treatment modalities for child sexual abuse. As well, it outlines solution-focused therapy (S-FT), narrative therapy (NT), structural family therapy (SFT) and their applications in working with CSA families. Further, the report discusses the effectiveness of using S-FT, NT and SFT with a wide age range of clients in the aforementioned treatment modalities to treat or alleviate both CSA and non-CSA symptoms as well as enhance family resilience. The following report describes the student therapist's practicum experience. Firstly, the student therapist recruited clients and conducted presentations about CSA issues at three inner-city junior high schools to raise public awareness of the issue. Secondly, the student therapist provided individual, dyadic, family and group therapies for CSA families at Elizabeth Hill Counseling Centre (EHCC). Thirdly, the student therapist provided individual, dyadic and family therapies for families whose primary concern was parenting issues at the Family Centre. Finally, this report includes evaluation methods, case examples, specific interventions, limitations and strengths of S-FT, NT, SFT and their potential implications for CSA and non-CSA treatment. Two of the treatment implications are that the use of S-FT and NT techniques can be used either alone or in conjunction with play therapy to work with children as young as five years old who are verbally expressive.</dcterms:abstract> | |
| <z:type>M.S.W.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>472</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305293547?accountid=14816</rdf:value> | |
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| <dc:coverage>305293547</dc:coverage> | |
| <dc:description>MQ89601</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:40</dcterms:dateSubmitted> | |
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| <foaf:name>University of Ulster (United Kingdom)</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Chang</foaf:surname> | |
| <foaf:givenname>M Y</foaf:givenname> | |
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| <link:link rdf:resource="#item_4516"/> | |
| <dc:subject>0630:Public policy</dc:subject> | |
| <dc:subject>DXN062969</dc:subject> | |
| <dc:subject>Public policy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>The impact of families who have children with mental retardation in Taipei City: implications for school nursing service. (BL: DXN062969)</dc:title> | |
| <dcterms:abstract>The school-age years are a time of learning for children and when their health and development most needs to be nurtured (Dyson, 1997). Traditionally school nurses have been the main health professional involved with school children and their families and they are one of the few professional workers available to all Taiwanese children with mental retardation. The special needs of these students may arise many varied and complex challenges for school nurses although these have not been documented to date. This research included two studies. In study one, 117 parents participated in home-based interviews using a set of standard questionnaires along with semi-structured interviews. The mix of qualitative and quantitative methods provided a rich source of data to explore the relationships between family functioning, parental coping behaviour, stress and health status as well as identifying the priority needs of families in Taipei City. The results identified the intra-familial and extra-familial variables that influence the familial process of adaptation and which promote better family functioning. It is argued that nurses must recognize the full array of relevant variables if they are to deliver family-centered care. In study two, 42 school nurses participated in focus group interviews. These were designed to help develop a practice framework of family centered care for school nursing services in relation to children with mental retardation. The framework that emerged had four main inter-related components: a nursing process that embraced the child and the family; the scope of school nursing, innovative strategies in nursing practice and the wider influences on role development of nurses. The hope is that this framework will help to guide the development of school nursing services in Taiwan over the coming years. However one of the most revealing findings of the study is the need for inter-professional training and education for school nurses which is largely lacking at present.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>301650227</dc:coverage> | |
| <dc:description>U166387</dc:description> | |
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| <dc:publisher> | |
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| <foaf:name>State University of New York at Stony Brook</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Chaudhuri</foaf:surname> | |
| <foaf:givenname>Santanu</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_10798"/> | |
| <dc:subject>0486:Analytical chemistry</dc:subject> | |
| <dc:subject>0494:Chemistry</dc:subject> | |
| <dc:subject>Analytical chemistry</dc:subject> | |
| <dc:subject>Barium</dc:subject> | |
| <dc:subject>Chemistry</dc:subject> | |
| <dc:subject>Lead</dc:subject> | |
| <dc:subject>Perovskites</dc:subject> | |
| <dc:subject>Pure sciences</dc:subject> | |
| <dc:subject>Tin</dc:subject> | |
| <dc:title>Solid state NMR and atomistic molecular dynamics simulation study of ionic conductors, catalysts and perovskites</dc:title> | |
| <dcterms:abstract>High-resolution magic angle spinning (MAS) NMR of the solid state and its variants have been instrumental in providing detailed structural information in solids. It is also a very important spectroscopic method for understanding ionic motions in solids. This powerful technique complements information available from crystallography. Molecular dynamics simulation, on the other hand, is a useful technique for modeling interactions in solids and investigating dynamics in the time scale of picoseconds to milliseconds. The work presented in this dissertation, combines these methods to provide an atomic level description of dynamic processes that control many important structural and functional properties of materials. The layered anionic conductor family based on PbSnF4 structure is a record holder in anionic conduction. Hence, these materials are potential candidates for room temperature solid-electrolyte in fuel cell applications and in development of solid-state temperature solid-electrolyte in fuel cell applications and in development of solid-state sensors. One member of this family, BaSnF 4 , has been studied using high-resolution solid-state NMR techniques, to understand the origin of ionic conduction. MD simulation results on this ionic conductor proved useful in understanding the origin of superionicity and also provided insights on improving overall conductivity. Solid-state NMR has also been used to look at model perovskite systems. A solid solution of NaMgF 3 and KMgF3 has been studied to understand effects of cation doping on phase transition and other mesoscopic properties in this solid. Simulation results presented in this thesis use a polarizable description of atoms in a classical molecular dynamics framework, to look at catalytically active disordered materials. A potential model based on polarizable ion model (PIM), has been developed to study phase transitions and catalytic activities in a commercial halogen exchange catalyst, α-AlF 3 , in bulk and nanophase. The MD simulations on this model illustrate the role of dynamic processes in structural phase transition and the origin of catalytic activity due to finite size effects in nanoscale. The results were confirmed with available experimental NMR and crystallographic data. Inputs from MD simulations can in turn be used for arriving at better crystallographic refinement models, designing synthetic routes and studying ways of improving catalytic activity in high surface-area materials. This approach can serve as an effective paradigm for integrating experimental structural-characterization methods like solid-state NMR and crystallography, with theoretical modeling and simulations. Such an approach can be invaluable for computer-aided design of inorganic materials.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>202</z:numPages> | |
| <z:language>English</z:language> | |
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| <z:itemType>thesis</z:itemType> | |
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| <foaf:name>Universidad de Navarra (Spain)</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Chuang</foaf:surname> | |
| <foaf:givenname>Hsiao-Ping</foaf:givenname> | |
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| <link:link rdf:resource="#item_21812"/> | |
| <dc:subject>0398:Law</dc:subject> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Law</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Right to information</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Schools</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>Procedimientos para que los padres puedan ejercer su derecho a la informacion en los centros educativos</dc:title> | |
| <dcterms:abstract>The study seeks to analyze the different means of communication used by the family and the school to promote the education of the learner and, then, to identify their principal characteristics and the trend of the changes in these means. Finally, it aims to offer suggestions on how to take better advantage of the available means in order to optimize the interrelation between the principal agents of education. The premise is that any improvement would directly redound to the benefit of the learner. To attain the objectives of the study, we employed two types of research methods: theoretical analysis and case studies. The research consists of four chapters. The first reviews the current international agreements and the Spanish laws concerning the right of parents to educate their children. It offers a general perspective of the legal recognition and the scope of the rights and the duties of parents to participate in the educational task, particularly those that refer to their right to have access to information in the school. Each of the next three chapters studies in greater detail a form of communication that schools use to inform, to communicate and to collaborate with the parents in the education of their children. The three procedures included in the study are individual interview, group meetings with parents and the use of the Internet. Schools resort to these means not only to comply with the parents' right to information. They also promote a participative relationship through better communication and collaboration between the school and the family. At the end are the most current bibliography on the topic is available. There are also annexes which present the instruments used to evaluate the web pages of some schools and other documents related to the case studies, such as the data acquired from the use of the questionnaire.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>525</z:numPages> | |
| <z:language>ES</z:language> | |
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| <foaf:name>University of California, Los Angeles</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Cole</foaf:surname> | |
| <foaf:givenname>Gloria Cecile</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Shen</foaf:surname> | |
| <foaf:givenname>Christine</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_21860"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0516:Adult education</dc:subject> | |
| <dc:subject>0516:Continuing education</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>Achievement</dc:subject> | |
| <dc:subject>Adult education</dc:subject> | |
| <dc:subject>Continuing education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Parent advocacy</dc:subject> | |
| <dc:subject>Partnership</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>School-family-community partnerships</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:title>Redefining parent advocacy: Making the connection between home, school, and community</dc:title> | |
| <dcterms:abstract>The Parent Institute was an action research project created by co-researchers Gloria Cecile Cole and Christine Shen as an attempt to demonstrate that it was feasible for community service organizations to act as resources to support parent education. The community service organization selected to provide the service was the Delta Sigma Theta Sorority, Inc., Foothill Alumnae Chapter. The organization identified 50 parents, grandparents, and guardians of secondary (grades 8-12) students. Those selected individuals agreed to participate in this project and they provided valuable insights about the Institute's strengths and weaknesses. The project was conducted in three phases: The design and development of the curriculum; the implementation of a seven-part workshop series; and, an analysis of the data collected. The goals of the study were to examine the use of community service organizations as a provider of support services that assist parents; to understand the barriers that parents face when dealing with schools; to provide content knowledge and information about school issues; and, to develop a process to check for understanding and interpreting information. To that end, two research questions were devised to guide the project: What information do community service organizations need to design and provide a curriculum to help parents become active in their children's education ; and, What process can community service organizations use to help parents develop knowledge about the school system, and use that knowledge to make better informed educational decisions for their children ? Data was collected using research protocols that included interviews, questionnaires, and workshop evaluations. The results of the study showed that the confidence level of all participants in the workshops increased dramatically. Attendees confirmed the barriers to their participation at the school site as inconvenient times for meetings, meetings not addressing their needs, not feeling respected, and not being provided with materials in their home language. The most compelling finding was that as participants received information from the Parent Institute, they relied less on the information disseminated by the schools. The findings from the project support the concept that community service organizations can provide comprehensive programs to help parents advocate for their children.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>130</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>University of Arkansas for Medical Sciences</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Coon</foaf:surname> | |
| <foaf:givenname>Sharon K</foaf:givenname> | |
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| <link:link rdf:resource="#item_10942"/> | |
| <dc:subject>0382:Rehabilitation</dc:subject> | |
| <dc:subject>0382:Therapy</dc:subject> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>0992:Oncology</dc:subject> | |
| <dc:subject>Cancer</dc:subject> | |
| <dc:subject>cancer patients</dc:subject> | |
| <dc:subject>Cancer-related</dc:subject> | |
| <dc:subject>Chemotherapy</dc:subject> | |
| <dc:subject>Chemotherapy, Cancer -- Adverse Effects</dc:subject> | |
| <dc:subject>Clinical trials</dc:subject> | |
| <dc:subject>Constant Comparative Method</dc:subject> | |
| <dc:subject>Content analysis</dc:subject> | |
| <dc:subject>Educational Status</dc:subject> | |
| <dc:subject>Erythropoietin -- Therapeutic Use</dc:subject> | |
| <dc:subject>Exercise</dc:subject> | |
| <dc:subject>Fatigue</dc:subject> | |
| <dc:subject>Fatigue -- Prevention and Control</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health beliefs</dc:subject> | |
| <dc:subject>hematopoietic stem cell transplantation</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Interviews</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Marital Status</dc:subject> | |
| <dc:subject>Motivation</dc:subject> | |
| <dc:subject>Multiple Myeloma</dc:subject> | |
| <dc:subject>Naturalistic Inquiry</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>Oncology</dc:subject> | |
| <dc:subject>patient attitudes</dc:subject> | |
| <dc:subject>patient compliance</dc:subject> | |
| <dc:subject>Qualitative Studies</dc:subject> | |
| <dc:subject>Rehabilitation</dc:subject> | |
| <dc:subject>Support, Psychosocial</dc:subject> | |
| <dc:subject>Therapy</dc:subject> | |
| <dc:subject>Whites</dc:subject> | |
| <dc:title>Exercise as an intervention for cancer-related fatigue: The subject's view</dc:title> | |
| <dcterms:abstract>Purpose . The purpose of this naturalistic dissertation study was to elicit the experiences, beliefs and implementation decisions of high-risk patients with multiple myeloma who were implementing a home-based exercise program as an intervention to diminish cancer-related fatigue while undergoing aggressive chemotherapy and peripheral stem cell transplant. Subjects . Twelve males and nine females with multiple myeloma enrolled in the exercise arm of a randomized controlled trial of prophylactic epoetin alfa with or without exercise participated in the qualitative study. The majority of participants were Caucasian, married, educated beyond high school and had annual household incomes over $30,000. Method . Initial in-depth face-to-face and follow-up telephone interviews with patients who had implemented a prescriptive exercise program during aggressive chemotherapy, stem-cell harvest and stem cell transplant provided data. Naturalistic (constructionist) inquiry as elucidated by Guba and Lincoln (1988) guided the process. The data analysis employed content analysis and constant comparison. The institutional review board approved the study and all participants signed an informed consent. Findings . Intrinsic and extrinsic factors were facilitators and barriers to program implementation. Belief that exercise would be beneficial, personal moral/ethical philosophies, and personal strategies were powerful intrinsic factors that facilitated program adherence. Social support and free epoetin alfa were important extrinsic facilitators. The chemotherapy/symptom experience was a pervasive intrinsic barrier. The environment was an extrinsic factor that could be a facilitator or a barrier. The delicate balance between facilitators and barriers guided the participants' day-to-day decisions about starting, interrupting, stopping, resuming and adjusting the intensity of the exercise program. Participants' global belief systems helped them make sense of their experiences by assigning meanings and cause and effect relationships. Along with beliefs, social context influenced participants' poststudy exercise participation. All 21 participants believed that exercise would be beneficial. Most believed exercise could improve energy levels and mood. Social support and the ethical principle of keeping a commitment, helped participants adhere to exercise when they were not feeling well. This population of high-risk patients, many of whom had multiple bone lesions, was generally confident in their ability to make appropriate decisions to avoid injury.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>166</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <foaf:name>Fairleigh Dickinson University</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:Person> | |
| <foaf:surname>Corrin</foaf:surname> | |
| <foaf:givenname>Elizabeth Gayle</foaf:givenname> | |
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| <link:link rdf:resource="#item_16881"/> | |
| <link:link rdf:resource="#item_212966"/> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>3500:Educational Psychology</dc:subject> | |
| <dc:subject>Adhd</dc:subject> | |
| <dc:subject>Attention deficit disorder with hyperactivity</dc:subject> | |
| <dc:subject>Attention deficit hyperactivity disorder</dc:subject> | |
| <dc:subject>Child</dc:subject> | |
| <dc:subject>Child group training</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Group training</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Outpatient</dc:subject> | |
| <dc:subject>Parent</dc:subject> | |
| <dc:subject>parent and child group training</dc:subject> | |
| <dc:subject>Parent training</dc:subject> | |
| <dc:subject>Preschool Age (2-5 yrs)</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>Treatment outcomes</dc:subject> | |
| <dc:title>Child group training versus parent and child group training for young children with ADHD</dc:title> | |
| <dcterms:abstract>Parent training is an effective intervention for families with an Attention Deficit Hyperactivity Disorder (ADHD) child, facilitating improvement on a range of child and parent variables. Despite the extensive literature on treatment outcomes with ADHD children, few studies have examined the effectiveness of parent group training with a younger cohort that includes preschool-aged children. Fifty-five families with an ADHD child were randomly assigned to either child group training (CT) or combined parent and child group training (PCT) in an outpatient university-based clinic. Children ranged in age from 41⁄2 to 81⁄2 years old and were primarily from middle class, Caucasian, and intact families. Ten weekly sessions of group treatment were provided. The child group training utilized behavioral, social learning, and child play therapy principles to address three main areas: social skills, impulsivity, and anger management. Treatment techniques included didactic instruction, modeling, role-playing, behavioral rehearsal, coaching, and developmentally appropriate games. Parent group training was based on a modified version of Barkley's (1997) parent training curriculum. Parents were taught how to implement behavioral techniques, improve communication with their spouse and child, and use effective anger and stress management techniques. It was hypothesized that both treatment conditions would significantly improve in five clinical domains: child externalizing behaviors, social skills, self-concept, parental stress, and parental efficacy. It was also hypothesized that PCT would demonstrate significantly greater treatment outcomes than CT, due to the parents' increased ability to manage and shape their child's behavior in the home. Strong support was demonstrated for the first hypothesis. Significant treatment responses were demonstrated in child externalizing behaviors, parental stress, parental efficacy, and the cognitive competence domain of child self-concept. Some support was found for the second hypothesis. PCT was significantly more effective than CT in improving child problem behaviors and parental efficacy in the domain of child management. Overall, the results support the use of PCT with a preschool ADHD population.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>160</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>University of California, San Francisco</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Cuenco</foaf:surname> | |
| <foaf:givenname>DorAnne Donesky</foaf:givenname> | |
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| <link:link rdf:resource="#item_10894"/> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>Activities of Daily Living</dc:subject> | |
| <dc:subject>Adherence</dc:subject> | |
| <dc:subject>Aged</dc:subject> | |
| <dc:subject>Chronic obstructive pulmonary disease</dc:subject> | |
| <dc:subject>Disease</dc:subject> | |
| <dc:subject>Dyspnea</dc:subject> | |
| <dc:subject>Exercise</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Health</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Lung Diseases, Obstructive</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>middle age</dc:subject> | |
| <dc:subject>Motivation</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>patient compliance</dc:subject> | |
| <dc:subject>Patients</dc:subject> | |
| <dc:subject>Prospective Studies</dc:subject> | |
| <dc:subject>Pulmonary arteries</dc:subject> | |
| <dc:subject>Quality of life</dc:subject> | |
| <dc:subject>Quasi-Experimental Studies</dc:subject> | |
| <dc:subject>Secondary analysis</dc:subject> | |
| <dc:title>Adherence to exercise in patients with chronic obstructive pulmonary disease</dc:title> | |
| <dcterms:abstract>Exercise has been shown to decrease symptoms such as dyspnea, to improve exercise performance, and to improve quality of life in patients with chronic obstructive pulmonary disease (COPD). Little is known about long-term adherence to home-based exercise in patients with COPD. Purposes . (1) Determine the effect of long-term adherence to an exercise prescription on health outcomes in patients with COPD; (2) Describe exercise adherence patterns of patients with COPD over a year; (3) Identify factors that are predictive of adherence to an exercise prescription; and (4) Determine the effect of varying levels of exercise within a dyspnea self-management program on long-term adherence to an exercise prescription. Methods . This study is a secondary analysis of-a quasi-experimental longitudinal study. One hundred three (103) subjects with COPD (57 women; mean age 66 ± 8; mean FEV 1 in liters 1.09 ± 0.34L; 31% < high school) were randomized to: (1) a dyspnea self-management program (DM) which included education about dyspnea self-management strategies, a home-walking prescription with daily exercise logs, and biweekly RN reinforcement telephone calls; (2) DM with 4 supervised treadmill exercise sessions in 8 weeks; or (3) DM with 24 supervised exercise sessions in 8 weeks. The frequency, duration, and continuity dimensions of adherence were analyzed in six 2-month increments. Results . Mean frequency of home walking declined linearly, while duration and intensity remained stable over the year. Twenty-nine percent (29%) of subjects were categorized in the two highest adherence categories, and 28% of subjects were in the two lowest adherence categories. Previous exercise experience and deterioration of adherence over time were the best predictors of frequency. Increased motivation and O2 pulse were the best predictors of duration. Treatment group and previous exercise experience were the best predictors of continuity. Dyspnea with activities of daily living, exercise performance, and health-related quality of life were improved in subjects who adhered the most to the exercise prescription. Conclusions . Exercise adherence is an important predictor of long-term health outcomes in patients with COPD. The components of frequency, duration, and continuity measure distinct aspects of exercise adherence. Continuity categories are a useful method of summarizing long-term exercise adherence.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>162</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305340521?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305340521</dc:coverage> | |
| <dc:description>3136055</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:37</dcterms:dateSubmitted> | |
| <dc:identifier> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>North Carolina State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Czika</foaf:surname> | |
| <foaf:givenname>Wendy Ann</foaf:givenname> | |
| </foaf:Person> | |
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| </rdf:Seq> | |
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| <link:link rdf:resource="#item_10984"/> | |
| <dc:subject>0463:Statistics</dc:subject> | |
| <dc:subject>Decision trees</dc:subject> | |
| <dc:subject>Human genome</dc:subject> | |
| <dc:subject>Linkage disequilibrium</dc:subject> | |
| <dc:subject>Marker association tests</dc:subject> | |
| <dc:subject>Multiallelic trend tests</dc:subject> | |
| <dc:subject>Pure sciences</dc:subject> | |
| <dc:subject>Statistics</dc:subject> | |
| <dc:title>Accounting for within- and between-locus dependencies in marker association tests</dc:title> | |
| <dcterms:abstract>The importance of marker association tests has recently been established for locating disease susceptibility genes in the human genome, attaining finer-scaled maps than the linkage variety of tests through the detection of linkage disequilibrium (LD). Many of these association tests were originally defined for biallelic markers under ideal assumptions, with multiallelic extensions often complicated by the covariance among genotype or allele proportions. The well-established allele and genotype case-control tests based on Pearson chi-square test statistics are exceptions since they adapt easily to multiallelic versions, however each of these has its shortcomings. We demonstrate that the multiallelic trend test is an attractive alternative that lacks these limitations. A formula for marker genotype frequencies that incorporates the coefficients quantifying various disequilibria is presented, accommodating any type of disease model. This enables the simulation of samples for estimating the significance level and calculating sample sizes necessary for achieving a certain level of power. There is a similar complexity in extending the family-based tests of association to markers with more than two alleles. Fortunately, the nonparametric sibling disequilibrium test (SDT) statistic has a natural extension to a quadratic form for multiallelic markers. In the original presentation of the statistic however, information from one of the marker alleles is needlessly discarded. This is necessary for the parametric form of the statistic due to a linear dependency among the statistics for the alleles, but the non-parametric representation eliminates this dependency. We show how a statistic making use of all the allelic information can be formed. Obstacles also arise when multiple loci affect disease susceptibility. In the presence of gene-gene interaction, single-marker tests may be unable to detect an association between individual markers and disease status. We implement and evaluate tree-based methods for the mapping of multiple susceptibility genes. Adjustments to correlated p -values from markers in LD with each other are also examined. This study of epistatic gene models reveals the importance of three-locus disequilibria of which we discuss various statistical tests.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>108</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305312788?accountid=14816</rdf:value> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305312788</dc:coverage> | |
| <dc:description>3098942</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_10984"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:00:41</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Purdue University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Davis</foaf:surname> | |
| <foaf:givenname>Jonathan Carl</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_4546"/> | |
| <link:link rdf:resource="#item_213330"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Ethics</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Gatekeeping</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Professional Supervision</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>Supervision</dc:subject> | |
| <dc:subject>US</dc:subject> | |
| <dc:title>Gatekeeping in family therapy supervision: An exploratory qualitative study</dc:title> | |
| <dcterms:abstract>Broadly, gatekeeping is the effort to prevent impaired clinical practice and strengthen minimal standards for the profession of marriage and family therapy (MFT). This function is important in MFT supervision, but scant research describes what actually happens when supervisors encounter trainees who evoke concerns about their competence. In this study, I explore gatekeeping by interviewing a sample of AAMFT Approved Supervisors in master's programs about their experience, the prevalence, and the procedures composing their function as gatekeepers of the profession. From the population of roughly 100 full-time faculty supervisors at COAMFTE-approved master's programs in the U.S. with no co-located doctoral program, I selected a random sample of 20 supervisors to interview. 12 of these supervisors took part in an open-ended semi-structured interview by telephone, in addition to four supervisors obtained through snowball sampling. Major findings included the central place of faculty peers in effective gatekeeping, the importance of the concept of fixability over the confidence supervisors feel in the validity of their concerns, the importance of supervisory experience in the phenomenology of the gatekeeping supervisor, and similarity in gatekeeping processes between MFT and psychology. In addition, the interviews yielded a description of a previously understudied type of trainee: the suboptimally competent student who is forecast to be an ineffective therapist, yet does not actively harm clients.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>189</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305306824?accountid=14816</rdf:value> | |
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| <dc:coverage>305306824</dc:coverage> | |
| <dc:description>3124139</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:49</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dcterms:dateSubmitted>2014-04-15 09:53:56</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </z:Attachment> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The Ohio State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Delong</foaf:surname> | |
| <foaf:givenname>Allen W</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16706"/> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>College students</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>First-generation</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Parents of first-generation college students: Their perceptions on the importance of college</dc:title> | |
| <dcterms:abstract>Large, quantitative studies have been the primary source of information about first-generation college students. Also, there are few studies that have included parents as key informants although parents are often cited as one reason for first-generation college students' lower enrollment and persistence rates at college. The purpose of this research was to examine the perceptions of first-generation college students' parents about college attendance, and how they came to form these perceptions. Why did they think that college was important for their children, if they thought college was important at all? Additionally, this study examined how parents might discuss and exhibit support for their children while they attend college. Social, cultural, economic and human capital served as theoretical frameworks. These four forms of capital served as lenses through which to view parents' responses about the importance of college. Was one form of capital more salient than another? The study was grounded in a constructivist epistemology and utilized critical inquiry. The primary mode of data collection was semi-structured interviews with four sets of parents of first-generation students, which included nine-parents, all of whom lived in the Midwest. Two of the parents had brothers who attended college. Parents cited them as important to children's college selection process. These brothers were also interviewed for this project. The results suggested that: (1) some parents of first-generation college students consider existing familial and community-based social capital equally important as the economic, or cultural capital conferred by obtaining a college degree; and (2) some parents believe that a college degree would allow their children more vertical and horizontal job mobility and to work in white-collar jobs in a credential-driven job-market. Parents often used strong familial and community norms to support their children, norms that could come in conflict with wanting their children to succeed in college. And although the human capital gains of job mobility were often cited as the most important benefit of the college degree, this mobility could also be disruptive to the social capital and norms of the family if the student moved away from his or her family either during or after college.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>176</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305303843</dc:coverage> | |
| <dc:description>3119228</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:27</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Central Florida</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Denton Francis</foaf:surname> | |
| <foaf:givenname>Julia C</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_4666"/> | |
| <dc:subject>0523:Physical education</dc:subject> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Exercise</dc:subject> | |
| <dc:subject>Goals</dc:subject> | |
| <dc:subject>Home-based</dc:subject> | |
| <dc:subject>Motivation</dc:subject> | |
| <dc:subject>Obese</dc:subject> | |
| <dc:subject>Physical education</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:title>An examination of exercise adherence in obese individuals participating in home-based exercise programs utilizing daily or weekly exercise goals</dc:title> | |
| <dcterms:abstract>This investigation examined exercise adherence to daily or weekly goals of aerobic exercise in Class I obese males and females between the ages of 19 and 35. Eight participants completed 12 weeks of progressive exercise utilizing daily exercise goals (DEG), and eight participants completed 12 weeks of exercise utilizing weekly exercise goals (WEG) performed between 55 and 69% of age-predicted maximal heart rate. Eight participants with similar physical characteristics composed the control group but did not exercise during the 12-week period. None of the exercise participants reported 100% adherence to the prescribed exercise goals. Participants in the WEG group performed more overall minutes of exercise than the DEG group and demonstrated significantly greater exercise adherence when compared to controls. A reduction was noted in the barrier "time" within the WEG group, while an increase in the barrier "time" was observed in the DEG group following the 12-week study period. The WEG group rated "psychologic" factors and "health" as benefits of exercise more highly than did the DEG group prior to and following the investigation respectively. These findings indicate that weekly exercise goals may meet with greater adherence than traditional daily exercise goals in obese, sedentary individuals. Differences in exercise adherence in this investigation may be related, in part, to a relatively low motivation score in the DEG group at program outset, and an increase in the DEG groups' reported exercise barrier "time" and reduction in WEG participants overall barriers to exercise following the intervention. Although these findings are not conclusive, they may indicate an even greater flexibility with which exercise may be prescribed and performed in the obese population. Additional findings reinforce the importance of perceived barriers to exercise and perceived benefits of exercise in predicting exercise adherence via measures of motivation within the various stages of exercise adoption.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>155</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305251589</dc:coverage> | |
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| <foaf:name>Wilmington College (Delaware)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Derrickson</foaf:surname> | |
| <foaf:givenname>Tiffany B</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21866"/> | |
| <dc:subject>0453:Womens studies</dc:subject> | |
| <dc:subject>0516:Adult education</dc:subject> | |
| <dc:subject>0516:Continuing education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Adolescent pregnancy</dc:subject> | |
| <dc:subject>Adult education</dc:subject> | |
| <dc:subject>Continuing education</dc:subject> | |
| <dc:subject>Delaware</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Motherhood</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Pregnancy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Sussex County</dc:subject> | |
| <dc:subject>Womens studies</dc:subject> | |
| <dc:title>Successfully meeting the challenges of teen pregnancy and motherhood in Sussex County, Delaware: A qualitative assessment</dc:title> | |
| <dcterms:abstract>Educators need to focus on how to help adolescents reduce the negative consequences of teen pregnancy. This study aimed to acquire knowledge on the challenges of teen pregnancy and identify the factors that assisted teen mothers in Sussex County, Delaware in continuing their education and obtaining employment. Sex education and teen parenting programs fail to provide teen mothers with strategies and knowledge to facilitate future goals. Educating adolescents on the tough decisions teen mothers' face may enable them to make better decisions about their future. Pregnancy and childbirth involve risks for teenagers, and often they are unprepared for the pregnancy and for raising children. This study explored the experiences of six teen mothers and took an in-depth look at the factors that allowed them to complete their education and acquire employment. The goal of this information is to identify factors that allow teen mothers to effectively evaluate their situation and maintain realistic goals in order to overcome the challenges related to teen pregnancy. An interview dialogue established the teen pregnancy and life experiences of the participants and was used to gain insights into the factors that assisted them in completing their education and obtaining employment. Interpretational data analysis was used to develop categories or themes that summarized the data and reflected factors the participants identified as helpful in overcoming the challenges of teen pregnancy. Six themes emerged from the data: family's reaction to the pregnancy, obstacles related to pregnancy, social support, personal traits, advice to teen mothers and advice to educators. Information shared from the participants' experiences reinforced the need for educators to encourage parents to be involved in every aspect of their child's life and the importance of self-worth and self-esteem in order to overcome the challenges of teen pregnancy and parenting. Educators have a unique opportunity to address concepts of self-esteem, self-acceptance and self-discipline in relationship to sexual attitudes as a component of sex education and teen parenting programs. Teaching self-esteem, self-acceptance and self-discipline skills as a component of sex education and teen parenting programs provides adolescents with skills and knowledge to make responsible decisions about sex and the future.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>101</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/276358194?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>276358194</dc:coverage> | |
| <dc:description>3071587</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_21866"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:11:54</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Texas Tech University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>DeSoto</foaf:surname> | |
| <foaf:givenname>Jo Beth</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_10918"/> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Behavioral disorders</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Emotional disorders</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:title>The effects of parental involvement for children who are diagnosed with emotional and behavioral disorders</dc:title> | |
| <dcterms:abstract>Current literature regarding children with emotional and behavioral disorders contains vast amounts of information. Existing research focuses on triggering mechanisms for such disabilities, possible intervention tactics for addressing in-school issues, home environments as influencing factors, and parenting skills of those parents whose children misbehave. The process of involving family members in the educational and behavioral programs for students with emotional and behavioral disorders has not been explored. This study, therefore, focused on the process of training parents and students to deal effectively with behavioral outbursts at school and at home. Pretest data provided a foundational knowledge of student behavior prior to the implementation of the intervention. The training process occurred over a ten-week period, with hourly sessions scheduled weekly. At the conclusion of the intervention process, a posttest evaluation was completed. The goal of this study was to evaluate student behavior, measure any and all changes that occurred during this process, and establish any possible correlations that may have existed between the pre- and posttest scores. Pre-intervention checklists were completed by each participant during the first session to establish a baseline knowledge regarding student behaviors of concern. The Learning and Behavior Problem Checklist (Wunderlich, 1993) was used as an assessment tool. All of the checklists were scored manually and the information was stored on the computer for easy access during future reference. Codes were assigned for each participant to maintain confidentiality throughout the study. Following the initial evaluation, the training process began. The Truthought Corrective Thinking Process (Yochelson, 1999) provided the materials utilized in each lesson. Participant attended ten, one-hour training sessions designed to teach and implement this behavior management program. All changes in behavior were noted throughout the study were recorded so that the researcher could examine any underlying behavioral patterns that may surface. When the ten-week training program was completed, all participants completed a second LBPC (Wunderlich, 1993). The purpose of collecting post-intervention data was to measure change. These checklists were scored and recorded in the same manner as the pretest data. Finally, a correlational comparison was completed between pre- and posttest data to reveal any patterns of behavioral changes that may have resulted.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>166</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305298055?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305298055</dc:coverage> | |
| <dc:description>3108693</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_10918"> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:37</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Iowa</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Dittmer</foaf:surname> | |
| <foaf:givenname>Roxann Marlene</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4774"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Community-based</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Iowa</dc:subject> | |
| <dc:subject>Linn County</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Linn County empowerment: Participants' assessment of the effectiveness of a community-based parent education model based on the state of Iowa's core goals</dc:title> | |
| <dcterms:abstract>This study examined the effectiveness of the development of programs in Linn County to meet the requirements of the state of Iowa legislative bill, Senate File 2406. This bill created a state board and corresponding local community empowerment boards and areas to facilitate the delivery of services to children ages 0-5. A post-pre test was used to measure the strengths and challenges of implementing parent education programs. A rating scale based on items from the National Extension Parent Education Model (Smith, Cudaback, Goddard, and Myers-Wall, 1994) was used to measure specific goals laid out by the state of Iowa. For this study, analyses were made of existing data (n = 340) from the Linn County Parent Education Consortium (PEC) collected from January 1, 2000 through December 31, 2002. The analyses of the data showed statistically significant differences (p < .01) between parent's post-pre evaluation response of parenting abilities. The limits of this study were notable. First, no control group was used providing no sure way to attribute parent changes to the parent education content itself. It is not known whether the positive perceptions that parents reported will continue long-term or were only evident immediately following the parenting education sessions. There is little evidence concerning the impact of parents' perceived positive changes on the growth and the development of the children. No measurements were made to address the children's behavior or the impact of change on their early education. However, the implications from these data indicate that state funds were used effectively. While continued behavior change cannot be determined by the analyses conducted in this dissertation, scores did indicate positive and significant change after completion of the six-week parenting education sessions. These findings lend support for the continued funding for Linn County Empowerment's PEC and expansion of existing goals with new programs and curricula. The results of this investigation lend empirical support to the hypothesis that an eclectic curriculum-based parent education program can change parenting behaviors and understandings with a six week, three hour per week, parent education encounter. A second implication of this study supports the claim that state-allocated dollars were used effectively.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>89</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305337171?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305337171</dc:coverage> | |
| <dc:description>3114347</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:53</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>State University of New York at Albany</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Divak</foaf:surname> | |
| <foaf:givenname>Michael Norman</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16833"/> | |
| <link:link rdf:resource="#item_139208"/> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>3000:Social Psychology</dc:subject> | |
| <dc:subject>3500:Educational Psychology</dc:subject> | |
| <dc:subject>Ability Level</dc:subject> | |
| <dc:subject>Classification decisions</dc:subject> | |
| <dc:subject>Cognitive ability</dc:subject> | |
| <dc:subject>Committee on Special Education</dc:subject> | |
| <dc:subject>Decision-making</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Elementary school students</dc:subject> | |
| <dc:subject>Eligibility</dc:subject> | |
| <dc:subject>handicapping condition</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Language development</dc:subject> | |
| <dc:subject>Language proficiency</dc:subject> | |
| <dc:subject>Physical Disorders</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>school failure</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:subject>Socioeconomic status</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:subject>student memory</dc:subject> | |
| <dc:title>The role of perceived and objective student and environmental characteristics in classification decisions by Committee on Special Education members</dc:title> | |
| <dcterms:abstract>Variables from four domains were examined, both individually and in combination, to determine whether they predicted Committee on Special Education (CSE) decisions as to whether or not a student is classified eligible or ineligible for special education services. The members of the CSE are educators who use assessment information to determine whether a student has a handicapping condition (that is, classify the student) and is eligible for special education services. Student, building, school district, and member measures were obtained using ratings by CSE members and state reports. Specifically, the role of members' perceptions of student socioeconomic status, cognitive ability, on-task behavior, physical unattractiveness, perceived program availability, parent wishes, and staff wishes were examined as to whether or not they predicted the CSE decision of student eligibility for special education services. School district variables that were quantitative (number of students, per pupil expenditure, district wealth, and dropout rate) and member measures (title on committee, age, sex, years of experience, and perceptions of case ambiguity) were also examined. This study enlisted the multivariate techniques of common factor analysis, classification tree analysis and the technique of logistic regression analysis to examine the relationships of the predictor variables individually and in combination to the criterion variable. Use of these techniques has not been previously reported for predicting CSE decisions. The most important predictors of the CSE members' decisions were student characteristics (rated student memory, school failure, and reading and language proficiency) and building level variables (teacher and parent eagerness for classification). Among the student cognitive characteristics, the rated memory of the student appeared most important. Results are interpreted with reference to an interactionist view of the classification decision process, a medical model for decisions and the use of decision-making heuristics. This research provides multivariate quantitative evidence that CSE members' perceptions of teacher and parent wishes are important in the classification process, and suggests that these variables may be the probable reason that misclassification occurs.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>211</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305246749?accountid=14816</rdf:value> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305246749</dc:coverage> | |
| <dc:description>3085116</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:34</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Saybrook Graduate School and Research Center</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Dodge</foaf:surname> | |
| <foaf:givenname>William</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4564"/> | |
| <link:link rdf:resource="#item_212952"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Adolescents</dc:subject> | |
| <dc:subject>Cognitive therapy</dc:subject> | |
| <dc:subject>Convergent intervention</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Integrated intervention</dc:subject> | |
| <dc:subject>life events</dc:subject> | |
| <dc:subject>Life experiences</dc:subject> | |
| <dc:subject>Oppositional defiant disorder</dc:subject> | |
| <dc:subject>Oppositionally defiant</dc:subject> | |
| <dc:subject>oppositionally defiant adolescents</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>A comparison between a convergent and an integrated approach to the treatment of oppositionally defiant adolescents in family therapy</dc:title> | |
| <dcterms:abstract>According to Barkley (1999), the Oppositional Defiance Disorder (ODD) is not only growing at an epidemic rate among adolescents, but is quite resistant to psychotherapy. This dissertation, using a mixed split plot design, tested the hypothesis that a convergent approach to family therapy which relied exclusively upon experiential interventions would be more successful, as evaluated by Barkley's Scale (1999), which measured the severity of ODD, in treating adolescents with an ODD than either an integrated approach which prescribed, for the most part, the use of cognitive techniques, or the control group. Comparison of the scores generated by Barkley's Scale did not indicate a statistically significant different between these two therapeutic approaches. Despite this outcome, the convergent approach, unlike the integrated group, outperformed the control group, and the scores of the control group dropped over the course of the research. These facts suggest a trend that could prove to be statistically significant in a larger sample. Analysis of the themes that emerged from the interviews suggested a corroboration with the numerical trend that the beliefs which underlie an ODD appeared less resistant to convergent than to the integrated intervention. This dissertation not only explored the therapeutic value of experience, or, more specifically, an individual's encounter with "real life" events, but set the stage for future research with larger and hopefully more informative samples of oppositionally defiant adolescents.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>173</z:numPages> | |
| <z:language>English</z:language> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of South Carolina</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Downer</foaf:surname> | |
| <foaf:givenname>Jason Troy</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10870"/> | |
| <link:link rdf:resource="#item_214163"/> | |
| <dc:subject>0325:African Americans</dc:subject> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>2800:Developmental Psychology</dc:subject> | |
| <dc:subject>3000:Social Psychology</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>African Americans</dc:subject> | |
| <dc:subject>Blacks</dc:subject> | |
| <dc:subject>contextual factors</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Father involvement</dc:subject> | |
| <dc:subject>Fathers</dc:subject> | |
| <dc:subject>fathers multi-faceted involvement</dc:subject> | |
| <dc:subject>Head Start</dc:subject> | |
| <dc:subject>Head Start children</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Involvement</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Project Head Start</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>School readiness</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>US</dc:subject> | |
| <dc:title>Multidimensional father involvement and its association with Head Start children's school readiness</dc:title> | |
| <dcterms:abstract>Although the past decade has been characterized by a rising interest in fatherhood research, investigations into the practices of fathers in low-income, minority families have been relatively scarce. The aim of this study was to explore the complex relationships between contextual factors and African American fathers' multi-faceted involvement in the lives of their Head Start children. In addition, the study was designed to examine the associations between fathers' involvement and children's school readiness. Eighty-five African American biological fathers and father figures completed surveys about involvement with their children, and a subset of 30 fathers participated in videotaped father-child play sessions. Children completed a receptive language test, and teachers rated children's emotion regulation and peer play interactions. Results indicated that these fathers engaged in a variety of home-based childrearing and educational activities with their children, but less often in school-based activities. Fathers' home-based childrearing and educational involvement were positively associated with living in the child's home, the number of children living in the home, belief that fathers can have an impact on children's education, and the parenting alliance. Older fathers also were found to engage in more verbal interactions with their children during a videotaped play session. Home-based father involvement was moderately related to emotion regulation and play interaction. Research, practice and policy implications were discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>121</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of San Francisco</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Eagle</foaf:surname> | |
| <foaf:givenname>Kathleen Ann</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16821"/> | |
| <link:link rdf:resource="#item_213519"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>2100:General Psychology</dc:subject> | |
| <dc:subject>3000:Social Psychology</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>Aggressive Behavior</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Child Attitudes</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>childrens aggressive behavior</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empathy</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>non-compliant behavior</dc:subject> | |
| <dc:subject>Parent Child Relations</dc:subject> | |
| <dc:subject>Parental attitudes</dc:subject> | |
| <dc:subject>parental empathic responses</dc:subject> | |
| <dc:subject>Parental empathy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:title>The effects of parental empathic responses on children's aggressive behavior</dc:title> | |
| <dcterms:abstract>Responses that are aggressive and inconsistent toward non-compliant and aggressive behavior in children have been found to actually increase the frequency and intensity of children's aggressive and non-compliant behavior (Patterson, 1982). Feshbach's (1989, 1995) studies found that parental empathy has a socializing effect on children, a regulatory effect on aggression, and is a deterrent to aggression. Client centered theory considers the role of empathic responses fundamental to the therapist-client relationship and client positive change (Rogers, 1951). Axline (1947) found that empathic responding to the child in a play therapy setting brought about positive change in the child. There is limited empirical research in the area of parent empathy and children's aggressive behavior. The greatest degree of improvement for aggressive youth, and perhaps the most strategic point for intervention, is generally seen in younger children, prior to age eight (Dodge, 1993; Kazdin, 1987). The purpose of this study was to determine if parent empathic responses to children's aggressive behavior would decrease aggressive behavior on the part of the child. A multiple baseline across subjects design was used with three parent-child dyads. Participants were mothers involved with Child Protective Services and their three to seven year old children identified with aggressive behaviors. Parents were trained in content reflection and empathic responding and employed them with their child's behavior. Results showed that aggressive behavior significantly decreased for all three children, although they were confounded by the use of content reflection and empathy combined. It was hypothesized that content reflection may have served to reinforce non-aggressive behavior. More research is needed to parcel out the effects of each variable. Mother's pre and post self-report measures identified change in perception of empathy and child behaviors as well. Information from this study may be useful in education, parent and teacher training, and family interventions dealing with violence and aggressive interactions. More information is needed on ways to reduce child aggression in the parent-child relationship and contemporary society.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>115</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of California, Santa Cruz</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Elizondo</foaf:surname> | |
| <foaf:givenname>Evellyn</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21704"/> | |
| <link:link rdf:resource="#item_213526"/> | |
| <dc:subject>0340:Educational sociology</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>3500:Educational Psychology</dc:subject> | |
| <dc:subject>academic program impact</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>cognitive map</dc:subject> | |
| <dc:subject>Cognitive Maps</dc:subject> | |
| <dc:subject>College decision-making</dc:subject> | |
| <dc:subject>college-bound identity</dc:subject> | |
| <dc:subject>Colleges</dc:subject> | |
| <dc:subject>Decision making</dc:subject> | |
| <dc:subject>decision-making process</dc:subject> | |
| <dc:subject>Disadvantaged</dc:subject> | |
| <dc:subject>Disadvantaged youth</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Educational sociology</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Longitudinal Study</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Planned Behavior</dc:subject> | |
| <dc:subject>planned behavior theory</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>student outcomes</dc:subject> | |
| <dc:subject>students attitudes</dc:subject> | |
| <dc:subject>Theory of planned behavior</dc:subject> | |
| <dc:subject>Youth</dc:subject> | |
| <dc:title>Is college for me? The college decision-making process of disadvantaged youth</dc:title> | |
| <dcterms:abstract>The primary goal of this study was to use the theory of planned behavior (TPB) to develop a cognitive map of students' college decision-making process. A secondary goal was to create a valid and predictive measure of college-bound identity (CBI) that could be used as a proximal indicator of early academic program impact and student outcomes. A longitudinal sample of 298 high school seniors from low-income communities was examined with structural equation modeling. The majority were Latina females with no parental college history. Overall, 63% enrolled in college. Of these students, 67% attended a two-year college and 33% attended a four-year institution. Contrary to the TPB, perceived behavioral control and social support did not directly determine intentions to apply to and enroll in college. Rather, perceived behavioral control and social support indirectly predicted students' intentions via attitudes. Attitudes in turn, determined intentions, which led to applying and enrollment behavior. No reliable gender differences were found. After accounting for grades, parental education, and college aspirations, attitudes remained the strongest predictor of intentions and the strongest link to college enrollment. These findings highlight the robust relationship between attitudes and behaviors. Fostering positive attitudes about college-going behaviors can increase college attendance among disadvantaged youth. Although social support is important to shaping students' attitudes, perceptions of behavioral control played a stronger role. This study also showed that CBI and attitudes were highly associated (&Phi; = .79). This finding suggests that CBI shares similar relationships to students' perceived behavioral control, subjective norms, college intentions and behaviors, as does attitudes. The newly developed CBI measure can be a promising assessment tool for early academic programs aimed at increasing college enrollment. Lastly, it is argued that eliminating educational outreach services is likely to create even greater achievement gaps.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>173</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305342820?accountid=14816</rdf:value> | |
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| <dc:coverage>305342820</dc:coverage> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Cincinnati</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <foaf:surname>Ellis</foaf:surname> | |
| <foaf:givenname>Kellie C.</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| <link:link rdf:resource="#item_10954"/> | |
| <dc:subject>0460:Speech therapy</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Speech therapy</dc:subject> | |
| <dc:title>The effectiveness of parental group training sessions on emergent literacy</dc:title> | |
| <dcterms:abstract>Abstract not available.</dcterms:abstract> | |
| <z:type>M.A.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>77</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:Organization> | |
| <foaf:name>University of Northern Colorado</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
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| <foaf:surname>Enright</foaf:surname> | |
| <foaf:givenname>Kristan Shane</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16791"/> | |
| <dc:subject>0710:Educational software</dc:subject> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>Alternative online program</dc:subject> | |
| <dc:subject>Collaboration</dc:subject> | |
| <dc:subject>Colorado</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational software</dc:subject> | |
| <dc:subject>Home school families</dc:subject> | |
| <dc:subject>Public school educators</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:subject>Twin Springs Internet Academy</dc:subject> | |
| <dc:title>Collaboration between public school educators and home school families in Colorado: A case study of an alternative online program</dc:title> | |
| <dcterms:abstract>This exploratory case study examined a single Colorado online public school/home school partnership program, Twin Springs Internet Academy (TSIA). The study used qualitative research methodology to examine, discover and interpret the structures, processes and participant interactions within the Colorado online program. The research focused on the program as well as the everyday experiences of its participants (i.e., administrators, teachers, and two client families). Using interviews, observations, and artifact collection, data were gathered from January, 2002 to July 2002. Study participants included two program administrators, the district Superintendent, three program teachers, and three parents of online students. The researcher's analysis of the data revealed general findings related to the initial 10 research questions as well as six salient themes: (a) identity; (b) flexibility; (c) communication; (d) continuous improvement; (e) effectiveness; and (f) leadership. The themes as well as the general findings suggest that: (a) TSIA evolved from a perceived need to provide a unique educational product for students and families desiring an alternative; (b) TSIA provides an educational service to students who seek a viable alternative to traditional education; (c) parents of Academy students who participated in the study have differing motivations for enrolling their children; (d) the largely electronic, one-on-one communication between Academy students and teachers results in unique interactions; (e) planned activities enable TSIA to do what is in the best interests of their students; (f) TSIA is affected by Colorado statutes that govern both online programs and public schools. TSIA satisfies Colorado statutes requiring that students must have been enrolled in another public school prior to their enrollment in an online program in a creative way; (g) TSIA is a product of the collective efforts of administrators, teachers, peer tutors, client parents, and students; and (h) TSIA's current and past administrators have provided necessary leadership that has provided vision, established an innovative and supportive climate, and empowered teachers. The study concludes with recommendations for TSIA, the larger educational community, and further research.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>475</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
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| <dc:coverage>305315384</dc:coverage> | |
| <dc:description>3085857</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:33</dcterms:dateSubmitted> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Oxford (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Fassil</foaf:surname> | |
| <foaf:givenname>H</foaf:givenname> | |
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| <link:link rdf:resource="#item_4504"/> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>DN063415</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:title>"We do what we know": local health knowledge and home-based medicinal plant use in Ethiopia</dc:title> | |
| <dcterms:abstract>The thesis is based on fieldwork among communities in the rural Bahir-Dar district (N.Western Ethiopia). A multidisciplinary approach using quantitative and qualitative methods for data-gathering and analysis was adopted. The thesis comprises six chapters: Chapter 1 sets out the study's conceptual framework, and the main strands of development thought underlying the thesis. Chapter 2 provides an ecological, socio-economic and cultural background to the study area. Chapter 3 discusses the main types and sources of the locally-valued medicinal plants, while Chapter 4 characterises the distribution and transmission of the knowledge underpinning their use. Chapter 5 elucidates the overall contribution of local health, knowledge and home-based medicinal plant use among the study communities. Chapter 6 summarises the study's main findings and conclusions. The importance of local health knowledge and home-based plant remedies among the study communities is substantiated by: (a) the documentation of over 80 medicinal plants used as home remedies; (b) the finding that such treatments are used as the first resort in most cases of illness and often may constitute the only therapeutic action taken; and (c) demonstrating that knowledge and home-based use of such medicinal plants is intrinsic to the local cultural and environmental context. The study concludes that focused community-based studies, combining ethnographic and ethnobotanical methods, could provide an effective and practicable means for achieving in-depth understanding of local health knowledge practices surrounding particular illnesses. Such an integrated approach can enable prioritisation of major health problems, facilitate the documentation of illness-specific local knowledge, whilst also allowing for the identification of specific needs and areas for intervention. A call is also made for a health policy framework which gives full recognition and support to local knowledge and health care efforts at the household-level.</dcterms:abstract> | |
| <z:type>D.Phil.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301656449</dc:coverage> | |
| <dc:description>U238335</dc:description> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Fordham University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Faw</foaf:surname> | |
| <foaf:givenname>Leyla Jean</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10726"/> | |
| <link:link rdf:resource="#item_213701"/> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>2800:Developmental Psychology</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>Adolescent</dc:subject> | |
| <dc:subject>Adolescent Attitudes</dc:subject> | |
| <dc:subject>Adolescent substance abuse</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Drug abuse</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Fidelity</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>multidimensional fidelity evaluation</dc:subject> | |
| <dc:subject>Program evaluation</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Residential Care Institutions</dc:subject> | |
| <dc:subject>Residential program</dc:subject> | |
| <dc:subject>Substance abuse</dc:subject> | |
| <dc:title>Multidimensional fidelity evaluation in a residential program for adolescent substance abuse</dc:title> | |
| <dcterms:abstract>Adolescent substance abuse is a major public health concern. Residential treatment is one of the most commonly provided as well as one of the most costly to address this problem. Little is known about the implementation programs or their adherence to the principles of intervention models. The current study developed and implemented a multidimensional method to measure fidelity of treatment in a residential treatment center for adolescents with substance abuse problems. Subjects were 43 adolescents enrolled in a residential treatment center that represented one condition in a large randomized clinical trial comparing family-based treatment to residential treatment for adolescent substance abuse. In developing the fidelity measurement model, the study drew upon common methods from program evaluation and mental health treatment research, as well as the innovative theory and methods of Orwin (1998), Holland (1986), and Melnick and DeLeon (1997). The final model measured three main elements: (a) program strength as defined by Yeaton and Sechrest (1981), (b) program adherence to the required parameters of service provision, and (c) program maintenance of a therapeutic milieu. For the latter two elements, the study examined not only the overall level of implementation, but also the variance in implementation across participants, using statistical process control procedures. Finally, the study examined five important pre-treatment client variables (Externalizing, Internalizing, Motivation for Treatment, Cooperation, and Empathy) as predictors of adolescent ratings of therapeutic milieu. Findings were somewhat divergent for the three fidelity variables. The program demonstrated high strength, moderate adherence to service parameters, and high ratings of therapeutic milieu. Statistical process control analyses showed that both adherence to service parameters and therapeutic milieu ratings were, on the whole, consistent across program participants. Contrary to expectations, adherence to service parameters was not significantly related to therapeutic milieu in the program. Finally, a significant relation emerged between Externalizing scores at intake and adolescent ratings of therapeutic milieu during treatment. Implications for future fidelity and outcome studies are discussed, as are the developmental implications of the findings.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>197</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305327640</dc:coverage> | |
| <dc:description>3098129</dc:description> | |
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| <dc:identifier> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Old Dominion University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Fellenberg</foaf:surname> | |
| <foaf:givenname>Stephanie</foaf:givenname> | |
| </foaf:Person> | |
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| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4816"/> | |
| <link:link rdf:resource="#item_213624"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Dysfunctional Family</dc:subject> | |
| <dc:subject>dysfunctional family interaction</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Enactments</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Structural family therapy</dc:subject> | |
| <dc:subject>Therapeutic Processes</dc:subject> | |
| <dc:title>The contribution of enactments to structural family therapy: A process study</dc:title> | |
| <dcterms:abstract>In an era where the effectiveness of many forms of psychotherapy has been thoroughly examined, the focus of many researchers has shifted from investigating outcome to exploring therapeutic processes. Process studies serve to identify the active ingredients of therapy--that is, those interventions that bring about in-session changes. This process study examines the relationship between the use of enactments , a structural family therapy intervention, and in-session change as observed over the course of the session. Change was measured by the amount of change that occurred in the core problem dynamic , that is, the most prominent pattern of dysfunctional family interaction. The sample consisted of ten videotaped family therapy sessions, representing ten families and four therapists. Clinician judges rated change on a seven-point Likert-like scale. Trained undergraduate raters rated successfulness of enactments and degree to which enactments and other meaningful moments addressed the core problem dynamic in each session. Pearson Product-Moment correlations were calculated to assess the relationship between change occurring in the core problem dynamic by the end of the session and several variables, including successfulness of enactments, and the extent to which enactments and meaningful moments addressed the problem dynamic. In addition, possible relationships between each of the variables were investigated, as well as relationships between the number of meaningful moments occurring within enactments and successfulness of enactments and extent to which enactments addressed the core problem dynamic. Results suggest a positive relationship between successfulness of enactments and both change in the core problem dynamic at the end of the session and number of meaningful moments occurring in enactments. Implications and limitations are discussed.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>63</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305266923?accountid=14816</rdf:value> | |
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| <dc:coverage>305266923</dc:coverage> | |
| <dc:description>3113037</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
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| <foaf:name>The University of Texas at Arlington</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Ferguson</foaf:surname> | |
| <foaf:givenname>Kristin Michelle</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_10834"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0615:Political science</dc:subject> | |
| <dc:subject>Child labor</dc:subject> | |
| <dc:subject>Community-based</dc:subject> | |
| <dc:subject>Family-based</dc:subject> | |
| <dc:subject>Mezzosystem</dc:subject> | |
| <dc:subject>Political science</dc:subject> | |
| <dc:subject>Protective factors</dc:subject> | |
| <dc:subject>Risk</dc:subject> | |
| <dc:subject>Social capital</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Street-working</dc:subject> | |
| <dc:title>Child labor and social capital in the mezzosystem: In search of family- and community-based risk and protective factors for street-working children</dc:title> | |
| <dcterms:abstract>The purpose of this dissertation study was to explore whether diverse family- and community-level predictor variables can influence the movement of children into the streets to work. In the absence of a mezzolevel theory within the street-children literature, the social capital framework was adopted to assess the influence of intrafamilial and family-community interactions and relationships on children's street work. It was hypothesized that a specific set of predictors would comprise both family social capital and community social capital and that each dimension of capital would differ between families with street-working children and families with non-working children. Additional predictors related to human capital and financial capital were included in the study as control variables as well. The study was a cross-sectional, quantitative survey of 204 families (102 with streetworking children and 102 with non-working children between the ages of 6 and 16 years) in the community of Genaro Vázquez, located in Monterrey, Mexico. All families were assessed on four dimensions of capital: human capital, financial capital, family social capital and community social capital. To address the study's hypotheses, factor analysis, bivariate analysis and binary logistic regression analysis were performed with the data. In the multivariate model, two human capital predictors, mother's educational level and child's school status, were significant determinants of children's street work. Additionally, two community social capital variables, mother's degree of social support networks and perceptions of safety within the community were also found to be significant predictors of children's street work, after partialling out the effects of all other predictors in the model. The findings related to community social capital are innovative within the existing street-children literature, since to date, no study has assessed the influence of mezzolevel risk and protective factors associated with the movement of children into the streets to work in the informal economy.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>357</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305226983</dc:coverage> | |
| <dc:description>3092478</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:35</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of North Texas</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
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| <foaf:surname>Ferrell</foaf:surname> | |
| <foaf:givenname>Lisa G</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16785"/> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Filial therapy</dc:subject> | |
| <dc:subject>Landreth filial therapy training</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Play therapy</dc:subject> | |
| <dc:title>A comparison of an intensive 4-week format of the Landreth 10-week filial therapy training model with the traditional Landreth 10-week model of filial therapy</dc:title> | |
| <dcterms:abstract>This research study investigated the effectiveness of an intensive format of the traditional Landreth filial therapy training (LFTT) model compared to the traditional LFTT model. Specifically, this study compared the intensive LFTT group and the traditional LFTT group at post-testing in the areas of (a) reducing stress related to parenting, (b) increasing parental empathic behavior with their children, (c) increasing parental acceptance toward their children, and (d) reducing perceived child behavior problems. The traditional LFTT group consisted of 13 parents in groups of up to six members for 10 90-minute weekly sessions. Traditional LFTT involved didactic instruction, required at-home laboratory playtimes, and supervision. Parents were taught child-centered play therapy skills of responsive listening, recognizing children's emotional needs, therapeutic limit setting, building children's self-esteem, and structuring required weekly playtimes with their children using a kit of specially selected toys. The intensive LFTT group consisted of 13 parents in groups of up to four members who met on four Saturdays for 4 hours each. The traditional LFTT model was modified to teach the same material over fewer sessions. The difference in this delivery was fewer opportunities for parents to have home playtimes and receive feedback from the researcher. To compensate for this difference and attempt to maintain the effectiveness of the traditional model, the researcher had parents bring their children to training. The researcher used the parents' children in live demonstrations of the skills being taught. Parents were able to practice the new skills with their own children under direct supervision from the researcher followed by immediate feedback. This modification provided supervision equivalent to that of the traditional LFTT model. The results of this study were no statistically significant differences between the intensive and traditional groups at post-testing on overall parenting stress, parental acceptance and empathic behaviors with their children, and in reported child behavior problems.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>158</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305313163</dc:coverage> | |
| <dc:description>3117265</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16785"> | |
| <z:itemType>attachment</z:itemType> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:33</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The Ohio State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Fish</foaf:surname> | |
| <foaf:givenname>Thomas Robert</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4540"/> | |
| <link:link rdf:resource="#item_139418"/> | |
| <dc:subject>0347:Mental health</dc:subject> | |
| <dc:subject>0382:Rehabilitation</dc:subject> | |
| <dc:subject>0382:Therapy</dc:subject> | |
| <dc:subject>0630:Welfare</dc:subject> | |
| <dc:subject>3360:Health Psychology & Medicine</dc:subject> | |
| <dc:subject>Adolescence</dc:subject> | |
| <dc:subject>Adolescence (13-17 yrs)</dc:subject> | |
| <dc:subject>adult</dc:subject> | |
| <dc:subject>adult life</dc:subject> | |
| <dc:subject>Adulthood (18 yrs & older)</dc:subject> | |
| <dc:subject>control group</dc:subject> | |
| <dc:subject>Crisis Intervention</dc:subject> | |
| <dc:subject>Disabilities</dc:subject> | |
| <dc:subject>Disabled (Attitudes Toward)</dc:subject> | |
| <dc:subject>Disabled people</dc:subject> | |
| <dc:subject>disabled young adults</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>experimental studies</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Intervention program</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Mental health</dc:subject> | |
| <dc:subject>Parental attitudes</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Parents & parenting</dc:subject> | |
| <dc:subject>Parents of Disabled Children</dc:subject> | |
| <dc:subject>Pretest-Posttest Design</dc:subject> | |
| <dc:subject>Rehabilitation</dc:subject> | |
| <dc:subject>Research Instruments</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Therapy</dc:subject> | |
| <dc:subject>Transitional Programs</dc:subject> | |
| <dc:subject>Vocational and Community Involvement Profile</dc:subject> | |
| <dc:subject>Welfare</dc:subject> | |
| <dc:subject>What's Next</dc:subject> | |
| <dc:subject>Young Adulthood (18-29 yrs)</dc:subject> | |
| <dc:subject>Young adults</dc:subject> | |
| <dc:title>Effects of an intervention program on parents of young adults with disabilities</dc:title> | |
| <dcterms:abstract>The purpose of this study was to explore the effects of a 9-hour information and support program ("What's Next") on the attitudes of parents whose children (age 16-24 years) with disabilities were in the transitioning period from school to adult life. Additionally, this study assessed the psychometric properties of the Vocational and Community Involvement Profile (VOCIP). This was accomplished by using a pretest-posttest control group experimental design. The knowledge gained from this study will have direct implications for better understanding parents' attitudes associated with the transition from school to adult life for their sons and daughters with disabilities. It also demonstrated the potential importance of systematic intervention aimed at improving family understanding and involvement.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>173</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305320322?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305320322</dc:coverage> | |
| <dc:description>3088849</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:49</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dcterms:dateSubmitted>2014-04-15 03:01:23</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Texas Tech University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Fix-Turkowski</foaf:surname> | |
| <foaf:givenname>Vickie Renee</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| <link:link rdf:resource="#item_16730"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>Beliefs</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Exemplary schools</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:title>Parental engagement beliefs and behaviors of consistently exemplary schools</dc:title> | |
| <dcterms:abstract>The present mandate created by No Child Left Behind (2002) nationally as well as the direct legislative direction by the State of Texas (TEC 26) clearly calls for parent involvement in public education. The theoretical and practical rationale behind parental involvement strongly links it to improved student achievement (Eccels and Harold, 1991; Henderson and Berla, 1994, Paulsen, 1994; Linver and Silverburg, 1997). With this emphasis on parental involvement as one way to school improvement and reform, the idea of determining what schools must do to engage parents must be studied. The purpose of this research is to design a reliable and valid instrument that will measure the values and beliefs of a school and then use this tool to investigate the values and beliefs of exemplary schools in the state of Texas regarding parent involvement. Based on the successive interval methodology described by Edwards (1957), a 97 item paired item test was developed. The statements are representative of different areas effective schools research (Levine and Lezotte, 1990) and parent involvement based on the Hoover-Dempsey and Sandler Model (1995). The items were written and piloted during the spring and summer 2002, using two classes (60 students) at a major university in the south. The instrument forces subjects to choose their preferential activities or beliefs in an attempt to gauge the schools collective values and beliefs. Based on this instrument, data was collected from 30 consistently exemplary schools ( n = 30) across the State of Texas. Beliefs of exemplary schools regarding parent role and effectiveness were correlated to determine if there are similarities among schools which might indicate beliefs that are necessary to create the rank of exemplary. It further delineated in what ways exemplary schools provide opportunities and invitations to parents to be involved and if those are similar across various schools.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>216</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305297306?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305297306</dc:coverage> | |
| <dc:description>3108697</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16730"> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:29</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Manitoba (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Forbes</foaf:surname> | |
| <foaf:givenname>Tracy Ann</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_10846"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0453:Womens studies</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Womens studies</dc:subject> | |
| <dc:title>Structural and solution-focused therapy augmented by a feminist approach: Is it effective with mother-led families?</dc:title> | |
| <dcterms:abstract>More and more social work practitioners are using a number of theoretical approaches when working with families to enable them to select from a wide array of tools and techniques with which to help clients. This practicum report outlines the process of working with single mother families using an integrated approach, including structural family therapy and solution focused therapy, augmented by a feminist approach to ensure gender sensitivity. The practicum took place in a counselling centre in the inner city of Winnipeg. Eight families received services in total, with families receiving a combination of individual and family therapy. Some families attended frequently with the number of sessions ranging from one to eleven. The Goal Attainment Scaling Measure, a client satisfaction questionnaire, and the therapist's observations were used for evaluation purposes. This report discusses themes, highlights and factors to consider when integrating these social work approaches. It also discusses the challenges of evaluating practice with this population. Finally, the learning experience is reflected upon in detail.</dcterms:abstract> | |
| <z:type>M.S.W.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>146</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305293585</dc:coverage> | |
| <dc:description>MQ89486</dc:description> | |
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| <dc:publisher> | |
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| <foaf:name>University of Washington</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Fram</foaf:surname> | |
| <foaf:givenname>Maryah Stella</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16971"/> | |
| <link:link rdf:resource="#item_753896"/> | |
| <dc:subject>*Cultural Capital</dc:subject> | |
| <dc:subject>*Income Inequality</dc:subject> | |
| <dc:subject>*Social Inequality</dc:subject> | |
| <dc:subject>*Social Structure</dc:subject> | |
| <dc:subject>*Social Support</dc:subject> | |
| <dc:subject>*Welfare Recipients</dc:subject> | |
| <dc:subject>*Working Mothers</dc:subject> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>6141: poverty & homelessness</dc:subject> | |
| <dc:subject>Bourdieu, Pierre</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>Inequality</dc:subject> | |
| <dc:subject>Parenting</dc:subject> | |
| <dc:subject>Social capital</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Welfare-to-work</dc:subject> | |
| <dc:title>Discussions of social capital: Social work, social structure, and the contextualization of inequality</dc:title> | |
| <dcterms:abstract>This dissertation explores social capital theory as a lens for understanding and contextualizing inequality through three separate but related papers which address social capital as both a theoretical and empirical construct. The first paper maps a path through the disparate theoretical literatures on social capital, and proposes that Bourdieu's work affords an appropriate basis for a social capital theory which can explain inequality. In the second and third papers, data from the National Evaluation of Welfare to Work Strategies (NEWWS) Child Outcomes Study (n = 3018) is used to evaluate how social capital operates in the lives of women participating in welfare-to-work programs while parenting young children. The second paper applies latent profile analysis to determine typologies of social support experienced by sub-groups of the NEWWS population, considering the hypothesis that the functionality of support networks reflects structural properties of social location, and may be usefully understood in terms of social capital. Results suggest three social support sub-groups, or classes. Classes are described with respect to indicators of social location, and class membership is included in regressions examining multivariate relationships among maternal characteristics, resources, social location and parenting practices. Findings indicate that social support class membership relates to social location, and also moderates the impacts of stress and of having welfare-dominant networks on parenting practices. The third paper conceptualizes the transition from welfare to work in social capital terms, related to processes of work mobility. A dynamic relation between social resources and work participation is hypothesized. Regression analyses are used to isolate the effects of women's baseline social resources on work participation, and of work participation on time-2 social resources. Findings indicate that women with more welfare-dominant social networks worked less, and for less pay, than did women with fewer friends on welfare. In addition, women who worked more during the study reported higher levels of instrumental support at follow-up, controlling for previous work experience, attitudes, and personal characteristics. In the concluding chapter, implications of these analyses are discussed in terms of Bourdieu's theorization of social capital, highlighting challenges for future consideration of social capital in the study of inequality.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>149</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305301875</dc:coverage> | |
| <dc:description>3090995</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Michigan State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Froiland</foaf:surname> | |
| <foaf:givenname>John Mark</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10924"/> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Autonomy support</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Fifth graders</dc:subject> | |
| <dc:subject>Fourth graders</dc:subject> | |
| <dc:subject>Motivation</dc:subject> | |
| <dc:subject>Parent training</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social learning</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Improving the intrinsic motivation to learn of fourth and fifth graders: A motivational enhancement delivered through a social learning model of parent training</dc:title> | |
| <dcterms:abstract>This study introduced and provided an initial test for the effectiveness of a motivational enhancement package (i.e., The Love for Learning Project ) for fourth and fifth graders. Designed to elevate children's intrinsic motivation to learn, the enhancement package entailed teaching parents to use an autonomy supportive motivating style (i.e., the Inspirational Motivational Style ) when interacting with their children about learning. Moreover, parents learned how to help their children set their own learning goals before engaging in homework assignments. In the families' homes, the consultant taught an autonomy supportive motivating style through the following: providing information about the motivating style; scripted modeling of the style in germane hypothetical learning-related scenarios; parental practice of the style in role-plays related to the scripted scenarios; and parental practice of the inspirational style with their children during educational games designed for parents and children. Parents also learned what learning goals are, practiced making some themselves, then learned how to teach their children how to set learning goals in an autonomy supportive way. The consultant used the collected learning goals sheets to provide feedback to the parents about the extent to which the written goals were actual learning goals. A parent booklet provided quick reference sheets for parents about the components of autonomy support, the signs of intrinsic motivation to learn, and learning goals. The booklet also provided examples of each construct and differentiated them from related constructs (e.g., performance avoidance goals). This study used a treatment versus control x pre-treatment versus post-treatment comparison. 15 families participated in the treatment group and another 15 families participated in the control group. The following measures were used in pre- versus post-treatment comparisons: the Relative Autonomy Index of the Academic Self-Regulation Questionnaire (SRQ-A); Children's Academic Intrinsic Motivation Inventory (CAIMI)-18-item general scale only; and the new Parent Questionnaire of Child Motivation to Learn (PQCML), which demonstrated excellent reliability and concurrent validity in this study. In addition, the Froiland Inventory of Homework Feelings (FIHF), a measure of child homework emotions (i.e., positive emotions, including sense of vigor; and symptoms of depression and anxiety, including somatic complaints) traced the development of self-reported emotional health from pre- to post-treatment. The FIHF also demonstrated excellent reliability and criterion-related validity in this study. As predicted, a MANOVA revealed that the treatment group grew significantly (F(4, 25) = 5.10, p < .01, ES = .45) in terms of motivational health relative to the control group. One-way ANOVAs then indicated that children in the treatment group showed marked improvement on the PQCML, FIHF, and the Relative Autonomy Index of the SRQ-A. Also, parents' high post-treatment satisfaction survey scores were corroborated by a 0% attrition rate. Overall, the Love for Learning Project showed signs of promise as a motivational and emotional wellness enhancement for fourth and fifth grade children.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>138</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of North Carolina at Chapel Hill</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Gary</foaf:surname> | |
| <foaf:givenname>Rebecca Ann</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4708"/> | |
| <dc:subject>0564:Surgery</dc:subject> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>0575:Sports medicine</dc:subject> | |
| <dc:subject>0769:Health care</dc:subject> | |
| <dc:subject>Cardiac Patients</dc:subject> | |
| <dc:subject>Clinical Assessment Tools</dc:subject> | |
| <dc:subject>control group</dc:subject> | |
| <dc:subject>Diastolic heart failure</dc:subject> | |
| <dc:subject>Effectiveness studies</dc:subject> | |
| <dc:subject>Elderly</dc:subject> | |
| <dc:subject>Exercise</dc:subject> | |
| <dc:subject>experimental studies</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>functional status</dc:subject> | |
| <dc:subject>Geriatric Depression Scale</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health care</dc:subject> | |
| <dc:subject>Heart failure</dc:subject> | |
| <dc:subject>Home-based</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>Older people</dc:subject> | |
| <dc:subject>Outpatients</dc:subject> | |
| <dc:subject>Psychological tests</dc:subject> | |
| <dc:subject>Quality of life</dc:subject> | |
| <dc:subject>Questionnaires</dc:subject> | |
| <dc:subject>Sports medicine</dc:subject> | |
| <dc:subject>Surgery</dc:subject> | |
| <dc:subject>Walking</dc:subject> | |
| <dc:subject>Women</dc:subject> | |
| <dc:title>The effectiveness of a home-based exercise program in older women with diastolic heart failure</dc:title> | |
| <dcterms:abstract>The purpose of this experimental study was to compare a 12-week combined home-based walking/education (intervention) program and an education only (control) program on functional capacity and QOL in women with NYHA Class II and III DHF. Measurement occurred at three time periods, baseline (T1), at the conclusion of the 12-week intervention/control period (T2), and after the three-month telephone follow-up period, (T3). Two hypotheses were tested: (a) intervention women will have an increase in functional capacity as measured by an increased distance walked on the six-minute walk test (6MWT) at T2 and improved scores on the Duke Activity Status Index (DASI) at T2 and T3 compared to controls and; (b) intervention women will have an increase in QOL as measured by improvement in scores on the Minnesota Living with Heart Failure Questionnaire (LIhFE) at T2 and T3 and the Geriatric Depression Scale (GDS) compared to controls. The intervention group improved on the six-minute walk test T2-T1 (840 feet ± 366 to 1043 feet ± 317 compared to 824 feet ± 367 to 732 feet ± 408, p = 0.002). The intervention group also improved on the Living with Heart Failure Questionnaire (41 ± 26 to 24 ± 18 compared to 27 ± 18 to 28 ± 22, p = 0.002; 24 ± 18 to 19 ± 18 compared to 28 ± 22 to 32 ± 27, p = 0.014) and the Geriatric Depression Scale (6 ± 4 to 4 ± 4 compared to 5 ± 3 to 7 ± 5, p = 0.012; 4 ± 4 to 4 ± 4 compared 7 ± 5 to 7 ± 5, p = 0.009) T2-T1 and T3-T1 respectively, versus the control group. Findings from this study support the use of low to moderate intensity home-based exercise, rather than education alone, as a safe and effective strategy for improving functional capacity and quality of life in older women with stable New York Heart Association class II and III DHF.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>304</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305312259?accountid=14816</rdf:value> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305312259</dc:coverage> | |
| <dc:description>3086536</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:52</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Michigan State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Gebben</foaf:surname> | |
| <foaf:givenname>Marcia Renee</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21782"/> | |
| <dc:subject>0380:Gynecology</dc:subject> | |
| <dc:subject>0380:Obstetrics</dc:subject> | |
| <dc:subject>0453:Womens studies</dc:subject> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>Gynecology</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Obstetrics</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Womens studies</dc:subject> | |
| <dc:title>Maternal risk factors associated with inappropriate pregnancy weight gain in low-income women in developed countries</dc:title> | |
| <dcterms:abstract>The prevention of pregnancy weight gain outside the IOM recommendations could prevent poor infant outcomes as well as excess maternal weight retention. The purpose of this study was to identify maternal characteristics associated with either inadequate pregnancy weight gain or with excessive pregnancy weight gain compared to adequate pregnancy weight gain. A cohort of low-income women who delivered a liveborn, singleton, term infant were used from a randomized clinical trial that examined two home visiting models. Women with fewer than 12 years of education or those who sometimes to never had the necessary food in pregnancy were almost three times more likely to have inadequate weight gain. Women with 12 years of education or less, those with less than two previous live births, those who reported feeling happy about the pregnancy, those who had a history of sexually abuse or those with low self-esteem were two to three times more likely to have excess weight gain. Uncovering risk factors for inappropriate pregnancy weight gain, i.e. too little or too much, may help to guide clinical and public health intervention strategies.</dcterms:abstract> | |
| <z:type>M.S.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>81</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305328926?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305328926</dc:coverage> | |
| <dc:description>1417840</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:47</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of California, San Diego and San Diego State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Gehrman</foaf:surname> | |
| <foaf:givenname>Christine Ameika</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10822"/> | |
| <link:link rdf:resource="#item_139677"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>2840:Psychosocial & Personality Development</dc:subject> | |
| <dc:subject>Body image</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Motor Processes</dc:subject> | |
| <dc:subject>Nutrition</dc:subject> | |
| <dc:subject>Nutrition intervention</dc:subject> | |
| <dc:subject>Physical activity</dc:subject> | |
| <dc:subject>pre-adolescents</dc:subject> | |
| <dc:subject>Preadolescents</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:title>Effects of a physical activity and nutrition intervention on body image in pre-adolescents</dc:title> | |
| <dcterms:abstract>Body image is among many psychological variables that are related to physical activity and dietary practices. Body image begins to develop in childhood and takes on increased importance during adolescence. Interventions aimed to improve physical activity and nutrition in pre-adolescents may have effects upon body image during this key developmental period. The purpose of the current study was to examine the secondary effects of a larger trial of physical activity and nutrition on body image in pre-adolescents. Based on Social Cognitive Theory, several personal, behavioral, and environmental factors are hypothesized to affect body image and were examined in this study. It was hypothesized that the intervention would have a significant positive impact on body image. Eighty-four 10-12 year olds (52 females, 32 males) of diverse ethnic backgrounds were recruited for study as part of the Healthy Youth and Parent Program, an on-going trial for physical activity and nutrition. A two-group (intervention and control) pre-post design was used. The intervention consisted of 8 weekly 2-hour sessions during which children participated in fitness activities. Body image was measured by the Eating Disorders Inventory-2, a well-validated measure. Analysis of co-variance revealed no significant direct effect of the intervention on body image, although participants in both conditions showed non-significant improvements in body image from baseline to post-test. Multiple regression analyses were used to examine theoretically hypothesized mediators of body image change, including level of physical activity and fitness, body mass index, and mood. Puberty status, negative self-esteem, and perceived barriers to physical activity were significantly related to body image concerns. The lack of a significant intervention effect on hypothesized mediators precluded the possibility of determining whether changes in these mediators would have affected change in body image. Future studies will need to test the role of hypothesized mediators if a comprehensive theoretical model of body image is to be developed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>111</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of California, Davis</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Go</foaf:surname> | |
| <foaf:givenname>Ann Loi</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16959"/> | |
| <dc:subject>0279:Language arts</dc:subject> | |
| <dc:subject>0290:Linguistics</dc:subject> | |
| <dc:subject>Chinese</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Language arts</dc:subject> | |
| <dc:subject>Language, literature and linguistics</dc:subject> | |
| <dc:subject>Linguistics</dc:subject> | |
| <dc:subject>Newcomer students</dc:subject> | |
| <dc:subject>Second language acquisition</dc:subject> | |
| <dc:subject>Vietnamese</dc:subject> | |
| <dc:subject>Writing development</dc:subject> | |
| <dc:title>The writing development of Chinese and Vietnamese newcomer students</dc:title> | |
| <dcterms:abstract>This one-year case study investigated the writing development of six Chinese and Vietnamese newcomer students in fifth and sixth grades to address the question: What are the patterns of writing development of recent immigrant students? Quantitative text analysis and genre-based text analysis using the framework of systemic functional linguistics were used to analyze the students' writing. Contextual factors affecting these students' writing development were investigated through classroom observation, home visits, and interviews with students, teachers, and parents. Findings from quantitative text analysis showed a developmental pattern within individual writers and between less proficient incipient writers and more proficient developing writers. All students' texts increased in length over time; and more proficient developing writers consistently wrote longer texts than less proficient incipient writers. However, there was little variation in lexical density both within and between the incipient and developing writers. Genre-based text analysis found more distinct schematic structures and relative clauses, and both personal and relative pronouns as references when students became more proficient writers. Developing writers wrote multi-paragraph texts in various genres with more varied conjunctions and complex marked topical themes. Incipient writers wrote single paragraph texts of simple declarative clauses, mostly narrative texts with simple nominal groups, more repetition and less variety. Their texts showed less varied conjunctions, more unmarked topical themes and a higher frequency of missing subjects attributed to influence from Chinese and Vietnamese. Students who showed more progress in their writing had comparatively more schooling in their primary language and were avid readers. Individually, the students used different strategies and had different attitudes toward writing. Differences were related to students' self-image, primary language literacy and access to academic resources. Other contextual factors that played important roles in writing development included teachers' writing instructions, primary language support, and family literacy practice. In summary, this study identified the language resources these recent immigrant students used to meet the demands of writing in English and showed how factors in their learning environments affected their literacy development.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>387</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305341846</dc:coverage> | |
| <dc:description>3097971</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:44</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Alliant International University, San Diego</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Goberman-Cabouli</foaf:surname> | |
| <foaf:givenname>Liliana</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4720"/> | |
| <link:link rdf:resource="#item_213120"/> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0623:Experiments</dc:subject> | |
| <dc:subject>0623:Psychology</dc:subject> | |
| <dc:subject>2300:Human Experimental Psychology</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>African-American</dc:subject> | |
| <dc:subject>Asian-American</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Experiential Psychotherapy</dc:subject> | |
| <dc:subject>Experiments</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>family experience</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Integrative Experiential Family Therapy</dc:subject> | |
| <dc:subject>Latinos</dc:subject> | |
| <dc:subject>Minorities</dc:subject> | |
| <dc:subject>minority ethnic groups</dc:subject> | |
| <dc:subject>Minority Groups</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:title>Integrative experiential family therapy with minorities: A phenomenological-ethnographic study</dc:title> | |
| <dcterms:abstract>The problem . The purpose of this study was to listen to and understand the experiences of 9 multiproblematic families from minority ethnic groups that had undergone Integrative Experiential Family Therapy (IEFT) in order to better understand how the therapist could effectively work with minorities in therapy. The subjects were Asian American, African American, and Latino families. Method . The phenomenological-ethnographic interviews focused on families' experience with treatment with an integrative systemic model. Through interviews, the research attempted to establish commonalities between the families' experience and the creation of identified themes, how they reacted to their therapy experience, and what their beliefs and feelings were when treated with this integrative approach. Phenomenological philosophical assumptions were based on believing that objectivity is illusive and truth is relative; that families are interview experts, just as therapists are; and that the families should be studied in their own settings (i.e., their own homes). Results . The experience of the families that underwent IEFT was reported in three general categories: the overall impression of the families undergoing the treatment, what family members achieved in therapy, and the families' experience with what the therapist did. These three categories involved 15 themes, some of which had subthemes. Recommendations for future research were presented.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>255</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305213921?accountid=14816</rdf:value> | |
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| <dc:coverage>305213921</dc:coverage> | |
| <dc:description>3119425</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:53</dcterms:dateSubmitted> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Virginia Polytechnic Institute and State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Goodwin</foaf:surname> | |
| <foaf:givenname>Clarice Evans</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_4876"/> | |
| <link:link rdf:resource="#item_139586"/> | |
| <dc:subject>0534:Social studies education</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Child abuse</dc:subject> | |
| <dc:subject>child physical abuse</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Court-ordered</dc:subject> | |
| <dc:subject>court-ordered parents</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Filial</dc:subject> | |
| <dc:subject>Filial therapy</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Maltreated</dc:subject> | |
| <dc:subject>maltreated children</dc:subject> | |
| <dc:subject>Parent Child Relations</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Parent training</dc:subject> | |
| <dc:subject>Parent-child relationships</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Physical abuse</dc:subject> | |
| <dc:subject>Play therapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Qualitative Study</dc:subject> | |
| <dc:subject>Quantitative study</dc:subject> | |
| <dc:subject>School Age (6-12 yrs)</dc:subject> | |
| <dc:subject>School-age children</dc:subject> | |
| <dc:subject>Social studies education</dc:subject> | |
| <dc:subject>Therapy</dc:subject> | |
| <dc:title>Filial therapy with court-ordered parents of maltreated children: A multiple case study</dc:title> | |
| <dcterms:abstract>Using a mixed methodology, the effectiveness of an 8-week modification of Landreth's (1991) 10-week group filial therapy training model was investigated with parents (n = 5) court-ordered for remedial parenting services due to physical abuse and/or neglect of their school-age children. A comparison group (n = 3) concurrently received an 8-week parent education course. Three primary questions were explored. Do filial therapy group participants demonstrate a greater decrease in child physical abuse potential and parenting stress following training when compared to parent education group participants? In addition, do filial therapy group participants show evidence of stronger parent-child relationships following training when compared to participants in the parent education group? Pre- and post-measures were utilized, and anecdotal and qualitative data were also collected. Following the analysis of both the quantitative and qualitative data, it was determined that the group quantitative results detracted from the richness of the qualitative findings, and the former were subsequently dropped. Instead, individual pre- and posttest quantitative scores, along with the anecdotal data, were compiled to create participant profiles that provided additional descriptive information to the emergent focus group themes. Due to the size of the sample ( N = 8), findings were only preliminary and merit further study. Participants demonstrated social desirability in their assessment responses; therefore, it is recommended that qualitative or mixed methodology, as well as multiple measures of each construct, be incorporated to combat this phenomenon in future studies with this population. Results of this study further suggested that there are clinical benefits to utilizing a mixed sample of both court- and self-referred participants. In addition, the court-mandated population is heterogeneous and requires multiple treatment options coupled with screening protocol for appropriate treatment assignment. Future filial therapy research with this population should provide greater support to participants in conducting filial therapy sessions, as well as alternative ways of documenting these sessions. In addition, it is proposed that a combination of individual and group filial therapy models that is longer-term would be more effective with this population than the 8-week model used.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>180</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Virginia</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Graham</foaf:surname> | |
| <foaf:givenname>Lois Turman</foaf:givenname> | |
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| <link:link rdf:resource="#item_21734"/> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Parental satisfaction</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:title>Parental satisfaction with the special education process</dc:title> | |
| <dcterms:abstract>Today's public education system is in the midst of an era of criticism. Legal mandates to include special education students within the schools have added to the challenges of our system. Legislation establishing basic principles such as due process and parental participation has been enacted with the intent of meeting the needs of special students and satisfying families. However, it has resulted in increases in formal complaints and costly litigation. Finding methods to develop parental satisfaction in the field of special education has become a national concern. The primary purpose of this study was to determine parental satisfaction levels with the special education process. A secondary purpose was to determine if satisfaction levels differed based on independent variables. By exploring these, it was hoped that educators could ascertain how to best develop or increase parental satisfaction. The sample included parents of students identified as receiving special education services in preschool through fifth grade. The survey instrument used a Likert scale, multiple-choice questions and written response format. Responses clearly indicated satisfaction with the special education process. Parents reported satisfaction with evaluations, eligibility, IEP development and implementation of services. An analysis of independent variables revealed no significant differences based on primary disability, service model, or the parents' educational backgrounds. Parents who contacted advocates were significantly less satisfied in all areas. Parents with children receiving one hour of services were less satisfied with evaluations than parents of those receiving five hours. Parents of children receiving three hours of service were less satisfied with implementation than parents of children receiving five hours. Families who communicated the most with the teacher were more satisfied. Finally, parents of fourth and fifth graders were less satisfied than parents of preschoolers. Parents identified three primary strengths: strong staff, providing help to children and communication. Suggestions yielded little consensus, but included providing better communication and academic help. Results of this study should be helpful in continuing to maintain and increase parental satisfaction. Recommendations for additional studies and suggestions for implementing practices are offered to the school system, educators, and advocates.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>81</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Tufts University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| </dc:publisher> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Graham-Rawlings</foaf:surname> | |
| <foaf:givenname>Christine Allison</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21902"/> | |
| <link:link rdf:resource="#item_213575"/> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>2800:Developmental Psychology</dc:subject> | |
| <dc:subject>Adolescent mothers</dc:subject> | |
| <dc:subject>Anglo-American</dc:subject> | |
| <dc:subject>Clients</dc:subject> | |
| <dc:subject>Cultural sensitivity</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Ethnotheories</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Family support</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Help Seeking Behavior</dc:subject> | |
| <dc:subject>Help-seeking</dc:subject> | |
| <dc:subject>help-seeking ethnotheories</dc:subject> | |
| <dc:subject>Home Visiting Programs</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Parenting</dc:subject> | |
| <dc:subject>parenting ethnotheories</dc:subject> | |
| <dc:subject>Parenting style</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social support</dc:subject> | |
| <dc:title>Family support within a cultural context: An ethnographic study of consonance and dissonance in the parenting and help-seeking ethnotheories of home visitors and their clients</dc:title> | |
| <dcterms:abstract>The present study examined the intersection of the parenting and help-seeking ethnotheories of the Healthy Families America program in Pickens County, Georgia and the parenting and help-seeking ethnotheories of program clients. Participants included 10 Anglo-American, first-time, adolescent mothers and five program providers participating in the teens' care. Multiple methods of data collection were employed through an ethnographic research approach, and techniques of comparative analysis were used to analyze study data. The study revealed that the target program demonstrated a keen understanding of how issues of culture impact program services and had taken a number of measures to ensure cultural sensitivity. In addition, it was found that the target program and teens shared common perceptions of the teens' program experience in some areas (e.g., staff client relationships; the importance of staff-client relationships), but not in others (e.g., missed visits; visit length). Areas of consonance and dissonance were also revealed in participants' ethnotheories of parenting. For instance, program providers and their teen clients demonstrated substantial agreement in beliefs related to parental responsibility, the tension between parenthood and adolescence, and the challenges of parenting, and substantial disagreement about the use of physical discipline, the "spoiling" of infants, and co-sleeping. Importantly, a high degree of consonance was found in the help-seeking beliefs and practices of program providers and target teens, with results revealing shared priorities for program services and emphasis on the use of service providers as social supports. Some of the implications of research findings discussed in this dissertation relate to the professional and personal qualities of home visitors, insuring equity in visit length, and program providers' ability to recognize and respond to client goals for program participation.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>237</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305299254</dc:coverage> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Cleveland State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Grob</foaf:surname> | |
| <foaf:givenname>Sharon L</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16935"/> | |
| <link:link rdf:resource="#item_754005"/> | |
| <dc:subject>*Adjustment</dc:subject> | |
| <dc:subject>*Adopted Children</dc:subject> | |
| <dc:subject>*Child Development</dc:subject> | |
| <dc:subject>*International Adoption</dc:subject> | |
| <dc:subject>*Parent Child Relations</dc:subject> | |
| <dc:subject>*Transracial Adoption</dc:subject> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0631:Minority & ethnic groups</dc:subject> | |
| <dc:subject>0631:Sociology</dc:subject> | |
| <dc:subject>6143: child & family welfare</dc:subject> | |
| <dc:subject>Adjustment</dc:subject> | |
| <dc:subject>Adoption</dc:subject> | |
| <dc:subject>Asian</dc:subject> | |
| <dc:subject>Child</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>International adoption</dc:subject> | |
| <dc:subject>Interracial adoption</dc:subject> | |
| <dc:subject>Minority & ethnic groups</dc:subject> | |
| <dc:subject>Parent</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>International adoption: The relationship between child and parent characteristics and parent report of child adjustment</dc:title> | |
| <dcterms:abstract>Historically, adoption agencies have tried to match adoptive parents and children, not only by physical characteristics, but also by religion and social class. More recently, a new paradigm has evolved, that of the "interracial," "transracial," "intercultural," "cross-cultural," or "international" adoption. This phenomenon is an accommodation to reality, the reality that although inracial adoption has long been the permanent program within child care services in America, there is a shortage of natively born available adoptable children, while the demand for adoption remains high. Adoption, international or intercountry, seems to be the best alternative for raising homeless children. The question one asks, can different raced parents give children what they need to become happy productive adults? The answer to this question is unclear, yet decisions are made without empirical data to support them. Parents seeking to adopt are certain they can provide not equally, but more adequately for prospective adoptees, while others question this assumption. These children affect society in many ways. They relate to people and their families in all of the ways other children do. This study examined international adoption and identified those self-reported child and parent factors that are related to healthy adjustment. Eighty-two adoptive parents, 79 mothers and 3 fathers completed the Child Behavior Checklist and Profile for Ages 11⁄2-5 (CBCL, Achenbach, & Rescorla, 2000), the Parent-Child Relationship Inventory (PCRI, Gerard, 1994), and a demographic profile. Quantitative data were collected from these surveys and a linear regression model was used to help determine whether the child predictor variables of Age Orphaned, Months in Care, and Age Placed, along with parent predictor variables of Parent Education and PCRI scales were significant predictors of child adjustment. A univariate analysis of variance was used to examine the relationships between predictor variables of parent education, and parent occupation. Results of this descriptive study showed that, in general, Asian adoptees develop much like other children.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>100</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305264077</dc:coverage> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Texas A&M University - Kingsville</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Guel</foaf:surname> | |
| <foaf:givenname>Guadalupe Garcia</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21776"/> | |
| <dc:subject>0282:Bilingual education</dc:subject> | |
| <dc:subject>0282:Multicultural education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Achievement</dc:subject> | |
| <dc:subject>Bilingual</dc:subject> | |
| <dc:subject>Bilingual education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Limited English proficient</dc:subject> | |
| <dc:subject>Multicultural education</dc:subject> | |
| <dc:subject>Parental involvement</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Public school</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Texas</dc:subject> | |
| <dc:title>Bilingual parental involvement and student achievement in a south Texas public school</dc:title> | |
| <dcterms:abstract>The purpose of the study was to determine if parents participating in the parental involvement program established in a South Texas school were impacting academic achievement of LEP students. The data for the research was provided by 31 parents of children in the bilingual program in third, fourth, and fifth grade enrolled in a South Texas public school for the school year 2001-2002. The primary instruments used were a survey developed by the researcher, the results reported by the Texas Education Agency from the TAAS test results in the areas of reading and mathematics, and telephone interviews conducted with parents of high achieving students. The parents were given the opportunity to answer two types of questions in the survey. Ten percent of the items were open ended questions requesting comments from the parents. The purpose of this type of questions was to provide parents the opportunity to express their feelings and thoughts. The rest of the questions were multiple choice covering specific information about the different areas of parental involvement. Findings of the survey were as follows: (1) Overall, the parents liked the school, based mainly on the discipline system and the way teachers worked with students. Ninety percent of the parents surveyed agreed with the current parental involvement program in the school. (2) Students who did better academically had parents who were interested in attending workshops and teacher/parent conferences on a regular basis. (3) Parents preferred to communicate with the principal and teachers about information concerning the school. (4) Ninety percent of the children who did well in school had strong parental support. In summary, data indicated that there was a positive impact on student achievement when parents were supportive and had found ways to improve their parenting skills. Data also indicated that some parents who were not involved in school activities had children that performed poorly in school. However, a small percentage of students whose parents were not involved performed well in school and were not adversely affected. Based on the findings of the study, the researcher makes the following recommendations: school districts must establish good parental involvement programs that involve the parents of LEP students; that teachers of LEP students need to contact parents on a regular basis so parents can become active participants in their child's education; and professional development workshops should be provided for the entire staff in the school district. Further research should be conducted on exemplary parental involvement programs in schools that have a large LEP student population in the area of academic achievement.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>110</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305234125?accountid=14816</rdf:value> | |
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| <dc:coverage>305234125</dc:coverage> | |
| <dc:description>3111381</dc:description> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of La Verne</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Guevara</foaf:surname> | |
| <foaf:givenname>Alain</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16622"/> | |
| <dc:subject>0282:Bilingual education</dc:subject> | |
| <dc:subject>0282:Multicultural education</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>Academic success</dc:subject> | |
| <dc:subject>Bilingual education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>High school students</dc:subject> | |
| <dc:subject>Mexican-American</dc:subject> | |
| <dc:subject>Multicultural education</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:title>Diamonds in the rough: Characteristics of success among Mexican-American high school students</dc:title> | |
| <dcterms:abstract>Purpose . This quantitative study was conducted to identify the characteristics of success among Mexican-American High School Students. Mexican-American students will comprise one-third of the future voting power in California and an understanding of the variables that promote their success is crucial. In reviewing the literature, the following variables were identified as factors that affect the academic success of Mexican-American students: family support, persistence, parent education level, cultural equity, socioeconomic status, primary language, self-concept, stressors, social identity, acculturation, ethnic identity acceptance, school-related support, and generation level. The study focuses on the variant factors that contribute to the academic success among a population of students that is rapidly growing and dropping out of American schools. Methodology . The study sample consisted of 261 Mexican-American, eleventh-grade students in four counties: Riverside, Monterey, San Diego, and Los Angeles. Findings . The analysis of the data indicates a variety of significant findings: (1) The students with higher GPAs, academically successful, chose higher levels of future education for themselves than the students with lower GPAs; (2) the higher the GPA, the less students perceived experiencing stress at school as a result of their ethnicity. Conclusions . There are several variables that affect the success of Mexican-American students: socioeconomic status, self-concept, family support, stressors, and primary language use. Recommendations . (1) Replication of this study should not be limited to fourteen variables and should focus primarily on the variables that deal with family support; (2) replication study at an elementary school to indicate whether early intervention would impact the future success of Mexican-American students.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>125</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>Utah State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:Person> | |
| <foaf:surname>Gunderson</foaf:surname> | |
| <foaf:givenname>Theresa L</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16688"/> | |
| <link:link rdf:resource="#item_213827"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>2100:General Psychology</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Acting Out</dc:subject> | |
| <dc:subject>acting-out behavior</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>medical well-being</dc:subject> | |
| <dc:subject>Parent training</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Preschool</dc:subject> | |
| <dc:subject>Preschool Age (2-5 yrs)</dc:subject> | |
| <dc:subject>Preschool children</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Preschool Students</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Stress management</dc:subject> | |
| <dc:title>The use of stress management in combination with parent training: An intervention study with parents of preschool children</dc:title> | |
| <dcterms:abstract>Many preschool children exhibit a number of problematic, acting-out behaviors. Parents of preschoolers exhibiting behavior problems often experience a great deal of stress associated with these problem behaviors. Consistently robust improvements have been found in the use of stress management for adult stress, pain, and medical well-being. Likewise, studies have shown parent training decreases the severity of child behavior problems. However, only a few studies have examined effects of parent training on both child behavior and parent stress. Some studies have found that parents who complete parent training also report lowered stress levels commensurate with improvement of child behavior. It is unclear, though, whether adding stress management would provide additional benefits to parents and their children. The purpose of this study was to look at effects of providing both parent training and stress management training to parents of preschoolers, and to look at the effects of providing treatment in a different order to two groups of parents. Parent volunteers completed seven weeks of parent training and four weeks of stress management training, with half of the parents receiving stress management first and half receiving parent training first. It was found that overall improvements in measures of parent stress and child behavior were not significantly different between the two groups. Improvement in child behavior was attributed to parent training; improvement in parent stress was attributed to both parent training and stress management training, with larger improvements in parent-related stress generally attributed to stress management training and larger improvements in child-related stress attributed to parent training. However, child behavior temporarily worsened while parents received stress management training. Stress management did not enhance effects of parent training, but parents were better off on measures of stress and parenting efficacy after receiving both training components than they were after receiving only one treatment component. Parents felt more effective as parents after treatment and rated the overall treatment package highly; however, parents who received their preferred treatment first were slightly more satisfied than parents receiving preferred treatment second. Teachers reported general improvement in children whose parents received treatment and those whose parents did not receive treatment.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>212</z:numPages> | |
| <z:language>English</z:language> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Southern California</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Guo</foaf:surname> | |
| <foaf:givenname>Pao-Ling W</foaf:givenname> | |
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| <link:link rdf:resource="#item_16869"/> | |
| <dc:subject>0282:Bilingual education</dc:subject> | |
| <dc:subject>0282:Multicultural education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>ABC Unified School District</dc:subject> | |
| <dc:subject>Bilingual education</dc:subject> | |
| <dc:subject>California</dc:subject> | |
| <dc:subject>Chinese</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Multicultural education</dc:subject> | |
| <dc:subject>Parental involvement</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Chinese parents' attitudes toward parental involvement: A case study of the ABC Unified School District</dc:title> | |
| <dcterms:abstract>The purpose of this study was to examine the factors that contributed to Chinese parents' attitudes toward parental involvement in education, and to investigate the possibility of building a better parent education program for Chinese parents. This study was a descriptive research. A survey was conducted by questionnaire of 250 Chinese American parents of English Language Learners in ABC Unified School District in Los Angeles County of California. The following five independent variables were used to predict attitudes: parents' English proficiency, parents' education level, family income, years of residence in the United States, and ways of getting education information. Quantitative data were collected using a Likert scale of 1 to 5. Frequency distribution and mean score were conducted to determine the distribution frequencies and central tendency of the rating. Qualitative data generated from the participants' written comments and interviews were used to substantiate the quantitative data. The results showed a positive effect in parents' participation in terms of Epstein's six types of parental involvement. The factors that contributed to the success of the parental involvement were longer residence in the United States, higher education and better family income. The lesser-contributed factors were the English skills and the ways of getting education information. It was evident that the Chinese American ELL parents supported their children's education by involved in type 4 (Learning at Home) and type 1 (Parenting). Theory of information seeking and acculturation were the challenging factors that lead to the insufficient involvement in type 3 (Volunteering) and type 5 (Decision Making). On going training for staff is important to build the successful collaborative efforts in all six types of parental involvement.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>150</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305317917</dc:coverage> | |
| <dc:description>3116706</dc:description> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Northeastern University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Gurung</foaf:surname> | |
| <foaf:givenname>Shobha Hamal</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_4648"/> | |
| <link:link rdf:resource="#item_729314"/> | |
| <dc:subject>*Home Workplaces</dc:subject> | |
| <dc:subject>*Industrial Workers</dc:subject> | |
| <dc:subject>*Labor Force Participation</dc:subject> | |
| <dc:subject>*Manufacturing Industries</dc:subject> | |
| <dc:subject>*Nepal</dc:subject> | |
| <dc:subject>*Womens Roles</dc:subject> | |
| <dc:subject>*Working Women</dc:subject> | |
| <dc:subject>0453:Womens studies</dc:subject> | |
| <dc:subject>0626:Sociology</dc:subject> | |
| <dc:subject>0631:Minority & ethnic groups</dc:subject> | |
| <dc:subject>0631:Sociology</dc:subject> | |
| <dc:subject>0700:Social structure</dc:subject> | |
| <dc:subject>0715: social change and economic development</dc:subject> | |
| <dc:subject>Carpet production</dc:subject> | |
| <dc:subject>dissertation</dc:subject> | |
| <dc:subject>Factory-based</dc:subject> | |
| <dc:subject>Formal economy</dc:subject> | |
| <dc:subject>Home-based</dc:subject> | |
| <dc:subject>Informal economy</dc:subject> | |
| <dc:subject>Minority & ethnic groups</dc:subject> | |
| <dc:subject>Nepal</dc:subject> | |
| <dc:subject>social change & economic development</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social structure</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Women</dc:subject> | |
| <dc:subject>Womens studies</dc:subject> | |
| <dc:title>Women in factory-based and home-based carpet production in Nepal: Beyond the formal and informal economy</dc:title> | |
| <dcterms:abstract>This dissertation presents an analysis of how rural migrant and urban local women, in both formal and informal carpet manufacturing sectors in Nepal, engage in carpet production for the global market. The impact of industrial wage work on women's lives has been the subject of an ongoing debate for a long time. Studies examining women's lives in industrial manufacturing from the 18th to the 21st century and case studies from various parts of the world have consistently shown the ways in which economic development (or industrialization) has created low paying and labor-intensive jobs for women in the cities, and has transferred women's work from farm to factory, and ultimately changed women's roles and positions. By examining the intricate sociological and economic processes that constitute the female labor-intensive carpet industry of Nepal, this dissertation seeks to explore this issue through an investigation of the lives of women in factory-based and home-based carpet production in Nepal within their local, national, global, and socio-cultural context. This study is based on extensive fieldwork that includes surveys, participant observations, semi-structured and informal in-depth interviews, and narrative collections. By looking specifically through women's narratives, this dissertation illustrates the complexities of women's lives and suggests that women live out their lives in many different contexts (work, personal, family, and community), and that industrial wage work has a multi-dimensional effect on these women's lives. The intersections of caste, class, ethnicity, religion, and demographic composition, changing family structure and household economy, and modes of employment in the age of globalization show that women's roles and positions in the family, community, and society are constantly in flux and shifting.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>377</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Brigham Young University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Hafen</foaf:surname> | |
| <foaf:givenname>McArthur, Jr</foaf:givenname> | |
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| <link:link rdf:resource="#item_10780"/> | |
| <link:link rdf:resource="#item_213484"/> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0769:Health care</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health care</dc:subject> | |
| <dc:subject>Health care use</dc:subject> | |
| <dc:subject>Health care utilization</dc:subject> | |
| <dc:subject>Health services utilization</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Marriage and family therapists</dc:subject> | |
| <dc:subject>medical care utilization</dc:subject> | |
| <dc:subject>medical offset effect</dc:subject> | |
| <dc:subject>medical utilization history</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Reliability</dc:subject> | |
| <dc:subject>Self-reports</dc:subject> | |
| <dc:subject>Validity</dc:subject> | |
| <dc:title>Measuring medical utilization: Establishing reliability and validity of self-reports</dc:title> | |
| <dcterms:abstract>Medical offset effect, the reduction of overall health care use with the introduction of psychotherapy, has recently become a promising area of research for marriage and family therapists (MFTs). Law and Crane (2000) suggested that family members of an identified patient experienced a reduction in overall health care utilization following therapy. MFTs conducting medical offset effect research have struggled to gain access to medical records or have simply asked subjects to self-report their medical utilization. In lieu of the costly and time-consuming process of obtaining medical records, researchers may use a self-report measure of medical utilization such as the Patient Assessment Questionnaire (PAQ) to obtain a medical utilization history from research subjects. The PAQ measures comprehensive health history including medical care utilization. As stated previously however, there are potential problems with relying on self-report for medical utilization measures. Mainly, self-report may be an unreliable measure of medical utilization. In order to address this uncertainty, this project evaluated the PAQ's accuracy as a self-report of medical utilization. Questions concerning physician visits and hospital stays were found to be reliable and valid. Conversely, questions concerning emergency room visits and mental health visits were found to have reliable but lacked construct validity. Results and limitations are discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>51</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Alabama</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hahs</foaf:surname> | |
| <foaf:givenname>Debbie Lee</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16929"/> | |
| <dc:subject>0463:Statistics</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>First-generation students</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Postsecondary</dc:subject> | |
| <dc:subject>Pure sciences</dc:subject> | |
| <dc:subject>Sample weights</dc:subject> | |
| <dc:subject>Statistics</dc:subject> | |
| <dc:subject>Structural equation modeling</dc:subject> | |
| <dc:title>The utilization of sample weights in structural equation modeling: An application using the beginning postsecondary students longitudinal study 1990/92/94</dc:title> | |
| <dcterms:abstract>This study analyzes the utilization of sample weights in single-level structural equation modeling in an application using the Beginning Postsecondary Students Longitudinal Study (BPS) 90/92/94. This study also investigates differences in pre-collegiate traits, curricular patterns, in-class experiences, out-of-class experiences, institutional contextual perceptions, and learning outcomes of first generation and non first generation first-time beginning traditional age students. Very limited research exists on the use of weights in structural equation modeling. Previous research using structural equation modeling simulations indicates that bias in parameter estimates result when weights are not applied. Similarly, limited research exists on how college affects students and even fewer studies exist that review the impact of first generation status on college students. The results of this study indicate that: (1) a significant difference exists in parameter estimates of weighted versus unweighted models with differences most pronounced for non first generation students; (2) larger standard errors resulted in the weighted versus the unweighted models; (3) poorer but more accurate fit resulted in the weighted versus unweighted models; and (4) a significant difference exists for first generation versus non first generation students with first generation students having lower expectations for the level of education expected to complete and lower entrance exam scores, participating in out-of-class experiences less frequently, and having lower degree aspirations four years after beginning college. Further research in the use of weights in structural equation modeling and on the impact that parents' education levels have on college students is suggested.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>295</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305334674</dc:coverage> | |
| <dc:description>3092354</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:42</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Fairleigh Dickinson University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hall</foaf:surname> | |
| <foaf:givenname>Tara Files</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4762"/> | |
| <link:link rdf:resource="#item_139285"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>3300:Health & Mental Health Treatment & Prevention</dc:subject> | |
| <dc:subject>Adhd</dc:subject> | |
| <dc:subject>Attention deficit disorder with hyperactivity</dc:subject> | |
| <dc:subject>Attention deficit hyperactivity disorder</dc:subject> | |
| <dc:subject>Childhood (birth-12 yrs)</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Early intervention</dc:subject> | |
| <dc:subject>Effectiveness</dc:subject> | |
| <dc:subject>Empirical Study</dc:subject> | |
| <dc:subject>Female</dc:subject> | |
| <dc:subject>Human</dc:subject> | |
| <dc:subject>Male</dc:subject> | |
| <dc:subject>Multimodal treatment</dc:subject> | |
| <dc:subject>Multimodal Treatment Approach</dc:subject> | |
| <dc:subject>Preschool Age (2-5 yrs)</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>Early intervention multimodal treatment program for children with attention deficit hyperactivity disorder: An outcome study</dc:title> | |
| <dcterms:abstract>The purpose of this present investigation was to assess the effectiveness of an innovative, early intervention program for 29 children with ADHD (4 to S.5 years of age, 21 boys and 8 girls) and their parents. Eight-six percent of the sample was Caucasian and almost 80% of the families had an annual gross income exceeding 60,000 dollars. All children who were included in the study had a primary diagnosis of ADHD and met stringent inclusion and exclusion criteria. All children participated in a 10-week child training group which focused on improvement of specific behaviors, utilized a cognitive-behavioral approach to treatment, and incorporated developmentally appropriate games. The families were randomly assigned to one of three treatment conditions, each with an increasing amount of intervention: (C1) child training only (n = 10), (C2) child/parent training (n = 9), or (C3) child/parent training and home/school-based behavioral consultation (n = 10). Treatment outcome was evaluated by comparing the groups at pre and posttreatment and 4-month follow-up on a multitude of measures examining targeted behaviors (i.e., externalizing behavior, social skills, parenting stress, and parenting efficacy). Furthermore, the generalizability of the three treatment groups to the school setting as well as to non-targeted behaviors (i.e., child self-competence and internalizing behavior) was assessed. The effectiveness of the three treatment conditions was evaluated statistically (i.e., ANOVA, ANCOVA, and paired t-tests) and clinically (i.e., between and within group effect sizes). Also, to further examine the clinical significance of treatment-related improvement on an individual level from pre to posttest, the methodology of Jacobson and Truax (1991) was employed. It was hypothesized that all of the families would benefit from the program. However, it was expected that the families in C3, the condition that was provided the most intensive intervention, followed by C2, would exhibit the greatest improvements. Overall, the statistical and clinical results provide strong support for these hypotheses. The present investigation suggests that young children with ADHD are best helped by a combination of child/parent training, and home/school-based behavioral consultation.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>268</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305303868?accountid=14816</rdf:value> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305303868</dc:coverage> | |
| <dc:description>3058890</dc:description> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305285444?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of La Verne</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hansen</foaf:surname> | |
| <foaf:givenname>Linda Case</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16797"/> | |
| <dc:subject>0282:Bilingual education</dc:subject> | |
| <dc:subject>0282:Multicultural education</dc:subject> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0615:Political science</dc:subject> | |
| <dc:subject>Bilingual education</dc:subject> | |
| <dc:subject>California</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Elementary school districts</dc:subject> | |
| <dc:subject>Los Angeles County</dc:subject> | |
| <dc:subject>Multicultural education</dc:subject> | |
| <dc:subject>Political science</dc:subject> | |
| <dc:subject>Proposition 227</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Unified school districts</dc:subject> | |
| <dc:title>Education by the ballot box: The impact of Proposition 227 on elementary and unified school districts in Los Angeles County</dc:title> | |
| <dcterms:abstract>Purpose. The purpose of this study was to examine the perceptions of bilingual and/or ELD coordinators regarding the impact of Proposition 227 on elementary and unified school districts in Los Angeles County. The study focused on the impact of Proposition 227 in the areas of board policy, instructional services, teacher credentialing, professional development, and parent involvement. In addition, the study examined the "successes" and "challenges" associated with Proposition 227, as well as the projected long-term effects on English learners. The study also analyzed the impact of Proposition 227 according to the variable of low, medium, and high percentages of English learners. Methodology. Descriptive and ex-post facto designs were used in the study. The purposive sample included all twenty-nine elementary and forty-six unified school district personnel in Los Angeles County assigned to coordinate bilingual and/or English development programs. A survey instrument was used to collect data. There was a 95 percent rate of return. Findings. There were sixteen findings that were statistically significant ranging from <.01 to .04 between districts with low; medium; high percentages of English learners. They were in the areas of: Proposition 227 requirements; parental waivers; notifying parents about educational programs; establishing and offering an alternative course of study; rewriting board policy; need, recruitment and stipends for bilingual and other certified teachers; training for certificated and classified staff; and parents of English learners volunteering in classrooms. Comments from open-ended questions concerning "successes" and "challenges" associated with implementing Proposition 227 as well as projected long term "positive" and "negative" effects of the measure were analyzed. Conclusions. There were significant differences in implementing Proposition 227 among districts with high, medium, and low percentages of English learners. This was due to such factors as size, complexity, political nature, experience, and the desire to retain primary language instruction. Implications for action. Recommendations were made in the areas of providing lead time to districts to implement complex mandates; technical assistance from the state or county; programs, training, active recruitment and stipends for BCLAD and other certificated personnel; paraprofessional training; and parent volunteerism.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>299</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305285444?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305285444</dc:coverage> | |
| <dc:description>3081987</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16797"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:33</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>City University of New York</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hanssen</foaf:surname> | |
| <foaf:givenname>Daria Veronica</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| <link:link rdf:resource="#item_4786"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>Clinical data mining</dc:subject> | |
| <dc:subject>Family preservation services</dc:subject> | |
| <dc:subject>Service effectiveness</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:title>Looking inside the black box of intensive family preservation services</dc:title> | |
| <dcterms:abstract>Intensive family preservation services (IFPS) were designed to stabilize at-risk families and avert out-of-home care. These home-based services are targeted to families at imminent risk of child placement. IFPS services have been the focus of many prospective, randomized, experimental studies to determine the effectiveness of programs with regard to placement prevention (Pecora, Whittaker and Maluccio, 1992). Because of emphasis on "gold-standard" methodologies (Epstein, 2001), few "black box" (Bickman, 1987) studies have been conducted to shed light on specific services and combinations of services that are provided to at-risk families and how they are related to various treatment outcomes. This dissertation study is based upon evidence derived from a single, highly-regarded IFPS agency. Employing a retrospective "clinical data-mining" (CDM) methodology (Epstein and Blumenfield, 2001) the study makes use of available information extracted from IFPS client records. The study had several objectives: (1) to specify more precisely IFPS practice by describing services and combinations of services families actually received; (2) to determine relationships between family and client characteristics, interventions received and placement prevention; (3) to test the feasibility of the CDM methodology by comparing study findings with those derived from previously published experimental studies. Qualitative case information was extracted, coded according to pre-existing conceptualizations of services, and transformed into a quantitative SPSS data-base along with demographic, referral information, psychosocial assessment and service outcomes. Univariate, bivariate and multivariate data analysis was conducted. Findings confirm the use of a range of IFPS services consistent with IFPS program theory. With regard to service outcomes, findings suggest that family education and advocacy are most influential in placement prevention. More specifically, IFPS services prevented placement for multi-problem families, those where children had an emotional disturbance, those where children presented unmanageable behavior at home and at school, where domestic violence was an issue, and in promoting the reunification of children and families. Additionally, it was found that family violence significantly decreased following services. A more complex understanding of IFPS interventions and outcomes than is possible through experimental studies will assist in articulating clearer linkages between family preservation theory and practice, as well as social work education.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>787</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/288334556?accountid=14816</rdf:value> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>288334556</dc:coverage> | |
| <dc:description>3103114</dc:description> | |
| </bib:Thesis> | |
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| <z:itemType>attachment</z:itemType> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:54</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=Looking+inside+the+black+box+of+intensive+family+preservation+services&issn=&date=2003-01-01&volume=&issue=&spage=&au=Hanssen%2C+Daria+Veronica&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Alabama in Huntsville</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Harrison</foaf:surname> | |
| <foaf:givenname>Rebecca Michelle Walsh</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4660"/> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>The effects of parenting stress and parent-child experiences on parent perceptions of child temperament</dc:title> | |
| <dcterms:abstract>The effects of parenting stress and parent-child experiences on parent perceptions of child temperament were investigated. Parents of 3- and 4-year olds reported baseline parenting stress levels and then recalled either a positive or negative parent-child experience or wrote about a neutral environment. Materials used in the parent experiment were first validated with a university population whereby the positive recall of experiences elicited positive affect, the negative recall of experiences elicited negative affect, and the control group did not have a prominent affect. Parents completed a questionnaire about their child's temperament following the recall of parent-child experiences. Significant differences were found between the negative and the control group on parents' perceptions of their child's temperament traits. Results are presented in terms of parental perceptions changing during experiences with their children. The usefulness of these data for parental training programs that target reducing stress and improving parent-child interactions is also discussed.</dcterms:abstract> | |
| <z:type>M.A.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>89</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/250020208?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>250020208</dc:coverage> | |
| <dc:description>1412958</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Surrey (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:Person> | |
| <foaf:surname>Hart</foaf:surname> | |
| <foaf:givenname>K H</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16592"/> | |
| <dc:subject>0630:Public policy</dc:subject> | |
| <dc:subject>DXN064225</dc:subject> | |
| <dc:subject>Public policy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>Changing children's diets: developing methods and messages. (BL: DXN064225)</dc:title> | |
| <dcterms:abstract>Primary school-aged children are an important target for health promotion but their increasing social and financial freedom is unlikely to be matched by an increase in their food control, cognitive abilities or the perceived need required to facilitate healthy behaviours, especially food choice. Thus, indirect attempts at behavioural modification are required, with parents indicated as potentially powerful education intermediaries. This research aimed to take a 'bottom-up' approach to investigate the current motivators and reinforcers for behaviour change within the families of primary school children in the UK. Initial focus group discussions with children and parents were hypothesis generating, highlighting the perceived priorities and required message format of the target audience in relation to children's diet and exercise behaviour. Quantitative depth was added to these findings via the development of a novel tool based upon the Theory of Planned Behaviour. This questionnaire was completed by 199 parents, allowing a rigorous assessment of parental intention to provide a healthy diet for their children. Finally study findings informed the development of a tailored parental nutrition education intervention which was pilot tested with 13 parents, providing valuable information regarding the logistical implications of implementing a health promotion programme within the parent population. Overall, results indicated a general rejection of traditional nutritional messages and sources in favour of a less abstract, more flexible approach with a short term health focus delivered by neutral agencies. Whilst healthy eating was viewed positively, parents tended to perceive unrealistic targets and to have sub optimal nutritional knowledge and an inadequate awareness of their own influence as a model for their child's behaviour. Negative approaches to food control were frequently observed along with practical barriers to education uptake, which need to be addressed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/301669361?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301669361</dc:coverage> | |
| <dc:description>U166408</dc:description> | |
| </bib:Thesis> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:20</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Massachusetts School of Professional Psychology</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hass</foaf:surname> | |
| <foaf:givenname>Norah Katherine</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10990"/> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Domestic violence</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Mother-child</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Therapists</dc:subject> | |
| <dc:subject>Victims</dc:subject> | |
| <dc:title>Treating victims of domestic violence: Therapists' practices and attitudes concerning the mother-child relationship</dc:title> | |
| <dcterms:abstract>Domestic Violence is an increasingly prevalent topic in the American media. As the plight of women victims of intimate partner violence and their children has become an increasingly public issue, so too has awareness of the psychological impact of such abuse. A growing number of studies have sought to determine both the negative and positive factors that influence a child's adjustment to living in a martially violent home, and have determined that one of the strongest buffers for children exposed to domestic violence is a positive mother-child relationship. Beginning with a review of relevant literature, this study identifies more specifically the impact that domestic violence has on the mother-child relationship, and the ways in which therapists are responding to this impact in their treatment. Using a semi-structured interview format, nine therapists were asked how they think the mother-child relationship is impacted by domestic violence, and how they believe the therapeutic community is responding to this impact. The therapists interviewed identified the undermining of a mother's power and authority and children's angry and often violent behavior towards their mothers as having the greatest impact on the mother-child relationship when there has been battering in the home. The therapists acknowledged that mothers often deny or minimize the impact that domestic violence has had on their relationships with their children, and identified this tendency as having the greatest impact on a mother's ability to address the issues related to domestic violence in family therapy with her children. Despite a consensus as to the importance and benefits of family work with mothers and children when there is a history of domestic abuse, all of the therapists were concerned about a battered woman's need to acknowledge and receive treatment for her own mental health issues prior to engaging in therapy with her children. When family therapy was seen as appropriate, the therapists identified behavior problems in the mother-child relationship, observable signs of relationship strain, and the benefits of mothers and children sharing their experiences and creating a common story about the abuse as reasonable goals to be addressed in family therapy.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>147</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305239752?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305239752</dc:coverage> | |
| <dc:description>3088234</dc:description> | |
| </bib:Thesis> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:00:41</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </z:Attachment> | |
| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305325305?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The Florida State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Headman</foaf:surname> | |
| <foaf:givenname>Neil C</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10762"/> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Delinquency</dc:subject> | |
| <dc:subject>Denial</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family functioning</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Prevention</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Treatment engagement</dc:subject> | |
| <dc:title>The role of family functioning in treatment engagement and posttreatment delinquency involvement</dc:title> | |
| <dcterms:abstract>The present study examined the relationship between specific areas of family functioning and both family engagement in prevention services and youth delinquency involvement. Out of 308 families who initiated services with a non-profit agency during a calendar year, 147, who completed the Family Assessment Measure (version III): General Scale, were included in the study. Results of binary and multinomial logistic regression analyses indicated significant relationships between areas of family functioning and both family treatment engagement and youth delinquency involvement. In addition to demographic variables, communication, task accomplishment, and denial made significant individual contributions to one or more of the evaluated models. Implications for prevention services are discussed and suggestions are made for future research.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>90</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305325305?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305325305</dc:coverage> | |
| <dc:description>3137436</dc:description> | |
| </bib:Thesis> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:00:32</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </z:Attachment> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of North Carolina at Chapel Hill</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hendrickson</foaf:surname> | |
| <foaf:givenname>Jennifer Smith</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16815"/> | |
| <dc:subject>0453:Womens studies</dc:subject> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Family literacy program</dc:subject> | |
| <dc:subject>Maternal depression</dc:subject> | |
| <dc:subject>Preschool</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Womens studies</dc:subject> | |
| <dc:title>Maternal depression: Correlates, impact on children's preschool outcomes, and potential mediating effects of family literacy program participation</dc:title> | |
| <dcterms:abstract>A sample of 65 mother-child dyads was drawn from a larger group of families participating in the Carolina Family Literacy Studies (CFLS). The current study examined (1) the impact of maternal depression on preschool children's academic, behavioral-emotional, cognitive, and social outcomes, (2) factors associated with maternal depression, including social problem-solving skills, the occurrence of negative life events, and the presence of kinship social support, and (3) the potential that family literacy program participation might mediate the impact of maternal depression on children. The results indicated that children's social functioning is significantly compromised in the presence of maternal depression, particularly with regard to dynamics of the parent-child relationship (increased conflict and decreased closeness). Children's behavioral-emotional, cognitive, and academic functioning was not significantly impaired in the presence of maternal depression. This study also found a strong relationship between maternal social problem-solving skills and maternal depression; mothers with depression were significantly poorer problem-solvers than were mothers without depression. No relationship was found between maternal depression and the occurrence of negative life events or the presence of kinship social support. Family literacy program participation did not mediate the impact of maternal depression on children's outcomes; children who attended the programs more often did not outperform their counterparts who attended less often. It is critical that future efforts focus on identifying the presence of maternal depression, enhancing the problem-solving skills of depressed mothers, and developing effective interventions for children to promote their resiliency and healthy development.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>127</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305312148?accountid=14816</rdf:value> | |
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| <dc:coverage>305312148</dc:coverage> | |
| <dc:description>3112024</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:33</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=Maternal+depression%3A+Correlates%2C+impact+on+children%27s+preschool+outcomes%2C+and+potential+mediating+effects+of+family+literacy+program+participation&issn=&date=2003-01-01&volume=&issue=&spage=&au=Hendrickson%2C+Jennifer+Smith&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Houston</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Hernandez</foaf:surname> | |
| <foaf:givenname>Rita Barrera</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21848"/> | |
| <dc:subject>0282:Bilingual education</dc:subject> | |
| <dc:subject>0282:Multicultural education</dc:subject> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>Bilingual education</dc:subject> | |
| <dc:subject>Colonia</dc:subject> | |
| <dc:subject>Culture clash</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>Hispanic</dc:subject> | |
| <dc:subject>Minority</dc:subject> | |
| <dc:subject>Multicultural education</dc:subject> | |
| <dc:subject>Parental involvement</dc:subject> | |
| <dc:subject>Teachers</dc:subject> | |
| <dc:subject>Texas</dc:subject> | |
| <dc:title>Culture clash in a south Texas colonia: Teachers' and parents' attitudes and practices regarding parental involvement</dc:title> | |
| <dcterms:abstract>There is much concern about the educational progress of minority children, specifically those from Hispanic backgrounds. The President's Advisory Commission on Educational Excellence (2002) has suggested that this concern has been exacerbated by the visible rise in Hispanic population poverty levels. The National Center for Education Statistics (NCES, 1998) reported that the "Hispanic population has increased more rapidly than any other racial or ethnic group, growing from 9% of the child population in the United States in 1980 to 14% in 1996." As the stakes continue to rise, and as the nation moves to "leave no child behind," a sense of urgency has developed among educators who wish to determine how to meet the educational needs of Hispanic children living in poverty. In Texas, the growth of colonias --unincorporated, underdeveloped settlements along the Texas-Mexican border, adds an even greater challenge for educators. Given the uniqueness of this community, it becomes important to understand its structure and the poverty that is pervasive throughout it. It is within this structure that children are expected to learn, parents are expected to participate, and schools are expected to perform. Working alone, schools may not be able to provide every child with the necessary tools and support for academic success. Research evidence suggests that parental involvement exerts an impact on student academic achievement (Epstein, 1995). This finding has some researchers contemplating how to strategically use parental involvement as a means of improving academic achievement in minority children (Chavkin & Williams, 1993). The purpose of this study was to describe the teachers' opinions and their reported practices regarding parental involvement as well as to describe the school involvement experiences, attitudes, and beliefs of Hispanic families. The study was conducted at an elementary school serving a large population of Hispanic children who live in a South Texas colonia . Information regarding parental involvement was collected from 29 teachers and 36 families using English and Spanish versions of School and Family Partnerships: Questionnaires for Teachers and Parents in Elementary and Middle Grades (Epstein & Salinas, 1993). Survey results revealed differences in teacher and parent perceptions regarding parental education topics and the ability or desire of parents to assist in the education of their children. Ten percent of the teachers surveyed reported that parents wanted to be involved in the education of their children; however, parent surveys revealed that parents desired much greater involvement. Seventy-six percent of parents surveyed reported that they wanted more ideas on how to reinforce lessons taught during the day, so that they could assist their children with schoolwork. Furthermore, 92% of the parents surveyed reported that they did reinforce the importance of school to their children and requested more information regarding test-taking skills and methods to ensure that their children graduated. Open-ended questions provided a more comprehensive picture and in-depth understanding of the meaning and importance of education to this growing population of students and their families. Participants' responses to these items provide a better understanding of this colonia and its residents, thus allowing the enhancement and significance of the value of the information collected and presented. Despite previous research studies that suggested that Hispanic families do not support the education of their children, reports such as this one are surfacing to challenge this myth. What is needed is a better understanding of Hispanic families and their culture, so that educators can successfully implement strategies that build real partnerships between families and schools, thus ensuring all children will be able to reap what the educational system has to offer.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>130</z:numPages> | |
| <z:language>English</z:language> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>West Virginia University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <rdf:li> | |
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| <foaf:surname>Herschell</foaf:surname> | |
| <foaf:givenname>Amy D</foaf:givenname> | |
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| <link:link rdf:resource="#item_4792"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Child therapy</dc:subject> | |
| <dc:subject>Disseminating</dc:subject> | |
| <dc:subject>Parent-child interaction therapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Therapist training</dc:subject> | |
| <dc:title>Evaluation of techniques for disseminating parent-child interaction therapy</dc:title> | |
| <dcterms:abstract>Considerable advancements have been made in the last decade in developing, identifying, and evaluating empirically supported treatment programs (ESTs). Less progress has been made in the dissemination of these promising programs. This trend may be due, in part, to a lack of systematic studies investigating methods to distribute ESTs successfully so that both skills and knowledge are acquired. More information is needed regarding the effectiveness of existing treatment dissemination modalities (e.g., treatment manuals, workshops) as well as therapist characteristics that might impact training success. The purposes of the current investigation were to: (a) evaluate a treatment manual as a method for dissemination of one child EST, (b) evaluate two workshop formats for delivering information relevant to an EST, and (c) provide preliminary data on therapist characteristics which may be associated with successful adoption of an EST. Toward these goals, 42 community-based, masters- and doctoral-level clinicians participated in the current study. Participants were assigned to one of two training groups (didactic or experiential). Behavior observation and self-report data were collected to assess three levels of training outcome: knowledge, skill, and satisfaction across four data points. Results suggest that reading a treatment manual is useful but not sufficient. Significant improvements were noted in participants' knowledge and skill measures after reading; however, additional training was necessary for participants to reach mastery of knowledge and skills. Results also indicate that for the knowledge, skill, and satisfaction variables assessed, experiential and didactic training were equally effective. Concerning though is that after a two day intensive training, few participants demonstrated mastery of skills. In terms of therapist characteristics predicating success, degree type, but not theoretical orientation, was associated with training success. Participants with a MSW degree were significantly more likely that those with MA/MS degrees to reach skill mastery. Limitations of this study include selection and number of participants, frequent assessment, assessment of basic skills, and a lack of standardized and validated dependent variables. Several directions are highlighted to address these limitations. Findings indicate that ESTs like Parent-Child Interaction Therapy can be widely disseminated. Additional research clearly is needed; however, this study offers a unique contribution to the literature in that it is one of the first efforts to systematically examine techniques for disseminating ESTs.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>175</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305280654</dc:coverage> | |
| <dc:description>3132950</dc:description> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 18:57:54</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <foaf:name>The University of Manitoba (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <foaf:surname>Hildebrand</foaf:surname> | |
| <foaf:givenname>Christopher P</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_4888"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Manitoba</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:title>Family therapy at New Directions for Children, Youth and Families: An integrated structural-strategic approach</dc:title> | |
| <dcterms:abstract>The practicum is a focused learning project covering an integrated model of structural-strategic family therapy. The report reviews literature based on structural family therapy, strategic approaches to family therapy, integrated structural-strategic therapy, a review of relevant family therapy outcome research, and special considerations for working with multi-problem families. A formal practicum evaluation procedure is presented, involving the FAM III general scale, a problem checklist, and a client feedback form. Several case examples and subsequent case evaluations are described in detail. A final chapter covering areas of personal and professional learning concludes the report.</dcterms:abstract> | |
| <z:type>M.S.W.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>160</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305291432?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305291432</dc:coverage> | |
| <dc:description>MQ89502</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <foaf:name>Oklahoma State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Hoff</foaf:surname> | |
| <foaf:givenname>Ahna L</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16736"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Diabetes</dc:subject> | |
| <dc:subject>Illness uncertainty</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Psychological distress</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>An intervention to decrease illness uncertainty and psychological distress among parents of children newly diagnosed with type 1 diabetes: A randomized clinical trial</dc:title> | |
| <dcterms:abstract>Scope and method of the study . The purpose of this study was to evaluate the efficacy of a novel intervention for parents of children newly diagnosed with type 1 diabetes designed to decrease illness uncertainty and psychological distress. Seventeen mothers and 17 fathers were randomly assigned to an intervention (IG) or treatment as usual (TAU) group. Parents completed measures of psychological distress, uncertainty, and child behavior problems at baseline, one-month, and six-months post-intervention. Descriptive data were calculated and simple effects analyses were utilized to test four hypotheses. Findings and conclusions . Significant reductions were observed for maternal and paternal distress, as well as maternal ratings of child internalizing and externalizing behavior problems. Interestingly, no changes in levels of uncertainty were observed for mothers or fathers in either group. Fathers in the TAU reported decreased child internalizing behavior problems at the one-month follow-up. No changes were observed for the TAU on any other outcome variable. Data suggest that the intervention effectively reduced maternal and paternal distress, but findings were mixed regarding child behavior problems.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>149</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Fielding Graduate Institute</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Hollie-Major</foaf:surname> | |
| <foaf:givenname>Ramona Denise</foaf:givenname> | |
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| <link:link rdf:resource="#item_21914"/> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>African-American</dc:subject> | |
| <dc:subject>College-bound</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>First-generation</dc:subject> | |
| <dc:subject>High school students</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:title>Parent involvement for college-bound, first-generation African-American high school students</dc:title> | |
| <dcterms:abstract>This action research inquiry assisted parents in discovering their common needs and helped them organize and act on those needs through enhanced and shared information in a workshop format. Data were gathered through parent surveys, orientation workshops, and focus groups. This research study was implemented in three action research cycles to achieve the most accurate and effective findings. Cycle 1: Parent Voices identified parent needs and concerns. Cycle 2: Parent Participation used the identified needs to design a parent workshop. Cycle 3: Parent Impact took the form of a parent focus group to further develop insights into the experiences of parents of first-generation, college-bound students and their involvement in the college preparation process. The primary findings in Cycle 1 were the need for financial aid , information sessions , preparation/time , responsive school representatives , and community involvement . The five themes, that emerged in Cycle 1 were divided into five sessions for the workshop presentation as follows: Developmental Stages/Communication , Getting Ready for College: High School Preparation , Getting into College: The Admission Process , Paying for College: Financial Aid , and Getting Through College: Goal Setting . The results from the focus group and observations in Cycle 3 presented four conceptual themes. These evolving themes were New and Understandable Information , Transition to College , Financial Issues , and Collaboration of Parent and Child . Within each theme, individual voices were presented in a way to tell the experiences of the parents. Not all parents shared the same voices, but they all agreed that the need for more information was valuable.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>74</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305213551</dc:coverage> | |
| <dc:description>3077551</dc:description> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Washington State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Hollist</foaf:surname> | |
| <foaf:givenname>Dusten R</foaf:givenname> | |
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| <link:link rdf:resource="#item_4744"/> | |
| <dc:subject>0627:Criminology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Conflict</dc:subject> | |
| <dc:subject>Criminology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family conflict</dc:subject> | |
| <dc:subject>Gender</dc:subject> | |
| <dc:subject>General Strain Theory</dc:subject> | |
| <dc:subject>Juvenile deliquency</dc:subject> | |
| <dc:subject>Maltreatment</dc:subject> | |
| <dc:subject>Parent-child relations</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Maltreatment, family conflict, and gender: A family based test of General Strain Theory</dc:title> | |
| <dcterms:abstract>Since its inception in the early 1990's General Strain Theory (GST) has been the focus of extensive empirical attention. The aim of this dissertation is to employ GST as a framework for examining family based strain. The strains examined pertain to maltreatment of children by their parents, gender differences in family strain, and conflict due to family rules. The focus is on the impact that these family strains have on delinquency and the extent to which the theoretical mechanisms derived from GST explain this association. The results suggest that each of the sources of family based strain have strong effects on delinquency. The intervening mechanisms of anger, anxiety, and depression partially mediate these effects. Although males and females experience similar levels of negative emotion in response to family strain, the effects of these strains on delinquency are found to be more consequential for males. Personal and social resources are not found to interact with maltreatment and family strain in the production of delinquency. These resources do offer an explanation for gender differences in delinquent behavior due to differing levels of parental attachments and associations with delinquent peers by males and females. Support for GST is mixed. Strain is consequential to delinquency. However, the intervening mechanisms and moderating variables do not influence delinquent responses to the extent that they are projected in the theory. Limitations of the data are discussed and recommendations for future testing of GST are presented.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>113</z:numPages> | |
| <z:language>English</z:language> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The College of William and Mary</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hopper</foaf:surname> | |
| <foaf:givenname>Tacey Keller</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16767"/> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Gifted</dc:subject> | |
| <dc:subject>Home education</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:title>Parents, perceptions, passions, pathways, and patterns: Exploratory case studies of home education in the development of intellectually gifted individuals</dc:title> | |
| <dcterms:abstract>This study examined the impact of home education, or homeschooling, on the development process of intellectually gifted individuals. Emerging from the literature review of early familial and educational experiences of eminent individuals, parental involvement, and home education itself, this exploratory, qualitative multiple-case study employed as its conceptual framework the work of Bronfenbrenner (1970) and Coleman and Hoffer (1987), and talent, and Hoover-Dempsey and Sandler's (1995) causal and specific process model of parental involvement. Focusing on the impact of the environmental factors delineated by Gagne of surroundings (both familial and sociological), persons, undertakings, and significant events, four individuals, ages 19-28, completed detailed researcher-designed questionnaires and participated in individual, recorded face-to-face interviews. Focusing on the parental involvement decision, form, mechanisms, and tempering variables delineated by Hoover-Dempsey and Sandler, each of the parents of the four individuals also completed detailed researcher-designed questionnaires and participated in individual, recorded interviews. Analyses within-case yielded emergent themes; analyses across cases yielded potential patterns. Unanticipated findings, issues, intersection of theories, and conclusions were presented.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>360</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305281119?accountid=14816</rdf:value> | |
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| <dc:coverage>305281119</dc:coverage> | |
| <dc:description>3076301</dc:description> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of San Francisco</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
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| <foaf:surname>Horsley</foaf:surname> | |
| <foaf:givenname>Heidi</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| <link:link rdf:resource="#item_4834"/> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Adolescents</dc:subject> | |
| <dc:subject>Bereavement</dc:subject> | |
| <dc:subject>Communication</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Parent guidance</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Sibling death</dc:subject> | |
| <dc:title>The effects of a parent guidance intervention on communication among adolescents who have experienced the sudden death of a sibling</dc:title> | |
| <dcterms:abstract>The purpose of this study was to determine the effectiveness of a parent guidance intervention with bereaved adolescents relative to communication. The intent was to assess the effect of the parent guidance intervention designed to increase channels of communication between bereaved adolescents and their parents. The parent guidance intervention is a model used to sustain stability in the adolescent's life and to provide parental support in understanding and meeting the developmental needs of the adolescent. Five adolescents participated in the study. All participants had experienced the sudden death of a sibling 12 to 24 months prior to the research study. Participants were from Caucasian middle class backgrounds and resided in the New York metropolitan area. This study employed a single-subject design across individuals. Participants in the parent guidance intervention met with the experimenter for 3 sessions and addressed topics such as reactions to the death, expression of feelings, and coping strategies. Participants recorded their daily communication on a self-monitoring form. Third party observers completed behavior checklists that yielded a communication score throughout the course of the study based on their observations of the adolescents. These results served as the repeated measures were depicted graphically. In addition, participants completed a modified version of the Parent-Adolescent Communication Inventory, pre- and post-treatment. Visual inspection of the plotted communication scores based on self-monitoring data, indicated an upward trend for all five subjects during the parent-guidance intervention and throughout the post-intervention phase. Similarly, third party observations indicated upward trends in communication for all five subjects suggesting an overall improvement as seen in targeted behaviors listed on the direct observation checklists. In contrast, Self-report data from the Parent-Adolescent Communication Inventory showed an increase in communication from pre-test to post-test for four subjects. Future longitudinal research is recommended to provide greater clarity of the long term ramifications of a parent guidance intervention on communication in bereaved families. In addition, each component of the intervention should be evaluated with a multiple baseline design to isolate which intervention component was most receptive and least receptive in increasing communication.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>154</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305222414</dc:coverage> | |
| <dc:description>3111606</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Michigan State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hughes</foaf:surname> | |
| <foaf:givenname>Hester M</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10744"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:title>The relationship between Head Start parent participation in a preschool literacy acquisition program and their children's school readiness</dc:title> | |
| <dcterms:abstract>The present study investigated the relationship between Head Start parent participation and non-participation in a preschool literacy acquisition program. This study also measured school readiness of Head Start children. A total of nine Head Start parent-child pairs were obtained. The Parents' Opinion Survey (Luster, 1985) was used to assess parental beliefs and parental efficacy level. Ethnographic interviews were used to get descriptive data from the participants' perspective. The AGS-ESP posttest scores improved from the pretest group mean scores for the participating Head Start children's. Also, the non-participating Head Start children's posttest group mean was higher than the participating group mean score. Participating Head Start children's Concept about print Clay (1979) scores improved, but the non-participating group mean score was slightly lower. The Parents' Opinion Survey results showed that parents who participated scored higher than the non-participants, and that education and self-efficacy were found to be very important. This study provided evidence that early intervention programs involving parent training may improve the language development of their Head Start children. More research is needed that assesses why some lower income families are more likely to participate in shared reading programs, and which factors promote involvement in these early interventions.</dcterms:abstract> | |
| <z:type>M.A.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>107</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305328482?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
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| <dc:coverage>305328482</dc:coverage> | |
| <dc:description>1417851</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:32</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305218460?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Alliant International University, San Francisco Bay</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Hyde</foaf:surname> | |
| <foaf:givenname>Dedalus N</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4828"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Discipline</dc:subject> | |
| <dc:subject>Parent-child interaction therapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Time-out</dc:subject> | |
| <dc:subject>Video</dc:subject> | |
| <dc:title>Parent-child interaction therapy: A video for the time-out procedure</dc:title> | |
| <dcterms:abstract>Many health care practitioners today are concerned about the growing number of behaviorally disordered children being referred for psychological services. These children frequently have poor peer relations at school, have academic difficulties and negatively impact the classroom environment. Later, in adolescence and adulthood, they frequently experience higher incidences of substance abuse, unemployment, psychiatric illness, marital discord and incarceration. Many of the successful treatment models for behaviorally disordered children in practice today are based on parent training methods influenced by both Behavioral Psychology and Social Learning Theory. One of the more promising interventions, which emphasizes the interactions within the parent-child dyad, is known as Parent-Child Interaction Therapy (PCIT). PCIT, like other behaviorally based parent-training programs, uses videotapes for the didactic training with the parent consultees. This dissertation project involved designing and producing a videotaped training lesson for the time-out procedure used in the PCIT treatment. The participants for this project were four parent-child dyads who participated in the PCIT program at a community clinic. Each dyad represented one of the four major ethnic groups in the U.S., namely: Afro-American; Hispanic-American; Asian-American; and Euro-American. Parent interviews were conducted and a script was developed to teach the discipline procedure. A questionnaire survey was also developed in order to chronicle parental satisfaction and to determine their perceptions of usefulness of the video. This 17-minute videotape has been developed as a training tool for parents participating in the PCIT program to assist them in learning the time-out procedure. It supplements the duo of PCIT training tapes currently available through the University of California Davis Child Protection Center. This videotape is intended to result in a more effective treatment model, however it would be useful to know if statistically significant results can be obtained to demonstrate its clinical usefulness. In addition, clinicians who have viewed the video have identified the need for an additional video that would demonstrate the "hold procedure" suggested in the PCIT model. Other projects could include a Spanish language version of the video, and a time-out video that could be mass marketed.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>50</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305218460?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
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| <dc:coverage>305218460</dc:coverage> | |
| <dc:description>3114105</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Johnson & Wales University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ingram</foaf:surname> | |
| <foaf:givenname>Wanda S</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21884"/> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>College students</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Freshman transitions</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Parental interventions</dc:subject> | |
| <dc:title>College students' perceptions of parental interventions</dc:title> | |
| <dcterms:abstract>A student's transition from high school to college involves a search for identity, a struggle with new freedoms, and a balance between independence and attachments to parents. In addition, students are confronted with demanding responsibilities, such as budgeting money, managing time, and learning how to set their own limits on social activities. Leaving home for college is seen as a positive experience for a student, but the adjustment can result in stress for both student and parent. Parents have become increasingly involved in K-12 education of their children (Salome, 2000). Parents, who regard college-aged students as children instead of adults, become more involved in their lives (Elkind, 1994). Parents of traditional-aged college students play a significant role in their children's adjustment to college (Daniel, Evans, & Scott, 2001). Research examining influences on first-year college students exerted by parents through their interventions is sparse. The purpose of this study was to explore how college sophomores at a Catholic liberal arts college perceived the following: parent interventions during the first year, the impact of these parental interventions on student adjustment, and recommendations for resources to help students and parents. The study used a qualitative approach with a multiple case study method. Data were obtained from questionnaires, scenario-guided focus groups, and in-depth, one-on-one follow-up interviews with students. The sample consisted of 24 students, divided into three focus groups of eight students each. The students identified parents as a major source of support during their first year in college. However, students observed that parents often did not understand the major differences between high school and college and failed to alter their expectations accordingly. Results of the study indicated new ways to extend and clarify quality relationships between students and parents that would promote positive adaptations to the college environment. Despite the limitations of a small sample, the study provided valuable information on ways to help parents improve interactions with their first-year college students. Students' perceptions of parental interventions provided useful resources for revising parent literature and programs, particularly at the study site.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>120</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>University of Warwick (United Kingdom)</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>James</foaf:surname> | |
| <foaf:givenname>C M</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4522"/> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>DXN070090</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:title>Engagement in psychoeducational family interventions for psychoses. (BL: DXN070090)</dc:title> | |
| <dcterms:abstract>The aim of this study was to examine relationship and process issues in psychoeducational family interventions in psychosis with particular reference to engagement. A review of the literature in this field demonstrated that whilst such approaches are beneficial in reducing relapse and readmission rates, the implementation of family work into routine clinical practice remains problematic. It was argued that research addressing therapist and client factors and the process of therapy may assist in understanding implementation issues. Six papers examining family and client factors were discussed. The majority of the studies were quantitative and focused on family factors. The literature demonstrated that family factors were important in engagement and the process of therapy. However, there appeared to be an absence of studies addressing therapist factors, in addition to the dominance of quantitative methods. It as argued that further research should address these issues. The first study in this thesis was a questionnaire survey relating to therapist assessment of engagement. Results suggested that therapists were able to identify signs of engagement as changing over time. The relative importance of the signs was also reported. The findings and the low response rate were discussed. The second study used qualitative methods to examine engagement in behavioural family therapy (BFT). Participants were workers trained in the approach and families who had engaged in the therapy. Data collected by semi-structured interview were analysed using a grounded theory approach. A model depicting the therapists' experience of engagement emerged from the data. The core category of "humanity" and other categories were described. The implications of the model for research, theory and practice were suggested. The final paper in the thesis discusses the impact of the research process on the researcher.</dcterms:abstract> | |
| <z:type>D.Clin.Psy.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301624487</dc:coverage> | |
| <dc:description>U173872</dc:description> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 18:57:49</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of New Orleans</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Janz</foaf:surname> | |
| <foaf:givenname>Janice Rutledge</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_21740"/> | |
| <dc:subject>0288:Educational evaluation</dc:subject> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Assumptions</dc:subject> | |
| <dc:subject>Behavior problems</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational evaluation</dc:subject> | |
| <dc:subject>Emotional disturbance</dc:subject> | |
| <dc:subject>Pupil appraisal professionals</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:title>The perspectives and assumptions of pupil appraisal professionals at key decision points in the identification process for students with behavior problems</dc:title> | |
| <dcterms:abstract>This study examines the perspectives and underlying assumptions of Pupil Appraisal (PA) Professionals at key decision points in the identification process for students with behavior problems. Three broad perspectives frame this study: Empirical-Analytic, Interpretive, and Transformative (Coleman, Sanders & Cross, 1997). The Empirical-Analytic Perspective views reality as objective, definable, and measurable. The Interpretive Perspective views reality as subjective and based on opinion of individuals and groups as they seek to understand it. The Transformative Perspective views reality according to the power relationships that exist in society. The underlying assumptions of each perspective affect how individuals view the nature of Emotional Disturbance, the methods used to identify the problem, and the treatment for said problem. The key decision points occur at the pre-referral phase or School Building Level Committee meeting (consisting of at least a parent, general education teacher, referring teacher, administrator, and PA Professional) and at the Eligibility Determination meeting (attended by parent(s) and members of the multi-disciplinary team). Twelve PA Professionals currently employed in two school districts in Southeast Louisiana volunteered to participate in this study. Each PA Professional was certified in Louisiana according to his or her area of specialty: four Certified School Psychologists, four Educational Diagnosticians and four Qualified School Social Workers. All participants had experience with decision-making at both SBLC and Eligibility Determination. The design for this study used qualitative research methods for data collection and analysis. The data gathering involved twelve individual, semi-structured interviews. Interviews were analyzed according to emergent themes that suggested assumptions of the participants. The reported findings fall under three broad perspectives: Empirical-Analytic, Interpretive, and Transformative. Most of the PA Professionals involved in this study exhibited an eclectic approach with regard to these three perspectives. No one, in his or her actual practice, operated entirely or exclusively from one perspective. All combined various aspects of at least two, and sometimes all three. Findings are linked to references in the literature authored by Mercer (1973), Kauffman (1999), Ysseldyke, Algozzine, & Thurlow (2000), and Skrtic (1991, 1995).</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>182</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305321414</dc:coverage> | |
| <dc:description>3093169</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:44</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Oklahoma Health Sciences Center</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Jeffries</foaf:surname> | |
| <foaf:givenname>Lynn Marie</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21842"/> | |
| <dc:subject>0326:Cultural anthropology</dc:subject> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Cultural anthropology</dc:subject> | |
| <dc:subject>Culture</dc:subject> | |
| <dc:subject>Early intervention</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:subject>Team</dc:subject> | |
| <dc:subject>Transdisciplinary</dc:subject> | |
| <dc:title>The culture of a transdisciplinary early intervention team</dc:title> | |
| <dcterms:abstract>Early intervention (EI) programs, as defined in Part C of the Individuals with Disabilities Education Act Amendments of 1997, use a team approach to provide services for infants and toddlers with disabilities and their families. Leaders in the field often recommend a transdisciplinary team approach, in which families are full and equal team participants, and one team member provides most or all of the services with the support of other team members. Although authors have described what they believe are components of a transdisciplinary team, the actual practices of a team, and their values and beliefs have not been documented. The purpose of this ethnographic study was to examine the culture of a transdisciplinary team to reveal the team's routines, values, beliefs, and basic assumptions, and to describe how the team implements a transdisciplinary team approach. Data were gathered using participant observation, document review, and individual interviews. The data were analyzed through a process of searching for similar concepts, activities, or statements within and across the data sources, identifying cultural themes, and reassessing the data to verify the identified themes. The results were organized into three levels of culture. At level 1, Routines and Rituals, the team implemented each programmatic routine, such as a home visit or evaluation, in a similar manner. At Level 2, Values and Beliefs, the team believed in supporting families and letting them direct their children's EI programs. They valued working as a team; open communication; flexibility, and humor; supporting each other through role release; informal team building activities; and building family-like relationships with co-workers. At level 3, Basic Assumptions, the team's assumptions included working as a transdisciplinary team, respecting the family, and accepting situations they could not change. The results of this study provide the first description of a transdisciplinary team's culture as they strived to implement EI services. The study findings have implications for program changes and education, including considering a team's culture prior to implementing change, supporting team leaders and providing them with training in teamwork, and including instruction and experience in transdisciplinary team principles in preservice training of EI professionals.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>272</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305263846</dc:coverage> | |
| <dc:description>3096564</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:50</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Illinois at Urbana-Champaign</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Jerome</foaf:surname> | |
| <foaf:givenname>Gerald John</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4570"/> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>0575:Sports medicine</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Internet</dc:subject> | |
| <dc:subject>Older adults</dc:subject> | |
| <dc:subject>Older people</dc:subject> | |
| <dc:subject>Physical activity</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Sports medicine</dc:subject> | |
| <dc:subject>Walking</dc:subject> | |
| <dc:title>Efficacy of an Internet walking program for older adults</dc:title> | |
| <dcterms:abstract>The Internet holds tremendous potential as a communication channel for large-scale physical activity interventions. Findings from recently published studies support the use of the Internet for delivering physical activity interventions, but to date the effectiveness of an Internet-based intervention has not been compared to more conventional interventions. This study compared the effectiveness of an 8-week home-based walking program delivered online with weekly email prompts and the same 8-week home-based walking program delivered via the postal service (standard care) with weekly telephone reminders. The main objective of this study was to examine increases in the number of minutes spent walking for exercise among a sample of 94 (n = 21 male, n = 73 female) healthy, low active, computer users (Mean age = 54.4) randomized to either the Internet or the standard care condition. A repeated measures multivariate analyses of variance indicated that the Internet condition was as effective as the standard care condition in increasing both the number of days and the number of minutes spent walking for exercise per week. Across groups there was a significant increase from baseline to week 8 in the number of days (2.38 versus 3.78, p < .01) and minutes (56.01 versus 131.72, p < .01) spent walking for exercise. These results suggest that a targeted online approach was just as effective as traditional print materials in increasing physical activity in low active adults.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>137</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/288217868?accountid=14816</rdf:value> | |
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| <dc:coverage>288217868</dc:coverage> | |
| <dc:description>3101871</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Hong Kong (Hong Kong)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Jiang</foaf:surname> | |
| <foaf:givenname>Yimin</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16724"/> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Achievement</dc:subject> | |
| <dc:subject>China</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Nanjing</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:subject>Secondary schools</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Family environment and academic achievement in Nanjing secondary schools</dc:title> | |
| <dcterms:abstract>The purpose of the study is to examine the effect of family environment, especially family social capital on the student's educational performance in a changing China. It begins by identifying central aspects of China's socio-cultural context, including Confucianism, family, guanxi, danwei , and education; and then bringing to bear on them, the Western theoretical perspectives of Brofenbrenner (multiple levels of environment), Weber (status group), Coleman (social capital) and Bourdieu (social capital) to generate a framework for study of family environment and school performance. This study employs a sequential combined method design in which qualitative data gathering is used to develop a survey instrument for collecting quantitative data. In the qualitative phase of this study, semi-structured interviews are conducted with a sample (N = 30) composed of parents, teachers, students, school administrators, and local researchers in Nanjing. A list of indicators associated with home effects of school performance emerged from the interview data: (1) parents' occupation, education, and income, (2) family resources, (3) use of out-of-school time, (4) parental attitudes towards education, (5) parental expectations, (6) parental involvement at home, (7) parental monitoring and related strategies, (8) parental involvement at school and the parent-school partnership, (9) intensity of family social networks, (10) family stability. Insights gained from the interview data and the examination of previous questionnaires aided in the construction of the Family Environment Questionnaire (FEQ). The survey data came from the FEQ administrated in 10 selected secondary schools of urban Nanjing. Using a proportional random sampling method, 1,092 of the 8 th -grade students and their parents were selected. The results of the survey data analysis showed that: (1) the family environment measures do influence students' performance in the subjects of Chinese and mathematics; (2) high achievers were more likely to be female students from three-member intact families with family academic resources in their home. They were likely to spend 1-5 hours or more per day studying and doing homework with less than one hour for entertainment. Their parents were likely to be in the top SES quartile and employed only full-time. Finally, their parents were likely to display a positive attitude towards schooling, have higher educational expectations, do less monitoring of their children (it was negatively related to achievement), have less sharing of cultural activities with their children (it was negatively related to achievement), be part of a large and efficient help network, and have a high degree of intergeneration closure with community members. This study partially supports Coleman's assertion about family social capital: the within-family social capital measures, with the exception of parent support, have a significant influence on performance in Chinese and mathematics. Moreover, the between-family social capital measures, except parental school involvement, also have such an influence. (Abstract shortened by UMI.)</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Wayne State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Johnson-Beach</foaf:surname> | |
| <foaf:givenname>Dona Marie</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_21920"/> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Disabilities</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>IDEA 1997</dc:subject> | |
| <dc:subject>Individualized Education Program</dc:subject> | |
| <dc:subject>Michigan</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:subject>Team process</dc:subject> | |
| <dc:title>Parents of children with disabilities in Michigan involvement in the evaluation and individualized education program team process prior to and following the passage of IDEA 1997</dc:title> | |
| <dcterms:abstract>This purpose of this study was to investigate parents' and special education administrators' perceptions of the ways IDEA 1997 has altered parent participation in their children's evaluation and individualized education program team process in Michigan. Seventy-eight parents from three school districts and thirty-seven special education administers from two counties were asked to complete original, retrospective complementary surveys exploring the extent to which IDEA 1997 has changed parental participation in the following areas: participation in the IEPT process, effective communication, knowledge of special education mandates, and the value of parental input. Mixed findings reflected changes over time regarding parent participation in their children's special education process. Differences were found between parents and special education administrators on changes in parent involvement. Parents with children in different special education placements did not differ in their perceptions of their involvement in their children's IEPT process. Mixed findings were found when parents were compared by location of school district, urban or suburban. Recommendations for practice and further research are included in this paper.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>219</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305278295?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305278295</dc:coverage> | |
| <dc:description>3086442</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:12:01</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Oregon</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Jones</foaf:surname> | |
| <foaf:givenname>Laura Michelle</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4858"/> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family check-up</dc:subject> | |
| <dc:subject>High-risk</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Preschoolers</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Temperament</dc:subject> | |
| <dc:title>The Family Check-Up for families of high-risk preschoolers: The moderating effect of children's temperament</dc:title> | |
| <dcterms:abstract>The process by which childrens' behavior problems develop is complex, rooted in ongoing transactions between individual children and their environment. Parenting, in particular, has been identified as an important mediator of childrens' outcomes. Parenting has varying effects on children with different individual characteristics (Lengua, 2002, Lee & Bates, 1985; Rutter, 1984) and children's individual differences affect the quality of parenting (Collins, 2000). Relationships have been found between temperamental low self-control in early childhood and later externalizing problems in middle childhood and adolescence (Bates & Bayles, 1988; Bates et al., 1991; Sanson et al., 1990). It is important to intervene with families who are experiencing difficulty, particularly for families with children who have temperamental vulnerabilities. How to best support parents of temperamentally vulnerable children needs further investigation. This study drew from a sample of high-risk preschool children (N = 59), with a primary aim of investigating the impact of child temperament on the efficacy of the Early Childhood Family Check-up (FCU-EC), an intervention targeting preschoolers at risk for developing significant conduct problems. Families were assessed using questionnaire and observational measures and were randomly assigned to either the FCU-EC condition or a wait list control condition. Families in the intervention condition received a brief family-based, developmentally sensitive preventive intervention. After four weeks, both groups completed the questionnaire and observational measures again. It was expected that childrens' temperamental self-control would moderate the efficacy of the intervention; that is, families with children low in self-control would show fewer benefits. Support was found for the moderating effect of temperament on the efficacy of the intervention, but not in the expected direction. Children with lower levels of inhibitory control showed more post-intervention improvement than children with higher levels, as reflected in parent reported conduct behavior problems and increased compliance in the laboratory clean up task. Parents of children low in inhibitory control showed more gains in structuring than parents of children high in inhibitory control, and reduced their use of ineffective off-task talk. What we learn from this study provides information about how we might more effectively design interventions to meet the needs of individual families.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>101</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305303975</dc:coverage> | |
| <dc:description>3102170</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>James Madison University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Jones</foaf:surname> | |
| <foaf:givenname>Sarah Lynn</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16983"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Crisis management</dc:subject> | |
| <dc:subject>Families</dc:subject> | |
| <dc:subject>Homeless</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>Homeless families: A crisis management program for parents</dc:title> | |
| <dcterms:abstract>Children and families are the largest homeless population in the United States today. Parents often become overwhelmed with the added strain of behavioral and emotional issues that frequently manifest in children living in shelters. Therefore, a brief crisis intervention program for homeless parents was designed to assist with educating and supporting parents and families experiencing the crisis of homelessness. Sessions were designed to address three domains: developmental issues, socio-emotional and behavioral concerns, and parental health. The Parenting Stress Index-III was used as a pre/post measure of perceived parental stress levels. Pre-intervention and program evaluation interviews were conducted to gain feedback regarding needs of parents, efficacy of the intervention, and as a source for future recommendations.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>85</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305213492?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305213492</dc:coverage> | |
| <dc:description>3083617</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16983"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:47</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dcterms:URI> | |
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| </z:Attachment> | |
| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305314063?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>North Carolina State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Kaase</foaf:surname> | |
| <foaf:givenname>Kristopher Jerome</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21818"/> | |
| <dc:subject>0340:Educational sociology</dc:subject> | |
| <dc:subject>0700:Social structure</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational achievement gaps</dc:subject> | |
| <dc:subject>Educational sociology</dc:subject> | |
| <dc:subject>Equal employment opportunity</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social structure</dc:subject> | |
| <dc:title>Equal employment opportunity and educational achievement gaps</dc:title> | |
| <dcterms:abstract>Despite over 30 years of awareness, intervention, and research regarding race, class, and gender differences in educational achievement and outcomes, large differences still persist. These differences have a significant impact on the quality of life of individuals in terms of their educational opportunities, the type and quality of work they do, and physical and mental health. Research on these educational achievement gaps has been largely focused on schools or families. Policy efforts to address these educational achievement gaps appear to have had limited success and to be focused on schools. The purpose of this study was to examine a theory that conceptualizes the broader community context in which schools and families are embedded. Specifically, this study was focused on a specific policy question. Is relative inequality in employment opportunity in a local area related to relative inequality in educational achievement? Employment opportunity was conceptualized as both quality of employment and as earnings. This study was unique in that it (a) examined the variation in employment opportunity across communities and (b) examined race, class, and gender inequality as simultaneously experienced rather than as separate inequalities. I found that quality of employment was not a good discriminator of relative inequality as earnings. Relative inequality in earnings had the strongest relationship with relative inequality in high school biology and English achievement for Black and White males with parents with a high school education or less. Relative inequality in earnings also had a strong relationship with relative inequality in achievement for Black females with parents with education beyond high school. These findings were consistent in both hierarchical linear model analysis and ordinary least squares analysis. This study was limited by the available data and should be replicated using other data. Additionally, the full theoretical model should be tested to test the inequality mechanisms theorized.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>121</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305314063?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305314063</dc:coverage> | |
| <dc:description>3081720</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:49</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Tampereen Yliopisto (Finland)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Kampman</foaf:surname> | |
| <foaf:givenname>Olli Matti</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10774"/> | |
| <dc:subject>0347:Mental health</dc:subject> | |
| <dc:subject>0572:Pharmaceuticals</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Antipsychotic</dc:subject> | |
| <dc:subject>Compliance</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Mental health</dc:subject> | |
| <dc:subject>Pharmaceuticals</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Psychotic disorders</dc:subject> | |
| <dc:subject>Schizophrenia</dc:subject> | |
| <dc:title>Compliance in psychotic disorders</dc:title> | |
| <dcterms:abstract>The aims of the present thesis were (1) to develop a quantitative rating scale for the assessment of compliance related attitudes with patients on neuroleptic medication (n = 106). (2) Factors related to discrepant compliance reports between patients and doctors were explored in the same population. In a sample of 80 first-episode psychosis patients, the thesis focused on (3) determining the patient-related factors associated with non-compliance during the first three months of treatment, and (4) exploring the patient related factors associated with diagnostic accuracy between clinical and SCAN-2 research diagnoses. The third patient sample comprised 41 long-term schizophrenia patients with recurrent non-compliance and relapses. Eighteen of the patients received ambulatory outpatient care (AOC) and 23 of them conventional outpatient care. The aim of the study was (5) to evaluate treatment outcome during four-year follow-up in both groups. The self-rating scale developed for attitudes towards neuroleptic medication (ANT) showed high internal consistency and fair test-retest validity. In first-episode patients, medication side-effects, male gender, young age, and lack of social activities were predictive of observed non-compliance over three months. The diagnostic agreement between clinical and research diagnoses was on a moderate level. Minor negative symptoms, low level of education, and high delusion scores predicted diagnostic discrepancy in this sample. In long-term patients, the mortality rate compared with a general mortality in schizophrenia was equal in the AOC group, whereas the non-AOC group showed a tendency on excess mortality. In psychotic disorders, the levels of non-compliance can be defined and they should be systematically screened during treatment appointments. It is important to inform patients of the possible side-effects of medication; both the patient and the relatives should be given adequate information about them, and possible negative attitudes discussed and intervened. In first-episode psychosis, the patients at risk for non-compliance can be identified. The diagnoses of patients with symptoms of schizophrenia, or solely with delusions should be carefully evaluated during the first months of treatment. Home-based outpatient care may ensure continuity and prevent premature deaths in a certain group of patients with long-term schizophrenia.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>113</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305226010?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305226010</dc:coverage> | |
| <dc:description>C817043</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:32</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Lehigh University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Karanxha</foaf:surname> | |
| <foaf:givenname>Zorka</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21908"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>Charter schools</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>Elementary schools</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>Pennsylvania</dc:subject> | |
| <dc:subject>Public schools</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:title>A comparative study of parent involvement in Pennsylvania elementary charter schools and traditional public schools</dc:title> | |
| <dcterms:abstract>The purpose of this study was to determine if there are any differences in the degree and type of parent involvement in charter schools as compared to public schools. Also, the study investigated relationship of race, socio economic status, and parent involvement and school type. The study explored parent involvement practices that teachers and schools use to involve parents in their children's education as well. Randomly selected Pennsylvania elementary charter school administrators and their public school counterparts received a questionnaire that consisted of a combination of selected response items, check list, and open-ended questions. Return rate was 72.4 percent for charter school administrators and 36 percent for public school administrators. Confirmatory factor analysis reduced the number of survey items and determined the dependent variables. MANOVA, T-test, Chi-square and content analysis were used to analyze the data. The conclusions of the study are: (a) Confirmatory factor analysis validated parent involvement framework upon which the study is based while further uncovering new developments; (b) Parents of charter schools are more involved than public school parents in school board level decision making and participation at the school site; (c) Race and socio economic status (SES) affect parent involvement, but there is no relationship between race, SES, parent involvement and school type, indicating that charter schools have not developed into school communities with their own characteristics and cultures; (d) Public schools and charter schools use some of the same practices to involve parents and they concentrate most of their efforts on "traditional" parent involvement activities; (e) Public schools are more likely than charter schools to have a family center, to have a parent volunteer to coordinate parent involvement activities, and to have a team of administrators, teachers, and parents that plans and implements a school's program of school, family and community partnerships, while charter schools are more likely than traditional public schools to utilize contracts with sanctions if parent involvement requirements are not met; (f) The most successful involvement practices reported use incentives, include children in activities, and set rules in order to increase parent involvement.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>226</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>Texas Woman's University</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Kellam</foaf:surname> | |
| <foaf:givenname>Theresa Lynn Taylor</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_10960"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Acceptance</dc:subject> | |
| <dc:subject>Child behavior</dc:subject> | |
| <dc:subject>Filial therapy</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Stress</dc:subject> | |
| <dc:title>The effectiveness of modified filial therapy training in comparison to a parent education class on acceptance, stress and child behavior</dc:title> | |
| <dcterms:abstract>Recent reviews of risk factors of abusive or neglectful parents indicate that they have often been abused as children, experience stress in many areas of their lives, and have fewer social, familial, emotional, and financial resources (Cowen, 2001; Milner & Crouch, 1999; Schumacher, Slep, & Heyman, 2001). There is a growing need for treatment programs for abusive and neglectful parents, which address these problems as well as outcome research, and which measure the effectiveness of interventions. The purpose of this study was to determine the effectiveness of a filial therapy training program in comparison to a parent education class with parents who were required to take a parenting class due to abusive or neglectful behavior toward their children. It was hypothesized that parents who took the filial therapy training would have significantly higher gains on posttest scores of the Porter Parental Acceptance Scale (PPAS; Porter, 1954) than abusive or neglectful parents who took a parent education class. It was also hypothesized that parents in the filial therapy training would have significantly lower posttest scores on the Parent Stress Index (Abidin, 1995) and their children would have lower posttest scores on the Child Behavior Checklist (Achenbach, 1991) than those who took a parent education class. Results of the study showed that filial therapy was not more effective than a parenting skills class in increasing parental acceptance, decreasing stress or decreasing child behavior problems.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>129</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305231947</dc:coverage> | |
| <dc:description>3103322</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Boston College</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Kelly</foaf:surname> | |
| <foaf:givenname>Patricia Anne</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16809"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0535:Literacy</dc:subject> | |
| <dc:subject>0535:Reading instruction</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Kindergarten students</dc:subject> | |
| <dc:subject>Literacy</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Reading instruction</dc:subject> | |
| <dc:subject>Reading readiness</dc:subject> | |
| <dc:subject>Television</dc:subject> | |
| <dc:title>The effects of ongoing parent involvement using television on the reading readiness of kindergarten students</dc:title> | |
| <dcterms:abstract>The purpose of this evaluative case study was to investigate the impact of parents' use of an educational television program and related activities on their kindergarten child's reading readiness skills. Research suggests that parent involvement in early education is one of the keys to a successful educational career for the child. Schools must seek new ways to involve parents. Oftentimes, due to time constraints and educational levels, parents are unable to volunteer and to assist with homework. Research also suggests that children who wait until entering school to begin their reading careers are already at a deficit. This study focused on the parents and children in one suburban kindergarten who watched the educational television program, Between The Lions . They did activities that focused on reading readiness and were related to the television program. Co-viewing was important as the parent and child had to follow-up with discussions and other activities. Questionnaires and interviews were used to gather qualitative data. Pre- and post-tests of letter sound recognition were used to gather quantitative data. This study offers a new way to look at parent involvement. The use of television and co-viewing provided parents and children with common topics to discuss. While the test scores were inconclusive, the anecdotal data indicated that parents from all backgrounds are looking for ways to support their children and eager to help them be successful. Parents used Between The Lions to facilitate discussions, solve problems and work on reading readiness skills. The implication for educators was that ideas regarding parent involvement should not be limited to volunteer activities and assistance with homework. Parents are willing and able to help their child if given a simple available tool such as television. Assigning parents and children the activity of watching television together is a viable activity, which has many educational and social benefits. Co-viewing educational television is a way for educators to foster the involvement of parents in their child's education.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>167</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305343168</dc:coverage> | |
| <dc:description>3103281</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:33</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Virginia Commonwealth University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
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| <foaf:surname>Kennon</foaf:surname> | |
| <foaf:givenname>Suzanne S</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| </bib:authors> | |
| <link:link rdf:resource="#item_10864"/> | |
| <dc:subject>0516:Adult education</dc:subject> | |
| <dc:subject>0516:Continuing education</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0627:Criminology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Adult education</dc:subject> | |
| <dc:subject>Continuing education</dc:subject> | |
| <dc:subject>Criminology</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Developing the parenting skills of incarcerated parents: A program evaluation</dc:title> | |
| <dcterms:abstract>This study tested a parenting curriculum developed specifically for incarcerated parents, using a pretest, posttest, follow-up longitudinal design with 63 women incarcerated in state prisons. Incarcerated mothers love their children and want to maintain close family ties but often lack basic parenting skills and the understanding of what far-away children and caregivers need. Separated from their children, incarcerated mothers feel depressed and powerless. Children of incarcerated mothers are a high-risk, troubled group. Kin caregivers (grandparents, aunts) are stressed by the children's needs and by disagreements with mothers. Developmental psychologists delivered a 6-week, biweekly experiential curriculum. Significant increases in parenting attitudes, self-esteem, and legal knowledge were shown; mothers did not increase communication with children. Qualitative comments showed understanding that children need love, letters, and consistency and that caregivers need respect, gratitude, and support. The number of incarcerated mothers and their children has more than doubled in recent years, so this problem is acute.</dcterms:abstract> | |
| <z:type>M.S.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>73</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305222310</dc:coverage> | |
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| <foaf:name>State University of New York at Albany</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Kessler</foaf:surname> | |
| <foaf:givenname>Carolyn Marie</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16773"/> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>Attrition</dc:subject> | |
| <dc:subject>Behavior severity</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Optimism training</dc:subject> | |
| <dc:subject>Parental</dc:subject> | |
| <dc:subject>Pessimism</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>The impact of optimism training on parental pessimism, parental perceptions of child behavior severity, and attrition</dc:title> | |
| <dcterms:abstract>Eight parents of children with developmental disabilities who had pessimistic beliefs about their child's functioning were assigned to one of two treatment groups. One group received instruction in Positive Behavior Support strategies alone, while the second group received instruction in Positive Behavior Support strategies in addition to "optimism training." Differences in rates of attrition, changes in pessimism scores, and changes in perceptions of behavior severity were compared between the two groups. The results indicate that adding an "optimism training" component to a parent training program may help parents become more optimistic and perceive greater reduction in the severity of their child's behavior problems than parents who only receive instruction in Positive Behavior Support. In addition, "optimism training" had a moderate influence on parents' persistence in parent training programs.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>101</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:publisher> | |
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| <foaf:name>University of North Texas</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Kidron</foaf:surname> | |
| <foaf:givenname>Michal</foaf:givenname> | |
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| <link:link rdf:resource="#item_4714"/> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Filial therapy</dc:subject> | |
| <dc:subject>Israeli</dc:subject> | |
| <dc:subject>Play therapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:title>Filial therapy with Israeli parents</dc:title> | |
| <dcterms:abstract>The purpose of this study was to determine the effectiveness of an intensive version of the Landreth (2002) 10-week filial therapy model as a method of intervention for children of Israeli parents living in Israel. This study was designed to determine the effectiveness of intensive filial therapy training in (a) reducing internalizing behavior problems of Israeli children; (b) reducing externalizing behavior problems of Israeli children; and (c) reducing overall behavior problems of Israeli children. A second purpose of this study was to determine the effectiveness of intensive filial therapy training with Israeli parents in increasing the parents' (a) empathic responsiveness with their children; (b) communication of acceptance to their children; (c) allowance of self-direction by their children; (d) involvement in their children's play activities; (e) feelings of efficacy as parents; and (f) reduction of parental stress. The experimental group consisted of fourteen Israeli children who their parents received nine intensive Filial Therapy training sessions within a five week period and had seven parent-child play sessions. The non-treatment comparison group consisted of thirteen Israeli children whose parents received no treatment. Parents in the study completed the Hebrew version of the Child Behavior Checklist, the Parenting Stress Index, and conducted pre-test and post-test play sessions for the Measurement of Empathy in Adult-Child Interaction. Multivariate Analysis of Covariance revealed the children in the experimental group significantly reduced external behavior problems. The results also revealed the parents in the experimental group significantly reduced parental stress and significantly increased communication of empathy to their children.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>126</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>University of Toronto (Canada)</foaf:name> | |
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| <foaf:surname>Kirby</foaf:surname> | |
| <foaf:givenname>Dale Gerard</foaf:givenname> | |
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| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16941"/> | |
| <dc:subject>0277:School finance</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>College students</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Labrador</dc:subject> | |
| <dc:subject>Memorial University of Newfoundland</dc:subject> | |
| <dc:subject>Polls & surveys</dc:subject> | |
| <dc:subject>Rural areas</dc:subject> | |
| <dc:subject>Rural students</dc:subject> | |
| <dc:subject>School finance</dc:subject> | |
| <dc:subject>Student behavior</dc:subject> | |
| <dc:subject>Student financial aid</dc:subject> | |
| <dc:subject>Studies</dc:subject> | |
| <dc:subject>Urban areas</dc:subject> | |
| <dc:subject>Urban students</dc:subject> | |
| <dc:title>Paying the difference: Rural and urban students at Memorial University of Newfoundland</dc:title> | |
| <dcterms:abstract>Drawing on student financial assistance and college choice literature, this study examined the finances of students from rural and urban regions of Newfoundland and Labrador studying at Memorial University of Newfoundland. A sample of 722 senior, full-time students was selected and 439 of these students were successfully contacted and interviewed by telephone. Quantitative research methods were used to investigate and compare a number of selected background characteristics, educational costs, sources of finances and attitudes toward borrowing and debt. The results of this research highlight the economic and financial disparities that exist between students from rural and urban regions of Newfoundland and Labrador. Statistical analysis of the data found that the two groups were significantly different in a number of respects, including their age, living situation, parents' postsecondary education and plans for graduate studies. Rural students reported having higher expenditures for rent and utilities, food and household items and transportation. A significantly larger proportion of urban students reported using part-time employment as a source of income while rural students were more likely to rely on scholarships, grants or bursaries or government-sponsored student loans. The policy implications of this study are highlighted and reform of the current student financial assistance policies is encouraged to ease the financial difficulties encountered by university students from rural regions of Newfoundland and Labrador.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>158</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305250227</dc:coverage> | |
| <dc:description>NQ84868</dc:description> | |
| </bib:Thesis> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Sheffield (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Kirkpatrick</foaf:surname> | |
| <foaf:givenname>A</foaf:givenname> | |
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| <link:link rdf:resource="#item_21692"/> | |
| <dc:subject>0727:Curriculum development</dc:subject> | |
| <dc:subject>Curriculum development</dc:subject> | |
| <dc:subject>DXN079366</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:title>Shared reading interactions: identifying and developing reading behaviours between parents and preschool children</dc:title> | |
| <dcterms:abstract>Research has shown that parent-child shared reading interactions in the preschool period can enhance children's early language and literacy skills, and it is acknowledged that the way parents read with their children is particularly important. This thesis explores the shared reading behaviours of parents and young children in order to identify and develop reading behaviours, especially those that may promote language and literacy skills. Two studies are reported. First, a short, intensive, techniques-based reading intervention programme, called 'dialogic reading' designed to enhance children's language skills was carried out using an experimental design. Programme group parents were show a number of 'dialogic' techniques to use when reading with their children. Interviews showed that parents were implementing the techniques and that they valued the programme. The early literacy skills of the programme group were significantly enhanced by the intervention although there were no effects on their language skills. The second study explored in some depth how parents and children read together, and whether behaviours that promoted language and literacy development could be identified. Eight mothers with three-year-old children from varying socio-economic backgrounds were videotaped reading together. Two methods of analysis were employed: a holistic and a more systematic approach. There were substantial differences in the ways mothers and children read, although all mothers used a wide variety of reading behaviours. There was evidence that referring to abstract events and situations, or high-level demand language, promoted language and literacy development. All mothers used some dialogic behaviours, particularly when supporting their children's attempts to read to them. Study 2 also demonstrated that the type of books read affected interactions, with expository books generating the most interaction. Dyads ranked higher on a measure of education and occupation, the educational-occupational ranking (EOR), tended to engage in the highest levels of participation, high-level demand language and the longest episodes. The findings show that the range of shared reading behaviours used by parents is far more extensive than those promoted by dialogic reading: indeed, dialogic reading largely overlooks important behaviours, such as high-level demand language.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301609901</dc:coverage> | |
| <dc:description>U185481</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:38</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Wisconsin - Madison</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Knutson</foaf:surname> | |
| <foaf:givenname>Jeanette Ann Garbers</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_4582"/> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Cognitive-behavioral therapy</dc:subject> | |
| <dc:subject>Depression</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Forgiveness</dc:subject> | |
| <dc:subject>Marriages</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Strengthening marriages through the practice of forgiveness</dc:title> | |
| <dcterms:abstract>Research on the psychology of forgiveness has shown that when individuals are able to forgive a person who is unjust, the forgiver experiences considerable improvement in emotional health. The current study extended these findings to include couples who are experiencing marital difficulty. Ten couples were randomly assigned to either a forgiveness therapy or a cognitive-behavioral therapy. The couples were randomly assigned to one of three graduate student therapists who were part of a family therapy program at a college. For twenty weeks the forgiveness group, using the book Forgiveness Is A Choice , first practiced forgiving a family of origin member and then turned toward forgiving each other. For the same twenty weeks, the cognitive behavioral group using the book Love Is Never Enough began using cognitive behavioral principals with a family of origin member and then used the same principals in working through their marriage difficulties. Regardless of therapeutic condition, each couple met individually with only one of the three therapists. Pre-testing occurred prior to the commencement of the therapy, post testing occurred soon after the twenty week program and follow-up approximately six weeks after post testing. Eight variables were assessed: Forgiveness, anger, anxiety, depression, marital adjustment, family cohesion, and self esteem and hope. When the gains from pre test to follow up were compared for all variables between the forgiveness and cognitive-behavioral conditions, no statistically significant findings were apparent. When all couples regardless of therapeutic condition were pooled, and the gains from pre test to follow up were assessed for all variables, there was a statistically significant gain for each variable except for hope. It appears from this study that forgiveness therapy and cognitive behavioral therapy are statistically equivalent.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>112</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305283253</dc:coverage> | |
| <dc:description>3089567</dc:description> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 18:57:50</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Massachusetts Boston</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Koinis Mitchell</foaf:surname> | |
| <foaf:givenname>Daphne</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16887"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0451:Social psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0989:Physiological psychology</dc:subject> | |
| <dc:subject>Asthma</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Intervention</dc:subject> | |
| <dc:subject>Physiological psychology</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychosocial functioning</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Resiliency</dc:subject> | |
| <dc:subject>Social psychology</dc:subject> | |
| <dc:title>Building roads to resiliency for children with asthma: Linking research with intervention</dc:title> | |
| <dcterms:abstract>This research project, involving two studies, included empirical and clinical efforts that examined sociocultural, psychosocial, and illness-related processes impacting asthma-related and psychological functioning in a group of school-aged, urban children with asthma. The first study consisted of two phases of a short-term (two-year) study which examined associations between children's self-competence, asthma knowledge, and asthma-management behaviors and their concurrent and longitudinal relationships with asthma-related and psychosocial functioning. Children who were in middle childhood and their primary caregivers were interviewed for the first and second phase of this study. A measure of self-competence was developed for this study, and examined cultural and contextual factors influencing the competencies of urban children. The second study evaluated the effectiveness of a multi-family asthma group intervention: The Asthma Family Program, a treatment developed to enhance children's asthma-related and psychosocial adjustment. Children with at least one primary caregiver participated in a baseline assessment, three, one and a half hour group treatment sessions, and a post- and follow-up assessment. Children's psychosocial and asthma-related processes/outcomes were compared at three different time points. Results from the longitudinal study revealed that a combination of higher levels of self-competence, asthma knowledge, and optimal asthma management strategies were significantly associated with children's optimal psychosocial functioning (higher levels of adaptive skills, more positive interpersonal relations and fewer behavioral symptoms) and optimal asthma-related functioning (more participation in activities, fewer school absences, and less missed sleep). Relationships between children's processes and outcomes emerged through the study period. In the clinical intervention, children's asthma processes (asthma knowledge and management behaviors), and outcomes, showed improvements after their participation in the treatment (more positive interpersonal relations, fewer ER visits, less restriction of activities, and less missed sleep). Qualitative data in both studies revealed children's perceptions of competence, stresses, and developmental changes influencing asthma functioning in different domains and contexts. A transactional, sociocontextually sensitive model of asthma-related functioning employed in this research provided information on children positively adjusting to asthma. Several resources contributing to children's optimal functioning were identified. The project combined empirical research with clinical practice, yielding helpful information informing the development of asthma intervention services for urban children with asthma.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>238</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>288385639</dc:coverage> | |
| <dc:description>3106840</dc:description> | |
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| <foaf:name>Oulun Yliopisto (Finland)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <rdf:li> | |
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| <foaf:surname>Korhonen</foaf:surname> | |
| <foaf:givenname>Anne Tellervo</foaf:givenname> | |
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| <link:link rdf:resource="#item_4624"/> | |
| <dc:subject>0380:Gynecology</dc:subject> | |
| <dc:subject>0380:Obstetrics</dc:subject> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Cost of care</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Gynecology</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Home-based intervention</dc:subject> | |
| <dc:subject>Infant</dc:subject> | |
| <dc:subject>Mothers</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>Obstetrics</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Preterm</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Support</dc:subject> | |
| <dc:title>Vauvaperhetyo keskosten aitien tukena: Tuen sisallolliset piirteet, kustannukset ja vaikutukset keskosten ensimmaisen elinvuoden hoitokustannuksiin</dc:title> | |
| <dcterms:abstract>The purpose of this study was to evaluate characteristics, the cost of the intervention and effects of participation on the first year preterm cost of care. Home-based intervention is a new preventive nursing intervention, which focuses mainly on early interaction between an infant and its mother. Many long-term advantages have been found in developmental issues of preterm infants, on mothers caring skills and the mother-child relationship. Even though those positive effects are well known, there still remains a gap of information concerning effective characteristics of the intervention as well as costs of such an intervention. The study focused on two main questions: (1) What are the characteristics of the intervention perceived by the mothers with preterm infants? (2) What are the costs of the intervention and what kind of effects did the intervention have on the first year cost of care of preterm infants? This was a retrospective evaluation study. The population consisted of preterm infants (≤32 gw), who were treated in eastern an northern Finland during 1996-1998. All infants received usual preterm care. In addition to this, the intervention group participated in the intervention. Data was gathered during 1998-1999. Two groups of mothers were interviewed. The first were mothers (N = 17), who described the care for a preterm infant at home. The other group of mothers (N = 7) evaluated the intervention. Content analysis was performed inductively and deductively. The last one was based on concept and characteristics of social support. Cost of the intervention was evaluated as salary, time and travelling cost for the nurse. Costs of preterm care were computed as direct and indirect social and family costs and compared the first year cost of intervention (N = 18) and control (N = 118) group of preterm infants. Data was gathered by a questionnaire and from hospital statistics and patient files. Descriptive statistical methods as well comparing the means were used. The results indicated an exceptional motherhood of the mothers with preterm infants. The exceptionality consisted of challenges of care for the infant, needs for information related to prematurity and care for the infant. Many fears, worries and feelings of guilt burden the mothers. The home-based intervention supported the mothers of the intervention group by equipping them with situation suitable information concerning prematurity and giving them emotional, integrative and active support. The mean cost of the intervention was 970 euroa per an infant to the hospital. Costs of new episodes of care and primary health care were smaller among the intervention group than among the control group. Cost-analysis indicated that the initial phase of care formed the main proportion of infants' first year cost of care. The results suggest that the home-based intervention may have potential to support mothers with preterm infant without significantly increasing the cost of care.</dcterms:abstract> | |
| <z:type>D.Med.Sc.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>142</z:numPages> | |
| <z:language>FI</z:language> | |
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| <foaf:Organization> | |
| <foaf:name>University of California, Los Angeles</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Kustanovich</foaf:surname> | |
| <foaf:givenname>Vlad</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4822"/> | |
| <dc:subject>0369:Genetics</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Adhd</dc:subject> | |
| <dc:subject>Biological sciences</dc:subject> | |
| <dc:subject>Complex traits</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Genetics</dc:subject> | |
| <dc:subject>Psychiatry</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>Genetic analysis of attention-deficit hyperactivity disorder by linkage and family based association test approaches</dc:title> | |
| <dcterms:abstract>Attention-deficit hyperactivity disorder (ADHD) is the most common child neuropsychiatric condition present in school-aged children, affecting 5-8% of children in the United States of America. ADHD is characterized by persistent patterns of inattention and/or impulsivity-hyperactivity that are much more extreme than is observed in individuals at the same developmental level or stage. ADHD often poses a large burden both to the affected individual and to society. These burdens include increased risks for automobile and work accidents as well as lower performance in school and work. There is evidence from family and twin studies that ADHD has a significant genetic component. This disorder is thought to be due to an interaction of environmental and genetic factors. ADHD is a prototypic complex trait whose etiology is not well characterized despite intensive study by many groups all over the world. Therefore, only a few genes have been shown to be associated with ADHD and none have been shown to be definitively causal. Mechanisms of dopamine reception, regulation and biosynthesis have been suggested by the robust efficacy of stimulant medication in the management of ADHD symptoms. Therefore, genes in the dopamine pathway have served as the principal targets for candidate gene examinations for ADHD susceptibility. The studies herein, present two genetic approaches, the transmission disequilibrium test of candidate gene polymorphisms and non-parametric linkage in affected sibling pairs, to examine susceptibility of loci to ADHD. The candidate genes examined included DRD4, DRD5 and DAT1, which have been investigated by a number of investigators and have been unable to offer a consistent conclusion. Candidate gene association studies were used to examine for evidence of susceptibility to ADHD. Furthermore, a SNAP-25 risk haplotype was examined for association with ADHD. A genome-wide linkage study, carried out in the course of this work, served as a complimentary approach for uncovering the genetic contribution of loci in ADHD. Several regions of suggestive linkage were implicated in this genome scan and fine mapping was carried out at Chromosome 16p to confirm the involvement of this region and to narrow the interval of linkage evidence. (Abstract shortened by UMI.)</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>143</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305349032?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305349032</dc:coverage> | |
| <dc:description>3100716</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University College Dublin (Ireland)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Lara</foaf:surname> | |
| <foaf:givenname>Recalcati, M.A.</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_10684"/> | |
| <dc:subject>(UMI)AAIU183280</dc:subject> | |
| <dc:subject>0503:Agricultural economics</dc:subject> | |
| <dc:subject>Agricultural economics</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>Effect of environmental and animal welfare regulations on the competitiveness of the Irish pig industry</dc:title> | |
| <dcterms:abstract>The maintenance of the international competitiveness of the Irish pig industry depends, amongst other factors, on the implementation of process standards such as animal welfare and environmental regulations. The overall objective of this study is to assess the impact that those standards have on the relative competitiveness of the Irish pig industry vis-à-vis its main trading partners. That is, relative to the United Kingdom, Denmark and the Netherlands. Porter's national diamond was regarded as the most comprehensive model to analyse the sources of competitiveness at an industry level. However, an adaptation of the model was developed in order to make it suitable for the particular case study of the Irish pig industry. The 'multiple-linked' diamond developed in this study included a direct role of government and linked Ireland's home based pig industry to that of its main trading partners. Measures of competitive 'potential', 'process' and 'performance' were used to described the elements of the diamond. The animal welfare and environmental regulations affecting commercial pig producers in the countries studied were identified. The review of standards revealed that more stringent operational constraints were imposed on pig producers in the other countries studied than in Ireland. The examination of the industry structure indicated that although Ireland's pig industry has benefited from its specialisation and concentration levels, it has not attained the integration that is considered necessary to achieve a sustained international competitive advantage. The comparison of costs of production showed that Ireland was a lowest cost producer. Costs of compliance with environmental regulations were highest in the Netherlands followed by Denmark, the UK and finally Ireland. Manure management costs represented between 4 to 6 per cent of total production costs. Costs of compliance with animal welfare standards represented around 6 per cent of total production costs. In the UK, most pig producers have already complied with most animal welfare requirements. This process is still under way in Denmark, the Netherlands and Ireland. Amongst these, Ireland was identified as the country where most pig units were in breach of the required standards. Thus in the relative short term, if other things remain equal, Ireland would face a cost disadvantage against the other countries studied. The possibility of recovering the costs of implementing higher standards of animal welfare and environmental protection in the market place was investigated. Based on the opinions of retailers and industry experts it was found that consumers were more concerned with food issues other than animal welfare and environmental "friendliness".</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301643542</dc:coverage> | |
| <dc:description>U183280</dc:description> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:00:28</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Drew University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Lartey</foaf:surname> | |
| <foaf:givenname>Seth Osibisa</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4696"/> | |
| <dc:subject>0318:Religion</dc:subject> | |
| <dc:subject>0321:Bible</dc:subject> | |
| <dc:subject>0469:Theology</dc:subject> | |
| <dc:subject>0527:Religious education</dc:subject> | |
| <dc:subject>Baptism</dc:subject> | |
| <dc:subject>Bible</dc:subject> | |
| <dc:subject>Christian education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Infant baptism</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Philosophy, religion and theology</dc:subject> | |
| <dc:subject>Religion</dc:subject> | |
| <dc:subject>Religious education</dc:subject> | |
| <dc:subject>Theology</dc:subject> | |
| <dc:title>The theology of baptism: Equipping parents to be Christian educators after infant baptism</dc:title> | |
| <dcterms:abstract>"The Theology of Baptism: Equipping Parents to be Christian Educators After Infant Baptism" was an intensive, church-based project which lasted for one year and twenty days respectively. It was constructed to educate eight African-American and two non African-American families (one from Liberia, West Africa and one from Trinidad, West Indies), about the sacrament of Infant Baptism and the role of parents. This project was designed to equip parents to understand the biblically informed responsibilities of training children in spiritual matters, to analyze systematically the mandate for baptism given by the church and to develop in participants the skills needed to formulate rituals to celebrate the first eighteen years of a baptized child's life. The parents were from Goler Memorial African Methodist Episcopal Zion Church located at 630 North Patterson Avenue in Winston-Salem, North Carolina. The Holy Bible is abundantly clear on the role of parents in the life of the child. Proverbs 22:1-6 served as the biblical basis for this project. The particular verse of interest was the 6th verse, which states, "Train up a child in the way the child should go; and when child is old, the child will not depart from it". Dealing with this verse critically, "train up" is the Hebrew word Chanak, which means to initiate, to teach, to dedicate, to consecrate, and to inaugurate. It also means very early training of children. The assumption of this text is that the ones doing the training have the "know-how" to train a child. The requirement that the bible places upon the parents is the root cause of this project. The distinct purpose of this project was to formulate a theological curriculum of Infant Baptism, to be used to train and equip parents to be the teaching agents of grace and Christian educators as soon as possible after Infant Baptism. In the teaching sessions, parents were evaluated on the nature of Christian baptism and they were provided with the knowledge required to understand the nature and method of nurturing infants to comprehend the doctrines of the Christian faith. The sessions included a pre-test as well as a post-test which was designed to determine the level of knowledge and experience possessed by parents regarding Infant Baptism. Following the pre-test, the participating parents were introduced to the theological foundation of the project (i.e. Proverbs 22:1-6), the problem in the ministry (i.e. adults who had been baptized as infants desired to be re-baptized), and a fifteen hour training session which equipped parents on the fundamentals of the sacrament of Infant Baptism, issues in child psychological development, understanding the stages of faith in the development of faith in the child and finally, the parents were instructed in the process of establishing an eighteen year ritual to celebrate the infant's baptism.</dcterms:abstract> | |
| <z:type>D.Min.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>170</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/288390638?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>288390638</dc:coverage> | |
| <dc:description>3103766</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:52</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The Pennsylvania State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ledikwe</foaf:surname> | |
| <foaf:givenname>Mary Harris</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16899"/> | |
| <dc:subject>0351:Gerontology</dc:subject> | |
| <dc:subject>0570:Nutrition</dc:subject> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>Gerontology</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health care</dc:subject> | |
| <dc:subject>Nutrition</dc:subject> | |
| <dc:subject>Nutritional risk</dc:subject> | |
| <dc:subject>Older adults</dc:subject> | |
| <dc:subject>Older people</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Quality of life</dc:subject> | |
| <dc:subject>Rural</dc:subject> | |
| <dc:subject>Rural areas</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Studies</dc:subject> | |
| <dc:title>Nutritional risk among rural older adults: Influences on quality of life and health care contacts</dc:title> | |
| <dcterms:abstract>The identification of modifiable factors associated with life quality and healthcare contacts in later life is important. Nutritional factors are an ideal target as indicators of nutritional status have been associated with adverse health outcomes. This study explored relationships between measures of nutritional risk and determined if nutritional status was predicative of future life quality and healthcare contacts. This was a longitudinal study based on a random sample of community-dwelling rural older adults (n = 181). Each participant received a baseline home visit for the collection of demographic, health, and anthropometric data and a blood sample. A nutrition risk screen and five 24-hour diet recalls were administered by telephone. Five years after baseline, the SF-36 quality of life survey was administered by telephone to follow-up participants (n = 123). Chart reviews were used to assess healthcare contacts made over the timeframe of three to five years past baseline for follow-up participants still receiving healthcare from Geisinger (n = 114). The first analytic phase found that elevated weight status was common and associated with other indicators of nutritional risk. This indicates obesity can be associated with unfavorable nutrient intakes, low diet quality scores, and compromised plasma biomarker values, especially among women. Further exploring the relationships between obesity and nutritional risk, the second analytic phase established that specific dietary patterns were related to weight status and nutritional status. Participants with a 'low nutrient dense' dietary pattern were twice as likely to be obese, twice as likely to have low plasma vitamin B12 levels and three to 17 times more likely to have low nutrient intakes. This suggests the relationships between obesity and nutritional risk found in the first analytic phase were linked to higher consumption of specific low nutrient dense foods including sweet breads, dairy desserts, processed meats, and fat and oils as well as lower consumption of high nutrient dense foods including cereals, fruits, and vegetables. The final analytic phase provided evidence for the long-term impacts of nutritional status, indicating that diet quality, weight status and several risk screening constructs have an independent, long-term impact on the life quality and healthcare contacts of rural older individuals.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>109</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/304275980?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>304275980</dc:coverage> | |
| <dc:description>3106274</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:38</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The Chicago School of Professional Psychology</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Leinwand</foaf:surname> | |
| <foaf:givenname>Kim T</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4840"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Family therapy</dc:subject> | |
| <dc:subject>Minuchin's structural family therapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Selective mutism</dc:subject> | |
| <dc:title>A reinterpretation of selective mutism using Minuchin's family systems model: A case study of a seven-year-old female</dc:title> | |
| <dcterms:abstract>There is a paucity of available literature on the diagnosis and treatment of selective mutism (Anstendig, 1998). Although rare, this disorder often becomes more intractable over time (Labbe & Williamson, 1984). The future ramifications of the condition can be quite serious if the disorder is not diagnosed or treated (Kolvin & Fundudis, 1981). Reports that describe selective mutism cases frequently provide a similar pattern of family characteristics. However, the relationship between these characteristics and the disorder itself typically is ignored in many treatment settings. Although many authors discuss the importance of including the family as part of treatment, family members are often used as consultants rather than direct participants in the therapy. Family systems interventions are rarely reported in cases of selective mutism diagnosis and treatment (Lindblad-Goldberg, 1986). The purpose of this qualitative dissertation is to reinterpret the case of a young, female, Caucasian child with selective mutism, using Minuchin's Structural Family Therapy Model. Employing a Type II single clinical case design, the application of family therapy interventions and an examination of their usefulness in diagnosis and treatment will exemplify the importance of family focused treatment modalities. This re-analysis will augment the current literature as it provides an example of the relationship, not previously described in depth, between family therapy and the successful treatment of a child diagnosed with selective mutism. Retrospective, archival data includes: emotional and behavioral assessment, medical assessment and history, psycho-social assessment, treatment plans, staffings, school observations and interviews, individual and family psychotherapy clinical notes from outpatient treatment, and follow-up outpatient treatment. The discussion describes the use and efficacy of the Minuchin Structural Family Therapy Model and other ancillary treatment modalities as applied to a specific case of selective mutism. Recommendations regarding diagnosis and treatment from the family therapy perspective will be made.</dcterms:abstract> | |
| <z:type>Psy.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>70</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305228086</dc:coverage> | |
| <dc:description>3112156</dc:description> | |
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| <foaf:name>Royal Roads University (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Leyland</foaf:surname> | |
| <foaf:givenname>Maureen Lesley</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_21722"/> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>0680:Health education</dc:subject> | |
| <dc:subject>0710:Educational software</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational software</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health education</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:title>Is the health care team of a major provincial treatment centre ready to consider complementing its face-to-face diabetes educational program, for families of children newly diagnosed with type 1 diabetes, with a distributed learning and support (DLS) program capitalizing on the interactive communications capabilities of current educational technologies?</dc:title> | |
| <dcterms:abstract>This qualitative research study assessed the readiness of the Diabetes Program at a major provincial paediatric hospital to consider complementing its current face-to-face teaching program with some form of interactive, computer-based learning and support program. Parents of paediatric patients recently diagnosed with Type 1 diabetes were asked for their opinions about this possibility, as were the frontline healthcare providers and their professional directors. Parents were unanimously in favour of such a development irrespective of where they resided, in order to support families as they learn to manage a chronic health condition. Other participants were mostly supportive of the concept but tended to think that it could only be made a reality if funding is available. This would allow for design and development of such a program and allow for training, so healthcare staff can learn the skills for practicing in such a new medium. Most frontline staff expressed concerns about their current workloads and whether a new way of practice would impact negatively on their day-to-day work. The mandate of this provincial paediatric hospital is to find ways to best serve paediatric patients and their families across the province. The literature strongly suggests that healthcare professionals must begin to use computers for interactivity with those they serve. In a time of budget constraints and escalating healthcare costs, healthcare administrators will need to find ways to encourage staff trained in traditional ways of practice to embrace the new technologies for cost-efficient and cost-effective practice.</dcterms:abstract> | |
| <z:type>M.A.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>86</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>University of London, University College London (United Kingdom)</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Li</foaf:surname> | |
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| <link:link rdf:resource="#item_21698"/> | |
| <dc:subject>0308:Biostatistics</dc:subject> | |
| <dc:subject>Biological sciences</dc:subject> | |
| <dc:subject>Biostatistics</dc:subject> | |
| <dc:subject>DXN079524</dc:subject> | |
| <dc:title>Influences on growth: a study of two generations based on the 1958 British birth cohort</dc:title> | |
| <dcterms:abstract>Height is a well-established health indicator, which is determined by genetic and early environmental factors. This thesis investigates (i) contributions of a wide range of early environmental factors on growth at each life stage; (ii) whether the strength of the associations has changed between two generations; and (iii) whether social inequalities in height have narrowed. The study is based on the 1958 British Birth Cohort, all born 3rd-9th March 1958, followed up at 7, 11, 16, 23, 33, and 41y, and their offspring. Fetal and childhood influences on growth of cohort members were examined using information on height at all ages simultaneously. Multivariable response models were used to explore these effects on growth trajectories, because these models take into account the fact that measurements on the same individual are correlated and also allow the comparison of the strength of associations across ages. Multilevel models were applied to compare the early life influences on childhood height between two generations taking account of correlations between cohort members and their offspring, and offspring themselves within families. Early life factors, including maternal smoking during pregnancy, social class, family size, household crowding, and parental divorce, had stronger effects on childhood height than on adult height. This suggests that children whose growth is adversely affected by unfavourable early conditions may catch up later. Childhood height is therefore a better indicator of early life circumstances than final adult height. However, the impact of some influences has changed over time, with some factors (i.e. maternal smoking, breastfeeding, maternal age at childbirth, social class, number of younger siblings, crowding, maternal education, and parental divorce) showing a decline in importance in a younger generation. Increases in height across generation, i.e. the secular trend, were due to a greater height gain in manual social class. This resulted in a narrowing of inequalities in height in more recently born British children.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
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| <dc:coverage>301685683</dc:coverage> | |
| <dc:description>U188892</dc:description> | |
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| <foaf:name>North Carolina State University</foaf:name> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Li</foaf:surname> | |
| <foaf:givenname>Zheng</foaf:givenname> | |
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| <link:link rdf:resource="#item_10906"/> | |
| <dc:subject>0541:Biomedical research</dc:subject> | |
| <dc:subject>0544:Electrical engineering</dc:subject> | |
| <dc:subject>Applied sciences</dc:subject> | |
| <dc:subject>Biomedical research</dc:subject> | |
| <dc:subject>Electrical engineering</dc:subject> | |
| <dc:title>Using robotic hand technology for the rehabilitation of recovering stroke patients with loss of hand power</dc:title> | |
| <dcterms:abstract>Stroke is the third leading cause of death in the United States. Nearly 700,000 people suffered from stroke last year and two thirds of them survived but were left with any number of disabilities, one such disability is upper extremity hemiplegia. If the hand and arm doesn't have therapy immediately after stroke, it will lose it power and muscle control, resulting in a claw like appearance and loss of function. Activities of the patient daily living will be significantly effected. Current therapy on the affected limb in the hospital is expensive and difficult to manage due to the limited amount of resources compared to the number of patients. We introduce a pneumatic actuated wearable hand and forearm device in this thesis. It is designed according to the hand and arm kinematics. It can help the patients keep power on each finger and help maintain the coordination of different fingers to achieve daily living movements. It consists of forearm brace, rehabilitation glove and artificial muscles. The custom made artificial muscles also known as McKibben Artificial Muscles are used in antagonistic pairs to control the fingers flexion and extension. The rehabilitation device is small, lightweight, home-based, and has large force capabilities. It is also affordable to the patients due to the specially designed low-cost artificial muscles. The rehabilitation device was controlled by solenoid valves in conjunction with a Mitsubishi M32/83C 16-bit micro controller. Experiments on the pneumatic elbow brace have shown that it is capable of moving each finger from full extension to flexion, to perform actions like pinching and allows the coordinated movement of two fingers.</dcterms:abstract> | |
| <z:type>M.S.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>143</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305313825</dc:coverage> | |
| <dc:description>EP10267</dc:description> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Harvard University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>Liu</foaf:surname> | |
| <foaf:givenname>Xiaodong</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_21746"/> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>China</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Parenting</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychological adjustment</dc:subject> | |
| <dc:subject>Rural families</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Parenting practices and the psychological adjustment of children in rural China</dc:title> | |
| <dcterms:abstract>In this dissertation, guided by the conceptual framework of the ecological model, I investigated (1) the relationship between parental behaviors and children's psychological well-being in the contexts of family and community; and (2) the intermediate role that parental behaviors play in linking children's and other familial characteristics with children's mental health in a sample of 2000 children in rural northwest China. The hypotheses leading this study are that (1) the effects of parental behaviors on children's psychological adjustment differ depending upon familial and communal characteristics; (2) characteristics of children, families, and communities affect parenting behaviors, which, in turn, are directly linked to children's psychological adjustment. This dissertation is composed of a general introduction, three articles, and a general conclusion. Using multiple regression analysis, I inspected the relationships between parental behaviors and child psychological maladjustment in the first article. In the second article, multilevel regression analysis was used to examine the impacts of community SES and community environment of parenting on child maladjustment and on the parenting-child-development relationships. In the third article, I used structural equation modeling to test the mediating role of parental behaviors in connecting the paths from child characteristics and family variables to child internalizing and externalizing studies using a large-scale survey data to investigate the effect of parenting practices on children's psychological adjustment in a poor, rural population. The findings from this study not only contribute additional insight to our view of the variability that characterizes parental behaviors and children's developmental trajectories, but also serve as a guide for integrating family processes and communal contexts in prevention and intervention directed at children and adolescent psychological health in this under-studied population.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>189</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305337977</dc:coverage> | |
| <dc:description>3100149</dc:description> | |
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| <foaf:name>University of Nevada, Las Vegas</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Lord Thomas</foaf:surname> | |
| <foaf:givenname>Sandra Jean</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_16779"/> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Admissions</dc:subject> | |
| <dc:subject>College choice</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Parental</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>School counselors</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>The college choice phenomenon: An exploration of parental perceptions</dc:title> | |
| <dcterms:abstract>Napoleon Bonaparte coined the maxim; "The future destiny of the child is always the work of the parent" (Evans, 1971, p. 18). A parent plays a key part in the development and progression of a child. Consequently, children often adopt parental perceptions of the world around them. The college choice phenomenon is no exception; parents perform a critical role. The purpose of this study was to examine the role parents played in the college choice phenomenon. The study employed a qualitative research approach with a quantitative component to explore parental perceptions and the interrelated roles of parents, students, high school counselors, and admissions representatives. The total population of high school junior students in the Camino River Union High School District was surveyed to obtain supporting information regarding parental influence and involvement and the perception between college characteristics. Using the total population counselors identified a maximum variation sample of ten college-bound students and their parents. This sample, along with two counselors and six admissions representatives from the top feeder higher education institutions for the participating school district completed the phenomenological portion of this work. New survey instruments were developed for the purpose of this research. Descriptive statistics and phenomenological analysis indicated current parental roles and the relationships between college choice sets and participants. Findings reported parents perceived more influence over their students college choice processes than their students designated. Yet, parents felt they were not as involved in college choice as their students indicated. Phenomenological interviews revealed students perceived added influence and involvement from parents who secured some degree of higher education. Parents who possessed little exposure to higher education limited their involvement in college choice, but not their general influence for college. In this study, parents winnowed important characteristics of college choice down to five factors: location, area of interest, campus safety, campus size, campus environment, and college costs. Students, counselors, and representatives report similar choice set patterns. Across participant groups, college websites were the most valuable contemporary source of information. The research presents an exhaustive phenomenological essence statement, along with a point-in-time parent model of the college choice phenomenon. Implications for higher education, high school counselors, and parents are discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>197</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>University of Oregon</foaf:name> | |
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| <foaf:Person> | |
| <foaf:surname>MacNamara</foaf:surname> | |
| <foaf:givenname>Tamara Brook-Linn</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4594"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Foster care</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:subject>Specialized foster care</dc:subject> | |
| <dc:subject>Trauma</dc:subject> | |
| <dc:title>Variability in current practice used in confronting trauma in the lives of the nation's children who live in foster care: A national survey of specialized foster care services</dc:title> | |
| <dcterms:abstract>The United States has experienced a dramatic growth in the number of children removed from their families and placed in substitute care settings--both in family-based and institutional-care environments. This pattern of growth represents: (a) an escalating number of reports of child maltreatment and neglect requiring system response; (b) an unprecedented volume of active cases adding to the overburdening of the system; and (c) an increase in the severity of child and family conditions requiring effective approaches to every facet of child welfare services. Current movements toward innovative models of care such as Specialized Foster Care attempt to address the complex emotional and behavioral disorders of children in a community-based setting with individualized and highly supported services. Two studies seem to be missing from the body of research about Specialized Foster Care, the first to begin to understand the variability of the programs. Once variability is established, a second study on outcomes of care can be analyzed reflecting the differences in services provided. Research comparing the attributes of Specialized Foster Care organizations is a first step toward building a knowledge base than can be used to develop and implement effective and efficient support for children with emotional or behavioral disorders. This study developed base-line information on current specialized foster care services and organizations. Specialized Foster Care organizations were assessed in five areas: (a) purpose and organizational structure; (b) developmental, educational, and family characteristics of each program's child population, (c) types of services organizations provide children, birth families and adoptive families; (d) assessment tools utilized and evaluation procedures and requirements; and (e) staff development characteristics and current programming needs. Based on the findings that emerged from the study of Specialized Foster Care programs, characteristics and variability of programs were analyzed. This analysis of the multiple attributes of preventive and comprehensive programs offered quantitative baseline data and design framework for future studies of specialized programs that care for children who are wards of the state.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>224</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305309779?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305309779</dc:coverage> | |
| <dc:description>3095261</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_4594"> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 18:57:50</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Arizona State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>MacNeille</foaf:surname> | |
| <foaf:givenname>Kem Joanna Tenney</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16839"/> | |
| <dc:subject>0530:Teacher education</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>Arizona</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Family-school partnerships</dc:subject> | |
| <dc:subject>High schools</dc:subject> | |
| <dc:subject>Navajo County</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:subject>Teacher education</dc:subject> | |
| <dc:title>Parental involvement viewed from three high schools in Navajo County, Arizona</dc:title> | |
| <dcterms:abstract>Family involvement declines during secondary education. This study examines survey data from administrators, parents, teachers and students of 10th grade at three different rural Arizona Navajo County Schools. Chi-squared tests were utilized to detect a difference in the attitudes of the different groups defined by race, gender, position, educational level and school. To ensure a family-wise confidence level of .05, a Bonferroni correction was made: p < .0001. No significant results were found between the schools. However, views between the groups did show three significant differences: (1) White Americans responded more frequently that parents should be involved in their child's secondary education; (2) respondents with higher levels of education answered in disagreement that involved parents undermine the authority and effectiveness of schools; and (3) adults tend to disagree more than students to the same assertion. To evaluate specific views of family involvement to assist the schools in their development of partnership programs, percentages of survey responses were calculated. At least 50% or more agreed to the following: (1) parents should be involved in their child's secondary education; (2) parental involvement is as important during secondary years as during the elementary years; (3) parental involvement increases secondary students' academic success; (4) parents with limited English and education still need to be involved; (5) involved parents do not undermine the authority nor effectiveness of schools; (6) participants felt their school encourages parental involvement (although percentages were low on specific examples); (7) all groups involved are responsible for initiating family involvement; (8) schools and parents should participate on all types of family involvement; and (9) student desire for independence was the largest response (39%) for barriers to involvement. The author concludes that the majority of participants and schools view parental involvement as beneficial in secondary education. However, continued focus and growth in parental involvement is needed to boost the weak areas and fortify the strong ones.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>111</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305339575?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305339575</dc:coverage> | |
| <dc:description>3105542</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16839"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:34</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Wilmington College (Delaware)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Marchio</foaf:surname> | |
| <foaf:givenname>Tony J</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16863"/> | |
| <dc:subject>0325:African Americans</dc:subject> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>Achievement gap</dc:subject> | |
| <dc:subject>African Americans</dc:subject> | |
| <dc:subject>African-American</dc:subject> | |
| <dc:subject>Caucasian</dc:subject> | |
| <dc:subject>Delaware</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>School improvement</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>A comparison of the perceptions of African American and Caucasian parents on issues that may impact improvement in a Delaware school district</dc:title> | |
| <dcterms:abstract>This study was conducted to determine if differences existed in the perceptions of African American and Caucasian parents concerning issues that impact the improvement of a Delaware school district, which may effect the achievement of their children. There is a considerable student achievement gap across our country, across our state, and in the district studied. School district officials concerned about student achievement may benefit from this study, which attempted to identify parents' perceptions of factors that may be perpetuating differences in student achievement. The primary research procedures used in this study included a telephone survey of 101 parents of children in the district, follow-up telephone interviews with 60 Caucasian and African American parents of high, average, and low-achieving students, and 4 focus group meetings of 8 parents each. In all, 193 parents participated in the study. The data collected from all three methods used in the study revealed that no substantive differences existed in the perceptions of Caucasian and African American parents concerning issues that may impact school improvement. Both groups of parents indicated a strong desire for more rigorous classes, more programs for struggling students, more involvement in decision making, and more career programs. Moreover, both groups of parents provided a negative reaction to a longer school day, a longer school year, and a stricter code of conduct. An open-ended question revealed that both Caucasian and African American parents share similar perceptions for the improvement of their school district and have very similar concerns. The information from this study can help school officials in the district studied to plan effective strategies for addressing students' under achievement. Moreover, while the achievement gap between Caucasian and African American students is a complex issue involving many factors, educators who might have attributed the achievement gap, in part, to parents with different perceptions on issues that may impact improvement should search for other factors, such as teacher expectations, school climate, and other internal influences over which they would have much more control.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>124</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305233685?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305233685</dc:coverage> | |
| <dc:description>3098500</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16863"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:38</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=A+comparison+of+the+perceptions+of+African+American+and+Caucasian+parents+on+issues+that+may+impact+improvement+in+a+Delaware+school+district&issn=&date=2003-01-01&volume=&issue=&spage=&au=Marchio%2C+Tony+J&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <link:type>text/html</link:type> | |
| </z:Attachment> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>McMaster University (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Markle-Reid</foaf:surname> | |
| <foaf:givenname>Maureen</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16953"/> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>0769:Health care</dc:subject> | |
| <dc:subject>Cost reduction</dc:subject> | |
| <dc:subject>Elderly</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health care</dc:subject> | |
| <dc:subject>Home care</dc:subject> | |
| <dc:subject>Home health care</dc:subject> | |
| <dc:subject>Nurses</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>Nursing health</dc:subject> | |
| <dc:subject>Older people</dc:subject> | |
| <dc:subject>Personal support</dc:subject> | |
| <dc:subject>Preventive care</dc:subject> | |
| <dc:subject>Preventive medicine</dc:subject> | |
| <dc:subject>Social support</dc:subject> | |
| <dc:subject>Studies</dc:subject> | |
| <dc:title>Frail elderly home care clients: The effects and expense of adding nursing health promotion and preventive care to personal support services</dc:title> | |
| <dcterms:abstract>Objectives . (1) Develop, implement and evaluate a new model for delivering services to frail seniors, focussing on health promotion and preventive care provided by a Registered Nurse within the context of home care services. (2) Provide information on the health outcomes and costs associated with existing policies regarding the provision of preventive home care services for frail seniors living at home. (3) Provide scientific support for the role of a Registered Nurse in health promotion and preventive care within the context of home care services. Intervention . Proactive health promotion and preventive care provided by a Registered Nurse for frail elderly home care clients eligible for personal support services. The intervention consisted of a minimum of one contact (primarily home visits) per month by an RN over a 6-month period. Research design . Randomized controlled trial with baseline (pre-randomization) and 6 month follow-up and outcome assessment. Sample and setting . 94 individuals (44 experimental, 50 controls) 75 years and older newly referred to and eligible for personal support services through a home care programme in Southern Ontario, Canada. Results . Clinically and statistically significant improvements in physical and mental health functioning and increased level of perceived social support for clients was associated with the study intervention at no additional expense from a societal perspective. There was an economically important difference in the use of acute hospitalization in the intervention group compared to usual care which translates into an annual cost saving of $200,879 within 1 year for every 100 elderly home care clients. Implications . Under the current home care delivery system, this study demonstrates that it is more effective and no more expensive to provide proactive RN health promotion to a general population of frail seniors than to provide professional services on a reactive and piecemeal basis.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>305</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305312267?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305312267</dc:coverage> | |
| <dc:description>NQ86475</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16953"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:42</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=Frail+elderly+home+care+clients%3A+The+effects+and+expense+of+adding+nursing+health+promotion+and+preventive+care+to+personal+support+services&issn=&date=2003-01-01&volume=&issue=&spage=&au=Markle-Reid%2C+Maureen&isbn=9780612864757&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305280313?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>West Virginia University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Martin</foaf:surname> | |
| <foaf:givenname>Willard Michael</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21728"/> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>0530:Teacher education</dc:subject> | |
| <dc:subject>Beginning teacher</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>Elementary educators</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>Teacher education</dc:subject> | |
| <dc:title>Parent involvement and the beginning teacher: The story of three elementary educators</dc:title> | |
| <dcterms:abstract>Numerous studies conclude that parent involvement in education benefits student achievement and improves the overall quality of schools. However, limited descriptive evidence exists that beginning teachers are being acculturated to parent involvement. The voice of the beginning teacher is relatively silent in the parent involvement literature. Such information could provide school leaders with deeper insight into the impact of parent involvement experiences on beginning teachers and the apparent gulf that exists between preservice training and parent involvement skills required of beginning teachers. The case study approach was used to provide a description of how three beginning, elementary classroom teachers experienced and were acculturated to parent involvement in a public school district in Northern Virginia. Interviews with the three participants were the chief data sources. Interview questions were designed to elicit responses across the four types of parent involvement examined in this study: communicating, learning at home, parenting, and volunteering. Data were analyzed with the constant comparative method as described by Maykut and Morehouse (1994). The results of this study could be used: (1) to give school administrators an informed view of how teachers experience the involvement of parents in their schools and classrooms, (2) to provide information that will influence school administrators and staff development coordinators to incorporate current research into the acculturation process for beginning teachers, and (3) to provide information about beginning teachers' attitudes toward parent involvement that may be helpful to staff development specialists interested in developing programs to address the issue. Findings suggest that principals, mentors, and staff development specialists provided these beginning teachers with useful assistance related to communicating and volunteering, but little assistance was given in the areas of learning at home and parenting. Certain veteran teachers chose to vilify parents unnecessarily while other, well-meaning teachers relieved their young colleagues of crucial job responsibilities. Respect for the knowledge parents possess about their children was an important component in establishing positive parent-teacher relationships. The tendency for involvement to decrease as students progress through grade levels was examined.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>110</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305280313?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
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| <dc:coverage>305280313</dc:coverage> | |
| <dc:description>3094590</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:43</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <foaf:name>Kansas State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Masi</foaf:surname> | |
| <foaf:givenname>Maria Victoria</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4528"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Countertransference</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Marriage and family therapists</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>The impact of psychotherapy clients on marriage and family therapists</dc:title> | |
| <dcterms:abstract>Generative marriage and family therapists were family therapists who, in addition to their clinical responsibilities, trained, taught, and supervised the next generation of therapists. This phenomenological study explored the impact of psychotherapy clients on generative marriage and family therapists. Of particular interest was how family therapists experienced, changed, and integrated the effects of clients into their professional and personal lives. To understand the experiences of the generative family therapists, semi-structured qualitative interviews were conducted with six well known generative therapists from the field of marriage and family therapy. The phenomenological method was used, because it provided a way of discovering the essential meanings and essences of client-impact from the generative therapists' descriptions of their experiences. The essence of client-impact for generative therapists in this study was found to be a process of change that therapists underwent due to their interactions with clients. Early in the process, participants associated client impact with reported intense and often dark feelings, but as they assisted clients through their struggles and came to a better place themselves, many generative therapists were left with positive feelings and lessons that they soon integrated into their professional and personal lives. Most generative therapists felt enriched, broadened, and improved by their therapeutic relationships with clients. They also gained a new admiration, respect, and appreciation from clients. Struggling through difficulties with clients and learning through their interactions with clients helped many generative therapists to improve themselves. The implications of the essence of client-impact, as well as reflections of the researcher on the essential themes of this study were discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>308</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305317680</dc:coverage> | |
| <dc:description>3090375</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:49</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Southampton (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Matti</foaf:surname> | |
| <foaf:givenname>Salah</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16700"/> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>Air pollution</dc:subject> | |
| <dc:subject>Asthma</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Indoor air</dc:subject> | |
| <dc:subject>Mothers</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Respiratory disease</dc:subject> | |
| <dc:title>Exposure to indoor air pollution and the risk of upper and lower respiratory disease in asthmatic children and their mothers</dc:title> | |
| <dcterms:abstract>Clinical evidence from previous epidemiological studies suggests that there is a link between indoor air pollution and the respiratory illness, the following study aimed to test this hypothesis in asthmatic children and their mothers. 84 asthmatic children and their mothers (12 were asthmatic) were followed up for a period of one year. Upper and lower respiratory tract symptoms and peak expiratory flow measurements were recorded daily using diary cards. An experienced paediatrician inspected visually the diary cards and identified the respiratory episodes over the study period. Area under/above the curve (median was used as a baseline) was used to define the severity of the episodes. Four home visits were carried out to measure the levels of indoor air pollutants and co-factors (NO 2 ; VOCs; Formaldehyde; CO; Cotinine; Particulate matter (respirable:PM10 ); Der p I; Dampness). Poisson regression and logestic regression analyses were used to study the relationship between the episodes and the indoor environment. In children, this study demonstrated the following findings: (1) Positive association between NO2 personal & kitchen mean) and the frequency of LRT episodes, but the episodes were milder in those with high kitchen NO 2 . (2) Positive association between formaldehyde and the frequency of PEF episodes. (3) Exposure to CO, PM10 increased the severity of LRT, PEF episodes. There was a positive association between the severity of URT episodes and kitchen peak NO2 . (4) Exposure to PM 10 increased the incidence of LRT and PEF episodes following the occurrence of upper respiratory tract episodes. Among mothers, this study demonstrated the following findings: (1) A positive association between dampness and PEF episodes. (2) In the analysis of the severity of the episodes, exposure to PM10 and VOCs increased the severity of URT episodes. (3) A positive association was demonstrated with PM10 and cotinine. (4) Mothers with high kitchen peak NO2 have reported less URT symptoms, and those with high urine cotinine the episodes were milder and less frequent. It also seems there were milder LRT symptoms among mothers with high NO2 levels, and the episodes were shorter in relation to formaldehyde. PEF episodes were milder among mothers with high indoor exposure to NO2 (kitchen) and formaldehyde. Our study suggests that some of the indoor environmental factors have a detrimental health effects on asthmatic children and their mothers.</dcterms:abstract> | |
| <z:type>D.M.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305216543</dc:coverage> | |
| <dc:description>C817208</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16700"> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:26</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Illinois at Chicago</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Mayberry-Dunn</foaf:surname> | |
| <foaf:givenname>Theresa</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_16827"/> | |
| <dc:subject>0325:African Americans</dc:subject> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>African Americans</dc:subject> | |
| <dc:subject>African-centered</dc:subject> | |
| <dc:subject>Cultural lessons</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Head Start</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:title>Cultural lessons: Comparing an African-centered with a more traditional Head Start program</dc:title> | |
| <dcterms:abstract>An African-centered cultural model for preschool education is examined in this study of 3-, 4-, and 5-year-old African-American children from economically disadvantaged families. Children participated in either a traditional Head Start program or a specialized program that emphasized African culture, history, and values. Children were evaluated for cognitive development using the Early Screening Inventory (ESI) and for self-esteem using the Behavioral Assessment of Self Esteem (BASE). Measurement took place at the start of the academic year and was repeated approximately 8 months later. Teachers rated parent participation in the program and parents provided ratings of their satisfaction with their children's preschool experience. To verify that the two classrooms actually differed in curriculum and environment, extensive interview and observation data were collected and analyzed. No significant effects were found for the two groups on the ESI or BASE scores. Parents from the traditional Head Start program received higher ratings for parental involvement than the parents from the African-centered program. No differences were observed in parent satisfaction. Classroom observations, parent and teacher focus groups, and document reviews revealed similarities and differences in the curriculum and environment of the two programs, and also provided illustrations and insights that aided in the interpretation of the quantitative findings. The results were discussed in terms of the impact of attrition on appropriately analyzing developmental outcomes. Measurement issues and biases were also discussed as possible influences on the results.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>185</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305240449?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305240449</dc:coverage> | |
| <dc:description>3083879</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16827"> | |
| <z:itemType>attachment</z:itemType> | |
| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:34</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The Catholic University of America</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Mayer</foaf:surname> | |
| <foaf:givenname>Lynn Milgram</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10804"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Caregiver role</dc:subject> | |
| <dc:subject>Child</dc:subject> | |
| <dc:subject>Developmental delay</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Parent-child interaction</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social support</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>The impact of child's developmental delay, caregiver role, and social support system on parent-child interaction</dc:title> | |
| <dcterms:abstract>Children, from birth to three years of age, are exposed to numerous stressors that affect their well-being and development. During this developmental period, social workers are concerned with risk factors that threaten well-being and with protective factors that promote resiliency. A proven protective factor is parent-child interaction. Two major risk factors in the social environment are involvement in the child welfare system and poverty. Based upon previous research that demonstrates that these risk factors jeopardize parent-child interaction, this study explored the effects of caregiver role (biological or foster mother), child developmental delay, and social support on parent-child interaction. Using relational psychodynamic theory and the ecological perspective as a theoretical framework, specific concepts included attachment, mutual cueing, good-enough mother, goodness of fit, personal space, and niche. This exploratory field study utilized a dominant-less dominant, parallel/simultaneous mixed-method design. Data collection involved three methodologies (observations of parent-child interactions, structured interviews to obtain quantitative data, and open-ended interviews to obtain qualitative data). Forty mother-child dyads were recruited from a child welfare agency on the basis of convenience. Correlational analysis revealed that child developmental delay impacted parent-child interaction as children with developmental delays had lower scores for cueing and responding to cues. Correlational analysis also demonstrated that social support had a significant relationship with parent-child interaction, with parents who had more social support having better quality interactions with their children than parents with lower levels of social support. T-test results indicated that caregiver role affected parent-child interaction. Foster mothers had significantly better interactions than biological mothers. Parent-child interaction regressed on social support, caregiver role, and child developmental delay yielded significant relationships between parent-child interaction and social support and caregiver role. When parent-child interaction was regressed on social support, parent education, and caregiver role to explore the influence of education as a covariate, a significant relationship was found for social support. Content analyses of the qualitative data added breadth and depth to the understanding of the differences in parent-child interaction by caregiver role and child developmental delay. Implications are presented for social work practice, policy, theory development, and future research.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>262</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305348357</dc:coverage> | |
| <dc:description>3084428</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:34</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Connecticut</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>McCoach</foaf:surname> | |
| <foaf:givenname>Dorothy Elizabeth</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_21752"/> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>Achievement grouping</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Cross-classified random effects</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>First-grade</dc:subject> | |
| <dc:subject>Kindergarten</dc:subject> | |
| <dc:subject>Reading growth</dc:subject> | |
| <dc:title>Does grouping matter? A cross-classified random effects model of children's reading growth during the first two years of school</dc:title> | |
| <dcterms:abstract>Prior analyses of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) data indicate that children enter kindergarten with vastly different reading skills and degrees of school readiness. These differences appear to be related to family and home variables, such as ethnicity, parental education level, and socio-economic status. However, classroom and school characteristics also impact students' academic growth during the elementary school years. This study described the trajectory of first time kindergarteners' reading growth and explored the personal, instructional, and environmental factors that influence students' reading growth during their first two years of school. In addition, several analyses examined the association of ability grouping practices, as well as student and school-level variables, on individual change in early reading skills during this time period. A three level HLM model of reading growth provided estimates of student-level and school-level variables that affect reading growth. Two-level gain score HLM models of reading growth over kindergarten and first grade, and two cross-classified random effects models were utilized to study selected teacher and school characteristics that are hypothesized to be related to reading growth across the first two years of school. Several student level characteristics (including ethnicity, socio-economic status, and kindergarten entry age) and school level characteristics (including the percentage of minority students, the percentage of free lunch students, and the sector of the school) were related to students' reading growth over the first two years of school. The relationship between initial reading ability and reading growth was slightly negative during the school year, but positive during the summer months. The frequency with which teachers report using ability grouping was related to reading growth in kindergarten, but not in first grade. Kindergarten teachers use achievement grouping less frequently than first grade teachers. These findings suggest that achievement grouping may have positive effects for kindergarten students of all ability levels.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>162</z:numPages> | |
| <z:language>English</z:language> | |
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| <foaf:name>Queen's University Belfast (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>McDaniel</foaf:surname> | |
| <foaf:givenname>Brenda</foaf:givenname> | |
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| </bib:authors> | |
| <link:link rdf:resource="#item_21800"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Childcare skills programme</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Neglect</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Prevention</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Young children</dc:subject> | |
| <dc:title>Prevention of neglect: The development of a childcare skills programme for vulnerable parents of young children</dc:title> | |
| <dcterms:abstract>Research was undertaken with fifteen young mothers and their children aged 0 to 3 years in a residential assessment unit. All families were vulnerable to neglect because of a range of background factors. Many of the parents had grown up in care; all had experienced maltreatment in childhood. Thirteen families had children on the Child Protection Register under the category of neglect; five of the children were also subject to Interim Care Orders. The literature review explores the range of factors associated with neglect, and the impact of neglect on children. This is presented in a behavioural context, where antecedents and consequences of neglect are discussed. A range of interventions were designed to increase parental skills in areas of childcare that can be linked directly to neglect. These included basic childcare skills, childcare routines, home hygiene, home safety and parent child interaction. Each intervention was adjusted to suit the developmental stage of the child involved. Parents were involved at all stages of assessment and intervention, and in some cases recorded their own progress. Undertaking work in a residential setting allowed direct observation in the natural environment at the normal time for completing childcare tasks. Intervention consisted of verbal prompts, modelling, feedback from checklists and video recordings, and positive reinforcement. Results show that some mothers were able to develop the necessary skills, and maintain progress during follow-up, while other parents could perform tasks but did these inconsistently. Some parents had difficulty responding to cues from their children. Inconsistent parenting emerges as a key theme throughout the studies. Reasons why intervention was effective with some parents and not with others are explored.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>190</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305252917</dc:coverage> | |
| <dc:description>C816306</dc:description> | |
| </bib:Thesis> | |
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| <foaf:Organization> | |
| <foaf:name>Loyola University of Chicago</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| <rdf:Seq> | |
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| <foaf:surname>McElherne</foaf:surname> | |
| <foaf:givenname>Michael T</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16694"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0529:Special education</dc:subject> | |
| <dc:subject>Administrator</dc:subject> | |
| <dc:subject>Child</dc:subject> | |
| <dc:subject>Coping</dc:subject> | |
| <dc:subject>Disability</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Family</dc:subject> | |
| <dc:subject>Parent perceptions</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Special education</dc:subject> | |
| <dc:title>Parent perceptions of administrator attitudes and behavior that impact their family's use of coping strategies with a child with a significant disability</dc:title> | |
| <dcterms:abstract>Families of students with significant disabilities use a wide range of various coping strategies at different stages in their family life cycles in order to cope with the impact of the child's disability on the family system. School administrators who interact with these families manifest certain attitudes and behaviors that may or may not impact the family's use of coping strategies. Family support literature reports that there are specific ways that professionals can assist families in their use of coping strategies, but the literature does not isolate the role of the administrator or illuminate how the attitudes and behaviors school administrators may impact the family's use of coping strategies. Nationally only five states require any coursework in special education for school administrators. The trend toward inclusive programming and the increase in the numbers of students who receive services from regular education administrators in their home schools has created a potential mismatch in terms of the needs of the families of students with significant disabilities and the experience and skills of the administrators who work with those families. This study will explore parent perceptions of administrator attitudes and behaviors and is the first time that the constructs of coping strategies and administrator attitudes and behaviors have been linked in a single study. The study has potential implications for administrative preparation and further research.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>162</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305323040?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305323040</dc:coverage> | |
| <dc:description>3089109</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:05:24</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Windsor (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>McGinnis</foaf:surname> | |
| <foaf:givenname>Jody Ann</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4864"/> | |
| <dc:subject>0569:Nursing</dc:subject> | |
| <dc:subject>0680:Health education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Health education</dc:subject> | |
| <dc:subject>Nursing</dc:subject> | |
| <dc:subject>Parents & parenting</dc:subject> | |
| <dc:title>Health promotion initiative for booster seats: A school-based educational intervention</dc:title> | |
| <dcterms:abstract>The purpose of this study was to investigate the effect of a booster seat educational intervention on the purchasing/obtainment behavior of parents. A quasi-experimental methodology was utilized, including an educational seminar for parents and their children. Data analysis combined a mixed factorial ANOVA, with one between subjects factor (group; intervention vs. control) and one within subjects factor (session; pretest vs. post-test). Pre-test and post-test scores were examined related to the dependent variables of use and obtainment. Analysis of differences in retention of information and child's cooperation using the booster seat were also examined as independent variables. Findings support the development of educational programs focused on parents and children. The information compiled during this study can be used to guide future development of educational programs by advanced practice nurses in the community, as well as in the family practice setting. (Abstract shortened by UMI.)</dcterms:abstract> | |
| <z:type>M.Sc.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>86</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305324855?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305324855</dc:coverage> | |
| <dc:description>MQ82875</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <foaf:name>University of Limerick (Ireland)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:Person> | |
| <foaf:surname>McGreen</foaf:surname> | |
| <foaf:givenname>A M</foaf:givenname> | |
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| <link:link rdf:resource="#item_21686"/> | |
| <dc:subject>(UMI)AAIU586055</dc:subject> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:title>Educational partnership, parent participation: a small scale study into the level of involvement of parents in the leadership and management of Irish second level schools, with particular reference to partnership in education</dc:title> | |
| <dcterms:abstract>This dissertation records a small scale research project which explores the role being played by parents in Irish second level schools. Government, in its White Paper on Education 1995, and in the Education Act 1998 endorse and encourage the ideal of active parental involvement. It is a matter of concern that the reality compares badly with this ideal. To create a framework for this research, a comprehensive review of the relevant available literature on educative management and leadership and on vision in education, leading to the creation of effective schools, was undertaken. The role of parents in education, with particular reference to the situation pertaining to the United Kingdom and to the United States, was examined creating a context for the evaluation of the situation pertaining in Ireland. A qualitative approach was taken, interviewing ten parents who were actively involved with either boards of management or parent associations. The findings from the interviews are presented and discussed. Literature already reviewed is referred to which facilitates the presentation of conclusions and recommendations. The thesis concludes that, whereas there is a strong desire from parents for partnership, true parental partnership in Irish Second Level Schools is still far from actualisation.</dcterms:abstract> | |
| <z:type>M.Ed.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/1415198194?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>1415198194</dc:coverage> | |
| <dc:description>U586055</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:38</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
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| <foaf:name>University of Kentucky</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>McIntosh</foaf:surname> | |
| <foaf:givenname>Henley</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_21896"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Kentucky</dc:subject> | |
| <dc:subject>Middle schools</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:title>A descriptive profile of parental involvement in selected Kentucky middle schools</dc:title> | |
| <dcterms:abstract>The importance of parent involvement in children's academic achievement is well documented. The literature suggested that administrators' and teachers' actions may impact parent attitudes toward the school. Therefore, the purpose of this study was to describe the relationship between parents' attitudes about their children's school and parents' perceptions about Epstein's model of parent involvement predictors. The following questions directed the study conducted in the winter of 2001: (1) Is there a relationship between parents' perceptions of school-to-home communication and parents' attitudes about their children's school? (2) Is there a relationship between parents' perceptions of the importance of school for their children and parents' attitudes about their children's school? (3) Is there a relationship between parents' perceptions of helping their children with learning activities at home and parents' attitudes about their children's school? (4) Is there a relationship between parents' perceptions of volunteering and parents' attitudes about their children's school? (5) Is there a relationship between parents' perceptions of collaborating with the community and parents' attitudes about their children's school? A total of 3012 surveys were mailed to parents of the selected schools and 379 usable surveys were returned. The data were analyzed using the statistical package SPSS to compute descriptive multiple linear regression statistics. The results indicated a statistically significant relationship existed between parents' attitudes about their children's school and with school-to home communication, volunteering and collaboration. Statistically no significant relationship existed between parents' attitudes about their children's school and with helping with learning activities at home, and importance of school.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>130</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305318457?accountid=14816</rdf:value> | |
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| <dc:coverage>305318457</dc:coverage> | |
| <dc:description>3074497</dc:description> | |
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| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Florida</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Melosh</foaf:surname> | |
| <foaf:givenname>Geraldine Martin</foaf:givenname> | |
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| <link:link rdf:resource="#item_4702"/> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>0535:Literacy</dc:subject> | |
| <dc:subject>0535:Reading instruction</dc:subject> | |
| <dc:subject>Book access</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>High-poverty</dc:subject> | |
| <dc:subject>Literacy</dc:subject> | |
| <dc:subject>Reading instruction</dc:subject> | |
| <dc:subject>Reading loss</dc:subject> | |
| <dc:subject>Second graders</dc:subject> | |
| <dc:subject>Summer vacation</dc:subject> | |
| <dc:title>Summer books! Stemming reading loss in high-poverty second graders through access to appropriate books during the summer vacation</dc:title> | |
| <dcterms:abstract>Is summer reading loss in high poverty, primary-age children reduced or reversed when students have the opportunity to regularly read books of interest to them during the summer vacation break? Second grade students (N = 46) from low-income families were randomly assigned to a treatment and control group during the summer break. Students in the treatment group received weekly home visits by a local bookmobile for 10 weeks during the summer vacation. At each visit, children were allowed to select up to five books from a wide variety of topics and genres. Students in the control group received no visits from the bookmobile. In the spring before school was out, in the fall upon returning to school, and in the winter of their third-grade year, students were assessed on measures of fluency (rate, accuracy, and automaticity), comprehension, and reading motivation. There were no statistically significant differences between the two groups on any reading measure at first and second posttest except children's self-concept as readers. A comparison of gain scores on reading comprehension of only those students who had participated in at least 70% of the bookmobile visits versus those of the control group did indicate differences approaching statistical significance at first posttest. It was concluded that while access to appropriate books is likely to stem summer reading loss for high poverty primary aged students, access alone is not sufficient to substantially improve outcomes in reading over the summer for students handicapped by both low achievement histories and poverty. Implications of the study for policy, research and practice are also discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>127</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305324498?accountid=14816</rdf:value> | |
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| <dc:coverage>305324498</dc:coverage> | |
| <dc:description>3105640</dc:description> | |
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| <foaf:name>Union Institute and University</foaf:name> | |
| <vcard:adr> | |
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| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Mendoza</foaf:surname> | |
| <foaf:givenname>Yolanda</foaf:givenname> | |
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| <link:link rdf:resource="#item_16682"/> | |
| <dc:subject>0280:Mathematics education</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>At risk</dc:subject> | |
| <dc:subject>Attitude</dc:subject> | |
| <dc:subject>Awareness program</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>High school</dc:subject> | |
| <dc:subject>Mathematics education</dc:subject> | |
| <dc:subject>Mathematics performance</dc:subject> | |
| <dc:subject>Parental involvement</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:title>The development and implementation of a parental awareness program to increase parental involvement and enhance mathematics performance and attitude of at-risk high school students</dc:title> | |
| <dcterms:abstract>There is a lack of parent involvement in high school students' education, however, there is a need for greater involvement. This empirical research study was developed to increase parental involvement, instruct parents on how to assist their children with home-learning assignments, reverse parents and students negative attitudes towards mathematics, and enhance mathematics performance of at-risk high school students. The study was conducted in a high school located in a metropolitan suburban area in South Florida. The population of the school was predominantly Hispanic. The target group consisted of ninth grade students and their parents. The target students were in the exceptional education program and part of the school's at-risk population. The objectives for the program were to increase parental involvement by 40%, increase parental knowledge pertaining to innovative strategies to use in the home learning environment by 40%, increase parental self-confidence and appreciation for involvement in the school community by 45%, increase parental knowledge and skills in order to assist students at home by 40%, increase student motivation and self confidence by 40%, to change parents and students negative attitudes towards mathematics by 55%, and to enhance overall mathematics performance of at-risk students by 35%. This study utilized action research and quantitative and qualitative research methodologies. Pre and post surveys, questionnaires, a mid-point evaluation, and observations were used to measure the objectives as well as the need for the program. Parents, teachers, and students needs and attitudes towards mathematics were examined before and after the workshops. Quantitative methods were used to summarize the results. Parents and students attended evening workshops/Family Math sessions and additional motivational strategies were implemented in the researchers classes. All of the objectives were substantially met. However, the percentages were lower than originally set. The workshops resulted in a substantial increase in all areas studied. Based on the literature review and the data gathered for this study, a number of recommendations are presented. These recommendations may be used by other educators and school districts to establish similar programs. Appendices include a letter to parents, an attitude and belief towards mathematics survey, parent involvement survey, flyers, sign in sheets, mid-point review, post evaluation questionnaire, anecdotal comments.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>132</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:name>The University of Arizona</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Menges</foaf:surname> | |
| <foaf:givenname>Suzanne T</foaf:givenname> | |
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| <link:link rdf:resource="#item_21764"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0519:Academic guidance counseling</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>Academic guidance counseling</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Leaders</dc:subject> | |
| <dc:subject>Middle school</dc:subject> | |
| <dc:subject>Parental shiftwork</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:subject>Shiftwork</dc:subject> | |
| <dc:title>Teacher perceptions of the effects of parental shiftwork on student performance, development, and behavior: Implications for school leaders</dc:title> | |
| <dcterms:abstract>This study researched the impact of parental shiftwork schedules on the performance, behavior, and development of middle-school students as seen through the eyes of their teachers. Located in a company-owned town in southeastern Arizona, the study focused on the experiences of middle-school teachers by asking them to consider and reflect on their observations of middle-school students in terms of the shiftwork schedule their parents worked. The teachers were also asked to respond to questions regarding what they had done in their own classrooms and what school leaders could do to lessen these impacts. By analyzing their responses, conclusions may be drawn as to the extent of these impacts, their variability and scope, and their implications for school leaders.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>140</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305338583?accountid=14816</rdf:value> | |
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| <dc:coverage>305338583</dc:coverage> | |
| <dc:description>3089988</dc:description> | |
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| <dc:publisher> | |
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| <foaf:name>Boston College</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <foaf:surname>Miles</foaf:surname> | |
| <foaf:givenname>Julie A</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_21854"/> | |
| <dc:subject>0340:Educational sociology</dc:subject> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational achievement</dc:subject> | |
| <dc:subject>Educational sociology</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>Ethnicity</dc:subject> | |
| <dc:subject>Family influences</dc:subject> | |
| <dc:subject>Income</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:title>Family influences on educational achievement: A multiple group comparison</dc:title> | |
| <dcterms:abstract>To explore the impact of parent involvement and family status variables on children's educational achievement, data from the 1999 NHES-Parent survey were analyzed using Pearson's r , analysis of variance, and multiple group path analysis. The potential influence of income, mother's educational attainment, father's educational attainment, family structure, parent involvement at home, parent involvement at school, a myriad of individual parent involvement activities, and ethnicity were investigated. Income, mother's educational attainment, father's educational attainment, intensity of parent involvement at home, intensity of parent involvement at school and a variety of individual parent involvement activities had statistically significant positive relationships with a child's grades across subjects. Significant group differences existed for each of these variables, as well. For all groups, mother's educational attainment had a significant positive direct effect on a child's grades across subjects and intensity of parent involvement at home and at school. Income had a significant positive direct effect for intensity of parent involvement at school, but not for intensity of parent involvement at home. The effects of mother's and father's educational attainment and family structure are mediated by intensity of parent involvement at home and at school. Volunteering at the school was the only individual parent involvement activity had a significant direct effect on a child's grades across subjects for all ethnic groups studied. Family structure had mixed effects depending on ethnic group membership with being in a single parent or reconstituted family having a negative effect on intensity parent involvement at home, intensity of parent involvement at school, a variety of individual parent involvement activities, and a child's grades across subjects.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>205</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <foaf:Organization> | |
| <foaf:name>University of Denver</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Monarch</foaf:surname> | |
| <foaf:givenname>Natalie Danielle</foaf:givenname> | |
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| <link:link rdf:resource="#item_10966"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Commitment</dc:subject> | |
| <dc:subject>Couple identity</dc:subject> | |
| <dc:subject>Marital satisfaction</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:title>The role of couple identity in marital satisfaction and stability</dc:title> | |
| <dcterms:abstract>In an effort to prevent the emotional and mental health consequences of marital distress, researchers have begun to focus on the factors that protect relationship satisfaction. These lines of research have established an association between couple identity and relationship satisfaction. However, previous research had not yet delineated the dimensions that comprise the construct of couple identity nor examined the precise ways in which couple identity impacts functioning. Accordingly, the overarching goal of the present study was to use theories in the literature to develop and validate the first objective measure of couple identity. There were four major aims. First, an attempt was made to develop a reliable and valid observational coding system (Couple Identity Coding System, CICS) that would objectively measure couple identity. Second, a set of theoretically grounded observational tasks were developed to pull for aspects of couple identity. Third, hypotheses regarding the role of couple identity in marital satisfaction were tested. Fourth, hypotheses regarding relationships between couple identity and both marital and individual functioning were tested. Thirty-nine married couples completed a home-based research session including several questionnaires and an audiotaped discussion. Findings supported the reliability of the CICS. Although evidence for the validity of the system was mixed, there were several noteworthy findings. First, data demonstrated that having a sense of couple identity is a positive aspect of marital relationships, regardless of how strong the sense of identity is. Second, findings suggested that female couple identity may enhance males' sense of being supported and safe within the relationship. Third, data suggested that a higher degree of unity may protect females from experiencing depressive symptomatology. Fourth, findings suggested that couples tend to lose sight of a sense of unity during times of adversity. Fifth, the lack of support for the CICS uniqueness of relationship code suggested that couples don't actually identify this quality in their relationships. Although additional understanding of the couple identity construct is necessary, the current study provides preliminary support for the utility of ultimately developing methods directed at enhancing couple identity--in both preventative and therapeutic settings.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>221</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:38</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
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| <foaf:name>University of Salford (United Kingdom)</foaf:name> | |
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| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:Person> | |
| <foaf:surname>Money</foaf:surname> | |
| <foaf:givenname>A</foaf:givenname> | |
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| <link:link rdf:resource="#item_10714"/> | |
| <dc:subject>0326:Cultural anthropology</dc:subject> | |
| <dc:subject>Cultural anthropology</dc:subject> | |
| <dc:subject>DXN074702</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>Consumption in the home: cultural capital, family gift cultures and place</dc:title> | |
| <dcterms:abstract>This thesis attends to issues and debates concerning everyday life and consumption practices and patterns in the home. Specifically, this thesis engages with the work of postmodern theorists such as Bauman and Lyotard, the work Bourdieu, and anthropological approaches to material culture, in order to discuss and analyse the importance and meaning people attach to domestic decoration and surroundings. In so doing, this thesis seeks to uncover and understand those complex relationships that exist between subjects and objects, and also how these relationships should be conceptualised. On the basis of the interview and object narratives obtained from the fifty respondents in three distinctive research sites in Greater Manchester, (Worsley, Patricroft and Baguley), it is argued that whilst postmodern accounts of consumption and everyday life, within a consumer society, are theoretically convincing, the concepts they offer are too restraining to adequately conceptualise the practices and patterns reported by the respondents. Bourdieu's theory of taste, on the other hand, presents a more solid theoretical and empirical basis from which to begin to understand consumption in the home. The analysis of the impact of cultural and economic capital levels on consumption preferences presented in this research shows that there are important differences to be observed between those with high and low capital resources. However, this thesis argues that understanding consumption in the home based on this approach exclusively provides an understanding on one dimension only. It is suggested that in order to foster a more detailed understanding of consumption and everyday life, notion such as ritual, love and obligation, and the role that the family and social networks perform in such practices, need to be incorporated into analysis. For consumption in the home, as reported by the respondents, relates significantly to these themes via the existence and operation of, (what has been theorised in this thesis), 'gift cultures'; the primary function of which is to extend and augment important familial and social relationships. Consequently, it is argued that consumption can be seen to be operating on a number of different dimensions; in relation to acts of distinction and Bourdieu's theory of taste; reassurance of identity via family and social networks; and as a process that cements important familial and social relationships.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
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| <foaf:name>University of Louisiana at Monroe</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Moorman</foaf:surname> | |
| <foaf:givenname>Adi Granit</foaf:givenname> | |
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| <link:link rdf:resource="#item_10882"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Brief therapy</dc:subject> | |
| <dc:subject>Fisch, Richard</dc:subject> | |
| <dc:subject>Mental Research Institute</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Therapeutic</dc:subject> | |
| <dc:title>The brief therapy model of the Mental Research Institute: Tracing the development of founder/director Richard Fisch, MD's therapeutic style in first sessions: A qualitative analysis</dc:title> | |
| <dcterms:abstract>This study will examine how Dr. Richard Fisch, utilizing the Mental Research Institute Brief Therapy Model (MRI-BT), conducts first session interviews. As the founder of the Brief Therapy Project/Center at the Mental Research Institute in Palo Alto, California and Principal Investigator of the Mental Research Institute Brief Therapy Model (MRI-BT), Dr. Fisch's contributions and research in the field of Marriage and Family Therapy have been significant. As influential as Dr. Fisch is in the field and as accepted as the MRI-BT Model is, no research has been conducted focusing on the development of Dr. Fisch's therapeutic style or how the Dr. Fisch's application of the MRI-BT Model may have developed since its inception in the mid 1960s to the present. Since Dr. Fisch is one of the early pioneers of the model and has remained a key proponent and purist to the MRI-BT Model, this investigation may indirectly shed light on how the MRI-BT Model developed over the years. Because of Dr. Fisch's influence on the development of the MRI-BT Model, understanding the development of Dr. Fisch's therapeutic style in first sessions may impact the understanding of first sessions in the MRI-BT Model, be utilized to refine the MRI-BT Model, and spark new research into the development of model and its impact on the field of Marriage and Family Therapy.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>115</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>North Carolina State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
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| <foaf:surname>Morris</foaf:surname> | |
| <foaf:givenname>Richard Wayne</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_10786"/> | |
| <dc:subject>0308:Biostatistics</dc:subject> | |
| <dc:subject>Biological sciences</dc:subject> | |
| <dc:subject>Biostatistics</dc:subject> | |
| <dc:subject>Disease susceptibility alleles</dc:subject> | |
| <dc:subject>Genotyping errors</dc:subject> | |
| <dc:subject>Likelihood ratio tests</dc:subject> | |
| <dc:subject>Missing parental data</dc:subject> | |
| <dc:title>Likelihood ratio tests for association with multiple disease susceptibility alleles, genotyping errors, or missing parental data</dc:title> | |
| <dcterms:abstract>Multiple disease susceptibility alleles, genotype errors, or missing genotype data can create problems when testing for association between alleles or genotypes at a genetic marker and a dichotomous phenotype. I used likelihood methods to study the impact of each of these factors on detecting association. In the presence of multiple disease susceptibility alleles, I found that power of the likelihood ratio test (LRT) declines less when based on haplotypes made up of tightly linked single nucleotide polymorphisms (SNPs) than when based on individual SNPs. The result suggests that statistical methods based on haplotypes may be useful to identify and locate complex disease genes. Genotype errors can lead to excess type I error in nuclear family (case-parents) studies when errors resulting in Mendelian inconsistent families are corrected but other errors remain in the data. I developed a LRT for single SNPs or haplotypes that incorporates nuisance parameters for genotype errors and showed that type I error rate can be controlled at little cost to power. For nuclear family data in which missing parents and additional siblings create a diversity of family structures, I developed a unified approach to computing LRT power for a test of association. Comparison of LRT power with power of a family-based association test showed that LRT has greater power.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>93</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305312955</dc:coverage> | |
| <dc:description>3098993</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Illinois at Chicago</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:li> | |
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| <foaf:surname>Mrzena-Frankiewicz</foaf:surname> | |
| <foaf:givenname>Clotilde Armenia</foaf:givenname> | |
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| </rdf:li> | |
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| <link:link rdf:resource="#item_16857"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>0615:Political science</dc:subject> | |
| <dc:subject>Achievement</dc:subject> | |
| <dc:subject>Decision-making</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Parental influence</dc:subject> | |
| <dc:subject>Policymaking</dc:subject> | |
| <dc:subject>Political science</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:title>Parental influence on educational decision-making and student achievement</dc:title> | |
| <dcterms:abstract>Parental influence on educational policy making and student achievement was examined. A research design of theory elaboration was utilized extending the extant theories of David Easton and Joyce Epstein. Conceptual elements of Easton's framework values as contingent constraints , and Epstein's practical model of overlapping spheres of influence were categorized in a researcher-constructed typology of parent involvement: invited, mandated, and initiated. An interview guide was developed consisting of five parts with three parent involvement models that demonstrate and support the typology of the study. Respondents were selected from three Chicago public high schools with twenty administrators and local school council members participating. Both mailed and telephoned interviews were conducted by the investigator. The findings suggest that through the application of Easton's model, various parent activities that may affect policy decisions and student achievement can be identified. However, on the basis of information from the Local School Council members and administrators, it is difficult to specify which parent behaviors are most salient in their effectiveness. The ideal of parent involvement at the high schools is supported but not extensively demonstrated.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>271</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:description>3098331</dc:description> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Regent University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ndaayezwi</foaf:surname> | |
| <foaf:givenname>David</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4690"/> | |
| <dc:subject>0533:Secondary education</dc:subject> | |
| <dc:subject>0727:Curricula</dc:subject> | |
| <dc:subject>0727:Teaching</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Academic achievement</dc:subject> | |
| <dc:subject>Attendance</dc:subject> | |
| <dc:subject>Curricula</dc:subject> | |
| <dc:subject>Discipline</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Georgia</dc:subject> | |
| <dc:subject>High school students</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Home visits</dc:subject> | |
| <dc:subject>Parent involvement</dc:subject> | |
| <dc:subject>Public schools</dc:subject> | |
| <dc:subject>Secondary education</dc:subject> | |
| <dc:subject>Teaching</dc:subject> | |
| <dc:title>Parental involvement: The effect of home visits on academic achievement, discipline, and attendance of high-school students in three public schools in Georgia</dc:title> | |
| <dcterms:abstract>In this study a causal comparative methodology was used for the purpose of investigating the effect of home visits, as a component of parental involvement, on high-school students' academic achievement as measured by the Georgia High-school Graduation Test, discipline as measured by discipline referral-free days, and attendance as measured by daily attendance records. A qualitative inquiry with an interview methodology was also employed to look at parents', students', and teachers' perceptions of the home visit program's effect upon student academic achievement, discipline, and attendance. This multiple-method study involved three high-schools in southwest Georgia, with a total quantitative study population of 600 students. Stratified random sampling was used to select the 30-member experimental group who received home visits and the 30-member control group who did not receive home visits. Data was analyzed using a one-way MANOVA, which revealed significant differences between the two groups on the three dependent variables. The overall Wilks' Λ of .63 was significant, F (3, 56) = 16.56, p < .001. As a post-hoc test, a discriminant analysis showed that Wilks' lambda was significant, Λ = .53, χ2 (3, N = 60) = 35.86, p < .001, indicating that the overall predictors differentiated among the dependent variables. Eighteen subjects for the qualitative study were randomly selected to form groups of students, parents, and teachers associated with the experimental and control groups. Their responses, which were recorded, transcribed, coded, and analyzed by the researcher, revealed that participants found the home visits to have a positive effect upon student academic achievement, discipline, and attendance. Home visits were found to have a significant effect on student academic achievement, discipline, and attendance. Students, parents, and teachers also confirmed the positive effect of home visits on student academic achievement, discipline, and attendance. The future research recommendations include broadening the study population to include more subjects of a more diverse background and working to improve the consistency of the quality of home visits.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>163</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Calgary (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
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| </dc:publisher> | |
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| <rdf:Seq> | |
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| <foaf:Person> | |
| <foaf:surname>O'Connor</foaf:surname> | |
| <foaf:givenname>Kathleen Jane</foaf:givenname> | |
| </foaf:Person> | |
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| <link:link rdf:resource="#item_4630"/> | |
| <dc:subject>0382:Rehabilitation</dc:subject> | |
| <dc:subject>0382:Therapy</dc:subject> | |
| <dc:subject>0573:Public health</dc:subject> | |
| <dc:subject>0575:Sports medicine</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Public health</dc:subject> | |
| <dc:subject>Rehabilitation</dc:subject> | |
| <dc:subject>Sports medicine</dc:subject> | |
| <dc:subject>Therapy</dc:subject> | |
| <dc:title>Exercise for prostate cancer patients: Impact on quality of life, fatigue and health care utilization</dc:title> | |
| <dcterms:abstract>Prostate cancer is the leading form of diagnosed cancer, yet also has the highest 5-year survival rates (NCIC, 2002). This favourable survival rate raises the question of continued quality of life (QOL) for prostate cancer patients and survivors. In particular, the hormone treatment utilized may negatively impact QOL. Specifically, ADT (or Hormone Therapy) used in conjunction with radiation has a number of side effects, including fatigue and loss of muscle and strength. Exercise interventions have shown evidence of reducing some of the negative side effects due to cancer treatment and improving survivors' QOL. However, there is currently a lack of research on physical activity programs for the specific population of prostate cancer patients. This thesis examines the role of physical activity (12-week home-based physical activity program) on QOL, fatigue levels and health care utilization in a group of 32 men, all of whom are receiving ADT and radiotherapy.</dcterms:abstract> | |
| <z:type>M.Sc.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>96</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:description>MQ87381</dc:description> | |
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| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Nevada, Reno</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Oksol</foaf:surname> | |
| <foaf:givenname>Erin M</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16598"/> | |
| <dc:subject>0384:Behaviorial sciences</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>Behaviorial sciences</dc:subject> | |
| <dc:subject>Diabetic</dc:subject> | |
| <dc:subject>Glycemic control</dc:subject> | |
| <dc:subject>Parents</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:title>A treatment development study: A preliminary analysis of a new treatment for parents of diabetic children in poor glycemic control</dc:title> | |
| <dcterms:abstract>Young children with diabetes frequently exhibit adherence problems with their diabetic regimen. Because of their age, research indicates that parents should maintain the majority of responsibility for their child's diabetes management. A behaviorally-based parenting program was developed designed to increase the percentage of normal blood glucose levels in six diabetic children ages 6-12. The treatment was implemented using a multiple baseline across subjects design. Two focus groups were conducted with eleven parents of these diabetic children and five medical professionals who treat diabetic children. Feedback from these focus groups was utilized to determine the feasibility and acceptability of the proposed treatment and ideas generated were used to guide treatment development. The treatment was delivered in booklet format, plus didactic presentation and telephone contact by the researcher. The treatment consisted of educating parents about general principles of learning, along with teaching them to reinforce improvements in their child's self-regulatory behaviors using a variety of reward systems, including a token economy and praise. The treatment also included cognitive coping skills training for parents dealing with negative emotions surrounding their child's diabetes. Results showed increases in percentage of normal blood glucose levels consistent with implementation of treatment across all six children, including improvements in glycosylated hemoglobin. Frequency of problem behaviors in the home also decreased across all six children as measured by parent report. In addition, parents and medical professionals expressed positive expectations of and confidence in this treatment. Parents who implemented this treatment with their diabetic child indicated they saw the treatment as sensible, were moderately confident that the treatment would help their diabetic child, were likely to recommend the treatment to other parents of diabetic children, and reported increased satisfaction in overall diabetes treatment and quality of life post-treatment compared to pre-treatment levels of satisfaction. Last, cost analyses were conducted and showed the treatment to be cost-effective. In conclusion, the results of this research study indicate that a behavioral skills-based parenting intervention is a cost-effective, promising new treatment for diabetic children in poor glycemic control and the parents who care for them.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>214</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Wisconsin - Madison</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ostergren</foaf:surname> | |
| <foaf:givenname>Carol Sue</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4552"/> | |
| <dc:subject>0516:Adult education</dc:subject> | |
| <dc:subject>0516:Continuing education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>Adult education</dc:subject> | |
| <dc:subject>Continuing education</dc:subject> | |
| <dc:subject>Ease of understanding</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Parenting program</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:subject>Temperament-based</dc:subject> | |
| <dc:title>Evaluation of a temperament-based parenting program: Factors affecting program usefulness, ease of understanding, preferred amount of materials and parental attitudes</dc:title> | |
| <dcterms:abstract>This study examined the influence of individualization and program onset on the usefulness, ease of understanding and effectiveness of a temperament-based parenting program. In addition, the effect of child temperament, parent education and parental experience on program usefulness, preferred amount of materials and parental attitudes was explored. The study (N = 306) included three treatment groups, who received different types or levels of temperament guidance, and a comparison group. Parents in the treatment groups completed the Cameron-Rice Preschool Temperament Questionnaire. Questionnaires were scored, and a temperament profile with individualized advice was generated for parents who received the individualized program. Generic temperament advice was not individualized. Parents in treatment group T1 received individualized advice when their child was 4-months and 3-years-old. Parents were randomly assigned to the other treatment groups and received individualized (T2) or generic (T3) preschool advice. Follow-up questionnaires assessed program usefulness, ease of understanding, preferred amount and parental attitudes on the AAPI scales. Comparison group parents completed the AAPI. This study showed that most parents of preschoolers found the temperament program useful and easy to understand, but those who received individualized advice at infancy and preschool-age reported the greatest benefits, relative to parents who received generic advice. Child temperament, parent education, and parental experience all influenced program usefulness, although there was no direct effect for temperament. Less educated parents found the program most helpful. First time, highly educated parents found the program more useful than their experienced counterparts. For parents who received individualized advice, those with difficult children found the program more useful. Global temperament ratings and parent education were both predictors of preferred amount of advice. Parenting attitudes did not vary by program treatment. Parent education predicted more nurturant attitudes on the empathy, corporal punishment and role reversal scales. Global temperament influenced parents' expectations, while parental experience predicted attitudes towards corporal punishment. The results suggest more intensive treatment may be required to impact parental attitudes. Overall, parents felt the program was useful for helping them to understand, anticipate and accept their children's behaviors, which suggests temperament guidance may enhance goodness of fit between parents and children.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>304</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305283966</dc:coverage> | |
| <dc:description>3089597</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:49</dcterms:dateSubmitted> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of British Columbia (Canada)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
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| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ottley</foaf:surname> | |
| <foaf:givenname>Pamela M</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_4750"/> | |
| <dc:subject>0525:Educational psychology</dc:subject> | |
| <dc:subject>0535:Literacy</dc:subject> | |
| <dc:subject>0535:Reading instruction</dc:subject> | |
| <dc:subject>At risk</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational psychology</dc:subject> | |
| <dc:subject>Literacy</dc:subject> | |
| <dc:subject>Parent teaching</dc:subject> | |
| <dc:subject>Phonics</dc:subject> | |
| <dc:subject>Reading instruction</dc:subject> | |
| <dc:subject>Reading skills</dc:subject> | |
| <dc:title>Parent teaching and the development of reading skills of at-risk readers</dc:title> | |
| <dcterms:abstract>This study addressed the questions of whether parents can give effective phonological and phonics skills instruction to their own young children, who are at risk for reading difficulties, and whether any positive changes in child attitude and parent confidence occur as a result of the instruction. Early phonological and phonics skills instruction is known to be effective for children at-risk for reading difficulties, but is not always provided in schools. Two groups of families (experimental and "waiting list" control) used a home program (providing phonological and phonics skills instruction, and Paired Reading guidance) for two separate, daily, ten-minute activity and reading sessions, for ten weeks. The program also included a process to address reading motivation, whereby parents used the language of strategies of mediation based on Vygotsky's social learning theories. Significant Time by Group interaction effects were calculated for Word Attack and Phoneme Deletion (Initial Sound). Parent and child pre-test and post-test questionnaires explored changes in motivation and attitude to reading. There were significant positive changes in child attitude to reading, and parent perceptions of progress. Small but significant correlations were also found between parent perceptions and treatment integrity, and between treatment integrity and achievement outcomes. It was concluded that the study provides limited support for the idea that parents of grade 1 children at-risk for reading difficulties can give instruction effectively when given detailed information about all three aspects of early reading.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>190</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305225986</dc:coverage> | |
| <dc:description>NQ86021</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:53</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Columbia University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Ozanian</foaf:surname> | |
| <foaf:givenname>Alfred Joseph</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_10816"/> | |
| <dc:subject>0452:Social work</dc:subject> | |
| <dc:subject>Adolescent</dc:subject> | |
| <dc:subject>Interventions</dc:subject> | |
| <dc:subject>Multimedia-based</dc:subject> | |
| <dc:subject>Parent</dc:subject> | |
| <dc:subject>Poor</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Social work</dc:subject> | |
| <dc:subject>Substance abuse</dc:subject> | |
| <dc:subject>Youth</dc:subject> | |
| <dc:title>The influence of multimedia-based parent and adolescent interventions on substance abuse among poor youth</dc:title> | |
| <dcterms:abstract>Context. Several aspects of an adolescent's life have been shown to be influential in predicting their substance use. However, reaching specific areas of an adolescent's life has been hampered by various environmental and cultural barriers. Today, it may be possible to reach an adolescent, and those around them, with multi-media technologies. Objective. This study examines the effectiveness of using multimedia-based interactive technologies coupled with conventional interventions (direct service) to prevent adolescent substance use. Computer Assisted Skills Training (CAST) interventions with youth, and video and face-to-face interventions with parents, were used to disseminate a science-based substance use prevention program. The enhancement of individual, peer, family, and school protective factors, and the reduction in the incidence of adolescent substance use among low income African American, Latino, and White Adolescents was evaluated. Setting. Study participants were predominantly 9-13 years old from low-income, high-risk families that utilized community service organizations in the greater New York City area. Sites included 17 Boys and Girls Clubs of America, 6 Police Athletic Leagues, 9 United Neighborhood House organizations, 5 Independent Service Agencies, and 1 YMCA. Design. Using an experimental design, study sites were stratified by race then randomly assigned into one of three groups: (1) no intervention control group; (2) CAST only; and (3) parent-CAST group. Results. Adolescents in the parent-CAST group demonstrated improved protective factors and reduced entry level and middle risk drug use compared to the other two study groups. The control group had fewest protective factors and greatest entry level and middle risk substance use. Dose analysis of CAST intervention and parent training revealed the CAST intervention reduced the initiation of substance use. There is anecdotal support that the CAST and parent interventions collectively provided adolescents with greater protection from substance use. Conclusions. Culturally sensitive and age appropriate CAST interventions coupled with a fairly low intensity, but targeted parent intervention, can enhance individual, peer, and family protective factors culminating in a reduced incidence of adolescent substance use.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>154</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <dc:coverage>305340739</dc:coverage> | |
| <dc:description>3095600</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:34</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305301932?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>University of Oregon</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Paillard</foaf:surname> | |
| <foaf:givenname>Alise M. Berg</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4882"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0620:Developmental psychology</dc:subject> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>At risk</dc:subject> | |
| <dc:subject>Child-find system</dc:subject> | |
| <dc:subject>Children</dc:subject> | |
| <dc:subject>Developmental psychology</dc:subject> | |
| <dc:subject>Early intervention</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Home visiting program</dc:subject> | |
| <dc:subject>Mental health disabilities</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Referral</dc:subject> | |
| <dc:title>Validity and utility of a child-find system for the early identification and referral of young children at risk for mental health disabilities</dc:title> | |
| <dcterms:abstract>Mental heath identification and referral practices used in an early childhood home visiting program were investigated. A quasi-experimental design with pretest-posttest assessment was used to investigate the validity and utility of these screening and referral practices, called the Access for Children to Early Services (ACES) Child-Find System. The ACES Child-Find System approach uses parent-completed social-emotional screening instruments and collaborative community referral strategies to identify and refer children birth to five who may be at risk for early childhood mental health disabilities. Two Healthy Start programs in the Pacific Northwest participated. One program served as an intervention group, receiving training and support for implementation of the ACES Child-Find System. The second program served as a comparison group. Participants included 104 children and their families, 23 service providers, and 6 administrators. Intervention and comparison groups were assessed at pretest and posttest on their use of 8 identification practices, 12 referral practices, and program personnel's evaluation of their ability to use social-emotional child-find practices. Validity of the ACES Child Find System was evaluated by reviewing records of identification and referral practices in Healthy Start child files. Results indicated that the use of social-emotional screening, one of eight identification practices, significantly increased (p = .000) from pretest to posttest in the intervention group. Caution is suggested in interpreting results due to differences between groups on demographic and child-find practices variables at pretest. Utility was measured by personnel ratings on two questionnaires. Service providers from the intervention group (n = 12) reported increased ability to use social-emotional child-find practices after receiving intervention training. Likewise, administrators from the intervention group (n = 2) reported increases in the program's ability to identify and refer children with social-emotional problems. Given the small sample sizes, tests for significance of differences at posttest were not possible. Findings tentatively supported the use of intervention approaches such as the ACES Child-Find System for increasing the practice of social-emotional screening. Personnel who use specific social-emotional screening tools may feel more knowledgeable and able to identify those children in need of further evaluation for social-emotional problems.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>234</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305301932?accountid=14816</rdf:value> | |
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| <dc:coverage>305301932</dc:coverage> | |
| <dc:description>3113021</dc:description> | |
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| <dcterms:dateSubmitted>2014-04-14 18:57:55</dcterms:dateSubmitted> | |
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| <dcterms:URI> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305305272?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Oregon State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Pamulapati</foaf:surname> | |
| <foaf:givenname>Sireesha</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16652"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0628:Families & family life</dc:subject> | |
| <dc:subject>0628:Personal relationships</dc:subject> | |
| <dc:subject>0628:Sociology</dc:subject> | |
| <dc:subject>0631:Minority & ethnic groups</dc:subject> | |
| <dc:subject>0631:Sociology</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Even Start Family Literacy Program</dc:subject> | |
| <dc:subject>Families & family life</dc:subject> | |
| <dc:subject>Hispanic</dc:subject> | |
| <dc:subject>Minority & ethnic groups</dc:subject> | |
| <dc:subject>Personal relationships</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Social sciences</dc:subject> | |
| <dc:subject>Sociology</dc:subject> | |
| <dc:title>Even Start Family Literacy Program: Similarities and differences between Hispanic and non-Hispanic participants</dc:title> | |
| <dcterms:abstract>This study used a mixed method approach (quantitative and qualitative) to examine the commonalities and differences between Hispanic and non-Hispanic participants of the Even Start Family Literacy Program. Using a life course perspective, this study examined the educational background and life history of Hispanic and non-Hispanic participants, their reasons and goals for program participation, and changes experienced due to Even Start participation. The sample for the qualitative analysis consisted of 32 Hispanic and 25 non-Hispanic female participants. Quantitative latent growth curve analysis was conducted on 96 (75 Hispanic and 21 Non-Hispanic) participants to measure change over time and to estimate the differences in rate of change between Hispanic and non-Hispanic participants. Results of this study indicate that wide commonalities yet vital differences exist between Hispanic and non-Hispanic participants. Poverty was the significant determinant factor in Hispanic as well as non-Hispanic participants' school failure. The experiences and implications of poverty, however, varied for Hispanic and non-Hispanic parents. The reasons and goals for Even Start participation were to achieve self-sufficiency for Hispanic and non-Hispanic parents. Achieving self-sufficiency involved acculturation to the American society for Hispanic participants. For non-Hispanic parents achieving self-sufficiency involved attaining GED and getting off of welfare. No effect of ethnicity was identified on the five outcome measures quantitatively examined in this study, which include knowledge of child development, parenting confidence and support, depression, self-esteem, and life skills. Initial differences existed between Hispanic and non-Hispanic participants in knowledge of child development and life skills, with non-Hispanic participants reporting higher knowledge of child development and greater life skills. Non-Hispanic participants, however, did not make greater gains than their Hispanic participants after being in the program. Qualitative results indicate that skills gained by Hispanic participants helped them acculturate in the American society, whereas for non-Hispanic participants the program helped achieve a sense of purpose and direction in life and create a better life for themselves and their family.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>134</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305305272</dc:coverage> | |
| <dc:description>3098436</dc:description> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Texas A&M University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Perry</foaf:surname> | |
| <foaf:givenname>Yvette Teresa Dunn</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_16917"/> | |
| <dc:subject>0516:Adult education</dc:subject> | |
| <dc:subject>0516:Continuing education</dc:subject> | |
| <dc:subject>0535:Literacy</dc:subject> | |
| <dc:subject>0535:Reading instruction</dc:subject> | |
| <dc:subject>Adult education</dc:subject> | |
| <dc:subject>Continuing education</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Enrollment</dc:subject> | |
| <dc:subject>Even Start Family Literacy</dc:subject> | |
| <dc:subject>Literacy</dc:subject> | |
| <dc:subject>Reading instruction</dc:subject> | |
| <dc:subject>Texas</dc:subject> | |
| <dc:subject>Women</dc:subject> | |
| <dc:title>Assistors to continuous enrollment for women in Texas Even Start Family Literacy programs</dc:title> | |
| <dcterms:abstract>A quantitative and qualitative research study was conducted to discover what assistors promoted continuous enrollment of women in Texas Even Start Family Literacy programs. Two hundred seventy women who were enrolled for a second program year or longer anonymously completed a questionnaire that was available in both Spanish and English. Statements regarding which assistors promoted their continuous participation along with demographic statements were included in the questionnaire; free response comments were requested as well. Statistical measurements of factor analysis, frequency response, Chi-Square, and Analysis of Variance were used. Compared to previous research (Quigley, 1997) that identified three categories of barriers, this research identified five categories of assistors : situational, institutional, dispositional, parental, and program specific. Parental assistors, as a group, were statistically significant more than any of the other assistors when measured according to the independent variables of participants' age, children's age, and enrollment level. Institutional and dispositional assistors were found statistically significant when measured according to the variable of participants' age. Post-hoc measures did not reveal statistical significance for any of the levels of the variables. However, free responses from the participants did provide insight as to why parental, institutional, and dispositional assistors were significant in both their lives and the lives of their children.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>146</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305241363?accountid=14816</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305241363</dc:coverage> | |
| <dc:description>3141192</dc:description> | |
| </bib:Thesis> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:41</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Morgan State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Peterson</foaf:surname> | |
| <foaf:givenname>James A</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
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| <link:link rdf:resource="#item_16875"/> | |
| <dc:subject>0340:Educational sociology</dc:subject> | |
| <dc:subject>Adolescents</dc:subject> | |
| <dc:subject>Drug-involved</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Educational sociology</dc:subject> | |
| <dc:subject>Families</dc:subject> | |
| <dc:subject>Parental substance abuse</dc:subject> | |
| <dc:subject>Urban education</dc:subject> | |
| <dc:title>Heirs to the problems of parental substance abuse: An ethnographic study of adolescents growing up in drug-involved families</dc:title> | |
| <dcterms:abstract>A considerable proportion of the nation's social and economic resources are directed at ensuring the well-being of the nation's children and youth. Yet, in spite of this many children are living in family situations where the quality of life is substandard, opportunities for school are minimal or nonexistent and the potential for neglect and abuse is ever present. Parental drug involvement accounts for the plight of many such children. Using a naturalistic approach, this focused ethnographic study sought to uncover the perceptions, attitudes, and beliefs held by the young people who live in the Low End neighborhood in Baltimore City and whose parents are involved in the use of illicit drugs. The ethnographic approach created an opportunity to explore the world in which these adolescents live and obtain their perspective about life. In this regard the study makes a unique contribution to the discourse about this issue, since there is little in the literature that lets the voices of such children be heard. The study focused on (a) the people, places and things that contribute to the ways in which these children construct meanings; (b) the role of the neighborhood influences in these children's construction of the meanings that shape and guide their lives; and (c) the ways in which those meanings impact the educational efforts and life circumstances of these children. Participants in the research were a group of thirteen to seventeen year olds whose parents are drug involved and live within a specific high-risk neighborhood in southwest section of Baltimore City. The methods of data collection were interviews, observations and focus groups. Interviews with the youth focused on understanding their interpretations of the social, political and economic structures that impact their lives and what is the influence of such interpretations on their life experiences, specifically their educational experiences and perceptions of school. Beside the youth themselves, other informants were parents and significant institutional agents such as the police, school principal and pastor. The findings are presented as three case reports that portray the life experiences of three adolescents growing up in drug-involved families. The cross-case analysis yielded several issues, which characterize the lives and school experiences of these adolescents. These issues suggest that processes described as "adultification" and the "streetification of school" are phenomena that shape the meanings, actions and decisions that such young people make in order to survive in the circumstances in which they live.</dcterms:abstract> | |
| <z:type>Ed.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>232</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305262273?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305262273</dc:coverage> | |
| <dc:description>3133764</dc:description> | |
| </bib:Thesis> | |
| <z:Attachment rdf:about="#item_16875"> | |
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| <dc:title>Full Text (HTML)</dc:title> | |
| <dcterms:dateSubmitted>2014-04-14 19:05:38</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Michigan State University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Pettway</foaf:surname> | |
| <foaf:givenname>Leslie Ann</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21794"/> | |
| <dc:subject>0518:Preschool education</dc:subject> | |
| <dc:subject>0524:Elementary education</dc:subject> | |
| <dc:subject>0535:Literacy</dc:subject> | |
| <dc:subject>0535:Reading instruction</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Elementary education</dc:subject> | |
| <dc:subject>Home reading program</dc:subject> | |
| <dc:subject>Literacy</dc:subject> | |
| <dc:subject>Parent education</dc:subject> | |
| <dc:subject>Preschool education</dc:subject> | |
| <dc:subject>Reading instruction</dc:subject> | |
| <dc:subject>Remedial reading</dc:subject> | |
| <dc:subject>Second-grade</dc:subject> | |
| <dc:subject>Teacher</dc:subject> | |
| <dc:title>A study of the effects of an open and prescriptive home reading program on the students, parents, and teacher in a second-grade classroom</dc:title> | |
| <dcterms:abstract>The purpose of this study was to investigate a home reading program that I sponsored for several years as a first and second grade teacher and to examine how well this program met the needs of less advanced readers in my classroom. This study pursued this goal by investigating the effects of giving parents general information about hearing their children read and comparing this with the effects of training parents in a prescriptive hearing reading technique called Paired Reading. The participants in this study were two second grade boys, who were less-advanced readers, and their mothers. A variety of data was collected including videotapes of home reading interactions, attitude surveys, and audiotaped parental interviews. Videotapes of reading sessions served as a main data source and were subjected to discourse analysis to determine how the two kinds of home reading programs influenced the nature of parent-child reading interactions and parental beliefs about reading. This study found that Paired Reading significantly altered the reading interactions and parental beliefs for one mother-son dyad, but did not significantly influence the home reading interactions or parental beliefs for the other mother-son pair. The quality of the coaching and a similarity between pre and post-parental intervention scaffolds reduced Paired Reading's impact in one home. However, Paired Reading exerted a stronger influence over the nature of parent-child interactions in both homes than the Home Reading Program.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>266</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:archive>ProQuest Dissertations & Theses Full Text</z:archive> | |
| <dc:coverage>305330977</dc:coverage> | |
| <dc:description>3100483</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:11:49</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
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| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>The University of Wales College of Cardiff (United Kingdom)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Pez</foaf:surname> | |
| <foaf:givenname>D</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
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| <link:link rdf:resource="#item_10720"/> | |
| <dc:subject>(UMI)AAIU161876</dc:subject> | |
| <dc:subject>0419:Pharmacology</dc:subject> | |
| <dc:subject>Health and environmental sciences</dc:subject> | |
| <dc:subject>Pharmacology</dc:subject> | |
| <dc:title>Synthesis, biological evaluation and molecular modelling of novel inhibitors of leishmanial and trypanosomal dihydrofolate reductase. (BL)</dc:title> | |
| <dcterms:abstract>Leishmaniasis and trypanosomiasis are parasitic diseases causing major health problems in developing countries. There is an urgent need to develop new drugs to treat these diseases and dihydrofolate reductase (DHFR), essential enzyme for cells, is a potential drug target. Reviews on leishmaniasis and trypanosomiasis and on DHFR, especially from the perspectives of anti-trypanosomal drug development are presented. The aim of this project was to investigate the activity and selectivity of new families of compounds as potential inhibitors of leishmanial and trypanosomal dihydrofolate reductases. In a first part, several families of 5-benzyl-2,4-diaminopyrimidines bearing different substituents in position 3' and/or 4' on the benzyl ring were synthesised. The 5-benzyl-2,4-diaminopyrimidine derivatives were tested against the human, L. major and T. cruzi dihydrofolate reductases to determine their enzymatic activity and selectivity. All compounds were also evaluated for their in vitro activity against the L. donovani, T. cruzi and T. brucei parasites and the best inhibitors were tested in vivo. A molecular modelling study was undertaken in order to correlate the activity of the compounds with their structural properties. In particular, the 5-benzyl-2,4-diaminopyrimidine derivatives were docked into the human, L. major and T. cruzi DHFR active sites and the interaction pockets of these different active sites were determined. The study of the docked compounds into the enzyme lipophilic pockets led to a correlation between the activity and the lipophilic character of compounds. In a second part, the virtual screening of a designed library of compounds was achieved with the aim of selecting a new family of compounds which could have in vivo activity. A family based on a 2,4-diaminoquinazoline moiety was chosen and a key precursor was synthesised. This research work allowed to identify new potent inhibitors of the leishmanial and trypanosomal dihydrofolate reductases. A family of 2,4-diaminoquinazolines gave promising results as potential drug candidates.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://search.proquest.com.proxy.library.vanderbilt.edu/docview/301639795?accountid=14816</rdf:value> | |
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| </dc:identifier> | |
| <z:archive>ProQuest Dissertations & Theses: UK & Ireland</z:archive> | |
| <dc:coverage>301639795</dc:coverage> | |
| <dc:description>U161876</dc:description> | |
| </bib:Thesis> | |
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| <dcterms:dateSubmitted>2014-04-14 19:00:31</dcterms:dateSubmitted> | |
| <dc:identifier> | |
| <dcterms:URI> | |
| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses%3A+UK+%26+Ireland&atitle=&title=Synthesis%2C+biological+evaluation+and+molecular+modelling+of+novel+inhibitors+of+leishmanial+and+trypanosomal+dihydrofolate+reductase.+%28BL%29&issn=&date=2003-01-01&volume=&issue=&spage=&au=Pez%2C+D&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
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| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305306220?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Purdue University</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Pietsch</foaf:surname> | |
| <foaf:givenname>Ursula Kathryn</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_4534"/> | |
| <dc:subject>0622:Psychotherapy</dc:subject> | |
| <dc:subject>0745:Higher education</dc:subject> | |
| <dc:subject>Career goals</dc:subject> | |
| <dc:subject>Doctoral students</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>Higher education</dc:subject> | |
| <dc:subject>Marriage and family therapy</dc:subject> | |
| <dc:subject>Psychology</dc:subject> | |
| <dc:subject>Psychotherapy</dc:subject> | |
| <dc:subject>Research productivity</dc:subject> | |
| <dc:title>Predictors of research productivity and research-related career goals among marriage and family therapy doctoral students</dc:title> | |
| <dcterms:abstract>The purpose of the present study was to investigate the factors among Marriage and Family Therapy doctoral students associated with the implementation and use of the scientist-practitioner model. Empirical investigation of these factors had not been done in the field of Marriage and Family Therapy. Based on literature reviewed in psychology and a social cognitive theory of career development, a path analysis model was hypothesized that described the relationships between the research training environment, research self-efficacy, and research interest, which were thought to affect two desired outcomes of the scientist-practitioner model of training--research productivity and interest in research-related career goals. Students' gender and year in program were also examined in subsequent models. Results revealed that research productivity and research-related career goals could be explained by these variables but in a different way than originally hypothesized. The use of a multiple group model based on gender along with the addition of the students' year in their program provided the best fit to the data. Significant gender differences were found across all factors along with meaningful relationships between the factors of interest. For males, significant and positive relationships were found for research interest and research self-efficacy, research interest and research-related career goals, research self-efficacy and research productivity, and research-related career goals and research productivity. For females, significant and positive relationships were found for the research training environment and research self-efficacy, research self-efficacy and research interest, research self-efficacy and research productivity, and research interest and research-related career goals. Year in program was also significantly related to research self-efficacy for females. A significant and negative relationship was found for the research training environment and research interest for females. Implications for training programs, issues for future studies, strengths and limitations were discussed.</dcterms:abstract> | |
| <z:type>Ph.D.</z:type> | |
| <dc:date>2003</dc:date> | |
| <z:numPages>109</z:numPages> | |
| <z:language>English</z:language> | |
| <dc:identifier> | |
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| <dc:coverage>305306220</dc:coverage> | |
| <dc:description>3113860</dc:description> | |
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| <rdf:value>http://sfx.library.vanderbilt.edu/vu?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Full+Text&atitle=&title=Predictors+of+research+productivity+and+research-related+career+goals+among+marriage+and+family+therapy+doctoral+students&issn=&date=2003-01-01&volume=&issue=&spage=&au=Pietsch%2C+Ursula+Kathryn&isbn=&jtitle=&btitle=&rft_id=info:eric/</rdf:value> | |
| </dcterms:URI> | |
| </dc:identifier> | |
| <link:type>text/html</link:type> | |
| </z:Attachment> | |
| <bib:Thesis rdf:about="http://search.proquest.com.proxy.library.vanderbilt.edu/docview/305231841?accountid=14816"> | |
| <z:itemType>thesis</z:itemType> | |
| <dc:publisher> | |
| <foaf:Organization> | |
| <foaf:name>Wilmington College (Delaware)</foaf:name> | |
| <vcard:adr> | |
| <vcard:Address> | |
| <vcard:locality>Ann Arbor</vcard:locality> | |
| </vcard:Address> | |
| </vcard:adr> | |
| </foaf:Organization> | |
| </dc:publisher> | |
| <bib:authors> | |
| <rdf:Seq> | |
| <rdf:li> | |
| <foaf:Person> | |
| <foaf:surname>Proffitt</foaf:surname> | |
| <foaf:givenname>Marion Evans</foaf:givenname> | |
| </foaf:Person> | |
| </rdf:li> | |
| </rdf:Seq> | |
| </bib:authors> | |
| <link:link rdf:resource="#item_21758"/> | |
| <dc:subject>0514:School administration</dc:subject> | |
| <dc:subject>Administrators</dc:subject> | |
| <dc:subject>Education</dc:subject> | |
| <dc:subject>School administration</dc:subject> | |
| <dc:subject>Urban school districts</dc:subject> | |
| <dc:title>A study of the challenges to the survival of administrators in urban school districts in three Mid-Atlantic states</dc:title> | |
| <dcterms:abstract>Since the experiences of urban school administrators are as connected to the cities in which they are located as they are to the educational community, their unique situations are often ignored by educational leaders. Therefore, researchers in the educational community have not given as much attention to the challenges that urban school leaders must confront on a daily basis. Based upon the limited amount of research dedicated to urban school leaders, the researcher decided to examine the role of urban administrators in three districts and identify the challenges they face in order to succeed in their assigned positions. This study was facilitated through the use of an ethnographic qualitative method. Urban districts from three Mid-Atlantic states were selected as the places from which to solicit participants. Twenty-seven administrators with urban administrative experiences were selected as participants. All of the participants had served at least five years as an administrator in one or more of the urban areas under study. The data were gathered through focus groups, interviews, and critical incident requests. Participants' responses focused on the challenges that are faced by some urban administrators, their methods of meeting those challenges, suggested professional development programs, and suggested revisions to the graduate level administrative programs. The findings of the study revealed that the greatest challenges to urban administrators consisted of pressures from the members of the boards of education, involvement of parents, demands from community groups and political entities, issues related to labor unions and contracts, and concerns involving racial and cultural conflicts. The study revealed a need for professional development for school administrators in the areas of cultural competency, curriculum development, technology, use of data, and labor relations. The data also suggested that collegiate graduate programs that prepare school administrators should be revised to include political survival, race relations, extended courses in supervision, and a broader range of curriculum and instruction courses. Respondent data also identified external factors that had an impact upon the success of the urban admin |
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