Thesis (Ph. D.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 92-100). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (M.A.)--West Virginia University, 1998. / Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. Includes abstract. Includes bibliographical references (p. 49-52).

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Includes bibliographical references (p. 71-81).

Thesis (Ph. D.)--University of California, San Diego, 1997. / Vita. Includes bibliographical references.

Thesis--Ohio State University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 45-46).

Assignment (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

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This dissertation intends describing and understanding my development as a therapist over a two year period. The question which prompted the research is to what extent the therapist directs change within the therapeutic process. It therefore considers the issue of intervention in therapy. The social constructionist theory is utilised to understand more fully the issues around intervention in therapy. A qualitative research methodology is followed, which has as its foundation an emergent design. The raw data takes the form of a journal, which is a case determined diary. The conclusions drawn at the end of the study are idiographic and reflective. / Psychology / M.A. (Clinical Psychology)

A dissertation submitted to the Faculty, of Arts, University of the Witwatetsrand, in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology). Johannesburg, 1981 / The aim of the present study was to evaluate the effectiveness of using parents as change agents for their children. This was based on the thesis that the early familial environment and the tone of the parent child relationship is crucial in influencing the development of personality and psychological adjustment. Self-esteem is viewed as the personality factor central to adjustment, and its development is traced in the family. Parent education is viewed by community psychologists as an effective and primary technique in reducing psychopathology and promoting mental health. This approach focuses on changing the person within his environment. Within this approach, however, orientations differ and it is necessary to determine which is most effective. This study evaluates three methods of parent education: the didactic, discussion and training approaches. A no-intier.venti on control was included. Twenty-four mothers and their children were divided into four equal groups. The variable of z/elf-esteem was used as a basis on which to compare the three approaches. All mothers were assessed before and after the six-week programmes on the following measures: Self-esteem Inventory, Confidence in Parental Role, the Relationship Change Scale and Satisfaction Change Scale, and the Incomplete Sentences Test. Children were rated by their mothers and teachers on the Behavior Rating Form and Semantic Differential . Analysis of Variance demonstrated no significant findings. A trend analysis revealed an increase in both maternal and child esteem for the training group when compared with the other groups. These results were then discussed and shortcomings and limitations in the research elaborated upon. Finally, suggestions and implications for further research were proposed.