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Researchers have found that children with behaviour disorders inflate their self-perceptions (e.g., Hughes, Cavell, & Grossman, 1997). This study investigated the self-perceptions of depressed and nondepressed children with behavioural difficulties relative to significant others' perceptions (i.e., parents, teachers, and behaviour aides) with reference to Cole's (1990; 1991a, 1991b) interpersonal feedback theory. Cole's theory argues that what children believe about themselves results from their perception and internalization of others' judgments. This study involved a quantitative phase and a qualitative phase of data collection conducted one year apart. The quantitative phase consisted of evaluating the congruence in children's (mean age = 10.9 years) and others' (parents, teachers, and behaviour aides) perceptions in depressed and nondepressed children with behavioural difficulties. Perceptions were of the children's general behavioural conduct, problem behaviour, mood, and the raters' general satisfaction with the children. The following measures were used: the Children's Depression Inventory (Kovacs, 1992), a modified Self Perception Profile for Children (Harter, 1985), and the Child Behaviour Interview (Grinberg, 1997). Parallel forms were used with the parents, teachers, and behaviour aides. In addition, the Direct Observation Form-Revised Edition (Achenbach, 1986) was used to assess actual behaviour. Results suggest that children with behavioural difficulties inflate their competencies. Further, the other raters' perceptions did not differ for the depressed and nondepressed groups. The depressed children rated their competence in behavioural conduct to be significantly lower than the nondepressed children with behavioural difficulties. Also, differences across raters' perceptions were found for the nondepressed group but not the depressed group. Five children from the original sample and their behaviour aides were interviewed for the qualitative study. Qu

The temporal sequence of behavioral and interpersonal perceptual changes in families of problem behavior children was considered. Previous research demonstrated that both child behavior and parents' perceptions of their problem behavior children improved during parent training. A behavioral systems model employing single-case experimental design was used to test the following hypotheses: (1) change in parenting behavior would precede change in child behavior; (2) change in child behavior would precede change in parent perception of the child; and (3) change in parenting behavior would precede change in child perception of the parent.Five two-parent families, recruited through newspaper advertisement, participated in a behavior management training course. Each had a 5-11 year old problem behavior child, as qualified by the Revised Behavior Problem Checklist.Dependent variables consisted of (1) weekly in-home, observer collected parent-child behavior interaction data using a simplified version of the Family Interaction Coding System, (2) weekly questionnaires assessing parent-child interpersonal perceptions and weekly family "crises", and (3) a series of pre-post measures (Parent Attitude Test, Becker Adjective Checklist, and Child Report of Parent Behavior Inventory) to identify change at the .05 level.All subjects commenced baseline procedures simultaneously, but two families continued baseline procedures an additional four weeks before training. Graphic depiction of weekly individual parent and child behavioral and perceptual data was employed to examine the hypothesized changes.The first two hypotheses generally were supported by the results. The third hypothesis was not supported. The findings suggested that during the initial weeks of parent training, parent application of behavior change strategies resulted in improved child behavior and that by the middle stage of parent training, the parents' perceptions of their children began to improve. In addition, there was a reduction in the number of parent-child interactions interpreted as having a calming effect. This served to obscure other change such as the near elimination of aversive consequences. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 29, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, The School of Social Services Administration, March 2000. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Vita. Includes bibliographical references (leaves 79-91).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.

Thesis (Ph.D.)--Michigan State University, 2007. / Adviser: Alytia A. Levendosky. Includes bibliographical references.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 166-169). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29629