Based on hypothesized relations advanced by Cummings and Davies (1995), the current study tests the hypothesis that parental availability and parental control, experienced during middle adolescence, relate to late adolescents' adjustment through influence on their emotional security. The study also examines the role of late adolescents' emotional intelligence and its relationship with parental behaviors, emotional security, and adolescents' adjustment. This study proposes a model of relationships where emotional security and emotional intelligence influence each other and mediate the relationship between parental behaviors and late adolescents' adjustment. Regression analyses show partial support for the hypotheses. / Ph. D.

This thesis examines societal norms and unwritten rules for boys as they mature. It is hypothesized that most boys deal with emotional suppression or dissociation in varying degrees of severity due to traumas during their developmental years. This dissociation creates an inability to express their own emotions adequately and therefore affects their ability to empathize with others. A lack of vulnerability may also be a common challenge among boys society still considers vulnerability weakness. This pattern continues into adulthood and is then perpetuated through posterity and future generations. This thesis explores through a qualitative case study how using art integration in an English classroom, in tandem with teaching a novel written by Patrick Ness and illustrated by Jim Kay, and an emotional education curriculum produced by Yale's Center for Emotions, can give male adolescent students safe opportunities to reassociate with their emotional selves and emotional expressions. Methodologies I used in addition to qualitative case study are interviews of adult men, lyrical sociology in the form of vignettes, and inspiration from an Indigenous methodology of bringing the relationship between researcher and research to the forefront.

Classificationo f individualsa s high and low restrainede aters, accordingt o their relative score on one of the several restraint assessment questionnaires currently in use, has been shown to predicta n anomalouse ating pattern,r eferredt o as counter-regulationo r disinhibition which, appears to be cognitively controlled. Two main sources of cognitive bias which may characterize dietary restraint In female college students have been investigated in this thesis; attentional and memory biases for foodrelated Information. Experiments I-VI assessed selective attention for food-related words. Median split of subjects on scores from a restraint assessment scale yielded contradictory results. When Middle scorers on the restraint assessment scale were excluded from the analyses, It became clear that aftentional biases for food information do not characterize dietary restraint In female college students. Experiment VI replicated this finding In an adolescent population of school girls. However in Experiment III, after consumption of a sweet drink (either high or low calorie), significant Interference effects in colour-narrdng sweet food words emerged for both the high and low restraint groups. The second series of studies examined memory biases for names of foods which are generally considered to be lorbidden' to dieters but which they may still crave. Heightened recall of 'forbidden'f ood words by the high restrainersw as Indicatedi n both ExperimentsV and VI. The dependence of this memory bias upon the subjects knowing that the experiment is concerned With food and eating style was examined in Experiment Vill and the differential effect emerged in both unprimed and primed recall sessions. it was not found In Experiment VII In which subjectsw ere na7ve.T he final study examinedt he effect of self- versus other- referencing during encoding on recall of 'forbidden'and 'healthy'food names by high and low restralners. The experimentsa re discussedi n terms of schematicp rocessingo f emotionally-relevant Information with reference to Beck's Schema Theory of negative affect (1976, Cognitive Therapy and the Emotional Disorders. Int. Uni. Press: NY) and Williams, Watts, MacLeod, & Mathews's model of biased Information processing in emotional disorders (1988, Cognitive Psychology and Ernotional Disorders. Wiley: Chichester). It Is concluded that dietary restraint may be characterized by a memory bias for food names which dieters attempt to avoid. These biases, although statistically significant, were not substantial. it is suggested that future research takes into account the possibility that distinct categories exist within high restraint groups.

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The BarOn EQ-i model of emotional intelligence and Factor 1 of Hare’s Psychopathy Checklist-Revised: Screening Version were used to assess emotional literacy and callous-unemotional traits in sixty female offenders. Findings suggest that female offenders show significant emotional literacy deficits compared to the normal population especially in areas of empathy, social responsibility and interpersonal relationships. This association was examined further in relation to criminal history variables; seriousness and chronicity. Emotional literacy was predictive of criminal history, but not offender type. Contrary to expectations, callous-unemotional traits only showed a few relations to emotional literacy namely, significant correlations between PCL: SV Factor 1 score and aspects of problem solving. Violent offenders with high callous-unemotional traits showed significantly more emotional literacy deficits than non-violent offenders with high callous-unemotional traits, especially in interpersonal and adaptability emotional literacy areas. Interestingly those that demonstrated suicidal ideation regardless of offence type showed the poorest emotional literacy abilities and were more likely to show higher levels of callous-unemotional traits. The implications and recommendations for future research as well as the limitations of the study are discussed.

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This research set out to examine the barriers to a secondary private school in implementing dyslexia-friendly practice and responding to different needs, through an in-depth case study of a girls’ school where this was an acknowledged aim. Data were collected through participant observation, interviews with staff, pupils and other key informants. Adolescent girls were chosen as the focus in relation to issues of self-esteem. Before looking at potential barriers, perspectives of pupils in three different private schools for girls were examined in order to investigate how significant practices designated as dyslexia friendly were in the experience of adolescent girls. This suggested that there was no significant difference in the practices and teaching strategies found helpful by dyslexic or non-dyslexic pupils. What was significant was the strength of reaction to teaching strategies that were perceived as patronising or critical, despite often being intended as helpful. Examinations of teachers’ beliefs about the nature of difficulties showed that even where there appeared to be an interventionist perspective, this was diluted in the case of pupils who did not fit the profile of the ‘right sort of dyslexic’ who would reflect well on staff and school. Three significant barriers to the development of more inclusive practice were identified: the culture of autonomy in the classroom and suspicion of collaborative work; a high level of dependence on ability grouping; lack of consensus over the role of the Special Educational Needs Coordinator (SENCO). Significance of the findings in relation to the current dichotomy in the wider educational setting between league table pressures on one hand and inclusive ideology on the other is discussed and suggestions are made about areas for further investigation.