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The purpose of this study was to investigate the relationships between two constructs: principled moral judgment and ego identity status. At issue was whether individuals measured to have different ego identity statuses differed systematically in terms of principled moral judgment as had been previously found in the literature. The hypotheses that were tested were a) the use of principled moral judgment is different among individuals having different ego identity statuses, and b) high ego identity individuals are higher in principled moral judgment than low identity individuals. Research regarding gender differences in moral development during the past decade warranted the further study of these two constructs, particularly because earlier research had formed the basis of existing theory. Principled moral judgment was measured by the Defining Issues Test (Rest, 1979), and ego identity status was measured by the Revised Extended Objective Measure of Ego Identity Status (Bennion & Adams, 1986). Analysis of variance was used to analyze the data. The sample was drawn from a population of residential senior-status men and women at a small, four-year public college in the southeastern United States. Instruments were distributed and collected in the residence halls through the efforts of a peer student group over a three and one-half week period. The findings revealed that there were no differences in principled moral judgment among individuals having different ego identity statuses. There were no differences in principled moral judgment between men and women with different ego identity statuses. High ego identity individuals did not have higher principled moral judgment scores than low ego identity individuals. / Ed. D.

The purpose of this study was to investigate the relationship of gender and gender-role orientation, defined as levels of instrumentality and expressiveness, to Eriksonian ego identity achievement in young adults. Erikson's theory of psychosocial development was the theoretical framework for the study. It was hypothesized that a regression model can predict ego identity from the independent variables of instrumentality, expressiveness, gender, self-esteem, age, intergenerational intimacy, significant other intimacy, intergenerational fusion-individuation, intergenerational intimidation, and significant other fusion-individuation. The sample consisted of 156 college students, 73 males and 83 females. Respondents ranged in age from 19 to 25. Ego identity achievement was defined as the respondent's score on Rasmussen's Ego Identity Scale (Rasmussen, 1961). Instrumentality and expressiveness were operationalized as scores on the Instrumental (M) Scale and the Expressive (F) Scale of the Personal Attributes Questionnaire (Spence & Helmreich, 1978). Self-esteem was operationalized by scores on the Rosenberg Self-Esteem Scale (Rosenberg, 1979). The three individuation variables and the two intimacy variables were operationalized by five subscale scores of the Personal Authority in the Family System Questionnaire, Version C (Williamson, Bray, Malone, 1984). Based on the results of stepwise multiple regression analysis the null hypothesis was not accepted. Instrumentality was the strongest predictor of ego identity achievement level. Self-esteem, significant other fusion-individuation, gender, intergenerational fusion individuation, and significant other intimacy were also significant predictors of ego-identity achievement. Males reported significantly lower ego identity scores than females. Individuation from parents and significant other predicted identity achievement. Results of the investigation did not support the thesis that the psychological meaning of identity is defined by intimacy issues for females and individuation issues for males. / Ed. D.

This study examined the nature and prevalence of ego strength among early adolescent learners in grade nine attending an independent school. An in-depth literature review was conducted in order to explore the role and theories of ego development. Thereafter, theories and key aspects of various dimensions of adolescent development were highlighted. The empirical investigation included both quantitative and qualitative research methodology. A questionnaire was administered to one hundred and ten grade nine learners in order to obtain a broad measure of the respondents' ego and superego strength. Thereafter, two learners were selected in order to explore their experiential life worlds. The findings of the empirical investigation were compared with information that emerged from the literature study. The study was concluded by offering recommendations to parents, educators and professionals working in the field of psychology of education in empowering them in addressing the phenomenon of ego development among early adolescent learners. / Educational Studies / M. Ed. (Guidance and Counselling)

Children exhibit neotenous, or physically immature, features, such as a large rounded head relative to body size, adult-sized eyes, round cheeks, a small chin, and a short narrow nose. Bowlby (1969) and others (Eibl-Eibesfeldt, 1989; Hrdy, 2005) propose that, in species whose young depend on care from an adult, these features could enhance offspring survival. Lorenz (1943) argued that adult humans are particularly attracted to these features, and that these characteristics, which he termed Kindchenschema or “baby schema,” trigger a cognitive system that processes and reacts specifically to infantile features for the purpose of enhancing motivation to engage in caretaking behaviors. The goal of the studies proposed here is to examine the behavioral, attentional, and emotional effects of baby schema. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

This study examined the nature and prevalence of ego strength among early adolescent learners in grade nine attending an independent school. An in-depth literature review was conducted in order to explore the role and theories of ego development. Thereafter, theories and key aspects of various dimensions of adolescent development were highlighted. The empirical investigation included both quantitative and qualitative research methodology. A questionnaire was administered to one hundred and ten grade nine learners in order to obtain a broad measure of the respondents' ego and superego strength. Thereafter, two learners were selected in order to explore their experiential life worlds. The findings of the empirical investigation were compared with information that emerged from the literature study. The study was concluded by offering recommendations to parents, educators and professionals working in the field of psychology of education in empowering them in addressing the phenomenon of ego development among early adolescent learners. / Educational Studies / M. Ed. (Guidance and Counselling)

The study was exploratory in nature, with 62 adult participants participating in this research. The aim of the study was to determine the level of ego impairment, if any, among a group of patients diagnosed with Bipolar Disorder. The data obtained from this sample was subjected to the Rorschach-based Ego Impairment Index-2 (EII-2). An in-depth analysis of the composite variables of this index was performed, allowing a comprehensive grasp of the implications of ego impairment in everyday functioning. The study was conducted in order to ascertain the nature of the psychological dynamics at play amongst this population group. The value of using the EII-2 is seen in its ability to establish various strengths and weaknesses in areas of ego functioning that are a core component of the personality, rather than behavioural manifestations that are sporadic and subject to change. Thus the results will reflect traits that are enduring and fundamental when considering the personality. In addition, the areas of psychological functioning that were determined were linked to the current conceptualisation of Bipolar Disorder, which, at present, is primarily conceived of as a biological disorder. The results of the EII-2 yielded from this sample indicated an overall moderate ego impairment falling within the moderate range, indicating that for this population, an impairment of ego was evident. Particularly, the domains of reality testing, cognitive functioning and object relatedness seemed to be most impaired. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / Unrestricted

Professional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCs‟ social-cognitive development to their levels of ethical and legal knowledge and locus of control orientation. The three constructs and instruments investigated in this study were: (a) social-cognitive development (ego development; the Washington University Sentence Completion Test [WUSCT]; Hy & Loevinger 1996), (b) Ethical and Legal Knowledge (the Ethical and Legal Knowledge in Counseling Questionnaire-Revised [ELICQ-R]; Lambie, Ieva, Gill, & Hagedorn, 2010), and (c) Locus of Control (the Adult Nowicki-Strickland Internal External Scale- College [ANSIE-C]; Nowicki & Duke, 1974; the Work Locus of Control Scale [WLCS]; Spector, 1988). The findings from this investigation contribute to the school counseling and counselor education literature. The sample size for this study was 301 certified, practicing school counselors (elementary school, middle school, high school, and multi-level) in five states (Colorado, Florida, Maine, Maryland, and New Mexico) across the country. The participants completed data collection packets including a general demographic questionnaire, the WUSCT (Hy & Loevinger 1996), the ANSIE-C (Nowicki & Duke, 1974), the WLCS (Spector, 1988), and the ELICQ-R (Lambie, et al., 2010). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) simultaneous multiple regression, (c) Pearson productmoment (2-tailed), and (d) Analysis of variance (ANOVA). The primary research hypothesis was that practicing school counselors‟ social-cognitive development scores would contribute to their locus of control orientation and their levels of iv ethical and legal knowledge. The statistical analyses identified several significant findings. First, the path analysis model testing the contribution of school counselors‟ social-cognitive development to locus of control and ethical and legal knowledge did fit for these data. Specifically, the results indicated that school counselors‟ social-cognitive development contributed to their ethical and legal knowledge (less than 1% of the variance explained) and to locus of control (14% of the variance explained) in the model fit for these data. In addition, locus of control contributed to school counselors‟ ethical and legal knowledge (2% of the variance explained). Implications for professional school counseling and counselor education are presented, along with areas for future investigation.

Esta pesquisa teórica surgiu do interesse em estudar a paixão, especialmente no seu sentido pático. Partimos da sua etimologia originada do termo páthos da Grécia Clássica que tem o sentido de passividade e sofrimento e é igualmente o radical de patologia. Utilizamos a metapsicologia freudiana para estudar alguns dos destinos marcados pelos aspectos patológicos da paixão, começando com a ideia de que no apaixonamento o objeto é colocado no lugar do ego ideal do sujeito, lhe caracterizando uma dinâmica psíquica particular. Concluímos que pode haver três tipos de paixão: aquela que dá lugar ao amor (enamoramento), aquela que termina sem maiores danos, por autocombustão (arrebatamento) e a paixão patológica, cujo destino é ficar aprisionado à fixidez, ao excesso, ao sofrimento. Nos detivemos nesse terceiro tipo de paixão, pesquisando alguns dos seus desdobramentos: o narcisismo patológico, a melancolia, a negação da alteridade, a alienação e o fetichismo. / This theoretical research came from the interest in studying love passion, mainly in its páthic sense. Starting with its etymology from Classic Greeks word páthos which means passivity and suffering and is also the root of pathology, we used Freudian metapsychology to study some of love passion destinies related to its pathologycal aspects, beginning with the idea that in it, the object in put on the subjects ideal ego. This gives passion a particular psychic dynamic. We concluded that may there be three kind of love passion: one that gives place to love (endearment), one that finishes with no great damages by self-combustion (catchment) and pathological passion, which destiny is to be prisoner of fixation, excess, pain. We tarried on the third kind of love passion, researching some of its consequences: pathological narcissism, melancholy, lack of otherness, alienation, fetishism.

Serious efforts must be made to combat the high accident rate on the roads in the Republic of South Africa. The same spirit which exists in the field of medicine when there are evidences that an epidemic is beginning to take its toll, must come into being amongst those who are concerned with traffic and its problems. The public itself needs to become more aware of road safety. Many associations and institutions have been created to assist with the inculcation of the road safety ideal. The National Road Safety Council, which creates opportunities for investigation into aspects of road safety must continue to expand its sphere of influence. The research project contained on the following pages represents an attempt to contribute to the human factor in traffic safety, particularly by making a closer study of the driver of the motor vehicle. The writer is concerned with the carnage that is caused by road accidents. His previous study of personality and particularly of the projective techniques of assessment has prompted a consideration of the problem.