Bullying is a phenomenon that has serious psychological consequences for victims, including low psychological wellbeing, poor social adjustment, psychological distress, and physical illness. Bullying has become a topic of increasing public concern and the focus of considerable research in Australia over the last decade. Parallel to this rise in interest in bullying research is a rise in research into resilience. Research has indicated that children facing distress will show a range of responses; some will regress, while others tolerate and even thrive in the face of trauma; it is this second group that are described as resilient. It was therefore postulated in this thesis that individuals exposed to bullying may not all succumb to the typical negative effects of being a victim of school bullying. While previous studies have noted the difference in reactions to bullying, this is the first study to investigate whether resilient victims can be identified, and their key psychosocial characteristics profiled. Based on this notion, it was predicted that victims of bullying could be taught a set of skills and attitudes that would build their resilience to the expected effects of bullying. The present research consisted of two studies. Study 1 had two phases. The first phase of Study 1 identified 'resilient victims' of school bullying by assessing participants on their levels of victimisation and their levels of wellbeing using a battery of questionnaires. Participants were assigned to one of four groups: resilient victims, non-resilient victims, healthy non-victims, or poor-health non-victims. From the original sample of 867 students, 111 were categorised into one of the four groups, and completed a second questionnaire package. The second phase examined the relationships between these resilience groups and eight psychosocial correlates of general resilience: individual protective factors, optimism, coping, social support, social skills, self-esteem, self-concept, and emotional intelligence. The results showed that there were significant discriminators between resilient and non-resilient victims, particularly on factors such as optimism, productive coping, self-concept and self-esteem, and so cial variables. The aims of the second study were to 1) develop a cognitive-behavioural group intervention program to teach social skills, perceived social support, self-esteem, optimism, and effective coping skills, to adolescent victims of school bullying; and 2) to investigate the effectiveness of the intervention. Ten year 7 and 8 students who reported negative consequences to high levels of bullying participated in the intervention program. Results indicated that the program had positive effects on the skills and attitudes that the program targeted. The program also appeared to have positive effects on the participants' levels of victimisation and general wellbeing.

Eating disorders are defined by a complex interaction between emotional, cognitive and interpersonal challenges in addition to behaviours used to control weight or shape. One of the major challenges with the treatment of eating disorders is ambivalence, low motivation to engage in treatment, and a high treatment dropout rate. Motivational Interviewing is a therapeutic style that elicits intrinsic motivation from within the patient to drive behaviour change. The current study provides an evaluation of the effectiveness of the two pretreatment group motivation interventions delivered by the South Island Eating Disorder Service. Significant changes in motivational stage of change were observed in both the Motivation and Education Group and the pure Motivation Group. Significant improvements in patient readiness, confidence and importance to change as well as treatment attendance were identified in the pure Motivation Group. Recommendations for future treatment development are presented.

abstract: The effects of preventive interventions are found to be related to participants' responsiveness to the program, or the degree to which participants attend sessions, engage in the material, and use the program skills. The current study proposes a multi-dimensional method for measuring responsiveness to the Family Bereavement Program (FBP), a parenting-focused program to prevent mental health problems for children who experienced the death of a parent. It examines the relations between individual-level risk-factors and responsiveness to the program, as well as the relations between responsiveness and program outcomes. The sample consists of 90 caregivers and 135 children assigned to the intervention condition of an efficacy trial of the FBP. Caregivers' responsiveness to the 12-week program was measured using a number of indicators, including attendance, completion of weekly "homework" assignments, overall program skill use, perceived helpfulness of the program and program skills, and perceived group environment. Three underlying dimensions of responsiveness were identified: Skill Use, Program Liking, and Perceived Group Environment. Positive parenting and child externalizing problems at baseline were found to predict caregiver Skill Use. Skill Use and Perceived Group Environment predicted changes in caregiver grief and reports of child behavior problems at posttest and 11-month follow-up. Caregivers with better Skill Use had better positive parenting outcomes. Skill use mediated the relation between baseline positive parenting and improvements in positive parenting at 11-month follow-up. / Dissertation/Thesis / Ph.D. Psychology 2012

Religious identity, self-concept, and resilience are considered the three main components that contribute to adolescents' life developmental tasks. The purpose of the current study is to examine the effect of psycho-educational group intervention on religious identity, self-concept, and resilience among 94 Malaysian female orphan adolescents. Participants, aged between 14 and 17 years (early adolescence), were selected from four different orphanages in Malaysia. Using a quasi-experimental design, these participants completed two sets of pretests and post-tests on demographic information, the Muslim Religious Personality Inventory (MRPI), the Tennessee Self-Concept Scale-2 (TSCS-2), and the Singaporean Youth Resilience Scale (SYRESS). The data was analyzed using both Pearson Correlation and Multivariate Analysis of Covariance (MANCOVA). Findings found a positive relationship among three constructs--religious identity, self-concept, and resilience. Given the types of orphans in this study, there was no significant difference between true and social orphans on their religious identity, self-concept, and resilience scores. The results also showed that the psycho-educational group intervention did have a significant effect on the treatment group's score of religious identity, self-concept, and resilience tasks over a four-week session. The change of religious identity, self-concept, and resilience suggests that this intervention group is sufficient to be effective in female orphans who are participating in this study while providing new perspectives for group worker practitioners, caregivers, institutional principals, and Pertubuhan Kebajikan Anak Yatim Malaysia (PEYATIM).

Children with Asperger syndrome and high functioning autism typically experience difficulty with social interaction and social communication, hence the development of social competence is important to promote social inclusion. A quasi-experimental baseline design was employed to measure changes in social competence following participation in Lego therapy. Fourteen children with Asperger syndrome participated in an eight week Lego therapy intervention in nine schools. Social competence was measured through observations of social interaction on the school playground and adaptive socialisation and communication. Statistically significant increases were observed in adaptive socialisation and play following participation in Lego Therapy. No significant differences were found in communication, median duration of interactions or frequency of self-initiated social interactions. Measures of social competence were completed again following a period without intervention, to establish whether increases in social competence were sustained. Aspects of social competence decreased following a period without intervention, however, decreases were not significant. Programme fidelity was measured by adherence to fundamental aspects of the intervention and a measure of inter-rater reliability. Adherence ranged between 63-100% for aspects of the intervention, and between 82-97% for schools delivering the intervention. Implications for practice were highlighted, and included the need to encourage generalisation of skills from Lego therapy into the wider school environment, and a need for on-going support for school staff when the intervention is delivered in schools. Alternative ways of promoting social competence within an inclusive school environment were discussed.

The overall aim of the present research is to contribute to the literature base regarding interventions for women who have experienced Intimate Partner Violence (IPV). The research utilised questionnaires and repertory grid technique to investigate the impact of The Freedom Programme, a group intervention for women who have experienced IPV. 24 participants at pre-intervention and 18 participants at post-intervention completed the measures. The findings suggest that the intervention can be beneficial in terms of lowering: severity of symptoms; utilisation of emotionally focused coping strategies, utilisation of less helpful coping strategies and Triadic Conflict (Bell, 2004). There was a tightening of construing at post-intervention. Participants reported the most helpful aspects of the intervention were ‘Universality’ and ‘Personal Contact’. The most unhelpful aspects were finding it difficult to speak in a group context and the practicalities of the group. The author concludes that the programme provides a valuable first step for women who have experienced IPV, however, development of services that follow on from the intervention need to be more focused to meet individual needs. Recommendations for future research include more longitudinal research, which encompasses Randomised Control Trail methodology reviewing packages of support. There is also a need to conduct research with harder to access women who have experienced IPV.

Phase One: Effects of loss on the emotional health and well-being of children are wide-ranging and increase the risk of longer term impact on educational success and mental health (McLanahan 1999; Abdelnoor & Hollins 2004a). As frontline workers, school staff hold a role in identifying and supporting pupils at a universal level. How staff view the issue of loss and their role in supporting this is therefore pivotal. A survey design using two devised online questionnaires and semi-structured interviews identifies the experiences and perceptions of school based staff on the issue of loss for schools in one local authority. Using interactive analysis, qualitative and quantitative data from senior leaders in 20 schools, 25 additional school staff members and 9 multi-agency professionals is triangulated to determine perceptions. A range of effects across social, emotional, behaviour and learning are well recognised by staff although behaviour is used as the most frequent indicator of those at longer term ‘risk’. A more structured and rigorous school response exists for loss through death compared to family breakdown despite some specific staff concerns for pupils experiencing loss through multiple changes in the family. Whilst staff members indicate a high expectation to support pupils with loss, they report lower confidence in doing so. A series of influencing factors on staff perceptions are identified at a contextual, situational and individual level. Factors that could be targeted by Educational Psychology Service to help schools build capacity are highlighted, with future considerations for support with identification, training and supervision. Abstract: Phase Two: This second phase of a two part research design investigates how an Educational Psychology Service can increase the capacity of schools to support pupils who have experienced loss. Following a survey design identifying staff attitudes on the issue of loss for schools, a multi-method case study approach is used to research the implementation of a 6-week ‘Loss and Change’ intervention programme. Seven secondary age students participated in the group intervention for pupils who have experienced loss, facilitated by two Educational Psychologists working alongside a member of school staff. A grounded theory approach analysed data from observation, semi-structured interviews and self-report measures. Eight key processes that impact on the effectiveness of the programme are identified and the positive effects spanning social, emotional and behavioural mechanisms are reported for six of the participants. Potential implications of this model of practice for Educational Psychology Services seeking to develop the capacity of schools to support loss are discussed.

Malgré la souffrance et les conséquences induites par le TDA/H, ce trouble reste encore largement sous-évalué en population adulte. Le TDA/H représente pourtant un facteur de risque dans le développement et le maintien des pathologies addictives. Cette étude vise à favoriser un meilleur repérage du TDA/H en service d’addictologie et une meilleure compréhension des caractéristiques associées à ce double diagnostic. Ces éléments pourront permettre un ajustement des prises en charge proposées. L’étude se déroule en deux parties :Phase I - Dépistage du TDA/H : Le TDA/H apparaît surreprésenté parmi les personnes consultant en addictologie avec une prévalence à 15,1% (N=119). On note chez ces sujets davantage de troubles psychiatriques comorbides, un début plus précoce d’alcool et de cocaïne, une prévalence plus importante d’addictions comportementales, ainsi qu’une situation professionnelle plus précaire. L’impulsivité, le névrosisme et l’extraversion apparaissent plus marquées que pour les autres usagers alors que l’agréabilité et la conscience se situent à un degré inférieur.Phase II - Mise en place et étude de faisabilité d’un groupe de TCC centré sur cette association comorbide : Les 4 participants du groupe pilote ont fini le programme et rapportent un bon degré de satisfaction. Par rapport au pré-test, des améliorations légères sont observées au niveau des symptômes du TDA/H, des symptômes anxio-dépressifs, du niveau d’impulsivité, de l’estime de soi, de la satisfaction de vie et de la flexibilité psychologique. Le blâme de soi diminue alors que les stratégies de coping actif, de planification, d’humour, de réinterprétation positive et de soutien instrumental augmentent. Le maintien des améliorations à 6 mois est partiel. / ADD/ADHD is still undervalued among adult population despite negative consequences and great suffering. This disorder is however a well known risk factor in the development and maintenance of addiction. The main goal of this study is to promote better identification of ADD/ADHD in addiction treatment units. A better visibility of the prevalence of addict patients with ADD/ADHD, severity of this comorbid association and consequences could lead to some adjustments of programs available in these units. This study is divided into two parts: Phase I - Screening of ADD/ADHD : this disorder appeared to be over-represented among addict patients with a prevalence as high as 15.1%. These patients had more comorbid psychiatric disorders, first use of alcohol or cocaine at an earlier age, higher prevalence of behavioral addictions, and a more precarious professional situation. They also showed a higher level of impulsivity, neuroticism and extraversion, a lower level of agreeableness and consciousness than other users.Phase II - Implementation and feasibility study of CBT group focusing on this comorbid association. A pilot group of 4 participants completing the program reported a high degree of satisfaction. In comparison with pre-test, evaluation showed slight improvements in levels of symptoms of ADD/ADHD, anxiety and depression, impulsivity, self-esteem, life satisfaction and psychological flexibility. Self-blame decreased as coping strategies showed an improvement (planning, humor, positive reinterpretation and instrumental support). Improvements remain partially after 6 months.

Many adolescent girls experience the death of a peer, which is often sudden and at times violent. These deaths are typically viewed as preventable, which can complicate the grief reactions of adolescent girls. The impact of peer death on adolescent girls involves a number of physical, emotional, social, and cognitive grief responses. Negative outcomes include school problems, depression, substance abuse, and suicidal ideation. This study examines the efficacy of the Adolescent Grief and Loss (AGL) group, a six-week group designed to address the needs of adolescent girls who have experienced the death of a peer within the past two years. The goal of the AGL group was to reduce or lessen physical, emotional, social, and cognitive responses to grief, and to foster mutual support and connection to others via various tasks associated with each group session. The AGL group was conducted in four different public high schools in Central Texas, with a sample size of 20 girls. A mixed methods design was utilized for this study, integrating both quantitative and qualitative research designs. The quantitative component employed a non-experimental simple time-series design, using two pre-test and three post-test time points. The qualitative component was based on a phenomenological analysis of adolescent grief and loss response, which included open-ended questions developed to capture each adolescent girl’s individual experience of peer death. Questions were also asked to elicit the girls’ experience of participating in the AGL group. The quantitative results of the study indicate that adolescent girls benefited from participation in the AGL group as evidenced by significantly reduced scores on the Loss Response List for all domains of physical, emotional, social, and cognitive grief responses. The qualitative findings yielded five overarching themes of experience of peer death: the story, physical reactions, emotional reactions, social reactions, and cognitive reactions. Integration of the quantitative and qualitative findings of this research study strongly support the benefits of providing a grief and loss group to adolescent girls who have been impacted by the experience of peer death. / text

The high incidence of cancer and the accompanying medical and psychological effects thereof make exploring cancer patients' experiences regarding their illness potentially valuable. The aim of this study was to qualitatively explore cancer patients' illness experiences during a listening group intervention. Secondary analysis was done on data previously collected by Strydom (2006), for his study on "Cancer patients' and non-cancer patients' experiences of the listening group technique." The use of this post-modernist approach, in which the individual is seen as the expert in his/her own life, makes the data gathered by Strydom (2006) eminently suitable for gaining a true understanding of cancer patients' illness experiences. Analysis of the data yielded twelve prevalent themes namely, support, perspectives and experiences in medical context, perspectives on life and death, emotional experiences, religion, role of knowledge and information pertaining to cancer, finances, concern for others, loss, desire for survival, humour, and physical symptoms. In an attempt to make sense of these themes a framework suggesting moderating factors that would influence cancer patients' illness experiences and outcomes, is proposed. Due to the rising number of cancer survivors and the fact that finishing the treatment seldom indicates the end of the cancer experience, it is suggested that further research regarding the development of a survivorship care programme within the South African context be undertaken. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2009.