Research on psychopathology in children and adolescents has focused on studying the major vulnerability factors for depression and anxiety. Most previous studies have focused exclusively on single domain of the vulnerability factors, such as psychosocial, personality, or cognitive variables. Very few studies have attempted to study the various domains of vulnerability factors in combination. Thus, research data available to date have failed to address the interplay of their roles in anxiety and depression. The present study used a psychometric approach to investigate the roles of major psychosocial, personality, and cognitive vulnerability factors in anxiety and depression, with a particular emphasis on their interrelationships, as well as their primary effects and mediating roles. The psychosocial factors examined in the present study included parenting styles (permissiveness, authoritarianism, and authoritativeness), peer relations (bullying, victimization, and prosocial behaviour), and school climate (teacher support, consistency and clarity of rules and expectations, disciplinary harshness, and safety problems). The personality trait variables included neuroticism and optimism. The cognitive variables included negative automatic thoughts related to anxiety and depression, which is commonly reported by children and adolescents. A battery of self-report measures in Chinese was administered to a sample of 1,164 Hong Kong secondary school students aged 11 to 17. The measures showed good internal consistency, and the factor structures of the translated measures were comparable to the original Western measures. Among the vulnerability factors studied, psychosocial factors including parenting style (authoritarian), peer relations (bullying and victimization), and school climate (teacher support, disciplinary harshness, and safety problems at school) were found to be significant predictors for children’s negative automatic thoughts and negative emotions. As predicted, the personality traits of neuroticism and optimism mediated the effects of the psychosocial factors on negative automatic thoughts. In addition, the results showed that neuroticism was a significant predictor for both depression and anxiety, and that the respective effects were significantly mediated by negative automatic thoughts. Optimism was also a significant predictor of depression and was significantly mediated by negative automatic thoughts. In contrast, optimism did not have a direct effect on anxiety, and its effect was completely mediated by negative automatic thoughts. Structural equation modelling showed that, of the three psychosocial vulnerability factors, parenting styles and school climate had greater effects on depression and anxiety than peer relations. The results from structural equation modelling confirmed the working model, which argues that neuroticism and optimism mediate the effects of psychosocial factors and that neuroticism and optimism are in turn mediated by the negative cognitions associated with depression and anxiety. Overall, the present results suggest the need for future research to examine major domains of vulnerability factors in combination in order to provide a comprehensive understanding of their interplay in anxiety and depression. The present study provides preliminary results that can help to guide future vulnerability research and preventive interventions. / published_or_final_version / Clinical Psychology / Doctoral / Doctor of Psychology

Thesis (MSW (Social Work and Criminology))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 111-127).

Title from title page of PDF (University of Missouri--St. Louis, viewed March 9, 2010). Includes bibliographical references (p. 83-92).

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Debora Bell. Vita. Includes bibliographical references.

Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 11, 2009). Includes bibliographical references (p. [120]-146).

Previous research suggests that as well as behavioural difficulties, a small subset of aggressive and antisocial children show callous unemotional (CU) personality traits (i.e., lack of remorse and absence of empathy) that set them apart from their low-CU peers. These children have been identified as being most at risk to follow a path of severe and persistent antisocial behaviour, showing distinct behavioural patterns, and have been found to respond less to traditional treatment programs. One particular focus of this thesis is that emerging findings have shown emotion recognition deficits within both groups. Whereas children who only show behavioural difficulties (in the absence of CU traits) have been found to misclassify vague and neutral expressions as anger, the presence of CU traits has been associated with an inability to correctly identify fear and to a lesser extend, sadness. Furthermore, emotion recognition competence varies with age and development. In general, emotion recognition improves with age, but interestingly there is some evidence that it may become less efficient during puberty. No research could be located, however, that assessed emotion recognition through childhood and adolescence for children high and low on CU traits and antisocial behaviour. The primary focus of this study was to investigate the impact of these personality traits and pubertal development on emotion recognition competence in isolation and in combination. A specific aim was to assess if puberty would exacerbate these deficits in children with pre-existing deficits in emotion recognition. The effect of gender, emotion type and measure characteristics, in particular the age of the target face, was also examined. A community sample of 703 children and adolescents aged 7-17 were administered the Strength and Difficulties Questionnaire to assess adjustment, the Antisocial Process Screening Device to assess antisocial traits, and the Pubertal Development Scale was administered to evaluate pubertal stage. Empathy was assessed using the Bryant Index of Empathy for Children and Adolescents. Parents or caregivers completed parent version of these measures for their children. Emotion recognition ability was measured using the newly developed UNSW FACES task (Dadds, Hawes & Merz, 2004). Description of the development and validation of this measure are included. Contrary to expectations, emotion recognition accuracy was not negatively affected by puberty. In addition, no overall differences in emotion recognition ability were found due to participant’s gender or target face age group characteristics. The hypothesis that participants would be better at recognising emotions expressed by their own age group was therefore not supported. In line with expectations, significant negative associations between CU traits and fear recognition were found. However, these were small, and contrary to expectations, were found for girls rather than boys. Also, puberty did not exacerbate emotion recognition deficits in high CU children. However, the relationship between CU traits and emotion recognition was affected differently by pubertal status. The implications of these results are discussed in relation to future research into emotion recognition deficits within this population. In addition, theoretical and practical implications of these findings for the development of antisocial behaviour and the treatment of children showing CU traits are explored.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lisa A. Dieker. Includes bibliographical references (p. 121-136).

Previous research suggests that as well as behavioural difficulties, a small subset of aggressive and antisocial children show callous unemotional (CU) personality traits (i.e., lack of remorse and absence of empathy) that set them apart from their low-CU peers. These children have been identified as being most at risk to follow a path of severe and persistent antisocial behaviour, showing distinct behavioural patterns, and have been found to respond less to traditional treatment programs. One particular focus of this thesis is that emerging findings have shown emotion recognition deficits within both groups. Whereas children who only show behavioural difficulties (in the absence of CU traits) have been found to misclassify vague and neutral expressions as anger, the presence of CU traits has been associated with an inability to correctly identify fear and to a lesser extend, sadness. Furthermore, emotion recognition competence varies with age and development. In general, emotion recognition improves with age, but interestingly there is some evidence that it may become less efficient during puberty. No research could be located, however, that assessed emotion recognition through childhood and adolescence for children high and low on CU traits and antisocial behaviour. The primary focus of this study was to investigate the impact of these personality traits and pubertal development on emotion recognition competence in isolation and in combination. A specific aim was to assess if puberty would exacerbate these deficits in children with pre-existing deficits in emotion recognition. The effect of gender, emotion type and measure characteristics, in particular the age of the target face, was also examined. A community sample of 703 children and adolescents aged 7-17 were administered the Strength and Difficulties Questionnaire to assess adjustment, the Antisocial Process Screening Device to assess antisocial traits, and the Pubertal Development Scale was administered to evaluate pubertal stage. Empathy was assessed using the Bryant Index of Empathy for Children and Adolescents. Parents or caregivers completed parent version of these measures for their children. Emotion recognition ability was measured using the newly developed UNSW FACES task (Dadds, Hawes & Merz, 2004). Description of the development and validation of this measure are included. Contrary to expectations, emotion recognition accuracy was not negatively affected by puberty. In addition, no overall differences in emotion recognition ability were found due to participant’s gender or target face age group characteristics. The hypothesis that participants would be better at recognising emotions expressed by their own age group was therefore not supported. In line with expectations, significant negative associations between CU traits and fear recognition were found. However, these were small, and contrary to expectations, were found for girls rather than boys. Also, puberty did not exacerbate emotion recognition deficits in high CU children. However, the relationship between CU traits and emotion recognition was affected differently by pubertal status. The implications of these results are discussed in relation to future research into emotion recognition deficits within this population. In addition, theoretical and practical implications of these findings for the development of antisocial behaviour and the treatment of children showing CU traits are explored.

Thesis (MEd.) -- Stellenbosch University, 1993. / Bibliography / ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the Department of Education and Culture (Administration: House of Representatives) and the extent to which these are being addressed by existing educational structures. The investigatior: consists of two parts, a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. An analysis of South African and international school guidance programmes aimed at meeting the needs and solving possible problems is included and an overview is given of the role that the school, both nationally and internationally, can, is and should be playing to meet these needs and help solve these problems. The empirical investigation examined standard six pupils' problems and needs concerning extra-mural activities, relationships with peers and older pupils, teachers and parents and personal adjustment. A questionnaire to determine these needs and problems was administered to a representative random sample of secondary school pupils in the Cape Peninsula. To determine what is being done to address these needs and problems, a second questionnaire was sent to the 58 dual-medium state controlled schools in thE~ Cape Peninsula for standard Six guidance teachers. A third questionnaire was sent to the Department of Education and culture (Administration: House of Representatives) to determine whether the Department agreed that the school guidance programme for Standard six pupils had been adequately applied by the school guidance teachers. Both South African and internati.onal research indicates that many adolescents experience adjustment problems on entering secondary school. Education authorities worldwide address these problems in various ways. In South l~frica, guidance and counselling services are available through elll the education departments, but their effectiveness and implementation need to be clarified because uniform control is not being exercised. The present research showed that most of the secondary schools in the survey do not have an orientation programme to assist pupils to bridge the gap between the primary and the secondary schools. Although this research does not offer conclusive evidence that Standard Six pupils are adversely affected by their present circumstances, the following needs were established: pupils • need to belong, supported by their opinion that extra-mural activities should be compulsory pupils' need for parent~; to be more lnvolved in school activities pupils' need for satisfactory relationships with teachers pupils' need for satisfactory peer relationships. Bas~~ on the~e findings, a number of recommendations have been made. These include: a sound orientation programme and the Careful selection of teachers who are sensitive to the needs of standard six 1Jupils an extra-mural programme where teachers and senior pupils can play a significant role to enhance the formation of constructive social groups and engender a sense of belonging a guidance programme incorporating group work and which teaches coping and problem-solving skills one non-racial education department with equal financing for all pupils and a uniform system of examination and certifica.tion the establishment of "mini-schools" or "middle schools" and the adoption of extended support for pupils to reduce adjustment problems. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om die behoeftes en probleme van Standerd Ses-Ieerlinge in skole onder die Departement van Onderwys en Kultuur (Administrasie: Huis van Verteenwoordigers) te bepaal asook die mate waarin hierdie behoeftes en probleme deur bestaande onderwysstrukture aangespreek word. Die ondersoek bestaan uit twee dele, 'n literatuurstudie en empiriese ondersoek. Die literatuurstudie bestaan uit 'n ondersoek van relevante suidAfrikaanse en internasionale navorsing. Dit sluit ook in 'n ontleding van beide Suid-Afrikaanse en internasionale skoolvoorligtingsprogramme wat op behoeftebevrediging asook probleemoplossing gemik is. 'n Oorsig word ook gegee van die rol wat die skool, op nasionale asook internasionale vIak, kan, moet en reeds speel om behoeftebevrediging teweeg te bring. Die empiriese ondersoek het standerd Ses-leerlinge se behoeftes en probleme met betrekking tot hul houding jeens die skool, akademiese prestasie, buitemuurse aktiwiteite, verhouding met die portuurgroep en ouer leerlinge, onderwysers en ouers, en persoonlike aanpassing ondersoek. 'n Vraelys om hierdie behoeftes en probleme vas te stel is deur 'n verteenwoordigende ewekansige monster van sekondêre skool leerlinge in die Kaapse Skiereiland ingevul. Om vas te stel wat reeds gedoen word om hierdie behoeftes en probleme aan te spreek, is vraelyste aan standerd Sesvoorligtingonderwysers van die 58 dubbelmedium staatsbeheerde skole in die Kaapse Skiereiland gestuur. 'n Derde vraely- is aan die Departement van Onderwys (Administrasie: Huis van Verteenwoordigers) gestuur met die doel om vas te stel of die skoolvoorligtingsprogram vir standerd sesleerlinge doeltreffend aangewend is deur die skoolvoorligtingsonderwysers. Beide suid-Afrikaanse en internasionale navorsing toon dat baie adolessente aanpassingsprobleme ondervind by toetrede tot die sekondAre skool. Onderwysowerhede wêreldwyd spreek hierdie probleme verskillend aan. In suid-Afrika is voorligtings- en raadgewende dienste deur middel van al die onderwysdepartemente beskikbaar, maar hul effektiwiteit en implementering moet ondersoek word aangesien eenvormige kontrole nie uitgeoefen word nie. Die onderhawige navorsing het getoon dat die meeste sekondere skole in die opname nie oor 'n orienteringsprogram beskik om leerlinge te help om die gaping tussen die primere en die sekondere skool te oorbrug nie. Alhoewel hierdie ondersoek nie afdoende bewys lewer dat Standerd Ses-leerlinge deur hul huidige omstandighede benadeel word nie, is die volgende behoeftes vasgestel: - leerlinge se behoefte om in te skakel, wat ondersteun word deur hul mening dat buitemuurse aktiwiteite verpligtend behoort te wees - leerlinge se behoefte dat ouers meer betrokke moet wees by skoolaktiwiteite - leerlinge se behoefte aan bevredigende verhoudings met hul onderwysers - leerlinge se behoefte aan In bevredigende verhouding met hul portuurgroep. 'n Aantal aanbevelings is op grond van hierdie bevindinge gedoen. Dit sluit in: - 'n goeie orienteringsprogram en die omsigtige seleksie van onderwysers wat sensitief is vir die behoeftes van Standerd Ses-leerlinge - 'n buitemuurseprogram waar onderwysers en senior leerlinge 'n doeltreffende rol kan speel om konstruktiewe sosiale groepe te bevorder sowel as In gevoel van samehorigheid - 'n voorligtingsprogram wat groepwerk insluit en wat lewens-en probleemoplossingsvaardighede onderrig - een nie-rassige onderwysdepartement met gelyke finansiering vir aIle leerlinge asook In uniforme eksamen- en sertifiseringstelsel - die oprig van "miniskole" of "middelskole" en die daarstel van aanvullende ondersteuning vir leerlinge om aanpassingsprobleme te verminder