Thesis (Ph. D.)--Ohio State University, 1983. / Includes vita. Includes bibliographical references (leaves 124-129). Available online via OhioLINK's ETD Center.

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Restricted until June 2001. Bibliography: leaves 137-188.

End-stage renal disease (ESRD) and its treatment are generally considered to be highly stressful and the associated loss of control over important life dimensions is believed to induce widespread depression. This situation was employed as a "living stress laboratory" in which to test the reformulated learned helplessness theory of depression. Results indicated that reduced perceived control over a variety of life dimensions was importantly related to increased depression, although the attributional reformulation of helplessness theory was not supported. Moreover, reanalyses of these data from a social learning theory perspective indicated that perceived self-efficacy contributed uniquely to this negative correlation in addition to expectancies regarding response-outcome contingency (Rotter I-E scores). The hypothesis that the negative correlation between depression and perceived control might also be explained in terms of patients' psychological differentiation and the intrusiveness of ESRD was subsequently examined. Results revealed that perceived intrusiveness contributed uniquely to perceived control and to affect, indicating that perceived control and intrusiveness each contribute independently to mood. Surprisingly, a low prevalence of clinical depression was observed, contradicting the general consensus that helplessness and depression are unavoidable psychological sequelae to ESRD. These findings are equally applicable to several other chronic and life-threatened patient populations (e.g., cancer, cardiac, diabetic) and thus underline the need for a general theory of the emotional impact of illness.

Thesis (M. Psych. Clin.)--University of Newcastle, 1995. / Department of Psychology, University of Newcastle. Includes bibliographical references (leaves 69-78). Also available online.

Thesis (Ph. D.)--University of Rhode Island, 2004. / There is no p. 160. Typescript. Includes bibliographical references (leaves 255-280).

O presente estudo objetiva uma leitura da obra Perto do coração selvagem, de Clarice Lispector, a partir do percurso da protagonista Joana para desentranhar a análise em direção ao estilo da autora. No primeiro plano, vislumbra-se o desamparo humano sendo revelado na história da personagem; no segundo, o drama clariceano em relação ao desamparo da linguagem/escrita. Solidão, liberdade, felicidade e desamparo definem o que se poderia chamar de tom da obra, construindo uma trama por vezes paradoxal e conflitosa. A leitura será norteada, para tanto, pela noção de desamparo sistematizada pela psicanálise. / This paper aims at a reading of the work Perto do coração selvagem of Clarice Lispector, from the journey of protagonist Joan, to unravel the analysis toward the style of the author. In the foreground, we conjecture about human helplessness being revealed in the story of the character, in the background, the clariceano drama in relation to the language/writing helplessness. Loneliness, freedom, happiness and helplessness define what might be called \"tone\" of the work, building a story thats sometimes paradoxical and conflicting. The reading will be guided, for that, by the notion of helplessness systematized by psychoanalysis.

M.A. (Clinical Psychology) / The purpose of this study was to establish whether a cognitive intervention with patients in an intensive care unit in a general hospital would lead to a decrease in the commonly observed "intensive-care syndrome", which previously led to a deterioration in patients’ condition irrespective of their physiological condition. In order to effect this study an intervention focused at the alleviation of cognitive factors possibly causing the intensive care syndrome was constructed and rendered on audio-tape. An experimental and control group were randomly selected and pre-tests were performed on these groups. After the pre-tests were performed, the cognitive intervention was applied and post-tests on the same measures were performed. The results were subjected to separate analysis of covariance where baseline levels of the dependent variables were used as covariates. No significant results were found, implying that cognitive factors might not be playing the role they were expected to play, and that organic-physiological factors might play a more important role in the causation of the intensive-care sydrome. In addition, it was hypothesised that patients used their own "cognitive intervention" in order to alleviate the severity of symptoms observed in the intensive care unit. Further research is suggested in order to determine the relevant factors inherent in such a condition.

D.Litt. et Phil. (Psychology) / Please refer to dull text to view abstract

M.A. (Clinical Psychology) / This study was conducted to ascertain whether the mothers of children with psychoneurological learning disabilities were more depressed, helpless due to a particular attributional style, and had a lower self-concept, than the mothers of children with anxiety disorders. The Beck Depression Inventory, (Beck, Ward, Mendelson & Erbaugh, 1961), the Attributional Style Questionnaire (Abramson, Seligman &Teasdale, 1978), and the Tennessee Self Concept Scale (Fitts, 1965) were completed by the mothers of 20 boys with psychoneurological learning .disabilities and the mothers of 20 boys with anxiety disorders, aged 6-12 years. Significant results were obtained contrary to expectations, in that the mothers of children with anxiety disorders, were in fact more depressed, helpless and had a lower self-concept than the mothers of children with psycho- neurological disabilities. The conclusion was drawn that the nature of the psychopathology did not depend as much on one factor such as a specific learning disability or an anxiety disorder, but was rather a manifestation of the functioning of the family system. Further research seems indicated to investigate the strengths and vulnerabilities in the family system as a whole, in terms of the reciprocal influence of the learning disabled child and his family...

To test the hypothesis that a discrepancy between expectation and experience with regard to the controllability of outcomes would produce the greatest effect on later task behavior, 70 undergraduate volunteers were directed individually in a multiphase experiment. The first phase was designed to induce expectations of control or lack of control over outcomes. The second phase was designed to confirm or not to confirm the expectations induced. The third phase tested for the effects on later task behavior. The results indicated that the first phase procedure failed to induce the required expectancies, thus preventing a test of the experimental hypothesis. Possible procedural changes were discussed.