Thesis (Ph.D.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 161-177). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR39022

Many researchers and theorists and argued that a person's psychological health and well-being require that needs are met. If needs are not met, the result is distress and attempts to compensate, both of which may lead to psychological problems. Thus, psychologists and others whose goal is to help people with psychological problems require a theory of important psychological needs.This study provides a critical review of major need theories and assessment instruments developed to operationalize those theories. Based upon this review, five needs (autonomy, competence, relatedness, purpose, and physical) were identified as being critical aspects of psychological well-being. Using a relatively new needs assessment scale, these five needs were assessed in 1,358 clinical and non-clinical adults from various sites around a Midwestern state.Results indicated a five-factor structure that was slightly different than the one originally hypothesized. This new five factor model (life direction, positive interpersonal relations, interpersonal support, competence, and ability to adapt) was found to be consistent across both the clinical and non-clinical samples. Results provided strong evidence that the measurement instrument has superior psychometric properties to previously developed instruments. Importantly, this new need assessment inventory could discriminate clinical from non-clinical samples. An additional important finding concerned self-esteem. Many researchers have argued about whether self-esteem is a need. Results here suggest that self-esteem is not a need, but is either irrelevant or may be a vague measure of several needs. Suggestions for future research and implications for clinical treatment are discussed. / Department of Psychological Science

The present study examined the psychometric properties, including factor structure, reliability, and validity of the Ksiazak Adult Giftedness Scale, a measure of characteristics of adult giftedness. Principal components analysis, as well as analyses of correlations between scores on the Ksiazak Adult Giftedness Scale and other measures, were performed to answer three research questions: 1) Can a reliable measure of characteristics of adult giftedness be developed? 2) Can a valid measure of characteristics of adult giftedness be developed? and 3) What is the factor structure of a measure of characteristics of adult giftedness? Results indicated that the Ksiazak Adult Giftedness Scale has adequate reliability and validity and appears to have a unifactorial structure. Theoretical, research, and practice implications are discussed in relation to the findings. Methodological limitations to the study and directions for future research are also offered. / Department of Counseling Psychology and Guidance Services

The study investigated the reasoning processes used by psychoeducational assessors in interpreting a typical case-file. The methodology used was one adapted from studies of problem-solving skills in other domains. In the models of reasoning derived from these studies, expertise was associated with extensive use of causal reasoning and with a high level of integration between a selectively narrow body of information and the proposed solutions. It was hypothesised that the reasoning processes used by experienced psychoeducational assessors would show similar properties. In addition, it was hypothesised that experienced and trainee assessors could be differentiated by: (a) the degree of affinity shown to a theoretical orientation in psychology, (the degree of affinity shown by the experienced assessors being greater than that shown by the trainees), and (b) the numbers and types of inferences generated from case-file information. The influences of the referral information and subjects' preconceived notions of educational exceptionality on assessment were also considered. / Two groups of 12 subjects each participated in the study; experienced school psychologists (designated the experts), and trainees in psychoeducational assessment (designated the novices). Think-aloud protocols were obtained from the subjects as they interpreted the case-file. A scale for assessing relative preferences for theoretical orientations in psychology was administered to all subjects. Transcriptions of the think-aloud protocols were segmented and coded according to predetermined inference categories. The case-file text and subjects' coded protocols were used to set out formally representations of subjects' reasoning. / The experts and the novices were compared for adherence to theoretical orientation, the numbers and types of inferences generated, and the reasoning strategies employed. No differences were found between the two groups for the variables analysed. However, for some of the experts, but not for the novices, well-integrated reasoning was associated with adherence to initial theories about the case. Consistencies across both groups of subjects in the types of inferences made and the use of case-file information are suggestive of a case-specific approach to assessment. Assessors appear to emphasise a student's academic strengths and, at the same time, to attend to affective problems. Relatively little attention is paid to physiological factors. The variability in the data collected indicates that there are few criteria against which to gauge expertise in psychoeducational assessment. There was no indication that assessors test their diagnostic theories systematically. It is suggested that, in this domain, reasoning strategies of review and revision are desirable and that representational models of expertise should reflect these strategies.

Dissertation (Ph.D.)--University of Toledo, 2007. / Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy degree in Psychology." Bibliography: 76-83.

Thesis (Ed.D.)--University of Tulsa, 1973. / Bibliography: leaves[83]-91.

Thesis (Ph.D.)--University of Wollongong, 2003. / Typescript. Includes bibliographical references: p. 341-376.

Thesis (Ph. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains v, 62 p. Includes abstract. Includes bibliographical references (p. 39-44).

Thesis (M.S.)--University of Michigan, 1982.

Thesis (Ph. D.)--University of Iowa, 1929. Without thesis note. / Bibliography: p. [80]-83.