Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 109-117). Also available on the Internet.

Thesis (M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 84 p. Includes abstract. Includes bibliographical references (p. 63-69).

Thesis (M.A.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 74-81). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27377.

Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 99-106).

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Monoamine oxidases (MAOs) are phylogenetically old enzymes which catalyze the deamination of monoamines. Interest in a relationship between MAO and aggressive behaviour derives from the report of a single family with a mutation which obliterates the activity of MAO A, as well as a long history of studies which substantiate a relationship between MAO activity and impulsive aggressive behaviour. The goals of this thesis were: (1) to examine the generalizability of the specific MAO mutation noted above; (2) to evaluate the relationship between platelet MAO activity and genetic polymorphisms in MAO genes, and (3) to extend knowledge regarding the developmental behavioural impact of MAO deficiency in mice treated pre- and perinatally with inhibitors of MAO. / In the first study we genotyped the C936T mutation in 100 subjects followed longitudinally and oversampled for aggressive behaviour. None of the subjects in our sample carried this mutation. / In the second study, we report the lack of association between platelet MAO activity and four intronic microsatellite polymorphisms of the MAO genes. / Studies of MAO knockout mice are at significant variance with clinical pharmacological experience using MAO inhibitors. Prompted by this and by other seminal basic experiments, we hypothesized that inhibition of MAO activity during the developmental period would have profound behavioural effects. MAO A and B inhibitors were administered, separately or in combination, to mice during gestation and lactation. Total prenatal MAO inhibition produced a severe pattern of behaviour, while MAO-B inhibited mice demonstrated a similar pattern with lower intensity. Aggression was elevated in MAO-A inhibited mice only after acute pharmacological challenges suggesting prenatal sensitization. Thus developmental inhibition of MAO activity engenders behavioural effects which parallel those observed in animals devoid functional MAO. These data underscore the importance of neurochemical changes during development and provide a possible model for uninhibited aggression, common in clinical populations.

A cross-sectional survey design was used to establish the prevalence and form of bullying behaviour in a saturation sample of 385 Grade Eight and Nine female students in a KwaZulu-Natal high school. Relationships between peer relations, self-efficacy, conflict resolution strategies and bullying behaviour were investigated using well established measures with robust psychometric properties. The majority (79%) of students had been involved in bullying behaviour. Both direct and indirect forms of bullying were present. A significant predictive relationship between self-efficacy and peer relations was found (α.001 p<.005); quantity of friends was significant in predicting peer attachment style (Beta=.000 P<.005); level of victimisation predicted peer attachment style (Beta=.018 p<.05); and bullying roles were associated with specific dominant conflict resolution strategies (Victim & Accommodating 12%; Bully & Competing/Avoiding 10%; Bully-Victim & Competing/Avoiding 4%; Bystander & Collaborating 2%; Not bullied & Avoiding 6%). These findings are discussed in the context of the relevant empirical and theoretical literature on bullying and female psychosocial development. While the bully, victim, bully-victim and bystander differed in several important respects, further research is recommended to differentiate these roles in term of social relations, self-efficacy, identity development, psychosocial development and conflict resolution strategies in order to inform anti-bullying interventions within a school setting. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.