Pharmacological interventions to treat Human Immunodeficiency Virus (HIV) with antiretrovirals (ARVs), have dramatically improved the survival rates of HIV positive children maturing into adulthood. However, HIV-associated neurocognitive decline still persists in the era of ARVs. Within the framework of brain plasticity, a number of researchers have begun to assess the feasibility of cognitive rehabilitation therapy as a complement to ARVs to reverse neurocognitive decline as a result of HIV (e.g., Becker et al., 2012). Only one study has been conducted in South Africa, by Zondo & Mulder (2014), assessing the efficacy of cognitive rehabilitation in a paediatric sample. The current research builds on the above mentioned study by implementing an experimental approach to examine the effect of cognitive rehabilitation in a sample of both HIV positive and HIV negative children. Five HIV positive and six HIV negative children were assigned to either an experimental or control group. The experimental group underwent two months of cognitive rehabilitation therapy remediating sustained attention, whereas the control group took part in placebo activities. Sustained attention measures were taken before and after the intervention training sessions, using a sustained attention subtest from the Test of Everyday Attention for Children (TEA-CH). A Mann Whitney U Test revealed that the experimental group (Mdn=38.50) did not differ significantly from the control group (Mdn = 37.00) after the cognitive rehabilitation intervention, U=12.00, z= -.55, p= .66, r= -.17. But a Wilcoxon Signed Rank Test found that there was a significant improvement from pretest scores (Mdn=31.00) to posttest scores (Mdn=38.00) following the rehabilitation for HIV positive participants in the sample, T=15.00, z = -2.02, p= .04, r= -.90. This raises the possibility that cognitive rehabilitation could be used as a low cost intervention in underdeveloped contexts

As more toddlers are being diagnosed with autism there is an increased need for very early intervention. Preliminary research on interventions suggests toddlers can make important developmental progress and that parents can be part of the intervention process. The purpose of this study was to systematically replicate a parent training program reported by Alai-Rosales et al. (2009). Specifically, the present study taught parents a set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Baseline-intervention conditions were replicated across four parent-toddler dyads in order to assess the effects of training on parent and child behaviors. Results indicated increases in parent teaching behaviors, the child targeted behavior (facial orientation), as well as a non-targeted skill, joint attention. Findings are discussed in relation to the challenges of intervention and considerations for future research.

Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.

When children have a moderate to severe traumatic brain injury (TBI), they are treated in a continuum of care that includes triage and emergency care, hospitalization, rehabilitation and outpatient therapy. Physical and cognitive recovery from brain injury may take several years. Children’s recovery varies, depending on numerous factors including pre-injury conditions and injury severity. While children and families are eager to return home to familiar activities, there are often significant physical, cognitive, behavioral and emotional changes that challenge families. Successful community reintegration depends on the ability of the family to understand and support the child, dealing with and responding effectively to those challenges. The purpose of this study is to understand how parents manage the care and community reintegration of their child who has experienced a TBI over time. This study utilized a mixed methods approach exploring the dimensions of the health challenge faced by parents caring for a child after a TBI, critical turning points as they face health challenges, and approaches for movement toward resolving health challenges. Story theory and story inquiry method were used to gather stories from 10 parents of children who experienced moderate to severe traumatic brain injury between the ages of 12 and 18, and between 2 and 5 years ago. Parents’ perceptions of their child’s quality of life and their ability to manage their child’s health challenge were explored using the Pediatric Quality of Life Inventory and Family Management Measure. Health challenges identified were: living with overwhelming personal upheaval, navigating the unknown, and struggling with how to support independence/dependence. Turning points were chronological or epiphanies. Approaches for movement toward resolving were continuously re-creating a new normal, being fully engaged in meeting the needs of one’s child, and embracing caring relationships to construct the new normal. Qualitative and quantitative data were analyzed to synthesize the findings. Results include a sense of ease in managing the health condition of the child associated with continuously creating a new normal. Healthcare providers can support and strengthen family management of children after TBI by understanding the health challenge, critical turning points and how parents move toward resolving. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / Social Work / Master / Master of Social Sciences

When a child has been sexually abused, the non-offending parent and child may benefit from an intervention aimed at enhancing the parent child relationship. This mixed-methods study examined the process of child parent relationship therapy (CPRT) with non-offending parents of children who had been sexually abused. One purpose of the present study was to examine change in parent-child relationship, child behavior, and parent empathy of non-offending parents whose children have been sexually abused after participation in CPRT. A secondary purpose of this study was to explore subjective experiences of non-offending parents who participate in CPRT. Participants (N = 8) completed 11 weeks of CPRT in either Spanish speaking (n = 4) or English speaking (n = 4) groups. All participants completed pretest and posttest instruments including Child Behavior Checklist, Parenting Stress Index, and Measurement of Empathy in Adult-Child Interaction. Pretest and posttest means were reported but because of small sample size, only descriptive statistics are reported. Possible trends in pretest/posttest mean scores of the quantitative instruments are discussed. All participants also completed a post semi-structured interview to account for the experience of participants qualitatively. Analysis of the qualitative data revealed enhanced parent-child relationships, improved communication, greater acceptance, positive parental internal changes, positive behavioral changes in child, and positive changes in discipline.

This research study consisted of an examination of the role played by the educational psychologist in the emotional and social rehabilitation of the TBI adolescent. A survey of the literature reveals that traumatic brain injury during adolescence negatively impacts on their adaptation, development and functioning after the acute phase of the rehabilitation process. In order to study this phenomenon, a psycho-educational perspective was utilised. An in-depth qualitative study was undertaken by means of a case study design. The two cases being presented offers the reader insight into the cases pre-morbid functioning, the accident and its aftermath, the specific traumatic brain injuries, the emotional and social problems encountered by these adolescents as well as the psychotherapeutic interventions applied by the educational psychologist in the rehabilitation process of the cases under investigation. The conclusions reached from this investigation were that traumatic brain injury during the developmental phase of adolescence, negatively impacts on the emotional and social well being of these adolescents, and that the educational psychologist plays a valuable role in the emotional and social rehabilitation of these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)

Text in Afrikaans / Hierdie studie ondersoek die bantering van seksueel-gemolesteerde kinders. Die kliniese beeld sowel as die fisiese- en gedragsimptome is kriteria by die uitkenning van seksuele molestering. Die bantering van die seksueel-gemolesteerde kind is medebepalend vir die onmiddellike en langtennyn gevolge van seksuele molestering. Seksuele molestering word vanuit 'n sielkundig-opvoedkundige perspektief bespreek. Die studie neem die seksueel-gemolesteerde kind se betekenisgewing, belewing, betrokkenheid, selfaktualisering en selfkonsep in beskouing. Terapeutiese tegnieke, soos toegepas in gevalle van seksuele molestering, word vir gebruik deur professionele persone en instansies, bespreek. Die empiriese ondersoek fokus op die houdinge, hanteringswyses en toepassing van terapeutiese tegnieke deur professionele persone en instansies in die Witbank omgewing. Volgens die navorsingsresultate is daar geen uniforme hanteringswyse of riglyne vir terapie ten opsigte van seksueel-gemolesteerde kinders nie. Die navorsing toon verder swak interinstansie-samewerking wat die voordele van uniforme hanteringswyses en riglyne vir terapie emstig aan bande le / This study investigates the treatment of sexually-abused children. The clinical framework and the physical and behavioural symptoms being some of the criteria utilised to identify such children. The methods used to treat cases co-determine the immediate and long-term effects of sexual abuse. Sexual abuse is discussed from an educational-psychological perspective. The study reflects on the child's meanin& experiencing, involvement, selfactualisation, self-concept and their effects on her life. Professional approaches, therapeutic techniques and treatments are described for use by professionals and agencies, based on an empirical investigation conducted in Witbank. The results of the research indicate a non-uniform approach in guidelines used for therapeutic techniques and the treatment of sexually-abused children. The research shows further that interaction between professional bodies and -individuals in treatment of these cases is poor and the benefits that should result from uniform treatment are therefore severely limited / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.

This research study consisted of an examination of the role played by the educational psychologist in the emotional and social rehabilitation of the TBI adolescent. A survey of the literature reveals that traumatic brain injury during adolescence negatively impacts on their adaptation, development and functioning after the acute phase of the rehabilitation process. In order to study this phenomenon, a psycho-educational perspective was utilised. An in-depth qualitative study was undertaken by means of a case study design. The two cases being presented offers the reader insight into the cases pre-morbid functioning, the accident and its aftermath, the specific traumatic brain injuries, the emotional and social problems encountered by these adolescents as well as the psychotherapeutic interventions applied by the educational psychologist in the rehabilitation process of the cases under investigation. The conclusions reached from this investigation were that traumatic brain injury during the developmental phase of adolescence, negatively impacts on the emotional and social well being of these adolescents, and that the educational psychologist plays a valuable role in the emotional and social rehabilitation of these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)