Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains v, 85 p. : ill. Includes abstract. Includes bibliographical references (p. 62-75).

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Individuals presenting with high levels of psychopathy demonstrate chronic and severe antisocial behavior and poor treatment outcomes in response to generalized rehabilitative programs. Recent research has examined the relationship between delinquency in child/adolescent populations and subsequent psychopathy. Focusing on community based/referred population of at-risk youth, this study developed and examined the effectiveness of an 18-session, psychopathy-focused, group CBT treatment program. The study incorporated treatment (n = 34) and usual-care comparison (n = 30) groups and a brief follow up period. Treatment outcomes examined measures of psychopathy, anger, impulsivity, motivation for treatment, self-reported problems, and indices of behavior. The treatment program demonstrated reductions in psychopathy on the Interpersonal (d = .55) and Affective facets (d = .24) of the PCL:YV. It also reduced overall impulsivity and improved anger suppression and treatment motivation, particularly among youth presenting with higher levels (relative to this study) of psychopathy. As a result of treatment, decreased incidents with the juvenile justice system were also observed, both during the treatment period and at six weeks follow-up. This study provides an initial empirical foundation for the ongoing development of targeted interventions for youth demonstrating psychopathic traits.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 9, 2010). Includes bibliographical references (p. 83-92).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

The number of students dropping out of school is reaching crisis proportions. Compensatory alternative high schools are successful intervention programs for dropout prevention and school social workers offer services in these schools to support students at-risk of dropping out of school. The potential benefits of meditation as an intervention for this population have not been studied and this study explores the potential benefits of mindfulness meditation as a cognitive-behavioral strategy to help alternative high school students improve social and behavioral functioning. Participants were 35 alternative high school students in Grades 10 through 12 (N = 35; 19 boys and 16 girls). The research design in this study used both quantitative and qualitative methodology. Concept Mapping, a mixed-method approach, developed by Trochim (1989) allowed quantitative statistical analysis of qualitative data. In addition, teacher ratings and narrative qualitative data were also collected and analyzed. Concept Mapping yielded eight clusters reflecting the conceptual domain of student perceptions of the changes from the mindfulness meditation intervention: Improved Stress Management, Enhanced Self-Awareness, Enhanced Emotional Coping, Enhanced Ability to Pay Attention, Improved State of Mind, More Time Spent Being Calm, Improved School Climate, and Enhanced Student Engagement. Particularly important for students was the potential for meditation to relieve stress and to improve school climate. Students may value certain meditation benefits over others based on gender, age, or grade. Student behavioral and emotional strengths showed a statistically significant increase following the intervention as evidenced by teacher ratings on the Behavioral and Emotional Rating Scale (BERS-2)/Teacher Rating Scale. The mean for the Pre-Intervention ratings of students (M = 90.03, SD = 11.42) was lower than the mean Post-Intervention ratings of students (M = 100.60, SD = 13.28), t(27) = -3.97, p < .001. Qualitative analysis yielded two overarching themes: the benefits and the challenges of mindfulness meditation for students. Meditation is a cognitive-behavioral intervention that allows vulnerable students to enhance psychosocial, cognitive, and behavioral strengths. / text

Thesis (Ph. D.)--Baylor University, 2008. / Includes bibliographical references (p. 182-200).

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Amee Adkins (chair), Albert T. Azinger, W. Paul Vogt, Robert Nielsen, Loyd Edward Wells. Includes bibliographical references (leaves 206-219) and abstract. Also available in print.

Thesis (Ph.D.)--University of Wollongong, 2002. / Typescript. Vol. 2 subtitled: TANDEM intervention package. Includes bibliographical references.

D.Ed. (Psychology of Education) / Behavioural Emotional and Social Difficulties (BESD) is a significant impediment in the effective learning in secondary schools in England. Legislation includes BESD. within the range of Special Education Needs (SEN). In-schooJLearning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term learning programmes, followed by the mandatory, often failed, reintegration of learners into mainstream education. The research focused on the reintegration experiences of these learners in the London Borough of Waltham Forest. A qualitative research approach in two phases through a generic phenomenological enquiry within an interpretivist-constructivist paradigm was pursued. Data collection included participant writing activities; analysis of documents and records; a qualitative parent questionnaire; participant interviews; teacher participant feedback and professionals' interviews. A purposive sample of 13 reintegrated learners with BESD (aged 11 - 14 years) from four secondary schools was used. The findings indicated that learners experienced incongruity between promotive and risk factors within the themes of emotional experiences, relationships and the reintegration process. The contribution of this new understanding to existing knowledge win support practitioners, teachers and education policy makers to adjust their reintegration practices in order to support the sustained .improvement of inclusive education provision to learners with BESD. A new perspective theoretical through the amalgamation of Bioecological Theory and Resilience Theory contributed to Positive Psychology and supported our understanding of the learners' reintegration experiences. From this a resilience-based reintegration programme to provide practitioners and policy makers with a tri-strand programme to develop emotional competence, facilitate skills in promotive relationships and a reintegration route, was developed. The RRP has potential on a wider field as it can be adjusted to be included in the policies that guide practitioners in the way they provide support to enhance inclusive education in similar situations internationally.