Recent research has demonstrated that depressed people elicit rejection and induce negative mood in those with whom they interact. The present study sought to replicate earlier research which demonstrated these effects in adult-child interactions when the child was depressed. It also was designed to determine how establishing a mental set about the etiology of a particular child's depression would mediate these findings. A total of 80 male and 80 female undergraduates viewed one of three tapes of a child actress interacting with an adult. The roles portrayed were those of a depressed child, a nondepressed but highly stressed child, and a normal nondepressed control child. Subjects who viewed the depressed child were also assigned to three different groups which either received no information about the child's mood and behavior, were told she was depressed due to physical causes, or that she was depressed due to a pattern of negative thinking. Subjects provided an explanation of the depression were also given an informative summary to read about the etiology of the depression. The depressed child was more rejected than the normal and stressed child, but providing a physical explanation of the depression significantly mediated the effect. Subjects did not differ in their expressed desire for further interaction with the normal and depressed child, but did express greater desire to interact when the depression was explained as a physical disorder than when no information was presented. The nondepressed normal child was viewed as significantly higher in general functioning than the child in any other role. Two mood induction findings were significant. Subjects viewing the normal control expressed higher degrees of positive affect than those viewing any other child. Subjects who viewed the depressed child without any further information were significantly more depressed than those in any other condition. Groups did not differ on measures of anxiety and hostility. Subjects did endorse differential intervention suggestions based on the role portrayal. These results are discussed in relation to the interpersonal model of depression and in terms of their implications for clinical practice.

ix, 81 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Many plays with adult themes involve a child character in order to help present controversial issues. Little is written, however, concerning the ethics surrounding the involvement of children in adult-themed plays, and there is no formal code or guide for theatre companies to follow when choosing to work with a young actor on one of these complicated scripts. There is little dispute that children have a strong effect on an audience when they appear onstage, but the argument as to how a child actor might be adversely affected by their participation has not been fully explored. The focus of this study is on four different case studies of children involved in regional theatre productions of plays with different adult themes, such as war, death, sex, and violence. From these observations, I will propose an effective guide for theatre companies to use when involving a child actor in an adult-themed play. / Committee in Charge: Dr. Theresa May, Chair; Dr. Sara Freeman

Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 72-76).

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 540-580). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43414.

Thesis (M.Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 72-76) Also available in print.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 146-150). Also available on the Internet.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 146-150). Also available on the Internet.

Thesis (Ed.D.)--University of Tulsa, 1974. / Bibliography: leaves 72-79.

No description available.

The purpose of this study was to determine the effects of adult after-school supervision and the number of parents living at home on health-related fitness levels. Participants for the study were approximately 250 boys and girls in grades three, four and five from Selma Elementary School. The AAHPERD Physical Best Test (1988) was used to assess health-related fitness. This test measured the following components: a) flexibility (sit-and-reach test), b) cardiovascular endurance (timed run/walk test), c) body composition (sum of triceps and calf skinfolds) and d) muscular strength/endurance (timed sit-ups). A questionnaire and consent form were sent home to the parents of all participants. The questionnaire asked the child's name, grade, gender, number of parents/guardians living at home, and who supervises the child after-school. Each third-, fourth- and fifth-grade class completed two days of testing during physical education class time. The mile run/walk was administered on the first day. The second day consisted of three stations: 1) sit-and-reach, 2) skinfold assessment and 3) timed sit-ups. A 2 X 2 MANOVA was used to analyze the data. There was no significant difference between children with after-school supervision and those without after-school supervision. There was also no significant difference between children from one-parent families and children from two-parent families. However, there was a significant interaction between the number of parents and whether or not there was supervision [F(4, 109)= 4.23, p= .003]. An examination of the accompanying univariate Ftests showed that this interaction was mainly due to the difference on the variable sit-ups [F(1, 1 12)= 4.94, p= .028]. A post-hoc simple effects analysis of variance for one-parent families showed that the mean value for sit-ups for children without after-school supervision (x= 39.75) [F= 1, 112)= 5.27, p= .024] was significantly greater than the mean value for situps for children with after-school supervision(x= 34.33). The analysis also showed for two-parent families that there was no difference in the mean number of sit-ups between children with supervision (x= 35.94) [F(1, 112)= .36, p=.549] and those without supervision (x= 34.94). / Institute for Wellness