published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

The purpose of this study is determine whether increased knowledge of social conduct is accompanied by the personal and social adjustment of freshmen, sophomores, juniors, and seniors; then to compare the adjustment progress of the college groups.

O arrivismo social, tema largamente abordado na literatura do século XIX, tem uma de suas grandes representações em na personagem Julien Sorel do romance Le rouge et le noir (1830) de Stendhal. Sorel é uma personagem verdadeiramente engendrada pelos acontecimentos históricos e sociais da época em que o romance foi escrito. Beneficiando-se de seu conhecimento dolatim e da Bíblia, vai aos poucos conquistando posições vantajosas nas casas em que é acolhido como preceptor e secretário. Escrito quase meio século depois de Le rouge et le noir, A mão e a luva (1874), do brasileiro Machado de Assis se passa no Rio de Janeiro do Segundo Reinado. Diferentemente de Stendhal, Machado de Assis não constrói a trama da heroína Guiomar a partir de fatos históricos específicos. Entretanto, a obra brasileira propicia ao leitor uma aguçada percepção dos costumes vigentes no Segundo Reinado, em mais de uma esfera social. Do nascimento humilde à vida adulta confortável, a trajetória de Guiomar traz à tona nuanças de uma sociedade em transformação. Esse estudo tem por objetivo observar a construção e o desenvolvimento dos protagonistas Julien Sorel e Guiomar em seus respectivos contextos literários, a fim de estabelecer, entre as narrativas, possíveis conexões. Não obstante, ao longo do trabalho, para além das semelhanças, tais como capacidade de adaptação e ambição, pôde-se perceber diferenças substanciais entre Julien e Guiomar: enquanto aquele destaca-se por não se adequar à norma social estabelecida, esta encaixa-se perfeitamente na sociedade em que vive, dominando amplamente suas regras. É o que tentaremos demonstrar e o que faz o objeto dessa dissertação. / The theme of social ambition, widely explored in 19th century literature, finds in the character Julien Sorel of Stendhals 1830 novel The Red and the Black one of its greatest representations. Sorel is truly engendered by the historical and social events of the novels period. By taking advantage of his knowledge of Latin and the Bible, he gradually gains a privileged position in those houses where he comes to work as a tutor and secretary. Written almost half a century after The Red and the Black, The Hand and the Glove (1874), by Brazilian writer Machado de Assis, takes place in Rio de Janeiro during the 1850s. Unlike Stendhal, Machado does not build his heroine Guiomars plot from specific historical events. Yet the novel offers the reader a heightened perception of life during the Second Reign, in more than one social class. From her humble origins to her comfortable adult life, Guiomars trajectory brings out the nuances of a changing society. The present study observes the construction and development of both protagonists Sorel and Guiomar in their respective literary contexts, in order to establish possible connections between the two narratives. Their similarities notwithstanding, such as their adaptability and ambition, this research has also identified substantial differences between Sorel and Guiomar. While he stands out for not conforming to the established social norms, she becomes perfectly adapted to the social environment where she lives, in complete control of its rules. This is the main object and argument of this dissertation.

by Tong Sau Lan. / Thesis (M.S.Sc.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 68-75). / abstract --- p.ii / statement of originality --- p.iv / acknowledgements --- p.v / table of contents --- p.vi / list op tables --- p.vi i / list of figures --- p.v iii / list of appendices --- p.ix / introduction --- p.1 / Chapter chapter i - --- understanding of the illness leukaemia --- p.3 / "Leukaemia: its symptoms, treatment and side effects on children" --- p.3 / The changing outlook of treatment --- p.7 / Chapter chapter ii - --- RESEARCH STUDIES ON LEUKAEMIC PATIENTS --- p.10 / Previous and changing research studies emphasis with leukaemic children --- p.10 / "Psychological and behavioral relevances: social adaptation, self-esteem, and anxiety" --- p.14 / Research studies on Chinese leukaemic children --- p.27 / Chapter chapter iii - --- method --- p.30 / Chapter chapter iv - --- results --- p.40 / Chapter chapter v - --- discussion --- p.56 / references --- p.68 / appendices --- p.76

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The current study took a multi-method approach to examine the influence of temperament on children’s social problem solving (SPS) abilities and, in turn, whether SPS skills are a mechanism through which early temperament influences later social and academic adjustment. Participants included 270 children. Maternal reports of temperament were collected when the children were 2, 3, and 4 years old. At age 5, children were observed while interacting with an unfamiliar peer during an SPS task. At age 7, children were directly assessed on their academic achievement and completed measures of social adjustment. Both reactive and self-regulatory aspects of temperament related to the development of SPS, however, SPS did not relate to adjustment outcomes. Future studies may consider the use of a global SPS coding scheme that captures the integration of various SPS related skills. There was no direct effect of shyness on academic achievement, adding to the mixed literature on the relation between shyness and academics. There was also no direct effect of shyness on child self-report of social adjustment, suggesting that children rated high in shyness are likely forming mutual friendships with their peers, leading to self-perceptions of good friendship quality. Taken together, results suggest that shyness may not always be a risk factor for poor developmental outcomes. There was a positive direct effect of self-regulation on academic achievement, however, no effect on social adjustment. These results suggest that the various dimensions of self-regulation may relate differently to developmental outcomes.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 315-331).

Thesis (M.S.)--Brigham Young University. Dept. of Communication Disorders, 2008. / Includes bibliographical references (p. 37-44).

Thesis (M.S.W.)--University of Hong Kong, 1985.