2024-03-29T13:22:17Z
http://digitalcommons.pace.edu/do/oai/
oai:digitalcommons.pace.edu:dissertations-1000
2020-04-25T02:31:12Z
publication:dissertations_theses
publication:dissertations
The influence of selected toys on the cooperative play behaviors of preschool children
Rodney, Claudette Cecilie
Various researchers including Hulson (1930). Updegraff & Herbst (1933), Hendrickson, Strain, Tremblay & Shores (1981), through careful observation of children at play with selected toys, have categorized some toys as either promoting cooperative or isolative play behaviors. The present study was conducted to determine whether the manipulation of a selected group of toys--cooperative or isolative would significantly influence the cooperative play behaviors of preschool children: and whether or not after exposure to the cooperative toys condition, the frequency of cooperative play behaviors would be greater than isolative play behaviors when the children played in other settings, i.e. free-play in the classroom. In Study 1, the frequency of cooperative play behaviors of five subgroups was observed during a 10 minute baseline period, followed by exposure to the cooperative treatment condition, for twenty minutes, then observation of cooperative play behaviors during a ten minute freeplay session. Similarly, six subgroups of children were exposed to the isolative treatment condition followed by observation of cooperative play behaviors during free-play. Results indicated significant differences in the overall mean scores obtained for cooperative play behaviors during the treatment conditions. The male participants displayed a significant group by time interaction. Trends also suggested the possibility of obtaining a group by gender by time interaction with a larger sample size. In Study 2, three subgroups were exposed to repeated trials of either cooperative, isolative treatment conditions or free-play for 4 consecutive days for twenty minute periods. Two weeks later a ten minute follow-up observation of cooperative play behaviors was done during free-play. Although analysis was limited by the small sample size, the groups showed significant differences in levels of cooperative play behaviors, a main effect of group by time. Future research obtaining significant results would be of value in guiding the selection of specific toys in the formulation of treatment plans to modify maladaptive or undesirable social behavior patterns. Such studies would be an asset in teaching children a range of social skills in a systematic fashion rather than by trial and error.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9704829
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Psychology|Experiments|Social psychology
oai:digitalcommons.pace.edu:dissertations-1004
2020-04-25T02:31:16Z
publication:dissertations_theses
publication:dissertations
Post-traumatic stress, dissociation, and antisocial behavior in inner-city adolescents
Hoch-Espada, Amy Louise
Exposure to violence in urban neighborhoods creates enormous threat to inner-city children's well-being, yet until recently research related to inner-city violence and children has been neglected. The present study proposed to address the relationship between exposure to violence and two symptoms of a post-traumatic stress constellation, dissociation and antisocial behavior, in inner-city adolescents. The following hypotheses were proposed: (1) Children's degree of exposure to violence would be positively correlated with PTSD symptomology, (2) There would be a positive relationship between post-traumatic stress symptoms and dissociation in children; (3) There would be a positive relationship between post-traumatic stress symptoms and antisocial behavior in children; (4) Children's exposure to violence would be positively correlated with dissociation, as measured by the ADES; and (5) Children's exposure to violence would be positively correlated with antisocial behavior, as measured by the Youth Self Report. Participants consisted of 102 seventh-grade students from the Trenton area. Each student was given five self-report measures including a background information sheet, a modified exposure to violence questionnaire, the Child Post-Traumatic Stress Reaction Index (CPTSRI), the Adolescent-Dissociative Experiences Scale (ADES) and the Youth Self Report (YSR). Data analysis consisted of Pearson Product Moment correlations. Additional analyses, including multiple regression, factor analyses and contrast analyses, were also performed. The first hypothesis was supported with a positive correlation found between the types and targets of exposure to violence as well as the overall exposure variable with the measure of post traumatic stress symptoms, the CPTSRI. The second hypothesis was supported with a positive correlation found between post traumatic stress symptoms and dissociation. The third hypothesis, was not confirmed by the research. However, a positive correlation was found between one component of antisocial behavior, aggression (YSR), and post traumatic stress symptoms. No relationship could be determined between delinquency (YSR) and post traumatic stress symptoms. The fourth hypothesis was supported with a positive correlation between exposure to violence (overall exposure variable) and dissociation (ADES). Finally, the fifth hypothesis was supported by a positive correlation between exposure to violence (overall exposure variable) and antisocial behavior. These results have serious implications for both psychologists and school psychologists working with inner-city youth. (Abstract shortened by UMI.)
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9724130
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Behaviorial sciences|Social psychology|Criminology
oai:digitalcommons.pace.edu:dissertations-1012
2020-04-25T02:31:02Z
publication:dissertations_theses
publication:dissertations
Typologies of adolescent religious orientation in relation to ego development, God concept, and social desirability
Reinhold, Julie S
The present investigation is an exploratory study designed to establish typologies of religious orientation in a population of adolescents from religious backgrounds. Additionally, the validity of these constellations has been explored in relation to ego development, God-concept, social desirability, and religious practices. A sample of 182 students from three Parochial schools and a Yeshiva, ranging in age from 14 to 18 years old, completed a series of scales measuring religious and psychological variables. A hierarchical agglomerative cluster analysis of the subjects responses to the intrinsic and extrinsic scales of Age Universal Religious Orientation Scale - Revised, the consensual scale of the Religious Viewpoints Scale and the quest scale of the Religious Life Inventory resulted in a four cluster solution. These subgroups are identified as Observance, Foreclosed Intrinsic, Skeptical, and Anti-religious. These empirically derived subgroups were then compared on external validity measures including the Washington University Sentence Completion Test, the Crowne-Marlowe Social Desirability Scale, the Gorsuch Adjective Checklist, as well as measures of religious background and behaviors. Analysis of variance were performed on variables of ego development, social-desirability, God-concept, age, religious background and behavior. Chi Square Analysis was used to determine gender differences. Significant differences were found between subgroups on all criteria except gender and social desirability. Overall, the study indicates that adolescents have customary ways of integrating various dimensions of religious experience into their spiritual life in a manner that is consistent with typical adolescent psychological development. In terms of the religious orientation construct and it's measurement, the study demonstrates a more complex interaction of religious orientation dimensions than has previously been seen in the empirical literature. This finding supports the utility of a multi-dimensional approach to assessing the religious orientation construct and exposes limitations of the conventional four-fold classification system which utilizes only the intrinsic and extrinsic dimensions.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9809595
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Religion|Developmental psychology
oai:digitalcommons.pace.edu:dissertations-1014
2020-04-25T02:31:30Z
publication:dissertations_theses
publication:dissertations
Using personality traits to predict communication technology use in the home
Bellman, Lawrence M
This dissertation explores a number of personality variables with respect to communication technology use in the home. The selected personality variables are affiliative tendency, purpose in life, locus of control, sensation seeking, innovativeness, technological competence (perceived mastery of the technology), and technological conformity (perceived expected peer behavior). They provide a framework for predicting home adoption and use rates of computer/e-mail, fax transmission, and cellular phones. The results of a survey, administered to a sample of 340 graduate students, produced strong support linking the independent variables of innovativeness, technological competence, and purpose in life to communication technology home use, and partial support for relationships among technological use, and the personality dimensions of affiliative tendency, locus of control, sensation seeking, and technological conformity. Findings indicated that the above personality traits improve our ability to predict the frequency and variety of communication technology use at home for business and personal use. This dissertation suggests a linkage between self-perceived technological competence and technology use. The significance of technological competence related to communication technology product and service use was confirmed.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9816324
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Personality|Marketing
oai:digitalcommons.pace.edu:dissertations-1006
2020-04-25T02:31:07Z
publication:dissertations_theses
publication:dissertations
The Wide Range Achievement Test: A validation study
Masotti, Janet
A major goal of the American educational system is to assist students in developing a command of knowledge needed to function in society. Achievement tests are concerned with the measurement of outcomes of the academic process. The need to establish effective methods for measuring and predicting academic success among students has been of longstanding interest to researchers, educators and psychologists. A large variety of standardized achievement measures exist from which to choose, among them, the Wide Range Achievement Test - Revised, (WRAT-R), developed by Jastak and Wilkinson in 1984. Despite its popularity, questions concerning the validity of this measure have been raised. Research efforts have examined the degree to which the WRAT-R correlates with intellectual capacity or to other standardized measures of achievement. There is a paucity of research which attempts to explore the relationship between the WRAT-R measures and school based academic performance. The current research project attempted to address questions concerning the relationship between academic grades and WRAT-R achievement test score results. Data collected from the files of 85 students who had attended a small, private elementary school between the years of 1987 and 1993 were analyzed. Analyses indicate that the Wide Range Achievement Test - Revised results significantly correlate with academic subject grades in reading, arithmetic and spelling. Regression analyses further indicate that WRAT-R scores in reading, arithmetic and spelling predicted academic grades in reading, arithmetic and spelling. The results lend support for the use of the WRAT-R as a measure of achievement for specific academic subject areas, as well as its potential to predict achievement in specific academic subjects. Results do not support its use as a measure of general achievement.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9724156
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Educational evaluation
oai:digitalcommons.pace.edu:dissertations-1001
2020-04-25T02:31:00Z
publication:dissertations_theses
publication:dissertations
Group psychotherapy following repeat and delayed decision abortions: Demographic and personality factors associated with self-selection and responsiveness
Blonstein, Cheryl J
The present study explored predictors of self-selection and responsiveness to short term group psychotherapy following an abortion in a three phase series of investigations. In the first phase, discriminant function analyses were carried out separately for demographic, life circumstance, and personality factors to determine whether there were any variables that would differentiate women who elected to participate in short term group psychotherapy from those who refused. Results of these analyses revealed that group refusal was associated with higher numbers of previous abortions, higher levels of reported depressive affect, and representations of paternal figures as less punitive. In the second phase, one-way repeated ANOVA revealed that women who participated in the group had significantly higher scores on Loevingers Washington University Sentence Completion Test, a measure of ego development, at the end of the group than they had at the beginning of the group. Significant changes were also found with respect to representations of both maternal and paternal figures. The third phase of the study, which explored whether level of ego development would differentially predict response to intervention failed to reveal any significant effects.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9711873
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Personality|Social psychology|Womens studies
oai:digitalcommons.pace.edu:dissertations-1008
2020-04-25T02:31:03Z
publication:dissertations_theses
publication:dissertations
Emotional distress and behavioral problems in children of chronic pain patients
Imeri, Darlene S
This study compared the psychosocial adjustment (level of depression, of anxiety, of self-esteem, and of behavioral problems) of 40 children (ages 8-17 years) of chronic pain patients with that of children of the norming sample of the following self-report and parent report measures: Children's Depression Inventory, Revised Children's Manifest Anxiety Scale, Self-Esteem Index, and the Children's Behavior Checklist. These data were also compared with each of the following variables: Level of the pain patients' distress and disability, duration of the pain patients' pain, age of pain patients' children, and with the gender of pain patient and child (same gender versus opposite gender). The data were analyzed using two different units of analysis: (a) the 24 first born children from each family, and (b) all 40 children from the 24 families. The results of the analyses on both units found that children of pain patients were unexpectedly significantly (p $<$.05) less depressed and less anxious and had significantly (p $<$.05) higher self-esteem than the norming sample of the measures used. Patterns of significance, especially those related to social desirability, suggested that children of pain patients may be responding in socially desirable ways rather than being significantly emotionally healthier than the norming sample on the measures utilized. When examining the results from both the 24 first born children and all 40 children, a significant finding with the RCMAS was that there was a positive relationship between the social desirability and the level of the pain patients' emotional distress (p $<$.05). Another significant finding from the results of the 24 first born children was that there was a positive relationship between social desirability and the age of the children of pain patients. The latter is the opposite of developmental expectations. Perhaps the children responded in socially desirable ways, and increasingly so the older they were, because they became "parentified" by having to precociously assume adult responsibilities within their families in which at least one parent was emotionally distressed. Further research is needed to explore why children of chronic pain patients respond in socially desirable ways, and to explore the dynamics of parentification in families with a member in chronic pain.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9728848
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Social work|Mental health|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1002
2020-04-25T02:31:17Z
publication:dissertations_theses
publication:dissertations
A study of the parent role: The Chinese-American perspective
Shum, Linda Moy
Psychologists who work with children have come to develop a deep appreciation for the significant role parents can play in the facilitation of children's psychoeducational growth, at all stages of development The Parent Role Development Model (PRDM) (Mowder, 199la, 1991b) is a theoretical guide which can be used to understand an individual's perception of the parent role, how it develops over time, and how it shifts and changes in response to the developmental stages of a child as his or her progression is made from birth to adulthood. Based on this model, the Parent Role Questionnaire (PRQ) (Mowder, 1992) was developed to investigate parent perceptions through the PRDM framework. Relatively little research has been done in this area to define specifically what a parent conceptualizes his or her role to be as a "parent", and while there have been studies which delineate more global styles of parenting, the parent's individual perception of what he or she does needs also to be considered and understood. The Chinese-American population is one with a history of noted underutilization of psychological services developed primarily from a traditionally Western perspective, and this is a concern. A better understanding of how to work with Chinese-American parents needs to be explored since resistance by parents to services can potentially place children of this population at risk and/or undermine the interventions that have already been implemented. In this study questionnaire data was collected from the obstetric and pediatric clinics of a lower Manhattan hospital. The PRQ, in English and translated (Chinese) forms, was administered to 103 participants to sample Chinese-American attitudes on parenting. Qualitative and quantitative analyses were conducted to assess the Chinese-American conceptualization of the parent role. The data suggest that Chinese-American respondents define a parent role that includes the parent characteristics as defined by the PRDM. The results reveal developmental trends involving the importance placed on the parent characteristics by the subjects. Results also indicate that the subject's age, sex and experiences of already being a parent do influence aspects of the perception of the parent role characteristics. Cultural factors influencing the use of the PRQ are discussed, as well as the implications for future research and practice with parents. With this understanding, psychologists may then communicate more meaningfully with parents regarding their children, particularly in discussing assessments and interventions.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9711875
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Social psychology|Developmental psychology|Families & family life|Personal relationships|Sociology|Minority & ethnic groups|Sociology
oai:digitalcommons.pace.edu:dissertations-1010
2020-04-25T02:31:14Z
publication:dissertations_theses
publication:dissertations
The effect of parenting styles on coping strategies among mainstream and special education students
Brown, Phyllis Anne
Life stressors have been reported to have a significant negative impact on virtually every area of functioning. Parenting, in some form or another is a constant aspect in the lives of many children and one of the first experiences from which they learn life's lessons. This research addressed the impact of different parenting styles on the development of a particular coping strategy called hardiness. The similarities and differences will be compared among mainstream and special education adolescent students. There has been little evidence that examines the effect of parents on their children's ability to better process stress. There is ample evidence to suggest that effective coping strategies ameliorate stress and produce medically healthier individuals. The personality construct known as hardiness (Kobasa, 1979) is proposed to have protective properties. It is comprised of three factors, which together are believed to render one less susceptible to the negative effects of stress. Subjects were 98 adolescents from a suburb of New York, taken from a public high school. Subjects were primarily Hispanic/Latino. Students were asked to complete the hardiness questionnaire, an adapted version of Schaefer's Child Report of Parental Behavior Inventory (CRPBI), and the Adolescent Inventory of Life Events and Change (A-FILE) to determine recent life stresses. Parenting style, particularly the democratic style is hypothesized to be clearly related to the development of a hardy personality. Other parenting styles are supposed to have an inhibiting effect on the development of hardiness, and the presence of recent stress is also hypothesized to be an inhibitor to coping. Overall, findings indicated that there was no difference between the two groups (mainstream and special education) with regard to the prominent parenting style they experienced. There were significant differences with regard to the age of the two groups and the impact of hardiness on the two groups. The sample was found to possess the coping strategy of hardiness. There were no significant differences found with regard to the relationship of age or gender to parenting style. It was also found that recent stress level did not have an impact on hardiness. Correlations showed hardiness with a significant correlation on some subscales, and strong correlations between the mother and father styles of parenting. These findings were important in that special education students were found to be experiencing ample permissive and neglectful parenting styles, perhaps placing them at even greater risk. This research should be expanded to gain an understanding of parents' impact on the development of hardiness, and help to develop a profile of those at risk and requiring further intervention. Additional research should be done on hardiness, given that there were some results that were and were not consistent with prior research and to develop a uniform hardiness instrument. The instruments from this study could be used as a screening tool in school assessment as well as in the larger community when planning individual or family interventions.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9734922
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Developmental psychology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1007
2020-04-25T02:31:01Z
publication:dissertations_theses
publication:dissertations
Adolescent depression: Its impact on competence, behavioral problems and academic achievement
Rossen, Robert M
The focus of this research project was to demonstrate that a relationship exists between depressive symptoms and levels of competence, academic achievement and behavioral problems in adolescents. The subjects were 96 adolescents who participated in the North Shore University Hospital-National Institute of Mental Health grant entitled "Psychopathology, Suicidal Behavior and Adolescent Abuse" (1987). They were subjects taken from the control group of the original study and had no history of abuse. The research design consisted of correlations between depression and competence, behavioral problems and academic achievement. A comparison between two groups, the Normal group (N = 74) and the Mild to Severely depressed group (N = 22) was also conducted. These classifications were based on scores from the Beck Depression Inventory (Beck and Steer, 1993). It was hypothesized that higher levels of depression in adolescents would result in lower levels of competence, higher levels of overall behavioral problems and higher internalizing behavioral problems. These constructs were measured with the Youth Self Report (Achenbach, 1982) and the Child Behavior Checklist, (Achenbach and Edelbrook, 1983). It was also hypothesized that higher levels of depression in adolescents would result in lower levels of academic achievement. Academic achievement was based on academic grades and standardized test scores. The results indicate that the above hypotheses were partially confirmed. The area of competence was found to be significantly negatively correlated with the adolescent's level of depressive symptoms. In regard to total behavioral problems and internalizing behavioral problems, the ratings proved to be significantly positively correlated with the adolescent's level of depression. Externalizing behavioral problems ratings were significantly positively correlated to the adolescent's level of depression. In the area of academic achievement, several academic subjects proved to be significantly negatively correlated with the level of adolescent depression. The between groups research design (which employed t-tests) provided results similar to those reported above. This research demonstrates the need for school psychologists to diagnose depressive symptoms amongst the student's they serve. It was found that issues associated with higher levels of depression in adolescents are a lower sense of competence, greater total behavioral problems, greater internalizing behavioral problems and greater externalizing behavioral problems, as well as lower academic grades in major subjects. School personnel need to be alerted to students who demonstrate the above profile. These students are considered at risk for depression. These issues should be explored further with the student to determine if additional intervention is needed.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9726602
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Academic guidance counseling
oai:digitalcommons.pace.edu:dissertations-1015
2020-04-25T02:31:19Z
publication:dissertations_theses
publication:dissertations
Children's perceptions of parental roles
Lessuck Namer, Christine S
Parenting may be considered one of the most difficult tasks that humans have to perform; for people, unlike other animals are not born knowing how to be parents. While other animal species exhibit instinctive parenting behaviors, humans do not. The necessary skills and knowledge for parenting must be acquired through a process of modeling, education, and experience. Yet, it has long been a societal belief that parents have an inherent understanding of how to parent, and that they will instinctively perform as parents. Psychologists, educators, and parents themselves, only recently have begun to study the education and psychological well-being of children. Thus, the overall growth of parent-child relationships, how the parent role develops, changes, and adapts over time, and the complexity involved in parenting is just now being addressed. In order to examine the complexities associated with parenting, researchers often view parenting as a social role that is to be performed by parents. A social role refers to a category of people, a societal relationship, and a set of expectations of how people in the category should act. Parent Role Development Theory (PRDT) has been developed to examine how the parent role shifts and changes over time, and has identified the following parental characteristics: bonding, discipline, education, general welfare and protection, responsivity, and sensitivity. The current study contributes to our understanding of the importance and complexities attributed to the parent role from the perspective of the child. Questions for investigation were: (1) Do children acknowledge the important parental characteristics that have been identified from the research literature? (2) Do children view the roles of mothers and fathers similarly? Are mothers and fathers equal providers of parental characteristics to their children? (3) How are gender differences in children reflected in their responses concerning importance of parental characteristics? Do boys and girls differ in what they think parents do? (4) Do children perceive particular characteristics of parenting as shifting over time relative to their own developmental stages? For example, do affectional needs and needs to be protected and cared for assume lesser importance, while aspects of discipline, and/or education assume greater importance with changes in development? (5) Do children view the characteristics of responsivity and sensitivity (which encompass parent-child communication and empathy) as decreasing over time? (Abstract shortened by UMI.)
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9816325
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Preschool education|Families & family life|Personal relationships|Sociology|Social psychology
oai:digitalcommons.pace.edu:dissertations-1009
2020-04-25T02:31:04Z
publication:dissertations_theses
publication:dissertations
The impact of one special education preschool program on adaptive behavior and parental stress
Kennedy, Laura Price
This research project explored the impact of one special education preschool program in helping developmentally delayed children improve their adaptive behaviors across the domains of communication, motor skill, daily living and socialization. A measure of parental stress was also employed to provide information about the relationship of parental stress, adaptive behavior and preschool programing. To ensure that 93 current and past Janet Lockwood Preschool students were similar at the start of preschool programing, children's scores on standardized screening measures were statistically compared. Changes in children's classroom adaptive behaviors and rates of development over time in program were examined by comparing differences in Vineland Adaptive Behavior Scale-Classroom Standard Score and raw score means through an Analysis of Variance. A multiple comparison analysis was made to determine significance of interactions between adaptive behavior composites, domain scores and entry years. Children in program from 1-2 years had greater adaptive behavior skills and an increased rate of development compared to their less than 1 year performances. The magnitude of change has not the same for all 3 entry years, however. Significant interaction effects were found between 2 years of entry and change in adaptive behavior. Parents of children currently attending the preschool completed the Parent Stress Index. An analysis of 31 parent stress protocols revealed that parents of program children have clinically significant stress compared to the PSI normative population. A correlation of VABS-Classroom Standard Scores and Parenting Stress Index scores found that parents' perceptions of their child's unacceptability varied inversely with their child's adaptive behavior. An exception to this relationship was in the Communication Domain of adaptive behavior. The importance of this research is discussed as it contributes to an understanding of the relationship between parent stress and the impact of preschool programming. Further, results lend empirical support for the validity of current and future preschool programming.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9733203
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Special education|Preschool education
oai:digitalcommons.pace.edu:dissertations-1011
2020-04-25T02:31:06Z
publication:dissertations_theses
publication:dissertations
Maternal perceptions of parenting infants with congenital heart disease: Implications for early intervention
Meyers, Barbara Berke
This study explored how mothers perceive their parental role and cope with the chronicity of their child's congenital heart disease (CHD). Sixty-four mothers were selected to complete the Parent Perception Inventory (PPI) and the Parent Role Questionnaire (PRQ). The PPI was used as a needs assessment tool to identify mothers' perceptions of their concerns, needs, and coping strategies when raising a chronically ill infant. The PRQ was used to assess whether the impact of an infant's chronic illness has an affect on a mother's parental role perception at different stages of her child's development. Responses from 31 mothers of infants, diagnosed with congenital heart disease within the first six months of life, were compared with the responses from a control group of 34 mothers of healthy infants. This study found that mothers' stress reaction to their infant's illness is related to perceptions of the long-term prognosis of the cardiac defect. The presence of illness, severity of condition, and the accuracy of a mother's perceptions of the severity of her infant's cardiac condition was not associated with degree of stress. Although mothers of CHD infants did not experience a significantly greater degree of stress than mothers of healthy infants, there was significant variability in the number and types of concerns that each group held. Mothers of CHD infants are significantly more concerned with the needs of their infant. (e.g., his/her care and prognosis) than non-CHD mothers. Mothers of healthy infants focused their concerns on how the birth of their infant impacted on their needs and self-concerns. In both groups, marital satisfaction was related to stress, and unrelated to maternal age, income, and marital status. Both groups also agreed on their perceptions of their parental role and acknowledged that this role changes at different stages of their child's development. The aim of this study was to study maternal perceptions about parenting CHD infants. This study may sensitize health care professionals in their ability to identify maternal concerns and coping strategies, in order that interventions can be developed which meet their specific needs. Prior research shows that facilitating parenting and adaptive interactions within families has a positive impact on the developmental outcome of at-risk infants (e.g., enhances social and cognitive competence).
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9732026
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Families & family life|Personal relationships|Sociology|Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1003
2020-04-25T02:30:59Z
publication:dissertations_theses
publication:dissertations
The impact of services trade barriers: A case study of the insurance industry
Zimmerman, Alan
Trade in services account for an estimated $810-billion and has been growing at an average of 16\% per year for the past decade. World insurance trade has grown less rapidly than trade in other services and some managers blame trade barriers. This dissertation investigates the importance of trade barriers to the managers of international insurance services. Non-tariff barriers (NTBs), have been shown to have an important impact upon international trade in services. Foreign direct investment and market entry strategy theory do not adequately address the importance of trade barriers in the decision making process. While the basic market entry strategies as well as specific entry strategies for insurance firms are well established, the literature related to international marketing of services indicates that service firms need to establish local presence to be successful. Where firms are unable to enter a market because it is blocked by trade barriers, some researchers suggest managers engage in specific entry strategies or strategic actions to overcome barriers. This study is based on interviews with 23 managers representing ten U.S.-based insurance firms, one international insurance trade association and ten non-U.S. based insurance firms. The objective of the study was to identify the perceptions of various barriers held by these managers, the effect of these barriers on specific country entry decisions and the entry strategies or strategic actions managers use to overcome these barriers. This study shows that in general trade barriers are one of several factors managers evaluate when deciding whether to enter a market. But barriers can become a critical factor if they create prohibitive costs or difficulties. Based on the findings, this study proposes a new model of market entry decision making and also includes the option of strategic actions managers may take in lieu of market entry. Respondents saw some specific barriers as critically important. Contrary to theoretical expectations, these critical barriers are not necessarily related to establishment of local presence. In addition to outright prohibition of foreign insurers, the most significant barriers were seen as unenforceability of insurance contract provisions, foreign firm permission to insure their nationals or firms only and discriminatory taxation. Generally managers took more market entry or strategic actions in countries where they perceived the barriers to be lower than in countries where they thought the barriers were higher. The actions taken most frequently were to attempt to influence local decision makers through the legitimacy of the firm's position or the prestige of the firm. The most sophisticated respondents take a long term view and often begin several strategic actions with home and host governments to overcome barriers.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9717121
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Marketing|Management|Business costs
oai:digitalcommons.pace.edu:dissertations-1013
2020-04-25T02:31:08Z
publication:dissertations_theses
publication:dissertations
A comparison of the attitudes of public pension sponsors and corporate CEOs regarding issues of corporate governance
Widman, Albert Drew
This dissertation contrasts the attitudes and beliefs of corporate CEOs and public pension plan sponsors regarding proposals commonly made to better corporate governance practices. It examines questionnaire responses to a survey sent to public pension funds with 1994 assets of $1 billion or more and corporations randomly selected from the Standard \& Poors 500 and Midcap 400 indexes. The research examines the asset growth of public pension plans and the effect that growth has had on their advocacy of corporate governance reform. It notes the more common governance proposals and uses the literature to predict CEO and Plan Sponsor attitudes regarding their possible adoption. While there have been studies that report the number of companies that exhibit specific governance practices, and relate those practices to corporate financial performance, there are no studies that compile, analyze, and contrast the expressed attitudes of corporate CEOs and public pension plan sponsors on issues of corporate governance. Eleven hypotheses are tested using nonparametric statistical techniques. Survey respondents consisted of 68 Plan Sponsors (response rate of 57.6%) and 61 CEOs (response rate of 20.3%). The inclusion of open-ended questions provides an opportunity for readers to gain additional insights into the data. Results indicate higher levels of receptivity from CEOs to corporate governance proposals than was anticipated. Opportunities for collaborative action by public pension plan sponsors is shown to be currently limited by the diversity of opinion within the group about what constitutes appropriate levels of governance activism.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9813900
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Management
oai:digitalcommons.pace.edu:dissertations-1005
2020-04-25T02:31:15Z
publication:dissertations_theses
publication:dissertations
A study of creativity in adolescence as related to ego development and parental attachment
Hanson, Lauren Jean
Adolescence, like no other, is a time of creative mourning and celebrating; it is a process of separating as well as self defining. The basis of creativity has been thought of as being fueled by a never ending state of adolescence. The present study explores creativity among 140 9th grade adolescents and its relationship to their ego development and parental representations. The Circles test from the Torrance Test of Creative Thinking (Torrance 1966) was used as a measure of creativity. The Washington University Sentence Completion Test (Loevinger 1970) accessed ego development and the Inventory of Parental Representation (IPR) (Hart 1997) accessed maternal and paternal attachments. Psychoanalytic and developmental literature, empirical studies and literary references illustrate how the constructs of creativity and ego development may correspond. Both are linked to depth of internal resources, including the capacity to tolerate ambiguity, to differentiate self and other and to cope in a world of affect, abstraction and complexity. Creativity has also been linked both to parents who encourage individuation and to a prolonged need to repair a depressed, dependent or otherwise needy parent. In analyzing results for the total sample no relationship was found between creativity and ego development. However, when analyzing males and females separately partial support was revealed for a relationship between creativity and ego development for males. A qualitative analysis of the creativity data also revealed interesting patterns of expression that link creativity and ego level for both females and males. Females scored significantly higher than males on measures of creativity and ego development. In addition, in evaluating the relationship between the parental representation factor of Reparation and creativity a significant sex of subject by Reparation interaction effect was found. Females who attained high scores on the parental Reparation factor tended to show more creativity, while males showed significant decreases in creativity when high in Reparation. Creativity findings and sex differences are further interpreted along the lines of Chodorow, Gilligan and Greenson, particularly in terms of how male identity and creativity may be vulnerable in the context of the maternal relationship. Content validity is also discussed as well as ideas for future research.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9724157
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Social psychology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1018
2020-04-25T02:31:31Z
publication:dissertations_theses
publication:dissertations
Examining the effects of fetal "crack" cocaine exposure on the development of infants during the neonatal period
Feliciano, Israel
This study was conducted in an effort to assess the possible teratogenic effects of fetal exposure to "crack" cocaine on the development of infants during the neonatal period. The principle assessment tool employed in this study was the Brazelton Neonatal Assessment Scale (NBAS). Infants were also assessed with respect to the presence of neurologic signs, as well as gestational age, birth weight, and head circumference. An effort was made to relate these characteristics to degree of exposure to "crack", and an effort was made to take into account the possible effects of other factors such as cigarette smoking, weight gain during pregnancy, and consumption of alcohol. This study also made an attempt to control for possible confounding variables (e.g., exposure to other drugs). That is, infants who were exposed to other drugs in addition to "crack" (e.g., heroin, methadone) were excluded from this study. Significant findings were obtained on two of the seven Brazelton subscales (i.e., range of state, and autonomic stability), smoking and weight gain during pregnancy, and extent of "crack" use during pregnancy. However, some of the findings were at variance with several prior studies which indicated a negative relationship between maternal substance abuse and birth weight, length, and head circumference.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9823595
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Cellular biology|Obstetrics|Gynecology|Toxicology
oai:digitalcommons.pace.edu:dissertations-1016
2020-04-25T02:31:11Z
publication:dissertations_theses
publication:dissertations
Transition practices among special education preschool providers in New York City
Taylor, Kristin Moore
This study investigated transition services in New York City special education preschools and provides a profile of current transition practices. The purpose of this study was to examine child, family, and school characteristics and their impact on the successful transition of preschoolers with disabilities into kindergarten settings as mediated by effective transition policies and strategies. This study replicated several aspects of Transition to Kindergarten in American Schools (U.S. Department of Education, 1992), which investigated preschool to kindergarten transition for children without disabilities in 1,169 schools throughout the United States. The current study differs in that it looked specifically at special education preschools in New York City. The sample consisted of 25% of existing Special Education preschools in New York City, randomly selected. Several questions, guided by the research questions posed in the National Transition Study and by a conceptual model of transition for children with disabilities, directed this investigation: (1) What transition practices are currently in place for effective transition planning for preschoolers with disabilities in New York City? (2) What strategies exist that effectively involve parents in transition planning? (3) In what ways do the following child characteristics inhibit effective transition planning: (a) nature of disability, (b) severity of disability, and, (c) language? (4) What is the nature of the collaboration between preschool programs for children with disabilities, Committee on Preschool Special Education and Committee on Special Education regarding transition? (5) In what ways do preschool program characteristics influence effective transition planning? (6) What major barriers inhibit effective transition planning? and, (7) What are considered to be effective transition strategies by preschool program staff? The results indicate that there is a basic timeline for transition activities followed by preschool providers and school districts. Most schools described adhering to this timeline with little variation. Preschools report working closely with parents during the transition process and 80% report holding parent workshops to educate parents about the process. Transition activities had reached the status of formal, written policy in only 16% of the schools surveyed; 65% of the schools rated their satisfaction with the transition process as, "somewhat satisfied;" and 61% rated their collaboration with the various Committee's for Special Education as "satisfactory." Preschool providers cited many barriers to effective transition planning, such as lack of appropriate kindergarten programs and lack of communication with the Committee for Special Education. Another barrier often cited was that parents do not receive enough information from the Board of Education regarding the transition process. While schools reported many barriers, they have developed successful strategies to overcome them. Common strategies for effective transition planning included holding parent workshops, teaching parents to be advocates, and incorporating transition planning into the preschool curriculum.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9818543
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Preschool education|Special education|School administration
oai:digitalcommons.pace.edu:dissertations-1017
2020-04-25T02:31:32Z
publication:dissertations_theses
publication:dissertations
Adolescents' perceived attachment to parents and its relationship to depression
Nicholas, Constantina
Research on the relationship between one's family and well-being has shown that positive bonds serve as protective buffers and sources of throughout a lifetime. The quality of attachment buffers the child from anxiety and depression and is strongly related to feelings of well-being. Adolescents who feel strongly and positively attached perceive themselves more positively and competently than adolescents who report weaker or negative attachments with parents. The present investigation sought to understand the relationship between attachment to mothers and fathers of male and female adolescents and the relationship of attachment to depression. Consistent with the literature, it was hypothesized that: (1) the higher the perceived quality of maternal attachment, as measured by the Inventory for Parent and Peer Attachment (IPPA), the lower the level of depression, as measured by the Center for Epidemiological Studies Depression Scale for Children (CES-DC). (2) the higher the perceived quality of paternal attachment, the lower the level of depression. (3) females will report higher levels of depression than males. The study also examined differences in parenting influences based on sex of child and sex of parent. Cross validation procedures were used in order to increase the generalizability to other samples. Subjects were selected from a larger longitudinal study and were divided into three samples: (1) The 1990 Separated database consisted of 188 subjects; (2) The 1991 Separated database consisted of 166 subjects; and (3) a Within subject database followed from 1990 to 1991 consisted of 81 subjects. The questionnaire designed for this study consisted of Background information (including sex of subject and age), the Center for Epidemiological Studies Depression Scale for Children (CES-DC), (Weissman, Orvaschel, and Padian, 1980), and the Inventory for Parent and Peer Attachment (IPPA), (Armsden & Greenberg, 1987). The first hypothesis was supported in the two separated samples and in the 1990 Within Subject sample. Consistent with the literature, it was found that the higher perceived mother attachment, the lower the level of depression (CES-DC). The second hypothesis was also supported in the two separated samples and in the 1990 Within Subject sample. There was a positive correlation between CES-DC and father attachment. The third hypothesis was supported in the two separated samples and in the 1990 Within Subject sample. There was a positive correlation between CES-DC and sex with females reporting higher levels of depression than males. The results of multiple regressions for the 1990 Separated year was that sex and paternal attachment were significant predictors of depression. The results of multiple regressions for 1991 Separated year revealed mother attachment, sex and father attachment respectively were significant predictors of depression. For the 1990 Within Subject database, the significant predictors were sex, mother attachment and father attachment, respectively. For 1991 Within Subject database, there were no significant predictors of depression. Cross validation procedures for the separated data suggest that the results may be generalizable to other samples. Cross validation procedures for within were partially supportive of the model. The results of this study may assist in the understanding of the importance of attachments to parents and the impact on an adolescents' feelings of depression.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9817075
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Psychotherapy|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1021
2020-04-25T02:31:27Z
publication:dissertations_theses
publication:dissertations
Adolescent physical abuse: Predictive factors
Septimus-Berger, Aliza
Using a developmental-ecological model of physical abuse, this study examined whether three sets (i.e. individual characteristics, family functioning and social characteristics) predict abuse and what variables within each set predict abuse. An unselected sample of 99 physically abused adolescents and their mothers, and 99 control comparison dyads matched for age, race, gender, and socioeconomic status, served as subjects. Data was gathered through semi-structured interviews and self-report questionnaires. Results of 6 differently ordered setwise logistic regression models indicated that all 3 sets significantly predicted abuse. The individual set made a significant contribution to the prediction of abuse above and beyond the predictive power of the combined family and social sets. The family set also made a significant additional contribution to abuse above and beyond the combined predictive power of the individual and social sets. The social set made no significant additional contribution to abuse above and beyond the predictive power of the combined family and individual sets. Within the individual set, results indicated that presence of maternal mood disorders, adolescent mood disorders and adolescent disruptive behavior disorders were significant predictors of abuse. Within the family set, extreme levels of marital conflict and family cohesion were significant predictors of abuse. Within the social set, both the number of different stressful life events and the degree of social isolation were significant predictors of adolescent physical abuse. Examination of variables from all three sets combined indicated that adolescents who have a disruptive behavior disorder are 6 times more likely to be physically abused than comparison adolescents who do not have a disruptive behavior disorder. Other significant predictive variables indicate that families with extreme levels of family cohesion are 4 times more likely to be abusive. Families with adolescent and maternal mood disorders are 3 times as likely to be abusive, and families that have greater number of life events and marital conflict are more likely to have adolescents who are physically abused. Results of this study are useful in helping mental health practitioners identify and treat abusive families.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9840157
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Social psychology|Criminology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1030
2020-04-25T02:31:49Z
publication:dissertations_theses
publication:dissertations
The effect of school-based cognitive behavioral group therapy with a specific component of socialization, and self esteem, on the self-esteem of ADHD children
Cohen, Simcha Y
The present study explored the effect of a short term cognitive group therapy with a focus on socialization and self esteem, on the self esteem of children with ADHD. Children were examined at two phases, pre and post treatment. Treatment consisted of a 9 week therapy which combined standardized curriculums of socialization, and self esteem. Two different measures of self esteem were used, examining four different areas of self esteem, General Social, Academic and Parental Self-esteem. The data was analyzed using the SPSS MANOVA procedure to provide a univariate repeated measures analysis (RANOVA), which was computed for each dependant and outcome variable. Results of these analyses revealed that there was no significant change in the self esteem of the youngsters undergoing treatment, over the youngsters in the weight-list control. Possible explanations for these findings and the implications regarding this study are discussed. Issues of research in inner city environments, and community mental health settings are also discussed in relation to the findings of this study.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9912479
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Elementary education|Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1025
2020-04-25T02:31:22Z
publication:dissertations_theses
publication:dissertations
Perceived social support as a protective factor in manifest and emotional resilience
Cohen, Elana C
Individual differences in adaptation to stress suggest that moderator variables mitigate the effects of stress as it affects maladjustment. The present study examined the protective effect of children's perception of social support from family and friends in manifest and emotional resilience. This investigation also sought to increase understanding of different domains of resilience, to determine how children who have experienced environmental stressors are functioning socially, behaviorally, academically, and emotionally. The sample consisted of 90 children who attended an after-school program in Lower Manhattan. Environmental stress was assessed by the Stressful Life Events Scale (Brown, 1985). Perceived social support was measured by The Perceived Social Support from Family and Friends (Procidano & Heller, 1983). Manifest resilience is defined here as social and academic competence, and emotional resilience by levels of depression and anxiety. Social/behavioral functioning was indicated by the Teacher-Child Rating Scale (Hightower et al., 1986). Academic achievement was measured through self-reported school grades. Level of depression was measured by the Center for Epidemiological Studies Depression Scale for Children (Weissman, Orvaschel, & Padian, 1980). Level of anxiety was assessed by the Revised Children's Manifest Anxiety Scale (Reynolds & Richmond, 1978). The first hypothesis study stated that perception of social support would moderate the deleterious effects of stress on both manifest and emotional resilience. The second hypothesis proposed that manifest variables would moderate the relationship between stress and emotional functioning. This predicts that children appearing resilient based on manifest measures would be less resilient emotionally. Hypotheses were tested by multiple regression analyses. For the first hypothesis, results indicated a significant interaction between stress and perceived social support from both family and friends for academic achievement only. No significant interactions were found for stress and perceived social support for social competence, depression, or anxiety. For the second hypothesis, results strongly suggest that the relationship between stress and emotional functioning significantly changes as a function of manifest competence. Further examination indicates that the relationship between stress and emotional functioning diminishes as manifest competence increases: a pattern of suppression emerges in that those high in manifest resilience are also higher in levels of depression and anxiety. Implications of these results include a more focused and refined target for intervention programs which seek to enhance psychological well-being. Findings also support resilience as a multi-dimensional construct, as children may be functioning well in certain areas but have greater difficulty in others.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9841831
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Social psychology
oai:digitalcommons.pace.edu:dissertations-1029
2020-04-25T02:31:24Z
publication:dissertations_theses
publication:dissertations
A comparison of self-esteem, gender role orientation, and body image in adolescent female athletes and nonathletes
Novick, Elissa Rosenzweig
Athletic participation for females has increased dramatically during the last two decades. Currently research that looks at the psychological characteristics of female athletes and the impact that sports participation has on young women are important issues concerning the psychological exploration of sports. Three variables which the literature has deemed important in determining the differences between female athletes and nonathletes are self-esteem, gender role orientation, and body image. Although there are some inconsistencies, the literature generally demonstrates that females who participate in sports have higher self-esteem, more positive body images, and perceive themselves as psychologically more masculine than their non-athletic peers. In addition, research also suggests that women who have masculine gender role orientations have higher self-esteem and more positive body image self-concepts. The present study examined self-esteem, gender role orientation, and body image of adolescent female athletes and compared them with adolescent female nonathletes. The sample was comprised of 103 undergraduate females from three colleges in the northeast. The measures used to assess the variables were The Feelings of Inadequacy Scale (Fleming & Courtney, 1984), the Personal Attributes Questionnaire (Spence, Helmreich, & Stapp, 1974, 1975), and The Body Esteem Scale (Franzoi & Shields, 1984). In addition, an extensive demographic questionnaire was devised to assess the women's participation or non-participation in sports and extra-curricular activities during high school. Including the latter variable makes this study distinct from previous studies that had only considered two groups: athletes and nonathletes. The current study was comprised of four groups including female adolescents who participated in sports only, female adolescents who participated in sports and extra-curricular activities, female adolescents who participated in extra-curricular activities other than sports, and female adolescents who did not participate in sports nor in any other extra-curricular activities. Since extra-curricular participation was a continuous variable that cut across both the athlete and nonathletic group, theoretically valuable and interesting interaction effects were also investigated. Results of sports participation (yes, no) by extra-curricular participation (yes, no) ANOVAs indicated that adolescent female athletes had significantly higher self-esteem and body esteem, and perceived themselves as psychologically more masculine and less feminine than their non-athletic counterparts. In addition, there were significant interaction effects (sport participation x extra-curricular participation) that impacted results for the hypotheses concerning self-esteem and masculine gender role orientation. The interaction effects suggested that the effects of sports participation on self-esteem and a masculine gender role were moderated by the effect of extra-curricular participation. Finally, a correlation revealed that the athletes who perceived themselves as psychologically more masculine and less feminine had significantly higher self-esteem and body esteem as compared with the other athletes. The findings of this study can be useful for high school curricula which should be amended to require participation in sports. School psychologists can be instrumental in implementing sports programs for young women. Based on the results of this study as well as previous research, sports participation during school is invaluable for girls in terms of increasing self-esteem and promoting more positive body images.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9908034
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Personality|Recreation|Developmental psychology
oai:digitalcommons.pace.edu:dissertations-1024
2020-04-25T02:31:23Z
publication:dissertations_theses
publication:dissertations
Violence prevention programs for adolescents at risk: Impact on program development, implementation, and evaluation
DeFour-Pierce, Debra M
There has been very little research that identifies symptoms that are predictive of individual risk factors due to exposure to community violence and have integrated this research to develop, implement, and evaluate specific interventions for youth at risk for psychological and behavioral symptoms. This study explored the effects of exposure to community violence on adolescents' psychological and behavioral adjustment and their need for a comprehensive, multi-level secondary prevention program that works with youths to prevent violent behaviors in resolving social problems effectively and nonviolently. The participants (n = 127) in this study were inner-city youths who attended an intermediate school in the Morrisania section of the Bronx. The youth ranged in age from 11 to 15 years. The mean age of the youth was 13 years. Overall, 32% of the youth were 12 years old; 26% were 13 years old; and 30% were 14 years old. The majority of the students were in the seventh grade (66%), while 34% were in the eight grade. There were 57 males and 70 females. The majority of these adolescents identified themselves as being from an African-American cultural background (51%); 41% were from a Hispanic cultural background; 8% of the youth checked the "other" category to identify their cultural background. The students in this "other" group identified themselves as Guyanese. Exposure to violence was defined by the overall exposure to violence, which consisted of two categories: (1) the "type" (chase, threat, hit, shot, stab, kill) and (2) the "target" (self, saw, heard) of violence experience the participants encountered. The dependent variables were hopelessness; beliefs supporting aggression; anxiety, depression, delinquency, and aggressive behaviors; social acceptance, behavioral conduct, and global self-worth. The first hypothesis stated that children exposed to community violence would experience feelings of hopelessness. This hypothesis was not supported. The second hypothesis stated that there would be a positive relationship between exposure to community violence and beliefs supporting aggression. This was not supported by the research. The third hypothesis stated that exposure to violence would be positively related to delinquent, aggressive, anxious, and depressed behaviors. This hypothesis was supported. The fourth hypothesis stated that exposure to community violence would be negatively related to social competence, behavioral conduct, and global self-worth. The correlations between exposure to community violence and (a) social competence and (b) behavioral conduct was not significant. However, a negative correlation was found between exposure to violence and global self-worth. Demographic variables age and gender were also examined to determine if there was a relationship with exposure to community violence. Exposure variable categories were explored to determine which one contributed primarily to psychological and behavioral symptoms. (Abstract shortened by UMI.)
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9840690
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Psychotherapy|Criminology|Social work
oai:digitalcommons.pace.edu:dissertations-1023
2020-04-25T02:31:35Z
publication:dissertations_theses
publication:dissertations
Predictors of condom use among college students: Interpersonal, attitudinal and psychosocial characteristics
AlRoy, Carolyn
Background. The AIDS Risk Reduction Model (ARRM) integrates individual and interpersonal aspects of sexual behavior into a comprehensive prevention model. This study proposed that attitudes toward condoms would increase the efficacy of ARRM to predict condom use among college students. It also explored the extent to which predictors of condom use are consistent for both males and females. The two research questions are: (1) Does the AIDS Risk Reduction Model predict condom use among college students? and (2) To what degree does attitudes toward condoms (a variable supported by research) contribute to this model? An additional research question focused on gender differences in resolving disputes over condom use. It was hypothesized that in cases of dispute over condom use, females will be more likely iikely to have sex without a condom than will males in a similar situation. Two exploratory analyses were also conducted to determine (a) whether powerlessness, demoralization, and meaninglessness are significantly related to condom use following dispute over condom use; and (b) the relationship between powerlessness, demoralization, and meaninglessness with health protective sexual communication and self-efficacy for condom use. Results. Overall, 75% (n = 286) of the students were sexually active and significantly more men than women reported condom use at last sexual intercourse. Only one out of the four ARRM variables, commitment to condom use, was significantly correlated with condom use. Gender differences were also found: (1) men were significantly more likely than women to report the use of condoms at last sexual intercourse (64% for men and 45% for women, $\chi\sp2=8.4,$ df = 1, p =.003); (2) women were significantly more likely than men to report withdrawal as contraception at last intercourse (43% for women and 29% for men $\chi\sp2=5.2,$ df = 1, p =.023); (3) females were more likely to report positive attitudes, and health protective sexual communication, while (4) women were significantly more likely to report the belief that they could do something if their sexual partner did not want to use condoms (96% women and 86% men, $\chi\sp2=21.8,$ df = 1, p =.000). Given disputes over condom use females (50%, n = 20) were not more likely to have unprotected sex than males (70%, n = 14). No significant relationships were found between each of the three psychoattitudinal variables, powerlessness, demoralization and meaninglessness with condom use. Contrary to expectations, demoralization was inversely associated with health protective sexual communication. (Abstract shortened by UMI.)
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9840689
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Behaviorial sciences|Public health
oai:digitalcommons.pace.edu:dissertations-1022
2020-04-25T02:31:21Z
publication:dissertations_theses
publication:dissertations
The relationship between family violence and dissociation in physically abused and non-abused adolescents
Green, Rinat R
Empirical studies as well as clinical case reports indicate that children who are exposed to family violence are at greater risk for developing psychopathology. One aspect of psychopathology, which has been strongly associated with family violence, is dissociation. However, dissociation in children and adolescents has only recently begun receiving the attention it deserves from the clinical community. The purpose of this study is to determine the relationship between family violence and dissociation in adolescent targets of abuse. This is accomplished by comparing the level of dissociative experiences in adolescents who were physically abused (Abuse Group) with a matched sample of non-abused adolescents (Non-Abuse Group). It was hypothesized that physically abused adolescents will report more dissociative experiences than non-abused adolescents. This study also compares the level of dissociative experiences of physically abused adolescents living in households in which there were reports of inter-parental physical violence (Double-Exposure Group) with physically abused adolescents living in households in which there were no reports of inter-parental physical violence (Abuse-Alone Group) in order to assess whether the combined effect of physical abuse and inter-parental physical violence results in increased levels of dissociation. Participants for the physical abuse samples were recruited directly from the State Department of Social Services Abuse and Maltreatment Register after allegations of physical abuse were confirmed. The comparison sample was recruited from the same communities through random digit dialing by a marketing company, as part of a grant investigation by North Shore University Hospital, Division of Child and Adolescent Psychiatry and was matched by age, gender, race, and socioeconomic status. This study also investigated the relationship between gender and dissociative experiences, hypothesizing that adolescent females, will report more dissociative experiences than adolescent males. It was also hypothesized that physically abused adolescent females living in households in which inter-parental physical violence was reported will report more dissociative experiences than physically abused adolescent males with the same history, physically abused adolescent females and males living in households in which there were no reports of inter-parental physical violence, and non-abused adolescent females and males. Finally, this study also investigated, in an exploratory manner, the relationship between level of dissociation and psychopathology in physically abused adolescents. It was hypothesized that physically abused adolescents reporting a high level of dissociative experiences are more likely to meet criteria for clinical psychiatric diagnoses than physically abused adolescents reporting a low level of dissociative experiences. It was also hypothesized that gender and dissociation score will discriminate between physically abused adolescents meeting criteria for clinical psychiatric diagnoses and those who do not. Results. There were no significant differences on dissociation score between the Abuse and Non-Abuse groups or between the Double-Exposure, Abuse-Alone, and Non-Abuse groups. Similarly, there were no significant differences on dissociation between males and females in any of the diagnostic groups. However, physically abused adolescents reporting a high level of dissociation were more likely to meet criteria for Lifetime Cigarette Smoking, and Lifetime Overanxious Disorder. Furthermore, gender and dissociation score were able to discriminate between adolescents who report Lifetime Cigarette Smoking and those that do not. Adolescent females were significantly more likely to report Lifetime Cigarette Smoking than males. Implications for diagnostic assessments and treatment of physically abused adolescents, as well as directions for future research, are discussed.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9840685
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Families & family life|Personal relationships|Sociology|Social psychology
oai:digitalcommons.pace.edu:dissertations-1028
2020-04-25T02:31:28Z
publication:dissertations_theses
publication:dissertations
A Rorschach study of object representations and attachment in male adolescents with disruptive behaviors
Pinto, Angelynn Fhay
The term disruptive behaviors refers to those behaviors specified as Conduct Disorder and Oppositional Defiant Disorder in the DSM-IV. A robust literature indicates that these behaviors can be differentiated into two groups, aggressive and non-aggressive/delinquent, each with its own developmental trajectory. One dimension, characterized as aggressive or overt, begins in early childhood with oppositional behaviors and progresses into the more overtly aggressive behaviors during adolescence, with a poor adult prognosis. The non-aggressive/delinquent trajectory, characterized as covert, typically begins in early adolescence with the emergence of truancy, substance abuse, rule breaking, and run-away behaviors, is less apt to progress into aggressive behaviors, and is more apt to resolve by late adolescence. Studies have also indicated that both disorders manifest disturbances in attachment. As of yet, there have been no studies examining whether or not children manifesting different behavioral disturbances manifest different attachment styles; or differences in object representations, which have been found to mediate behavior. This study was an examination of the Rorschachs of 50 adolescent boys, ages 13 through 15, identified as in need of service for disruptive behaviors significant enough to cause dysfunction either in school or the community. A comparison of the frequency of certain Rorschach determinants, considered to reflect attachment needs, dysphoria, and anxiety was made. A content analysis of Rorschach responses, using the Mutuality of Autonomy Scale (Unst, 1977) was also conducted. This scale measures object representations along seven dimensions, reflecting different developmental levels. The youths' self-report of their attachment to each parent and to their peers was also examined, using the Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1987). No difference was found between the groups in their use of Rorschach determinants, nor in their ratings of attachment of parents and peers. On the MOA, the covert group showed a significantly higher frequency of Most Adaptive Responses (MAR) than the overt group, indicating a greater capacity for collaborative and reciprocal relationships. The groups did not differ in the frequency of their Least Adaptive Responses (LAR), suggesting that malevolent and destructive interactions are equally expected by each group. These results suggest that differences in defensive structures may account for the higher level of adaptive functioning in the Covert group. Further research in this area is indicated. Exploratory analysis of the frequency of distorted or unusual perceptions (X-, Xu) found that this population adolescents manifesting disruptive behaviors produced a significantly greater number of these responses when compared to the non-clinical sample reported by Exner (1993). Additional research of variations in cognitive functioning between the two groups is also indicated. When working with this population, psychologists need to be aware of their high level of distrust of the good intentions of others, as well as their tendency towards disturbances in thinking and deficits in reality testing.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9907771
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Behaviorial sciences|Criminology
oai:digitalcommons.pace.edu:dissertations-1031
2020-04-25T02:31:18Z
publication:dissertations_theses
publication:dissertations
Alexithymia in an anorexic population: Prevalence and predictive variables
Greenberg, Stephanie Jill
Research has shown that eating disordered patients exhibit traits similar to alexithymia. Alexithymia can be described as an inability to identify or describe emotional experiences. Bruch (1973) has observed that eating disordered individuals have deficits in interoceptive awareness and are unable to correctly perceive and interpret bodily processes. These traits are often seen in patients with alexithymic tendencies. To date, very little empirical research has looked at the relationship between anorexia nervosa and alexithymia. Since eating disorders represent miscognitions of internal bodily based experiences, it seems reasonable to consider the relevance of this to alexithymia. In other words, are anorexics alexithymic? The present study examined the prevalence of alexithymia in an anorexic sample as compared to a normal control sample. Three hypotheses were formulated. The first hypothesis stated that the mean alexithymia score will be significantly higher in the anorexic group as compared to the normal control group. The second hypothesis stated that the average spontaneous expression of inner cognitive and affective experience will be significantly lower in the anorexic group as compared to the normal control group. The third hypothesis stated that there will be a positive relationship between interoceptive awareness and alexithymia. In addition, a research question examined to what extent anorexia, fantasy level, interoceptive awareness and the subscales of the SCL-90-R predict alexithymia. The samples consisted of 53 female adolescents between the ages of 14 and 25. The first group consisted of 23 anorexic patients from a day treatment program from a large suburban university hospital; while the second group consisted of 30 participants who were recruited from a suburban private high school and through advertisements placed in local schools. Each subject completed 6 measures: Eating Disorder Inventory-2 (EDI-2), Toronto Alexithymia Scale-20 (TAS-20), Ideational Productivity Test (transcendence index), and Symptom Checklist (SCL)-90R. Overall results support the stated hypotheses. First, alexithymia was found to be more prevalent in an anorexic group as compared to a normal control group. Second, the anorexic group showed less spontaneous expression of inner cognitive and affective experience than the normal control group. Third, a large positive relationship was found between interoceptive awareness and alexithymia. In response to the research question, the results of a regression analysis revealed that most of the alexithymia variance could be attributed to group membership, depression and interoceptive awareness. Implications for the usefulness in identifying children and young adolescents who might be at risk for developing anorexia and subsequent treatment are discussed.* *Originally published in DAI Vol. 58, No. 7. Reprinted here with corrected school.
1997-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9801921
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Physiological psychology
oai:digitalcommons.pace.edu:dissertations-1020
2020-04-25T02:31:25Z
publication:dissertations_theses
publication:dissertations
Self-revealing in Korean-American adolescents as a function of their degree of acculturation and depression
Bang, Charlene
For most immigrants, there are a number of stressors (e.g. language barriers, discrimination, prejudice) related to immigration which can negatively affect adjustment. As a result, some immigrants may experience psychological distress such as depression. Attempts to overcome this stressful adjustment can lead to different coping strategies such as adapting to the new culture. In contrast, with difficult adjustment, the immigrant can experience acculturative stress. Korean American adolescents may experience increased difficulty with adjustment since they are already facing emotional challenges as they transition from childhood to adulthood. As a result of Korean culture, in which it is ideal for an individual to remain calm even during stressful times (i.e., immigration) and are possibly experiencing emotional distress, Korean American adolescents may internalize their feelings and not self reveal/self disclose their emotions. As they adapt to the new culture or become acculturated, their tendency to self reveal or self disclose psychological symptoms may increase. Studies suggest that there are gender differences in willingness to reveal personally relevant information. According to Dogin & Kim (1994), females reveal more than males. One way to study willingness to reveal personal information is by means of self-report measures or questionnaires such as the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A). The MMPI-A has three scales L, F, and K, that are specifically sensitive to how individuals reveal personal information. The L scale is designed to detect attempts made by adolescents to put themselves in a favorable light. The F scale is designed to detect the adolescent exaggerating symptoms or problems. The K scale is designed to detect defensiveness. These scales (L, F, and K) enabled us to determine in the present study the validity of the MMPI-A when using it with Korean American adolescents. The present study determined the relationship between acculturation, defined by Suinn-Lew Asian-Identity Acculturation Scale (SL-ASIA) and self revealing, as defined by the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A's) validity scales, L, F, and K. In addition, effects of depression, as determined by the Beck Depression Inventory (BDI) on tendency to reveal was examined. Furthermore, interaction effects between self disclosure, acculturation, and depression were determined. Lastly, gender differences were examined. To study these effects, 79 Korean American adolescents (females: $n = 39;$ males: $n = 40$ between the ages of 12 and 18 from PA, NJ, and NY) who were either born in (49%) or emigrated to (51%) the U.S., were administered the three scales, the MMPI-A, SL-ASIA, and BDI. (Abstract shortened by UMI.)
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9828744
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Psychotherapy|Minority & ethnic groups|Sociology
oai:digitalcommons.pace.edu:dissertations-1026
2020-04-25T02:31:26Z
publication:dissertations_theses
publication:dissertations
The effects of strategic bankruptcy and contingent liabilities on the performance of bankruptcy prediction models
Lombard, Doris Ann (Dori)
The purpose of the study is to analyze the effects of strategic bankruptcy and contingent liabilities footnote disclosure (as required by the Statement of Financial Accounting Standards No. 5) on the performance of bankruptcy prediction models. The results of the study indicate the following: (1) Because strategic bankruptcies have been used as a business strategy to accomplish a corporate goal, when strategic bankruptcies are grouped with financial bankruptcies, noise is created. Partitioning bankrupt firms into strategic and financial bankrupt firms cleans the noise and improves the accuracy of the bankruptcy prediction models. (2) The Type I error rate and accuracy of the model improved significantly with the inclusion of contingent liability variables. A proxy for the accrual of contingent liabilities included in the financial statements is not a good discriminator of bankrupt and nonbankrupt firms. A proxy for text length of the contingent liability footnote disclosure is statistically significant and should be considered in bankruptcy prediction models.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9904669
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Accounting|Finance
oai:digitalcommons.pace.edu:dissertations-1027
2012-03-07T21:50:52Z
publication:dissertations_theses
publication:dissertations
The impact of humor on early adolescents' emotional and behavioral response to events
Sobol, Hillary Lisa
A large body of evidence indicates that undesirable major life events and minor daily events cause, contribute to, and exacerbate emotional and behavioral disturbances in early adolescents. Ongoing research has focused on factors which both relate to functioning and which offer protection against the negative effects of such events. The present study examined the relationship between humor, events, and functioning and the impact of humor on young teens' emotional and behavioral response to events.^ One hundred and twenty-nine middle school students completed questionnaires measuring functioning, the occurrence and impact of major life events and minor daily events, the use of humor as a coping mechanism, and the experience of laughter in various situations.^ Hierarchical multiple regression analyses primarily were employed to assess the hypotheses. As expected, major life events and minor daily events--measured separately--were positively correlated with and were positive predictors of emotional and behavioral dysfunction--each accounting for a significant proportion of the total variance in disturbance. Although it was postulated that coping and situational humor would negatively correlate with and negatively predict disturbance, neither was related to dysfunction directly, among the total sample. However, among the total sample, after controlling for major life events, both aspects of humor negatively predicted dysfunction and contributed to the remaining variance in dysfunction above that accounted for by major life events alone, but after controlling for minor daily events, neither humor aspect predicted dysfunction nor added to the prediction of disturbance beyond that explained by such events.^ As hypothesized, both aspects of humor mitigated the major life event/disturbance relationship for the total sample. Visual inspection of graphs that show regression lines depicting the interaction between major life events and humor in predicting disturbance and, as such, reflect the major life event/disturbance relationship for subjects at different levels of humor, indicates that among subjects lower in humor, increases in major life events were seemingly associated with increases in dysfunction, while among subjects higher in humor, increases in major life events were associated with either significantly less, if any, increases in disturbance or seeming decreases, if any, in dysfunction. In contrast, neither aspect of humor attenuated the minor daily event/dysfunction relationship.^ The findings suggest that among early adolescents, coping and situational humor are important to the prediction of disturbance when examined in the context of a relationship and interaction with major life events, but neither improves the prediction of dysfunction when measured in the context of a relationship and interaction with minor daily events.* ftn*Originally published in DAI Vol. 59, No. 5. Reprinted here with revised abstract. ^
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9833671
ETD Collection for Pace University
EN
DigitalCommons@Pace
Psychology, Personality
oai:digitalcommons.pace.edu:dissertations-1019
2020-04-25T02:31:36Z
publication:dissertations_theses
publication:dissertations
Depression, hopelessness and aggression as predictors of suicidal ideation in delinquent and non-delinquent hospitalized adolescents
Nissel, Chaim
This study analyzed psychological, self report, test data accumulated from 1024 adolescents at a private psychiatric facility. The Youth Self Report (YSR)-Delinquent Behavior scale was utilized to divide subjects into delinquent and non-delinquent groups. The Beck Depression Inventory, Beck Hopelessness Scale, Reynold's Suicidal Ideation Questionnaire and YSR-Aggressive Behavior scale were used as measures of depression, hopelessness, suicidal ideation and aggression, respectively. This study found that for both delinquent and nondelinquent groups, all three variables examined, aggression, depression and hopelessness, were highly significant in predicting suicidal ideation in hospitalized adolescents. It was predicted that aggression would be a more prominent factor than depression and hopelessness, in predicting suicidal ideation for delinquent adolescents more so than for nondelinquent adolescents. This was not indicated by the results of this study. In fact, aggression had equal predictive value for both groups. The predictive value of the three variables, aggression, depression and hopelessness, together accounted for close to 50% of the variance in suicidal ideation. Interaction effects were examined between each variable and delinquency and between combinations of the variables and delinquency and these were not significant. There appear to be no significant differences in the predictive value of aggression, depression and hopelessness in predicting ideation, between delinquent and nondelinquent hospitalized adolescents. These results show that aggression alone, is a significant factor in predicting ideation. It has greater predictive value when combined with depression and hopelessness. Limitations of this study and suggestions for future research are discussed.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9823693
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Personality
oai:digitalcommons.pace.edu:dissertations-1032
2020-04-25T02:31:42Z
publication:dissertations_theses
publication:dissertations
The relationship between attachment and depression in American and Bolivian adolescents
Morales, Alejandra
High rates of adolescent depression and suicide continue to be of concern to the school community, families and mental health professionals. Variability in findings of the prevalence and etiology of depression has been attributed to differences in its definition and measurement. Studies in the United States and Europe have focused mostly on psychiatric populations with less of an emphasis on identifying depression in non-clinical adolescent populations. The cross cultural research published on adolescent depression has also been scant with particular reference to Central and South America. The research literature indicates that the risk factors in adolescent depression seem to be multidetermined. Studies suggests that adolescents share a number of risk factors: family history of affective disorders, inadequate parenting, interpersonal difficulties within the family and insecure parental attachments. This study examined the relationship between attachment and depression in American and Bolivian adolescents. The sample consisted of 956 male and female high school students, from grades 9–12, obtained from two populations: (1) three private Bolivian high schools, (2) a public suburban high school in the United States. The second sample was taken from a larger longitudinal study. The Parental Bonding Inventory and the Center for Epidemiological Studies Depression Scale were the measures used to assess relationships among parental care and overprotection and degree of depression in the two populations. Significant correlations were obtained for the care and overprotection dimensions of attachment and depressive symptomatology. Country of origin by parental attachment interactions were found. Interaction effects were significant for country of origin and the care dimension, indicating that the perception of maternal care significantly contributed to the degree of depressive symptomatology in adolescents from the United States and Bolivia. Interaction effects were also significant for country of origin and gender as predictors of depression in both samples. Cultural differences specific to adolescent development in Bolivia are discussed. Psychodynamic theories of development are applied within a cultural context pertinent to attachment and depression.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9912480
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1033
2020-04-25T02:31:33Z
publication:dissertations_theses
publication:dissertations
The relative efficacy of measures of adolescent substance abuse
Muniz, Elizabeth
The use of psychometric instruments in detecting problematic alcohol and drug use among adolescents has been most extensively investigated with the MacAndrew Alcoholism Scale (MAC), (MacAndrew, 1965). The MAC has been described as measuring a bipolar dimension of character, with “…high scores being indicative of a reward-seeking or `go' orientation and low scores being indicative of a punishment-avoidance or `stop' orientation” (MacAndrew, 1981). Subsequently, MacAndrew, 1985, constructed the Substance Abuse Proclivity scale (SAP) geared to the early detection of “problem engineering alcohol and drug use in younger men.” This study examined the relative efficacy of the MAC-R, as well as other currently used alcoholism scales, the PRO, SAP, and ACK in detecting substance abuse among 1051 inpatient psychiatric adolescents ranging from age 13–17 in a private psychiatric inpatient setting. The relationship between each scale and the SCID-PSUD was examined through kappa coefficients and analysis of variance. The presence of substance abuse was examined within three classifications: Reported no drug use versus any drug use, subjects reporting no use versus those who fell on the continuum of experimentation to multiple diagnoses of abuse; Reported experimentation versus severe use, subjects reporting no use or experimentation with cannabis and/or cannabis versus those who fell on the continuum of using alcohol or cannabis plus another drug to multiple diagnoses of abuse; and Reported symptoms meeting criteria for at least a single diagnosis of substance abuse versus no diagnosis, subjects reporting no symptoms indicating a diagnosis of substance abuse versus those who indicate at least a single diagnosis of substance abuse. Sensitivity and specificity values were generated as an attempt to identify MAC-R, PRO, SAP, and ACK raw cutoff scores that maximize the accurate classification of individuals (based upon level of drug use). Each scale's ability to identify substance abuse/experimentation (sensitivity) improved across the classifications. All scales demonstrated at least good sensitivity within the “Reported symptoms meeting criteria for at least a single diagnosis of substance abuse versus no diagnosis classification. With regard to specificity, the PRO and SAP scales revealed excellent specificity within the “Reported no drug use versus any drug use” classification and poor specificity within the “Reported symptoms meeting criteria for at least a single diagnosis of substance abuse versus no diagnosis.” The MAC-R and ACK scales maintained stronger specificity within the “Reported symptoms meeting criteria for at least a single diagnosis of substance abuse versus no diagnosis classification.” Additionally, the impact of gender, age, and reported symptoms of psychopathology was examined by comparing the true positives and false negatives obtained from each scale. The results were varied. Report of externalizing symptoms was revealed as the most consistent difference between true positives and false negatives. The impact of gender was less consistent and age was not revealed as a significant factor for any of the scales. The MAC-R obtained the lowest overall success rate and the ACK scale obtained the highest overall success rate. The clinical utility and limitations of all four instruments are discussed as well as the applications for school-child clinical psychologists.* *Originally published in DAI Vol. 59, No. 7. Reprinted with corrected school.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9840691
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Public health|Psychological tests
oai:digitalcommons.pace.edu:dissertations-1034
2020-04-25T02:31:34Z
publication:dissertations_theses
publication:dissertations
Gender of preschoolers' preferred play partners: Children's perspectives
Weissman, Dale
The literature often finds that same-gender children prefer to play with each other as early as the toddler years. The current author examined play partner preferences in a sample of preschoolers. Using an interview method, the investigator explored why preschoolers choose their preferred play partners, if choices relate to gender, and whether there is an interaction between gender and reasons for choice of play partner. Fifty-five children between three and five years of age were interviewed. The interview questions were based on the literature, as well as on the questions and hypotheses of this study. Responses were coded and interrater reliability of scoring by two independent raters was high. Percentages of children's responses in all of the categories were calculated and chi square tests were performed. Results indicate that boys tend to choose boys for their preferred play partners, while girls choose boys and girls almost equally for their preferred play partners. Girls' choice of both boys and girls as preferred play partners is an unexpected result, based on prior research. One explanation for these results is the interview method used. Another possibility is that children may be influenced by the greater freedom society currently offers to both genders in playing a wider variety of roles. This study also examined reasons for choice of play partners. Reasons include enjoying the same activities and being attracted to behaviors and/or personality traits of the partner. Understanding children's play preferences contributes to the knowledge regarding gender traits. This knowledge can help adults develop experiences which may enhance the psychological development of each child. Further, this knowledge may encourage both genders to develop their own abilities, productive and rewarding relationships, and enhance their contributions to society.* *Originally published in DAI Vol. 59, No. 8. Reprinted here under correct school.
1998-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9903251
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Preschool education
oai:digitalcommons.pace.edu:dissertations-1035
2020-04-25T02:31:54Z
publication:dissertations_theses
publication:dissertations
The relationships between problem-solving, life stress and depression
Schur, Sherry Anne
This study investigated the relationship among three variables: depression, life stress and problem solving. Gender and ethnic differences were also explored. The participants were 85 undergraduate students enrolled in psychology courses at a northeastern university. Subjects were told the purpose of the study and participation was voluntary. Five self-report measures were administered: Beck Depression Inventory (BDI), Means End Problem Solving Measure (MEPS), Unusual Uses Activity Test (UUAT), Problem Solving Inventory (PSI) and Life Experience Scale (LES). Subjects were debriefed after completing the measures. No significant differences were found among ethnic groups. However significant gender differences were noted in relation to depression, interpersonal problem solving, and the time component of the interpersonal problem solving measure (MEPS). Significant relationships were found to exist among the three major variables: depression, negative life stress and one's attitude toward their ability to problem solve. It appears that rather than one's actual ability to problem solve being most important in relation to depression and stress, it is one's perception or attitude toward his/her ability that is paramount. These findings may assist practitioners in the development of new strategies to address depression as well as assist in targeting problem solving deficits.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9915171
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1037
2020-04-25T02:31:43Z
publication:dissertations_theses
publication:dissertations
A comparative study of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) test performance: Northern Cheyenne and Blackfeet reservation Indian children with the standardization sample
Salois, Karen A. Nielson
Intelligence testing of school children began in the early 1900s after Lewis Terman initiated changes in the original 1905 Binet-Simon Scale. However, at that time, testing instruments largely focused on substantiating differences among people, suggesting that difference was equivalent to deficiency. Ethnic minorities were thus perceived as less capable and less intelligent than those of majority culture. Early reservation boarding schools reflected this philosophy in removing Native American children from the “negative” influences of their homes in an attempt to provide appropriate education. While great strides have since been made in the recognition and appreciation of cultural contributions and diversity, school placement decisions often remain based on results of psychoeducational assessment instruments which primarily reflect the values and achievement goals of majority society. Despite this and the high proportion of Native American children in learning disabled and mentally handicapped placements today, a culturally specific instrument with which to assess the intellectual functioning of American Indian children has yet to be developed. The acceptable alternative to date has been the creation of local norms which allows comparison with like peers. This study has provided a comparison of scores of the Wechsler Intelligence scale for Children-Third Edition (WISC-III), the nationwide test of choice for intellectual assessment of children, for the Northern Plains American Indian children of the Northern Cheyenne and Blackfeet Indian Reservations in Montana. Research of this kind has never been attempted for this specific population, making this study significant in serving as a baseline for further investigations of the cognitive abilities of these two tribes. This investigation has demonstrated consistency with results of earlier studies of Wechsler Intelligence Scale for children-Revised (WISC-R) performance among American Indian children, indicating significantly lower Full Scale IQ and Verbal IQ scores to that of the national norm. while an analysis of mean Performance IQ scores was not found to be statistically significant above that of the standardization sample, tasks of visual-perceptual and visual-spatial-motoric ability were observed as strengths. Two Performance subtests (Picture Completion and mazes) were found to be notably higher at the .001 level of significance for American Indian children when compared to the national norm. A predominance of simultaneous to sequential reasoning skills was further identified based upon a comparison of subtest performance correlations. (Abstract shortened by UMI.)
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9925492
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychological tests|Educational psychology|Educational evaluation
oai:digitalcommons.pace.edu:dissertations-1036
2020-04-25T02:31:47Z
publication:dissertations_theses
publication:dissertations
The impact of heritage education on self-esteem and ethnic identity
Ng, Eva
Bilingual education remains highly controversial in the United States today. Advocates of bilingual education recognize an association between bilingual education and self-perceptions. This study was conducted to explore the relationship between bilingual education and self-concept in order to shed some light on the bilingual education versus English-only controversy. It examined two components of self-concept, namely self-esteem and ethnic identity, by comparing Chinese children who attended a heritage school program with Chinese children who did not receive education in their heritage language and culture. The following hypotheses were proposed: (1) a positive correlation would be found between self-esteem and heritage language education, and (2) a positive correlation would be found between ethnic identity and heritage language education. A sample of 86 Chinese children (41 males and 45 females) ranging in ages from 7–4 years old to 9–6 years old who attended an after school center participated in this study. Of these children, forty-seven were also identified as having attended a weekend Chinese heritage program for a minimum of one year. Parents of the children were given a Parent/Guardian Home Language Questionnaire and Demographic Questionnaire to complete. Each child was administered the Basic Inventory of Natural Language (BINL)—English and Chinese versions, Picture-Sorting Task, and Coopersmith's Self-esteem Inventory The two hypotheses were not supported by the results in this study. However, a number of significant 3-way interaction effects demonstrated different male and female patterns of ethnic identification and self-esteem as a function of English and Chinese language fluency. Affiliation with the non-Chinese culture decreased with the increase of facility with either language for girls who attended a heritage program, but the opposite trend was found for male program participants. Similar patterns emerged when social self-esteem and school-based self-esteem were analyzed as a function of language fluency. These results suggested that Chinese children experienced conflict related to language fluency. Additional research would be necessary to gain a better understanding of the impact of language proficiency on self-esteem and ethnic identity. Findings could have important implications for school psychologists and implementation of bilingual and bicultural/multicultural programs in public schools.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9925491
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Bilingual education|Multicultural education|Developmental psychology|Minority & ethnic groups|Sociology|Educational psychology
oai:digitalcommons.pace.edu:dissertations-1040
2020-04-25T02:31:53Z
publication:dissertations_theses
publication:dissertations
The role of culture and other predictors in test anxiety
Rubin, Sarah I
The nature of test anxiety, what causes it, and how one can treat it has been an area of concern to psychologists and educators for many years. Test anxiety research has prospered because test situations occur frequently and assume much importance in the lives of many people in all school environments, public and private, grade school through college. Estimates on the prevalence of test anxiety among a school aged population range from 10–30%. Test anxiety is a pervasive condition among college students (Clawson, 1981). These implications demand that the factors that impact test anxiety be looked at, so that methods for reduction of test anxiety can be tailored to the student, and implemented by school psychologists, perhaps thereby reducing test anxiety, and ultimately improving students performance. Test anxiety has been found to be correlated with poor performance and relating inversely to individuals' self-esteem, and directly to fears of negative evaluation, defensiveness and other forms of anxiety. While research alludes to some link or overlap between test anxiety, performance, self-esteem, trait anxiety, cultural or ethnic background, and other demographic variables such as gender, there are not enough studies to properly assess the connection and therefore to ultimately devise interventions that will assist university students, with sensitivity to their individual needs in regards to their test anxiety. Aspects of self-esteem, an individual's culture, anxiety levels, gender, and other demographic factors would seem to be important aspects to look at together when investigating factors that impact upon test anxiety. Based on the presented literature the following hypothesis was generated: Cultural variables, which include cultural values, ethnicity, and assimilation would significantly contribute to the prediction of test anxiety above that of traditional known predictors of self-esteem, trait anxiety, and gender. To test this hypothesis this study looked at factors that have previously been shown to have a variable effect upon the outcome of test anxiety, in addition to looking at how the students cultural background and cultural values may effect the outcome of test anxiety. This was looked at by studying a population of culturally diverse inner city students and included the broad ethnic grouping of Hispanics, African Americans, Asians, and Caucasians. Results of a regression analysis showed unique contributions of Western vs. Eastern cultures, self-esteem, gender, and state anxiety such that people who are test anxious tend to come from a Western culture, have lower self-esteem, are female, and have state anxiety. Set-wise regression analysis indicated that culture does not contribute to the prediction of test anxiety above and beyond known predictors of test anxiety. Outcomes of this study are discussed in relation to possible enhancements of school psychologists methods for working with test anxious students. (Abstract shortened by UMI.)
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9934570
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Educational evaluation|Minority & ethnic groups|Sociology|African Americans
oai:digitalcommons.pace.edu:dissertations-1038
2020-04-25T02:31:50Z
publication:dissertations_theses
publication:dissertations
Puerto Rican youth "at risk": Impact of ethnic identity and self-esteem on academic success
Rosario, Julio
This project examined the relationship between individual, family, and school-related risk factors, global ethnic identity and global self-esteem among 83 Puerto Rican and Non-Puerto Rican Hispanic eighth graders. These adolescents have been identified by the research literature as being “at risk” for academic problems and possible school drop-out. The project also examined the relationship between these risk factors, global ethnic identity and global self-esteem on academic success. Participants came from 6 intermediate schools in 4 school districts identified as largely Hispanic. They were administered a packet of three survey questionnaires, consisting of (1) a Background Questionnaire, (2) The Multigroup Ethnic Identity Measure (MEIM) (Phinney, 1992), and (3) the Self-Esteem Index (SEI) (Brown & Alexander, 1991). Academic success was operationalized as students' citywide reading and mathematics (NCE) scores in the California Achievement Test-Reading (CTB-R) and the California Achievement Test-5th edition (CAT-5) (New York City Board of Education, Office of Research, Evaluation, and Assessment, 1997). These data were obtained through a review of participants' cumulative records. Results indicated that though participants identified strongly with their individual Hispanic subgroups, the differences between groups in global ethnic identity and global self-esteem were not significant. Single-parent female-headed households have been identified as a significant risk factor for academic failure: there were, however, no differences in ethnic identity or self-esteem between adolescents living in single-parent female-headed households and those living in intact families. There were no significant differences between the two groups in reading or mathematics scores. However, there were significant differences in reading and mathematics scores between those students in general education programs and those in bilingual programs. Findings suggested that though educational goals were significantly associated with higher reading scores they were not associated with higher mathematics scores. A sense of academic competence was significantly associated with higher mathematics abilities but not with higher reading scores.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9926086
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Educational psychology|Minority & ethnic groups|Sociology|Developmental psychology|Personality
oai:digitalcommons.pace.edu:dissertations-1042
2020-04-25T02:31:45Z
publication:dissertations_theses
publication:dissertations
Birth order and perceived parental bonding in adolescents
Nadler, Shari Lyn
Parental bonding and attachment was initially studied to examine its effects on young children. It is now believed that there are lasting effects throughout an individual's lifespan especially during critical developmental periods such as adolescence. The nature of the bond to one's parents occurs on an individual basis and is not the same for each child within a family. It may be influenced by birth order as parents often respond differently to each child. Literature indicates that firstborn children as compared to laterborn children tend to report stricter parental control, greater pressure to achieve and less emotional warmth. Conversely, laterborn children tend to experience a more easy going relationship with parents without the pressure and anxiety which characterize the firstborn child's experience. The present study examined the relationship between birth order and perceived parental bonding in adolescents. The sample, taken from a larger longitudinal study, consisted of 123 adolescents ages 13–19, attending a public high school in Upper Westchester. The dimensions of care and overprotection for both mother and father were assessed by the Parental Bonding Instrument (Parker, Tupling & Brown, 1979). A demographic questionnaire was used to determine the subject's birth order within their family. It was predicted that firstborn adolescents as compared to laterborn adolescents would report lower levels of parental bonding as measured by greater levels of overprotection and lower levels of care. Gender differences and adolescent's perceptions of their mothers as compared to their fathers were also examined. Multivariate Analyses of Variance and subsequent univariate analyses when indicated were conducted to evaluate birth order and parental bonding based on the outcome factors of care and overprotection. Results indicated that there were no significant differences in perceived care from mothers and that firstborn adolescents reported higher levels of perceived care from their fathers and lower parental overprotection as compared to laterborn adolescents. Although significant differences in perceived parental bonding were found, results did not support the initial hypothesis. Significant differences were noted in maternal and paternal care scores but not for overprotection scores. Additionally, gender differences were not found to be significant. Present results contradict the previous research and suggest the need for future research to further explore how birth order may influence initial parental bonding and the lifelong attachment formed.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9939740
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Families & family life|Personal relationships|Sociology|Social psychology
oai:digitalcommons.pace.edu:dissertations-1043
2020-04-25T02:31:48Z
publication:dissertations_theses
publication:dissertations
An investigation of the construct and concurrent validity of variables from the Comprehensive System for the Rorschach in a child psychiatric inpatient population
Grosso, Carolyn Gail
This study attempted to explore the construct and concurrent validity of Exner's Comprehensive System for the Rorschach. Selected variables from six clusters from the Rorschach were correlated with parent ratings and self-report measures for 491 children from an inpatient psychiatric hospital setting. The six categories were Thinking (Formal Thought Disorder and Fantasy), Reality Testing, Impulse Control, Affect Management, Self Perception/Self Esteem, and Interpersonal Orientation with relevant scales selected from the criterion measures. Apriori hypotheses were developed which attempted to relate the six categories of variables to selected scales from criterion measures. Analyses were conducted by comparing Exner's cutoff criteria for the sets of variables with parent ratings (Personality Inventory for Children and Devereux Scales of Mental Disorders) and child self-reports (Children's Depression Inventory). Correlation analyses were carried out between Rorschach cutoff scores and continuous scales as well as Exner cutoff scores and clinical cutoff measures for criterion measures. Correlation analyses supported apriori hypotheses for many Rorschach variables when compared to criterion measures. In the Thinking cluster, the SCZI index most often demonstrated validity. In the Reality Testing cluster of variables, the SCZI index, X-%, and the FQ- were variables which demonstrated validity. In the Impulse Control cluster of variables, the D and Adj D variables demonstrated validity. In the Affect Management cluster of variables, the DEPI index demonstrated validity. In the Self Perception/Self Esteem cluster the Morbid variable demonstrated validity, and in the Interpersonal Orientation cluster no variables supported apriori hypotheses. The correlations obtained revealed low degrees of association between variables. An exploration of this pattern of correlations with a series of binomial tests were carried out on the correlation matrices, in order to estimate whether or not current findings differed from expected probable outcomes. Results of these tests reveled most significant findings for correlations between Thinking variables and PIC scales, Reality Testing variables and PIC scales, and Impulse Control variables and PIC scales.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9940446
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychological tests|Mental health|Developmental psychology
oai:digitalcommons.pace.edu:dissertations-1039
2020-04-25T02:31:40Z
publication:dissertations_theses
publication:dissertations
Identity and intimacy in adults who have suffered parental death in childhood or adolescence
Beer, Carolyn Pica
The present study explored the impact of parental death in childhood and adolescence on the development of identity and intimacy in adulthood. In addition, grief resolution and bereavement circumstances were investigated for their relationship to these variables. Thirty-nine parentally bereaved and 107 non-bereaved college students (42 males and 104 females) completed the Objective Measure of Ego Identity Status (OMEIS; Adams, Shea, & Fitch, 1979), subscales of the Erikson Psychosocial Stage Inventory (EPSI; Rosenthal, Gurney & Moore, 1981), the Personal Assessment of Intimacy in Relationships (PAIR, Olson & Schaefer, 1981), the Texas Revised Inventory of Grief (TRIG; Faschingbauer, DeVaul, & Zisook, 1978), and a demographic questionnaire. It was hypothesized that parentally bereaved participants would report lower levels of identity and intimacy than non-bereaved participants. ANCOVA results, with age as the covariate, disconfirmed these hypotheses. On the contrary, partial support for an inverse relationship was found whereas bereaved participants had significantly lower identity diffusion scale scores and were classified as identity diffused significantly less often than non-bereaved participants, F(1,141) = 9.34, p < .01, partial [special characters omitted]. Likewise, bereaved participants evidenced significantly higher EPSI intimacy scores than non-bereaved participants, F(1, 141) = 3.77, p = .05, partial [special characters omitted]. A statistical investigation of the impact of grief resolution on the dependent variables was not feasible due to low n size. However, qualitative case material is presented and discussed. Lastly, bereavement circumstances were analyzed for their relationship to identity and intimacy. Death of a father was related to higher identity adjustment than death of a mother (r = −.33, p < .05). Remarriage of the surviving parent (r = .33, p < .05) and attainment of counseling ( r = .40, p < .05) were also related to higher levels of identity. Perceived closeness to the deceased and the experience of having anniversary reactions were positively related to EPSI intimacy ( r = .35, p < .05; r = −.36, p < .05). Individuals who accepted a “substitute” parent in their lives showed higher levels of recreational intimacy ( r = .40, p < .05). Finally, lower sexual intimacy was related to feelings of having the same illness as the deceased (r = .35, p < .05). The results of this study are discussed and challenge more traditional views about childhood bereavement and psychosocial development. Suggestions for future research are provided with a focus on sampling procedures, the use of longitudinal data, and the hypothesis that parental bereavement can facilitate identity development.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9926396
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Developmental psychology|Social psychology
oai:digitalcommons.pace.edu:dissertations-1045
2020-04-25T02:31:46Z
publication:dissertations_theses
publication:dissertations
Staff attitudes toward family involvement and reunification in residential treatment centers
Coleman, Frances Claire
There has been a federally mandated shift in child welfare policy in the past two decades to more family centered and community-based approaches. Family involvement in treatment is mandated even within the most restrictive level of care within the child welfare system—the residential treatment center. Additionally, family reunification should be the primary goal of treatment. Nevertheless, if staff who are providing services do not embrace these policies, then the likelihood that they will be incorporated into practice is substantially diminished. The current study examined staff attitudes towards parental involvement and family reunification for children who live in residential treatment centers (RTCs). A 102-question survey, which was adapted from Baker, Heller, Blacher, and Pfeiffer (1995), was administered to 102 staff members from three sites of a child welfare agency. The hypothesis that there is a positive relationship between support for family involvement in residential treatment and family reunification was confirmed by a significant positive correlation ( r = .26, p < .01). The hypothesis that staff who hold more positive beliefs about families and how much they can be helped would be more supportive of family involvement in treatment was confirmed (r = .57, p < .01). The third hypothesis that administrators endorsed more positive items on the attitudes toward family reunification than clinicians and child care staff was supported, [ F (2,96) = 5.64, p < .005]. The hypothesis that years of experience (r = .32, p < .01), amount of training respondent had prior to employment at the agency ( r = .24, p < .05), and amount of training in family work at JCCA (r = .54, p < .01) were positively correlated with Attitudes toward Family Involvement was supported. Overall these three variables accounted for 30% of the variance in staff members' support for family involvement. The results of this study indicated that staff who work in residential treatment centers are committed to family involvement and believed that reunification is a realistic goal in many cases. Further study could focus on what staff perceive as obstacles toward reunification and this may help to guide treatment. It would also be useful to research the efficacy of family treatment and success of reunification efforts.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9949097
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1044
2020-04-25T02:31:41Z
publication:dissertations_theses
publication:dissertations
The effects of bone lead poisoning on cognitive, achievement, attentional, and language functioning in children
Cepelewicz-Harbater, Eileen Beth
Lead is the most widespread environmental neurotoxin in the United States. Exposure to lead in early childhood is extraordinarily common, especially among poor minority young children living in central cities. Lead poisoning has been found to cause many neuro-behavioral problems in children. Previous research has found relationships between lead poisoning found in blood and dentin and various factors such as IQ, achievement, behavior, memory and learning, reading disabilities, distractibility, and impulsivity. However, using blood lead concentrations and dentin lead concentrations to estimate lead exposure has its limitations. Blood lead has been found to measure recent exposure. Therefore, looking at blood to determine lead level can therefore be misleading. Dentin lead estimates suffer from other problems such as varying lead concentrations in different places in the same tooth and differences in lead concentrations among tooth types in the same mouth. In recent years, lead poisoning found in the bone has been identified as a good source to measure accumulated exposure. The goal of this study is to determine whether increased body burden of lead, a sensitive and previously validated indicator of excess early lead exposure, is associated with cognitive, achievement, attentional, and language impairment in preadolescent urban youth. Results of correlational analysis indicated no significant relationship between bone lead and cognitive, achievement, attentional, and language functioning. However, current blood levels were found to be significantly associated with hyperactivity (r = .35, p < .05) as measured by the Conners' Parent Rating Scales. As expected, bone lead and blood lead were negligibly correlated. No relationship was found between the covariate age and bone and blood levels. Modeled with previous research, the bone lead levels were divided into five groups testing for points of differentiation. Pairwise comparisons between bone levels and cognitive and achievement functioning showed no significant group differences. However, significant group differences were found on measures of attention as measured by the Conners' Parent and Teacher Rating Scales. While there were no significant group differences between bone levels and language functioning, moderate effect sizes, indicating possible differences given a larger sample size, were found on subtests, of the Clinical Evaluation of Language Fundamentals-Third Edition. Based on previous research, the Mann-Whitney U Analysis was used to compare low and high bone risk groups. (Abstract shortened by UMI.)
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9948589
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Physiological psychology|Cellular biology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1047
2020-04-25T02:31:39Z
publication:dissertations_theses
publication:dissertations
The impact of organized sport participation on self-esteem in middle school children
Berger, Matthew Adam
It has been estimated that over 7 million children between the ages of five and seventeen participate in organized school sports in the United States. Research on what influence sports has on a child's social, academic, and psychological development has become an area of increasing interest. Past research has evaluated the role of sport participation on various psychological variables, including self-esteem. Although research has shown there to be correlations between sports participation and self-esteem, critics have argued that many of these studies generalized the term sports participation to encompass all levels of participation and predominantly utilized male samples at the high-school level. Research has shown that self-esteem development tends to decrease during the transition from elementary to middle-school but becomes more variable as students move from seventh to eighth grades. This study investigated the connection between interscholastic sports participation and self esteem, using a sample of 142 children in 7th and 8th grade at a heterogeneous suburban middle school. A demographic data sheet was used to provide descriptive information about gender, sports participation, extent of participation; quality of performance; and whether extraneous variables influenced one's ability to participate in an interscholastic sport. The Coopersmith Self-Esteem Inventory School Form (CSEI) was completed by the children in order to provide total and subscale self-esteem scores. Contrast analyses were calculated for pairings representing extent of participation and self-esteem subscales and did not reveal any significant differences across self-esteem subscales and extent of participation. Correlational coefficients were determined between the subscales of the CSEI and quality and extent of sports participation. There were no significant correlations present between the level of self-esteem and the quality and extent of participation. Significant differences in self-esteem according to gender and sports participation were not present. A significant difference (p < .05) was present between those unable to participate in sports and those who did participate for the School-Academic Self-Esteem subscale. The restriction of range, and the resulting lack of variability among the self-esteem subtest scores for this sample was the most prevalent reason for the lack of significant findings in this study. The rationale underlying this project was to determine whether a relationship exists between organized sports participation and self-esteem, and results of this study suggest that while the impact of sports on one's self-esteem is inconclusive, the presence of sports participation in one's life may serve as one of several components in healthy self-esteem development. (Abstract shortened by UMI.)
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9950745
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Educational psychology|Physical education|Recreation
oai:digitalcommons.pace.edu:dissertations-1041
2020-04-25T02:31:51Z
publication:dissertations_theses
publication:dissertations
A field study of the impact of ISO 9001 on software development in the United States
Griesemer, James Alan
The ISO 9000 Series of Standards are international quality standards developed by the International Organization for Standardization. They were developed with the intent of creating a set of common standards for quality management and quality assurance to ensure a process is capable of consistently producing products that meet the expectations of customers. Since their publication in 1987, nearly sixty countries have adopted the ISO 9000 series of Standards including the United States, Canada, Japan, and members of the European Community. Since 1992, the ISO 9001 Standard, Quality Systems - Model for Quality Assurance in Design, Development, Production, Installation, and Servicing, has been applied to the development of software. In the United States, ISO 9001 certification was originally viewed as a requirement for selling products in Europe. Today, however, organizations are seeing the need to invest in the improvement of quality to improve profitability. This study explores the impact of ISO 9001 certification on United States software development organizations. By studying the ISO 9001 Standard, and how it is applied to software development, insight can be gained concerning its impact on software quality, customer satisfaction, development productivity and software process improvement. Therefore, this research serves as an exploration of the ISO 9001 Standard as a quality management system for the process of software development. Further, because of the infancy of application of the ISO 9001 Standard to software development, an exploratory investigation into its nature and use is a prerequisite for continued and in-depth research. The research was carried out within the context of a field study of United States software developing organizations, comparing those without ISO 9001 certification to those who obtained ISO 9001 certification between 1992 and 1995, and those who obtained certification in 1996. Data gathering was carried out by a mail survey with telephone follow-up interviews where necessary. The results of this research are presented as descriptive statistics and in discussion form. Implications of the results are presented through discussion of the research issues and the development of a set of contentions concerning the impact of ISO 9001 certification on United States software development organizations.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9937490
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Management|Computer science
oai:digitalcommons.pace.edu:dissertations-1046
2020-04-25T02:31:38Z
publication:dissertations_theses
publication:dissertations
Male independent school students' perceptions of school climate and its relationship to achievement and minority status
Sims, Clinton Eugene
School climate is influenced by many variables and a multidimensional approach is required for a thorough assessment. There has been steady progress reported in identifying the effects of school climate. Research from the 1960's through the 1990's has progressed from stating no relationship between school climate and academic outcomes to revealing a strong relationship between the two. Recent research has also shown that minority students do not view the school climate as favorably as do Caucasian students. The current study utilized first term report card grades, the School Climate Survey, three open ended questions, and 152 male parochial students in fourth through eighth grade. Nine school climate variables were investigated: Fairness, Order and Discipline, Parental Involvement, Sharing of Resources, Student Interpersonal Relations, Student-Teacher Relations, Achievement Motivation, School Building, and the General School Climate. Additional variables included ethnic status, (i.e. Caucasian, Minority, and African-American), achievement level, and grade level. Results indicated that students felt that the appearance of the school building, student-teacher relations and fairness were the most positive aspects; students with grades of 85 and above generally had more positive perceptions of the school than did students with grades of 80 or below; and student interpersonal relationships and the general school climate were perceived as very positive aspects of the school's climate for the higher achieving students in all individual academic subjects. Generally speaking, students from lower grades tended to have higher scores on all of the school climate variables than did students from the upper grades. Only the variable of Achievement Motivation demonstrated a significant ethnic difference, where Caucasian students reported higher Achievement Motivation than minority students who did not identify themselves as African-American. Findings from the open-ended questions support the major findings from the survey. That is, for all three ethnic categories, from all grade levels, the appearance of the school building, student-teacher relationships, and fair treatment from school personal were frequently mentioned as the best thing about the school. For the students included in this survey, extracurricular activities was the most favorite aspect of the school throughout every grade level, and in all ethnic groups. In terms of interpersonal relationships, Caucasians primarily reported an emphasis on good peer relations while minorities focused more on their positive relationships with teachers. Nonetheless, various responses were offered to the open-ended questions, with no large number of students in agreement. In the wake of multiple incidences school violence; students' perceptions of their school, their feelings of alienation, poor, relationships with teachers, and their feelings of academic hopelessness are extremely important to study and monitor. School psychologists can play a primary role in identifying, monitoring and improving upon these areas.
1999-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9950746
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Psychotherapy|Social psychology|Minority & ethnic groups|Sociology|Educational sociology|African Americans
oai:digitalcommons.pace.edu:dissertations-1048
2012-03-07T21:51:12Z
publication:dissertations_theses
publication:dissertations
Factors impacting therapists' perceptions of clients and their expectations for treatment outcomes
O'Shea, Margaret Mary
Extensive research has been conducted attempting to discover what factors contribute to the success of psychotherapy. Although specific client factors have been determined, many studies examining factors regarding the therapist have indicated that further research must be completed to My understand the impact of specific therapist variables which impact therapeutic outcome. Factors which lead a therapist to have positive expectations regarding the client have not yet been understood. ^ This study attempted to identify specific variables which contribute to the development of therapists' perceptions and expectations for positive therapeutic outcome in the treatment of a seriously emotionally disturbed child. Subjects consisted of 59 therapists employed at a community mental health agency in suburban Long Island, New York. Subjects participated by completing a demographic questionnaire, and reading a fictitious case example reflecting a typical seriously emotionally disturbed child. Therapists then completed the Therapist Expectancy Inventory (TEI), reflecting their expectations regarding directiveness and interpretations they would use as intervention, as well as the client's needs and likely outcome following treatment. ^ The first hypothesis of this study was that both newer therapists and more seasoned therapists would hold more positive expectations regarding prognosis for the child presented in the case example than therapists in the middle half of the total span of years of experience. A positive curvilinear relationship was expected. This hypothesis was not supported by the data. A second hypothesis was that therapists who report that they involve other family members in the treatment of child and/or adolescent therapy cases, would have more positive outcome predictions for the child presented in the case example. This hypothesis was not supported by the data. A third hypothesis of this study was that clinicians trained as psychologists would demonstrate more positive expectations for therapeutic outcome for the child presented in the case example than clinicians trained as psychiatrists, psychiatric nurse practitioners, or social workers. ^ Results did not indicate distinct therapist variables which are integral to the establishment of a positive expectation for the seriously emotionally disturbed child presented in the case example, as was anticipated. This study was expected to provide information which can be useful in improving client-therapist match when selecting a treating clinician for such a child, therefore improving attendance, therapeutic alliance, and ultimately therapeutic outcome. (Abstract shortened by UMI.)^
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9962348
ETD Collection for Pace University
EN
DigitalCommons@Pace
Psychology, Clinical
oai:digitalcommons.pace.edu:dissertations-1049
2020-04-25T02:32:00Z
publication:dissertations_theses
publication:dissertations
Predictors of English acquisition in Spanish -speaking children in bilingual and ESL classes
Fields, Jennifer Mara
The major purpose of this study was to investigate the constructs of acculturation, self-concept, and motivation as they relate to the acquisition of English-as-a-second language. In reviewing the literature, these variables were identified as factors that affect the lives of minority adults and children. Since the education system is now struggling with educating a specific large minority group, the LEP Hispanic population, this study focused on investigating the link of these variables to the acquisition of English-as-a-second language. In addition, bilingual and ESL programs were evaluated to compare their effectiveness on language and affective variables. Measurements were obtained for 73 children who were either in bilingual education class or regular education with ESL support. Measurements of self-concept were assessed by the Piers-Harris Self-Concept Scale and the Inferred Self-Concept Scale. Students completed a motivation scale and the Nowicki-Strickland Internal-External Control Scale for Early Elementary Children. Acculturation was measured via a parent-completed Home Acculturation Questionnaire, and other items that assess acculturation. Nonverbal intelligence was assessed with the Matrix Analogies Test-Short Form. These data were analyzed with respect to their English Language Assessment Battery scores. The various measures were completed at two points during the year. To examine group differences (bilingual and ESL) mixed model ANOVAs resulted in main effects on LAB scores on time of testing. Significant interactions were found on LAB scores for: (1) school site with time of testing, and (2) school site with class placement. Significant ANOVAs for the affective variables resulted in main effects for Piers-Harris on time of testing and school site. Main effects were also found for the ISCS for class (program), school and an interaction for class by school. Hierarchical multiple regression analyses were executed using six orders and found years parent resided in the US was a significant predictor. Results found that both groups, Bilingual and ESL, made significant gains in English acquisition and self-reported self-concept. Results found years parent resided in US as a predictor of English acquisition. Based on these current findings, future studies could investigate the links between parent acculturation and their child's second language learning. Findings would serve to guide the creation of programs that may attempt to enhance the adjustment of immigrant families, by aiding in their language acquisition, as well as psychological well-being. School psychologists can use this information to work with ESL and Bilingual teachers to create school-based collaborative parent-programs to address the academic and psychological needs of these families.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9970556
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Bilingual education|Multicultural education|Educational psychology|Language arts
oai:digitalcommons.pace.edu:dissertations-1050
2020-04-25T02:32:17Z
publication:dissertations_theses
publication:dissertations
Predicting children's academic achievement from the Kindergarten Screening Inventory
Jeffer, Allison Joy
There has been an increased interest in early intervention approaches for children who lack readiness skills for kindergarten. Effectively identifying young children who are potentially at risk will aid in determining early intervention programs. It has been cited in the literature that early intervention is of great value in the prevention and treatment of learning difficulties. In addition, behavioral problems and emotional problems that may arise secondarily to these difficulties may be prevented (Kelly & Peverly, 1992). Although standardized screening tests are often used to identify children at risk for school failure, these measures have produced conflicting evidence in identifying children at risk for failure (Agostin and Bain, 1997). This research study used the Kindergarten Screening Inventory as the measure used to identify children's skills before they enter kindergarten. This tool measures a variety of skills (e.g., basic information, expressive and receptive language, auditory memory, vocabulary visual motor functioning, and auditory discrimination). Outcome measures of achievement level in school were measured by the children's report cards and standardized test scores. The purpose of this investigation was to determine what skills, if any, predict a young child's later achievement level. Further, this study considered at what grade level(s) the screener was useful in predicting academic achievement levels.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9970557
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Preschool education|Educational psychology
oai:digitalcommons.pace.edu:dissertations-1051
2020-04-25T02:32:01Z
publication:dissertations_theses
publication:dissertations
Loevinger's conceptualizaton of ego development in relation to psychopathology and personality characteristics in an adolescent clinical population
Leong, Hanna Yim
This study attempts to explore the complex interplay between the constructs of ego development, personality style and variability in ego functioning on the self-report of psychopathological symptoms. The archival data of 188 adolescents (83 males, 105 females) subjects were selected from the ongoing administration of psychological assessments on an inpatient unit of a private psychiatric hospital. The subjects represent a broad range of ages, racial/ethnic backgrounds, geographic locations and socioeconomic status. Loevinger's scoring of the Washington University Sentence Completion Test was used as a measure of ego development while the Millon Adolescent Clinical Inventory was used to assess personality styles. The Youth Self-Report was used to assess psychopathological symptoms. Analysis of variance, correlational analysis and a multiple regression model were used to analyze the data. The results indicate the presence of a relationship between ego development and personality styles with an indirect relationship to symptom expression. There was a decrease in endorsement of an Active behavioral style as ego development increased without a direct transition to a Passive behavioral style. There was a clearer developmental transition from endorsesment of a Self-orientation to an Other-orientation as ego development advanced. A strong relationship was found between personality style and YSR syndromes but not between ego development and YSR syndromes. In general, the greater the endorsement of an Active behavioral style and either an Ambivalent or Detached personality style the higher the levels of self-report on all YSR scales. An Other-orientation exhibited the opposite relationship with a decrease in self-report of symptoms as individuals endorsed more of an Other-orientation. The present study did not find a clear transition from the report of Externalizing to Internalizing syndromes as ego level increased. Ego development had significant relationships to specific narrow band as well as broadband scales on the YSR. Conformists were found to have the strongest effect on between group analysis due to their significantly lower rates of reporting on all YSR and personality scales. Variability in ego functioning was found to have minimal interaction effects with both personality style and symptom expression. The interactional relationships that effected the self-report of YSR symptoms were examined and resulted in more specific profiles created among the variables of ego development, variability and personality style. Additional analyses explored the predictive power of MACI personality scales on the self-report of Internalizing and Externalizing syndromes.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9975088
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Personality|Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1052
2020-04-25T02:32:02Z
publication:dissertations_theses
publication:dissertations
Influence of parental reactions to their child's disability on parental involvement and child development
Correia-Grayson, Paula C
The present study examined how a parent's reaction to their child's developmental disability was associated with their involvement in their child's special education program. It also explored the relationship of parent involvement and children's educational progress over time. What appears to have eluded the literature thus far is how the nature of parental reaction to their child's disability may relate to their involvement in the child's educational process. Past research has consistently shown the importance and potential benefits of involving parents in the education of their developmentally disabled children. Based on previous research three hypotheses were formulated. The first hypothesis stated parents of children with less severe disabling conditions would be classified as “Resolved” with respect to their child's diagnosis/disability as compared to parents of children with more severe conditions who would be “Unresolved.” Second, parents who were “Resolved” would be more involved in their child's educational program compared to parents who were “Unresolved.” Third, developmentally disabled children whose parents were more involved in their educational program would show more developmental progress than children of parents who were less involved. While both fathers and mothers were asked to participate, only mothers volunteered. The initial sample consisted of 50 mothers who agreed to participate. Each mother completed the Reaction to Diagnosis Interview (RDI) and the Vineland Adaptive Behavior Scales at the beginning of the study and six months later. Each classroom teacher completed the Vineland Adaptive Behavior Scales - Classroom Edition and both teacher and teacher assistant completed the Parent/Family Involvement Index (PFII). Overall, the results supported two of the three hypotheses. Pearson moment correlation coefficients revealed that mothers characterized as “Resolved” on the RDI had children with less severe disabling conditions than mothers characterized as “Unresolved.” There was no significant relationship found between mothers' resolution and participation in their child's preschool program. Investigation of the third hypothesis found variability attributed to the different ratings given by the classroom teachers and teacher assistants. Partial correlations revealed that mothers who showed more involvement, as reported by the classroom teacher assistants, had children who showed more overall developmental progress. Conversely, mother involvement as reported by the classroom teachers was not significantly correlated with the child's developmental progress. Implications for the usefulness in identifying parents' reactions to their children's disabilities and further encouraging the importance of their school involvement is discussed. (Abstract shortened by UMI.)
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9975087
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Developmental psychology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1055
2020-04-25T02:31:57Z
publication:dissertations_theses
publication:dissertations
The effects of an integrative preschool program on the language development and social competence of children with disabilities
Piscitelli, Vincenza
In recent years there has been a shift towards the integration of young children with disabilities into educational programs with non-disabled children. However, there has been little information available on the characteristics of effective programs, the benefits of integration for young children with disabilities, or the characteristics of the children for whom integration is most effective. This study examined the relationship between developmental outcome variables (language development and social competence) and the interaction of program type (integrated vs. segregated) and the child's degree of disability. It also considered the contribution of other select variables, such as child (i.e., sex and cognitive development) and family characteristics (i.e., parents' level of education, number of children in the home) and program factors (i.e., early intervention services, intensity of speech/language services, number of program hours, teacher experience level), to developmental outcome variables. The sample consisted of 99 children identified as “preschool child with disability”, ages 33 months to 57 months, from a center-based preschool program. A pre-test/post-test, quasiexperimental design with nonequivalent control groups was used with an average of 6–8 month intervals between assessments. Language development and social competence were evaluated with the Preschool Language Scale-3 (Zimmerman, Steiner, & Pond, 1992) and the Social Skills Rating System (Gresham & Elliott, 1990), parent and teacher forms. Cognitive development was measured by the Wechsler Preschool and Primary Scale of Intelligence - Revised (Wechsler, 1989), which was also used as an index of degree of disability. Results revealed that the child's sex correlated significantly with social skills, but not with language development. Cognitive ability was positively correlated with both language development and socials skills (teacher ratings only). There were no significant correlations between language development and family variables and only a few significant correlations emerged between social competence and family variables, which were inconsistent and most likely due to chance. Overall, this set of program variables were not associated with gains in developmental outcome variables. Results revealed that overall preschoolers with disabilities made significant gains in language development and social skills over time, but no significant changes were detected in problem behaviors. The main findings revealed that the interaction between program type and degree of disability did not significantly predict gains in language development and social competence (according to teacher ratings). The interaction of program type and degree of disability did have a significant effect on preschoolers' social competence according to parent ratings. The findings of this study do not confirm the effects in recent research studies that higher performing children benefit more from integrated settings and lower performing children benefit more from segregated or special education-only settings. One implication is that all children may have benefitted from the high standards and quality of the program, regardless of type of placement. However, these results cannot be generalized and need to be interpreted with caution. The impact of nonequivalent intact groups and selection effects as well as the limitations of the measure of degree of disability and the implications for evaluation of inclusive early childhood education programs and the assessment of young children with severe disabilities are discussed.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9976193
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Preschool education|Special education|Developmental psychology
oai:digitalcommons.pace.edu:dissertations-1060
2020-04-25T02:32:20Z
publication:dissertations_theses
publication:dissertations
Issues of separation -individuation and gender role socialization in battered women: An investigation of the relationship between early developmental patterns and exposure to abusive relationships in adulthood
Walker, Jennifer A
It has been estimated that between 21% and 34% of women in this country will be physically assaulted—slapped, kicked, beaten, choked, threatened or attacked with a weapon—by an intimate partner in adulthood (Browne, 1993). Some women who are involved in abusive relationships appear to be unable to remove themselves from the violent relationship. They baffle and frustrate those who attempt to help them when they initiate an escape, only to drop all efforts and return to their victimizers. This study investigated the relationship between early developmental patterns and involvement in abusive relationships in adulthood, based on reasons for women's tolerance of abusive relationships hypothesized in the literature. Thirty-three women reporting relationship difficulties participated in the study. Based on their report of physical abuse in adulthood in the demographic questionnaire, they were divided into a group of eighteen Battered women and a group of fifteen non-Battered women. The two groups were compared on gender role (Bem Sex Role Inventory (Short Form), BSRI; Bem, 1981), gender identity (Solowey & Herman, 1986), level of separation-individuation disturbance (Separation-Individuation Inventory, SII; Christenson & Wilson, 1985), and level of object representation self-other differentiation (Object Representation Inventory Self-Other Differentiation Scale, ORI; Diamond, Kaslow, Coonerty, & Blatt, 1990). It was hypothesized that Battered women would achieve lower levels of object representations and self-other differentiation than Non-battered women. This hypothesis as stated was partially confirmed. Battered women achieved significantly lower levels of object representations and self-other differentiation when describing themselves (M = 4.7, SD = 2.1), than did Non-battered women, (M = 6.4, SD = 1.4, t (31) = −2.79, p = .009). They also achieved significantly lower levels of object representations and self-other differentiation when describing their partners (M = 4.4, SD = 2.1) than did Non-battered women (M = 6.2, SD = 1.6, t (31) = .012). In addition, levels of object representations and self-other differentiation in their descriptions of their fathers (M = 4.6, SD = 1.5) were significantly lower than those of Non-battered women (M = 6.3, SD = 1.6, t (26) = −2.67, p = .013). The two groups did not differ significantly, however, in level of separation-individuation pathology, gender role, or gender identity. These results suggest that early developmental patterns, specifically in significant relationships, are related to exposure to abusive relationships in adulthood. Implications of these findings are far reaching and call for future research in order to better understand how to prevent the development of the dynamics involved in abuse and domestic violence.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9988089
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Psychotherapy|Personality|Womens studies
oai:digitalcommons.pace.edu:dissertations-1056
2020-04-25T02:32:03Z
publication:dissertations_theses
publication:dissertations
Development of a secure unit within a residential treatment facility for children and adolescents
Yacka, Audra Barnett
Although adults have been treated in psychiatric facilities since the early 1900s, specialized treatment for children and adolescents did start until decades later and did not become widespread until the 1960s. Even more recently, outcome studies of programs have become quite important in order to help justify cost and effectiveness of psychiatric treatment programs. This recent trend has been emphasized greatly by the managed-care movement. While adult facilities have been the focus of many research studies, literature related to treatment programs for adolescents and children has been much more limited. Outcome studies and program evaluations provide information about the efficacy of treatment, which in addition to demonstrating cost-effectiveness to third party payers, allows for treatment to be improved as well. This project was completed at the Youth Opportunity Center, Inc. (YOC) in Muncie, Indiana. The primary focus was the development of a treatment program for a new secure unit. The TASC Unit (Treatment of Adolescents in Secure Care) was built as an addition to the existing YOC residential treatment center for children and adolescents. Procedures for how the treatment program was developed and results of the final program are presented. Strengths and limitations of how this was completed are discussed as well as suggestions for how future projects can be improved. The treatment program designed in this project is currently being used in the 28-bed TASC Unit, which opened in August 1999. The second part of this project involved creating a plan for studying outcomes for the new unit. There was no data collection or implementation of any study, as the goal of this part of the project was simply to present a plan for a recommended outcome study. Suggestions included tracking more specific information about residents' treatment history, extent of family involvement in the treatment program, and assessment of behavioral changes in residents. The purpose of creating a plan for studying outcomes was to assist YOC in planning for evaluating the effectiveness of the program and to analyze what program components may need to be improved.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9976194
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Mental health
oai:digitalcommons.pace.edu:dissertations-1057
2020-04-25T02:31:56Z
publication:dissertations_theses
publication:dissertations
The relationship between classroom settings and language models with regard to the development of language and social skills of Spanish -speaking preschoolers with language disorders
Gonzalez, Lourdes Evelyn
Research within the field of language disorders is often flawed by designs and methodologies that fail to take cultural and linguistic diversity into account or that make improper cross-cultural comparisons. The work reported here addresses the possibility that bilingual integrated preschool education may enhance the Spanish and English language development and social skills of Spanish-speaking preschoolers with language disorders. This study assessed the language proficiency of 39 children enrolled in integrated/segregated settings and bilingual-alternate/monolingual preschool settings in the Bronx and Eastern Long Island. The Spanish and English receptive and expressive language skills were measured by three instruments: two measures of vocabulary skills were used, the Receptive One Word Picture Vocabulary Test (ROWPVT) and the Expressive One Word Picture Vocabulary Test-Revised (EOWPVT-R). The Preschool Language Scale-3 (PLS-3), a more global measure of language development, was also utilized. The standard scores and raw scores in Spanish and English of these language scales were analyzed. Social skills were assessed by the Social Skills Rating System-Teachers' Form (SSRS). The results of ANCOVA for standard and raw scores of the language measures provided no support for the hypotheses. The findings indicated that Spanish-speaking preschoolers with language disorders enrolled in a segregated (impaired only) setting demonstrated significantly greater growth in their Spanish receptive language skills and expressive communication. The child-directed segregated settings seemed to have aided the preschoolers to generalize and develop their language skills. The results of ANCOVA revealed that there was no significant difference in the preschoolers' social skills between the integrated and segregated settings. As expected preschoolers in the bilingual-alternate settings showed significantly greater growth in their social skills than the preschoolers in the monolingual setting. Exposure to popular culture, books, and some social interaction with English speakers seemed to have provided the children with sufficient input for them to begin expressing themselves, socially interacting more, exploring and developing their social skills in the classroom. The results of a 2 x 2 ANCOVA controlling for ability at Time 1 indicated no relationship between severity of disability, classroom setting (integrated vs. segregated) and developmental outcomes (language ability and social skills) at Time 2. Results of this study are discussed in terms of current issues in the early childhood education of non-English-speaking children and implications for school psychologists.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9978710
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Developmental psychology|Preschool education|Language arts
oai:digitalcommons.pace.edu:dissertations-1053
2020-04-25T02:32:04Z
publication:dissertations_theses
publication:dissertations
Peers' knowledge and attitudes toward a classmate with cancer: An evaluation of a school reintegration program
DeLong, Margaret Doherty
A major goal for children with cancer is successful reintegration into the school. One major barrier to successful reentry is that peers may not be providing maximal social support as a result of lack of knowledge about cancer, and less than optimal attitudes and behaviors toward a child with cancer. Classmate support is a strong predictor of psychological and social functioning. The purpose of the school reintegration program is to increase knowledge and improve attitudes and behaviors, resulting in increased social support for the child with cancer. This study involved two children with cancer in grades 9 and 10, 172 of their classmates, and six of their teachers. Classmates completed questionnaires regarding medical knowledge about cancer and attitudes toward the child with cancer just prior to the classroom presentation (T1), immediately after the presentation (T2), and at one month follow-up (T3). Children with cancer and their teachers completed questionnaires assessing classmates' behavior at T1 and T3. Children with cancer and their teachers completed a questionnaire regarding the usefulness of the presentation at T3. Results revealed that classmates gained significant knowledge after the presentation, particularly in the area of prognosis. A significant gain was also made when definition, etiology, and treatment and side-effects were considered together. These results were maintained at one month follow-up. Significant gains were not made in the area of contagion. Classmates' demonstrated a higher level of concepts of leukemia after the presentation, but this was not maintained at a one month follow-up. In terms of attitudes, significant gains were made when willingness to interact with a child with cancer with an affective component and behavioral component were considered together, and this was maintained at a one month follow-up. Significant gains were not found for attitudes involving fear and worry. Additionally, qualitative data regarding classmates' behavior as rated by children with cancer and teachers indicate an improvement in behavior toward the child with cancer. Qualitative data also reveal that children with cancer, teachers, and parents rate the presentation as useful. An implication of these findings is that the presentation could be improved by adding an additional component in order to address knowledge area that did not significantly improve, as well as the finding that more advanced concepts of leukemia was not maintained at one month follow-up. One possibility is for hospital personnel to visit the school again and conduct a booster session. Another possibility is to collaborate with teachers in order to continue the discussion within a smaller classroom setting. These additional components would serve the purpose of providing students with another opportunity to process the content knowledge presented and modify their knowledge structures. An important implication of this study is that the presentations are a worthwhile endeavor. When hospital personnel serve as a liaison between the hospital and school, not only the child with cancer can benefit. Peers, teachers, parents, and administrators can all potentially benefit in terms of dealing with a child who has cancer through increased communication between the hospital and school. This model can also serve to help school psychologists meet the psychosocial needs of children with cancer who are being treated at medical facilities that do not provide these services.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9975585
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Academic guidance counseling|Educational psychology|Social psychology
oai:digitalcommons.pace.edu:dissertations-1054
2020-04-25T02:31:58Z
publication:dissertations_theses
publication:dissertations
A validity study of the Youth -Outcome Questionnaire and the Ohio Scales
Gironda, Marc A
The Youth-Outcome Questionnaire (Y-OQ) and the Ohio Scales (OS) were developed to track the course of child psychotherapy across time. They are unique instruments to the psychological test battery, as they were designed not to diagnose mental illness or elaborate on a patient's psychological state of mind. Instead, they purport to be sensitive to change; that is, both the Y-OQ and OS are specifically designed to measure the behavioral “change” that occurs in a child as the result of psychotherapy. Both the Y-OQ and the OS attempt to capture change over time. However, the OS, at face value, appears to be a superior instrument to the Y-OQ. This occurs for several reasons. First, the OS is shorter. Second, the OS allows for multiple raters. Third, the OS is simpler to score. And fourth, the OS allows for evaluation of a patient's strengths in addition to pathology. A validity study between these two instruments is indicated. Should satisfactory validity be established between the two instruments, an argument might exist to replace the Y-OQ with OS for the reasons stated above. The purpose of this study was to execute an investigation of validity between the two instruments. Fifty-eight pairs of children and parents were recruited. Participants completed the scales at intake and again three months into treatment. Internal consistency estimates for both instruments were calculated and found to be very high for both measures. Correlations between the scales at both points in time, and between the changes detected between the two points in time, were calculated to establish overall validity. Further analysis investigated correlations between the subscales of the instruments. All results revealed high degrees of internal consistency and evidence of concurrent and construct validity between the two measures. The identification of a satisfactory instrument to measure the effectiveness of psychotherapy is critical in today's managed-care climate. Such instruments are especially critical to school-clinical child psychologists, who are often bound by extreme budget restraints, and accordingly require instruments to address these restraints and to substantiate the efficacy of their work. This study demonstrates that the OS, while a new instrument, holds much promise as a both a clinically useful and psychometrically intact instrument for both mental health treatment providers and the institutions in which they work.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9975586
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychological tests|Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1061
2020-04-25T02:32:12Z
publication:dissertations_theses
publication:dissertations
The relationship between depression, self-esteem, trauma, and psychopathy in understanding conduct disordered adolescents
Valentine, Iren S
Conduct Disordered children and adolescents are those who are aggressive, destroy property, defy authority, and often frighten and disturb adults. They are very difficult to treat therapeutically and a number of them continue to demonstrate high levels of problematic behaviors throughout their lifetime. Conduct Disorder is a devastating mental health problem with multiple social ramifications. Research in the area of Conduct Disorder is crucial so that we can augment our knowledge of this psychiatric disturbance and develop treatment interventions. Existing research has identified significant factors that appear to be promising in furthering our understanding of Conduct Disorder. Some of these factors include depression, trauma, self-esteem, and psychopathy. In the present study the relationship between depression, self-esteem, trauma, and psychopathy are analyzed as possible factors in furthering our understanding of Conduct Disorder. The sample consisted of 61 adolescents (36 females/25 males), ages 12 to 18, carrying a primary diagnosis of Conduct Disorder. Participants were drawn from a residential treatment center primarily serving inner-city youths. The participants completed a battery of paper-and-pencil questionnaires consisting of a background information sheet, the Reynolds Adolescent Depression Scale, the Piers-Harris Children's Self-Concept Scale, the Psychopathy Screening Device, and the Trauma Symptom Checklist for Children. Results revealed that 30% of the sample met criteria for depression and females reported significantly higher rates of depressive symptomatology than males. As predicted a significant negative correlation was found between depression and self-esteem (r = −.636 p < .001). A positive correlation was found between depression and trauma ( r = .604, p < .001) this was also predicted. Overall the results indicate that a number of adolescents with Conduct Disorder experience significant levels of depression and those who are depressed are also most likely to have been traumatized and to have low self-esteem. Predicted correlations between psychopathy and both self-esteem and depression were not supported by the findings. However, additional analyses revealed that for females, sexual based trauma correlated with psychopathy, while for males it correlated with problems in impulse control.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9991038
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Developmental psychology
oai:digitalcommons.pace.edu:dissertations-1058
2020-04-25T02:32:09Z
publication:dissertations_theses
publication:dissertations
Early intervention eligibility as assessed by the Bayley Scales of Infant Development -Second Edition and the Vineland Adaptive Behavior Scales -Survey Form
Boettcher, Caroline A
With federal legislation requiring free evaluation of children under three years old suspected of developmental delay, practitioners need guidance to best determine eligibility for Early Intervention programs. Studies have shown that the type of measures used and the type of scores reported can influence whether a child is deemed eligible for services. Therefore, the purpose of this study was to examine how children are identified for New York City Early Intervention services according to the Bayley Scales of Infant Development-II, a professionally administered measure, and the Vineland Adaptive Behavior Scales-Survey Form a parent interview. Analyses compared communication and motor skills standard scores, age equivalents and Bayley-II facet scores. The influence of the developmental domain assessed and child and parent characteristics on parent-professional ratings were also examined. The study involved a chart review of 54 children from 2–37 months old (M = 22.5, SD = 8.32) evaluated through Early Intervention. Parents ranged in age from 19–59 years ( M = 29.74, SD = 7.34) and were 99% mothers. Most participants were of minority status, including 38% Hispanic/Latino and 23% African-American/Black. Comparing measures using the McNemar test for correlated proportions, more children were determined eligible with Vineland age scores than Bayley-II age scores for communication and motor skills. The reverse held true for standard scores, as the Bayley-II identified more children than the Vineland. Comparing type of scores, more children were found eligible with age equivalents than standard scores on the Vineland for communication and motor delay. Bayley-II facet scores found more children eligible than age equivalents and standard scores, but only on the communication domain. There was no difference for motor skills. Characteristics of child's age, parent's age and parent's education were not found to moderate the relationship between Bayley-II and Vineland scores on either domain, as determined by hierarchical multiple regression techniques. Tests of dependent correlations revealed that parent-professional ratings were not influenced by the domain assessed. The findings of this study support “best practices” of infant assessment, including use of multiple measures and clinical opinion, since relying solely on test scores results in a discrepant number of children identified for Early Intervention in New York City.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9983994
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Developmental psychology|Psychological tests
oai:digitalcommons.pace.edu:dissertations-1059
2020-04-25T02:31:55Z
publication:dissertations_theses
publication:dissertations
Learning Activities to Raise Creativity (LARC): An evaluation of a gifted program
Frieman, Shulamis
This study evaluated a gifted program in a suburban school district outside in New York City. The gifted program, which has operated in the district since 1976, has undergone substantial changes in recent years. These changes, which involved both the structure and population of the program, were being questioned by the administrative and parent body of the district and led the district to request an evaluation of the program. This evaluation measured student, parent, and teacher satisfaction with the program and their attitudes toward specific aspects of and future changes in the program. Participants included 141 students who participated in the program, 87 parents, and 33 teachers. Questionnaires containing Likert-style questions and open-ended questions were administered to students, parents and teachers in December of the 1997–1998 school year. A high level of satisfaction with the program was found among the three groups, although there were some differences in student, parent, and teacher responses to the surveys. Differences based on gender, school, and grade were also found in student responses to the surveys. Telephone interviews were also conducted with 10 former program participants and 5 of their parents to obtain their perspectives on LARC and the perceived short- and long-term impacts of the program on their lives. Results of the evaluation were used to generate suggestions for changes to the program. A second component of the study was an examination of the high school academic outcomes of students who participated in the gifted program in elementary school in comparison to students who were referred to the program but did not meet all the criteria for admission to the program. The study found that former program participants had higher grade point averages, higher class ranks, and took more Honors and Advanced Placement courses in high school than the comparison group. In both the group of former program participants and the comparison group, girls had higher grade point averages, higher class ranks, and took more Honors courses in high school than their male counterparts. Additionally, girls from the comparison group had comparable grade point averages and class ranks to boys who attended the gifted program. Recommendations for future research and relevance to school psychology are discussed.
2000-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9985689
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Special education
oai:digitalcommons.pace.edu:dissertations-1062
2020-04-25T02:32:15Z
publication:dissertations_theses
publication:dissertations
The moderating effects of African self -consciousness of African American adolescents' symptoms of stress
Arrington, Kim R
Research has indicate: that African adolescents, especially those who are impoverished, are at greater risk of experiencing high levee of stress, and using maladaptive coping responses to stress. There is a higher incidence of depression in this group, when compared with other groups. Suicide was found to be the third leading cause of death in adolescents between ages 15 and 18, and depression and suicide have been linked with increase: stress in this population. In addition, there are numerous social indicators that reflect psychological dysfunction in this group (e.g., high rates of school dropouts, and the prevalence of juvenile delinquency and exposure to violence). Despite the present statistics regarding this group, many African American youth have managed to become competent, well-functioning adults. These youth are said to be “resilient” (Sayfer, 1994). Resilience and coping skills have been studied with African American adolescents mostly as they relate to social support system access. The literature suggests that these networks may serve as “protective” factor for this group. Furthermore, the construct of African Self-Consciousness has been posited as a model of optimal mental health functioning for all African Americans (Kambon, also known as Baldwin, 1982, 1984, 1987, 1992, 1996). African Self-consciousness appears to subsume the concept of social support. This study considered the relationship between the following variables as they pertain to African American adolescents: Perceived stress, social-cultural context, African Self-Consciousness (ASC), social support, and stress symptoms. A total of 91 subjects, ages 14–18, from a large northeastern city, participated in the study; 50 from a public school, and another 41 from a program geared providing counseling and academic services to adolescents who had previously been incarcerated. Consistent with previous findings (Cambers et al., 1998), females reported greater perceived stress than the males in the sample. Results revealed that ASC emerged as a moderator variable or buffer for male adolescents in the sample. It was not protective for females, and seems to actually work against them in terms of their stress symptoms. In addition, family social support was correlated with less stress for the entire group, and there was a trend toward social support from friends acting as a buffer to stress. No significant differences were found between settings (high school students vs. community program students). Overall, these findings support previous research in of gender differences with regard to stress, as well as family and friends' role in potentially buffering for African American adolescents. In addition, these data supported previously noted differential responses to ethnic identity with regard to stress. Future research is needed to further investigate the way in which stress and coping in African American adolescents are related, especially with regard to the differential methods of coping between genders. These issues need further clarification.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9991633
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Clinical psychology|Personality psychology|Black studies|African American Studies
oai:digitalcommons.pace.edu:dissertations-1063
2020-04-25T02:32:16Z
publication:dissertations_theses
publication:dissertations
An exploratory study of features related to adolescent medication compliance: Personality factors, side effects, and substance abuse issues
Lloyd, Anne Lauren
Literature on adult psychiatric medication noncompliance revealed that risk factors frequently pertained to side effects from the medication and patient denial of illness. Little research has been conducted on medication compliance in adolescent psychiatric patients. Psychotropic medication is considered a critical intervention in the treatment of seriously disturbed adolescents, particularly in the inpatient setting. Personality characteristics, side effects, treatment noncompliance, and substance abuse were frequently reported risk factors. Four groups of six predictor variables were used to differentiate adolescent medication compliance groups, including: (I) personality constructs related to anger, impulsivity, and rule-breaking behavior, (II) reported side effects from medication, (III) negative attitude toward treatment, and (IV) reported substance abuse (alcohol, cannabis), and associated personality traits. Archival data were used to compare 161 adolescents discharged off and on medication from a private psychiatric hospital. Further, archival outcome data included following 120 adolescents, of which 103 were discharged on psychotropic medication. Post discharge follow-up interviews (30 and 120 days) provided compliance data. Discriminant function analysis determined which sets of predictor variables and individual factors differentiated the medication noncompliance groups. Data were analyzed in two parts: (1) to determine whether there were differences between adolescents discharged off and on medication, using the MMPI-A, and (2) the medication compliance study. Preliminary data indicated non-significant findings on multivariate analyses, however, univariate findings on Clinical (D, Pt, Sc, Si), Content (A-Anx, A-Obs, A-Dep, A-Lse), and a Supplementary Scale (A) of the MMPI-A differentiated between adolescents discharged off and on medication. Thus adolescents discharged on medication reported symptom patterns of the type that responds to psychotropic medication. Results of multivariate discriminant function analyses on sets I–IV were insignificant. Reported side effects, a negative attitude toward treatment, alcohol use, and personality characteristics associated with substance abuse were not significant in differentiating medication compliance groups. However, there was a univariate finding within the substance use set. Adolescents who use cannabis are more likely to be noncompliant with medication at 120 days post discharge. Personality traits associated with substance abuse were not significant predictors of adolescent medication noncompliance. Such findings have implications for school and clinical psychologists, parents, and intervention approaches. Further, these data suggest critical developmental differences in medication noncompliance between adult and adolescent psychiatric populations.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9991634
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Personality|Surgery
oai:digitalcommons.pace.edu:dissertations-1064
2020-04-25T02:32:11Z
publication:dissertations_theses
publication:dissertations
The online retailing decision: Development and testing of the SIRFS model
Scovotti, Carol
A firm determines strategy based on a combination of organizational characteristics, perceived needs and opportunities, and environmental factors. This study identified and examined the factors and conditions that influence Internet strategy decisions, specifically the decision of consumer goods manufacturers and retailers, to sell or not sell their products online to consumers. The author integrated a broad literature review and a grounded theory-building process to develop a model of the important factors that influenced the Internet retailing decisions among large, nationally recognized manufacturers and retailers of durable consumer goods in seven different industries. The predictive powers of the SIRFS (Strategic Internet Retail Factor Synthesis) model was then refined and tested through path analysis using data captured from interviews with 64 senior managers responsible for Internet strategy decisions in the firms sampled. As predicted, a very strong relationship was found among the outcome variables in the model. Specifically, there were strong correlations between the length of time a firm operated a web site relative to the amount of time they operated an online store, the type of goods (mainstream versus accessories) they sold online and the percentage of products they made available online. The variables found to influence a firm's Internet retailing decision included strategic importance, the involvement of a champion, strategic consensus among all members of the organization, channel member relationships, direct marketing experience, product suitability, the metrics used to measure web site success, consumer interest and competitive influence. In addition to its scholarly contributions, the SIRFS model provides insight for strategic planners who must allocate resources, define strategy and measure outcomes. It helps manufacturers and retailers determine if, when, and how extensive their involvement in Internet retailing should be.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI9995164
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Marketing|Management
oai:digitalcommons.pace.edu:dissertations-1065
2022-02-03T04:33:05Z
publication:dissertations_theses
publication:dissertations
Towards the development of exit criteria for a Newcomer Center: Investigating the relationship between affective variables and the acquisition of English as a second language
Gambino, Samantha Ann
This study sought to investigate the relationship between affective variables (acculturation, acculturative stress, self-concept, and social academic attitude) and second language acquisition in an immigrant population. These relationships were further analyzed to determine their feasibility as exit criteria for a Newcomer Center, an innovative program designed to meet the unique educational and socio-emotional needs of immigrant students. Given the overwhelming number of immigrant students entering the school system and struggling with the task of second language acquisition, it is imperative that programs aimed at facilitating this task have well implemented exit criteria in order to ensure the effectiveness of the program. Measurements were obtained for 31 immigrant, Spanish-speaking children who were enrolled in the Newcomer Center. The Language Assessment Battery and the Bilingual Verbal Ability Test were utilized to measure English language acquisition. The Children's Hispanic Background Scale and the Societal, Attitudinal, Familial, and Environmental Acculturative Stress Scale for Children were utilized to assess acculturation. The Piers-Harris Self-Concept Scale was used to assess self-concept. A program made Social Academic Attitude Scale was administered to assess attitude. Each measure was completed at two points during the year. A program made Parent Satisfaction Survey was used to assess parent satisfaction with the program. To examine the relationship between affective variables and English language proficiency, correlational and casewise deletion analyses were performed. A significant relationship was found between the Children's Hispanic Background Scale and English language proficiency, as assessed by the Language Assessment Battery. There was a significant negative correlation between the Social Academic Attitude Scale and English language proficiency, as measured by the Language Assessment Battery. In terms of the Newcomer Center, the results of this study indicated that the program excited children whose English language proficiency developed rapidly and who had a positive attitude toward social and academic tasks. It was not possible, based on the findings of this study, to develop exit criteria for the program. The difficulties with establishing exit criteria are discussed and suggestions for the Newcomer Center are provided.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3002143
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Quantitative psychology|Educational psychology|Bilingual education|Language arts|Multicultural Education
oai:digitalcommons.pace.edu:dissertations-1066
2020-04-25T02:32:05Z
publication:dissertations_theses
publication:dissertations
An investigation into individuals with eating disorders and their perceptions of family functioning, depression, and seasonal affective disorder in an outpatient population
Scionti, Lisa Anne
Research shows that dysfunctional family interactions have been associated with eating disorders. Different diagnostic categories of eating disorders have been associated with different levels of family functioning. Anorexics were reported to describe their family interactions as cohesive and organized with little tolerance for conflict. On the other hand, bulimics described their families, as more conflicted and less cohesive. Furthermore, family functioning in eating disordered patients have been associated with self-reported depression and a clinical diagnosis of Major Depressive Disorder (MDD). This archival study will be an expansion of the Fornari and colleagues (1999) study, which investigated the relationship between the perception of family functioning and depressive symptomatology in individuals with eating disorders receiving outpatient services. Multiple assessment techniques were used to evaluate the subjects including: a diagnostic clinical interview using the DSM-III R criteria for eating disorders, the Family Assessment Device, the Beck Depression Inventory, Eating Disorder Inventory, and the Schedule for Affective Disorders and Schizophrenia-Life-time Version. The current expansion study will examine data from 236 subjects in comparison to the previous study's 106 subjects. The DSM-III R eating disorder classification will be updated and converted to DSM-IV eating disorder diagnostic categories. The Seasonal Patterns Assessment Questionnaire was not included in the original paper, but will be incorporated into the current study. The original study investigated self-perceptions of family functioning, but did not include the maternal and paternal perceptions of family functioning, which will in the current study be examined and compared to the individuals' perceptions. Fornari and his colleagues (1999) found a significant relationship between self-reported depressive symptomatology and family dysfunction. The original study found self-reported depressive symptomatology to be a predictive variable for perceived family dysfunction. Receiving a diagnosis of an affective disorder namely Major Depressive Disorder (MDD), as assessed by the SADS-L, was also reported to predict family dysfunction. This study also found bulimia to come up as a significant predictor of family dysfunction more than the diagnosis of MDD, and depression and diagnostic category of eating disorders play different roles in contributing to perceived family dysfunction. The current study replicated some of the findings. Self-reported depression, as measured by the BDI was predictive of overall family functioning. And while, a diagnosis of MDD was not predictive of overall family functioning it was predictive of family roles and various interaction effects (MDD x ED diagnosis). While the original study found bulimics to display more family dysfunction than the other eating disorder categories, this finding was not replicated. Also, the current study found that bulimics, in comparison with all other diagnostic categories, were not more affected by seasonal variations, as measured by the SPAQ. In addition, a statistically significant difference between self and parental perception of overall family functioning was found. One important implication of this study is that family dysfunction may be associated with depression and eating disturbance, therefore, intervention strategies should include a family therapy component to enhance family interactions. The association between mood variability and seasonal variability may also have treatment implications. Light therapy has been cited as an effective method for treating those who suffer from Seasonal Affective Disorder. Furthermore, school personnel (including nurses, physicians, teachers, coaches, and counselors) should be aware of eating disorders because the earlier the disorder is detected and the patient referred for treatment, the better the prognosis for recovery.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3003518
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1068
2022-02-03T04:33:05Z
publication:dissertations_theses
publication:dissertations
Teacher inference during problem identification and the perception of the effectiveness of the consultant
Manning, Patricia Dolan
In Bergan's model of behavioral consultation, school psychologists deliver indirect services to children by working with teachers to develop interventions that are carried out by the teacher. Bergan identified four stages in the consultation process and, with Tombari, developed a system to classify the verbalizations in consultation. Following investigations into the acceptability of behavioral interventions, researchers examined the acceptability of the consultation process to teachers. Several types of verbalizations were shown to affect the acceptability of consultation. This study examined consultant and consultee preferences for the presence of teacher behavior inference emitters in the problem identification stage of consultation and for the type of consultant response to those emitters. It was hypothesized that teachers would perceive consultants as more effective when consultation transcripts included teacher inferences. It was anticipated that teachers would respond more favorably when the inference was incorporated into the problem identification by the consultant than when the inference was merely acknowledged. In addition, it was hypothesized that psychologists would rate consultants more favorably when teachers did not make inferences in this stage. The sample consisted of 49 school psychologists and 55 teachers. The psychologists were solicited through their school districts and through a mailing to school psychologists, and each was asked to solicit a teacher. Each participant read two of six vignettes and rated the effectiveness of the consultant on the Consultant Effectiveness Form (CEF). The results revealed no preferences in either professional group for a particular level of inference during the problem identification stage of consultation, nor were there significant differences between the groups in their responses. This suggests that individual characteristics rather than professional affiliation determine whether school personnel prefer problem identification interviews that include teacher inference. One implication of this study is the need for the school psychologist to consider his or her own preferences within the consultation process and to be sensitive to the preferences of the consultee. An examination of the demographic data revealed significant positive correlations for both professions for the length of time in present position and the perception of consultation as helpful, suggesting that long term professional relationships may enhance acceptability for both professions.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3004070
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Educational psychology
oai:digitalcommons.pace.edu:dissertations-1069
2020-03-26T18:29:01Z
publication:dissertations_theses
publication:dissertations
The effect of a therapeutic horsemanship program on emotionally disturbed boys
Greenwald, Alisa J
The relationships between humans and animals have been associated with various therapeutic implications. While there is no agreed upon name, the term “pet facilitated therapy” has become widely accepted. Pet facilitated therapy has been particularly adopted to describe the relationship between humans and domestic animals. In contrast to public attitudes of twenty years ago, the field of animal-human relationships is now respected as a legitimate area of research investigation (Levinson, 1982). Numerous studies have been conducted on the benefits of the relationships between domestic animals and humans; however, there continues to be little empirical evidence that specifically addresses the relationship between humans and horses. Therapeutic horseback riding, a term which takes into account the relationship formed with the horse both while riding and on the ground, has been widely accepted among the professionals in the field. Despite this agreement, applied research in the field is needed to validate its apparent benefits. The present study was developed to determine how a therapeutic horseback riding program can predict outcome on self-esteem, frustration tolerance, depression and anxiety. Participants were 81 emotionally disturbed males between the ages of 6–16 who were students in a residential treatment center. Results were analyzed using zero-order correlations and a series of setwise multiple regression equations. The results indicated that children who experienced a meaningful bond to a horse were more anxious and depressed. However, the bond with a horse did not significantly influence a child's self-esteem or frustration tolerance. Children who were more involved in the horsemanship program tended to be less depressed and anxious. A child's self-esteem and frustration tolerance were not affected by their involvement in the horsemanship program. Children's conduct in the horsemanship program did not significantly influence their self-esteem, frustration tolerance, depression or anxiety. Implications of these results are for the therapeutic use of horseback riding as an adjunct or alternative therapy for emotionally handicapped individuals.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3005664
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Sports medicine
oai:digitalcommons.pace.edu:dissertations-1067
2020-03-26T18:28:53Z
publication:dissertations_theses
publication:dissertations
Evaluation of the Wechsler Intelligence Scale for Children and the Das -Naglieri: Cognitive Assessment System in association with internalizing and externalizing childhood psychopathology
Helfand, Steven Joel
The accurate assessment of childhood psychopathology is critical for the school and child psychologist in developing treatment strategies. Efforts to identify subtypes of psychopathology have led to a classification system with two major categories, externalizing and internalizing. There is a long history of attempts to determine whether cognitive factors can aid in the differential diagnosis of psychopathology. Research with cognitive measures often includes the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) to help determine associations with various types of childhood psychopathology. This study examined whether children with the hypothesized cognitive indicators were associated with a specific psychopathology group. The sample of 60 children (40% female, 60% male) aged 6 to 12 were evaluated with the WISC-III in addition to a relatively new test of cognitive processing, the Das-Naglieri: Cognitive Assessment System (DN:CAS). Parents of the children participated by responding to the Devereux Scales of Mental Disorders (DSMD), thus yielding a measure of psychopathology. The primary purpose of the study was to determine the association between cognitive factors and type of psychopathology as measured by the DSMD. Results revealed that the occurrence of the 6 hypothesized variables for externalizing psychopathology and the occurrence of the 6 hypothesized variables for internalizing psychopathology were not significantly associated with the presence of each type of psychopathology. Additional analysis revealed that the cognitive indicator of Simultaneous Processing from the DN:CAS when significantly greater than Verbal IQ from the WISC-III, was significantly associated with psychopathology. There were no significant findings due to age and gender. These data further reveal an extremely high correlation between the internalizing and externalizing scales of the DSMD, thus contributing to difficulty in distinguishing the psychopathology groups. An important implication of this study is that the addition of a process based model of cognitive functioning in combination with the traditional model of intelligence did yield a significant association with psychopathology. The study also reflected the difficulty in distinguishing types of psychopathology due to comorbidity and measurement. Continued attention to children's cognitive patterns along with attention to accurately measuring psychopathology is suggested to build upon these findings.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3004069
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Cognitive therapy|Psychological tests
oai:digitalcommons.pace.edu:dissertations-1073
2020-03-26T18:29:11Z
publication:dissertations_theses
publication:dissertations
Effects of vicarious reward on infant observational learning: A deferred imitation study
Schmitt, Mia L
A study of the effects of vicarious reward on infant observational learning was conducted. Thirty-six, 12–16 month old male and female infants were assigned to one of three experimental conditions: Reward, Neutral or Control. Infants in the Reward condition viewed a videotaped segment of an infant peer who was verbally rewarded/praised for performing 5 target acts with study toys. Infants in the Neutral condition viewed a silent presentation of the same videotaped segment. Infants in the Control group did not view a video segment. The number of target acts reproduced by infant subjects, following a 1-week delay, served as the dependent variable. Based on the tenets of Social Learning Theory (Bandura, 1986), it was hypothesized that viewing a peer who was rewarded for their behavior would enhance infants' ability and/or proclivity to reproduce the observed behavior. It was anticipated that infant subjects who viewed the target acts would be significantly more likely to produce them than those who did not. Further, infants in the Reward condition were expected to imitate significantly more target acts than infants in both Neutral and Control conditions. Analyses of Variance revealed a significant main effect for condition, F(2, 36) = 3.71, p = .036. Taken together, infants who viewed video segments were not significantly more likely than those who did not to reproduce target behaviors, t = 1.34, p = .191. However, infants in the Reward condition did imitate significantly more target acts than infants in both Neutral and Control conditions, t = 2.36, p = .025. Findings indicate that infants may well be both aware of and influenced by praise directed at another (vicarious reinforcement). Environments that support/reinforce active play may enhance infant learning. Parent-infant groups may be considered viable treatment/intervention options.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3011869
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Behaviorial sciences|Cognitive therapy|Psychology|Experiments
oai:digitalcommons.pace.edu:dissertations-1075
2020-03-26T18:28:58Z
publication:dissertations_theses
publication:dissertations
Learning disabilities and cognitive functioning in a child psychiatric population
Borelli, Lori A
In research there has been a great deal of discussion suggesting the comorbidity between childhood psychopathology, childhood learning disabilities and other cognitive impairments. No clear resolution to how these difficulties are interrelated exists. The purpose of the current study was to further understanding of the relationship between these problems in children. This study examined 265 children from a private inpatient psychiatric hospital. Children were placed into one of four clinical categories, based on mean scores from the Personality Inventory for Children (PIC), which consisted of an internalizing disorders group, an externalizing disorders group, a mixed internalizing/externalizing disorders group and a group with no clinical elevations. Children were then classified as learning disabled if they had both a standard score below 85 on any subject area of the Wide Range Achievement Test 3 (WRAT3) and also a 15 point discrepancy between that achievement area and their Full Scale IQ score on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III). The frequency of subjects with learning disabilities were computed for the general sample and within the four clinical categories created. Frequencies of learning disabilities were also compared based on severity of parent reported symptology on the PIC. MANOVA's were used to compare scores on the WISC-III, Wisconsin Card Sorting Test (WCST), Das Naglieri: Cognitive Assessment System (DN:CAS), and Conner's Continuous Performance Test (CPT) across the clinical groups created. Subjects with a reading discrepancy were then compared to those without a reading discrepancy within the four clinical groups across the same cognitive and attention measures discussed above. Results found that arithmetic disabilities were most common in this sample. Significant differences were revealed between the clinical groups in the occurrence of arithmetic disabilities however, no differences were apparent for the remaining spelling and reading disability groups. There were no significant differences in the occurrence of learning difficulties related to the extent of psychopathology although those children with more symptoms consistently had more disabilities in all areas. There were no significant differences between clinical groups across cognitive measures or measures of attention. When clinical category and learning disability status were combined there were significant differences within the externalizing group only, between those children with and without a learning disability, on selective subtests from the Wechsler Intelligence Scale for Children third edition (WISC-III), and the Das Naglieri Cognitive Assessment System (DN:CAS). Limitations and implications for future research are addressed as are applications for the field of school-child clinical psychology.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3015186
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Mental health|Cognitive therapy
oai:digitalcommons.pace.edu:dissertations-1072
2020-03-26T18:29:07Z
publication:dissertations_theses
publication:dissertations
Self-reported psychopathology and risk-taking behaviors among parentally bereaved adolescents
Perlotto, Michael James
The research concerning adolescents who have experienced the death of a parent due to AIDS is limited. The purpose of this study was to examine if status of parental death was associated with self-reported psychopathology, risk-taking behaviors and academic success in adolescents. The sample for this study was comprised of 68 adolescents between 12.0 and 18.0 years of age who were residing within a residential treatment center. The participants were divided into three groups: (1) bereaved adolescents who had experienced the death of a parent due to AIDS; (2) bereaved adolescents who experienced the death of a parent due to other causes; or (3) adolescents who had not experienced the death of a parent. The adolescents completed the Youth Self Report Scale and the Youth Risk Behavior Survey. In addition, demographic information including time since parental death, number of foster care placements, and parent drug history was obtained from preexisting records. It was anticipated that parentally bereaved adolescents due to AIDS would: (1) score significantly higher on the Youth Self Report subscales of anxious/depressed, withdrawn, and social problems; (2) report higher incidences of risk-taking behavior on the Youth Risk Behavior Survey; and (3) demonstrate less academic success. Descriptive statistics were used to describe the sample. Oneway Analysis of Variance and Chi-Square statistical procedures were used to examine the research questions. No significant differences were found when the three groups were compared on self-reported psychopathology and risk-taking behaviors. The research question pertaining to academic success could not be tested due to lack of standardized test scores in the adolescents' school records. Overall, the adolescents who participated in this study reported a high degree of risk-taking behavior such as engaging in sexual intercourse at a young age, having multiple sexual partners, and engaging in physical aggression towards peers. In addition, a large percentage of participants reported chronic feelings of sadness, as well as suicidal ideation and actual attempts at suicide. Implications for school/child clinical psychologists working with adolescent youth and suggestions for future research are discussed.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3011868
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Behaviorial sciences
oai:digitalcommons.pace.edu:dissertations-1074
2020-03-26T18:28:51Z
publication:dissertations_theses
publication:dissertations
Behavioral interventions in preschool: A naturalistic comparison of impulsive, aggressive, conduct problems, and social problems children
Macina, Deborah Ann
This study attempted to measure the association among children's behavioral characteristics, teacher interventions, and the effectiveness of teacher interventions in a sample of twenty-one children, three to five years old, in a preschool partial hospitalization program. The parents/guardians of the children were administered the Conners' Parent Rating Scale (CPRS) and parent Child Behavior Checklist (CECL) in order to determine the children's relative standing in regard to conduct problems, social problems, impulse control problems, and aggression. A sampling of events procedure was used in which an intervention was coded every two minutes for type, success, and recurrence of behavior. Chi Square analyses indicated that the group rated higher in conduct problems displayed significantly less aggressive behaviors and significantly more social issues behaviors than those children without conduct problems. The group rated higher in social problems received significantly less time-out than children without social problems. Redirection was significantly more successful with children rated higher in impulsive control problems than with other children. Several trends developed as well. The group rated higher in impulsive control problems tended to display more behaviors related to social issues and tended to receive more time-outs than the other children. The group rated higher in aggression tended to receive less redirection than the other children. Verbal reprimands tended to be less successful with children rated higher in social problems than with other children, but more successful with children rated higher in conduct problems than with other children. This research lends information to support the interactional model of personality, and adds to the areas of school psychology and behavioral management with preschoolers; by focusing on the interaction between the child and the situation. This research also helps to strengthen the link between assessment and intervention, and therefore contributes to the effectiveness of behavior management programs. As a result, behavioral programs will be able, to utilize the interventions that are more effective with certain personality and behavioral characteristics.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3014331
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Behaviorial sciences|Preschool education
oai:digitalcommons.pace.edu:dissertations-1071
2020-03-26T18:29:04Z
publication:dissertations_theses
publication:dissertations
Adolescents' creativity in relation to separation -individuation and different self -representations
Herman, Miriam
Past research suggests that different parenting styles and parents' personality traits promote varying levels of creativity in maturing adolescents. Parents who encourage autonomy and maintain psychological safety and freedom enhance the creative potential in their offspring. Research also suggests that children of highly creative parents exemplify similar creativity in selected fields. Gender differences in the expression of creative thinking in latency age children and adolescents is controversial. An array of theoretical perspectives helps explain the manifestation of creative ability as the integration of internal and external experiences, describing it as a trait developing along a continuum. In other words, creativity is a transformation of the experiences as they are viewed by each individual. For example, children's play transforms through language and abstract thinking to images or fantasies. This study displayed the different styles of psychological adaptation of adolescents to the separation individuation process and their relationship with their parents as it expresses itself in different creative dimensions, the functional, emotional and ideational. Subjects were 125 ninth grade students from a suburban public high school who completed the Test of Creative Thinking, the Parental Separation Inventory and the IDPA—The Inventory of Developmental Positions in Adolescents, a measure of self representations. Correlational analyses revealed few significant relationships between creativity and independence from parents. A conflictual relationship to the mother was found to relate positively to the creative dimension of originality. Negative relationships were found between self-definition and creativity, grandiosity and social isolation and creativity. Two Self-representations significantly predicted creativity The Self-Defined/Optimistic and Stimulation/Risk-Taking. In adolescence, the thrust towards development of identity, social and individual needs for independence and individuation, mastery of cognitive, affective and environmental changes, and adaptation to the increased richness of experiences are all factors in the development of creativity. This study measured adolescents' creative ability and their self and parental representations that foster and detract from its manifestation along particular pathways.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3011867
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology
oai:digitalcommons.pace.edu:dissertations-1076
2020-03-26T18:28:55Z
publication:dissertations_theses
publication:dissertations
Rorschach variables as indicators of depression in an inpatient adolescent population
Goldman, Gilian N
This study examined the validity of the results of subject's performance on the MMPI - A, BDI I & II, SCL-90, Hopkin's behavior rating scale and the Rorschach. Scores on the MMPI-A, Hopkin's depression and interpersonal sensitivity questions, and treatment team diagnosis determined group membership or where subjects fell on a continuum of depressive symptomatology. Subjects who did not elevate on any measure were considered non-depressed and subjects who scored in the clinical range on any measure were considered depressed (slight through severe) based on the number of measures that were in the clinical range for depression. The current study found that when the severely depressed subjects were compared to all other subjects, two variables differentiated the groups, pairs and reflections and morbid content. However, in this comparison, pairs and reflections differentiated the two groups in the opposite direction as predicted by the hypothesis of the current study. Thus, the non-depressed group had a higher percentage of responses containing these variables defined by Exner as a sign of depression. When moderately to severely depressed subjects were compared to the no depression group, the slightly and mildly depressed participants, the egocentricity and blends differentiated the two. The current study found that a select few variables on the Rorschach were able to discriminate amongst different levels of depressed adolescents. Some variables differentiated the groups in the manner predicted by the hypothesis of the current study and some in the opposite direction. Blends distinguished the groups in the direction predicted, however, the egocentricity index was higher in the non-depressed than the severely depressed group. Many of the different forms used to assess adolescent depression do not significantly correlate with one another or show a negative correlation, such as the CDI and the BDI.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3015187
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Psychological tests
oai:digitalcommons.pace.edu:dissertations-1070
2020-03-26T18:29:05Z
publication:dissertations_theses
publication:dissertations
Attachment and psychological separation in adopted and non-adopted adolescents
McGinn, Michael Francis
A significant amount of theoretical and empirical research literature exists which focuses on the intrapsychic developmental processes of attachment and separation-individuation, and on the unique life experiences of adoptees. However, few empirical research studies have investigated the interface of adoption, attachment and separation-individuation. This study was conducted to provide information on how attachment and separation-individuation may differ in adopted adolescents as compared to non-adopted adolescents. A group of 30 adoptees and 30 non-adoptees, ages 12.8–22.4, participated in this study. Each participant provided demographic information and completed selected scales of the Inventory of Parent-Peer Attachment (IPPA; Armsden and Greenberg, 1987), and the Psychological Separation Inventory (PSI; Hoffman, 1984). The data were analyzed using two-tailed, independent samples t tests, two-way analyses of variance, Pearson product-moment correlations, and a hierarchical multiple regression analysis. A hypothesis that adopted adolescents experience/perceive less maternal attachment than non-adoptees was not supported. A hypothesis that adopted adolescents experience/perceive less of the trust component of maternal attachment than non-adoptees was supported. A third hypothesis, that adopted adolescents experience/perceive less psychological separation from their mothers than non-adoptees, was not supported. Adopted adolescents did not differ from non-adopted adolescents in the Communication or Alienation components of their Maternal Attachment relationships. Adoptees’ reports of Total Peer Attachment, and of the Trust, Communication, and Alienation components of Peer Attachment, did not differ from the reports of non-adoptees. Adopted adolescents reported more of the Emotional Independence component of Maternal Psychological Separation than non-adoptees, but the groups did not differ in the functional, Conflictual or Attitudinal Independence components of Maternal Psychological Separation. Significant gender differences were found in 3 areas: Of the total sample, females reported more Total Peer Attachment and more Peer Communication than males, while males reported more Emotional Independence than females. A significant interaction of gender and adoptive status was found, with adopted males reporting significantly more Communication in their maternal attachment relationships than adopted females, while non-adopted females reported more Communication in their relationships with their mothers than non-adopted males. A greater number of significant correlations between the sub-scales of the attachment and psychological separation measures were found for adoptees than for non-adoptees. However, further analysis indicated that the relationship between IPPA and PSI sub-scales was not significantly moderated by adoptive status. A discussion of the findings, the limitations of the study, implications for school psychologists, and suggestions for future research are provided.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3006167
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Psychotherapy|Social psychology
oai:digitalcommons.pace.edu:dissertations-1079
2020-03-26T18:29:00Z
publication:dissertations_theses
publication:dissertations
Children and adolescents with Tourette syndrome: Towards a better understanding of rage reactions
Rockmore, Lori Michelle
The purpose of this study was to explore and better understand the phenomenon of rage attacks in children and adolescents with Tourette's Syndrome (TS) with the goal of identifying potential subgroups within this population. The Rage Attacks Screen and Questionnaire, was developed for gathering descriptive data on the phenomenology of explosive rage in children and adolescents with TS (Budman, 1998). This measure is based on DSM-IV diagnostic criteria for Intermittent Explosive Disorder (IED) and was administered along with other standardized measures of tic severity and comorbid disorders to 47 subjects with TS between the ages of 5 and 17 who presented with clinically significant explosive rage. Factor analysis was performed on the Rage Attacks Screen and Questionnaire and a six-factor model was obtained. These six factors were labeled as “non-interpersonal urges,” “situational control,” “dysregulation,” “contextual state for rage,” “post-rage activity/irritability,” and “control of tics and rage.” The six factors were then subjected to cluster analytic procedures. The final cluster solution classified 47 children into 4 homogeneous subgroups. Subgroup 1 was classified as “goal-oriented reactivity.” Subgroup 2 was classified as “situationally reactive.” Subgroup 3 was classified as “disinhibited.” Subgroup 4 was classified as “diffuse regulatory dysfunction.” Subgroups were also compared on a number of external variables. Subgroups were found to display significant differences with respect to age, grade, negative mood, interpersonal problems, social anxiety, oppositional defiant disorder, obsessions and compulsions, internalizing and externalizing disorders, and planning and attention measures. Findings from the present study suggest that children and adolescents with TS who suffer from explosive rage attacks represent a heterogeneous group in which different etiologies may contribute to rage symptoms. These findings emphasize that distinct, more specific treatment strategies should be devised based on subtypes of behavioral symptom clusters.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3016205
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy
oai:digitalcommons.pace.edu:dissertations-1078
2020-03-26T18:28:56Z
publication:dissertations_theses
publication:dissertations
Adolescents in foster care, parental death and religious coping
Pinnow, Cheryl R
This study sought to evaluate how religious coping beliefs might influence the behavior responses of adolescents after the death of a parent or parents. A sample of 50 adolescents living in a residential treatment center, ranging in age from 12 to 17 years old, completed a scale measuring religious coping beliefs. Previously, these adolescents had completed behavioral scales measuring personal strengths and behavioral difficulties. The scales were then compared using Analysis of Differences and Correlational Analysis to determine if there were statistically significant differences in behavior among the adolescents who utilized religious coping beliefs and had experienced the death of parent(s) and those who did not have this experience. Significant differences were not found between the two groups. Nonsignificant results were considered in terms of those elements that may have affected the findings. Those elements included investigating a broader range of religious beliefs, attachment relationship with the deceased, and adolescence as a multi-stage variable.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3015189
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Welfare|Religion
oai:digitalcommons.pace.edu:dissertations-1077
2020-03-26T18:28:57Z
publication:dissertations_theses
publication:dissertations
Toddler behavioral problems and parent -child interaction in an inner-city early intervention sample: Implications for assessment and intervention
Hopkins, Jessica Linnell
Behavior problems among very young children referred for early intervention services are a common concern. Given that serious problems tend to persist over time, placing children at risk for later personal and social maladjustment, it is important to identify early maladaptive patterns and intervene effectively. Several evolving contemporary developmental formulations that draw on empirical findings converge on the importance of the caregiving relationship in early social-emotional development. These relational frameworks place early behavioral problems within the context of dyadic dysfunction, supporting the use of relationship-focused assessment and intervention procedures. This study examined the link between early behavior problems and dyadic dysfunction in a sample of 30 dyads referred for early intervention services in order to guide effective assessment and intervention procedures. Dyads consisted of caregivers and their toddlers, ages 24 to 46 months, who demonstrated developmental delays, behavioral problems, and environmental risk factors. Child behavior problems were assessed by the parent-report form of the Child Behavior Checklist for toddlers (CBCL/2-3). The Parent-Child Early Relational Assessment (ERA) was used as the observational assessment of dyadic interaction. The short form of the Parent Stress Index (PSI/SF) was used as a parent-report instrument measuring stress in the Parent-child relationship and to examine the concurrent validity of the ERA. Results indicated that behavior problems were prevalent among the children, with 63% presenting with clinically significant levels of total behavior problems as rated by the parent on the CBCL/2-3. In support of hypotheses, behavior problems were found to be associated with caregiver interactive qualities of greater negative affect, lower positive affect, and lower sensitivity. The dyadic quality of mutual enthusiasm and reciprocity was positively related to fewer behavior problems, while dyadic tension and disorganization was related to more behavioral problems. Predictions associating child positive affect and dysregulation and irritability demonstrated during dyadic interaction and parent-reported behavior problems were not supported and warrant further exploration. Finally, concurrent validity was supported for parental and dyadic ERA variables and the PSI/SF. Results of this study support the perspective that early maladaptive behavior occurs within the context of dyadic dysfunction. Comprehensive evaluations of young children warrant the inclusion of parent-child observation, which can be used for early identification of children with or at risk for emotional and behavioral problems. The standardized assessment of parent-child interaction presented here targets many specific and developmentally salient areas of dyadic functioning as they pertain to early behavioral functioning. Utilizing parent-child interaction measures will help to both understand the emotional and behavioral difficulties of young children and to guide effective relationship-based intervention strategies.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3015188
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Psychotherapy|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1080
2020-04-25T02:32:13Z
publication:dissertations_theses
publication:dissertations
Parent role characteristics: Parents' perceptions of their parent role
Turiano, Rose Anne
Research has widely examined the various beliefs, attitudes, and perceptions held by parents. However, few have formally examined parents' perceptions of their role or the characteristics that encompass this role, even though many have argued that the job of parent is most difficult. This study utilized the Parent Role Questionnaire (PRQ), developed by Mowder in 1990, to examine how parents perceive their parental role in terms of the various parent role characteristics set forth in the Parent Role Development Theory (PRDT). This study examined parents' perceptions of their roles, the parent role characteristics that are identified in the PRDT, as well as the construct of caring. Results reveal that most parents identify distinct parenting factors that generally represent the same role characteristics recognized in the PRDT. While undoubtedly important, the construct of ‘caring’ did not emerge as a significant, distinct characteristic in the parents' free response description of the parent role. The influence of gender and age on parent role perceptions is apparent from this study. Mothers describe bonding, responsivity, and sensitivity significantly more frequently than fathers. Significant differences were also indicated when parents' responses were examined with regard to the sex of their child(ren). Mothers cited bonding, responsivity, and general welfare and protection more frequently with their sons, than fathers with their sons. Moreover, mothers described sensitivity to be part of their parent role more frequently with their daughters than the fathers with their daughters. In addition, mothers more frequently cited the importance of responsivity and providing for the basic needs and safety of their sons, whereas fathers stressed these role characteristics more frequently for their daughters than their sons. Overall, mothers and fathers cited the characteristic of education more frequently for their same sex children, than for the opposite-sex child(ren). Mothers also were more sensitive than fathers were to their sons. Age group analysis reveals that education is cited more frequently for children over the age of 13 than under that age. In comparison, parents who had younger children tended to perceive sensitivity more frequently than those who had older children. The implications of this study for school psychologists and professionals working with children and families are many. Having an understanding of how parents perceive and express their role provides a framework to assess and target parenting issues, allowing psychologists to understand parenting demands and empowering them to act as effective consultants to parents. In addition, knowing parents' role perceptions may help in understanding parenting dynamics and assist parents in the performance of this important social role. In sum, this research may assist in more effective professional-parent communication and the development of useful family, school, and community interventions.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3017943
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Social psychology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.pace.edu:dissertations-1081
2020-04-25T02:32:08Z
publication:dissertations_theses
publication:dissertations
Stability of WISC -III Core Profiles for a referred population of students receiving special education services
Fisch, Clifford B
This study examined the longitudinal stability of WISC-III Core Profiles developed for the normative sample by Glutting and his associates. (Glutting, J. J., McDermott, P. A., and Konald, T. R. (1997). The present study sample consisted of 214 students receiving Special Education services in a New York City School District. Incidence data indicate that several Core Profiles occur with significantly higher frequency in the referred population as compared with the normative sample. A meta-analysis was conducted to facilitate the use of normative data to describe clinical sub-samples with specific emphasis on Learning Disabled populations. Overall study results indicate low levels of Core Profile assignment replication on second assessment with a kappa co-efficient of .29 (p < .01). The influence of attribute variables including IQ level, Gender, Educational Classification of handicapping condition and age at time of testing was also examined. These variables proved to have minimal impact on Core Profile stability. The implications of the study findings for practicing School Psychologists were discussed. Clinicians are urged to continue to advocate for periodic cognitive re-assessment since Core Profile changes can be anticipated more than 50% of the time. Suggestions are made for future research studies to demonstrate the utility of sub-test profile analysis based upon Glutting's methodology.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3019871
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychological tests|Developmental psychology|Special education
oai:digitalcommons.pace.edu:dissertations-1082
2020-04-25T02:32:18Z
publication:dissertations_theses
publication:dissertations
The relationship between instrumental music instruction and academic achievement in fourth-grade students
Haley, Jennifer Anne
The purpose of this research is to investigate the relationship between academic achievement in elementary school children participating in an instrumental music program (band or orchestra) to those children not participating in an instrumental music program. While research in this area has suggested a positive correlation between exposure to music and cognitive abilities (spatial, temporal, mathematical, language abilities), it is yet to be determined if learning to play a musical instrument is related to academic achievement. Seventy, fourth grade children enrolled in regular classroom settings were evaluated in spelling achievement, arithmetic achievement and phonemic awareness in the beginning of the school year (prior to the introduction of instrumental instruction) and reevaluated nine months later, at the end of the school year. Additionally, a short-questionnaire was given to each child. All participants were from a suburban, public elementary school. The comparison groups are: children studying an instrument prior to the introduction of band and orchestra in fourth grade (Group A), children just beginning the study of an instrument (Group B), and children with no experience in instrumental instruction (Group C). For all three groups, the academic achievement scores obtained in the beginning of the year were compared to the academic achievement scores obtained at the end of the school year. Spelling and mathematical achievement were assessed using the Wide Range Achievement Test-III. Tests of phonemic awareness were administered using the Word Identification and Word Attack subtests from the Woodcock Johnson Test of Achievement. While both the experimental groups and the control group were expected to show gains after one year across all dependent variables, it was hypothesized that those children participating in an instrumental music program would show significantly greater gains: (a) on a test of spelling achievement, (b) on a test of mathematical achievement, and (c) on a test of word identification, and (d) on a test of phonemic awareness, than those children not participating in an instrumental program. It was further hypothesized that those children studying an instrument for greater than one school year would demonstrate greater gains across spelling, math, word identification, and phonemic awareness than those children with only one year of experience or no experience. (Abstract shortened by UMI.)
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3026550
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Educational psychology|Music education
oai:digitalcommons.pace.edu:dissertations-1083
2020-04-25T02:32:10Z
publication:dissertations_theses
publication:dissertations
Predicting kindergarten children's academic achievement from the Kindergarten Screening Inventory
Padovano, Lena Lopardo
Kindergarten is one of the most important school years. It is a time when a child's motivation for learning is typically high and when important educational foundations are established. Recently, federal and state laws have been enacted mandating the educational screening of children entering school. For example, early identification and intervention of young children with special needs was clearly established as a national priority with the passage of Public Law 94-142. As a result, reliable and valid kindergarten screening is essential. A review of the literature reveals the availability of a number of screening instruments, however, there is often conflicting evidence concerning their use for screening purposes and, moreover, their predictive validity. The purpose of the present study is to evaluate the ability of the Kindergarten Screening Inventory (KSI) to predict school achievement at the end of kindergarten and first grade. Two hundred and two pre-kindergarten children ranging in age from 48 to 71 months were screened using the KSI in the spring prior to school entrance between the years 1988 to 1997. For purposes of data analysis the sample was grouped by the year the KSI was administered. The KSI's psychometric properties were examined, revealing adequate overall reliability. Individual subtest reliabilities, however, ranged from poor to moderate. Two and three factor solutions were extracted and found to support construct validity. Results of correlational analysis indicate that the KSI is predictive of school achievement as measured by both the child's report card grades, as well as his/her reading, language, and mathematics performance on the Comprehensive Test of Basic Skills (CTBS). The strongest correlations are found within the first grade reported CTBS scores. The language subtest of the KSI was the strongest indicator of later achievement. Early screening, which has predictive features, could assist psychologists and educators in many ways. For example, a preventive approach to educational intervention rather than a remedial approach may be developed. More specifically, there may be curriculum implications, parent consultation options, and program development. These findings could also serve to guide school psychologists and educators so that they are better able to help children succeed in school. This study also has implications in developing preventive approaches to benefit students who are likely to experience learning difficulties in school. Lessening young children's potential frustration and failure may enhance academic performance, reduce potential misbehavior, and build self-esteem.
2001-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3025067
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychological tests|Educational evaluation
oai:digitalcommons.pace.edu:dissertations-1084
2020-04-25T02:34:09Z
publication:dissertations_theses
publication:dissertations
The relationship between empathy and attachment in the adolescent population
Gelb, Chana Meier
Early parent-child interactions are believed by theorists to impact interpersonal functioning throughout the lifespan (Bowlby, 1973, 1980). This impact has been observed and studied in infants, young children and adults. Very few studies have examined this connection in an adolescent population. The present study investigated the role of attachment in the adolescent's capacity for empathy. Seventy-eight students from a private school participated. The capacity for empathy was assessed through the Interpersonal Reactivity Index (IRI) which yielded scores for both affective and cognitive forms of empathy. The quality of attachment for mother, father, and peers was assessed through the Inventory of Parent and Peer Attachment (IPPA). This measure yielded separate scores for attachment in the relationship to mother, father, and peer. The relationship between the two measures, IRI and IPPA was assessed. Results partially supported the hypotheses. Results indicated that the affective aspect of empathy was correlated with attachment to parents, but not to peers, while the cognitive aspect of empathy was not found to correlate with attachments. Adolescents who reported secure attachments primarily with mother, but also with father, also reported greater ability to empathize with another's situation. Analysis of variance examined gender differences in attachment and empathy. As predicted, females demonstrated higher levels of affective empathy. The hypothesis that males would demonstrate greater cognitive empathy was not supported. Gender differences were present in attachment levels. Overall, female adolescents reported the highest levels of attachment. There was no significant difference between male and females' reported attachment to mother, only a trend of significance in difference between male and females' reported attachment to father, and a significant difference between male and females' reported attachment to peers. Results partially support the hypothesis that attachment styles would differ. There was a relationship in style of attachment intrafamilially, but not extrafamilially. Thus, there were similar levels of attachments for mother and father, but not for parent and peers. The central hypothesis was that the security of attachment would correlate with the adolescents' degree of empathy. Results supported object relations and attachment theories, suggesting that children and adolescent's dyadic-parental relationships strongly influence their internal views of the world, which are strongly associated with their ability to relate to others. Future research should further involve the variable of ego development, which would add information regarding the individual's capacity to rate their attachments and empathy, yielding more accurate results. Future research should further also implement an experimental design that can test the causality of the proposed model.
2002-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3026549
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Developmental psychology|Social psychology
oai:digitalcommons.pace.edu:dissertations-1085
2020-04-25T02:34:14Z
publication:dissertations_theses
publication:dissertations
The conceptualization of borderline personality disorder within the framework of Lacanian thought
Rusansky Drob, Liliana Monica
The diagnosis of Borderline Personality Organization has taken its place in American psychoanalysis, as a personality structure the significance of which has equaled and, in some quarters, even eclipsed the traditionally recognized structures of neuroses, psychosis and perversion. However, the Borderline diagnosis has been largely ignored amongst psychoanalytically oriented clinicians in Europe and South America. One reason for this is that a major theoretical gulf exists between American and European/Latin American psychoanalysis, a gulf that can in part be attributed to the dominance of ego psychology and object-relations theory in the United States and an equal dominance of the theories of Jacques Lacan in such places as France and Argentina. By comparing the psychoanalytic theories of Otto Kernberg and Jacques Lacan in the context of the borderline diagnoses, this study seeks to initiate and contribute to a long overdue dialog between American and French psychoanalysis. This study seeks to both “map out the territory” for dialog on a number of issues relevant to the borderline diagnosis and locate the place of so-called borderline pathology within Lacanian thought. The main vehicles for this comparative and theoretical study are a critical review of the literature and the analysis of an illustrative case. The case of “Katherine,” a 25 year-old woman who the author saw for three years in psychoanalytically oriented therapy is presented and analyzed from both Kernbergian and Lacanian points of view. It is shown that Katherine, who readily meets Kernberg's presumptive and structural, can profitably be understood and treated as a case of neurosis within Lacan's diagnostic scheme. The question of whether those patients described by Kernberg as structurally borderline, do in fact constitute a homogenous group from the perspective of Lacanian theory is considered. At the close of the discussion some tentative suggestions are made regarding how Lacanian ideas can be of value in the diagnosis and treatment of severe pathology, as well as how certain Lacanian ideas might be operationalized and formulated as empirical hypotheses. The implications for child and school psychology are considered and the limitations of the study described. (Abstract shortened by UMI.)
2002-01-01T08:00:00Z
text
https://digitalcommons.pace.edu/dissertations/AAI3029610
ETD Collection for Pace University
ENG
DigitalCommons@Pace
Psychotherapy|Personality
35879/oai_dc/100//