This thesis explores preschoolers' use of causal-associations (associations between specific instrument and effects) and causal relations incorporating knowledge of transformation from initial to final states. Gelman, Bullock and Meek (1980) claimed that preschoolers use causal relations. However, in their study it was possible to make correct choices using causal-associations. Therefore, in Experiments 1 and 2 tasks were designed to distinguish between use of the two relations. Preschoolers made inferences about instruments which could produce the transformations depicted within event sequences (based on those used by Gelman et al.). Performance on tasks requiring selection of causal relations was significantly worse than performance on tasks where causal-associations could be used. Two methods of reasoning, Relational (causal) and Associative- Causal Matching, were identified. Modified versions of the tasks in Experiment 1 were used in Experiments 3, 4 and 5. Four-year-olds were more proficient at using Relational Methods than 3-year-olds although both ages demonstrated the ability to use this method. In Experiment 6 children had to construct sequences. Three-year-olds preferred associative constructions to causal ones. This preference may have influenced their performance in the previous experiments. Experiments 1, 2, 3 and 5 incorporated sequences with compound end-states (e.g. wet and broken cup). Three-year-olds clearly preferred to focus on just one of these attributes, chosen on the basis of salience. This preference evidently contributed to their lower scores throughout these experiments. However, even when relative salience was controlled (Experiment 7) or when single attributes were used (Experiment 4) 3-year-olds' performance was worse than 4-year-olds' in terms of choices based on causal relations. These experiments indicate that preschoolers use both Associative-Causal and Relational Methods. There is evidence for a shift from a preference for judgements based on associative relations to a preference for causal relations between 3 and 5 years. The ability to deal with compound features also appears to develop over the preschool years.

The existing literature on adaptation to childhood cancer is integrated within the stress and coping paradigm (Lazarus & Folkman, 1984) to demonstrate its functional utility. The coping resources (i.e. psychological and social resources) and coping efforts of 21 children (9 male, 12 female) diagnosed with cancer were assessed and compared with standardized norms. Within-group differences were explored as the cancer sample was subdivided by stage of therapy (i) newly diagnosed, (ii) currently in treatment, and (iii) off treatment. Results suggest that children with cancer differed significantly from typical children on measures of coping effort (Coping Inventory) in that they demonstrated relatively more adaptive and efficient coping behavior as compared to their normative peers. Children with cancer differed slightly from typical children on measures of psychological resources (Assessment of Coping Style) such that they utilized a slightly more restrictive style of coping. Children with cancer did not differ significantly from normative children on measures of social resources (Social Support Scale for Children). The data are analyzed and discussed with reference to mediating factors including developmental stage, gender, and stage of illness.

Thesis (Ph. D.)--Columbia University, 1942. Published also as Teachers college, Columbia University, Contributions to education, no. 874. / Vita. Bibliography: p. 107.

M.A. (Psychology) / Please refer to full text to view abstrac

In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation

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This study was an investigation of the relationship between the self-concepts of hearing-impaired children and the self-concepts of normal hearing children. Sixty-four hearing-impaired children and nineteen normal hearing children were given the Primary Self- Concept Inventory, the Piers-Harris Children's Self-Concept Scale, and were rated by a teacher using the Bristol Social Adjustment Guide. The differences between means were analyzed and tested for significance. It was concluded that there is no difference between the self concept of the hearing-impaired child and the self-concept of the normal hearing child. It was further concluded that the instruments currently available for measuring self-concept are poor and inadequate. Further research on the self-concept of the hearing impaired child was recommended.

Utilizing a collective case study design, I examined and described the filial therapy (FT) process and adaptations discovered to be necessary and unnecessary in working with families who have a child with a life-threatening illness in the hospital setting. Data from a total of 7 parents was utilized, including those who terminated early, in order to gain a greater understanding of adapting FT for families who have a child with a life-threatening illness and their participation patterns. The parents attended 10 one- to two-hour FT sessions. The data was analyzed to examine for themes, patterns and relationships intrinsically with each case participant, as well as across cases. Analysis indicated that parents with a child with a life-threatening illness had great difficulty committing to attend FT; and a high rate of attrition occurred for those who did commit. A theme regarding flexibility was found to be of eminent importance in a variety of manifestations including therapeutic methods, session format, location and time of sessions, and intense vs traditional FT. Therapeutic adaptations in flexibility found to be important including openness to cathartic and personal parenting sessions, tolerance of forgetfulness, and lowering typical therapeutic concerns of dependency in the relationship. An inability for parents in this situation to benefit from intense FT methods was also noted. Changes noted in the child of focus included increased confidence, increased cooperation in the medical setting, increased communication with the parent and with medical staff regarding medical issues, and increased communication with the parent regarding personal feelings and issues. Changes noted in the parents included increased confidence in parenting skills, increased awareness of the child's perceptions of the environment, increased tolerance in allowing the child to struggle in and out of the medical setting, with both emotional and physical pain in order to gain coping skills, increased ability to allow the child to empower self, and increased abilities in limit setting.

Object representations of sexually abused girls were compared to those of a clinical control group with no history of maltreatment. In addition, girls subjected to sexual abuse by itself were compared with girls who were sexually abused in conjunction with physical abuse and/or neglect (i.e., multiply abused). TAT stories were analyzed using the Object Relations and Social Cognition Scale which assesses four dimensions of object relations. It was hypothesized that sexually abused children would manifest more general and highly pathognomic impairment than controls along four dimensions of object relations. It was also hypothesized that multiple abuse would be associated with more general and highly pathognomic impairment in object relations than sexual abuse by itself.