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国立情報学研究所で電子化したコンテンツを使用している。

The following study examines two samples of children; children diagnosed as having a chronic illness, and children experiencing psychological distress. Children from both samples are at risk for similar things: poor social skills, challenges in establishing peer relationships, and the later development of psychiatric disorders in adulthood. Adding to these negative outcomes is the development of somatic complaints within each sample. Little research has examined children experiencing psychological distress prior to diagnosis, nor has a comprehensive study been conducted on children with epilepsy examining each of the adaptive skill areas. Further study of the adaptive skill areas for each group provides a foundation for understanding the strengths and weaknesses that each sample has. The following study is a quantitative, multisource, retrospective research project using parent/guardian completed rating scales relating to child behaviors; medical history information was also obtained from the chronic illness group. The relationship between somatic complaints and adaptive skills for children experiencing psychological distress (n = 128) was explored utilizing nonparametric statistical analysis. Additional nonparametric analyses were used for children with chronic illness (n = 94) to understand the relationship between adaptive skills and somatic complaints with the added medical factors of duration of illness and age of onset. The results of the children experiencing psychological distress suggest that age and sex play a role in adaptive skills, with both groups sharing common deficits in functional communication and adaptive skills. Internalizing and externalizing disorders were both positively correlated with somatic complaints, while adaptability and leadership were negatively correlated. The results of the epilepsy group indicate differing adaptive skill profiles for the complex partial (CP) and secondary generalized (SGTC) tonic clonic group. SGCT group had deficits in the areas of activities of daily living and leadership, while the CP group had no reported adaptive skill concerns but elevations in somatization. For both groups, onset and duration of illness were correlated with adaptability, functional communication and activities of daily living. Exploratory analysis utilizing teacher reports yielded negative correlations between somatization and functional communication, and deficits in the area of adaptability for the CP seizure group.

Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 4 uppsatser.

Thèse (M.A.)--Université Laval, 2007. / Bibliogr.: f. 56-61. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thèse (Ph. D.)--Université Laval, 1997. / Bibliogr.: f. 179-199. Publié aussi en version électronique.

<p>The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay.</p><p>Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it.</p><p>All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.</p>

Thèse (M.PS) -- Université du Québec à Chicoutimi, programme en extension de l'Université du Québec à Trois-Rivières, 2005. / La p. de t. porte en outre : Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières. Comprend des réf. bibliogr. : f. [92]-99. Document électronique également accessible en format PDF.

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Th.--Théol.--Helsinki, 1983. / résumé en anglais. Bibliogr. pp. 445-464.