Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.48-54).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Ellen Berler, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 28, 2004). Includes bibliographical references.

The research is a small-scale study of the potential benefits of Child Psychotherapy assessment of Looked After Children in transition, for the child and for the professional network caring for the child where the child psychotherapist-researcher is part of the network working together to plan for the child’s long-term future. The assessments aim to bring specific understanding of the child’s emotional state and emotional needs, of his perception of what has happened in his life and of the ways in which his development has been influenced by these external events and perceptions. The assessments also explore the potential for the work to help the child make sense of his history and of himself and the assessments aim to be a distinct and essential part of the overarching assessment process which informs preparation of the children and their prospective carers for permanent alternative placement. Four latency-aged children in transition were assessed in an inner-city community-based Child and Adolescent Mental Health Service by the clinician-researcher. using Standard child psychotherapy techniques were used with some adaptations of technique to address the children’s transitional status. The assessment framework included in-depth interviews with social workers and foster carers and information from schools. Process recordings of the assessment sessions are the primary data in this enquiry and these are analysed using an adapted version of Grounded Theory methodology. The depth and complexity of the children’s experiences and their internal worlds is strikingly revealed by the assessments, in new and compelling detail. All of the assessments were highly significant in shaping short and long-term provision for the children. The outcome of the study strongly supports the inclusion of child psychotherapy assessment as part of an integrated, multi-disciplinary assessment process for all children in transition. The method of assessment and of analysis of data transfers well to a range of Looked After Children in transition in the study as well as providing an effective basis from which to communicate clearly and effectively across interdisciplinary boundaries: making possible a more truly representative, responsive and integrated map for the future.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (p. 451-462).

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 169 p. Vita. Includes abstract. Includes bibliographical references (p. 123-134).

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 201-210).

Thesis (Ph.D.) -- University of Western Sydney, [2002]. / "A thesis submitted to the University of Western Sydney in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Psychology) " Bibliography: leaves 199-226.

Thesis (PhD(Psychotherapy))--University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 59-61).

Thesis (Ph. D. (Psychology))--Rhodes University, 2005. / "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychotherapy" -T.p.