The experiment examined negative social reactions to bereaved parents from unrelated others. Both the behavior displayed by the parent and attachment style of the perceiver were expected to influence reactions to bereaved parents. Undergraduates at a southern university (N = 239) completed both attachment measures and measures of reactions to videotapes of bereaved parents. Results indicated that bereaved parents do indeed receive negative evaluations from unrelated others, in the form of decreased willingness to interact in various roles. However, a nonbereaved parent displaying depressive symptoms also received negative evaluations. Depressed targets in the present study did receive negative evaluations, supporting the predictions of Coyne's interpersonal-process theory of reactions to depressed individuals. Contrary to the predictions of interpersonal-process theory, a bereaved parent displaying loss content without depressive symptoms also elicited negative evaluations. Coyne's hypothesis that the amount of induced negative affect in the perceiver leads to negative evaluations was not supported by the data. Subjects appear to react to a complex set of factors when forming these evaluations, including both personal and situational information. Two factors may have undermined the present study s ability to adequately test this theory. Subjects may have perceived depressive symptoms in loss content in the present study. Further, subjects may not have identified with the parent in the present study as anticipated. Research is necessary to identify the amount and focus of subjects' identifications with depressed and bereaved targets. Only minor support was found for the prediction that attachment style would be related to reactions to bereaved parents. Continuous measures of attachment style were related to amount of induced negative affect. However, grouping subjects by attachment patterns was not related to either induced negative affect or evaluations. The present study and previous research suggest the possibility that conceptually attachment may contain several components which relate to behavior in varying degrees and ways. Further study of the components of attachment is necessary to clarify what behaviors are related to attachment disturbance.

Made available in DSpace on 2016-04-28T20:40:14Z (GMT). No. of bitstreams: 1 Marcelle Napoleao do Rego Formiga.pdf: 531942 bytes, checksum: a8387038099677a30f7f105d23a356f0 (MD5) Previous issue date: 2009-12-11 / This present research is a theoretical study about the Attachment Theory, mourning process and Psychodrama Theory Its purpose is to submit for theoretical considerations about the Attachment Theory and Psychodrama and describe the bipersonal psycho dramatic psychotherapy with patients in mourning. From the description of the Attachment Theory and Psychodrama, we submit considerations about the interface between theses two areas of knowledge and describe bipersonal Psychodrama as a significant psychotherapy method with patients in mourning. This essay contributions are that the Attachment Theory and Psychodrama are complementary and, together, assist the development of psychotherapy consistent. We believe that the Attachment Theory is a solid theory that helps the work of the psycho dramatist with mourners / A presente pesquisa trata de um estudo teórico a respeito da Teoria do Apego, o processo de luto e a Teoria do Psicodrama. Tem por objetivo apresentar considerações teóricas acerca da Teoria do Apego e do Psicodrama, bem como discorrer sobre a psicoterapia psicodramática bipessoal com pacientes enlutados. A partir da descrição da Teoria do Apego e do Psicodrama, apresentamos considerações a respeito da interface entre essas duas áreas do conhecimento e discorremos sobre o Psicodrama bipessoal como método psicoterapêutico importante no trabalho com pacientes enlutados. Entendemos que a Teoria do Apego e a teoria do Psicodrama são complementares, e, juntas, subsidiam o desenvolvimento de uma prática psicoterapêutica sólida e coerente. Acreditamos que a Teoria do Apego constitui uma base teórica que respalda o trabalho do psicodramatista junto aos pacientes que enfrentam a experiência do luto

Baby boomers are living longer, and as they age, they will need more supportive services that may include housing, mobility, nutrition, personal care, or health care. Despite the studies that have been conducted on baby boomers aging in place (choosing to stay in their home versus move to an institution), the focus has been on the old and frail and very little has been done to address the lifestyle of active (physically functioning) baby boomers. The purpose of this phenomenological study was to understand the lived, shared experiences of active baby boomers regarding their beliefs and attitudes about aging in place and the implications of this decision. The theoretical foundation of the study was based on Atchley's continuity theory. Data were gathered through in-person, semi-structured interviews with 11 participants, age 65 and older, living in a coastal area of a southern state. Data from the interviews were inductively coded and then organized around key themes. The themes from the content analysis indicated that the participants were embracing the concept of aging in place and adjusting to their limitations (i.e. physical, financial, emotional, and/or environmental) when present. Identified barriers to aging in place were access to services (specifically medical and in-home care), financial constraints, and the inability to drive or inaccessibility of transportation. This study contributes to positive social change by providing policymakers and administrators with information to strengthen the argument that the current social service delivery system is overburdened and may not meet the demands of this population in order for them to maintain their independence and autonomy. Additionally, this study raises awareness among policymakers that driving longer will in itself possess its own challenges such as visibility concerns and roadway design not conducive to aging adults.

Black and Hispanic students in the United States are suspended at a higher rate and lag behind White students academically. This project study examined student achievement and behavior in an alternative to suspension (ATS) program at a Midwest U.S. high school. The purpose of this mixed methods, concurrent embedded strategy study was to determine if participation in the ATS program decreased disciplinary referrals and improved student performance. This study was guided by social control theory, which suggests that when students are disengaged in the school environment, student/teacher and peer relationships are damaged and students turn toward delinquent behavior. The study sample included 22 students who were referred to the program in 2012-2013, 12 of whom attended the ATS program and 10 (the control) who did not. Quantitative data were analyzed through chi-square analysis, nonparametric Mann-Whitney U and independent t test, and qualitative data were analyzed for emerging themes. The quantitative results showed no significant relationships between student participation in the ATS program, the number of referrals received, and academic performance, and no significant difference in referrals by ethnicity. The qualitative analysis showed six themes describing the program's structural aspects: program structure, goals and vision, parental involvement, staff support, student gains in behavioral and social skills, and collaborative elements. A curriculum plan was created to proactively support 9th graders as they enter high school. These results and the curriculum plan promote positive social change by informing school personnel of the benefits of being proactive in addressing student achievement and discipline through support programs and other interventions, increasing the graduation rate and reducing the current school-to-prison pipeline.

Lowered academic achievement and premature departure from high school continue to plague the educational system, creating the need for greater insight into experiences affecting students' classroom performance. Much is known about academic achievement; however, less research has focused on the role of familial attachment on premature departure from high school. Guided by attachment theory, the purpose of this interpretative phenomenological study was to gain insight into General Education Diploma (GED) students' familial attachment experiences influencing premature departure from high school. The research questions focused on GED students' primary caregiver and educational experiences. Participants (n = 14) consisted of current or previous GED students 18-30 years of age. Data were gathered from semistructured interviews and a Life Map used to capture expression of feelings through symbols. Interview transcriptions were hand-coded by bracketing words and phrases for composite textual descriptions. Data interpretations were bolstered by committee member checking and participants' review of extracted data. Findings revealed a close connection between the types of attachment formed with primary caregivers and early departure from high school, but participants were more strongly influenced by external influences such as relationship conflicts, health crises, domestic violence, abuse, loss, and paternal abandonment. This study offers insight to educators, counselors, and those within the criminal justice system on these students' emotional and mental needs.

<p> </p><p>Becoming an adoptive parent is not always easy. There are positive and negative factors affecting the parent’s experience. The aim of this study is to examine being an adoptive parent to an internationally adopted child based on association, parenthood and ethnic belonging. Frame of interpretation consists of attachment and separations, parenthood and family and ethnic origin and belonging. In order to fulfil the purpose of the study qualitative interviews were made. The selection consisted of six adoptive families that were separately interviewed, one occasion each. The result indicated that some families did not experience any specific difficulties in their parenting whereas other families did. The experiences differed between those who had adopted an older child and those who had adopted a younger child. Association was considered a long and time consuming process. The parents did not consider it to be anything special about being and adoptive parent but they mentioned that the child at the homecoming displayed symptoms from having gone through an adoption. The reaction from the surroundings had not affected the families to any extent worth mentioning but they still expressed that the child’s appearance was important as they wished the child to be similar looking. The conclusion is therefore that it is something special about being an adoptive parent.</p><p> </p>

No description available.

Becoming an adoptive parent is not always easy. There are positive and negative factors affecting the parent’s experience. The aim of this study is to examine being an adoptive parent to an internationally adopted child based on association, parenthood and ethnic belonging. Frame of interpretation consists of attachment and separations, parenthood and family and ethnic origin and belonging. In order to fulfil the purpose of the study qualitative interviews were made. The selection consisted of six adoptive families that were separately interviewed, one occasion each. The result indicated that some families did not experience any specific difficulties in their parenting whereas other families did. The experiences differed between those who had adopted an older child and those who had adopted a younger child. Association was considered a long and time consuming process. The parents did not consider it to be anything special about being and adoptive parent but they mentioned that the child at the homecoming displayed symptoms from having gone through an adoption. The reaction from the surroundings had not affected the families to any extent worth mentioning but they still expressed that the child’s appearance was important as they wished the child to be similar looking. The conclusion is therefore that it is something special about being an adoptive parent.

No description available.

Adolescence is characterized as the transition period from childhood to adulthood and healthy adjustment invokes internal and external resources. The individual resources consist of the regulatory abilities, which are influenced by emotional family context. Emotional family context includes factors such as parenting, attachment quality to parents, and the level of marital conflict between parents. However, these three research areas have relatively remained separate from each other and the period of adolescence is mostly neglected in longitudinal research. In order to partially fill in this gap, both cross-sectional and longitudinal relationships between proximal family contextual factors, regulatory abilities and psychosocial adjustment of the adolescents were examined by collecting data from first and second grade students of two high schools (N = 426), their teachers (N = 353), and parents (N = 187 for mothers, N = 175 for fathers). In line with the propositions of the Attachment (Bowlby, 1969 / 1973) and Self-Determination Theories (SDT / Deci &amp / Ryan, 1985), and the frameworks within marital conflict literature (Davies &amp / Cummings, 1994 / Grych &amp / Fincham, 1990), it was anticipated that parental warmth, behavioral control, and secure attachment to both parents would influence regulatory capacities of the adolescents positively, and healthy regulation processes would be related to successful psychosocial adjustment of the adolescents. On the other hand, parental rejection, comparing adolescents with others, psychological control, and marital conflict would predict low levels of regulatory abilities, and in turn, they would be associated with poor psychosocial adjustment. Similarly, the longitudinal effects of marital conflict on parenting and the effects of attachment quality to parents on regulatory development of the adolescents were also examined. Participants completed multiple measures of the major variables in the study. The structural equation modeling (SEM) analyses were used to test the proposed mediated models. The findings of the study mostly supported the direct effects of emotional family context on regulatory abilities of the adolescents, their problem behaviors, and the quality of the relationships with their peers. The results were generally consistent with the previous research in the Western cultures. Positive emotional family context variables were related with the healthy development, whereas negative ones were related with poor developmental outcomes. The results of covariance analyses also showed that attachment strength to parents and the quality of peer relationships were related with healthy regulatory processes of the adolescents. The longitudinal SEM analyses showed that externalization problems of the adolescents, which were associated with the marital conflict between parents, predicted higher levels of negative parenting in the long run. Additionally, secure attachment to parents predicted high levels of positive and low levels of negative parenting, all of which were associated with adolescents&rsquo / high levels of positive regulatory capacities. This study contributed to the understanding of the effects of emotional family context on adolescent optimal development through time and showed that for a healthy adjustment, high-quality close relationships both with the family and the peers were required.