Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 100-108).

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 60-73) and index.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Background: It is widely understood that survivors of childhood trauma (emotional abuse, physical abuse, sexual abuse and emotional, physical neglect) have poorer mental health outcomes than their non-abused counterparts; one of which is an increased risk of suicidality. The disclosure of childhood abuse is key to safeguarding against further victimization and promoting better psychosocial outcomes for survivors in the long-term. Aims: The aims of this thesis portfolio are twofold. Firstly, to review the published literature investigating the barriers and facilitators to disclosing sexual abuse as perceived by children and adolescents (Chapter 1). Secondly, to research the relationship between childhood trauma and suicidality in a cohort of socio-economically deprived men living in Scotland (Chapter 3). The bridging chapter (Chapter 2) discusses the main themes that connect chapters one and three, notably the possible negative impact of childhood trauma on adult psychosocial functioning. Method: An exploratory systematic review and meta-synthesis of the literature was carried out. Strict eligibility criteria were predefined and a comprehensive search strategy identified a total of thirteen studies for review. For the empirical study, a total of 86 adult men with past and/or present suicidality participated in a quantitative cohort study and completed measures on childhood trauma, emotion regulation, interpersonal difficulties and suicidal behaviour. Multiple mediation analysis was used to analyse the data and to answer the study’s research questions. Results: The exploratory review highlighted that existing research into child and adolescent disclosures of sexual abuse is still in its infancy and that robust, longitudinal studies with more sophisticated methodologies are required to replicate findings. The collective body of literature identified that limited support, perceived negative consequences and feelings of self-blame, shame and guilt serve as significant barriers to disclosure whilst being asked or prompted through the provision of developmentally appropriate information facilitates young people to tell. The empirical study found that emotion regulation and interpersonal difficulties mediate the relationship between childhood trauma and suicidality in a sample of adult men. Conclusion: Several important clinical implications were identified in both parts of the thesis portfolio. Firstly, the systematic review identified the need for family members, friends and frontline professionals to explicitly ask children about the possibility of sexual abuse. It was also considered imperative that recipients are supported in responding to disclosures in positive and supportive ways so as to reduce young peoples’ feelings of responsibility, self-blame, shame and guilt. The empirical study concluded that dysfunctional emotion regulation and interpersonal difficulties are implicated in the overall collateral and compounding psychosocial sequelae of childhood trauma. The provision of psychological interventions for men with past and/or present suicidality should support individuals to develop healthy social problem-solving and emotion regulation skills. Providing effective, trauma-informed interventions for these individuals will move their treatment beyond simple risk management and focus, instead, on instilling recovery and resilience.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-25T19:59:06Z No. of bitstreams: 1 DISS_2014_Menilce Antonia da Silva.pdf: 1647012 bytes, checksum: c060d132849e8816aea7a81911ae80c9 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-26T12:15:11Z (GMT) No. of bitstreams: 1 DISS_2014_Menilce Antonia da Silva.pdf: 1647012 bytes, checksum: c060d132849e8816aea7a81911ae80c9 (MD5) / Made available in DSpace on 2017-05-26T12:15:11Z (GMT). No. of bitstreams: 1 DISS_2014_Menilce Antonia da Silva.pdf: 1647012 bytes, checksum: c060d132849e8816aea7a81911ae80c9 (MD5) Previous issue date: 2014-05-26 / Esta pesquisa tem o objetivo de compreender concepções e práticas narradas sobre o cuidar/educar pelas professoras de uma creche de Rio Branco/AC e traz como questão central: Que concepções e práticas sobre o cuidar/educar são narradas pelas professoras? A pesquisa de abordagem qualitativa está ancorada nos estudos de Bogdan e Biklem (1994), tendo como opção, o estudo de caso, baseado em André (1986, 2005). A coleta de dados deu-se através de entrevistas semi-estruturadas e de observações de momentos da prática das quatro professoras pesquisadas. O quadro teórico traz em concepções de infância: Kulhman (2012), Ariès (2006), Farias (2005); Concepções de desenvolvimento infantil: Oliveira (1992,1999); Vigotsky (2001) e Leontiev (2001); Cuidar/educar: Kramer (2005), Didonet (2011); Boff (1999), Azevedo (2013); Brincadeira e Interações: Corsino (2009), Borba (2009), Moura (2009), Oliveira (2011), Moyles (2002), Coelho e Pedrosa (1995), Cruz e Santos (2006);Sarmento (2002, 2003, 2005, 2009), que também trata sobre concepções de infância e interações; Identidade Profissional: Dubar (1997), Ciampa (1994) e Formação de professores, Garcia (1999), Nóvoa (1992, 1995, 1999), Oliveira (2001), Kramer (2005), Salgueiro (2009) e Gomes (2009). Das entrevistas e observações, emergiram três eixos de análise: Percurso Pessoal e Profissional das professoras e como sub eixo: A construção da identidade profissional; Conhecimentos constitutivos da infância e sub eixos: Concepções sobre infância e Concepções sobre cuidar/educar; Brincadeira e Interações na creche: Concepções construídas pelas professoras. Os resultados encontrados apontam as seguintes evidências: A identidade das professoras vem se constituindo cotidianamente, no entrecruzamento das dimensões pessoal e profissional, em decorrência de suas experiências e formação continuada vivida. Sobre o brincar e interações ficou explicito nas narrativas que as professoras os concebem como elementos importantes no desenvolvimento das crianças de creche e esse fato fica evidente quando elas falam com ênfase sobre esses dois aspectos, revelando que procuram dar prioridade a essas ações nas práticas pedagógicas. No que se refere ao cuidar/educar, as narrativas apontam, que quando as professoras iniciaram na docência de creche, apenas uma trazia conhecimentos sobre o trabalho com crianças de 02 e 03 anos, as demais, traziam apenas suas experiências pessoais de cuidar, através de vivências com filhos ou com outras crianças dos contextos dos quais estavam inseridas. Por se encontrarem em um processo contínuo de desenvolvimento profissional, as concepções e práticas sobre o cuidar/educar, também estão a constituírem-se. Sobre essa constituição, podemos inferir que em algumas falas, elas compreendem se tratar de um único aspecto de suas ações docentes na creche, o que aponta para uma concepção de binômio. No entanto, algumas falas remetem para uma compreensão que evidencia, em determinados momentos, desconsiderar o aspecto do cuidado como pedagógico, o que revela uma concepção dicotômica entre cuidado e educação. Portanto, as narrativas apresentam certo conflito em relação às concepções e práticas, todavia, esse conflito se justifica quando consideramos que a função social da creche tem toda uma constituição histórica. Também, o pouco tempo em que as creches se encontram atreladas à educação, é expressa nas concepções e práticas narradas pelas professoras. Nesse sentido, constatamos que mesmo diante dos conflitos das profissionais, suas falas mostram-se diferentes daquelas que sustentavam o atendimento que as crianças pequenas recebiam em que estavam presentes, basicamente, os aspectos assistencial e filantrópico e as instituições eram vistos como um lugar de guarda e seus profissionais, cuidadores. / This research aims to know and understand the concepts and practices narrated on the care / education by the teachers of Rio Branco / AC crèche de and brings the central question: What concepts and practices on the care / education are narrated by the teachers? The qualitative research approach is anchored in studies Biklem and Bogdan (1994), with the option, the case study, based on André (1986, 2005). Data collection occurred through semi-structured interviews and observations of moments of the practice of the four surveyed teachers. The theoretical framework brings in conceptions of childhood: Kulhman (2012), Aries (2006), Farias (2005); Conceptions of child development: Oliveira (1992.1999); Vigotsky (2001) and Leontiev (2001); Care / education: Kramer (2005), Didonet (2011); Boff (1999), Azevedo (2013); Joke and Interactions: Corsino (2009), Borba (2009), Moura (2009), Oliveira (2011), Moyles (2002), Rabbit and Pedrosa (1995), Cruz and Santos (2006); Sarmento (2002, 2003, 2005 , 2009), which also deals with conceptions of childhood and interactions; Professional Identity: Dubar (1997), Ciampa (1994) and Teacher Training, Garcia (1999), Nóvoa (1992, 1995, 1999), Oliveira (2001), Kramer (2005), Willow (2009) and Gomes (2009) .Das interviews and observations revealed three axes of analysis dealing with the following points: personal and professional life of teachers and the establishment of the identity of the same; Conceptions about childhood care / education and on the play and interactions. The results show the following evidence: the identity of teachers is becoming an every day, the intersection of the personal and professional dimensions, due to their lived experiences and continuing education. About play and interactions became explicit in the narrative that teachers conceive them as important elements in the development of children of nursery and this fact is evident when they speak with an emphasis on these two aspects, revealing that seek to prioritize these actions in pedagogical practices. With regard to the care / education, the narratives suggest that when teachers started teaching in the nursery, only brought expertise on working with children from 2:03 years, too, brought only their personal experiences of caring through of experiences with children or with other children of the contexts from which they were inserted. Because they are in a continuous process of professional development, the concepts and practices on the care / education, are also constituting themselves. About this constitution, we can infer that in some lines, they understand it is a unique aspect of their teaching actions in the nursery, which points to a conception of binomial. However, some lines refer to an understanding that reflects, at certain times, disregard the aspect of care as teaching, which reveals a dichotomous conception between care and education. So narratives have some conflict in relation to the concepts and practices, however, this conflict is justified when we consider that the social function of the nursery has a whole historical constitution. Also, the little time that daycare centers are linked to education, is expressed in the concepts and practices narrated by teachers. Accordingly, we find that even in the face of conflicts of professionals, their data show progress in bringing concepts, showing different from those that supported the service that small children were, where they were present, basically, the welfare and philanthropic aspects and institutions were seen as a place of custody and their professional caregivers.

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Laura E. Berk (chair), Paul T. Shallaert, Jayne E. Bucy, Matthew S. Hesson-McInnis, Mark E. Swerdlik. Includes bibliographical references (leaves 97-126) and abstract. Also available in print.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-02-02T16:49:33Z No. of bitstreams: 1 anachristinabrandaocosta.pdf: 484503 bytes, checksum: 8143106400833e59e3ef425e5cac4392 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-03T11:36:49Z (GMT) No. of bitstreams: 1 anachristinabrandaocosta.pdf: 484503 bytes, checksum: 8143106400833e59e3ef425e5cac4392 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-03T11:37:13Z (GMT) No. of bitstreams: 1 anachristinabrandaocosta.pdf: 484503 bytes, checksum: 8143106400833e59e3ef425e5cac4392 (MD5) / Made available in DSpace on 2017-02-03T11:37:13Z (GMT). No. of bitstreams: 1 anachristinabrandaocosta.pdf: 484503 bytes, checksum: 8143106400833e59e3ef425e5cac4392 (MD5) Previous issue date: 2007-08-31 / Este trabalho teve como objetivo investigar a compreensão de educadoras de creche acerca do movimento corporal no desenvolvimento infantil. Para tal, fez-se uma pesquisa qualitativa cujo referencial teórico-metodológico balizou-se nos estudos de Henry Wallon que se reporta às questões do desenvolvimento humano numa visão da pessoa integral compreendendo as dimensões motora-afetiva-cognitiva e a pessoa como resultado dessa integração. Sob a égide de uma perspectiva da psicologia genética, tal autor dedica-se à observação e ao estudo da criança pequena, buscando o sentido dos fenômenos em sua origem. Esta investigação teve como locus uma creche municipal da cidade de Juiz de Fora. Cinco educadoras de crianças de 2 e 3 anos constituíram-se como sujeitos de pesquisa, cujo instrumento metodológico foi a observação de cinco atividades desenvolvidas com as crianças pelas educadoras. Tais atividades, anteriormente videogravadas, foram discutidas em sessões reflexivas semanais. Procedendo-se à análise dessas sessões como principais achados verificou-se que a importância do movimento corporal para o desenvolvimento infantil foi ressaltada por apenas uma das educadoras; a questão da dicotomia corpo/mente e da contenção motora estão ligadas às concepções de infância e criança presentes na sociedade; a formação do educador está calcada no modelo do ensino fundamental, não atendendo às especificidades da criança pequena. / The purpose of this study is to investigate the understanding of preschool educators about the movement of the child’s body. To this end we did a qualitative research which the theorical and methodological were through the studies of Henry Wallon. He relates the human development in a general vision including the motor-affective-cognitive dimension and their results in a psychological perspective. This author concentrates on studying small children in a genetic psychology. He looks for the meanings of these phenomena in their origins. This research was made in a municipal preschool in the city of Juiz de Fora. Five children educators of children, between the ages of 2 and 3 years old, were the subject of this research. The methodological tool was the observation of five activities with children cared out by the educators. These activities were previously recorded in videos and discussed in weekly sessions. We could analyze these videos and sessions finding out how important the body movement for children is. Only one educator gave us an account of the body/mind dichotomy and the motor containment connecting to the conceptions of the infancy and the child present in the society. The training of our educators is for the elementary school and not concerning to the specificities of small children.

This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.