Thesis (M.A.)--University of Regina, 1998. / Includes bibliographical references (leaves 76-83).

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 388-403). Available also in a digital version from Dissertation Abstracts.

Thesis--M.A., University of Hong Kong. / Typewritten.

Not available / text

published_or_final_version / Psychology / Master / Master of Arts

Researchers, clinicians, theorists, and policy makers have embraced a variety of etiological explanations in their attempts to understand sexually deviant behaviors. Here, the major etiological models of sex offending are described and analyzed. This discussion includes both single faceted theories - biological, cognitive, behavioral, social learning, personality, and evolutionary theories - as well as multi-faceted or integrated theories - Finkelhor's Precondition Model, Marshall and Barbaree's Integrated Theory, Hall and Hirschman's Quadripartite Model, Malamuth's Confluence Model, and Ward and Siegert's Pathways Model. In addition, a new integrative theory of sexual deviance is introduced. The Multi-Model Self-Regulation Theory includes components of developmental, behavioral, cognitive, and personality research. Relevant empirical findings are presented, and fictional case studies are also provided to demonstrate how this theory would be applied in the explanation of sexual deviance. This work concludes with a discussion of empirical support for the Multi-Modal Self-Regulation Theory as well as future directions for research, prevention, and treatment.In Appendix B, an empirical study of the core components of the Multi-Modal Self-Regulation Theory is included. In this study, dysregulation is examined as a key variable in the development of paraphilias, antisocial behaviors, and disordered substance use in a sample of 95 sex offending men. Results from a causal path analysis demonstrate that dysregulation, as defined by difficulties with emotional regulation, significantly and causally predict both paraphilic and antisocial behaviors. Implications for cognitive and personality variables are also discussed.

No description available.

The purpose of this study was to determine the degree to which elementary school students label physical activities according to gender. Participants for this study were 202 students grades one through six from a Muncie Community School in Muncie, Indiana. Participants were divided by age and gender for the statistical analysis. The students were asked to respond to the Physical Activity Stereotyping Index (PASI), a Lickert-type instrument designed to assess the degree to which individuals label selected physical activities according to gender.Results of the study suggested that children's perceptions about the gender appropriateness of physical activities may be a function of age as evidenced by higher scores for the older children. It appeared also that boys gender-label physical activities to a greater extent than do girls. Those findings suggested that as children widen their experiences with social interactions, they adopt clearly-defined and gender-specific play patterns. / School of Physical Education

The present study tests a reinforcement model for sex differences in depression. This study examines Biglan, Rothlind, Hops, and Sherman's (1989) hypothesis that although distressed and aggressive behaviors both induce negative emotions in others, the reactions to these behaviors are different: aggressive behavior prompts hostile reactions, whereas distressed behavior prompts solicitousness and deters aggression. Although the Biglan et al. results (1989) indicated that reactions were not influenced by the sex of the person emitting the behavior, this result may be a consequence of the population used. This study examined the hypothesis that reactions of others are influenced by sex-role stereotypes when interactions among acquaintances are evaluated. Two hundred and eighty eight college students rated videotaped scenarios in terms of their feelings and reactions toward a male or female acquaintance engaging in distressed, aggressive, or neutral behavior. The findings; support the hypothesis proposed by Biglan that distressed and aggressive behaviors both induced negative emotions in others, although they elicited different behavioral reactions. That is, distressed behaviors prompted supportive and comforting reactions, whereas aggressive behaviors elicited more hostile, argumentative, and avoiding reactions. This study provides further support for the negative reinforcement hypothesis that proposes that distressed behavior induces negative feelings in others; however, at the same time it prompts others to be solicitous and caring and to refrain from aggressive behaviors (Biglan et al., 1989). However, contrary to expectations, no sex differences were found in the reactions to distressed and aggressive behavior despite the use of methodology more conducive to examining gender specific responses. At this point, the most parsimonious explanation for the findings is that the effect is real, yet small and not very robust. / Department of Psychological Science