Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 150-151).

Thesis advisor: Mary Jo Iozzio / Thesis (STL) — Boston College, 2014. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 46-49).

Thesis (M.A.)--Wheaton College Graduate School, 2003. / Abstract. Includes bibliographical references (leaves 46-49).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 46-49).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 150-151).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 150-151).

This research study explores the ways in which children from diverse family backgrounds can construct or reconstruct their God representations. These were probed by using 'object relations theory' and 'matemal deprivation theory' as means of further gaining insight into children's initial formulations of interpersonal and emotional relationships and how these were translated into the way they imagined God to be for themselves, given their age-group. Parallels were drawn between the interface of psychology and theology by using theories on faith development. There is a clear acknowledgment that there are certain steps of development that individuals go through in their growth at both psychological and spiritual levels. This confirms that there is a need for these two disciplines to draw from each other as means of creating conducive climate to allow for an integrated approach towards formulations of spiritual development among children. Through the use of questionnaires the children were given the opportunity to explore images of God and to also express these in the form of a drawing. The content analysis of this study demonstrated that there were no distinct differences on how children perceived God between abandoned children being raised in an institutional setting and those children being raised by biological parents. This finding highlighted the fact that there are other factors that impact children's spiritual development. These include care, nurture and emotional security. This study contributes to future research on developing new theologies by children, thus enabling them to play a central role in formulating contextual and relevant curriculums on religious education. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: L. Lee Knefelkamp. Dissertation Committee: Dawn R. Person. Includes bibliographical references (leaves 86-90).

In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an intermediate secondary school level is examined qualitatively. It is investigated how pupils at a German intermediate secondary school perceive the social skills training and how that training affects the social competencies of the pupils. It is also explored if the pupils can relate their acquired competencies with their values and beliefs. Based on the empirical-theological praxis cycle, the planning, carrying out and the results of thirteen one-to-one interviews and three group interviews are presented. Five types of adolescents can be distinguished in terms of knowing and applying social skills as result of different grounded theory coding strategies: the power-conscious, the autonomous, the ambivalent, the self-confident and the competent. This study wants to contribute to a better evaluation of the implementation of social skills programmes at schools and particularly in religious education. / Practical Theology / M. Th. (Practical Theology)