Goal: The aim of the current studies was to evaluate the ability of individual defenses to differentiate Antisocial (APD) and Borderline (BPD) personalities. Because multiple defense measures were utilized, Study 1 was dedicated to evaluating the convergent validity between the measures used: Defense Style Questionnaire (DSQ), Defense-Q, and Defense Mechanism Manual (DMM). Studies 2, 3, and 4, then evaluated the ability of the defenses to differentiate APD and BPD groups. Method: In Study 1, participants completed all defense measures and correlations were conducted between the individual defenses. In Studies 2, 3, and 4, groups of nonclinical participants were divided into APD and BPD groups based on scores from the Personality Assessment Inventory. They also completed the DSQ (Studies 2, 3, & 4), the Defense-Q (Study 3), and/or the DMM (Study 4).The groups were then examined for differences on defenses using MANOVA and DFA analyses. Results: Results from Study 1 revealed no significant correlations between the measures for any of the individual defenses. In Studies 2, 3, and 4, DSQ and Defense-Q results revealed that defenses were able to differentiate the APD and BPD groups, but the DMM results did not replicate these findings. Univariate analyses showed that many defenses differed between the groups (e.g., Acting Out, Denial, and Turning Against Self), while others showed no differences (e.g., Idealization). Conclusion: The results were discussed in relation to previous theory and research. The findings provided support for many theoretical expectations. For example, the results supported: Kernberg (1984) who posited both groups would use primitive defenses (e.g., Splitting, Denial); Perry and Cooper (1986) who posited BPD groups would internalize negative views towards the self; and Gacono and Meloy (1988) who believed Denial was characteristic of APD. Overall, the results suggested that APD and BPD groups demonstrated differences in defense use.

Goal: The aim of the current studies was to evaluate the ability of individual defenses to differentiate Antisocial (APD) and Borderline (BPD) personalities. Because multiple defense measures were utilized, Study 1 was dedicated to evaluating the convergent validity between the measures used: Defense Style Questionnaire (DSQ), Defense-Q, and Defense Mechanism Manual (DMM). Studies 2, 3, and 4, then evaluated the ability of the defenses to differentiate APD and BPD groups. Method: In Study 1, participants completed all defense measures and correlations were conducted between the individual defenses. In Studies 2, 3, and 4, groups of nonclinical participants were divided into APD and BPD groups based on scores from the Personality Assessment Inventory. They also completed the DSQ (Studies 2, 3, & 4), the Defense-Q (Study 3), and/or the DMM (Study 4).The groups were then examined for differences on defenses using MANOVA and DFA analyses. Results: Results from Study 1 revealed no significant correlations between the measures for any of the individual defenses. In Studies 2, 3, and 4, DSQ and Defense-Q results revealed that defenses were able to differentiate the APD and BPD groups, but the DMM results did not replicate these findings. Univariate analyses showed that many defenses differed between the groups (e.g., Acting Out, Denial, and Turning Against Self), while others showed no differences (e.g., Idealization). Conclusion: The results were discussed in relation to previous theory and research. The findings provided support for many theoretical expectations. For example, the results supported: Kernberg (1984) who posited both groups would use primitive defenses (e.g., Splitting, Denial); Perry and Cooper (1986) who posited BPD groups would internalize negative views towards the self; and Gacono and Meloy (1988) who believed Denial was characteristic of APD. Overall, the results suggested that APD and BPD groups demonstrated differences in defense use.

Inom förskolan finns många barn med ”störande” beteenden och förskollärare möter någon gång dessa barn. Syftet med denna studie var att undersöka hur förskollärare kan arbeta för att skapa en optimal lärandemiljö, både ur ett pedagogiskt och ur ett socialt perspektiv, för dessa barn. I studien kommer begreppet beteendeproblem, utifrån Socialstyrelsens (2010) benämning, att användas. Första delen av studien består av litteraturstudier. Nordahl, Sørlie, Manger och Tveit (2007) påvisar vikten av proaktiva strategier för att förebygga att beteendeproblem uppstår eller att existerande beteendeproblem förvärras. Den andra delen av undersökningen består av sju intervjuer med förskollärare. I intervjuerna framkom förskollärarnas erfarenheter av och synsätt på barn med beteendeproblem, samt hur de arbetar för att hjälpa dessa barn. Arbete i smågrupper anser de intervjuade förskollärarna vara gynnsamt för lärande och utveckling. Att arbeta enskilt med ett barn med beteendeproblem anser de vara exkluderande, därmed undviks det i den grad det är möjligt. Barn har rätt att lära och utvecklas efter sin egen förmåga och det är en av förskollärarnas uppgift att se det individuella barnets såväl som gruppens behov (Skolverket, 2010). Detta innebär att förskollärarna måste se till det enskilda barnets behov och även skapa fungerande sociala relationer mellan barn och barn såväl som mellan barn och vuxna. Sociala samspel är en stor del av förskolebarns vardag och det är i samspelet som en stor del av lärandet sker. Förskolemiljön har en betydande roll i barns utveckling och lärande, då utformningen av rummen påverkar hur barnen uttrycker sig, vilket i sin tur påverkar barnens sociala relationer. Graden av syn- och hörselintryck har betydelse för koncentration och därmed förmågan att ta in kunskap.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Psychology) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 151-177). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

The study was designed to examine the hypothesis that psychopathy is associated with an affective deficit. Subjects were 42 incarcerated offenders divided into nonpsychopathic and psychopathic groups based on their scores on the Hare Revised Psychopathy Checklist (Hare, 1991). Facial expressions, central and peripheral physiological activity, and subjective ratings of affective valence and arousal were measured during exposure to a series of slides and film clips designed to elicit either positive or negative affective states. The results indicate that psychopaths do not differ from criminal controls in their affective self-report, autonomic nervous system response, or observed facial expressions to emotional stimuli. However, with respect to cerebral asymmetry, psychopaths failed to show relative right frontal activation during exposure to the disgust film. This result is discussed in relation to recent attempts to explain psychopathy in terms of lateralized cerebral dysfunction.

Research into offending behaviour has, in recent years, turned to investigating the pathways that may lead a person to offend. One of the major developments in this area is the recognition that the presence of high levels of callous-unemotional traits may delineate a particular subgroup of children that are at particular risk of becoming career offenders. The present study examined the relationships between children’s levels of callous-unemotional traits and a number of parental variables. 125 children (at initial assessment) from low decile schools and their caregivers took part in this study. The results indicated that several aspects of parenting (frequency and consistency of discipline, monitoring/supervision, involvement with children, positive parenting, and parental empathy) showed associations with callous-unemotional traits. These results both supported existing literature in this area, and highlighted important areas that need to be considered when planning and implementing interventions for antisocial youth.

This study evaluates the effects of the Ka Mahuri programme, which is a multicomponent 10-week intervention for 5-8 year-old children displaying antisocial and off task behaviours in their mainstream classrooms. The intervention was evaluated by evaluating the progress of five children across two intakes on nine measures. Although substantial difficulties were experienced in collecting the planned data on the children’s progress, it was apparent from the results that the programme effectively managed the children’s negative classroom behaviour during the intervention. Little evidence of academic gains was apparent and the intended parental involvement only occurred in one case. Further follow up data for each child will be required to determine whether the changes made through the intervention were maintained in the long term.

Thesis (M.A.) - Carleton University, 2002. / Includes bibliographical references (p. 95-103). Also available in electronic format on the Internet.