Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 20-21).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 140-150).

Thesis (M. S.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Diane L. Gill ; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 76-80).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 115-131). Also available in electronic version.

D.Litt et Phil. / Cervical cancer has debilitating symptoms that affect the physical, emotional, social and spiritual dimensions of self-schema. This study adopted a qualitative method to explore the experiences of women living with the disease and focused on self-perceptions. Purposive sampling was used to select 16 women undergoing follow-up treatment for cervical cancer. Data was collected through semi-structured interviews and analysed through thematic analysis. The main themes included physical symptoms, sexual intimacy, family obligations, support and coping, effects of treatment, illness schemas, disclosure and spirituality. The findings indicate the impact of cervical cancer on women’s self-schema and a need for a holistic intervention to manage the illness.

M.A. (Psychology) / Please refer to full text to view abstract

The aim of this study was to examine the structure of the experience of gaining insight into oneself through perceiving another person. Such a one-to-one situation was selected in order to ensure a minimal level of complexity. The researcher conducted a pilot study in order to check whether people could relate such an experience in response to a long and difficult interview question. One female first year student responded from among a group of thirty to whom the question was posed. She was then interviewed. The data appeared acceptable. This was confirmed after the data analysis using the phenomenological-psychological method of textual analysis. The analysis showed that the subject, while comparing herself with the person whom she was with, discovered that she structured her life too rigidly in her attempt to meet the expectations of others. This discovery gave her the opportunity to restructure her approach to her world and to the others whom she had seen in only a narrow and abstracted way. Lengthier interviews were then conducted with a further six potential subjects. These were then transcribed. Two of those subjects, though, were found to have experienced insight through perceiving more than one other person. The data from the four remaining subjects were then analysed using the phenomenological psychological method. The researcher discovered that insight involves a clarity of perception which is achieved when the person becomes aware of clearly differentiated possibilities; these are revealed to him through his intensely reflecting on where he stands in relation to the other person whom he perceives, or in relation to alternatives revealed to him by the other. The polarities that are revealed allow the person to take up a new approach to his world, since the person discovers that his experience has revealed that he has been inauthentic in his muddled concern about others, and this gives the person a perception of truth that he was previously unaware of. These findings were dialogued with the writing of psychologists and philosophers who have written on the subject of becoming aware of oneself in relation to others.

The aim of the thesis is to examine relations between pattems of attachment with mother and subsequent behaviour with peers and perceptions of self in young children. The sample consisted of 39 five year-old children (22 girls, 17 boys). Attachment classifications had been detelmined when the children were 4 1/2 years old, as part of a longitudinal study, using procedures and coding systems originally developed for infants by Ainsworth (Ainsworth, Blehar, Waters, & Wall, 1978) that were modified for 3-4 year-old children by Cassidy and Marvin (1988). These were based on behaviour shown in the lab to mother on reunion after a brief separation. Children were classified as: Secure, Insecure-avoidant and Insecureambivalent. When each child was five years old, behaviour with peers was assessed through direct observation on the school playground for five 15-minute periods. A continuous commentary of interactions was made into a hand-held microphone, while a radio microphone concealed on the child picked up the child's speech and speech directed toward him/her. A 15-minute video recording was also made. Tapes were transcribed using a coding system based on that used by Hinde, Easton, Meller and Tamplin (1983). Analysis revealed meaningful patterns of relations between patterns of attachment and subsequent behaviour with peers. Insecure-ambivalent children exhibited more negative behaviour toward peers and sought the attention of peers more than did Secure and Insecure-avoidant children, and they complied to controls less than did Secure children. Insecure-avoidant children tended to engage in more neutral, less involved behaviour (neither 'positive' nor 'negative') with peers (e.g., just listening as a response to peers). Secure children tended to show more playful behaviours (play aggression, play noises, playful teasing and imitating) than did Insecure-avoidant children and tended to exhibit less negative behaviour than did Insecure-ambivalent children. These results are consistent with previous evidence (Arend, Gove & Sroufe, 1979; Sroufe, 1983) characterizing Insecure-avoidant, Secure, and Insecure-ambivalent children on a dimension ranging from over-controlled to under-controlled (Block & Block, 1980). In addition, ratings of security and avoidance upon reunion with the mother in the lab predicted behaviour with peers. Security ratings were positively correlated with playing games alone on the playground and negatively correlated with listening as a response and neutral speaking. Security ratings were also correlated with peer behaviour directed toward the child. Security was positively correlated with peers speaking boastfully and making play noises to the child and negatively related to peers asking the child questions. Avoidance ratings were positively correlated with listening as a response to peers but negatively correlated with neutral activity (doing nothing). Analysis of girls and boys separately revealed further significant relations. For example, for boys, avoidance ratings were positively correlated with speaking with hostility, seeking entry into games and automanipulating, and negatively correlated with positive expressive behaviours and engaging in large muscle play. Perceptions concerning perceived competence and social acceptance, self-efficacy, perceived popularity with, and liking of, peers and interpersonal problem-solving ability were assessed through a series of four separate interview sessions with each child. Insecure-avoidant children generally reported relatively negative self-perceptions while Insecure-ambivalent children reported very positive (perhaps idealized) perceptions concerning competence, social acceptance, and peer friendships. Results showing different relations for girls and boys indicate a need to consider this potentially important variable when studying links between attachment, behaviour and perceptions. The results provide support for the predictive validity of the attachment classifications and for Bowlby's (1969/82, 1973, 1980) proposition that the child's attachment relationship with mother forms the basis for behaviour in relationships with others and relates to perceptions concerning the self and others in the absence of mother.