Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 279-285). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Jensen Leichter. Dissertation Committee: William C. Sayres. Includes tables. Includes bibliographical references (leaves 220-227).

Thesis (M.S.W.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 148-156).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Nov. 25, 2008). PDF text: xii, 214 p. ; 9 Mb. UMI publication number: AAT 3315052. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.A.)--University of Delaware, 2007. / Principal faculty advisor: Bernard L. Herman, Dept. of Art History. Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2006. / Ralph E. LaRossa, committee chair; Elisabeth O. Burgess, Charles A. Gallagher, Romney S. Norwood, committee members. Electronic text (264 p.) : digital, PDF file. Description based on contents viewed June 29, 2007. Includes bibliographical references (p. 222-248).

"We will attempt to show in this study that certain children in one County in Georgia are deprived of some economic support at a critical time during their high school education. Aid to Dependent Children, in Georgia as in many other states, terminates automatically when the child attains the age of 16 years. Presumably, this is two years preceding his graduation from high school. It will be shown on the basis of the information obtained that the withdrawal of ADC compelled many of these children to leave school and obtain work in order to contribute toward the family income"--Introduction. / Typescript. / "June 7, 1952." / "Submitted in partial fulfillment of the requirements for the degree of Master of Social Work." / Advisor: Arnold Falk, Professor Directing Study. / Graduate study in social work. / Includes bibliographical references (leaves 29-30).

Prior to the establishment of Aid to Dependent Children in 1935, states offered cash assistance to single mothers and their children through locally administered programs known as mothers' pensions. Since the first mothers' pension law was passed in 1911, the rank-ordering of states' generosity has been remarkably stable, shifting only after welfare reform in 1996. Prior research has neither documented nor explained this remarkable path dependence. In this dissertation, I argue that states' racial and ethnic composition and their state capacity, as measured in the 1930s before the federalization of cash assistance to single mothers, set states on particular trajectories. To see how this operated in practice, I conducted a case study of benefit levels in Massachusetts from 1913 to 1996. I found that a constellation of factors at the beginning of mothers' pensions--the lack of a legislated maximum benefit level, state involvement in funding, and a competent professional bureaucracy--set Massachusetts on a trajectory toward being a generous state. The early years of Aid of Dependent Children reinforced this trajectory, as benefit levels were consistently raised due to cost-of-living increases. Things began to change in the 1960s, however, as the caseload grew, the state experienced a fiscal crisis, and welfare rights activists campaigned for higher benefit levels. Welfare rights activism generated a backlash that resulted in a lack of public support for adequate benefit levels. Benefit levels declined until the early 1980s, when a strong economy, savvy advocates, and sympathetic elected officials combined to increase benefit levels. The early 1990s recession, which began in 1988 in Massachusetts, instigated another decrease in benefit levels. Ultimately, the case study showed that states may appear to have solid trajectories, but these trajectories are contested. Both raising and lowering benefit levels came up in the Massachusetts Legislature many times, and a fundamental change in Massachusetts' state capacity, such as permanently reduced fiscal resources, could have sent Massachusetts down a different path.

This study, which utilized a mixed methods approach, is the first research study in Ukraine which explored the experiences of parents raising deaf or hard of hearing children. The outcome of the study includes a documented analysis and synthesis of the perceptions held by Ukrainian-hearing parents raising young deaf or hard of hearing children regarding the emotional and communicational impact of the diagnosis on their family functioning, their perceptions of existing services and/or programs, and their perceptions of the relationships with professionals. Three hundred and twenty-five families whose young children were enrolled in grade 0/1 in 48 residential schools for children with hearing loss across the country were sampled in a survey of the study and 17 families from among this number volunteered for follow-up interviews. The emotional impact of the diagnosis on the parents and other family members as well as such factors as communication mode, availability and accessibility of professional services, access to information on deafness, and educational choices were explored along with demographic and other characteristics. Parental thoughts and views in this study were consistent with international perspectives of parents that are documented in the literature: the need for informational support, guidelines and communication options for families were seen to be key factors. The responses of the participants of this study confirmed that greater access to educational options, support for overcoming stress and improving emotional well-being, as well as support for families in establishing healthy family interactions and empowering parents were among their most important requirements. Additionally, the findings of this study, stress the importance of focusing on family resources and family appraisal as key factors in the hearing family adaptation process to having children who are deaf or hard of hearing. / Special Education

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