The literature indicates that, in comparison to children of other ethnic minority groups, Native American children may be at greater risk for a variety of emotional and behavioral Ill disorders and negative psychosocial conditions. Many may also struggle to resolve issues related to cultural identity. Understanding how Native American children and families relate to the cultures within which they live is a critical aspect of preventing and treating childhood mental disorders. Although Native children and families face persistent social pressure to adapt to a multicultural world, no systematic research exists examining the relationship between families' experience of acculturation and their children's social, emotional, and behavioral functioning. This study described features of acculturation among Native American children and families, and explored the relationship between these cultural features and children's functioning. The study relied primarily upon the perceptions of 186 children and parents from an American Indian tribe of the southwestern United States, each reporting on their own traditionalism, and their perceptions of the child's social-emotional competencies and problems. Child and parent perceptions were augmented by parent report of other family characteristics. Consistent with the literature, factor analytic and psychometric findings indicated that traditionalism is a multidimensional construct that can be measured reliably among children and adults. These findings are especially significant because few psychometrically adequate instruments exist to assess traditionalism or acculturation among Native American children. Few relationships were found between child emotional and behavioral problems and acculturation. A consistent pattern of relationships indicated an association of parent- and child-reported traditionalism with lower perceived levels of child social and behavioral competencies. Exceptions to this pattern included the tendency of children to see themselves as more socially competent if they were involved with traditional ceremonies. Parent reports indicated an association between biculturalism and positive perceptions of child competencies. These findings must be cautiously interpreted in conjunction with the specific cultural and historical context of these families. Characteristics of the data placed some limits on multivariate analyses, and most study findings should be viewed as exploratory. Recommendations are included for further research required to adequately understand relationships between family acculturation and child functioning.

The current study examined the relations between parental and relationship functioning and infant social-emotional functioning, with an emphasis on the differential predictive power of mothers and fathers. This is the first study to examine certain specific predictors of parent functioning: parental alliance, parental identity, relationship adjustment and relationship conflict in an infant sample during the transition to parenthood. Results indicated that fathers’ functioning better predicted infants’ dysregulatory problems, while mothers’ functioning better predicted infants’ internalizing problems. Specifically, fathers’ functioning predicted negative emotionality and eating problems in their infants, while mothers’ functioning predicted general anxiety and separation distress in their infants. Results also showed that several combinations of differential predictive power (e.g., the highest functioning parent vs. the lowest functioning parent) were not significant predictors of difficulties in their infants, indicating that the impact of one parent does not depend on the functioning of the other. Important theoretical implications based on the gender differences in predictive power found, as well as the lack of contextual effects found in the present sample, are discussed.

This study investigated the mental health of high school students enrolled in the International Baccalaureate (IB) High School Diploma Program (n =139) in a large, southeastern high school. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self-efficacy) and negative indicators (psychopathology) indicators of adolescent social-emotional and school functioning. Findings from this study include that IB students perceive more stress than their general education peers, yet maintain mental health that is equivalent or superior to that of their general education peers. The role of coping in predicting mental health outcomes in IB students was also investigated. Findings indicate that specific coping styles are differentially related to mental health outcomes in this sub-population of adolescents. Furthermore, coping styles moderate the influence of stress on global life satisfaction and internalizing psychopathology. These findings suggest that participation in the academically rigorous and time-intensive IB program is not harmful to the mental health of high school students, and in fact may be beneficial, as evidenced by the superior academic functioning of students in the IB program.

English: At DISA-clinic the researcher found that young women between the ages of 16 and 25 are faced with various sexual problems. As a result the aim of this study was to explore the socio-emotional influence of sexual problems on young women. For the purpose of this study an exploratory research design was used because little information was found on the socio-emotional influence of sexual problems on young women in available literature. A contribution can be made through exploring the socio-emotional influence that sexual problems have on young women. Sexual problems for the purpose of this study were organised in three main groups: Sexual dysfunctions; these include Dyspareunia, Vaginismus, Anorgasmia. Unintended pregnancy; these include abortion, adoption, early parenting. Sexually transmitted diseases and sexually related diseases; these include HIV infection and AIDS, Gonorrhea, Syphilis, Herpes. It was essential in this study to use a qua I itative research approach because the researcher wanted to explore the socio-emotional influence of sexual problems on young women and formulate a holistic understanding of this phenomenon. This qualitative study consequently presented the reader with an understanding of the socio-emotional influence that sexual problems have on young women. The data collection method which was used is document study. In this study personal letters of young women received between June 2002 and February 2003 were included. The researcher gathered one hundred and fifteen personal letters of young women that fitted the sample criteria. Seven main themes and related themes were identified in the personal letters and the researcher analyzed the information according to Creswell's spiral model. After these themes were identified it can be emphasised that there is definitely a sense of similarity between the influence of the three main groups of sexual problems on the socio-emotional functioning of young women. Consequently the researcher states that from the above seven themes that were identified, it became clear that various sexual problems influence young women's socioemotional functioning in a similar manner. Further research on preventing the rising statistics of sexual problems under young women is recommended. / Afrikaans: Die navorser het by DISA-kliniek gevind dat jong vrouens tussen die ouderdom van 16 en 25 gekonfronteer word met verskeie seksuele probleme. Gevolglik is die doel van die studie om die sosio-emosionele invloed van seksuele probleme op jong vrouens te eksploreer. Vir die doel van hierdie betrokke studie is 'n eksplorerende navorsingsontwerp gebruik omrede min informasie gevind is ten opsigte van die sosio-emosionele invloed van seksuele probleme op jong vrouens in beskikbare literatuur. 'n Bydrae kan gemaak word deur die sosio-emosionele invloed wat seksuele probleme op jong vrouens het, te eksploreer. Seksuele probleme is vir die doeleindes van die studie in drie hoofgroepe georganiseer: Seksuele disfunksies; wat insluit Dyspareunia, Vaginismus en Anorgasmia. Onbeplande swangerskappe; wat insluit aborsie, aanneming en vroee ouerskap. Seksueel oordraagbare siektes en seksueel verwante siektes; wat insluit MIV infeksie en VIGS, Gonorrhea, Sifilis en Herpes. Dit was essensieel in die studie om 'n kwalitatiewe navorsingsbenadering te volg omrede die navorser die sosio-emosionele invloed van seksuele probleme op jong vrouens wou eksploreer en 'n holistiese begrip van die betrokke fenomene wou kry. Die kwalitatiewe studie verskaf die leser gevolglik met 'n begrip van die sosio-emosionele invloed wat seksuele probleme op jong vrouens het. Die data-insamelingsmetode wat gebruik is, is dokumentanalise. In die studie is anonieme, persoonlike briewe van jong vrouens ingesluit wat tussen Junie 2002 en F ebruarie 2003 ontvang is. Die navorser het een honderd en vyftien briewe van jong vrouens volgens die vasgestelde steekproefkriteria geselekteer. Sewe hooftemas en verwante temas is geidentifiseer vanuit die anonieme persoonlike briewe en die navorser het die data volgens Creswell se spiraal model geanaliseer. Na identifisering van die temas kan klem daarop geplaas word dat daar definitief 'n ooreenkoms bestaan tussen die invloed wat die drie hoofgroepe seksuele probleme op die sosio-emosionele funksionering van jong vrouens het. Gevolglik maak die navorser die aanname dat vanuit die geidentifiseerde sewe temas, dit duidelik is dat verskeie seksuele probleme 'n soortgelyke invloed op die sosio-emosionele funksionering van jong vrouens het. Verdere navorsing op die voorkoming van die stygende statistieke van seksuele probleme onder jong vrouens, word aanbeveel. / Dissertation (MSD (Play Therapy)--University of Pretoria, 2003. / Social Work and Criminology / MSD (Play Therapy) / Unrestricted

The purpose of this study was to identify school-based practices that lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth endorse as ways for high schools to provide social, emotional, and academic support to LGBTQ youth. A diverse sample of LGBTQ high school students (N = 18) from one large urban school district in a southeastern state participated in individual semi-structured interviews and/or small group brainstorming sessions. Eleven individual interviews were conducted to gather detailed accounts of a) supportive behaviors and policies that youth had experienced in their schools, as well as b) supportive behaviors and policies that were suggested as desired supports that had not actually been experienced. Participants' sentiments were coded based on the source of support (i.e., teachers, school mental health providers, administrators, policies, resources), nature of support (i.e., proactive, reactive), and social context of the support (i.e., impacting single students through one-on-one setting, impacting more than one student or groups of students). Three brainstorming sessions that included a total of 13 students were conducted to gather additional ideas from youth on ways for schools and school staff to provide support. Frequency counts of individual interview data indicated that teachers provided more experienced and desired supports than any other school-based source of support. Of the desired supports that participants had not actually experienced, Proactive Supports Impacting Groups were the most frequently described Support Type for teachers, school mental health providers, and administrators. Content Themes emerged within Support Types (e.g., Proactive Support Impacting Individuals, Reactive Support Impacting Groups) capture sentiments that were shared across multiple participants' responses. Data from interviews and brainstorming sessions were also analyzed together through a constant-comparative reduction process, resulting in 162 Specific Educator Behaviors/Policies corresponding to 8 Big Ideas of school-based supports for LGBTQ high school students: (1) Using Respectful Language and Interactions with Students; (2) Providing Comfort, Assistance, and Advice Matched to Student Needs; (3) Facilitating Connections with Community Supports; (4) Providing LGBTQ-Related Materials and Information; (5) Allowing and Supporting School-Based GSA and Pride Activities; (6) Addressing Professional Development, Human Resources, and School Culture Related Issues; (7) Implementing Policies that Address Bullying and Harassment of LGBTQ Students; and (8) Implementing Policies that Respectfully Account for Students' Diversity.) Pragmatic implications for teachers, school mental health providers, and administrators are discussed.

Text in English / This study examined the effects of childhood sexual abuse on the emotional functioning of adult female survivors and the impact on their relationships with their spouse I partner and child I children. Literature reveals that sexual abuse has negative long-term effects on adult survivors, including psychological impairments. To study this phenomenon, a psycho-educational perspective was utilised. A clinical, judgmental sample of sixteen adult female survivors who attributed their current difficulties and problems to their childhood sexual experience was selected and an in-depth qualitative study was undertaken. The Emotions Profile Index Personality Test, a Questionnaire and an Interview were used to determine the present emotional functioning of the survivors and the impact on their relationships. The conclusions reached were that childhood sexual abuse had a detrimental effect on the emotional functioning of survivors and this impacted negatively on their relationships with their spouse I partner and child I children. / Psychology of Education / M. Ed. (Psychology of Education, with specialisation in Guidance and Counselling)

Objective: Binge-eating disorder (BED) is characterized by recurrent episodes of binge eating and is associated with eating disorder and general psychopathology and overweight/obesity. Deficits in cognitive and emotional functioning for eating disorders or obesity have been reported. However, a systematic review on cognitive and emotional functioning for individuals with BED is lacking. Method: A systematic literature search was conducted across three databases (Medline, PubMed, and PsycINFO). Overall, n = 57 studies were included in the present review. Results: Regarding cognitive functioning, individuals with BED consistently demonstrated higher information processing biases compared to obese and normal-weight controls in the context of disorder-related stimuli (i.e., food and body cues), whereas cognitive functioning in the context of neutral stimuli appeared to be less affected. Thus, results suggest disorder-related rather than general difficulties in cognitive functioning in BED. With respect to emotional functioning, individuals with BED reported difficulties similar to individuals with other eating disorders, with a tendency to show less severe difficulties in some domains. In addition, individuals with BED reported greater emotional deficits when compared to obese and normal-weight controls. Findings suggest general difficulties in emotional functioning in BED. Thus far, however, investigations of emotional functioning in disorder-relevant situations are lacking. Discussion: Overall, the cross-sectional findings indicate BED to be associated with difficulties in cognitive and emotional functioning. Future research should determine the nature of these difficulties, in regards to general and disorder-related stimuli, and consider interactions of both domains to foster the development and improvement of appropriate interventions in BED.

In this study, I examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern U.S. who qualified for free or reduced lunch and were referred by school personnel for behavioral or academic concerns (18 males, 5 females; ages 3-5, mean age = 3.74). The sample consisted of 1 (4.3%) African American, 5 (21.7%) Caucasian, 14 (60.9%) Latino, and 3 (13%) multiracial children. Participants were randomly assigned to eight weeks of twice-weekly CCPT experimental groups (n = 11) or a waitlist control group (n = 12). Results of the independent samples t-tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT on the Social Emotional Assets and Resiliency Scale for Preschool. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. Results of this study support the effectiveness of CCPT with disadvantaged preschool children.

Text in English / This study examined the effects of childhood sexual abuse on the emotional functioning of adult female survivors and the impact on their relationships with their spouse I partner and child I children. Literature reveals that sexual abuse has negative long-term effects on adult survivors, including psychological impairments. To study this phenomenon, a psycho-educational perspective was utilised. A clinical, judgmental sample of sixteen adult female survivors who attributed their current difficulties and problems to their childhood sexual experience was selected and an in-depth qualitative study was undertaken. The Emotions Profile Index Personality Test, a Questionnaire and an Interview were used to determine the present emotional functioning of the survivors and the impact on their relationships. The conclusions reached were that childhood sexual abuse had a detrimental effect on the emotional functioning of survivors and this impacted negatively on their relationships with their spouse I partner and child I children. / Psychology of Education / M. Ed. (Psychology of Education, with specialisation in Guidance and Counselling)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Little Yellow Riding Hood, character in the book of the same name by Chico Buarque, tells the story of the girl who, from their physical and psychological apparatuses, managed to turn the "LO-BO" (wolf in portuguese), of whom she had much fear, in BO-LO (cake in portuguese). In this direction, it is thought that, by knowing the health of children and these 'apparatuses', one can think of better interventions for their welfare. The health of the child, both physical and mental, has been a topic of significant importance in worldwide research, as it is known that a healthy child is more likely to become a healthy adult. This work is linked to a larger project, which aims to apply an intervention in terms of a therapeutic environment in a children s CAPS (Psychosocial Care Center) of Santa Maria-RS (PROCONVIVE, announcement PPSUS/FAPERGS 002/2009 n° of process 0900982). Meanwhile, it was detected the need for an evaluation of data about the children's health, since this may not be always provided to them by the service. This assessment was aimed at knowing the health situation of the children through general health data, evaluation of stress - physical, psychological, psychological with depressive components and psycho-physiological, beyond the data on their emotional functioning. For this, we used a general data questionnaire, the Child Stress Scale (ESI) and the Test of Fables. The evaluation was made in 31 children attending the service, with ages between 4 and 12 years. This study was characterized a descriptive and correlational. The data were analyzed by descriptive and inferential statistics. The calculations were performed using SPSS 13.0. The sample comprised 32.2% of girls (N = 10) and 66.7% of boys (N = 21), with a mean age of 9.39 years. Among the findings, stands out the fact that 80.6% of the children are using at least one medication, being, in its majority, psychiatric medication. Moreover, it is emphasized the fact that 63.2% of the children showed symptoms of stress, and most of them were in alert phase. Of these, 73.7% presented psychological stress with depressive component. Noteworthy is also the fact that 41.6% of the boys exhibit stress, while this data for girls is 85.8%. In regard to emotional functioning, the children showed, in most cases, less primitive defenses and the content of fables used, proved to be adapted. It stands out, in this way, the importance of evaluations of differential diagnosis and assessment of protective factors in considering health promotion and prevention for these children. / Chapeuzinho Amarelo, personagem do livro de mesmo nome de Chico Buarque, conta a história da menina que, a partir dos seus aparatos físicos e psíquicos, conseguiu transformar o LO-BO, do qual sentia muito medo, em BO-LO. Neste sentido, pensa-se que, ao se conhecer a saúde das crianças e estes aparatos , pode-se pensar em melhores intervenções para o seu bem-estar. A saúde da criança, tanto física quanto psíquica, tem sido um tema de relevante importância em pesquisas no mundo todo, visto que uma criança saudável tem maiores chances de vir a ser um adulto saudável. O presente trabalho está vinculado a um projeto maior, que visa aplicar uma intervenção em termos de ambiente terapêutico no CAPS Infantil de Santa Maria, RS (PROCONVIVE, edital PPSUS/FAPERGS 002/2009 n° de processo 0900982). Nesse ínterim, foi detectada a necessidade de uma avaliação de dados de saúde das crianças visto que nem sempre isso pode ser proporcionado a elas pelo serviço. Esta avaliação teve como objetivo principal conhecer a situação da saúde das crianças através de dados gerais de saúde, de avaliação de estresse físico, psicológico, psicológico com componente depressivo e psicofisiológico, além de dados sobre o funcionamento emocional destas. Para isso, foi utilizado um questionário de dados gerais, a Escala de Stress Infantil (ESI) e o Teste das Fábulas. Foram avaliadas 31 crianças usuárias do serviço com idades entre 4 e 12 anos. Este estudo caracterizou-se por ser transversal e descritivo. Os dados foram analisados através de estatística descritiva e inferencial. Os cálculos foram realizados através de pacote estatístico SPSS 13.0. A amostra foi composta por 32.2% de meninas (N = 10) e 66.7% de meninos (N = 21) com média de idade de 9.39 anos. Dentre os achados, destaca-se o fato de 80.6% das crianças estarem utilizando pelo menos uma medicação sendo a maioria psiquiátrica. Além disso, sublinha-se o fato de 63.2% das crianças apresentarem sintomas de estresse, sendo que a maioria se encontra na fase de alerta. Destes, 73.7% apresentou estresse psicológico com componente depressivo. Chama atenção também o fato de 41.6% dos meninos apresentarem estresse enquanto que este dado para as meninas é de 85.8%. No que diz respeito ao funcionamento emocional, as crianças apresentaram, em sua maioria, defesas menos primitivas e o conteúdo das fábulas utilizadas mostrou-se adaptado. Destaca-se, desta forma, a importância de avaliações de diagnóstico diferencial e de fatores protetivos pensando em promoção e prevenção de saúde para estas crianças.