Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains viii, 68 p. Includes bibliographical references.

This study attempts to assess short term behavioral changes, as measured by the Hewett Behavioral Checklist in emotionally handicapped children enrolled in three of the special education classrooms.

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No description available.

The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

The purpose of this study was to explore regular education student perceptions of the effects of implementing behavioral interventions for seriously emotionally disturbed students (SED) in the regular classroom. Student perceptions of classroom friction or disruptiveness, apathy, and general enjoyment or satisfaction were evaluated. It was predicted that regular education students would report more classroom friction, increased apathy, and less satisfaction when interventions were implemented in the regular classroom for a target SED student.

"The purpose of this study was to determine the distribution of selected non-symptomatic characteristics collected through the administration of a schedule to 119 cases known to the Child Guidance Clinic of Pinellas County, St. Petersburg, Florida. This study has attempted to ascertain the significant differences between cases classified as schizophrenic reactions and cases classified under "no psychiatric disorder found" with respect to the distribution of these characteristics"--Introduction. / Typescript. / "June, 1959." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Social Work." / Advisor: Dixie B. Jones, Professor Directing Study. / Includes bibliographical references.

Wan, Suk Fan. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 170-176). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Rationale of the Research Topic --- p.2 / Research Questions --- p.3 / Research Objectives --- p.4 / Overview of the Present Thesis --- p.4 / Chapter Chapter 2 --- Literature Review --- p.6 / The Vicissitudes of the Concept of Mental Health Problems in the Western Culture --- p.6 / The Development of the Concept of Children and Adolescents in the Western Culture --- p.12 / The Traditional Chinese Concept of Children and Parental Role --- p.19 / The Child Mental Health Problem in Hong Kong --- p.24 / Summary --- p.29 / Chapter Chapter 3 --- Theoretical Framework --- p.32 / Orientation of A Critical Social Work --- p.32 / "Discourse, Power / Knowledge" --- p.34 / "Discourse, Subjectivity and Human Problem" --- p.38 / Criticism from Foucault and Inspiration for the Theoretical Framework --- p.40 / Social Constructionism --- p.44 / Summary --- p.46 / Chapter Chapter 4 --- Research Methodology --- p.48 / Rationale of Selecting the Qualitative Research Method --- p.48 / Research Design --- p.50 / Methods of Data Collection and Analysis --- p.51 / The Setting of the Child Psychiatric Unit of the Alice Ho Miu Ling / Nethersole Hospital --- p.54 / Sampling Method and the Profile of the Participant Families --- p.56 / Quality of the Present Research and Its Measure --- p.62 / Summary --- p.65 / Chapter Chapter 5 --- The Results of Study : The Subjective Experiences of the Children and Adolescents --- p.67 / The Subjective Experience related to the Child Mental Health Problems: the Children and Adolescents´ة Perspective --- p.67 / "I have problems, but my problems were not necessarily a child mental health problem.'" --- p.67 / My school and family lives were disturbed not only by my problems; but by the treatment provided by the Child Psychiatric Unit too!´ة --- p.73 / Effects on School Lives --- p.73 / Effects on Family lives --- p.75 / "´بPerhaps the treatment improved my problems, but it was such a painful and meaningless process to me!´ة" --- p.81 / ´بThe Child Psychiatric Ward - a place I never want to go again!´ة --- p.81 / "´بNo one discussed with me about my progress and discharge plan, I felt like being trapped!´ة" --- p.90 / I had no part to play in my treatment!´ة --- p.91 / I was confused by too many helping professionals. They were unhelpful unless I was ready to help myself. ´ب --- p.94 / I had no choice! No one discussed with me before the decision was made!'´ة --- p.95 / Summary --- p.97 / Chapter Chapter 6 --- The Results of Study : The Subjective Experiences of the Parents --- p.99 / The Subjective Experiences related to their Children´ةs Mental Health Problems : the Parents´ةPerspective --- p.99 / ´بMy child does not only have child mental health problem but also problems with other aspects of his / her life.´ة --- p.99 / ´بWe were desperate; the services provided by the Child Psychiatric Unit were our last resource!´ة --- p.106 / "´بMy child's problem affected not only his / her well-being, but it also affected our family relationship, parenting, emotions and mental health!'´ة" --- p.109 / "´بFamily Relationships - it was not his problem only, my whole family was affected.´ة" --- p.109 / "Parenting -1 know I need to adjust my parenting in response to my child's problem, but I am uncertain in what way I should change.´ة" --- p.114 / "´بEmotions and Mental Health - although I was disappointed by my child, I blamed myself for his problem and worried that his future would be destroyed by his problem.´ة" --- p.120 / Who is going to take care of my emotions?´ة --- p.129 / I needed help; but Ifelt that I was not included from the treatment program!´ة --- p.129 / I need more than a pill for my child!' --- p.129 / "´بDoctor, would you listen to my opinions and difficulties in dealing with my child's problem before you design the treatment plan?´ة" --- p.133 / Visiting - the precious moment to show our support to my child but restricted by the hospital policy.' --- p.135 / Summary --- p.137 / Chapter Chapter 7 --- Discussion and Implications --- p.139 / The Constitution of Subjectivities --- p.140 / The Subjectivities of the Children and Adolescents --- p.142 / The Subjectivities of the Parents --- p.145 / Power Relations --- p.149 / Power Relations between Self and Discourse --- p.150 / Power Relations between Parents and Children --- p.151 / Power Relations between Services User and Helping Professionals --- p.152 / Power Relations between Service Users and Hospital Policies --- p.154 / Emergence of New Meanings and Creation ofAlternatives --- p.155 / Implications for Social Work Practice and Future Child Mental Service Development --- p.156 / Contributions and Limitations of this study --- p.160 / Contributions of this Study --- p.160 / Limitations of this Study --- p.161 / Directions for Further Study --- p.163 / Self-reflexivity : My Personal Change after Completing this Study --- p.163 / Conclusion --- p.165 / Appendices / Appendix 1 Guidelines for interview --- p.166 / Appendix 2 Letter to the family and consent form (Chinese version) --- p.168 / Bibliography --- p.170 / List of Tables: / Table 1: Summary of Erikson's Psychosocial Theory --- p.17 / Table 2: Details of the Data Collection Schedule --- p.53 / Table 3: The Socio-Demographic Data of the Six Families --- p.57 / Table 4: Diagnosis and Psychiatric Histories of the Six Children and Adolescents --- p.58 / Table 5: Details of Hospitalization of the Children and Adolescents --- p.59 / Table 6: Details of the Follow up Service Received by the Children and Adolescents --- p.59

Communication refers to the conveyance of intended messages so that the listeners' attitudes, beliefs, or behaviors are changed. Communication through a language system may be thought of as the integration of the three components of content (semantics), form (syntax), and use (language in context or pragmatics). The corning together of content, form, and use in signs, words, phrases, and discourse is the essence of language development. The synergism of content/form/use makes up language competence, or knowledge. When children speak and understand a message, they have a plan that is knowledge of language and they use that plan for the behavior involved in speaking or understanding messages, (Bates, 1976; Bloom and Lahey, 1978).