Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [60]-68).

No description available.

This study constitutes an exploration of the role of the experience of loss in the social processes of meaningmaking - regarding self, other and the world - especially as it applies to therapists. Traditionally a focus on loss has entailed a description of the mourning processes brought about by this inevitable but dreadful event. Here the lens is widened to evolve a description of how the loss experience can contribute to a transformation of a person's sense of her self and of her patterns of relating. This description. rests on a social constructionist understanding of the experience of self. A person's sense(s) of self is seen to evolve within the usual and seemingly predictable patterns of connecting and disconnecting that constitutes the social webs of the discursive communities that people move in. Thus her sense of I is indelibly linked to 'Nho and 'Nhere her Yous are. Indeed, all meaning is proposed to evolve from a template of connection-disconnection patterns. The experience of loss is seen to be able to disrupt these seemingly stable patterns within such a community sufficiently, as to be able to bring about in depth transformation of the meanings evolving from these habits of relating. One nuance of these meanings in transformation, entails a person's sense of her self. Experiences of, and struggles around connection and disconnection are centrally important in the world of therapists. It does not only constitute a basic focus of their 'M)rk, but is also the template in their personal lives that contributes to their O\Ml evolution as therapists. Thus the experience of loss is specifically explored as potentially transformational - on a personal and professional level - in the lives of therapists. / Psychology / D.Litt. et Phil. (Psychology)

Thesis (B.A.)--Haverford College, Dept. of Sociology, 2003. / Includes bibliographical references.

The purpose of this study was to determine if adolescents who exhibited different profiles with respect to gender and the social-cognitive variables of negative mood regulation expectancy (beliefs regarding one's ability to alleviate negative moods), self-concept, personal uniqueness (a facet of adolescent egocentrism defined as the conviction that one is "special"), and daily hassles differed on current and post-romantic breakup depression levels. Subjects were 72 adolescents (19 males, 52 females, and 1 undesignated gender) attending a medium-sized Midwestern high school located in a city with a population of approximately 70,000. The mean age of the adolescents was 16.5 years. Eighty percent of the participants were White. A romantic relationship was defined as one that was exclusive, acknowledged to exist by both parties, and based on mutual feelings of attraction. All participants experienced a breakup with a romantic partner during the 12 months preceding the study. Self-report measures of depression (one referring to the week just prior to the study and one targeting the first week after the breakup) and the four social-cognitive variables were administered in random order. Results of a K-Means cluster analysis showed that adolescents who reported strong beliefs in their ability to alleviate negative affect, high self-concepts, weak personal uniqueness beliefs, and few hassles experienced the least amount of depression. Conversely, teenagers professing weak mood regulation beliefs, low self-concepts, a strong sense of uniqueness, and many hassles reported the greatest amount of depression. Females' depression scores were higher than males', but the relation was not significant. Notably, 45% of the participants reported current depression levels indicative of the need for further screening. Twenty-five percent of adolescents in the sample had current scores in the "clinically depressed" range. With respect to post-breakup depression, 76% of the teenagers reported scores at or above the screening cutoff point, whereas 51 % had scores indicating clinically significant symptoms.These results suggest that school psychologists and counselors should take seriously the romantic breakups that occur during adolescence. Addressing adolescents' post-breakup depression would be a prime opportunity for these professionals to demonstrate their expertise in the areas of prevention, intervention, and consultation. / Department of Educational Psychology

Thesis (M.A.)--International Christian Graduate University, School of Theology, 1987. / Abstract. Includes bibliographical references (leaves 112-117).

Thesis (Psy. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 105. Thesis director: Carol J. Erdwins. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Aug. 28, 2008). Includes bibliographical references (p. 96-104). Also issued in print.

Thesis (Ph. D.)--Washington State University, May 2010. / Title from PDF title page (viewed on June 18, 2010). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 107-118).

Thesis (M.A.)--Bowling Green State University, 2006. / Document formatted into pages; contains x, 94 p. Includes bibliographical references.