Sexual abuse of children is a complex and sensitive subject that has an influence on children , families and the wider community . In referring to the term sexual abuse it is usually associated with girls. Although there is very little literature available that focus specially on the sexual abuse of boys, it can never be denied. The clinic involved school where the research was conducted is a school for behaviour difficult boys in middle childhood (6-12 years). There are a large number of sexually abused boys or boys who have been exposed to sexual abuse in the concerned school. It is clear that children who have been sexually abused sometimes have a variety of problems including behavioral problems. There is little research available in South Africa that focuses specifically on sexual abuse and behavioral problems. It seems that boys externalize trauma and that lead to behavioral problems. It was therefore necessary to determine the impact of sexual abuse on the boys, to ensure that appropriate services can be delivered to these boys. The purpose of this study was to investigate behavioral problems of sexual abuse of boys in a clinic school by means of a literature study and empirical research. The researcher conducted qualitative and quantitative approach at the same time. For the quantitative approach, the total population of the sexually abused boys in the clinic school was involved in the study and a questionnaire compiled by the researcher was completed. For the qualitative approach, focus group was held with " SBST " ( School Based Support Team ) , teachers and child and youth care workers. There are recommendations made that seek to ensure that proper services can be provided to the sexual abuse of boys in a clinic school, in order to address their problem behavior and rehabilitate them faster. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

Sexual abuse of children is a complex and sensitive subject that has an influence on children , families and the wider community . In referring to the term sexual abuse it is usually associated with girls. Although there is very little literature available that focus specially on the sexual abuse of boys, it can never be denied. The clinic involved school where the research was conducted is a school for behaviour difficult boys in middle childhood (6-12 years). There are a large number of sexually abused boys or boys who have been exposed to sexual abuse in the concerned school. It is clear that children who have been sexually abused sometimes have a variety of problems including behavioral problems. There is little research available in South Africa that focuses specifically on sexual abuse and behavioral problems. It seems that boys externalize trauma and that lead to behavioral problems. It was therefore necessary to determine the impact of sexual abuse on the boys, to ensure that appropriate services can be delivered to these boys. The purpose of this study was to investigate behavioral problems of sexual abuse of boys in a clinic school by means of a literature study and empirical research. The researcher conducted qualitative and quantitative approach at the same time. For the quantitative approach, the total population of the sexually abused boys in the clinic school was involved in the study and a questionnaire compiled by the researcher was completed. For the qualitative approach, focus group was held with " SBST " ( School Based Support Team ) , teachers and child and youth care workers. There are recommendations made that seek to ensure that proper services can be provided to the sexual abuse of boys in a clinic school, in order to address their problem behavior and rehabilitate them faster. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

This study sought to investigate whether three forms of Early Maladaptive Schema (EMS) and autobiographical memory specificity mediated the relationship between abuse and attachment in childhood with Borderline Personality Disorder (BPD) characteristics among forensic inpatients. The study adopted a quantitative cross-sectional design. Thirty-four male adults residing in medium secure facilities completed self-report measures. Data was analysed using bootstrapped mediation procedures. The study’s hypotheses received partial support. The EMS of “mistrust/abuse”, “entitlement/grandiosity” and autobiographical memory specificity differentially mediated the relationship between emotional and physical abuse and neglect and parental care and overprotection with BPD characteristics. The study concluded that in line with attachment theory and the functional avoidance mechanism (Williams et al., 2007), the proposed mediators are conceptualised as adaptive responses to early adversity with potential maladaptive consequences for later interpersonal functioning. Clinical implications encourage the incorporation of these mediators into clinical formulation, intervention and ward practices. It is recommended that future research replicates the study’s design with a larger sample and investigates the role of other mediators and moderators in this complex relationship.

Section A reviewed 18 empirical behavioural studies on empathy and mental state inference (MSI) skills in those meeting Borderline Personality Disorder (BPD) criteria. The review was situated within Mentalization theory (MBT), which posits a central link between such skills and complex needs presentation. Firm conclusions about BPD mentalization skills are difficult as deficits, enhanced abilities and no differences from non-patients are reported. None of the reviewed papers stimulated attachment system arousal, as warranted by mentalization theory. Economic game research was highlighted as offering value in assessing self-directed mentalization, an under-researched area. Section B sought to test MBT and other model’s claim that empathy and Mental State inference (MSI) skills are differentially degraded in Borderline Personality Disorder (BPD). 27 people meeting BPD criteria and a matched non-patient group had empathy assessed with the Reading the Mind in the Eyes Task and MSI assessed with a modified economic game. This was done before and after a novel attachment system intervention. Empathy skills were less accurate in the BPD group. Other findings including game behaviour, fairness ratings and a social cue selective prioritisation in non-patients only are discussed. The theoretical links and suggestions for clinical innovation and research development are provided.

Forensic services have been described as largely based around the needs of men who form the vast majority of in patients. However women’s offending behaviour is quite distinct from men's: they are more likely to have a personality disorder, most commonly borderline personality disorder (BPD) and to have been victims of abuse both as children and adults. Abuse and borderline personality disorder are characterised by problematic relational styles which cause the person great distress. In the forensic services admission is not based upon treatment readiness and it may be difficult for women to form healthy relationships with care staff or their peers. The recovery model has been recently applied to the forensic service and emphasises that improving relationships is a fundamental target. Women in forensic services have said that their peers can help them to feel connected and less stigmatised but also they can find each other's behaviour very disruptive and disturbing. This research set out to develop a theoretical model of the peer relationships of women with BPD in forensic care using grounded theory methodology. 12 women with a diagnosis of BPD were interviewed about their experiences in forensic care. A model was developed that characterises how women's experiences of relating with each other will depend upon ward characteristics and personal readiness for forming relationships. This will determine whether the person is interacting in a survival mode where relationships are superficial or able to attempt to engage at a deeper relational level with their peers. Such engagement may perpetuate relational difficulties, or have the potential to develop recovery through fostering hope, providing encouragement, developing insight and learning new ways to connect with others and manage problems.

Section A: Critically reviews the literature pertinent to how services are helpful for people diagnosed with borderline personality disorder (BPD). This includes service-user research and evidence based on clinicians' experiences. Relevant theories are discussed and the gap in the current evidence base is provided. Section B: Most research evidence relating to BPD focuses on how specialist psychological models are helpful rather than how mental healthcare services relate helpfully to people with this diagnosis. This study explored this further using grounded theory methodology. Semi-structured interviews were conducted with eight mental healthcare clinicians and eight service-user participants diagnosed with BPD. The results suggested that the most helpful services are those that can form a secure, safe and consistent attachment to individuals with BPD. These services should be accepting and validating where responsibility is shared. Least helpful are those with disorganised attachment styles where themes around dependency, invalidation, and rejection are suggested. Further research would be beneficial to ascertain if these findings are supported by other specialist mental healthcare teams with a more diverse population. Section C: Critically appraises the research project and provides reflections about the research process and how the researcher felt when conducting this research project.

Tyrimo tikslas nustatyti paauglių, gyvenančių globos įstaigoje, savigarbos, elgesio problemų bei mokymosi motyvacijos sąsajas. Savigarba yra svarbus veiksnys, sąlygojantis paauglio elgesį bei jo vertybes. Tai labai vertingas bruožas, nuo jo priklauso žmogaus motyvacija ir pasiekimai, socialiniai ryšiai, sveikata ir gebėjimas prisitaikyti, ateities tikslų numatymas. Tyrime dalyvavo 178 respondentai, gyvenantys globos įstaigose: (64 vaikinai ir 114 merginų), kurių amžius buvo nuo 12 iki 18 metų. Tyrime buvo taikomi Rosenberg savigarbos klausimynas, paauglio psichologinio funkcionavimo klausimynas PEA-P1 (VDU, Psichologijos klinika. 2003 © A. Goštautas, R. Pakrosnis, V. Čepukienė) ir mokymosi motyvacijos lygio nustatymo klausimynas (Jolanta Aksamatauskienė 2007 ). Gauti duomenys išanalizuoti, naudojant kompiuterinę programą SPSS 15. Atliktas paauglių, gyvenančių globos įstaigoje, tyrimas patvirtino elgesio sunkumų ir savigarbos ryšį su mokymosi motyvacija. Tyrimo duomenų analizė parodė, kad vyresniems paaugliams su žemesne savigarba yra stipriau išreikšti elgesio sunkumai, lyginant su jaunesniais paaugliais, priklausančiais žemesnės savigarbos grupei. Atlikti skaičiavimai atskleidė, kad paauglių ir vaikinų, ir merginų priklausančių žemesnei savigarbos grupei, pastebima žemesnė mokymosi motyvacija. Gauti rezultatai patvirtino, kad aukštesnė mokymosi motyvacija būdinga vyresniems paaugliams su aukštesne savigarba negu vyresniems paaugliams, priklausantiems žemesnės savigarbos... [toliau žr. visą tekstą] / The aim of the study was to determine the associations between self-esteem, behavior problems, and learning motivation among adolescents living in foster homes. Self-esteem is an important factor that determines an adolescent’s behavior and his/her values. This is a highly valuable feature that serves as a basis for a person’s motivation, achievements, social relationships, health, the ability to adapt, and setting future goals. The study included 178 respondents living in foster homes: (64 males and 114 females); the respondents’ age ranged from 12 to 18 years. The instruments used in the study were the Rosenberg Self-Esteem Scale, the Adolescent Psychological Functioning Questionnaire PEA-P1 (VMU, Clinic of Psychology. 2003 © A. Goštautas, R. Pakrosnis, V. Čepukienė) and the Learning Motivation Level Questionnaire (Jolanta Aksamatauskienė, 2007). The obtained data were analyzed using SPSS 15 computer software. The study of adolescents living in foster homes confirmed the relationship of their behavior problems and self-esteem with their motivation to learn. Data analysis showed that older adolescents with lower self-esteem demonstrated more pronounced behavior problems, compared to younger subjects with lower self-esteem. Calculations showed that male and female adolescents in the lower self-esteem group exhibited poorer motivation to learn. The obtained results confirmed that better motivation to learn was more characteristic of older adolescents with higher self-esteem... [to full text]

The present study investigated the direct and interactional effects of neighborhood disadvantage and harsh parenting on concurrent assessments and change in externalizing and internalizing behavior in toddlerhood. The study included 55 mothers and their children; families completed in-home assessments when children were 2 and 3 years of age. Mothers' reports were used to measure neighborhood disadvantage and children's problem behaviors. Observer ratings derived from a clean up task were used to measure harsh parenting. Four hierarchical regression equations were computed to test each study hypothesis. Results indicated marginally significant effects of harsh parenting on externalizing problems at age 2. Surprisingly, harsh parenting and exposure to neighborhood risk did not significantly predict increases in externalizing behavior problems from age 2 to 3. Harsh parenting was marginally related to children's internalizing problems under conditions of high levels of neighborhood disadvantage and predicted increases in internalizing over time. The theoretical implications of the results are discussed.

Repeatedly, parenting quality has been shown to affect children’s level of behavior problems during early childhood (e.g., Bayer, Sanson, & Hemphill, 2006; Shaw, Gilliom, Ingoldsby, & Nagin, 2003). However, the parent-child relationship exists within a broader social context (Bronfenbrenner, 1986). Therefore, social contextual stressors such as financial strain, neighborhood danger, and residential overcrowding may affect children’s adjustment through parenting. Based on The Family Stress model (Conger & Elder, 1994), the current study tests the theory that sensitive parenting mediates the relationship between these three environmental stressors (i.e., financial strain, neighborhood danger, and residential overcrowding) and children’s behavior problems from ages 2 to 4 years. Results did not support this hypothesis. Though, alternative analyses provided some support for interactive effects of sensitive parenting and neighborhood danger on children’s externalizing problems. When families experienced less neighborhood danger, sensitive parenting was associated with less externalizing problems.

Thesis advisor: Penny Hauser-Cram / Parents of children with developmental disabilities (DD) face greater caregiving demands than other parents, which may lead to heightened levels of stress. The problematic behavior and functional limitations of the child with DD have been found to contribute to parenting stress (Baker et al., 2002; Beckman, 1991). Despite heightened demands, many parents successfully adapt to raising a child with DD. A goal of recent research has been to identify resources and supports that explain the considerable variability in parental adjustment (Neece & Baker, 2008). This dissertation examined trajectories of parenting stress among mothers (N=147) and fathers (N=110) of children with diverse developmental disabilities, from their child's early years (age 3) through adolescence (age 15). Using hierarchical linear modeling, stress was found to increase from early to middle childhood and subsequently decrease from middle childhood to adolescence. Characteristics of the child with DD were found to contribute to parents' stress, with higher behavior problems and lower functional skills predicting greater stress. Parent resources and supports were also found to relate to parenting stress. Greater social support, use of adaptive coping strategies, and more positive perceptions of the family climate predicted lower stress. An additional model was conducted using a modified hierarchical linear modeling approach to examine the role of child stressors and family resources and supports within parenting dyads. The findings of this study contribute to the limited literature on patterns of change in stress among parents, particularly fathers, of children with DD. Following these results, interventions for families of children with DD should aim to reduce child-related stressors and promote parent resources and supports. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.