Thesis--University of Florida. / Description based on print version record. Manuscript copy. Vita. Bibliography: leaves 114-120.

This study examined the efficacy of conjoint behavioural consultation (CBC) with children evidencing conduct problems, the impact of CBC in enhancing parental knowledge of behavioural principles, and whether knowledge of behavioural principles is related to improved parenting skills. An A/B design was used and participants included 5 boys (ages 3, 3, 5, 5, and 6) and their parents. Children evidenced improvements in their target behaviours from baseline to treatment (effect sizes = -0.54 to -2.10). Overall, children's social skills increased (Reliable Change Indices [RCI] = -3.66 to 3.05), problem behaviours decreased, and externalizing difficulties decreased (RCI = -0.24 to -3.74). Parents used more praise, less critical statements, and less no-opportunity commands following treatment. Parental knowledge of behavioural principles improved significantly for 2 parents (RCI's = 0.00 to 8.77). Also, increased parental knowledge of behavioural principles was related to increased use of praise (r = 0.95, p < .05). Results are discussed in light of their practical and theoretical implications.

No description available.

The present study sought to investigate the personality characteristics of oppositional children, using the subscales of the Personality Inventory for Children (PIC) to plot a personality profile of oppositional children. Twelve of the 16 subscales were selected for inclusion in the study. Selection criteria were based upon how closely the items that made up each scale reflected aspects of the oppositional child's personality or environment, as described in related literature.A research design was developed that compared oppositional children to non-oppositional children. Oppositional type was determined by an interview with the parent who filled out the PIC on behalf of their child. The PICs were scored; the profiles were plotted and compared to an anticipated profile of oppositional children, using expected T score elevations.The data from this study were analyzed using multivariate and univariate statistics. The .05 level of significance was established as the critical probability level.Findings1) No significant interaction existed between the sex and oppositionaltype (oppositional or non-oppositional) of the child.2) Oppositional children were found to differ significantly on the 12subscales selected for inclusion in the study.3) Oppositional children were significantly higher on 11 of the 12subscales and significantly lower on one of them.ConclusionsA personality profile of oppositional children does exist on selected scales of the PIC. Oppositional children's personality characteristics can be described using these scales.On the basis of the findings, conclusions were drawn and speculations were made concerning the utilization of the PIC to describe personality characteristics of oppositional children and for the prediction of oppositional children's PIC profiles.

The perceived availability of social support has been documented as a protective mechanism among adults and adolescents but little work has been done with children with emotional and behavioral difficulties (EBD). The current research addressed this gap in literature with a sample of teacher-nominated children with EBD. Fifty-four children (43 males, 11 females), 56 parents, and 27 teachers completed questionnaires on perceived social support and behavioral, emotional, and social functioning. Results suggest a pattern of domain specific social support relating to domain specific adjustment outcomes. Furthermore, the importance of child ratings over parent and teacher ratings of social support was evident. Significant inter-rater differences were found on ratings of social support, despite directional agreement. Finally, children with higher ratings of social support reported more positive adjustment and less negative adjustment than children with lower support ratings. Interventions that are child-centered and domain specific are suggested.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [324]-335).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-144). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 110-122).