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Childhood maltreatment is an experience that is likely to have lasting effects on individuals' emotional and behavioral functioning throughout their lifetimes. In particular, childhood maltreatment often is implicated in the etiology of numerous unfavorable psychological outcomes. Other research also suggested that there is a relationship between child maltreatment and the style of attachment that individuals exhibit post-abuse. Lastly, an association exists between individuals' attachment styles and their emotional and behavioral functioning. Despite substantial documentation of these relationships, few studies examine childhood maltreatment, attachment, and emotional and behavioral functioning collectively. As a result, this study examined the relationships among childhood maltreatment, attachment relationships, and later emotional and behavioral functioning, including eating behaviors. In addition, this study examined the role that attachment serves in the relationship between child maltreatment and later functioning. One hundred participants completed five questionnaires assessing experiences of childhood maltreatment, attachment relationships, emotional and behavioral functioning, and eating behaviors. Results of this study indicated that those individuals who report childhood maltreatment are more likely to report unfavorable emotional and behavioral functioning, whereas those who report childhood maltreatment but who exhibit a secure attachment style to either a parent or a peer are less likely to exhibit unfavorable emotional and behavioral functioning. Further, both the experience of childhood maltreatment and attachment were significant predictors of individuals' emotional and behavioral functioning. Finally, attachment contributed unique significant variance to the relationship between childhood maltreatment and emotional and behavioral functioning, particularly participants' internalizing and total problems.; Such findings suggested that secure attachment may serve as a protective factor against problematic emotional and behavioral symptoms as children reach emerging adulthood, even when individuals have had childhood maltreatment experiences earlier in their lives. The importance of studying the relationships among these variables is discussed.

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Thesis (M.Soc.Sc (Clinical Psychology) North-West University, Mafikeng Campus, 2014

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The Individuals With Disabilities Education Improvement Act requires students with disabilities to show progress on the same standards as their nondisabled peers without indicating how teachers should accomplish this goal. Many teachers lack the skills needed to address the unique learning challenges of students who are cognitively functioning below 2 years of age. This study used a qualitative exploratory case study design. The purpose of this study was to explore what was hindering teachers from providing grade level standards-based instruction for their students with multiple disabilities. Piaget's constructivist theory guided this study. Research questions were used to elicit how teachers were providing standard-based instruction and how they were determining strategies for course delivery. Data collection included semi structured interviews with 20 special education teachers who were selected using purposive sampling and who had at least 3 years of experience working with students who had multiple disabilities and had cognitive functioning levels below 2 years of age. Observations of the instructional practices of these teachers were also conducted. Data were analyzed using Hatch's typology; according to study results, teachers based instructional decisions on their individual beliefs about students, personal level of content knowledge, and custodial needs of students due to disabilities. In classroom observations, there was a lack of grade-level content. A professional development-training plan for teachers was created on standards-based content to shift perceptions about students and to develop appropriate instructional strategies. The social change implications of this study will benefit teachers by providing students with disabilities access to standards-based curriculum instruction to meet legislative requirements.

With the aging of society and increased longevity, understanding the factors that contribute to declines in quality of life and mood, such as normative health declines and cognitive declines is progressively more important. Past research has consistently demonstrated that cognitive skills decline with age; specifically, a major change associated with normative aging is a decline in executive functions (Phillips & Henry, 2008). Past research has focused on investigating how abnormal declines in cognitive and executive functioning have impacted the self and others; however a relatively unexplored issue is examining how individual differences in normative age-related changes in cognitive functioning impact the self and others. The first purpose of the current study was to investigate normative age-related differences in executive functioning skills and how these individual differences impact individuals and their marital partners. The second purpose of the current study was to investigate whether executive functioning skills in particular, rather than other domains of cognitive skills thought to be separate from executive functioning, predicted poor quality of life and mood in self and partner. Participants were 91 heterosexual couples 55 years and above who were married or cohabiting. They completed measures of quality of life and mood in addition to a variety of cognitive tasks and executive functioning tasks measuring their inhibition, working memory and task switching abilities. We found that lower executive functioning skills in one partner significantly predicted lower levels of quality of life in the other partner (partner effect). However, we found that there was no significant relationship between those with lower levels of executive functioning and one’s own ratings of quality of life (actor effect). Conversely, when investigating the impact of executive functioning on mood we found that lower levels of executive functioning resulted in lower ratings of mood for the same partner (actor effect). However, lower levels of executive functioning in one partner did not predict lower levels of mood in the other partner (partner effect). In no instance was general cognition, as assessed using tasks of language, visuospatial ability, and short-term memory, related to partner or actor effects for either outcome measure. Implications of these findings are discussed.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood psychological disorders with prevalence estimates ranging from 3%-7% (APA, 2000) and one of the most thoroughly studied child neurocognitive disorders. Children with ADHD have consistently shown executive functioning and processing speed deficits on a variety of measures (Berlin, Bohlin, Nyberg, & Janols, 2004; Geurts, Verté, Oosterlaan, Roeyers & Sergeant, 2004; Nigg, 1999; Nigg, Blaskey, Huang-Pollock & Rappley, 2002). The research on executive functioning deficits in other childhood disorders has been comparatively lacking. There is some research that suggests that internalizing disorders, such as anxiety and depression, can also have a detrimental effect on certain executive functioning domains (Airaksinen, Larsson, & Forsell, 2005; Christopher, & MacDonald, 2005; Emerson, Mollet, & Harrison, 2005). It is unclear how these internalizing symptoms will impact executive functioning, processing speed and fine motor control in children with ADHD. The purpose of this study is to determine whether the presence of internalizing symptoms impacts the ability of children with ADHD to perform executive functioning, processing speed, and fine motor control tasks. In order to assess this, the predictive ability of gender, ADHD subtype, parent ratings of anxiety, and parent ratings of depression were examined for processing speed, working memory, response inhibition, vigilance and fine motor control tasks. Gender was found to predict differences in working memory, response inhibition and fine motor control. ADHD subtype was found to predict differences in response inhibition. Parent ratings of anxiety were found to interact with ADHD subtype to predict some aspects of vigilance. Parent ratings of anxiety and of depression were found to predict differences in other aspects of vigilance looking across gender and subtype. Finally, teacher ratings of anxiety were found to predict differences in working memory. / text

Depression is a significant problem, which is often related to stressful life events. Individual responses to life stress can vary depending on vulnerability factors, such as ability to regulate emotions. Studies have demonstrated that emotion regulation involves executive functioning abilities. Executive functioning is not only associated with cognition, but also emotional and behavioral control. Difficulty with executive function is sometimes associated with depression. Though there is an established relationship in the literature between life stress and depression, the moderating effects of executive functioning on the relationship between life stress and depression remains unknown. This study will use multiple linear regression to test whether executive functioning moderates the influence of life stress on depression. / text