Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 123 p. Includes bibliographical references (p. 51-58). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-170). Also available for download via the World Wide Web; free to University of Oregon users.

The role that parenting plays in the development of antisocial behaviour has been, and is still widely researched. International studies on this topic are vast. In South Africa, however, very little has been researched within this area. This study aimed to systematically review literature on the role of parenting in the development of antisocial behaviour. International literature published between 2000 and 2013 was reviewed in order to gain a better idea of the current state of knowledge on this topic. All of the articles included in the review examined some aspect of parenting behaviour, parenting practices and/or parenting styles related to the development of antisocial behaviour, conduct disorder, and/or oppositional defiant disorder. The articles were systematically assessed, and eight themes emerged which include: effective parenting behaviours; the moderating effects of callous unemotional traits on parenting; parental warmth; parental discipline; parental knowledge and monitoring; parental psychopathology; parenting styles; and parenting during infancy.

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Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher's understanding of a learner's behaviour, or the lack thereof, could be accompanied by a host of psychological and social consequences. The focus of this study will be to determine whether teachers understand the need/function of their learners' behaviour in the classroom. A qualitative study will be conducted. The instrument to be employed in the study is a self-constructed questionnaire and focus group interviews to clarify certain responses to the questionnaire. These will be administered to teachers at two mainstream primary schools in Bonteheuwel. Content and thematic analysis will be used to analyse the data. The primary aim of the study is to determine teachers' understanding of their learners' difficult/inappropriate/unacceptable behaviour in the classroom. The understanding of learners' behaviour in the classroom will inform teachers of the intervention strategies and behaviour management programmes to be used. / AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme ervaar, bly die begrip van onderwysers aangaande leerders se onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig van sielkundige literatuur insinieër dat onderwysers se verstaan van hul leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met verskeie sielkundige asook sosiale gevolge. Hierdie studie sal voorts probeer om vas te stelof onderwysers die behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys, asook fokus groep onderhoude, met die doelom sekere response op die vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as die fokus groep onderhoude sal aan onderwysers van twee hoofstroom primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese analise sal gebruik word om die data te analiseer. Die pnrnere doel van die studie sal wees om onderwysers se begrip rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in die klaskamer sal meer lig werp op intervensiestrategieë, asook gedragsbestuurprogramme wat deur onderwysers gebruik kan word.

Orientador: Maria Cristina Pereira Lima / Coorientador: Niura Aparecida de Moura Ribeiro Padula / Banca: Nivea de Macedo de Oliveira Morales / Banca: Flavia Helena Pareira Padovani / Resumo: O presente estudo tem por objetivo geral caracterizar o perfil de superdotados atendidos em um serviço público especializado quanto aos aspectos clínicos e sociodemográficos, avaliando a qualidade de vida. Foram descritas as características sociodemográficas, o desempenho nos testes de inteligência, as coocorrências e os problemas emocionais/comportamentais apresentados pelos superdotados para análise das relações entre essas características e a qualidade de vida. Os superdotados com até 18 anos de idade foram selecionados do Ambulatório de Desvios da Aprendizagem da Disciplina de Neuropediatria do Hospital das Clínicas da UNESP de Botucatu de 2008 a 2014 através do resultado de quoeficiente de inteligência da escala Wechsler de 120 ou mais. Todos haviam sido encaminhados ao serviço por motivo de alteração do comportamento e/ou desvio da aprendizagem e não suspeitavam da superdotação anteriormente à avaliação. Foram utilizados os seguintes instrumentos: A escala Wechsler de inteligência, o protocolo sociodemográfico elaborado para este estudo, a versão brasileira do Inventário de comportamentos para crianças e adolescentes (CBCL) e os Questionários Pediátricos de Qualidade de Vida (PedsQL). A análise estatística foi realizada utilizando-se o programa STATA 10.0. Inicialmente foi feita análise descritiva, com checagem de consistência dos dados e correções, quando necessárias. Estimativas de prevalência foram acompanhadas de intervalos de confiança de 95%, e medidas de tendência central e dispersão foram calculadas. A mediana da idade foi 10 e a média do Quoeficiente de Inteligência Total foi de 129,59. A Escala Total de Problemas Emocionais/Comportamentais se mostrou na faixa Clínica para 51,8% dos superdotados e 66,7% nessa mesma faixa para as Escalas de Internalização. A Dimensão Emocional da Qualidade de Vida foi a que obteve menores escores tanto nas respostas dos superdotados quanto nas dos... / Abstract: The objective of this study is to characterize the profile concerning social demographic and clinic aspects, and to evaluate life quality of gifted students assisted by a specialized service. The social demographic characteristics, the gifted student intelligence tests performance, their previous diagnostics/comorbidities and the behavior/emotional problems were described to analyze the relations among these characteristics and their life quality. The gifted students with 18 years old or less were selected from child neurology outpatient clinic of Learning Deviations (Learning Deviations Ambulatory) of Clinical Hospital of UNESP- Botucatu in the years 2008 to 2014 by Wechsler intelligence scales results above 120. All of them were sent to the service for behavior and/or learning problems and had no suspect of being gifted before the evaluation. The following instruments were used: Wechsler intelligence scale, social demographic protocol elaborated for this study, the Brazilian version of Child Behavior Checklist (CBCL) and of life quality questionnaires: Pediatric Life quality questionnaire (PedsQLTM). The 10.0 STATA Program was used for statistical analysis. Descriptive analysis was made first, with checking of data consistency and corrections when needed. Prevalence estimative was associated of trust intervals of 95% and measures of central tendency and dispersion were calculated. The age median was 10 and the Intelligence Quotient mean 129,59. The Total Emotional/Behavior Problems and Internalization Scales were in the clinical range for respectively 51,8% and 66,7% of the gifted students. The Emotional Dimension of Life Quality showed the lower score for the gifted and their parents. Life Quality was inversely proportional to Executive Intelligence Quotient and Perceptual Organization and was also clinical range of Anxiety/Depression Syndrome from CBCL. The results suggest that life quality can be worse as specific abilities have ... / Mestre

The aim of this thesis was to explore the psychological, political, legal, and parental notions of parental responsibility in Australia. The initial study involved an analysis of Australian print media over a four-year period ( 2001 - 2005 ) and highlighted how the representation of this topic has been weaved into public awareness. Political justifications of such legislation involved positioning parents whose children offend as either ' bad ' parents or parents with poor skills. Once such parents were positioned as problematic then the benefits of the legislation to society, children and the parents was touted. Over the period of the study such representations increased in the Australian print media, with no articles published in 2001 on this topic, and 46 articles relating to parental responsibility by 2005. The first empirical study involved an examination of the effect of the age and gender of the young offender, the type of offence ( property or personal ) and the severity of the offence ( low or high ) on attributions of responsibility to parents and children. Findings suggested that participants ( 93 parents ) view children as mainly responsible when they offend regardless of age ( 10, or 13 years of age ). However, results also indicated that as children mature, their responsibility increases. Parents were attributed significantly less responsibility for their children's offending behaviour, with their responsibility decreasing as their children's age increases. The responsibility of children and their parents also significantly increased as the severity of the offence increased. These findings were replicated in Study 2 ( N = 177 parents ) despite the inclusion of a 16-year-old offender. The older adolescent child was attributed more responsibility than the 10 and 13 year old offender, and the parent was attributed less responsibility for their child's offending. Data from Study 1 and 2 were qualitatively analysed and an analysis of the qualitative components of both studies indicated that parents attributed responsibility to children who were seen to understand issues of right and wrong, or when it was evident that children had planned the behaviour. Parents were attributed responsibility on the basis of their level of surveillance of their children, using supervision and communication to monitor their children appropriately. Inadequate parenting resulted in failure to control and supervise one's children. Parents also employed various justifications to mitigate parents and their children's responsibility, with children's age being used to argue immaturity and therefore diminished culpability. Sixteen-year-old adolescent children were positioned as distinctly different from the two other age groups. / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 94-106).

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 124-136).