Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 260-279).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 32-40).

One of the major concerns of counselling psychology is to foster development rather than to simply remediate problems. One of the emotions through which proactive development might be facilitated is pride. Pride has potential connections to achievement motivation, care and attention toward work, task persistence, self-competence, esteem, and general productive well-being within a social context. The purpose of this study was to describe children's conceptions of pride in the anticipation that knowing about these conceptions would help indicate ways for counsellors to intervene. Using phenomenography, a descriptive research methodology that emphasizes conceptions of things experienced, child participants in Grades 2, 4, and 7 were interviewed to determine their conceptions of pride. The children were invited to talk about pride, mainly by telling stories of experiences with pride. The resulting narratives were analyzed to sift out all qualitatively distinct categories of meaning for pride, mapping the general domain of the emotion. Eight distinct conceptions emerged, including three active or doing conceptions (achieving, acting ethically, and acting independently) and five having conceptions (possessing, having a desired attribute or ability, belonging, having special status, and pride by association). All conceptions were represented in all three grades sampled, with no outstanding age- or gender-related differences. Research results contribute to our knowledge of how children experience and comprehend pride, and point toward educational and psychological implications for those who parent, educate, or counsel children. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 42-46). Also available in print.

No description available.

A dissertation submitted to the Faculty, of Arts, University of the Witwatetsrand, in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology). Johannesburg, 1981 / The aim of the present study was to evaluate the effectiveness of using parents as change agents for their children. This was based on the thesis that the early familial environment and the tone of the parent child relationship is crucial in influencing the development of personality and psychological adjustment. Self-esteem is viewed as the personality factor central to adjustment, and its development is traced in the family. Parent education is viewed by community psychologists as an effective and primary technique in reducing psychopathology and promoting mental health. This approach focuses on changing the person within his environment. Within this approach, however, orientations differ and it is necessary to determine which is most effective. This study evaluates three methods of parent education: the didactic, discussion and training approaches. A no-intier.venti on control was included. Twenty-four mothers and their children were divided into four equal groups. The variable of z/elf-esteem was used as a basis on which to compare the three approaches. All mothers were assessed before and after the six-week programmes on the following measures: Self-esteem Inventory, Confidence in Parental Role, the Relationship Change Scale and Satisfaction Change Scale, and the Incomplete Sentences Test. Children were rated by their mothers and teachers on the Behavior Rating Form and Semantic Differential . Analysis of Variance demonstrated no significant findings. A trend analysis revealed an increase in both maternal and child esteem for the training group when compared with the other groups. These results were then discussed and shortcomings and limitations in the research elaborated upon. Finally, suggestions and implications for further research were proposed.

Thesis (M.S.)--University of Wisconsin -- La Crosse, 2002. / Includes bibliographical references (leaves 34-37).

Background: Childhood obesity remains a major public health concern. While preventing childhood obesity is important, the effectiveness of existing prevention strategies is indefinite. Important obesity contributors are speculated to be overlooked while the role of well-studied obesity-related factors has been questioned. Objectives: 1) Although the association between lifestyle and obesity is seemingly well-established, how an overlooked dietary factor, breakfast location, associates with obesity was investigated 2) At a time where inconsistencies in findings for the frequently studied association between TV viewing and obesity still exist, this thesis tested for the existence of the said association in the understudied Chinese population 3) The effect of mental health on childhood obesity is understudied. Using self-esteem as a mental health indicator, the effect of self-esteem on childhood obesity was investigated To understand the role of lifestyle factors in the association between self-esteem and obesity, how 4) breakfast habit and 5) TV viewing habit associates with self-esteem was explored Methods: A cohort of 83405 primary 4 (P4) Department of Health Student Health Service participants (49.7% male, mean age 9.9 years) in 1998-2000 were successfully tracked for 2 years into primary 6 (P6). A self-administered health questionnaire collected information on the breakfast and TV habits of participants alongside other lifestyle characteristics. Self-esteem was assessed using the four Culture Free Self-Esteem Inventories for Children (SEI) subscales. Body mass index (BMI) was derived using objectively measured weight and height. Weight status was classified in accordance to International Obesity Task Force standards. Logistic, multinomial logistic and linear regression were used to yield adjusted odds ratios (AOR) and β-coefficients for becoming overweight/obese in P6 (among P4 normal weight children), breakfast skipping/location, TV viewing habit and SEI subscale scores. Breakfast skipping behaviour was tested as a mediator in the association between self-esteem and obesity using standard mediation procedures. Breakfast and TV viewing habits were tested as effect modifiers in the same association by inclusion of interaction terms in models. Results: Among normal weight P4 children, those who skipped breakfast (AOR: 1.24; 95% CI: 1.02 to 1.51) or ate away from home (1.39; 1.20 to 1.60) were more likely to become overweight/obese in P6. Poor self-esteem was also associated with higher AORs for becoming overweight/obese, particularly among girls. While TV viewing in P4 did not predict overweight/obesity in P6, those who increased TV watching hours (≤2h/day to 2h/day) during the two follow-up years were 32% more likely to become overweight/obese in P6 than their counterparts who maintained watching ≤2h/day. Breakfast habit and self-esteem was bi-directionally associated. Although a curvilinear inverted J-shaped relation between P4 TV viewing and P6 self-esteem was observed, self-esteem did not predict TV viewing habit. While neither breakfast nor TV viewing habit significantly interacted with self-esteem to predict obesity, breakfast skipping was found to be a potential partial mediator in the association between self-esteem and obesity. Conclusion: Breakfast location, self-esteem and TV viewing patterns over time are important to consider in relation to childhood obesity. Additionally, the association between self-esteem and obesity could be mediated by lifestyle factors. / published_or_final_version / Community Medicine / Doctoral / Doctor of Philosophy

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