Submitted by Karina Ferraz Tozze null (karinatozze@hotmail.com) on 2016-03-28T19:57:17Z No. of bitstreams: 1 Dissertação - Karina Tozze [versão ABNT].pdf: 1723728 bytes, checksum: a2c5f262400c681171b7621b2ee21b29 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-29T18:49:35Z (GMT) No. of bitstreams: 1 tozze_kf_me_bauru.pdf: 1723728 bytes, checksum: a2c5f262400c681171b7621b2ee21b29 (MD5) / Made available in DSpace on 2016-03-29T18:49:35Z (GMT). No. of bitstreams: 1 tozze_kf_me_bauru.pdf: 1723728 bytes, checksum: a2c5f262400c681171b7621b2ee21b29 (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A supervisão de estágio é um processo de ensino e de aprendizagem que visa gerar mudanças no comportamento do estagiário/terapeuta, a fim de facilitar a prática clínica do futuro psicólogo. Diante disso, a presente pesquisa foi dividida em dois estudos complementares. O primeiro estudo buscou apresentar dados referentes a uma intervenção realizada por terapeutas com pais que se queixavam de problemas de comportamentos internalizantes dos filhos. Foram feitas aplicações de instrumentos nos pais para avaliar a efetividade dos atendimentos e analises dos dados referentes ao processo terapêutico, por meio da descrição da interação terapêutica. O que se obteve nesse estudo, foi de que os pais, após a intervenção, reduziram as queixas levantadas antes dos atendimentos. A interação terapêutica se mostrou como uma ferramenta importante que contribuiu para a melhora dos clientes. Pretendeu-se compreender melhor o processo de supervisão de estágio e se a supervisão era uma variável a ser considerada diante dos dados observados no primeiro estudo. A partir da identificação e descrição de categorias comportamentais do supervisor de estágio e de estagiários durante o processo de supervisão oral e escrita. O mesmo estudo também descreveu se as estagiárias aplicaram ou não as recomendações dadas pela supervisora, além de identificar quais foram essas recomendações. Notou-se que as recomendações fornecidas pela supervisora foram seguidas, em sua maior parte, e possibilitaram a aquisição de habilidades terapêuticas por parte das estagiárias, havendo uma contribuição para o fim das queixas trazidas pelos clientes. Ao fim, questões metodológicas e novas possibilidades de pesquisa foram discutidas. / The probation supervision is a process of teaching and learning that aims to generate changes in behavior trainee / therapist in order to facilitate future clinical psychologist practice. About that noted the importance of developing research involving probation supervision for psychological support that are conducted in group form. Therefore, the present reserarch was separed into two complementary studies. The first study aimed to present data relating to an intervention performed by trainees / therapists with parents who complained of problems of internalizing behaviors of their children. So instruments applications were made to parents to evaluate the effectiveness of psychological support. In addition, data on the therapeutic process were analyzed by describing the therapeutic interaction. It has been obtained in this study was that parents after the intervention reduced the complaints raised before the sessions. About the therapeutic interaction that was show as an important tool contributing to the improvement of patients. Then was intended to understand the probation supervision process and supervision was one variable to be considered face of data observed in the first study. This way the second study identified and described behavioral categories of the probation supervisor and trainees during the process of oral and written supervision. The same study also described if the trainees applied or not the recommendations given by the supervisor and identified what were these Recomendations. That way it was observed that the Recommendations provided by the supervisor both reports as in probation supervision environment were followed, for the most part, and made possible the purchase of therapeutic skills by the trainees, That way it was observed that the recommendations provided by the supervisor, both reports as the very probation supervision environment were followed, for the most part and made possible the acquisition of therapeutic skills by the trainees, in the course of probation and so having a contribution to the end of complaints brought by the parents. After methodological issues and new research possibilities were discussed.

Abstract This study focuses on early attachment and its effects on later cognitive development and mental well-being in Finnish twins and singletons. Altogether 84 infants, including both singletons (N = 27) and twins (N = 57), were assessed at 18 months of age to determine their infant–mother and infant–father attachment using the Preschool Assessment of Attachment (PAA), a modification of the Ainsworth infant classification system. In the whole sample, approximately one third (37%) of the children were assessed as using avoidant/defended insecure (Type A), one third (35%) secure/balanced (Type B), one fifth (20%) resistant/coercive insecure (Type C) and the rest insecure other (IO, 8%) attachment strategy with their mothers, while the corresponding percentages of attachment strategies with fathers were 36%, 33%, 28% and 3%, respectively. The results yielded a difference in the maternal attachment between twins and singletons; the twins were more often Type B attached than the singletons. At 36 months the children were tested with the Stanford-Binet test for measuring their intelligence level. Children with Type A or Type B attachment pattern attained the highest IQ. High socio-economic status of the family and mature pregnancy (≥ 37 weeks) were also significantly linked with higher intelligence levels. At the age of 48 months, the children’s mental well-being was assessed by using CBCL (Child Behavior Checklist, Achenbach) questionnaires completed by the mothers of 22 singletons and 51 twins and the fathers of 20 singletons and 60 twins. Type A attachment strategy with the mother among singleton toddlers was significantly associated with higher CBCL scores reported by mothers, concerning withdrawal, somatic problems and total internalizing symptoms, whereas among twins there were no such correlations. In addition, on the basis of the parental reports singletons had significantly more behavioural and emotional symptoms than the twins. / Tiivistelmä Tutkimuksessa tarkastellaan suomalaisten yksös- ja kaksoslasten varhaisen kiintymyssuhteen vaikutusta myöhempään lapsuusiän kehitykseen ja psyykkiseen hyvinvointiin. Yhteensä 84 lapsen, 27 yksösen ja 57 kaksosen, kiintymyssuhdestrategia arviointiin 18 kuukauden iässä äitiin ja isään PAA – menetelmällä (Pre¬school Assessment of Attachment), joka on modifikaatio Ainsworthin pikkulasten kiintymyssuhteen luokitusjärjestelmästä. Lapsista noin kolmanneksella (37%) oli suhteessa äitiin välttelevä kiintymyssuhdestrategia (A-tyyppi), toisella kolmanneksella (35%) turvallinen (B-tyyppi), viidenneksellä (20%) vastustava (C-tyyppi) ja loppuosalla muu turvaton (IO, 8%). Vastaavat osuudet lasten ja isien välisissä kiintymyssuhteissa ryhmittäin (A, B, C ja IO) olivat 36%, 33%, 28% ja 3%. Kaksosten kiintymyssuhdestrategia suhteessa äitiin oli yksösiä useammin turvallinen. Lasten kognitiivinen taso arvioitiin Stanford-Binet –testillä 36 kuukauden iässä. Lapset, joiden kiintymyssuhde äitiin tai isään oli joko A- tai B-tyyppinen, menestyivät testissä parhaiten. Korkea sosioekonominen status ja täysiaikaisuus (≥ 37 raskausviikkoa) olivat yhteydessä merkitsevästi parempaan suoriutumiseen testissä. Lasten psyykkistä hyvinvointia arvioitiin 48 kuukauden iässä CBCL-lomakkeella (Child Behavior Checklist), jonka täytti 51 kaksosen ja 22 yksösen äitiä sekä 60 kaksosen ja 20 yksösen isää. Yksösillä, joilla oli A-tyyppinen kiintymyssuhde äitiin, oli äitien raportoimana merkitsevästi enemmän vetäytymistä, somaattisia oireita ja ylipäätään internalisoivia (tunne-elämän) oireita. Lisäksi vanhemmat raportoivat yksösillä olevan merkitsevästi enemmän sekä käyttäytymisen että tunne-elämän oireita kaksosiin verrattuna.

This study reported an Outcome Mediation Cascade evaluation of the Changing Lives Program (CLP), a positive youth intervention. This study examined the effects of participation in the CLP on positive outcomes (Personal Expressiveness and Well-Being) and negative outcomes (Internalizing and Externalizing problem behaviors) as mediated by Identity Distress. 137 females and 101 males comprised the sample of this study, which draws from archival data of adolescents in alternative high schools in Miami. Findings indicated that the hypothesized model fit the data (χ2 (11) = 14.544, p = .020; RMSEA = .04; CFI = .995; SRMR = .028). Findings also provided preliminary evidence consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes.

eer victimization is a common experience that is associated with later psychopathology. However, there is inconsistency in the strength and statistical significance of this effect. The current study used two methods to try to understand this inconsistency. First, co-occurring internalizing and externalizing symptoms were considered dimensionally. Second, the present study considered temperament as a potential moderator to explain the multifinality of outcomes that occur following peer victimization. A community sample (N = 387; 52% female) of early adolescents (11-15) from a longitudinal study of risk and resilience factors for psychopathology was utilized to test hypotheses. Cross-lagged examinations between victimization and psychopathology were examined, including the moderating effect of temperament. No longitudinal relationship between victimization and psychopathology was found. A significant interaction between victimization and effortful control predicted externalizing and co-occurring symptoms. Future researchers should consider improving the measurement of victimization and temperament to get a better understanding of the effect.

This study investigated the effects of lesion presence within larger brain networks (e.g., default mode network (DMN), salience network (SN), and mentalizing network (MN)) in the chronic phase of a pediatric traumatic brain injury (TBI) and the effect on social function. We compared children with a TBI to children with an orthopedic injury (OI) with three different aims. The first aim was to determine whether network volume differed by group (e.g., TBI vs. OI). Second, investigate if lesion presence in a sub component region of the network resulted in total network volume loss for that network. Finally, learn whether network volume would predict outcome on the Behavior Assessment System for Children, Second Edition (BASC-2). Approximately 184 participants (65% male; 70% Caucasian) between the ages of 6-17 years completed testing and a structural MRI scan in the chronic stage (at least one-year post-injury) of the injury. Injury severity included complicated mild, moderate, and severe TBI. Radiological findings were analyzed using recommendations from the Common Data Elements' core (presence or absence of a lesion) and supplementary (lesion type and location) recommendations. Volumetrics for all participants were obtained with FreeSurfer to quantify total network volumes for the DMN, SN, and MN. The parent of each participant completed a behavioral measure for externalizing and internalizing behaviors. Three sets of statistical analyses were completed, including multivariate analysis of covariance, analysis of covariance, and multiple regression, for each of the three aims of the study, respectively. There were significant differences in total DMN volume between the two groups and participants with lesions solely in the MN had lower total MN volume. Moreover, lower total MN volume was associated with worse functioning on measures of externalizing and internalizing behaviors. The larger implications, including developmental and social implications, of these findings are discussed.

Die Arbeit untersucht die physiologische und psychologische Stressreaktion von Kindern und Jugendlichen mit internalisierenden Störungen im Vergleich zu gesunden Kontrollkindern (n = 55 pro Gruppe, Alter 8-14 J). Es wurde ein standardisierter Stressor, der Trier Social Stress Test for Children (TSST-C; Buske-Kirschbaum et al., 1997) eingesetzt und die Stressreaktion der Probanden mehrdimensional erfasst. So wurde vor und nach Stresstest insgesamt zu 9 Messzeitpunkten die physiologische Stressreaktion anhand des Stresshormons Cortisol gemessen sowie die aktuelle subjektive Aufregung erfragt. Die kognitive Stressreaktion wurde unmittelbar nach dem Stresstest anhand einer subjektiven Leistungseinschätzung sowie eine Stunde nach dem Stressor anhand eines Fragebogens zu negativen Kognitionen erfasst. Es zeigte sich, dass die Kinder der internalisierenden Gruppe eine signifikant geringere physiologische (blunted reaction) sowie eine signifikant höhere kognitive Stressreaktion aufweisen als die Kinder der Kontrollgruppe. Darüber hinaus zeigte sich eine Unterschied in den subjektiven Aufregungswerten nach dem Stresstest, mit einer höheren und länger andauernden Aufregung in der internalisierenden Gruppe. Im Rahmen von mehreren explorativen Fragestellungen wurde der Zusammenhang zwischen den verschiedenen Aspekten der Stressreaktion untersucht. Stärken und Schwächen der Arbeit sowie klinische Implikationen der gefundenen Ergebnisse werden diskutiert.:Inhaltsverzeichnis 1. Bibliografische Zusammenfassung ......5 2. Abkürzungsverzeichnis ..........................................................6 3. Abbildungsverzeichnis ................................................8 4. Tabellenverzeichnis.....................................................10 5. Einleitung ....................................................................11 6. Theoretischer Hintergrund ............................13 6.1. Internalisierende Störungen im Kindes- und Jugendalter.................13 6.2. Stress.............................................................................14 6.2.1. Definition .................................................14 6.2.2. Stressoren ...........................................15 6.2.3. Laborstressor – Trier Social Stress Test for Children...................16 6.3. Stressreaktion.............................................18 6.3.1. Physiologische Stressreaktion....................................18 6.3.2. Psychologische Stressreaktion ...........................22 6.3.2.1. Subjektive Stressreaktion...............................22 6.3.2.2. Kognitive Stressreaktion................................24 7. Fragestellungen und Hypothesen ...............................28 8. Methoden............................................................35 8.1. Stichprobe und Rekrutierungswege ........................35 8.2. Messverfahren und Instrumente ......................39 8.2.1. Webapplikation zur Präsentation der Fragebögen: LimeSurvey..........39 8.2.2. Phänotypisierung der Probanden .....................40 8.2.2.1. Intelligenztest ..............................41 8.2.2.2. Screeningfragebogen für psychopathologische Auffälligkeiten ........41 8.2.2.3. Diagnostisches Interview .......................42 8.2.3. Psychosozialer Stresstest.....................43 8.2.4. Instrumente und Methoden zur Erfassung der Stressreaktion...................46 8.2.4.1. Physiologische Stressreaktion.......................................................46 8.2.4.2. Subjektive Stressreaktion...................................................49 8.2.4.3. Kognitive Stressreaktion...................................50 8.3. Stichprobenbeschreibung:.................................................51 9. Datenanalyse .........................................................55 10. Ergebnisse ................................................................57 10.1. Physiologische Stressreaktion ..........................................57 10.2. Subjektive Stressreaktion.....................................................................61 10.2.1. Aufregung im zeitlichen Verlauf .........................................................64 10.2.2. Aufregung vor dem Stresstest ............................................................64 10.2.3. Aufregung während des Stresstests.......................................................65 10.2.4. Aufregung nach dem Stresstest...................................................66 10.3. Kognitive Stressreaktion.....................................................................67 10.3.1. Subjektive Leistungseinschätzung ............................................67 10.3.2. Negative Kognitionen ...........................................................................67 10.3.2.1. Wie oft an die Situation gedacht?.........................................................67 10.3.2.2. Valenz der Gedanken..........................................................................68 10.3.2.3.Summe negativer Kognitionen .............................................................69 10.4. Zusammenhang zwischen den verschiedenen Stressaspekten.............................71 10.4.1. Zusammenhang zwischen der physiologischen und der subjektiven Stressreaktion ...71 10.4.2. Zusammenhang zwischen den verschiedenen psychologischen Stressaspekten ......72 10.5. Vorhersage der Gruppenzugehörigkeit anhand der verschiedenen Aspekte der Stressreaktion.........75 11. Diskussion ........................................77 12. Zusammenfassung der Arbeit..............................................92 13. Literatur .................................................................96 14. Anlagen .....................................................103 14.1. Anlage 1: Exkurs: Analyse der beiden Teilaufgaben des Stresstests .................................103 14.2. Anlage 2: post-hoc paarweise Vergleiche der Aufregungswerte........................................110 14.3. Anlage 3: Instrumentenübersicht LIFE Child Depression..................................................111 14.4. Anlage 4: SOP Subgruppenuntersuchung Kind..................................................................112 14.5. Anlage 5: SOP TSST-Wissenschaftler ............................................................................143 14.6. Anlage 6: Dokumentationsbogen für TSST-C-Wissenschaftler.........................................155 14.7. Anlage 7: Thoughts Questionnaire for Children.................................................................156 15. Erklärung über die eigenständige Abfassung der Arbeit...............................................158 16. Lebenslauf ...................................................................159 17. Publikationen...............................................................................161 18. Danksagung ..............................................................................163

Adolescence is an important developmental period where friendships become important for social emotional adjustment. Given the importance of friendships in adolescence, the current study explored the relation between popularity and internalizing problems and whether friendship qualities mediated this relation. The present study aimed to answer the following research question: What is the mediating role of friendship qualities in the relationship between perceived popularity and internalizing symptoms? Data from the National Institute of Child Health and Development – Study of Early Child Care and Youth Development were analyzed. Data were analyzed using structural equation modeling. Results indicate that adolescents who rated themselves as being high in popularity also reported higher levels of positive friendship qualities. A significant relationship was also found among perceived popularity and internalizing problems such that adolescents who rated themselves as being high in popularity were also reported by their mothers as having lower levels of internalizing problems. Contrary to what was expected, validation and caring significantly mediated the relationship between popularity and anxiety/depression and social problems such that as popularity goes up, so does anxiety/depression, and social problems. Results found conflict and betrayal mediates the relation between popularity and thought problems suggesting adolescents that believe they are popular experience less conflict and betrayal and fewer thought problems. Additionally, conflict resolution, companionship, and recreation each mediated the relationship between popularity and social problems. This suggests that having a friend you can rely on for companionship, recreation and conflict resolution serves as a buffer from the negative consequences of social problems. Help and guidance as a mediator resulted in a positive relation between popularity and social problems which was unexpected. Results support claims that popularity relates to having high quality friendships that protect against internalizing problems. These findings emphasize the importance of understanding outcomes for adolescent adjustment in relation to forming and maintaining positive relationships with peers.

The effects of maternal stress on child behavior, especially externalizing problems such as aggression, defiance, and lack of self-control, are well-established within psychological literature. Few studies, however, have examined the effects of maternal stress on child internalizing problems, such as loneliness, withdrawal, and symptoms of anxiety and depression. Moreover, there is much research within developmental psychology to support the notion that parent-child co-regulation, sometimes called dyadic synchrony, can predict child behavioral outcomes. Currently, researchers lack an understanding of how this process can interact with maternal stress to predict child internalizing symptoms. The following thesis details a multi-method assessment which is designed to examine the mediating effect of co-regulation on the relationship between maternal stress and child internalizing symptoms. In this research project, mothers and their three-year-old children complete questionnaires and a challenging dyadic task to assess their current stress, internalizing symptoms, and co-regulation strategies. Co-regulation scores are assigned through a macro coding scheme developed by a behavioral observation coding team. Due to ongoing data collection, data from a comparable project were collected to test this hypothesis using similar self-report measures. This study may have significant implications for the effects of everyday parent-child interactions on future child health outcomes.

School attendance problems experienced by children are a concern across Canadian educational systems. Higher rates of attendance issues exist among children who experience emotional and behavioural difficulties, which places them at heightened risk for poor educational outcomes. Frequently explored in educational research are variables related to school attendance problems among the general child population, however, a shortage of literature exists that explores these elements among children with emotional and behavioral difficulties. To address this void, this mixed-methods study explored child and educational elements that surrounded the school attendance problems of a sample of children receiving mental health services at a community clinic. Together, analyses of data gathered from the CANS, SDQ, and client files indicated that dynamic and reciprocal relationships existed among children’s emotional, behavioural, social, and academic difficulties which contributed to their attendance and overall educational experiences. These results corroborate existing research related to school attendance problems, however, provide unique insights into the profiles of this particular population and how their needs can be better met to promote more positive school experiences.

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