Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 173-186).

Thesis (Ph.D.)--University of California, Santa Barbara, 2007. / Adviser: Yukari Okamoto. Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 52-67).

Typescript. Includes abstract. Includes bibliographical references (leaves 91-94). Also available online in Scholars' Bank.

Thesis (M.A.)--Trinity International University, 2007. / Abstract. Includes bibliographical references (leaves 94-101).

Thesis (M.A.)--Trinity International University, 2007. / Abstract. Includes bibliographical references (leaves 94-101).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 32-34).

No description available.

In this study, the social experiences of a young adult growing up as an only-child were explored. A single case study with a female only-child, 23 years of age was used to elicit the themes related to these social experiences. The conceptual framework utilised for this study included the concepts of social identity, social relations and social learning, which incorporated the various social agents and contexts explored in this study. Data was generated through multiple sessions, which consisted of the participant’s life story, people and places maps, as well as unstructured and semi-structured interviews. In addition, field notes and observations were recorded in a reflective journal. The data was analysed and interpreted through thematic analysis, which involved an in-depth selection of themes evident in the participant’s written and verbal expressions. The results of the study were presented in the form of themes, subthemes and categories depicting the social experiences of the participant. The primary themes that seemed to have influenced the social experiences of the participant were her relationships (specifically that with her primary caregivers) and her experiences (attached to these relationships). This study yielded an additional category, which can be seen as contributing to the literature on the social experiences of only-children. This category focused on the cultural influences of the participants’ family, which seemed to be significant in shaping her identity. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Interaction skills are developed with other people and enable the ability to take in the perspectives of others as well as the ability to develop oneself. This should therefore mean that an individual who grows up with fewer people around them may find that it takes practice and effort to develop their social skills. In other words, growing up as an only child can lead to special circumstances that can affect an individual's behavior in social interactions. The purpose of the paper is to study whether growing up without siblings has an impact on adult only children's experiences of and actions in social interactions and the creation and maintenance of relationships. The empirical data consists of semi-structured interviews that are analyzed through previous research and the concepts: internalization, primary and secondary socialization, significant others, role assumption and significant symbols. The study's previous research is divided into three themes that relate to the study in different ways. The study's results show that growing up without siblings can have an impact on adult only children's experiences of and actions in social interactions, such as conflict management. Furthermore, the results of the study highlight that an upbringing without siblings does not have a significant impact on adult only children in the creation and maintenance of relationships, as there is no clear pattern of what role the only children take in friendship relationships. / Interaktionförmågan utvecklas tillsammans med andra människor och möjliggör förmågan att ta in andras perspektiv samt förmågan att utveckla sig själv. Detta borde således innebära att en individ som växer upp med färre människor omkring sig kan uppleva att det krävs övning och ansträngning för att utveckla sin interaktionsförmåga. Att växa upp som ensambarn kan med andra ord medföra särskilda omständigheter som kan sätta sin prägel på en individs handlande i sociala interaktioner. Syftet med uppsatsen är att studera om en uppväxt utan syskon har betydelse för vuxna ensambarns upplevelser av och agerande i sociala interaktioner samt skapandet och upprätthållande av relationer. Uppsatsens empiri består av semistrukturerade intervjuer som analyseras genom tidigare forskning och begreppen: internalisering, primär och sekundär socialisation, signifikanta andra, rollövertagande samt signifikanta symboler. Studiens tidigare forskning är indelad i tre teman som anknyter till studien på olika sätt. Studiens resultat visar att en uppväxt utan syskon kan ha en betydelse för vuxna ensambarns upplevelser av och agerande i sociala interaktioner, såsom konflikthantering. Vidare belyser studiens resultat att en uppväxt utan syskon inte har en påtaglig betydelse för vuxna ensambarn i skapandet och upprätthållandet av relationer, då det inte finns ett tydligt mönster vilken roll ensambarnen tar i vänskapsrelationer.