Understanding temporal relations among posttraumatic stress disorder (PTSD) symptom dimensions has received increasing attention in research. However, current findings in this area are limited by group-level approaches, which are based on inter-individual variation. PTSD is a heterogeneous syndrome and symptoms are likely to vary across individuals and time. Thus, it is important to examine temporal relations among PTSD symptom dimensions as dynamic processes and at the level of intra-individual variation. The aim of the present study was to capture temporal dynamics among PTSD symptom dimensions at an individual level using unified structural equation modeling (uSEM). World Trade Center (WTC) 9/11 responders (N = 202) oversampled for current PTSD (18.3% met criteria in past month) were recruited from the Long Island site of the WTC health program. Using ecological momentary assessment (EMA), PTSD symptoms were assessed three times a day over seven consecutive days. The person-specific temporal relations among PTSD symptom dimensions were estimated with individual-level uSEM. For the sample as a whole, hyperarousal played a key role in driving the other three symptom dimensions longitudinally, with the strongest effect in intrusive symptoms. However, daily temporal relations among PTSD symptoms were idiosyncratic. Although hyperarousal was a strong predictor of subsequent symptom severity, only 33.95% of the sample showed this predictive effect while others showed more evident temporal relations between intrusion and avoidance. Implications for personalized health care and recommendations for future research using individual-level uSEM in psychopathology are discussed.

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige ondersteuning. Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek. Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie. Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter bevordering van die opvoedkundige sielkundige praktyk. 'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm shifts in natural and human sciences, increasing uncertainty about the real nature of the human being and how one person can assist another in an accountable way with solving problems in order to restore human dignity through educational psychological assistance. Research is carried out to determine what an accountable educational psychological practice, with special reference to pedotherapy, should entail. A literature study regarding basic requirements of an accountable educational psychological practice in historical and contemporary perspective is included. A further literature study is executed concerning an accountable pedotherapeutic practice. A theoretical grounding of pedotherapy is included in the literature study and specific attention is given to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic approach and forms of pedotherapy. The nature and role of a view of human kind in educational psychological practice is also discussed. Categories describing an accountable science of Psychology of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists are discussed against the background of a view of human kind. By means of an empirical investigation it is determined what the current status of Psychology of Education in theory and practice is. This investigation is conducted by means of idiographic interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are conversant with theoretical foundations and an ontological view of human kind, the value of evaluation criteria and the possibilities presented by the insights of Psychology of Education and how practitioners approach their practice in ethical stance. Also the views of practitioners on current prescriptions and their suggestions for improving educational psychological practice are obtained. A number of recommendations is presented in the light of findings from the entire study. A trial run for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige ondersteuning. Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek. Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie. Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter bevordering van die opvoedkundige sielkundige praktyk. 'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm shifts in natural and human sciences, increasing uncertainty about the real nature of the human being and how one person can assist another in an accountable way with solving problems in order to restore human dignity through educational psychological assistance. Research is carried out to determine what an accountable educational psychological practice, with special reference to pedotherapy, should entail. A literature study regarding basic requirements of an accountable educational psychological practice in historical and contemporary perspective is included. A further literature study is executed concerning an accountable pedotherapeutic practice. A theoretical grounding of pedotherapy is included in the literature study and specific attention is given to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic approach and forms of pedotherapy. The nature and role of a view of human kind in educational psychological practice is also discussed. Categories describing an accountable science of Psychology of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists are discussed against the background of a view of human kind. By means of an empirical investigation it is determined what the current status of Psychology of Education in theory and practice is. This investigation is conducted by means of idiographic interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are conversant with theoretical foundations and an ontological view of human kind, the value of evaluation criteria and the possibilities presented by the insights of Psychology of Education and how practitioners approach their practice in ethical stance. Also the views of practitioners on current prescriptions and their suggestions for improving educational psychological practice are obtained. A number of recommendations is presented in the light of findings from the entire study. A trial run for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

No description available.

Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Afrikaans text / Hierdie navorsing spruit uit die behoefte om doeltreffendheid van hulpverlening by kliente in die ouderdomsgroep elf- tot veertien jaar te verbeter. Die doel was om vas te stel of die projeksietegniek storievoltooiing by vroee adolessente nuttige responsies oplewer. Twee bestaande storievoltooiingsmedia, naamlik die Doss Fabels en die Madeleine Thomas Toets is toegepas saam met ander projeksiemedia en die responsies wat by storievoltooing gekry is, is geevalueer. Deur middel van 'n literatuurstudie is die eienskappe van die vroee adolessent nagegaan. Daar is spesiale aandag gegee aan die probleme wat kliente in hierdie ouderdomsgroep by hulpverlening vir die hulpvertener oplewer. Navorsing dui daarop dat die vroee adolessent 'n relatief hoe risiko loop om wordingsprobleme te ontwikkel. Vanwee die kenmerke van hierdie spesifteke ontwikkelingstadium, is erkende metodes van hulpverlening soos onderhoudvoering, nie altyd die aangewese of mees suksesvolle metode van hulpverlening nie. Tydens die empiriese ondersoek is gevind dat die proefpersone gunstig gereageer het op die storievoltooiingsmedia en nuttige responsies gelewer het. Die gevolgtrekking is gemaak dat storievoltooing as tegniek, moontlik 'n rol te speel het naas die meer bekende projeksiemedia soos die TAT en die OAP as hulpmiddel by diagnose van probleme by vroee adolessente. / This reseach evolved from the need to increase the efficiency of therapy with early adolescents. The objective was to establish whether story completion as projective technique elicits useful responses. Two existing story completion media, the Duss Fables and the Madeleine Thomas Test, were applied in addition to other projection media and the responses were evaluated. The characteristics of the early adolescent were studied as found in the literature. Research indicates that the early adolescent is at risk for various ontological and psychological problems. Because of the characteristics of clients in this specific developmental stage, accepted techniques in therapy, for example the interview, are not entirely successful when counseling early adolescents. It was found that testees responded positively to the story completion media and produced useful responses. The conclusion was that story completion may have a role to play as an instrument in diagnosing the problems of early adolescents. / Psychology of Education / M. Ed. (Voorligting)

Made available in DSpace on 2016-04-29T13:32:32Z (GMT). No. of bitstreams: 1 Maria Cecilia de Vilhena Moraes Silva.pdf: 1246481 bytes, checksum: b36c2aeff72f55fcdd6467b0a7b3dc27 (MD5) Previous issue date: 2010-06-16 / Since they were created, psychological tests have been used in different contexts to support decisions that affect the life of many people. If they are to be used properly, it is critical to know both their underlying theoretical assumptions and their limitations. This thesis aims to bring to light such assumptions and to demonstrate that psychological tests , as a generic label, is not suited for the broad array of psychological assessment techniques available today. Based on the work of Pierre Bourdieu, who considers scientific knowledge as a social activity and the conformation of scientific fields as stemming from the configuration of the forces that conform it in a given historical period, this thesis investigates the trajectory of Alfred Binet and Francis Galton, two important actors of the psychological assessment field, considering the personal, social and historical context of their work, and the influence of their contributions to the subsequent conformation of this field. The differences between projective techniques and psychometrical tests are highlighted and the implications of considering both as psychological tests for the conformation of the psychological assessment field in Brazil, today, are discussed. A few issues regarding the education of qualified psychologists for the proper use of these techniques are also considered / Desde sua criação, os testes psicológicos têm sido usados em diferentes contextos, subsidiando decisões que afetam a vida de muitas pessoas. Seu uso adequado tem, como condição fundamental, o conhecimento de seus pressupostos teóricos e de suas limitações. O objetivo deste trabalho é explicitar tais pressupostos e demonstrar que o rótulo genérico testes psicológicos é inadequado para abrigar a diversidade de instrumentos do exame psicológico existentes. Com base em Pierre Bourdieu, considera-se o conhecimento científico como uma atividade social, sendo a conformação de um campo científico decorrente da configuração das forças que o compõem e de seus respectivos pesos em um dado momento histórico. Procura-se recuperar a trajetória de Alfred Binet e de Francis Galton, dois dos principais atores do campo do exame psicológico, abordando o contexto pessoal, social e histórico em que desenvolveram suas obras, e a influência de suas ideias na conformação posterior do campo. A partir disso, procura-se diferenciar técnicas projetivas e testes psicométricos, discutir as implicações de considerá-los sob o mesmo rótulo na conformação do campo do exame psicológico no Brasil de hoje e apontar aspectos importantes da formação do psicólogo para o uso adequado desses instrumentos

Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)