Ph.D. (Education) / The effects of daily abuse and hardship on the streets lead street children to suffer from poor mental health resulting in them choosing ineffective and self-destructive coping strategies that then impacts their physical health and their overall sense of well-being. Facilitation of the mental health of street children subjected to daily threats to their survival is thus crucially needed. In my previous research, I indicated that street children are more vulnerable to impaired psychological health than any other group of children (Moolla, 2007:65-78; Moolla, Myburgh & Poggenpoel, 2008:597). The results of this research further confirmed that street children experience a vast array of negative feelings during their daily survival activities on the street which impact negatively on their mental and physical health. I also found that negative feelings of fear, abandonment, rejection, sadness, loss of trust, disillusionment and a sense of both hopelessness and uncertainty were experienced by all the street children in the study during their daily activities necessary for their survival. As a psycho-educational facilitator, I am equipped with the skills to provide the facilitation of the mental health of street children subjected to daily abuse and hardship on the streets. Psycho-educational facilitators are highly valuable in providing an integrated healthcare-social-psychological approach when working with vulnerable individuals. To date, they are not being utilized to benefit the community and social health services, places of care and institutions catering for the neglected and abused individuals in our society. The development of a model “Facilitating the mental health of street children” is the primary purpose of this research. The problem of street children suffering from challenges to their mental health due to their daily abuse encountered on the streets, made me realise that street children need urgent facilitation of their mental health. The fact that they made a decision to leave a usually abusive home and family environment for the street shows that street children already possess an inner resilience when it comes to self preservation. However, they frequently end up choosing destructive coping strategies which makes it more difficult for them to utilise their inner resources to enhance their lives. Thus, this model focuses on nurturing this inner resilience present in street children in order to facilitate them toward enhanced mental health. Other important aspects of this research are guidelines and recommendations for psycho-educational facilitators or any healthcare professional with regard to how they should implement the model.

Thesis (Ed. D.)--Illinois State University, 1968. / Title from title page screen, viewed Aug. 16, 2004. Dissertation Committee: Ben C. Hubbard (chair), Walter Friedhoff, Harold Phelps. Includes bibliographical references (leaves 191-195). Also available in print.

Mr. Bullis seemed to have a direct answer to the problem that was concerning the experimenter. However, after using his book for several years and in different grade levels: sixth, seventh and eighth, it became apparent that no such single remedy would change the behavior or personality of children in a basic sense. The lessons seemed to work best for the experiment with eighth grade pupils, but still he was not confident in this own mind that they were as effective as they might be; that is, to help boys and girls get along better with one another, to understand their own emotional problems and develop their abilities at winning friends. The problem to be determined was: did this series of lesson plans change the mental framework of elementary school children? If this could be tested on a scientific basis, it could actually be determined if there was a change in thinking and feeling. There were a number of problems to overcome, but the statement of the problem was established: What is the significance of a series of lesson plans from Human Relations in the Classroom - Course I on a group of seventh grade school children, as measured by the Mental Health Analysis?

This study was made to determine in what way mental health affects the general achievement of the child or how a child's achievement could affect his mental health; to study the causes for these upsets; and to apply remedial measures if such are advisable.

Licensed mental health professionals (LMHPs) have an important role in ethically assessing, diagnosing, and applying a treatment plan for children and youth who have Post-Traumatic Stress Disorder (PTSD). However, studies indicate symptoms of trauma among children and youth who have been exposed to or were the direct victim of violence may go undetected and, thus, result in the misdiagnosis of Attention Deficit/Hyperactivity Disorder (ADHD). Misdiagnosis of mental disorders could be detrimental to the very clients LMHPs seek to help. The expertise of LMHPs is essential in differentiating PTSD symptoms from that of ADHD. It is unclear why children and youth with PTSD continue to be misdiagnosed. This research aimed to explore factors associated with the inability of LMHPs to accurately diagnose children and youth who suffer from PTSD. In this qualitative study, semi-structured interviews were conducted with seven LMHPs in southern California. Results from thematic analysis of the data revealed—among other themes—that (1) confusion about PTSD and ADHD symptoms, (2) lack of experience, and (3) lack of familiarity with clients are the primary reasons for misdiagnosis of trauma in children and youth. Understanding how children and youth manifest their mental health disorders, and seeking continuous assessment can eventually help LMHPs make the right call. Implications for the field of mental health were discussed. Keywords: children and youth, post-traumatic stress disorder, attention deficit hyperactivity disorder, licensed mental health professional

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

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The increase in transracial adoption in modern society has not been without some controversy over its practice. Conflicting studies, have exposed and given rise to greater sensitivity to the impact of transracial adoption on adoptees-. As noted, prior studies have indicated that Korean adoptees adjust well to their environment (Feigelman & Silverman, Kim, 1977, 1978; Simon, 1974); however, some studies indicate a negative outcome (Chestang, 1972; Chimezie, 1975) and some ethnic groups (i.e., Native Americans and The National Association of Black Social Workers) have discouraged the practice of transracial adoption. In an attempt to clarify such issues surrounding transracial adoption, the purpose of this study was to explore the impact of adoption on adult Korean adoptees.This study examined whether acculturation, assimilation, cultural identity, age of placement of Korean adoptees, and revisiting Korea play a role in self-concept. In addition, this study wanted to look at whether the positive initial adjustment found in Kim's (1977; 1978) studies continued into adulthood for Korean adoptees. Adjustment was based upon self-concept. The results from this study indicated that acculturation, assimilation, cultural identity, placement of Korean adoptees, and revisit of Korea had little influence in self-concept. As noted, the results indicated that: 1) acculturation was only related to Verbal self-concept; 2) revisiting Korea did not predict self-concept; however, cultural identity did play an important part in self concept; 3) age of placement of Korean adoptees related only to Verbal, Math, and Honesty self-concept; and 4) in general, positive adjustment based upon self-concept appeared to continue into adulthood for Korean adoptees.In summary, adjustment for Korean adoptees appeared to continue into adulthood. In addition, cultural identity appeared not to relate to Korean adoptees' self-concept. However, as noted, there needs to be further studies due to the limitations of this study, particularly the measurements. / Department of Counseling Psychology and Guidance Services

This study explores the notion of resilience and, in particular, its efficacy as a framework to assist and guide professionals in their work with children placed in the care of the State, many of whom have experienced situations of severe disadvantage, including abuse and neglect, prior to their admission to the out-of-home care system. The further distress and/or trauma for children, which is engendered by separation from their families and placement with strangers, is exacerbated by circumstances of transience and instability that many children experience during their care journeys. The study examines the care system as a circumstance of adversity and seeks to find out how specialist practitioners working in the care environment understand the notion of resilience and whether they operationalise the concept in their practice to assist children in care. The study is set within a critically reflective perspective, informed by a hermeneutic process that assists in building a deeper understanding of both the notion of resilience and the care system through the lived experiences of practitioners and interpretation of the literature on both topics. An unanticipated finding that emerged from research discussions conducted with practitioners revealed that their experiences of working within the care system created a sense of adversity for them and challenged their resilience, with many parallels between their responses and their observations of the distress and trauma of children in care. The necessity to understand these practitioners? experiences more deeply led to a further exploration of literature that described the impact of working in such adverse settings. This exploration uncovered the notion of vicarious traumatisation, a phenomenon that affects workers who are in continual contact with the trauma of others. An indepth discussion of this concept is provided outlining its relevance to this study. The implications of the impact of the adversity of the care environment on professionals are summarised in the final chapter of the study together with recommendations in the areas of both practice and research.