Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 1, 2007) Vita. Includes bibliographical references.

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The purpose of this study was to examine the adjustment experiences of African American graduates of historically Black colleges or universities (HBCUs) attending graduate school at a Southern predominantly White university (PWU). A discussion of narratives and themes across participants provided information about the adjustment experiences of African American graduate students who transitioned from a university community where the student population was predominantly African American to one where African American students were the minority. This information can be utilized by both PWUs and HBCUs to develop resources that address issues related to adjustment for African American graduate students. This study was phenomenological by design and focused on analyzing the adjustment experiences of 11 female African American graduate students attending a Southern PWU. Participants were between the ages of 22-28, graduated from 10 different HBCUs across 8 states, represented 8 different graduate majors and had been in graduate school an average of 3.5 semesters. Research methodology included participant interviews, demographic questionnaires and investigator field notes. Collected data were analyzed using a coding iteration strategy. Descriptions of participant experiences were documented and ten prominent themes emerged from the data: support systems, negative emotionality, distrust, academic frustration, lack of African American presence, non-cohesive African American community, racial microaggressions, prior acquaintances and resilience. / Ph. D.

The purpose of this study was to examine if the quality of college students' relationships with their parents and family-of-origin would predict their academic and psychological adjustment to college, including their openness to cultural diversity. It was hypothesized that in general, higher quality of students' intrafamilial relationships will significantly predict their academic and psychological adjustment to college. It also is hypothesized that higher quality intrafamilial relationships will be significantly associated with increased interest and openness to learning about and interacting with students of diverse cultural backgrounds. Four additional variables were examined in an exploratory manner, to determine if they would predict college adjustment. They were social support, parental support and encouragement specific to helping the students prepare for college, self-efficacy, and ethnic identity. Overall, the results of this study suggest that college students' relationships with other family members as a child have limited influence over their adult adjustment in the context of adapting to the demands of college. Because this finding conflicts with previous research, additional research is needed to clarify the precise influence childhood families have on adult functioning. For example, it is possible that childhood families influence subsequent functioning in some contexts ( e.g., adults' relationships with their own spouses and children) more than in others ( e.g., on a college campus).

The purpose of this study is to determine possible reasons for the poor social adjustment of twenty-two children in the fifth grade of the Robert E. Lee School, Denton, Texas.

The investigator attempted to measure the effectiveness of a specialized unit on personal development in improving the social adjustment of homemaking girls.

Based on the principles of the salutogenic perspective to health this study explored the relationship between wellness as envisaged in the sense of coherence concept and psychological well-being and adjustment to university among students at a South African university using gender, age and study level as variables. The study was conducted by way of a survey design. A sample of students (N=216, females 130 and males 86) from five levels of study ranging in age from 16 to over 30 was obtained. Data was collected using Antonovsky's 29 item sense of coherences scale (SOC-29), the 54 item Ryff scales of Psychological Well-Being (RSPWB-54) and a biographical questionnaire. SPSS-16 was used to compute means, standard deviations, Pearson correlations and Analysis of variance. The results found no significant relation between SOC and psychological well-being but show variances in the effects of SOC on wellness among students by age and study levels but not by gender. From the findings, the need for deliberate strategies to facilitate SOC development among students seems apparent. Arguments are therefore made with regard to intervention strategies and health promotion among students as a means to facilitate their wellness and adjustment. / Thesis (M.Soc.Sc.(Clinical Psychology) North-West University, Mafikeng Campus, 2012

Thesis (M.Tech.: Chiropractic) -Dept. of Chiropractic, Durban Institute of Technology, 2002. xvi, 125 leaves / The purpose of this study was to determine the effect of spinal manipulation as compared to passive oscillatory mobilization, on thoracic spine range of motion, pain threshold and subjective pain experience, in patients with chronic mechanical thoracic spine dysfunction.

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy