Thesis (M.A.)--University of Notre Dame, 2005. / Thesis directed by John G. Borkowski for the Department of Psychology. "November 2005." Includes bibliographical references (leaves 51-59).

Thesis (M. Sc.)--University of Hong Kong, 2004. / Title from title frame. Also available in printed format.

Thesis (D. Phil.(Communication Pathology))--University of Pretoria, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xii, 128 p. Includes abstract. Includes bibliographical references (p. 75-84).

Thesis (M.Sc.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 67-79. Also available online.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2006. / Title from first page of PDF file (viewed June 26, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 178-190).

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (doctoral)--Universität, Rostock, 2005/2006. / Description based on print version record. Includes bibliographical references (p. [327]-344).

M.Cur. / The parents of premature babies experience tremendous anxiety and uncertainty when the day of discharge eventually dawns. These feelings are often attributed to insufficient knowledge and skills with regard to care of the baby. Parents therefore, need clear guidelines, instructions and help from the neonatal nurse. The aim of this study is to identify and prioritize the specific discharge learning needs of parents with premature babies by means of the card sorting technique as assessment method. The aim of this study is executed in two phases. In phase one, the specific learning needs of parents are identified, explored and described according to a literature study. In phase two, the specific learning needs of parents with premature babies in private hospitals are identified and prioritized by means of the card sorting technique as assessment method, in order to make recommendations for appropriate discharge education. The most important learning needs identified in this study refer to cardiopulmonary resuscitation, long term health problems of the baby, signs and symptoms of infection, and feeding. The assessment of the specific learning needs of parents with premature babies in die neonatal unit, during the discharge period, should enable the nurse to perform the necessary knowledge transfer of information and thus ensure appropriate parent preparation. Knowledge of skills is essential to enable parents to care for their babies at home with confidence. In so doing, anxiety is diminished and a content parenthood is ensured.

Infants have an innate desire to form social bonds and jealousy protests are observed when an infant is trying to regain attention lost by a caregiver to a social competitor. The current study examined jealousy responses during the first year of life, between 6- to 9-months of age and 12- to 18-months of age, in response to loss of exclusive maternal attention, in addition to exploring implications for mother-infant attachment, EEG asymmetry, and cortisol reactivity and regulation. At both age groups, infants demonstrated increased approach behaviors when infants are faced with a social rival, in addition, left-frontal EEG asymmetry was associated with maternal-directed approach behaviors during the social rival condition. In the 6- to 9-month sample, left-frontal EEG asymmetry also demonstrated an association with infants regulatory abilities, measured by salivary cortisol. This study provides further evidence for the emerging links between social and emotional responses in infancy due to loss of exclusive maternal attention. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection