This grounded theory study examined the psychosocial processes that contributed to juvenile detention as perceived by the adolescent. Twelve youth (seven males, five females) between 13 and 16 years of age were interviewed at a local detention center. A basic social psychological process, Hoping for a better life, was identified from the interviews. Three stages of this process were explicated as youth recounted a significant loss early in life, reacting externally with delinquent actions, and discovering choices for new behaviors. In Stage One, Enduring the loss was characterized by loss; youth described losing a significant adult, usually a biological parent. Detaching was the basic social structural process (BSSP) used by youth to live with, or to endure, the loss. The themes of detaching were losing a significant adult, resenting the loss, unrelenting grief, unremitting loneliness, and experiencing vulnerability. In Stage Two, Persisting the dissension conceptualized the structural process of repudiating. The BSSP of repudiating provided a transition from the first stage and consisted of three themes. The themes, contingent on how dissension was externalized, included demonstrating internal discord, choosing to remain, and breaking the rules. In this stage, youth repudiated or rejected the rules and norms of socializing agents. Stage Three, Discovering a path, was articulated by youth after being detained in the detention center where opportunity existed for learning self control and self regulation. The BSSP of connecting emerged from the data. Connecting included the four themes of balancing, differentiating, futuring and experiencing equilibrium. Meaningful study findings included discovery of the impact of early significant loss of a parent and sustained substance use.

It is commonly believed that breast cancer dragon boating benefits survivors in a range of psychosocial areas, but there have been few empirical studies to investigate such relationships. An interpretive description design and a critical health promotion approach were used to explore the psychosocial experiences of women who breast cancer dragon boat. In-depth interviews with six participants were analyzed. Themes that arose from the data are: (1) moving past isolation — networks of like-minded support, (2) taking control,(3) journey into adventure, (4) affirmative outlook, (5) confronting painful experience, (6) rebuilding identity, (7) and spiritual engagement. The findings illustrate that dragon boating provides breast cancer survivors with a significant venue for change and the opportunity to move beyond traumatic elements of cancer.

Sergančiųjų įvairiomis psichikos ligomis nemažėja tiek pasaulyje, tiek Lietuvoje, o aplinkos veiksniai, tokie kaip ekonominis nestabilumas, bedarbystė ir kita, skatina šių sutrikimų didėjimą. Be psichinio funkcionavimo problemų psichikos ligos beveik visada sukelia socialinio funkcionavimo sutrikimus. Sergančiųjų savarankiškumo atstatymui ir jų visavertei integracijai į visuomenę svarbi psichosocialinė reabilitacija, kurios pagrindiniai etapai – intensyvi klinikinė reabilitacija, kol pacientas gydomas ligoninėje, ir socialinių paslaugų teikimas bendruomenės institucijose. Šio darbo tikslas – išanalizuoti ir palyginti žmonių su psichikos sutrikimais reabilitacijos būdus ir galimybes bendruomenėje ir stacionarioje gydymo įstaigoje (Respublikinėje Vilniaus psichiatrijos ligoninėje). Pirmoje darbo dalyje pateikta psichosocialinės reabilitacijos samprata ir svarba, supažindinta su psichiatrijos ligoninėje ir bendruomenėje teikiamomis psichosocialinės reabilitacijos paslaugomis. Tiriamojoje dalyje pateikiami atlikto tyrimo rezultatai. Paaiškėjo, kad asmenys, turintys psichikos sutrikimų, gydydamiesi ligoninėje gauna pakankamai informacijos ir įsitraukia į įvairias reabilitacines užimtumo veiklas pagal saviraiškos poreikius. Tuo tarpu, užimtumo veikloje bendruomenės institucijose dalyvauja ženkliai mažiau tiriamųjų nei ligoninėje. / The number of people with mental trouble has not been decreasing in the whole world as well as in Lithuania. Moreover, the environmental factors such as economical instability, unemployment and other determine the increase of this kind of disorder. Apart from disorder of mental behavior mental diseases almost always evoke disorder of social behavior. Psychosocial aftercare is very important for reestablishment of independency and proper integration of the sick into the society. The main stages of the psychosocial aftercare are intense clinical aftercare while the patient is treated in hospital and social services in community institutions. The goal of the thesis is to analyze and compare different aftercare methods and opportunities in the community and stationary medical institutions (Republican Vilnius psychiatric hospital) for mentally disabled people. The conception and importance of psychosocial aftercare are presented in the first part of the thesis. Moreover, psychosocial aftercare services supplied in psychiatric hospitals and communities are revealed. The second part discloses the results of the research. It has been established that people with mental disability get enough information in hospitals and get involved into different activities of aftercare according to needs of self-expression. On the other hand, less people participate in aftercare activities in community institutions if compared with hospitals.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Background: Low back pain (LBP) is the most prevalent musculoskeletal condition experienced by human beings and the most common cause of disability in developed nations. Psychosocial factors, involving aspects of social and psychological behaviour, have previously been documented as potential risk factors in the development of adult LBP. However, more research is required to fully understand the role of psychosocial risk factors on the prevalence of LBP amongst adolescents. Objective: To determine the prevalence of LBP and to identify selected psychosocial risk factors associated with LBP amongst Grade 12 learners in the Greater Durban area. Methods: A population-based study was conducted amongst a stratified random sample of 20 public secondary schools in all three educational districts in the Greater Durban area. Data was collected by means of a structured questionnaire administered to the sample population consisting of Grade 12 learners. Using an exploratory research design, the individuals reported on demographics as well as prevalence, severity, frequency and chronicity of LBP. In addition, data was obtained regarding various psychosocial risk factors including depression, exam stress and anxiety, socio-economic status, family history of LBP, smoking, alcohol and drug abuse amongst the respondents. Results: The prevalence of LBP was 57.42% with a median frequency of 8 times a month. About a third (33.9%) of the respondents experienced difficulty bending whilst 35% reported that their LBP spread down to the legs below their knees. The daily activity most affected by LBP was having a good night‟s sleep (50.6%), followed closely by playing sports (47.4%) and concentrating in class (46.6%). The majority of the respondents that suffered from LBP had taken pain relief medication (47.1%) whilst only 21% of the respondents had missed school because of LBP. With regards to the psychosocial risk factors under investigation, three of the risk factors did not show any association to LBP. They included socio-economic status, smoking and recreational drug use. In contrast, five psychosocial risk factors showed an 6 association to LBP. They included alcohol abuse, family history, exam stress, anxiety and depression. Finally, after adjusting for all other risk factors for adolescent LBP, depression and high exam stress showed the strongest correlation with the occurrence of LBP amongst Grade 12 learners in the Greater Durban area. Conclusion: LBP amongst adolescents is a common problem that increases with age, representing a risk for LBP in adulthood. The researcher is of the opinion, that this illustrates the need for further investigations with more profound studies on the risk factors so that more light can be shed on how to manage this ever-growing problem.

Mothers with cancer are required to make medical and social decisions while attempting to balance their own physical, psychological and social needs with the needs of their children. To explore the decision-making process, in-depth interviews were conducted with 7 mothers with a cancer diagnosis and children aged birth to 6 years. They were asked to describe: 1) types of decisions; 2) process they used to make decisions; 3) conditions of their lives; 4) meanings assigned to their decisions. The grounded theory method was used. The driving force behind decision-making was the mothers’ desire to maintain the mother-child bond, influenced by the context of their lives. Making decisions to maintain the mother-child bond involved managing: 1) distance; 2) physical changes; 3) the information shared; and 4) the ongoing chain of decisions. The findings have implications for improving the quality and usefulness of psychosocial supports for mothers with cancer and their families.

Mothers with cancer are required to make medical and social decisions while attempting to balance their own physical, psychological and social needs with the needs of their children. To explore the decision-making process, in-depth interviews were conducted with 7 mothers with a cancer diagnosis and children aged birth to 6 years. They were asked to describe: 1) types of decisions; 2) process they used to make decisions; 3) conditions of their lives; 4) meanings assigned to their decisions. The grounded theory method was used. The driving force behind decision-making was the mothers’ desire to maintain the mother-child bond, influenced by the context of their lives. Making decisions to maintain the mother-child bond involved managing: 1) distance; 2) physical changes; 3) the information shared; and 4) the ongoing chain of decisions. The findings have implications for improving the quality and usefulness of psychosocial supports for mothers with cancer and their families.

Masters Research - Master of Philosophy (MPhil) / The psychosocial stress of social conflict contributes to the development of depression and anxiety in those individuals vulnerable to its effects, yet the factors that contribute to vulnerability remain unclear. Researchers investigating factors such as behaviour and physiology have used the animal resident/intruder social conflict model whereby a young male rodent (intruder) is placed into the home cage of an older male (resident) that is trained to attack and defeat all intruders. Findings reported previously have shown that defeated intruders displayed medium to longer-term stress-related changes in behaviour and physiology, with considerable variability in the severity of these changes reported from one individual to another. Interestingly, a reduction in severity of behavioural and physiological changes was associated most significantly with intruders that deployed ‘active coping’ behaviours during the social defeat interaction than animals that deployed ‘passive coping’. However, these findings do not describe the short-term effects, raising the question; does coping style also influence the short-term stress response? We investigated the relationship between coping behaviour adopted by intruders during a 10 minute social conflict culminating in defeat and both acute peak plasma corticosterone (CORT) stress hormone levels and number of cells expressing Fos protein in eight brain regions. Our investigations revealed that higher levels of fight and guard behaviours were associated with lower peak plasma CORT levels compared to ready submission, and that higher levels of fight were associated with fewer numbers of Fos-ir cells in prefrontal cortex (PFC), amygdala (Am), and paraventricular nucleus (PVN) brain regions. In general terms, these findings indicate that coping behaviour deployed during social conflict influences the endocrine and neurobiological elements of the acute phase of the HPA axis response to psychosocial stress. Intruders that deploy an ‘active’ coping style including fight behaviours display significantly smaller physiological and neurobiological alterations in the acute response than intruders that deploy a ‘passive’ coping style during social conflict. These results demonstrate that the vulnerability to the effects of psychosocial stress are ameliorated by actively engaging with the perpetrator rather than passively taking the attack, and that adopting the behaviour fight is most protective. Further elucidation of the neural mechanisms that underpin the reduction in stress-induced effects is warranted.

Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.

This thesis examined neuropsychological and psychological outcomes following paediatric traumatic brain injury (TBI). The introductory chapter provides an overview of the paediatric TBI literature, giving definitions of key terms and concepts and providing a description of the epidemiology of childhood head injury. Key models relevant to paediatric TBI are introduced, including developmental neurological, cognitive and psychological perspectives. This is followed by a discussion of factors pertinent to outcome after TBI, followed by a description of outcomes relating to cognitive, behavioural, psychological, adaptive and family functioning domains. Existing research demonstrates that poor outcomes are frequently observed in paediatric TBI populations across these domains and difficulties are persistent over time, particularly where children have sustained severe head injury. Thus, research has turned its focus to the prediction of outcomes which can assist clinicians in the identification of those individuals who will require rehabilitation in order to promote their long-term recovery. Whilst the literature has identified injury and demographic factors that can assist in this process, little attention has been given to the potential utility of psychological screening assessment. Given the prevalence of neuropsychological and psychosocial problems after paediatric TBI and lack of empirical data considering factors predictive of difficulty at the post-acute phase, this research aimed to consider the clinical utility of completing a pre-discharge screening assessment in children and adolescents with TBI. Specific areas of consideration included the potential impact of injury severity on neuropsychological functioning, psychosocial impairment and return to full-time schooling. The study design comprised a prospective case series of 11 children and adolescents with TBI (aged 7-15 years), who were assessed both pre- and post-discharge (3-6 month follow-up). Domains of intellectual, emotional, behavioural, and adaptive functioning, health-related quality of life and parenting stress were assessed at both time-points. Clinically significant findings were demonstrated in domains of neuropsychological and psychosocial functioning, particularly for those with a severe TBI. Specifically, ratings of self-reported emotional distress, and parental perceptions of child health-related quality of life were found to be within clinical ranges at pre- and post-discharge for more than half of the participants. The majority of participants with severe injury required further neuropsychological assessment and interventions relating to emotional and/or behavioural management. The post-discharge functioning of this cohort provided preliminary evidence for the clinical utility of cognitive and psychosocial screening after paediatric TBI. The observed level of clinical need, particularly in the severely-injured group indicated that screening was a useful tool for early identification of difficulties, and provided an opportunity for timely intervention. Without screening, children and adolescents with TBI may be discharged to the community without appropriate support in place; raising long-term concerns for the child, family, and the wider social and economic systems. Despite this, further research which explicates these findings within larger samples is required. The discussion chapter reviews these findings in relation to the wider literature, followed by consideration of this study's limitations. The thesis concludes with a description of the clinical implications of the findings and suggested future directions.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing nonformal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.