Thesis (Ed.S.)--Western Kentucky University, 2009. / Tables. Includes bibliographical references (leaves 31-40).

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 79-86).

The goal of this study was to investigate the real self-image, ideal self-image, and self-image disparity of maltreated adolescents, both acting-out and nonacting-out, as compared to nonmaltreated adolescents. Participants included 58 adolescents between the ages of 13 and 17 with groups approximately matched for age, IQ, and mental age. The maltreated group consisted of children who had been neglected, physically abused, and/or psychologically abused. Children in both maltreated and nonmaltreated groups were classified as acting-out or nonacting-out based on reports of truancy, substance abuse, disrespect for authority, violent outbursts, and trouble within the legal system. The primary findings of the study were that maltreated as compared to nonmaltreated individuals displayed lower real self-images and larger self-image disparities. However, the lowest real self-image scores were displayed by the acting-out adolescents regardless of their maltreatment status. In a comparison between the acting-out maltreated adolescents and the acting-out nonmaltreated adolescents, the real self-images were comparable, suggesting that the experience of maltreatment does not exacerbate the negative effect of behavioural difficulty. In addition, the acting-out maltreated children displayed higher ideal self-images than the acting-out nonmaltreated children. Both experiences of maltreatment and acting-out behaviours appear to be related to negative effects of self-image in adolescents. This highlights the importance of investigating the influence of experiential factors on self-system processing.

Two measures, The Adolescent Invulnerability Scale (TAIS) and The Adolescent Personal Uniqueness Scale (TAPUS) were developed to quantify levels of felt invulnerability and personal uniqueness, respectively. The relationship among these two personal fables (invulnerability, personal uniqueness), and mental health variables was assessed in a large sample of adolescents (n = 248, including seventh and eighth grade students). Participants responded to the newly crafted measures of adolescent invulnerability and personal uniqueness, the Reynolds Adolescent Depression Scale, three indices of suicidal ideation, an inventory of delinquent risk behaviors, and two subscales from the Self-Image Questionnaire for Young Adolescents. It was predicted that invulnerability would be positively associated with risk behaviors and more prevalent among boys. In addition, personal uniqueness would be positively associated with depression and suicidal ideation, and more prevalent in girls. With respect to personal fable ideation, boys demonstrated higher levels of felt invulnerability and more risk behaviors than girls. In addition, girls reported more feelings of depression than boys, however neither group differed on the amount of reported felt personal uniqueness. The results show that the personal fables of invulnerability and personal uniqueness are differentially linked to indices of mental health within an adolescent population. / Department of Educational Psychology

Thesis (M.A. Cultural Performance) - Faculty of Arts, Charles Sturt University, 2003. / Submitted for the fulfillment of the requirements for the Master of Arts - Cultural Performance, Faculty of Arts, Charles Sturt University, 2003. Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 200-205). Also available on the World Wide Web.

Part One I A Perspective on Guidance II Concepts of Self This section is a review and discussion of the two conceptualizations which are fundamental to the research structure: guidance as an overall framework within which procedures are devised for the development of this understanding of the "self" . Part Two • III Didactic Discovery IV The Class Citation Award A way of thinking about an ~ducational approach which could generate a classroom mileu, where the in a practical ongoing process to encourage participation and CCA is the key~ote strategy involve the group in "self" and "other" awareness. Part Three V VI Experiment, Survey, Action Research Results, Reflections and Recommendations The three research methods employed to gather evidence of pupil awareness and its implications, with a discussion patterns of self~knowledge, and its effect on the NOTE: Constant reference to thi s page, and to page xxxii will enable the reader to view the thesis as a whole

No description available.

As I have worked with teenagers in regular and alternative schools, I have often wondered why some children seem to be more prone to displaying behavioral problems. One popular explanation points to the home environment as the place where appropriate behaviors are learned, and strength, discipline and positive self-image are developed to resist negative pressures of the child's peer culture. Bronfenbrenner (1986) very eloquently describes the importance of an enriched home life for the development of a well-adjusted child. Likewise, the Rochester Schools Project (Connell, Deci, Ryan, and Grolnick, 1989) speaks to the need for teachers and staff to "connect" with students, and thus through their interactions help them work through difficult times and make decisions regarding their choices of actions.

Sport is an avenue for children and adolescents to improve physical skills as well as enhance their psycho-social development. Despite the benefits of sport, numerous children and adolescents choose not to be physically active. Consequently, several investigators have sought to determine why some children choose to participate in sport, while others do not. The perceived importance or value, attached to an activity is one factor that has been considered central to predicting behavioral choices in various settings. Eccles et al. (1983) have proposed a multidimensional, quantitative measure of subjective task value (intrinsic, attainment, and utility). However, qualitative differences in the sources of subjective task value for sport have yet to be investigated. Thus, the primary purpose of this study was to examine self-identified and literature-based sources of intrinsic, attainment, and utility value among male and female adolescents. A sample of 30 male and female eighth grade students, classified into subjective task value groups (high-, medium-, or low value), were selected to participate in the interview portion of this study. In general, the results confirmed the sources of subjective task value identified in the literature by Eccles et al. The results also supported Eccles et al.'s multidimensional approach to value by revealing sources unique to each component (intrinsic, attainment, utility) of value. Sources of value peculiar to the physical domain emerged, as well as gender differences within each level of value. Finally, the process of ranking both self- identified and literature-based sources of value illuminated the most salient sources for each subgroup. In sum, this study both confirmed and expanded upon Eccles's subjective task value work. The results are discussed in terms of conceptual and practical implications as well as recommendations for future research. / Graduation date: 1997