Thesis--M. Phil., University of Hong Kong, 1985.

published_or_final_version / Philosophy / Master / Master of Philosophy

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 47-51).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 116-141).

The aim of this study was to determine the impact of callous-unemotional (CU) traits on treatment outcomes and processes in a 10-week behavioural parent training intervention with young boys referred for conduct problems (n=55, mean age 6.29 years). The study represents the first investigation of this risk factor in an early intervention trial, and extends the body of research examining the predictive utility of childhood CU traits in relation to subsequent antisocial behaviour. As predicted, CU traits were associated with greater conduct problems at pre-treatment, and these traits were related to poor treatment outcomes at 6-month follow-up even when controlling for baseline conduct problem severity. Consistent with the low levels of fearful inhibitions characteristic of the CU temperament, the behaviour of boys with high CU traits was less responsive to time-out discipline than that of boys without CU traits. Boys with high levels of CU traits also reacted with less affect to this discipline. The effects of CU traits on treatment outcomes and processes were not related to differences in treatment implementation by parents. These findings provide evidence that conduct problems in boys with CU traits are less responsive to changes in parenting processes than those of boys without these traits, and present important implications for the role of child temperament in the treatment of conduct problems.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Student discipline has been issue for higher education administrators in the founding of college campuses. Today’s student conduct administrator is faced with complex issues that require an understanding of the legal requirements of due process while supporting the education mission of the institution. However, little research has addressed student conduct administrators as professionals and no research has explored their decision-making process. This qualitative study examined eight student conduct administrators and how they make decisions in their positions through the concepts of justice and care. These individuals were employed at large public research institutions at mid-level, working full time in student conduct. In-depth interviews were utilized to collect data that were categorized and evaluated through the lenses of justice, based on the framework of Kohlberg, and care, based on the framework of Gilligan. The findings indicated that student conduct administrators used both justice and care in their decision making. Justice was seen primarily through the findings phase of the student conduct process, when a student conduct administrator must determine whether the student code of conduct has been violated. Care was seen primarily through the sanctioning phase, when a student conduct administrator must decide what outcome should occur if the student has violated the code of conduct. The findings suggest that gender had no impact on the use of justice and care, as all participants used both concepts.

No description available.

Thesis (Ph.D.)--California Institute of Integral Studies, 2006. / Adviser: Yi Wu. Includes bibliographical references.

Thesis (Ph. D.)--University of New South Wales, 2004. / Also available online.