<p> Limited research exists on effective treatment modalities for early onset trauma-based psychosis during the latency period of childhood. This thesis reviews research on the benefits of using Jungian play therapy to treat trauma-based psychosis. Depth psychologists have theorized that the conscious reality of individuals experiencing psychosis is flooded by unconscious complexes, resulting in symptoms of psychosis and intolerance to emotions experienced. Using hermeneutic and heuristic methodologies, this thesis focuses on how, using Jungian play therapy, therapists can form therapeutic alliances with children experiencing psychosis, assist the child with integrating their unconscious experiences, affect, and thoughts into conscious reality thereby managing distressing emotions, contributing to healthy ego development, and reducing psychotic symptoms. Psychological literature and a friend of the author&rsquo;s experience of psychosis are examined to demonstrate how the integration of unconscious material leads to the potential to heal the fragmentation of the psyche caused by trauma and psychosis.</p>

<p> The purpose of this study was to investigate the relationships between attachment style, shyness, shame, and college persistence and grade point average. While considerable research was conducted to examine these variables in children, less is known about how these variables interact in a college setting. This study used a quantitative, non-experimental correlational design to analyze these variables in relation to college freshman students at a for-profit university, with locations throughout the United States. Over 2,000 freshman students between 18 and 40 received e-mails via the university&rsquo;s communication department asking them to participate in this study by responding to three surveys. Participants completed The Experiences in Close Relationships to measure attachment style, the Cheek and Buss Shyness scale to measure shyness, and the Compass of Shame scale to measure shame. Persistence was measured by examining whether students were registered and attending classes the semester following the survey distribution. Students also completed a demographic survey. In all, 143 participants completed surveys, with a final sample of 99 once the data were analyzed for transfer credit and outliers. Results were examined using logistic regression analysis to determine relationships between attachment style, shyness, shame, and persistence. A multiple linear regression analysis was used to analyze relationships between the predictor variables and cumulative grade point average. Results of this study indicated that there were no significant relationships between the predictor variables and persistence and grade point average. A discussion of results explores possible explanations including recommendations for future research in regards to attachment style, shyness, shame and their impact on college student success.</p>

<p> This study applies a depth symbolic approach with hermeneutic methodology to examine the psychological legacy of the historical Chinese Exclusion Act (1882-1943) and its impact on the psyche of the Chinese American. The Chinese Exclusion Act was the first and only American legislation that ever prohibited a group of immigrants from entering America solely on the basis of race. The voice of the Chinese American was silenced and the shadow cast on their psyche was long lasting. Through the analysis of two autobiographies and six poems written by the Chinese Americans that directly experienced and bore witness to the exclusion era, this study explores the identity formation, self-definition, self-expression, coping patterns, and models of functioning of the Chinese American. Hidden and forgotten themes and contents in the Chinese American psyche are also uncovered. This research employs an exploratory method of analysis by interweaving personal narratives, cultural symbolism, and mythical images with historical, political, and social events. The emic &ldquo;bottom up&rdquo; perspective taken in this study intends to obtain knowledge directly from the experience of a minority group to inform and broaden the theoretical foundation of depth psychology with a diverse and multicultural scope. The study concludes that the unique psychic representation of the Chinese American emerges at the interface of their inner and outer realities. The findings reflect on the pioneer and defiant characteristics of the Chinese American, and their repressed aggression and incomplete mourning over loss.</p>

<p> Educational psychology is concerned with increasing the efficacy of teaching and learning while questioning why students from under-represented groups persistently under-perform their peers academically. Students most at risk for poor academic outcomes and most at risk for dropping out of school are American-born students of Mexican origin. Native or second generation-plus Hispanics have the highest high school dropout rate of any U.S. born racial or ethnic group. The purpose of this study was to answer the research question, &ldquo;How do native Hispanic male long-term English language learners describe the experience of schooling within the educational context of one public school system?&rdquo; Examined were long-term English language learners&rsquo; salient psychological experiences of schooling within the independent and interconnecting contexts of one public school system. The four elements of setting based on Bronfenbrenner&rsquo;s ecological structure of the educational environment were examined; roles and relationships, activities, place, and time. In addition, the valence of each participant&rsquo;s experiences was examined. Three educational contexts were defined in this study: the English language development classroom (micro-system); the mainstream classroom (micro-system); and the school campus (meso-system). The body of empirical research relating to Hispanic students, English language learners, and long-term English language learners addresses the poor academic achievement of these students by focusing on isolated factors and is replete with quantitative studies. This study adds to the body of research through the application of generic qualitative inquiry methods. During the course of a single one-on-one in-depth interview with the researcher, participants revealed a world of reflections, thoughts, feelings, and beliefs about the outward experience of schooling from their perspective as a long-term English language learner. A self-selecting sample of eight participants originated from a population of native U.S. born, second-generation, male, long-term English language learners within the research site. Participants ranged in age from 18-22 years and had been enrolled in the English language development program between 6.5 and 12 years. Data were analyzed through the application of theoretical thematic analysis within- and across-educational contexts. Findings were presented as five overarching themes representative of the school experience of participants: denunciation of the identity/label of English language learner; the ascendancy of relationships; racial/ethnic and linguistic social stratification; ELD as the 21st century &ldquo;Mexican&rdquo; school, and school characteristics. Through the analysis and discussion of participants&rsquo; experiences in school, there appears to be an opportunity for psychological and educational practitioners to apply these research findings to improve the educational experiences of Hispanic long-term English language learners as well as all English language learners at all proficiency levels within the public school system.</p>

<p> Altruistic behavior has been conceptualized from a variety of perspectives. One approach to understanding altruism involves understanding the contextual factors that influence it. Parenting style is a source of early learning that greatly influences a child&rsquo;s social functioning. The flexible connectedness offers three potential mechanisms by which parenting may influence altruism: perspective taking, empathic concern, and psychological flexibility. The current study examined perceived parenting style as a predictor of altruism and the flexible connectedness factors as potential mediators of this relationship. In the context of decision-making tasks involving monetary allocations (i.e., dictator and reciprocity tasks), authoritarian parenting predicted increases in altruism, and permissive parenting predicted decreases in altruism. In the context of a volunteer form, parental care predicted decreases in altruism. Parenting style was consistently associated with only psychological flexibility of the flexible connectedness factors, such that parental care was associated with increased flexibility and parental overprotection was associated with decreased flexibility. None of the flexible connected factors predicted altruism alone, but psychological flexibility moderated the relationship between empathic concern and altruism on the reciprocity task such that increases in psychological flexibility were associated with a stronger negative relationship between empathic concern and altruism. The current study&rsquo;s results suggest that inflexible parenting (i.e., authoritarian parenting and permissive) may influence how we treat others in unexpected ways, sometimes benefiting society at a cost to the individual.</p><p>

<p> Detroit has high rates of criminal activities and significant numbers of at-risk residents who have challenges with different types of hardship that include economic issues. Although hardships may include various types of challenges, at-risk residents of Detroit are economically challenged because of Detroit&rsquo;s economic downfall. The economic hardships lead to the inability to provide for dependent family members, to battle poverty and addiction, and to possibly other family and societal problems. In larger cities, particularly those economically challenged such as Detroit, because of the inability to hire more patrol officers as the result of insufficient financial resources, police seek the collaboration efforts of community members in the form of community policing to reduce crime. Community policing programs are used to reduce the crime and improve the perception of the police among the residents of Detroit, but they are not effective community policing programs as they do not relate to the needs of economically challenged at-risk citizens. The problem is that ineffective community policing increases the crime in Detroit. The purpose of this study was to investigate and identify the needs of the economically challenged at-risk residents of Detroit as perceived by those at-risk residents of Detroit who are identified through private-public organizations and to compare those needs with those perceived by the police pertaining to community policing programs. This may help in developing effective community policing programs. It was important in this study to identify the needs of the community residents who may perceive that there is no other way to survive but to commit crime that should be considered in developing community policing programs. The study identified education and training as the most significant issues that challenge the economically at-risk residents of Detroit. This study found that the economically at-risk residents of Detroit believe no help is available to them, but the members of the community police officers stated that some help is available for the economically at-risk residents; however, they are unaware of the programs that can benefit them. Police stated that various programs that can feed, clothe, educate, and teach various skills to the economically at-risk residents of Detroit are available and the community policing officers through current neighborhood policing programs can direct the residents to proper resources that they may need. The research instrument consisted of semi-structured interviews of at-risk residents focusing on issues that could identify the people&rsquo;s needs and attempt to understand if the current community policing programs have been addressing these needs of Detroit&rsquo;s at-risk residents. In this study, the results of the interviews and the questionnaires&rsquo; responses were used to identify, code, and categorize patterns found in the improving the community policing in Detroit data.</p><p>

<p> The 24 items of the original English version of the Social Justice Scale (Torres-Harding et al., 2012) were translated into Korean by four translators, who discussed and agreed upon consensus versions. Four different translators then back translated this version into English. The resulting Korean version of SJS (K-SJS) was completed by 537 adult native Korean speakers. Confirmatory factor analysis, exploratory factor analysis, and multi-group confirmatory factor analysis indicated that the K-SJS has high internal consistency, factors appropriately, fits the original model well, and demonstrates invariance across Korean men and women. Structural equation modeling indicated that the effects of attitude, perceived behavioral control, and subjective norms on behavioral intentions were positive and significant. In short, the K-SJS showed acceptable reliability and validity based on a large sample of South Korean adults and shows promise as a new tool to study social justice attitudes among Korean speakers.</p><p>

<p> Curriculum-based measurement (CBM) tools are used widely to assess students&rsquo; progress within different stages of the Response to Intervention (RTI) process. Despite the wide-spread use, little research has identified the efficacy of reading CBMs in predicting secondary student outcomes on high-stakes assessments. High-stakes assessments are being utilized to determine outcomes for not just students, but teachers, administrators, and districts. More research is needed to determine if reading CBMs are useful tools for the populations of struggling secondary readers. The current study was a secondary analysis of existing data, which attempted to gain an understanding of this through examining the predictive validity of CBMs and high-stakes pre-assessments on end-of-year outcomes. The population included struggling, seventh grade readers who had not demonstrated proficiency on previous state tests and who attended urban schools representing low socio-economic status and high ethnic diversity. Results identified previous year state tests and norm-referenced tests as significant predictors of end-of-year outcomes, both individually and in combination. Though the reading fluency CBMs accounted for some variance in the regression equation, the amount was negligible. Student ethnicity and group status (i.e., whether received intervention) were not significant predictors of end-of year outcomes. These results indicate that CBMs may not provide additional valuable information in the prediction of student outcomes for secondary struggling readers. This finding is important for educators to weigh with other concerns, such as ease of use and time constraints, as existing pre-assessments (i.e., state tests, norm-referenced screening tools) may provide enough information without the additional use of CBMs.</p>

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 48-51). Also available on the Internet.

Thesis (Ph. D.)--Open University. BLDSC no. DX72763/87.