Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 132-139). Also available on the Internet.

Thesis (Ph. D.)--University of North Texas, 2004. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 200-208).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 200-214.).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [69]-80).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 38-45).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 38-45).

Thesis (Ph.D.)--University of Alberta, 1997. / In partial fulfilment of the requirements for the Degree of Doctor of Philosophy in Special Education. Department of Educational Psychology. Also available online.

M.Ed. (Educational Psychology) / Modern man I s need to contend with a rapidly changing world necessitates the creative and astute use of thinking skills so as to facilitate his adaptation to his environment, and his ability to control his own behaviour. The school has been given the responsibility to teach its scholars how to think. The tendency towards rationalisation has resulted in an increase in the pupil-teacher ratio and this exacerbates the learning problems experienced by the learning disabled child. Though very little recognition has been given to the parents' influence on the development of their childrens' thinking, they arethe logical choice to assist the school in developing their childrens' complex thinking skills, The aim of this study is to establish guidelines for an education programme directed at tutoring parents to assist in the facilitation of the problem solving ski 115 of their learning disabled senior primary school children, A study of the 1iterature regarding thinking, problem solving and parent education, brought to light principles that should be borne in mind when compiling a parent education programme. These principles have been transformed into a set of general and specific guidelines for an education programme for parents of senior primary school learning disabled children. General guidelines are theoretical principles that are relevant to education programmes for the parents of learning disabled children.

A number of studies have investigated the factors that lead to peer acceptance in children. Particularly, the problem-solving skills of accepted and unaccepted children have been examined, with differences being substantiated. The present study investigated the possibility that problem-solving skill differences may be attributed to varying self-efficacy levels in children. Further, the communication styles of parents of high vs. low self-efficacy children were examined by observing parent/child interactions in a problem-solving situation. The results indicated that children did not differ in their ability to identify effective solutions to problems; rather, they did differ in their perceived ability to engage in effective solutions, with high self-efficacy children choosing more appropriate solutions as those that they would actually enact. Low self-efficacy children, on the other hand, chose less appropriate solutions as those that they would engage in. Finally, it was discovered that parents of high self-efficacy children utilized more positive types of messages (praise and modeling) than did those parents of low self-efficacy children. Low self-efficacy children had parents who utilized more controlling and negative types of communication styles. This study supports the motion that parents may be a significant contributing factor in the development of their child’s self-efficacy, which in turn affects the social problem-solving skills of children.

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