This thesis was concerned with the psychological adjustment of 67 end-stage cancer patients, and three psychosocial variables considered to influence that adjustment: emotional support from spouse, positive meaning, and working models of attachment. Furthermore, this thesis was also concerned with the psychological adjustment of the patients' spouses, and the influence of emotional support from patient and working models of attachment on their adjustment. It was hypothesised that each of these psychosocial variables would directly influence the psychological adjustment of patients and spouses, measured using the negative affectivity scale of the Positive and Negative Affect Scale (PANAS). Furthermore, it was hypothesised that emotional support would influence positive meaning, and working models of attachment would influence both emotional support and positive meaning. Variables were measured via paper and pencil self-report inventories, with the exception of positive meaning, where verbal responses to an open question were coded. Univariate analyses indicated an association between patients' and spouses' emotional support provided by one another and their psychological adjustment. Univariate results also showed that patients' positive meaning was related to patients' psychological adjustment, and that patients' working models of attachment involving higher levels of attachment anxiety were associated with patients' poorer psychological adjustment. All these individual associations remained statistically significant after three control variables related to the patients' physical condition were taken into account. In addition, univariate analyses indicated that attachment was associated with emotional support, and that emotional support was associated with positive meaning. Following univariate analyses, variables were integrated into one model for patients and another for spouses using path analyses. Results were generally consistent with the prior sets of analyses. However, patients' working models of attachment involving higher levels of attachment anxiety no longer had a direct effect on patients' psychological adjustment to statistically significant levels. Rather, the influence of the working models of attachment on patients' psychological adjustment was mediated by emotional support. In addition, patients' positive meaning no longer had a significant direct effect on patients' psychological adjustment. The insignificant path coefficients between attachment anxiety and psychological adjustment, and between positive meaning and psychological adjustment, were attributed to the large amount of variance in negative affect due to emotional support. In summary, this research indicates that emotional support given and received between patients and spouses is important to the psychological adjustment of each party. Furthermore, emotional support influences patients' ability to construe positive meaning in their illness, although positive meaning does not appear to be as critical to the psychological adjustment of patients as emotional support. Working models of attachment influence the psychological adjustment of patients primarily through their influence on emotional support.

Worldwide, 450 million people are estimated to have a mental health problem. Therefore this study set out with the aim to fill the gap in research on how to raise happiness and subjective well-being amongst adolescents. The sample of the study consisted of 90 students ranging from 16 - 19 years of age. They were randomly assigned to one of two methods; BPS (Best Personal Self) or nostalgia. Each group was then given varying instructions on a task they would perform on a daily basis, with tests taken on the first and last day of the study. The tests consisted of questions from the PANAS (Positive and Negative Affect Scale) and the SWLS (Satisfaction with Life Scale), which would determine the different methods short- and long-term effect on the participants happiness and subjective well-being. A control group was used to compare the results of the test groups. The results indicated nostalgia as being the most effective way to raise short-term well-being amongst adolescents, which raised interesting questions for future studies.

This dissertation examined students‘ experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn‘s model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child‘s Experience of Assessment Survey (CEAS), the Children‘s Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback. / text