Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 51-57).

Thesis (Ph. D.)--Washington State University, August 2007. / Includes bibliographical references (p. 89-97).

Orientador: Sandro Caramaschi / Banca: Rinaldo Correr / Banca: Ana Cláudia Bortolozzi Maia / Resumo: O ingresso no ensino superior representa uma transição na vida do indivíduo que opta por graduar-se em uma universidade. O modo como os estudantes lidam com as ocorrências desse novo contexto podem facilitar ou dificultar seu desenvolvimento pessoal, cognitivo e psicossocial e, dessa forma, influenciar as demais áreas que demandam relacionamento interpessoal. O objetivo desta pesquisa foi identificar e relacionar as dimensões que podem compor o processo de adaptação do estudante à universidade, por meio de comparalções entre os gêneros, correlações e o nível empático dos estudantes. Como fundamentação teórica utilizou-se a Psicologia Evolucionista, a qual traz a proposta de entender a mente e o comportamento humanos como resultado de um processo de adaptação. Participaram da pesquisa 100 alunos ingressantes do sexo feminino e masculino de diversos cursos. Utilizou-se um questionário contendo questões fechadas de multipla escolha e do tipo Likert (escala de 1 a 5) bem como o Inventário de Empatia (IE). O estudo evidenciou diferenças significativas entre os sexos em alguns aspectos relativos às Expectativas Pré Universidade, Relações Interpessoais, Satisfação com o Curso, Atividadses Extracurriculares e Percepção de Rede de Apoio. Em todas as análises as mulheres obtiveram valores maiores, exceto nas Atividades Extracurriculares. Com respeito às correlações, os resultados significativos tanto para homens como para as mulheres englobaram a escolha pela carreira e a certeza pela escolha após a entrada na universidade, a certeza da escolha do curso e as Expectativas Pré Universidade, as Expectativas Pré Universidade e a Satisfação com a Universidade, a distância da cidade de origem e a frequencia de viagens de retorno, o Bem Estar e a Satisfação com a Universidade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The entrance of a student in the college represents the transition in its life, by choosing the graduation in a university. The way how students deal with the circumstances of this new context can facilitate of make difficult its personal, cognitive and psychosocial development, and this way, to influence other areas that demand interpessonal relations. The objective of this research was identificate and relate the dimensions that may arrange the student adaptation process into the university, through comparisons between the genders, co-relations and the empathic level of the students. Based on the Evolutionary Psychology which brings the proposal of understanding the human mind and behavior as result of an adaption process. One hundred stufents of feminine and masculine sex from different course had participate of the research. A questionnaire contends questions with multiple choices of Likert's type (scale from 1 to 5) was used, as well as the Emphathy Inventory (EJ). The study has evidenced significant differences between feminine and masculine sex in some aspects relatives to the Expectations Before University, Interpersonal Relations, Satisaction with the Course, Extracurricular Activities and Perception of Care Network. In all the analyses women had higher numbers than men, except on the Extracurricular Activities. Related to the co-relations, the significant results as much for men as women were the decision for the carcer and the certain of this choise after the entrance at university, the certain of the course's choise and the Expectations Before University, the Expectations Before University and the Satisfaction with the University, the distance from the origin city and the frequency of the return trips. Welfare and the Satisfaction with the University, the Perception of the Care Network and the... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-05Bitstream added on 2014-06-13T19:58:31Z : No. of bitstreams: 1 cavallini_ac_me_bauru.pdf: 695413 bytes, checksum: f6c26c8a467ef97593c441779e1c59c9 (MD5) / O ingresso no ensino superior representa uma transição na vida do indivíduo que opta por graduar-se em uma universidade. O modo como os estudantes lidam com as ocorrências desse novo contexto podem facilitar ou dificultar seu desenvolvimento pessoal, cognitivo e psicossocial e, dessa forma, influenciar as demais áreas que demandam relacionamento interpessoal. O objetivo desta pesquisa foi identificar e relacionar as dimensões que podem compor o processo de adaptação do estudante à universidade, por meio de comparalções entre os gêneros, correlações e o nível empático dos estudantes. Como fundamentação teórica utilizou-se a Psicologia Evolucionista, a qual traz a proposta de entender a mente e o comportamento humanos como resultado de um processo de adaptação. Participaram da pesquisa 100 alunos ingressantes do sexo feminino e masculino de diversos cursos. Utilizou-se um questionário contendo questões fechadas de multipla escolha e do tipo Likert (escala de 1 a 5) bem como o Inventário de Empatia (IE). O estudo evidenciou diferenças significativas entre os sexos em alguns aspectos relativos às Expectativas Pré Universidade, Relações Interpessoais, Satisfação com o Curso, Atividadses Extracurriculares e Percepção de Rede de Apoio. Em todas as análises as mulheres obtiveram valores maiores, exceto nas Atividades Extracurriculares. Com respeito às correlações, os resultados significativos tanto para homens como para as mulheres englobaram a escolha pela carreira e a certeza pela escolha após a entrada na universidade, a certeza da escolha do curso e as Expectativas Pré Universidade, as Expectativas Pré Universidade e a Satisfação com a Universidade, a distância da cidade de origem e a frequencia de viagens de retorno, o Bem Estar e a Satisfação com a Universidade... / The entrance of a student in the college represents the transition in its life, by choosing the graduation in a university. The way how students deal with the circumstances of this new context can facilitate of make difficult its personal, cognitive and psychosocial development, and this way, to influence other areas that demand interpessonal relations. The objective of this research was identificate and relate the dimensions that may arrange the student adaptation process into the university, through comparisons between the genders, co-relations and the empathic level of the students. Based on the Evolutionary Psychology which brings the proposal of understanding the human mind and behavior as result of an adaption process. One hundred stufents of feminine and masculine sex from different course had participate of the research. A questionnaire contends questions with multiple choices of Likert's type (scale from 1 to 5) was used, as well as the Emphathy Inventory (EJ). The study has evidenced significant differences between feminine and masculine sex in some aspects relatives to the Expectations Before University, Interpersonal Relations, Satisaction with the Course, Extracurricular Activities and Perception of Care Network. In all the analyses women had higher numbers than men, except on the Extracurricular Activities. Related to the co-relations, the significant results as much for men as women were the decision for the carcer and the certain of this choise after the entrance at university, the certain of the course's choise and the Expectations Before University, the Expectations Before University and the Satisfaction with the University, the distance from the origin city and the frequency of the return trips. Welfare and the Satisfaction with the University, the Perception of the Care Network and the... (Complete abstract click electronic access below)

M.A. (Clinical Psychology) / The purpose of this study was to assess the differential and relative effects of cortical immaturity and non-cortical immaturity in specific learning disabled children on the development of maladaptive behavior. For this purpose twenty specific learning disabled children were selected according to certain criteria. This group was divided into a group of children with specific learning disabilities with cortical immaturity, and a group with specific learning disabilities without cortical immaturity. Acontrol group consisting of ten children without any learning disabilities was also selected. The three groups thus obtained were assessed on indices of aggression, withdrawal, class- and learning problems, and personal and social efficacy. The results indicated that specific learning disabled children manifested more maladaptive behavior than non-specific learning disabled children. Concerning the differential effect of cortical immaturity and noncortical immaturity in specific learning disabled children on the development of maladaptive behavior there were no meaningful differences. The recommendation was made that future studies should control contaminating variables among which socio-economic class differences and parental child rearing practices.

M.A. (Psychology) / Please refer to full text to view abstract

This study analyses the adoption and rejection of some dairy farm innovations by Lower Fraser Valley dairymen. It also analyses use of information sources, length of time spent in the adoption process, reasons for delay in proceeding through the adoption process, reasons for rejection and discontinuance of innovations, and dairyman-district agriculturist contact. Data for the analysis were collected by interviewing a representative sample of the Lower Fraser Valley dairymen. There was a distinct tendency for the earlier adopters to have large farms, a high production per cow, less than 20 years farming experience, a high farm plus off-farm employment income, large numbers of dairy young stock, office visits with the district agriculturist, agriculture courses at vocational schools, and enjoyment from dairying. There were no significant differences between the earlier and later adopters regarding age, years of school completed, social participation, tenure, specialization, use of hired labour and place of birth. A number of the respondents had had no contact of any type with the district agriculturist in the year previous to the interview but on the average each respondent used 2.53 types of contact. When classified by the nature of the activity, the most used sources of information were personal, followed by individual instructional, mass and instructional group. When classified by origin, the most to least used sources were personal, commercial, government and farm organization. The proportions in which the information sources were used for the two groups of innovations differed. On the average each respondent was unaware of 2.19 of the 10 innovations and continuing in the adoption process for 1.57. Rejection had occurred for an average of 4.38, adoption for 1.66 and discontinuance for 0.20 of the 10 innovations. Almost half the decisions to reject innovations were made at the awareness stage in the adoption process. From the laggard to the early adopter-innovator category, unawareness and rejection decreased while continuation in the adoption process, adoption and discontinuance increased. Situational factors made up more than two-thirds the reasons for delay in proceeding through the adoption process but characteristics of the innovations made up more than two-thirds the reasons for rejection and discontinuance of innovations. The rate of rejection and discontinuance was higher and adoption lower when less than one year was spent than when one or more years was spent in the adoption process. An adoption tendency score was derived and compared with the adoption score but it could not be determined that use of one or the other was a more useful way of identifying differences among the respondents. / Land and Food Systems, Faculty of / Graduate

The purpose of this study was to develop a reasonably comprehensive scheme of categories that describes what facilitated and hindered adaptation to corporate restructuring. Interviews were conducted with individuals who worked in a company during reorganization and adapted. The Critical Incident Technique (Flanagan, 1954) was utilized to elicit 543 incidents from 28 participants. Thirty-four categories emerged from the analysis of the reported events and were organized into five clusters. Several procedures were employed to examine the soundness and trustworthiness of the categories. The results indicate that adaptation was hindered by: enduring a negative state, receiving increased workload, experiencing negative attitudes of colleagues, termination of colleagues, destabilizing moves, encountering a demoralizing situation, removed from a position, experiencing devaluation of company, excluded from decision making, blocked from accomplishing a task, not receiving support, receiving a threat about job, experiencing estrangement, receiving disaffirmation for job competence, and vital information withheld. However, individuals can take action in four ways to facilitate adaptation. First, they can shape the work environment by: refusing exploitative requests, making a decision concerning work, discovering and adhering to a firm guideline, making a beneficial change in the work setting, accomplishing a task, experiencing a challenging task, creating a work position, creating space to work, and dissociation from a bad person. Second, they can gain support by: receiving advice, receiving personal support, receiving assurance about job, experiencing camaraderie, receiving affirmation for job competence, receiving vital information. Third, they can help others by: giving empathy, using humor, forming a relationship, looking out for others, providing practical help, securing work for others. Fourth, they can help themselves by: realization of a positive perspective, preparing for change, initiating a change outside of work, and engaging in an activity outside of work. The category system attempts to provide a reasonably comprehensive description of what helps and hinders adaptation to corporate restructuring. Such an organization of factors may be valuable in planning counsellor training programs and useful for therapists working with individuals adapting to corporate change. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

It was the purpose of this study to test a possible method of assessing adjustment that could be used quickly and easily by teachers. The tool, to be effective, would (1) have to be administered to groups of children; (2) have clear and concise directions understandable to children in lower grades; (3) be easily scorable; and (4) have a definitive scale of scoring.

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