Thesis (M.A. (Health Social Science))--Mahidol University, 2007. / LICL has E-Thesis 0024 ; please contact computer services.

Thesis (M.S.)--University of Michigan, 1982.

Thesis (M. Sc.)--University of Hong Kong, 1990. / Xerox of typescript.

Thesis (S.T.M.)--Yale University, Divinity School, 1985. / Includes bibliographical references (leaves 54-55).

Thesis (M.S.)--University of Michigan, 1982.

Thesis (Ph.D.)--McMaster University, 2004. / Advisor: Charlene Miall. Includes bibliographical references (leaves 274-282)

<p> This study utilized secondary data to understand weight-loss behaviors in obese adult women with hypertension. There are multifactorial reasons for obesity. This study attempted to clarify why people cannot lose weight and why many often regain weight. The gap in the literature relates to why the concepts such as perception of risk, benefits, and obstacles to action have not been found to cause individuals to achieve weight loss or to maintain weight loss. Secondary data were used from the NHANES dataset, a weighted dataset representative of the U.S. population. The sample used in this study included 411 obese hypertensive women over the age of 18. In all, six years of data from 2009&ndash;2014 were derived from the National Health and Nutrition Examination Survey (NHANES) dataset. Perception about the obstacles an individual confronts can be a barrier to successful weight loss. If an individual thinks success cannot be attained, efforts to lose weight will fail. Hierarchical regression analysis was used to assess the variables. The results indicated that only perception of weight acted as a cue to action for losing weight. That is, the perception of weight was the only statistically significant finding of reasons obese hypertensive women initiate weight loss efforts. Recommendations for future research include an investigation of the perception of weight status and body habitus, and to assess what triggers a poor perception of weight and body habitus as a cue to action to lose weight. </p><p>

Primary prevention in health care services has effected important economies through prevention of handicap in children and through the reduction of financial and time costs for expensive, often life-time care. An important recent development in education has been the application of the concept to the innovation of preventive practices. These emphasize the promotion of competencies and strengths in children, particularly during critical periods in development, rather than the treatment of emotional, behavioral and learning deficits. This research investigated the immediate effects of a preventive programme, a modification of the Bessell and Palomares Methods in Human Development (MHDP), upon the learning of competencies and coping skills associated with cognitive and ego development in kindergarten and first grade children. The literature suggested a critical period at this point in ego development. Using a sample of 103 metropolitan kindergarten and first grade children, the effects of the Bessell and Palomares programme were compared to the effects of another discussion group method, Show-and-Tell. A fully-crossed fixed-effects three-factor design was used to test eight hypotheses; treatment main effects, sex and grade-level effects and all possible interactions. The dependent variables selected as representative of cognitive and ego development were: cognitive performance competency as measured by (1) minutes spent in mature problem-solving behavior on the Keister Puzzle Box and (2) school achievement (for first grade pupils only); social competency as measured by scores received on measures of (1) teacher perception of dysfunctional behavior, (2) peer perception of observed socially positive or neutral behavior, and (3) peer affiliation; affective competency as measured by scores received on measures of (1) the child's predominant emotional response to life and (2) the child's feelings of independent security (for first grade pupils only). Results pertaining to hypotheses were: 1. A significant multivariate F revealed differences between the two treatments. These differences were accounted for by changes in two of the social competency measures, the teacher behavior rating and the peer perception measure. For both measures the students taught under the modified Methods in Human Development programme (MHDP) gained significantly more than those taught under Show-and-Tell (SAT). 2. A significant interaction was found between treatment and grade-level, with followup univariate analyses showing a significant F for the measure of teacher perception of dysfunction. For kindergarten students taught under MHDP there was a greater reduction than for students taught under SAT. There was no statistical difference for first grade pupils. 3. Informal results were also presented which gave additional support to the effectiveness of the MHDP programme, particularly at the kindergarten level. 4. All other null hypotheses were accepted. A discussion of results included the following points: 1. In spite of the relatively brief, treatment period (18 weeks), the substantive impact of the treatment upon overt social functioning was noteworthy. Such positive functioning had been identified in the literature as predictive of adult competence. 2. While the peer affiliation measure was not significant, some informal results suggested a modest increase in social effectiveness for the Bessell and Palomares participants. 3. Possible weaknesses in instrumentation and the programme omissions necessitated by time restrictions may have contributed to the lack of clear results, particularly for first grade students. 4. Informal results from the standardized problem-solving situation seemed promising in providing valuable information on the behavioral or temperamental and cognitive styles of children. It was conjectured that such observational data would be helpful in educational planning for young children. Suggestions were made for further research particularly with the full grade one programme and on the use of the problem-solving device. / Education, Faculty of / Graduate

The purpose of this study was to identify, through a needs analysis, the skills required of the clinical supervisory role in certified home health agencies as described in the literature and as perceived by clinical supervisors and agency administrators. The identified skills were then used to propose elements for a training curriculum. The general problem guiding this research is the lack of a systematic approach to supervisory training and development in certified home health agencies in Massachusetts that may result in supervisory employees being inadequately prepared to assume the responsibility of that role. A descriptive survey design was utilized. A questionnaire was mailed to first-line clinical supervisors and their administrators to assess the skill requirements of the supervisory role as perceived by these respective groups. The sample survey, which consisted of 125 certified home health agencies, was obtained from the Massachusetts Department of Public Health. The response rate was 63% for the administrators and 65% for the supervisors. A modified version of the conceptual framework of the needs identification process as presented by Watson (1979) was utilized in conducting the analysis, and the skills were categorized using Katz's model (1974) of conceptual, technical, and human competencies. The findings of the analyses showed that the administrative respondents perceived a greater need for the skill development of their supervisors in all three areas of conceptual, technical, and human skills than the supervisors perceived for themselves. In addition, supervisory respondents with 6-10 years of professional experience and those with over 21 years of supervisory experience reported the greatest need in all three areas. The findings also showed that the majority of incumbent supervisors in certified home health agencies were technically at an entry-level stage of management, and that the combined responses of both the administrative and supervisory respondents supported the need for additional training in the technical and human skill areas. As a result, the concluding recommendations for curricula development for training programs for incumbent and future clinical supervisors were focused on those skills specific to the technical and human competency areas as described in the study.

Thesis (Ph. D.)--University of Missouri--Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 80-89). Also available on the Internet.