M.A. / This body of work examines the effects of child abuse, and then discusses the use of ego state therapy as a model for the treatment of child abuse. It is found that the predominant characteristic of children who experience abuse is a tendency to dissociate, creating impermeable and dangerous boundaries between different aspects of their personalities. An effective therapeutic process must address both cause and effect, and must therefore access these ego states, not only to determine the reason for their presence but also in order to change the relationships between the different states. This must be achieved for the survivor to become a healthy and well-adjusted adult. A detailed discussion of ego state theory is included, and ego-state therapy is then discussed within the therapeutic setting. This is done using an actual case study involving a thirteen-year-old survivor of physical child abuse and discusses the use of ego state therapy in an attempt to restore homeostasis. The clinical experiences of the therapist and client are described, and they lend support for the use of ego-state therapy in the treatment of child abuse. The complex array of emotional, behavioural and psychological problems presenting as a result of abuse, together with the lack of formal intervention strategies in treating these cases, highlighted the need and also provided the impetus for this project. / Dr. H. Rudnick

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 90-93).

published_or_final_version / Clinical Psychology / Doctoral / Doctor of Psychology

Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education in the Faculty of Education at the University of Zululand, South Africa, 2000. / Die navorsing ondersoek die opvoedingsnood van die mishandelde kind met die klem op die vennootskap tussen die opvoeder en die mishandelde kind in sy opweg- wees na volwassenheid. Daar word ook gelet op die persepsie van die voorstander van kinderregte van die mishandelde kind se verhouding met homself, ander, idees en dinge en Godfn god binne sy eie leefwereld. Aandag word geskenk aan problematiese opvoedingsgebeure waaraan die kind blootgestel mag word en die invloed wat hierdie gebeure op die onderaktualisering van die psigiese lewe mag he. Die wordingsdoeleindes van die kind onder die opskrifte: betekeniswereld, adekwate self en toebehorenheid word bespreek. Een van die opvoeder se take is onder andere om die kind in staat te stel om homself in die wereld te onenteer sodat hy sy eie leefwereld kan konstitueer. Deur relasies met homself, ander, idees en dinge en Godfn god te vorm, konstitueer hy 'n betekenisvolle leefwereld. 'n Selfgestruktureerde vraelys is as. meetinstrument gebruik. Die opstel, verspreiding en voltooiing daarvan word volledig behandel. Die aanbieding en ontleding van data word bespreek. Waar nodig, word van beskrywende statistiek gebruik gemaak. Uit die analise van die data het dit geblyk dat die mishandelde kind oor die algemeen nie baie gelukkig is nie, hy slaap nie rustig nie en hy neem oor die algemeen 'n aggressiewe houding in en is nie vriendelik nie. 'n Groot aantal het gevoel dat daar nie regtig goed in hulle steek nie en dat hulle die mi~handeling waaraan hulle blootgestel is, verdien. Wat die verhouding met ander betref, het dit geblyk dat daar tog op een van die ouers of versorgers se liefde en ondersteuning staatgemaak kan word, dat daar vertroue in die voorstander van kinderregte is en dat 'n klein persentasie van mishandelde kinders goed met volwassenes oor die weg kom. Oor die algemeen is verhoudings met huidiqe vriende goed. Ongelukkig het dit geblyk dat min mishandelde kinders 'n goeie toekonisperspektief het. Wat die relasiedimensie met Godfn god betref, het min kinders hierdie verhouding as 'n prioriteit in hul lewens gestel. Ter afsluiting word daar enkele aanbevelings aan die hand gedoen: • Oat die ouer/versorger se opvoedings- en onderrigtaak deur aile partye (staat, kerk, skool, ensovoorts) aandag behoort te geniet. • Oat ouers/versorgers - as prirnere opvoeders -van hulle verantwoordelikhede bewus gemaak behoort te word by wyse van werkswinkels, ondersteuning en kommunikasie tussen die skool en die huis. • Oat die kerk as infonnele opvoeder, kinders genoegsaam geestelik onderrig. Die hoop word uitgespreek dat hierdie beskeie bydrae 'n sinvolle bydrae tot die leefwereld van die mishandelde kind sal maak. = During this study research was conducted pertaining to the educational need of the abused child, with the emphasis on the partnership between the educator and the abused child on his way- to maturity- . Attention was also focused on the perception of the Protector of children's rights on the life world of the abused child.. A self-constructed questionnaire was used as measuring instrument. The construction, distribution and completion of the questionnaire were discussed in detail. The presentation and analysis of data was also discussed. Where necessary descriptive statistics were used to analyse data. From the analysis of the data it became clear that the abused child is not a happy child, he does not sleep well, becomes aggressive often and is not very fiiendly. A large number ofabused children were under the impression that they deserved the abuse they had experienced. Regarding the relationship with others, most children indicated that they trusted and i or loved at least one of their parents. They also trusted the Protector of children's rights. Few experienced meaningful relations with adults or a positive perspective on the future. Pertaining to their relationship to God! a god, very few expressed this relationship as a priority. Based on the accumulated findings of the research the following recommendations were made: • That parent's educational responsibilities be recognised by the government, churches and school. • Parents as primary educator's responsibilities should be emphasised by means of . workshops, support groups and meaningful communication between home and school • That the church as informal educator should provide sufficient support to the abused child. It is hoped that this study will make a meaningful contribution towards the life world of the abused child.

Thesis (D. Phil. (Social Work))--University of Pretoria, 2003. / Includes bibliographical references (leaves 278-307).

This dissertation represents an attempt to better understand why physically abused children are more likely to develop aggressive tendencies. A sample of adolescents receiving child protection services was administered a battery of self-report measures on maltreatment, health, and well-being; an aggression measure was administered a year later. The specific focus was to determine whether aggressive youth were more likely to (1) have suffered harsher physical abuse, (2) generate violence outcome expectancies that favour recourse to aggression, and (3) report higher levels of abuse-related shame. Respectively, the second and third hypotheses were based on social information processing and shame-rage models of aggression. / Only the hypothesis of the fast study on maltreatment characteristics was supported. Victims of frequent and severe abuse were more likely to report aggression. As for the second and third study, the expectation of positive outcomes from violence and feelings of shame-rage (as indicated by high levels of guilt-free shame) were actually inversely related to aggression. / Even though these results went in the opposite direction of the hypotheses, they are not altogether in conflict with theoretical models. According to L. Rowell Huesmann's description of social information processing, a hostile worldview was considered a mediating factor in the development of aggression problems. The tendency for aggressive youth to expect negative rather than positive outcomes from violence can be interpreted as support for this view. Abuse-related shame was not related to aggression, but it did demonstrate the predicted association with anger and hostility. The suggestion therefore is that feeling shame as a result of abuse leads to pent-up rather than expressed rage. / Given these results, it is suggested that victims of harsh maltreatment be targeted for appropriate prevention and skills promotion programs. Also, future research should investigate whether the formation of problematic relationship schemas and the tendency to suppress abuse-related emotions contribute to the maintenance of aggression problems.

The goal of this study was to investigate the real self-image, ideal self-image, and self-image disparity of maltreated adolescents, both acting-out and nonacting-out, as compared to nonmaltreated adolescents. Participants included 58 adolescents between the ages of 13 and 17 with groups approximately matched for age, IQ, and mental age. The maltreated group consisted of children who had been neglected, physically abused, and/or psychologically abused. Children in both maltreated and nonmaltreated groups were classified as acting-out or nonacting-out based on reports of truancy, substance abuse, disrespect for authority, violent outbursts, and trouble within the legal system. The primary findings of the study were that maltreated as compared to nonmaltreated individuals displayed lower real self-images and larger self-image disparities. However, the lowest real self-image scores were displayed by the acting-out adolescents regardless of their maltreatment status. In a comparison between the acting-out maltreated adolescents and the acting-out nonmaltreated adolescents, the real self-images were comparable, suggesting that the experience of maltreatment does not exacerbate the negative effect of behavioural difficulty. In addition, the acting-out maltreated children displayed higher ideal self-images than the acting-out nonmaltreated children. Both experiences of maltreatment and acting-out behaviours appear to be related to negative effects of self-image in adolescents. This highlights the importance of investigating the influence of experiential factors on self-system processing.

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 109-114) Also available in print.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 109-114).