This study explored the relationship between specific instructional leadership behaviors of elementary principals and student achievement as measured by the Iowa Test of Basic Skills (ITBS). One hundred twenty-five principals were systematically and proportionally selected from Arizona, lowa, and Virginia. Seventy-two percent of the principals met all criteria and agreed to participate. The Measure of Elementary Principal Instructional Leadership Behavior, MEPILB, was developed for eight teachers at each school (total of 576) to indicate those instructional leadership behaviors demonstrated by their principals. Other data collected and analyzed were fourth grade ITBS mean normal curve equivalent, NCE, scores for two years, 1987-88 and 1989-90; percentage of students on free- and reduced-price meals as a proxy measure of socioeconomic status (SES); percentage of Parent-Teacher Association or organization membership as measure of parental involvement; district per pupil expenditures; and several school and principal demographic information. A principal components analysis with varimax rotation was performed on the MEPILB results to determine underlying instructional leadership dimensions. Four factors were revealed with two of those significantly associated with student achievement: monitoring instruction and testing (p < .05), and providing instructional feedback (p < .10). When these variables were added in the full regression model with SES, no significance was found between the two instructional leadership factors and student achievement. SES contributed the largest amount of explained variance to student achievement. The results of this study identified specific instructional leadership behaviors of elementary principals, but these behaviors were not found to significantly contribute to the variance in student achievement. / Ed. D.

Using the Offer Self-Image Questionnaire this study attempted to determine what differences exist between 58 male adolescents in foster care and their peers in the normal population and to establish if there are specific characteristics of the adolescent's background or foster care experience that are related to specific domains of self-image. Characteristics from foster care history included number of placements and length of time at the current placement. The individual background characteristics included were race, educational achievement and age. Foster care youth had lower family self-image and emotional health and higher social self-image when compared to the normative popUlation. When compared separately to the normative population, white youth had higher than normal moral self-image and sexual attitudes and lower scores on family relations and emotional health. Black youth had higher social self-image scores. Lower scores on several domains of self-image were associated with being younger, being white, having lower academic achievement, having more placements, and staying at the current placement for a longer period of time. The implications of these findings for foster care placement decisions are discussed. / Ph. D.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Deaf learners are unique and require special support and assistance. It is apparent in the literature that deaf learners are more exposed to both physical and sexual abuse. The consequences of the latter can lead to emotional problems, for example, enuresis, anxiety disorders, depression, panic attacks, anger outbursts and attention deficits. One of the biggest challenges in the life of deaf learners must surely be communication. Misunderstandings and subsequent frustrations that ensue, normally occur as a result of communication difficulties between deaf learners and the hearing person. From the literature it appears necessary to stimulate the deaf learner's language development as early as possible, as it impacts on several aspects of his/her maturation into adulthood. Communication difficulties can also influence the emotional development of deaf learners. Therapeutic support for deaf learners are a challenge. The therapist that works with the learners should ideally be able to sign. The young deaf learners do, however, not yet have a signing system and consequently communication is problematic. The learners themselves experience frustrations as he/she is not able to express his/her emotions. The objective of this study was to investigate the possibility of developmental play therapy as a psychotherapeutic technique for the treatment of emotional problems in young deaf learners. To some degree, the technique makes it possible for verbal communication between therapist and learners to be replaced by physical contact. The aim of the activities is to take learners back to the early mother-child relationship and for the therapist to model healthy relationships. The research undertaken here is a qualitative case study. It was approached from an eco-systemic perspective, in other words learners are viewed as the core system which, in turn, is part of several other systems for example the family, school, church, community, etc. The systems are interdependent, which means that change in the one system also results in change within the other systems. In the data production video recordings, unstructured interviews, observations and field notes were used. Data analysis was done using the principles of coding. The results of the study show that developmental play therapy is indeed an effective psychotherapeutic technique in the treatment of emotional problems in young deaf learners. It would appear that the technique requires adaptation for deaf learners needs in order to be effective. / AFRIKAANSE OPSOMMING: Dowe leerders is uniek en het spesiale ondersteuning nodig. Uit die literatuur wil dit blyk of dowe leerders meer blootgestel word aan beide fisiese en seksuele mishandeling. Die gevolge van laasgenoemde kan lei tot meer emosionele probleme, byvoorbeeld enurese, angsversteurings, depressie, paniekaanvalle, woedeuitbarstings en aandagafleibaarheid. Een van die grootste uitdagings in dowe leerders se lewe is seker kommunikasie. Misverstande en frustrasies wat daaruit vloei, ontstaan gewoonlik as gevolg van kommunikasieprobieme tussen dowe leerders en die horende persoon. Uit die literatuur blyk dit noodsaaklik om dowe leerders se taalontwikkeling so vroeg as moontlik te stimuleer aangesien dit verskeie aspekte in sy/haar volwassewordingsproses beïnvloed. Kommunikasieprobleme het ook 'n invloed op dowe leerders se emosionele ontwikkeling. Terapeutiese ondersteuning van dowe leerders is 'n uitdaging. Die terapeut wat met die leerders werk, moet verkieslik gebaretaal kan praat. Die jong dowe leerders het egter nog nie werklik 'n gebaresisteem nie en gevolglik is kommunikasie 'n probleem. Die leerders self ervaar frustrasies, omdat hy/sy nie die vermoê het om uiting te gee aan sy/haar emosies nie. Die doel met hierdie studie was om die moontlikheid van ontwikkelende speelterapie as psigoterapeutiese tegniek in die hantering van emosionele probleme by jong dowe leerders te ondersoek. Die tegniek maak dit in 'n mate moontlik om die verbale kommunikasie tussen terapeut en leerders te vervang met fisiese kontak. Die doel met die aktiwiteite is om die leerders terug te neem na die vroeê moeder - kindverhouding en gesonde verhoudings deur die terapeut te modelleer. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in die een sisteem ook verandering in die ander sisteme tot gevolg het. In die data-produksie is tegnieke naamlik video-opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data-analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie wys daarop dat ontwikkelende speelterapie wel In effektiewe psigoterapeutiese tegniek is in die hantering van emosionele probleme by jong dowe leerders. Dit wil voorkom of die tegniek aangepas moet word by dowe leerders se behoeftes om werklik effektief te wees.

Psychologists' diagnostic choices when the specificity of child sexual abuse in a clinical vignette is varied was examined. The degree to which Posttraumatic Stress Disorder (PTSD) was judged to be a viable diagnostic choice among a set of diagnoses was analyzed under conditions with sexual abuse stated, implied, not stated, and excluded. PTSD was rated as more likely for the stated and implied sexual abuse vignettes than for the not stated and excluded vignettes.

A number of authors have suggested recently that the behavioral characteristics and self-perceptions of learning disabled and emotionally disturbed children are so similar as to negate the fruitfulness of trying to differentiate between these two groups. These characteristics are quite similar for the two special education groups when they have been compared independently of each other to regular education students. In order to provide support for these prior studies, the self-concepts and locus of control of 36 learning disabled, emotionally disturbed, and regular education students were compared. A significant difference was found between the LD and RE students in terms of self-concept only. No significant differences were noted between the ED and RE students. These results are discussed in relation to the somewhat conflicting results of prior studies with implications for future research.

To investigate the effects of attribution retraining under conditions of intermittent success and failure, 14 helpless subjects were given 15 days of treatment in one of two procedures. Except for the attribution of all failures to lack of effort in the attribution retraining condition, the two procedures were identical in all respects. After training, both groups showed significant and equivalent improvement in reactions to failure, suggesting that intermittent success and failure increase the persistence of helpless children, rather than attribution retraining as suggested by Dweck (1975). Recommendations included follow-up studies and exploration of the attributional patterns of children under conditions of intermittent success and failure.

"Theory of mind" refers to the competence to understand the mental states of oneself and others, such as perception, emotion, intention, belief, etc. (Baron-Cohen, 2001). Existing literature suggests that the abilities to understand mental states are associated with pretend play behaviors in children. However, the theory theory (Perner, 1991) and the simulation theory (Harris, 2000) have provided different interpretations about their relations because the two theories have different views concerning the cognitive mechanism underlying the development of theory of mind. / Results from the three studies were not in support of either theory fully and consistently. Specifically, the result of Study 1 showed that the children understood the false belief of others before they understood the false belief of oneself's. This result was inconsistent with both theories. Results of Study 2 indicated that children' understanding of false belief was associated only with social pretend play, but not with oneself's pretend play. However, considering the concept of multiple models of representations could be used to explain the relation between pretend play and false belief understanding abilities and has no theory inclination, it could not give evidence to the comparison between the two theories through these ways and results of the relation examination in this study. The results of the intervention study demonstrated that only the training method that involved the discussion of multiple identities of oneself produced significant and positive effect on children's false belief understanding. In brief, the theory theory was considered to obtain stronger support from the present research. / The present research compared the two theories by investigating the relations between children's pretend play and their false belief understanding abilities. Three studies were conducted, that involved preschool children from 3-years-old to 5-years-old from a remote area in the eastern part of China, to address three questions on that the two theories pose different predictions. The first question was concerned with whether or not there IS a developmental sequence between understanding the mental states of oneself and understanding others' (Study 1). The second question was about whether or not the abilities to understand mental states are associated with oneself's pretend playas well as with social pretend play (Study 2). The third question was related to whether or not two types of social pretend play interventions that were designed based on the two theories respectively would significantly affect children's competence to understand false belief by comparing the two intervention groups with a control group (Study 3). The intervention method towards the theory theory involved an explicit discussion of multiple identities of oneself whereas the intervention reflecting the simulation theory did not have the discussion. / 董及美. / Adviser: Yu-Jing Ni. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 187-194). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Dong Jimei.

Thesis (doctoral)--Hannover, Universiẗat, Diss., 2005. / Includes bibliographical references (p. 247-261).

No description available.

Orientador: Isaura Rocha Figueiredo Guimarães / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T09:11:55Z (GMT). No. of bitstreams: 1 Figueiredo_AdrianaRocha_D.pdf: 1699932 bytes, checksum: ac3c445b081a7f8bac5347ae0c4f5a73 (MD5) Previous issue date: 2007 / Resumo: Este estudo procurou analisar as questões subjetivas que envolvem a mãe na relação com a criança especial (CE), investigando seus desdobramentos, tanto nas situações difíceis e dolorosas, quanto nas formas amenizadoras e criativas. A pesquisa objetivou esclarecer o encadeamento dosconceitos: mulher-mãe-subjetividade- maternidade-deficiência. Os subsídios teóricos foram desenvolvidos a partir da articulação das raízes da linha psicanalítica de Freud, incluindo expoentes como Winnicott, e mais recentemente, Chodorow, e os conceitos sócio-históricos de Scott, Badinter e Gonzaléz Rey. Empregando a metodologia qualitativa, a pesquisa teve na história oral, coletada em entrevistas, a estratégia de aproximação com 11 mulheres-mães, cujos filhos eram usuários da Clínica de Assistência e Docência da Universidade de Uberaba-MG. Os dados foram coletados durante o segundo semestre de 2005, sendo posteriormente analisados e organizados de modo a constatar relevantes categorias de análise do problema: a) a gravidez como um momento de planos e expectativas da vida feminina; b) o impacto do nascimento da CE como fato doloroso e difícil, havendo a negação de algumas mães, que não acreditaram na deficiência do filho; c) o estado de desamparo materno na busca de um caminho, que as conduzissem a superar a extrema angústia, o abandono e o despreparo, pois não tinham conhecimentos e as informações não eram de fácil acesso; d) reconstrução subjetiva na maternidade especial, cada mãe a seu modo, descobriu formas de enfrentamento da dor, aprendendo, criando inovações, descobrindo caminhos na rotina cotidiana. Ao evidenciar a importância da subjetividade materna para o crescimento de mães e filhos, recomendamos a formação de grupos de apoio na área da saúde e educação, que incluam a noção de ¿cuidados de si¿ para estas mulheres-mães, com trocas de informações e experiências / Abstract: This study aimed to analyze the subjective issues that involve the relationship between mother and child with the special needs (CE), searching for the painfull and hopeless moments in one side and for the healing and creative behaviors in the other. The cluster woman- subjectivity-motherhood CE, is the main goal of this research. The fundamentals are based on the articulation between the roots of Freudian psychoanalytic background, taking authors as Winnicott and Chodorow, and the social concepts of Scott, Badinter and Gonzaléz Reys. Using qualitative methodology, the author accessed 11 mothers of CE whose children were on treatment in the Clinical of the University of Uberaba, where she worked. The data was collected through recording oral histories in interviews. The results could identify some findings that help to explain the problem: a) the pregnancy as a moment of expectations and dreams in the women¿s life; b) the impact of giving birth of a CE as very painful and difficult moment, that some women go through the denial; c) despair of the mother who had no clear knowledge of the disease, no ease information and support to face the routine with the newborn child; d) subjective reconstruction of the motherhood, where the woman has to empty herself first, rebuild the expectation of motherhood and discover paths of successful education for the child. The conclusions focused the importance of the mother¿s subjectivity to overcome the problem and recommended support groups for these mothers in the health and educational sets / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação