Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

Thesis (Ph. D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Psychology, University of Alberta." Title from pdf file main screen (viewed on July 23, 2010) Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains ix, 205 p. : ill. Includes abstract. Includes bibliographical references (p. 81-99).

Thesis (D.Clin. Psych.) - University of Queensland, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 124-137)

Dissertation (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 100-118). Also available on the Internet.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2008. / Includes bibliographical references.

The purpose of this study is to find out what effect and meaning the youths’ describe that  music has for their wellbeing. The idea is to examine how students studying music at the esthetic program describe that they perceive that practicing music and listening to different types of music affect their wellbeing, with focus on psychosomatic and psychic symptoms. The point is also to examine why the youths think that music can affect their feelings and wellbeing and why they perceive that music is important to them. The study is qualitative and starts from a life world phenomenological perspective. Music is regarded as a phenomenon in this study. The study’s data was collected through a survey which was performed at three different gymnasiums in southern Sweden. The result presents that music listening and music practicing can reduce many of the youths’ psychosomatic and psychic symptoms – mainly by music affecting the youths’ feelings in different ways, making them feel good, creating fellowship and acting as an escape route from reality. Two types of music that can make the youths feel better is calm music and happy music. It also appears that music can increase psychic and psychosomatic symptoms in a way that different types of music can increase symptoms such as anxiety, worry, sleep difficulties and stress. Music described as sad is a type of music that is mentioned making these symptoms worse. The music is important for the youths in different ways. Examples given are that it’s a part of them as individuals, that it works as a support and that it can affect their wellbeing and feelings. The result also presents why the youths think that music can­­­ affect their wellbeing and feelings. The primary point that emerges is that they describe that there is a connection between humans, memories and feelings; that music can affect and amplify peoples’ feelings and memories. In the discussion it appears that music could be used in order to decrease the youths’ psychosomatic and psychic symptoms.

xvii, 103 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this study was to investigate intergenerational relationships between trauma, dissociation, and emotion. Short and long term consequences of betrayal trauma on cognitive and emotion coping strategies in a sample of 67 mother-child dyads were explored. Group comparison, correlation, and regression strategies were used to examine relationships between the following variables: maternal and child trauma histories, maternal and child dissociation, maternal alexithymia, and child emotion coping strategies in response to distressful events. Experiences of high betrayal trauma were found to be related to higher levels of dissociation in both children and mothers. Furthermore, mothers who experienced high betrayal trauma in childhood and were subsequently interpersonally revictimized in adulthood were shown to have higher levels of dissociation than a group of mothers who had experienced high betrayal trauma in childhood but were not revictimized in adulthood. This may indicate that dissociation from a history of childhood betrayal trauma involves a persistent unawareness of future threats in the environment. Additional evidence consistent with this hypothesis was found. Maternal revictimization status was related to child interpersonal trauma history, suggesting that a dissociative unawareness for threats may extend to children. More generally, an association was found between maternal interpersonal trauma history and child interpersonal trauma history. Maternal dissociation was also predictive of maternal alexithymia. This relationship was examined because mothers high in alexithymia were hypothesized to display deficits in emotion socialization that could put their children at greater risk for dissociation. Evidence consistent with a relationship between maternal alexithymia and child dissociation was found. Furthermore, a significant association between maternal alexithymia level and child emotion coping strategy was revealed. Children with highly alexithymic mothers displayed higher levels of passive emotion coping strategies on a task assessing their reactions to a distressful parent-child event. This study provides evidence that the experience of parental trauma has intergenerational effects on children. It is an important first step towards longitudinal studies that can provide additional clarification of the nature of the relationships between these variables, as well as parent-child intervention studies that may help to prevent child trauma exposure and reduce symptomatology. / Committee in charge: Jennifer Freyd, Chairperson, Psychology; Jennifer Ablow, Member, Psychology; Philip Fisher, Member, Psychology; Debra Eisert, Outside Member, Special Education and Clinical Sciences