Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / STATEMENT OF THE PROBLEM: This study was designed to test the hypothesis that the expressed problems of adolescent stutterers are not significantly different from the expressed problems of adolescent non-stutterers. It was postulated also that published problem inventories developed for the general population may be inadequate for research with atypical groups. The individual with a stuttering handicap may have the usual kinds of problems tapped by various problem inventories. In addition, he may have unique kinds of problems associated with the stuttering handicap. RESEARCH PROCEDURES: A thorough research of the literature indicated that no problem inventory had been developed from research with stutterers. Hence, it was necessary to develop a problem inventory as part of this study. Thirty-six secondary-school stutterers and 164 secondary-school non-stutterers were asked to express their problems in ten areas: 1) My Personality; 2) My Speech; 3) My School Life; 4) My Personal Appearance; 5) My Home and Family; 6) My Abilities and Talents; 7) My Future; 8) My Friends; 9) Other People; and 10) Other Things I Want to Write About. Content analysis of the compositions in which they told of their problems resulted in the construction of a problem inventory containing 220 problem items [TRUNCATED] / 2999-01-01

Thesis (M.F.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Notre intérêt pour le thème de la violence dans l’école n’est pas apparu par hasard, mais il se justifie surtout pour les raisonssuivantes: nous croyons que malgré les différentes manifestations de la violence contre les enfants et les adolescents à l’école et dansla sociéte, quelque chose doit être fait à cet égard, des propositions doivent être présentées et des alternatives doivent être construites.Nous avons donc mené une recherche en ce sens: « Violence à l’école: compréhension d’un phénomène social à João Pessoa-Paraíba-Brésil », dans le but comprendre les actions éducationnelles et préventives du projet « École qui Protège » pour combattre laviolence commise envers les enfants et les adolescents indépendamment de la couleur de leur peau, de leur ethnie, de leur genre et deleur classe sociale dans des écoles de la banlieue de João Pessoa-Paraíba-Brésil. Pour poursuivre cet objectif, nous avons entreprisune approche qualitative en prenant pour référentiel Robert Bogdan et Sari Bicklei. Nous avons collecté les données à traversl'interview semi-structurée, ce qui nous a permis de nous engager dans un processus d’écoute des acteurs concernés ; matériel quenous avons pu analyser et comprendre via l’Analyse de Contenu, basée sur Laurence Bardin. Pour mener à bien notre recherche etpour asseoir notre fondamentation théorique, nous nous sommes laissés guider par de nombreux sociologues comme MartineXiberras, Michel Maffesoli, Alain Touraine, Edgar Morin, Zygmunt Bauman, Norbert Elias, Erving Goffman, Howard Saul Becker,et par la philosophe allemande Hannah Arendt, sans oublier les auteurs brésiliens comme l’éducateur Paulo Freire, le théologien etphilosophe Leonardo Boff, entre autres. Les auteurs mentionnés nous ont donc permis de nous ancrer théoriquement à la lumière dedivers aspects sociologiques, philosophiques et antropologiques, nous aidant ainsi à mieux comprendre la complexité de la violencesous la forme du préjugé, de la discrimination et de l’exclusion, envers les enfants et les adolescents noirs, indigènes, sans terre ;violence qui s'exprime dans la société en général, et plus spécifiquement dans l’espace scolaire. Par conséquent, l’un des cheminspour que l’école puisse reconquérir son espace contaminé par la violence, passe par le développement du respect des droits desenfants et des adolescents et par l’appui d'organismes publics chargés du secteur éducationnel et engagés dans des politiquespubliques allant en ce sens. / Our interest about the topic of violence in the school, did not arise by chance, but mainly because we believe that although on thevarious manifestations of violence at school and in the society, against children, something must be done, proposals must besubmitted, alternatives must be constructed. Therefore, we conducted a survey entitled: " Violence in schools: understanding a socialphenomenon in João Pessoa - Paraiba - Brazil " , with the goal of understanding the educational and preventive activities of theproject " School that Protects" to revert to violence against children and adolescents , regardless of color , ethnicity, gender and socialclass in schools on the outskirts of João Pessoa, Paraíba , Brazil . In pursuing of this objective we walked through a qualitativeapproach, taking as reference the authors Robert Bogdan and Sari Bicklei. Data were collected through semi - structured interviewprocess, that allowed us to listen to the stakeholders and, analyzed and understood by content analysis, based on Laurence Bardin.Order to carry on our research we seek theoretically support us with allies like the sociologists , Martine Xiberras , Maffesoli , AlainTouraine and Edgar Morin , Zygmund Bauman , Elias Norbert , Erving Goffman , Howard Saul Becker, the Germanic philosopherHannah Arendt, not forgetting the Brazilian authors, like the educator Paulo Freire and the theologian and philosopher Leonardo Boff, among others. Those authors allowed us in a theoretical grounding, in sociological, philosophical and anthropological aspects, andhelped us to understand the complexity of violence in the form of prejudice, discrimination and exclusion against children andadolescents, black, indian, landless, violence by society in general aspects and particularly in the school environment. Therefore, oneof the ways the school can rebuild your space contaminated by violence is the development of respect for the rights of children andadolescents, and the support of the government agencies responsible for education, with public policies for this purpose.

Thèse de doctorat--Démographie--Louvain--Université catholique, 1997. / Bibliogr. p. 318-335.

Thèse (M.A.)--Université Laval, 2008. / Bibliogr.: f. [207]-222. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Extensive research on the impact of divorce on children has been conducted. Much of this research emphasizes negative findings. Debate over the factors that exacerbate or alleviate these negative findings exists, and prompted investigation in this literature review. Two factors that may determine how children will react to parental divorce are the child's developmental acuity and attachment style at the time of the divorce event. This review explains developmental tasks from a psychosocial and cognitive perspective for developing children from birth to age 18. An understanding of these models can be used to examine how children may be vulnerable to the stresses in a divorcing family, as well as identifying how to help children of all ages become resilient. Research included in this review suggests that a secure attachment and consistent parenting are the best buffers from negative effects. This literature review is intended to be a guide to aid parents, counselors, and other professionals who seek the best outcome for children of divorce. / text

Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.

Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.

Thèse (Ph. D.)--Université Laval, 1997. / Bibliogr.: f. [224]-232. Publié aussi en version électronique.

Th.--Lett., Paris 5. N°: 1981. / Soutenue sous le titre : Internat et internement dans l'éducation et l'assistance sous l'Ancien Régime.