Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-147). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--University of Nevada, Reno, 2005. / "August, 2005." Includes bibliographical references (leaves 28-29). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (Psy.D.)--La Salle University, 2005. / Adviser: Ellen L. Halpern. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 84-92). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 84-92). Also available on the Internet.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

M.Ed. / Sexual molestation is a worldwide evil that affects all aspects ,of a child's humanity. It is stated that one out of every four girls and one out of every nine boys in South Africa are exposed to sexual molestation before they reach adulthood. Approximately 75 % of these molestations are committed by people who are well-known to the child and who occupy a position of trust. A disturbed educational relationship deprives a child of actively participating in his own development. It leaves him with a low sense of self-worth so that he feels negative and overwhelmed by the future. Childhood events have an influence on the developing adult and his future thought- and conduct-patterns. It is postulated that, should traumatic events disrupt the normal life cycle, destructive conduct-patterns develop that are detrimental to the individual as well as the broader community. The intervention of the educational psychologist is therefore necessary to break this destructive pattern. Consequently this research was aimed at learning about and understanding the life-world of the sexually molested child. An exploratory, descriptive, contextual and qualitative approach was followed to compile this information. In this research phenomenological interviews and projective techniques were used to involving six children, between the ages of ten and fifteen who were victims of sexual molestation. After the interviews had been recorded on audiotape and transcribed, and the drawings analyzed, the themes were identified and ordered. The results brought the following manifested experiences to light: shame due to own low self-worth; guilt due to a nagging conscience; fury due to violent conduct and humiliation; anxiety and pain due to fear of repetition and disappointment in mankind; distorted perceptions of the future due to deficient guidance by adults. Guidelines for the guidance of sexually molested children by the educational psychologist are discussed in accordance with the above mentioned themes, while Garbers' educational model is also referred to. It is clear that sexual molestation has extensive implications for its victims. It is however believed that these children can achieve personal insight, true healing and maximum inner potential, through the compassionate guidance of the educational psychologist.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 145-168). Available also in a digital version from Dissertation Abstracts.

The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children's target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, an

Thesis (M.A.)--Eastern Illinois University, 1993. / Includes bibliographical references (leaves 49-53).