Thesis (M.S.)--University of Michigan, 1964.

Thesis (M.S.)--University of Michigan, 1969.

Thesis (M.S.)--University of Michigan, 1970.

Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009. / Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 67-79).

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

Thesis (M.A. (Psychology))--Rhodes University, 2005. / "This thesis is submitted in partial fulfilment of the requirements for a Master of Arts degree in Clinical Psychology" -T.p.

The present thesis is focused on hippo rehabilitation as a novel technique for re-education of adult and child behavior disorders. The work briefly characterizes issues of adult and child behavior disorders and presents how hippo rehabilitation can be used to positively influence their bad behaviour patterns. The importance of social behavior of horses for re-education of behavior disorders is clarified based on the knowledge of the horse Etology during rehabilitation lessons. In the end of the theoretical part, ?American programme? that use mustang horses for re-socialization of prisoners is described and its parallels are implied to hippo rehabilitation. The practical part of the thesis describes a few chosen hippo rehabilitation centers in the Czech Republic and one center in Germany. Therapeutic approaches to individual client needs are discussed. The positive effect of hippo rehabilitation is documented by three attached case studies describing courses of rehabilitation. In conclusion, the chosen courses of rehabilitation are compared.

This thesis investigates the acceptability and efficacy of a brief universal preventive parenting intervention for child behavioural and emotional difficulties. The methodology included a systematic review, a literature review, a pilot randomised controlled trial and focus group discussions. The systematic review aimed to show whether behavioural and emotional difficulties are a significant problem in Greece. Greek children appeared to display high scores on, and prevalence of behavioural problems, compared to children from other countries. The results suggested that, based on parental reports, Greece seems to have a high prevalence in child behavioural and emotional difficulties. The literature review explored the effectiveness of universally delivered Triple P preventive interventions and identified research gaps. There was also insufficient evidence on the effectiveness of brief universal Triple P programmes to draw any definitive conclusions. No randomised trial had examined the short-term and long-term effectiveness of the Triple P brief universal interventions (Seminar Series). The pilot randomised trial explored the efficacy of the Triple P Seminar Series for the reduction of child behavioural and emotional difficulties. 124 parents were randomly allocated to receive three seminars on positive parenting, while parents in the control group received information on child development. There was a significant reduction in behavioural problems over time (primary outcome), and a reduction in parenting dysfunctional difficulties in the short-term. Parents gave positive feedback on the intervention indicating that overall it was acceptable, feasible, culturally relevant, and useful. Preliminary moderator analyses indicated that there were no moderator variables affecting the relation between group allocation and change in child disruptive scores. Preliminary mediator analyses suggested that a reduction in dysfunctional practices partially explained improvements in children's disruptive behaviours over time. Lastly, 46 parents of the intervention group shared their personal experiences regarding the Seminar Series during six focus groups. The facilitators of positive parenting were relevant to what they did before, during, and after their practices, while barriers included child, parent and external factors. The final conclusions after triangulation and the implications of this thesis for practice and further research were discussed.

This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.

M.Ed. / Unfortunately, many teachers seem not to be aware of the role played by emotions, especially the negative ones, in the teaching and learning situation. As a result, many teachers attribute poor scholastic performance indiscriminately to either laziness or stupidity ( Pringle, 1986: 77) and other factors that are exclusive of emotional problems. Because of these negative attitudes, children with emotional problems may find it difficult to learn effectively. If teachers are, therefore, not trained to teach children with emotional problems, children's learning and overall development may continue to suffer. A secure emotional base is a pre-requisite for effective learning (Winkley, 1996: 1-2 ). A learner whose emotional life is taken care of, stands a better chance of making academic progress over those who are emotionally deprived or abused.Teachers, therefore, need to be equipped with knowledge of the children's emotional life, especially the strategies for teaching children with emotional and behavioural problems. This knowledge is of vital importance if their attitudes towards children with emotional and behavioural problems is to be changed to the benefit of these children, because knowledge forms part of beliefs and beliefs are the cornerstone of attitudes ( Hewstone, Stroebe, Codol, & Stephen, 1988: 143 ). Successful learning may be enhanced by identifying the unproductive attitudes held by teachers and by inculcating positive ones by equipping them with knowledge about the emotional states of children with emotional and behavioural problems. Against this background, the problem to be researched in this study can be stated as follows : What knowledge do teachers have with regard to emotional and behavioural problems of learners? What are the perceived causes of emotional and behavioural problems in learners, and what are the attitudes of teachers with regard to these learners? What guidelines can be developed for teachers in order to enhance their teaching of these learners?