Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-121). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.S.W.)--York University, 1997. Graduate Programme in Social Work. / Typescript. Includes bibliographical references (leaves 197-208). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27387.

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In this study of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted, overall psychosocial maturity (or social-perspective coordination) was measured and related to academic ability and adolescents' perceptions of friendship quality and self-concept. Gifted status, sex, and grade significantly* predicted overall psychosocial maturity in multiple regression analyses. Conversely, as a group, overall social-perspective coordination, perceptions of one's ability to make and keep friends (close friendship self-concept), academic ability, sex, and grade level predicted the overall quality of adolescents' friendships. Being a female, seventh grader, or adolescent not identified as gifted, significantly predicted friendship quality. In addition, higher developmental levels of psychosocial maturity and close friendship self-concept predicted higher levels of friendship quality. Finally, when a measure of interpersonal negotiation strategies in hypothetical situations was entered into the prediction model in place of overall psychosocial competence, it appeared to be a better predictor of friendship quality. Specifically, higher levels of psychosocial competence were associated with higher levels of help, closeness, and lower levels of social comparison in friendship experiences. Likewise, the ability to think of higher levels of negotiation strategies was associated with higher levels of closeness and help, and with lower levels of social comparison and conflict in friendship experiences. / *Throughout the text, the term significance refers to statistical significance, rather than a meaning of importance.

The purpose of this study was to determine if adolescents who exhibited different profiles with respect to gender and the social-cognitive variables of negative mood regulation expectancy (beliefs regarding one's ability to alleviate negative moods), self-concept, personal uniqueness (a facet of adolescent egocentrism defined as the conviction that one is "special"), and daily hassles differed on current and post-romantic breakup depression levels. Subjects were 72 adolescents (19 males, 52 females, and 1 undesignated gender) attending a medium-sized Midwestern high school located in a city with a population of approximately 70,000. The mean age of the adolescents was 16.5 years. Eighty percent of the participants were White. A romantic relationship was defined as one that was exclusive, acknowledged to exist by both parties, and based on mutual feelings of attraction. All participants experienced a breakup with a romantic partner during the 12 months preceding the study. Self-report measures of depression (one referring to the week just prior to the study and one targeting the first week after the breakup) and the four social-cognitive variables were administered in random order. Results of a K-Means cluster analysis showed that adolescents who reported strong beliefs in their ability to alleviate negative affect, high self-concepts, weak personal uniqueness beliefs, and few hassles experienced the least amount of depression. Conversely, teenagers professing weak mood regulation beliefs, low self-concepts, a strong sense of uniqueness, and many hassles reported the greatest amount of depression. Females' depression scores were higher than males', but the relation was not significant. Notably, 45% of the participants reported current depression levels indicative of the need for further screening. Twenty-five percent of adolescents in the sample had current scores in the "clinically depressed" range. With respect to post-breakup depression, 76% of the teenagers reported scores at or above the screening cutoff point, whereas 51 % had scores indicating clinically significant symptoms.These results suggest that school psychologists and counselors should take seriously the romantic breakups that occur during adolescence. Addressing adolescents' post-breakup depression would be a prime opportunity for these professionals to demonstrate their expertise in the areas of prevention, intervention, and consultation. / Department of Educational Psychology

Thesis (Ph. D.)--Oregon State University, 1989. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 66-76).

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, June 1999. / Includes bibliographical references. Also available on the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--Bowling Green State University, 2010. / Document formatted into pages; contains x, 182 p. : ill. Includes bibliographical references.