Loneliness in children has been associated with internalizing symptoms such as shyness, depression, and low self-esteem (Brage, Meredith, & Woodward, 1993; Renshaw & Brown, 1993; Rubin, LeMare, & Lollis, 1990) and externalizing symptoms such as aggression (Coie, Dodge, & Coppotelli, 1982; Cassidy & Asher, 1992; Dobson, Campbell, & Dobson, 1987). The later outcomes of both of these kinds of internalizing and externalizing symptoms include school withdrawal, criminality, and victimization (Rubin, 1985; Parker & Asher, 1987). We know that children who rate themselves lonely tend to be rejected by peer groups. We also know that children who are rejected by peer groups lack social skills. Thus, one might speculate that there is a relationship between perceived loneliness and level of social skills. Given the evidence for the implications of loneliness, this study compared self-reports of loneliness and social skills between learning disabled students. A sample of 31 learning disabled students was matched with 31 regular education students on gender, age, grade, and ethnicity. The participants were enrolled in six schools in two small rural Kentucky counties in the United States. As predicted, the learning disabled group showed a higher mean than the regular education group, with a one-tailed independent samples t-test indicating significance between mean group differences on the Illinois Loneliness and Social Dissatisfaction Scale (ILSDS). The second hypothesis explored mean group differences on the Social Skills Rating System (SSRS) and the learning disabled group showed a statistically lower mean on their self-ratings of social skills than the regular education group. Neither group showed a significant correlation between loneliness and social skills. Results were discussed in terms of methodological limitations and the need for additional research.

Thesis (M.A.)--University of Wisconsin, 1973. / Title from title screen (viewed Nov. 15, 2007). Includes bibliographical references (leaves 151-155). Online version of the print original.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.A.)--University of Wisconsin, 1973. / Includes bibliographical references (leaves 151-155).

Thesis (M.S.)--Rowan University, 2004. / Typescript. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The diagnosis and management of patients requires professional know-how or medical craft knowledge. To explain how this knowledge is acquired, this research asked 'How do medical experts pass on their craft?' Other questions arose through successive data collections and progressive focusing on what medical experts did well in their work and teaching. The programme comprised: pilot interviews with three expert physicians; a case study in a hospital medical unit; and paired consultant/SHO interviews. Participant observation, interviews, and expert-novice comparisons explored clinical work, teaching, and learning in apprenticeship. Data analysis of participants' responses and ward round discussions allowed identified categories to cluster within three inter-related constructs instrumental to the acquisition of medical knowledge: gaining experience in the experiential process of clinical practice (1); and the products of experience which manifest as experts' clinical expertise (2) and teaching/learning expertise (3). These constructs can be located within a model of apprenticeship based on Spady's (1973) analysis of authority in effective teaching containing two frames of reference: the social, 'traditional-legal'; and the individual, 'expert-charismatic'. The medical apprenticeship is associated with similar perspectives: the 'traditional-experiential' represents the professional process of learning through patient care with its infrastructure of clinical methods in presentation, discourse, and commentary; and the 'expert-charismatic' represents clinical and teaching expertise coupled with vocational enthusiasm. Experienced experts synthesised two repertoires of knowledge and skills derived from the craft knowledge of medicine and pedagogy, respectively. Both crafts are required for effective clinical education. While apprenticeship accommodates a range of teaching/learning experiences, in postgraduate education experts pass on knowledge through the deliberate engagement of junior doctors in diagnosis and management. The skills involved in this process were largely unrecognised by most senior and junior doctors and were not perceived as 'clinical teaching' although learning was structured through service-based work.

One hundred seventy-nine occupational therapists (OTs) responded to a survey regarding their interests and attitudes toward animal assisted therapy as a treatment modality. It was found that most of the practitioners would be interested in learning more about animal assisted therapy and most felt it is a valid treatment modality to be used by occupational therapists. Furthermore, the most common answer to the question "why would you not be interested in participating in an AAT program," was "I feel I don't know enough about it". It was also found that therapists' most commonly selected patient goals for AAT were in the realm of mental health, whereas the least mentioned goals were more physically based goals. Further, a recommendation was made to educate OTs regarding the uses and benefits of AAT through more research, continuing education programs on AAT, publications in professional journals, and media awareness.

A study of two hundred and fifty (250) public school teachers employed in a partial regional school district was conducted in order to examine their attitudes toward various forms of parent participation with the schools. Teachers were asked to respond to a fifty (50) statement survey investigating seven categories of parent involvement. These categories included: parent and teacher relationships; parents as supporters; parents as an audience; parents as decision makers; parents as advocates; parents as tutors for their children; and parents as learners. The purpose of the study was to determine if any differences in attitude existed among these teachers concerning parent participation in the schools. Comparisons were made among the teachers according to grade level, educational background, age, family status, formal training for parent involvement, years of service, and gender. Several interesting patterns emerged from this investigation. The results indicated that there are significant differences among teachers at the elementary, junior high, and high school levels toward parent involvement with the schools. Elementary school teachers revealed more positive attitudes toward parent involvement than junior high and high school teachers in the areas of parent and teacher relationships, parents as supporters of the schools, and parents as tutors assisting their children with school related activities. Significant differences surfaced between elementary school and the junior high teachers concerning parents as an audience for school activities. High school and junior high teachers disagreed concerning the role of parents as learners in the schools. Other factors also influenced teacher attitudes toward parent participation. A significant difference surfaced between teachers who had received training for parent involvement activities and those who had not participated in any training programs. Teachers who are parents also held views that differed from those who are not parents concerning parent involvement. Examination of the teacher responses by gender revealed that the attitudes of male and female teachers differed concerning parent participation with the schools. Age, years of experience, and educational background did not significantly affect the attitudes of the teachers toward parent involvement with the schools.