Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 52-57).

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 169 p. Vita. Includes abstract. Includes bibliographical references (p. 123-134).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 183-196). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.93-99).

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Salvatore Catanzaro (chair), Matthew Hesson-McInnis, Jeff Laurent, Adena Meyers, Mark Swerdlik. Includes bibliographical references (leaves 117-133) and abstract. Also available in print.

by Sonya Y.W. Law. / Includes Chinese and English questionnaires. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 80-89). / ABSTRACT --- p.II / ACKNOWLEDGEMENTS --- p.III / TABLE OF CONTENTS --- p.IV / LIST OF TABLES --- p.V / LIST OF APPENDICES --- p.VII / Chapter CHAPTER I - --- INTRODUCTION / The phenomenon of informant discrepancy on child and adolescent psychopathology --- p.8 / Variables affecting the agreement of informants in rating child and adolescent psychopathology --- p.11 / Who is the reliable and valid informant? --- p.25 / Focuses of the present study --- p.30 / Chapter CHAPTER II - --- METHOD / Subjects --- p.33 / Instruments --- p.34 / Procedure --- p.38 / Statistical analyses --- p.38 / Chapter CHAPTER III - --- RESULTS / "Internal Consistency of the CBCL, YSR, TRF syndrome scales and interrelation among syndromes scales" --- p.40 / Informant concordance - on the severity of reported symptoms --- p.46 / "correlation between parent's, teacher's, and child's rating" --- p.53 / "Association between parent-, teacher-, child-rated internalizing and externalizing problems and the external correlates of psychopathology" --- p.61 / Predictive ability of ratings from different informants on the external correlates of psychopathology --- p.64 / Chapter CHAPTER IV - --- DISCUSSION / Informant agreement on the severity of symptoms --- p.68 / "Correlation between ratings of different informants in relation to adolescent's sex, age, clinical status, and type of psychopathology" --- p.72 / Association between ratings from different informants and the external correlates of psychopathology --- p.75 / "Predictive ability of parent's, teacher's and adolescent's rating on the external correlates of psychopathology" --- p.77 / REFERENCES / APPENDICES

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Rosemery Nelson-Gray; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 50-65).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Abstract. Includes bibliographical references (leaves 81-89).

Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed. / Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties. / Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed. / As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future. / This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.

The current study examined the hypothesis that in the presence of a stressor, the social context (dyad relationship versus a group relationship) can influence whether children and adolescents display internalizing as opposed to externalizing emotions and behaviors. Specifically, it was hypothesized that more internalizing relative to externalizing behaviors would be reported to occur in a dyad than a group. Three hundred and eighty-six children and adolescents (176 females and 210 males) from three grade levels (1,5, and 10) participated in the study. A measure was developed to simulate, as closely as possible, two realistic stressful events that might typically arise in the daily lives of school age children and adolescents. Participants were asked to rate how other children their age and gender would respond in these situations, with the intention of tapping into children and adolescents' knowledge of the occurrence of internalizing versus externalizing responses. The findings partially supported the hypothesis that the social context regulates expectations for emotional and behavioral responses to the same stressor in children and adolescents. Following a conflict, both female and male participants reported expecting higher rates of internalizing relative to externalizing emotions and behaviors for the target individuals in the dyadic versus group context.