Children transform different spaces into their own special places by interacting with the physical and social environment (Hart, 1979; Rasmussen, 2004; Sobel, 1993/2002). Special place research has focused largely on children’s place–making in neighbourhoods, including the process of finding and constructing forts, playhouses and dens in outdoor environments (Benson, 2009; Hart, 1979; Kylin, 2003; Sobel, 1993/2002). The significant presence of schools in children’s everyday lives (Rasmussen, 2004), however, has encouraged some researchers to investigate what environmental conditions foster learning (Derr, 2006; Maxwell, 2006; O’Dell, 2011; Upitis, 2007), as well as how children use and experience social and physical aspects of these places (Einarsdottir, 2005; Peterson, 2009; Rathunde, 2003). Although researchers recognize that learning environments have the potential to enhance learning by the presence of specific design elements, little is known about what constitutes places that elementary students characterize as special, and to which they become attached. Some schools, including Montessori, claim to offer a uniquely prepared learning environment that enhances students’ development, though empirical studies that involve Montessori elementary programs predominantly use academic standardized test scores to compare them to other programs (Baines & Snortum, 1973; Lopata, Wallace, & Finn, 2005). The purpose of this study was to explore places at school that students characterized as special and to describe what aspects made them special. This study used photo elicitation interviews, walking tours, and focus groups to explore 11 Grade 2 students’ special places in two Ontario learning environments: a privately funded, not-for-profit Montessori school and a publicly funded school. Results demonstrated that Grade 2 students in both schools identified special places, both indoors and outdoors, for developing a sense of placeness; engaging in types of play; fostering and engaging in friendships; and having solititude and tranquility. Further analysis revealed two underlying themes: places were special because they afforded students opportunities to be interdependent or independent. Future research is necessary to determine the long-term significance of students’ special places in different learning environments. / Thesis (Master, Education) -- Queen's University, 2012-05-30 19:43:33.982

No description available.

No description available.

Characterized as a loss of empathy, compassion fatigue is experienced by many in the helping professions. Also known as secondary traumatic stress, compassion fatigue occurs when those in the helping professions experience trauma through interacting with the traumatic experiences of the people they are helping. Previous literature has found the development of compassion fatigue to be inevitable due to the amount of empathy those professionals must utilize on a daily basis. Mindfulness practices, such as Mindfulness Based Cognitive Therapy (MBCT) and Mindfulness Based Stress Reduction (MBSR) have been found to be a helpful learning tool for those in the helping professions to reduce their levels of stress. Using a convenience sample of 74 therapists, the present study utilized attachment as a framework for exploring factors of predicting and preventing compassion fatigue. Attachment styles in romantic relationships was predicted to be associated with the development of compassion fatigue, while mindfulness levels were predicted to be preventative in the development of compassion fatigue. Findings indicated that levels of compassion fatigue were higher for females, and that higher levels of mindfulness was associated with lower levels of compassion fatigue for both males and females. Implications for therapists, supervisors, and therapists-in-training are addressed.

Parenthood is generally marked as a joyous event, though some research indicates that the birth of a child can possibly involve a difficult and complicated adjustment period for new parents (Ceballo, Lansford, Abbey, & Stewart, 2004). Questions regarding heritage and biological ties typically occur after developmental milestones, for example, births, marriages, and deaths, for adult adoptees. Horowitz (2011) offered that in order to understand the uniqueness of adoptees’ experiences and the specific needs they may have during childhood, it is vital to study the entire adoptee trajectory into adulthood, in order for adoptive parents and society to prepare successfully and launch adoptees into adulthood. This study explored how adult adoptees view parenthood through the lens of their own upbringing in Canada. There are gaps of information in the literature on how adoptees undertake parenting and how they approach becoming parents. In addition, how adoptees recognize themselves in their own children whether their children are adopted or not and how adoptees bond with their children. This study is an effort to address this gap offering recommendations for future research. Using an attachment theory framework while employing a mixed methods approach through an exploratory-sequential design, highlighted results include: adult adoptees struggle with identity issues and their adoption experiences do impacted the way they become parents and how they view themselves as parents.

The aim of this study was to evaluate the psychometric properties of the attachment scale added in the newly developed self-rating questionnaire Trauma Symptom Inventory-2 (TSI-2). Participants were recruited from the Swedish parent-infant unit Hagadal (N=58). Reliability analyses concluded Cronbach´s α .92 for attachment total scale, .88 for avoidance subscale, and .91 for rejection sensitivity subscale. Convergent validity analyses concluded moderate to strong correlations between TSI-2 attachment scale and subscales, and Experiences in Close Relationships (ECR) total scale and subscales (r= .34 - .68, p ≤ .01). Criterion validity analyses concluded that adverse childhood circumstances measured by Linköping Youth Life Experiences Scale (LYLES) signficantly estimated 17 % of variance in TSI-2 attachment scale scores. Preliminary support for reliability and validity of the TSI-2 attachment scale was obtained. No previous trauma symptom rating instrument has included information about adult attachment styles. The present findings point to the benefits of such inclusion.

How consumers pay influences how they feel about a transaction. In particular, paying by card has been argued to have an effect on the perception of cost; making it less salient and painful. We propose and show that payment method also influences how consumers feel about the acquired good. Specifically we focus on effects of the payment method on psychological ownership, i.e. the perception of an object as "mine". We propose that cash payment results in stronger psychological ownership because it influences the extent of perceived investment in an object. We provide evidence for the proposed effect from field and laboratory settings. Results of a longitudinal exit-survey and an experiment show that cash payers report higher levels of immediate psychological ownership than card payers. However, this effect seems to depend on the meanings associated with a payment method. Asian students (who associate credit card payment with investment and debt) do not exhibit this effect. Moreover the initial boost in psychological ownership seems to be comparably shortlived. Whilst those paying in cash experience no further increase in psychological ownership over time, those paying by card do. (author's abstract)

This study is an analysis of the relationship between adult romantic attachment, relationship satisfaction and relationship contingent self-esteem (RCSE). It was hypothesized that the relationship between attachment and relationship satisfaction is partially or fully mediated by RCSE. Participants (N=200) from a mid-sized Midwestern university were surveyed with the following scales: Experiences in Close Relationships Scale – Revised, Adult Attachment Questionnaire, Relationship Contingent Self-Esteem Scale, Contingencies of Self-Worth Scale, Relationship Assessment Scale, Dyadic Adjustment Scale and a demographic questionnaire. This analysis utilized Structural Equation Modeling (SEM) to assess whether RCSE is either a partial or fully mediating construct between attachment and relationship satisfaction. The current maximum likelihood estimates have shown that neither of these models (either partially or fully mediating) are accurate. The partially mediated model showed significant pathway coefficients between attachment and relationship satisfaction, which is congruent with previous research. However, prior to the current study, minimal research has been conducted to assess the relationship between attachment and RCSE. Future research must assess the potentiality of alternative influences such as trauma or levels of commitment have on RCSE. / Department of Counseling Psychology and Guidance Services

This study was carried out to determine whether or not attachment would enhance our ability to predict the breakup of nonmarital romantic relationships. In phase one of the study, 217 introductory psychology students completed measures of attachment, satisfaction, investments, alternatives, commitment, length of current relationship, and asserts that commitment to a relationship will be greater to hundred thirteen of these individuals were contacted seven weeks later to follow-up on the status of their relationships. Fifty-four of these relationships had ended at follow-up. Through regression analyses, only moderate support was found for the investment model. This model the extent that an individual is highly satisfied, has invested heavily in it, and does not see his/her alternatives as particularly attractive. Contrary to predictions, than it was to the length of the of time spent associating with the attachment was found to be more strongly related to investments and commitment relationship or the amount partner. Whatever contribution attachment may have made to the prediction of breakup appears to have been suppressed by commitment, which was found to be the best single predictor of breakup. Finally, more women than men were found to be the initiators of the breakup of their relationships, but these differences were only marginally significant. / Department of Psychological Science

There is no abstract available for this dissertation. / Department of Counseling Psychology and Guidance Services