Background: Suicide is a major public health concern. To facilitate treatment and prevention efforts, prior research has focused on the identification of a small set of factors that might differentiate between ideators and attempters. Recent findings from meta-analyses and machine learning studies, however, indirectly suggest that the differences between ideators and attempters might be much more complex than previously theorized. This study aims to directly test whether the differences are simple or complex by adopting both traditional statistical methods and machine learning approaches. Method: A total of 285 participants who have either thought about suicide (N = 131) or attempted suicide (N = 154) in their lifetime were recruited. Participants completed questionnaires examining risk factors for suicidal thoughts and behaviors. Statistical models ranging from simple to complex were adopted to classify ideators and attempters (i.e., univariate and multivariate logistic regressions, random forests with cross-validation and bootstrap optimism to adjust for overfitting). Unsupervised machine learning (i.e., K-means clustering) was used to identify two underlying subgroups among the sample. Results: Overall, more complex algorithms were more adept at distinguishing between ideators and attempters. Univariate logistic regressions on average produced poor classification accuracy (AUC = 0.54); multivariate logistic regression yielded similar results (AUC = 0.62). Random forests with cross-validation to safeguard against overfitting classified ideators and attempters with fair accuracy (AUC = .0.78). Random forests with bootstrap optimism produced good accuracy (AUC = 0.89). Unsupervised machine learning appeared to identify two subgroups based on psychopathology severity, a grouping inconsistent with ideator/attempter status (AUC = 0.59). Discussion: Consistent with previous research, this study showed that the differences between ideators and attempters are likely complex. Future studies are encouraged to replicate and extend the current study by adopting different study designs with larger sample sizes and variables. / A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester 2018. / March 5, 2018. / Includes bibliographical references. / Joseph C. Franklin, Professor Directing Thesis; Thomas E. Joiner, Committee Member; Richard K. Wagner, Committee Member.

For centuries, scholars and individuals have recognized the psychophysiological impact of the horse-human connection. The felt impact helped launch the creation of equine-assisted psychotherapy (EAP), an alternative form of treatment for individuals who struggle to connect to traditional forms of therapy. The limited amount of research on the objective benefit of EAP as an alternative to traditional psychotherapy has limited the number of individuals who are referred for such treatment. Grounded in Bowlby's theory of attachment, the purpose of this quantitative quasi-experimental study was to determine if attachment to a therapist differs between the method of treatment, traditional psychotherapy or EAP, and if the attachment has an impact on levels of anxiety and levels of depression in participants. Participants who received TP or EAP provided the archival data (pretest/posttest) through the Client Attachment to Therapist Scale, the Beck Anxiety Inventory, and the Beck Depression Inventory-II. The research questions were analyzed using a mixed design ANOVA to assess for an interaction between the studies two independent variables on the dependent variables. The results identified engaging in therapy provided symptom reduction, yet the effect of adding an equine to the delivery of service provided greater symptom reduction over time. This study contributes to social change by providing managed healthcare systems, providers, and potential clients with objective data on the benefits of EAP.

Many young children struggle with becoming proficient readers. As a result, these children are more likely to experience academic underachievement or failure. Shared reading has been clearly linked to the development of the pre-literacy and language skills necessary for school readiness and academic achievement. Dialogic reading (Whitehurst et al., 1988) is known to be one of the state-of-the art interventions targeting this process, and research has shown that when parents implement dialogic reading at home it may be even more effective than when it is implemented at preschool centers. However, recent findings suggest that parent-implemented dialogic reading works least well for children at high-risk for early language and literacy deficits (Mol, Bus, de Jong, & Smeets, 2008). Little is known about which children within this high-risk group fail to benefit from dialogic reading, or about why dialogic reading is less effective for these children. The goal of this study is to address these questions within an effectiveness trial of an at-home, parent-implemented dialogic reading intervention for preschoolers. Within a group of children who participated in the dialogic reading intervention, children with dual parents, richer home learning environments, parents reporting fewer depressive symptoms, and more externalizing behavior problems were likely to demonstrate the most improvement on language and pre-literacy scores over the course of the intervention. Hypothesized relationships between SES, parent involvement in school, parent discipline style, and child outcomes were not supported by this study, while findings regarding the relationship between parent social support and child outcomes were contradictory between outcome measures. This study also examined correlates of parent implementation of the intervention and found that socioeconomic advantage, dual parent families, increased parent social support, richer home learning environments, greater parent involvement in school, fewer parent depressive symptoms, and decreased child externalizing behavior problems were associated with greater parent implementation as predicted. The hypothesized relationship between parent discipline style and implementation was not found. This study failed to find support for predicted relationships between parent implementation and child outcomes. Finally, this study also replicated all analyses within a population of high-risk families; similar patterns were found for the low-SES subgroup.

The Frontal Systems Behavior Scale (FrSBe) is a 46-item questionnaire that measures behavioral dysfunction associated with frontal subcortical dysfunctions; specifically, apathy, disinhibition, and executive dysfunction, in adult neurologic populations (Grace & Malloy, 2001). The current study aimed to revise the FrSBe to improve the reliability and validity of the measure. Scale revision was determined by the best fitting model using confirmatory factor analysis (CFA), results from a previous EFA on a separate dataset (Stout et al., 2001), and cognitive interviewing (Knafl et al., 2007). Improvement in reliability was measured by comparing the internal consistency reliability of the revised to the original scale and change in validity was determined by comparing the classification accuracy of patient groups (Parkinson’s disease, Alzheimer’s disease, and patients with frontal dysfunction) in the original and revised models. The best fitting model removed 10 items from the original measure, and improved model fit over the original FrSBe. Significant differences were not observed between the reliability and validity of the original compared to the revised scale, although the reliabilities and validities in both versions were strong. Revising the FrSBe resulted in a briefer, more concise tool (with less potentially confusing items) measuring behavioral abilities in various adult neurologic samples.

Early identification of children with cognitive disabilities is crucial for effective intervention. Although international research has identified a number of sociodemographic risk factors that are associated with cognitive disability, there is a lack of South African data that could assist with the development of risk profiles that can help with the early identification of children at risk of having a cognitive disability. The aim of this study was to identify sociodemographic factors associated with a heightened risk of being diagnosed with Mild Mental Retardation (MMR), Borderline Intellectual Functioning (BIF), or a Specific Learning Disorder (SLD), in a clinic sample of South African children

Includes bibliographical references. / Prostitution in South Africa takes place within a unique context as it is set within a culture of violence, poverty and gender discrimination. For those women wanting to exit, this causes a multitude of barriers, with often a resultant entry-exit-re-entry cycle being seen. While much research has been done on their lives while still working and during the actual exiting process, insight into the challenges faced by these women within their unique context and daily lives once they have exited, is lacking. This can provide vital information regarding the possible risk factors present for re-entry, while having vast practical relevance for intervention programs. Eight former street-based prostituted women, currently within an exit cycle and members of a leadership program, were recruited to take part in this study. Using the Photovoice method, participants were asked to take photographs and develop a story of the challenges they faced within their daily lives. These photo stories, in conjunction with focus group discussions, were then analysed using thematic analysis, so as to develop an understanding of the most salient challenges faced by these women, and how they might serve as potential barriers to a sustained and successful exit from prostitution.

Includes bibliographical references (leaves 109-117). / Rape is an all too familiar phenomenon in South Africa. Yet, whereas there is a growingliterature in the west, which examines the everyday understandings of rape amongst women, inSouth Africa documented understanding of rape is largely contained within theoretical-sociological explanations for its high prevalence. This study aimed to explore the ways in which a group of rape survivors in the Western Cape, South Africa, make sense of rape and its impact on their lives. A secondary aim was to examine whether Western trauma classifications provide a useful framework for understanding the impact of rape in this context. The study formed the qualitative component of a larger quantitative study focused on women's adherence to anti-retroviral medication post rape (The Post Exposure Prophylaxis Study). The research question was approached from a feminist social constructionist perspective, using qualitative methodology. In depth interviews with ten rape survivors were carried out, six months postrape.

Little is documented about Xhosa-speaking women's experiences and the social and cultural barriers they are faced with when seeking help for the abuse in their marriages. This study explores the experiences of Xhosa married women who are in abusive relationships and have sought help in a counselling organisation. It traces their path of seeking help before they reached the women's counselling centre. The study was conducted by holding in-depth interviews with eight women who live in a township and its surrounding informal settlements in Cape Town. Their narratives are presented in case studies and the discussion of significant themes is presented in a separate chapter. The study suggests that a number of factors influenced their decision to seek help. The women wanted the abuse to stop rather than to leave their marriages.

Includes bibliographical references. / Ten thought-disordered schizophrenics and ten control subjects were assessed by the use of repertory grid and clinical indices of thought disorder in both their home language and a second language. Performance of schizophrenics was on the whole poorer in the home language, while control subjects did not perform significantly differently in the two languages. The results were seen to support Bannister's serial invalidation hypothesis concerning schizophrenic thought disorder and to have some implications for clinical assessment and treatment with regard to the language medium in which they are conducted.

South Africa does not produce enough Doctoral graduates each year compared to other developed and developing countries. There are also too few Black and female graduates. Black postgraduates are particularly underrepresented in psychology in South Africa. This is problematic for future knowledge producers. Gender, race, age, marital status, institutional and socioeconomic issues, and academic performance play a role in progression to postgraduate studies. The current study aimed to explore: (a) the demographic and academic characteristics of a cohort of Psychology Honours students at the University of Cape Town; (b) whether there was an association between gender and enrolling or not enrolling in postgraduate studies; (c) whether there was an association between race and enrolling or not enrolling in postgraduate studies; (d) whether there was an association between academic performance and enrolling or not enrolling in postgraduate studies; (e) what students' reasons were for deciding to enroll or not to enroll in postgraduate degrees after Honours.