Differences in self-reported depression, anxiety, self-esteem, and coping were evaluated in two groups of pediatric oncology patients: newly diagnosed (less than six months post-diagnosis) (n=5) and patients on cancer treatment for seven months or longer (n=5). Participants (6 males, 4 females, ages 7-17 years) completed the Children's Depression Inventory (CDI), the State-Trait Anxiety Inventory for Children (STAIC), and the Culture-Free Self-Esteem Inventory (CFSEI-2); nine of the ten participants discussed in a semi-structured interview their personal experiences and feelings about having cancer. Although the newly diagnosed group had a higher mean score on the CDI than the 7 months or greater group, the difference was not significant (p = .054). The newly diagnosed group also had higher mean state and trait anxiety scores on the STAIC, indicating higher anxiety levels, and a slightly lower CFSEI-2 mean score, indicating slightly lower self-esteem than the 7 months or greater group, but differences were not at a statistically significant level (p>.05).

Call number: LD2668 .T4 1986 R92 / Master of Science / Family Studies and Human Services

[Truncated abstract] Some children with Specific Language Impairment (SLI) show poor performance on behavioural tasks designed to measure rapid auditory processing, such as the Repetition Test developed by Tallal and colleagues. Stemming from concerns about whether this task reflects higher-order, cognitive variables, this thesis sought to determine whether the performance deficits SLI children show were evident at the neurophysiological level, with minimal cognitive influences, such as attention, using paradigms designed to elicit the mismatch negativity (MMN) and late discriminative negativity (LDN). In the first two studies, a MMN paradigm, equivalent to the Repetition Test, was trialled with a group of 8 adults. In this paired paradigm, the second tone of a pair of pure tones ascending in frequency ('low'-'high') was occasionally replaced with a 'low' tone. The aim was to determine a 'long' and 'short' intra-pair interval (IPI) with which MMN was generated utilizing this paradigm and that were congruent with the Repetition Test findings (i.e., a long IPI at which SLI were able to perform the task, and a short IPI at which SLI children's performance was selectively impaired). In Study One, MMN to a within-pair frequency change was generated with the 30 ms IPI, but not the 700 ms IPI. The grouping parameters of the temporal window of integration (TWI) and temporal distinctiveness were considered less than optimal for the grouping of the pairs presented at 700 ms IPI for the pre-attentive system to register the within-pair frequency change. ... The frequency difference limens (DLs) of the SLI group were significantly higher than a group of 18 normally developing age- and intelligence-matched peers, but there was no significant difference between the groups in their performance on a control intensity discrimination task. The iii SLI group also showed poorer reading skills, yet frequency discrimination was related to oral language ability only. In the final study, MMN was measured to examine the pre-attentive neurophysiological basis of the SLI group's frequency discrimination deficit. Two frequency deviants that were just above each group's 75% DL on the frequency discrimination task were employed in a simple frequency change paradigm: 40 Hz difference for the control group, and 80 Hz difference for the SLI group. MMN and LDN were elicited in the group of 15 normally developing children to their 40 Hz suprathreshold frequency difference and to the 80 Hz difference. A significant MMN was not observed in the group of 13 SLI children to the 40 Hz difference, which was below their threshold level. However, despite discrimination at the behavioural level, MMN did not reach significance in the SLI group to their 80 Hz suprathreshold frequency difference, yet LDN was observed. MMN was larger in both groups for the 80 Hz difference. Furthermore, MMN and LDN amplitude to the suprathreshold deviants were predictive of both frequency and intensity DLs. These results suggested that SLI children have a pre-attentive neurophysiologically mediated insensitivity to small frequency differences, and that MMN (and LDN) to suprathreshold frequency deviants is a sensitive indicator of group discrimination differences and brain-behaviour relationships in children with and without SLI.

The purpose of this study was twofold. First, to determine if planned interventions could increase untrained undergraduate students' use of positive and specific skill feedback while a teaching fundamental motor skill to children who are disabled. Second, to qualitatively assess the effect of specific verbal feedback on student motor performance. Six undergraduate students enrolled in the Adapted Physical Activity and Lab class at Oregon State University served as teachers for 6 children who were classified as having a mild to moderate disability. Teachers were individually videotaped teaching the same fundamental motor skill each week for 14 weeks in the actual clinic setting. Week 4 teachers were sequentially introduced to the intervention package which included: (a) defining specific skill feedback and discussing its role in skill development, (b) a single viewing of a master teacher videotape, (c) verbally and physically reviewing critical elements of skill being taught, and (d) reviewing teacher feedback and student motor performance each lesson. A variation of the single subject, multiple baseline design across subjects was used to assess the effect of the intervention package on teacher feedback and student motor performance. Single subject data analysis techniques indicated untrained teachers were already using corrective specific feedback while the intervention package developed successfully increased their use of positive specific skill feedback. In addition, evidence suggests a positive relationship between teachers' use of specific skill feedback and student motor performance. Based on these findings, it appears specific verbal feedback behavior of untrained volunteer teachers can be increased as a result of the intervention package developed. It is recommended that future studies replicate this study with a larger number of teachers/students and over a longer period of time. / Graduation date: 1992

published_or_final_version / Nursing Studies / Master / Master of Nursing

The main aim of the current study was to examine risk and protective factors associated with the development ofpsychological problems in children with epilepsy. The study aimed to answer the broader question of "Why do some children with epilepsy develop psychological problems while others do not?" A number of risk and protective factors were investigated in children with epilepsy between the ages of 8 - 13 years of age. Three main sets of variables were investigated to determine their association with risk ofpsychological problems in children with epilepsy: 1) family variables ie. family adaptability, family cohesion and family coping 2) illness variables ie. type of seizures, seizure frequency, type of medication, length oftime of diagnosis and 3) demographic variables (including child variables) ie. socio-economic status, number of siblings, age and gender ofthe child with epilepsy. 45 mothers were interviewed and required to complete questionnaires that provided information related to their child's illness, family functioning and demographic factors. In addition, mothers were requested to provide further information related to behavioural and emotional problems that were experiencing with their epileptic child. Broadly the study concluded that a number of risk factors were found to be associated with the development of psychological problems in children with epilepsy. Specifically grandmaI seizures were associated with an increased risk of disorder when compared to petit mal seizures. Higher levels of family adaptability and cohesion were associated with a decreased risk of disorder, and children from families classified as functioning at balanced levels were additionally associated with a lower risk of disorder. Family coping in contrast did not appear to be associated with risk of disorder. The use of poly-medication by children with epilepsy also increased the risk of disorder when compared to those children who used only one type of medication. Children from families falling within the classification of low socioeconomic status were also at an increased risk of disorder as well as those children with epilepsy who came from families where they had a larger number of siblings. The study additionally developed a model of risk and protective factors using logistic regression. It was found that there was a "good fit" of the combined illness variables (type of epilepsy, type of medication), family variables (family type) and demographic variables (SES) with the predicted dependent variable 'risk of disorder'. These results suggest that disease, demographic, family and contextual factors all interacted and overlapped to some extent in predicting the psychological adjustment of epileptic children in the current study. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1999.

Tourette's syndrome (TS) is a chronic movement disorder characterized by motor and vocal tics. This report looks at TS through the eyes of three families and two adults diagnosed with the syndrome. The social and psychological reactions and adjustment to the disorder are examined. Three approaches were used to explore the issues: a literature review; field notes and unstructured biographical interviews. Social and psychological reactions include: depression, withdrawal and suicidal ideation. Unresponsiveness on the part of the health care and social service systems contributed to feelings of anger, powerlessness, guilt and shame. The families' and individuals' ability to lobby for services was an important factor in enhancing adjustment. TS is a multi-faceted disorder; it serves as a paradigm for issues and problems that are best served by a multi-disciplinary approach. Services must be coordinated; a case management approach would facilitate efficient coordination and delivery of services.

The purpose of this study was to determine the effects of a 10-week physical fitness program on the fitness profiles, levels of self-concept, and body-esteem in 3rd- and 4th-grade low-fit children. The participants were 17 children (9 boys/8 girls) who failed to meet the Physical Best fitness standards in at least 2 of 3 fitness profile components, including cardiovascular endurance (one-mile run/walk), muscular strength and endurance (situps/min), and flexibility (sit and reach). All participants were pre and posttested in each of the three fitness profile components. Self-concept and bodyesteem were also pre and posttested using a shortened version of Harter's Self-Perception profile for children (SPPC) and the Body-Esteem Scale for Children (B-ESC).The treatment group (n = 10) participated 3 days/week for 60 min/day in a vigorous physical activity program designed to maintain heart rates corresponding to 60-80% of each individual's V02 max. An Analysis of Covariance revealed that the treatment group scored significantly higher (p < .05) on the posttest than the control group in two of the four self-concept dimensions (athletic competence and global self-worth) and on two of the three fitness profile components (muscular strength and endurance and flexibility). In light of the problems associated with increasing children's physical activity levels, offering after school programs such as this one appears to be an effective strategy. / Institute for Wellness

Includes bibliography (v. 2, leaves 80-93) / 2 v. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Aims to develop a tool to measure parents' approaches to the management of their children's asthma, and to also identify the influence of psychosocial factors on parents' management of childhood asthma. In order to do this the author developed a questionnaire asking parents to describe their management approaches to typical asthma scenarios. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 1998

South African society is exposed to the reality of violence and crime, and at the same time HIV / AIDS is claiming the lives of many parents. Consequently schools throughout the country have an increasing number of bereaved adolescents among their learners. The effects of parental death during the adolescent years make severe inroads into the cognitive, psychosocial and moral development of adolescents. These detrimental effects of parental death motivated the researcher to investigate the effects of teacher- facilitated group work on bereaved adolescents. A mixed (qualitative and quantitative) research method was used to investigate the said effects. Accordingly a questionnaire was designed using the Likert rating scale. The Beck Depression Inventory (BDI) and Beck Anxiety Inventory (BAI) were used as quantitative data collection tools for this study. The data from the BDI and BAI were tabulated. Structured interviews, games, personal documents and focus group interviews were used as qualitative data collection tools. The data were analysed and reduced and prominent themes emerging from data sources were identified and discussed. While bereavement is a very traumatic event for the adolescent, the study findings illustrate that teacher-facilitated group work provides members with various benefits which help them learn more about themselves and improve their interpersonal relationships, thus providing a supportive climate in which they could deal collaboratively with their bereavement. The findings also point out that group work provides the bereaved adolescents with a place where they are understood, where they can talk about their thoughts and feelings without being judged. / Educational Studies / M. Ed. (Guidance and Counselling)