No description available.

Thesis (M.S.)--Boston University

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 137-156).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 111-129). Also available via the Internet.

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 (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 60-69). Also available via the Internet.

No description available.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Childhood separation anxiety has been linked to stressful life events in the family, maternal depression and anxiety which engenders anxiety in the child, as well as various adult psychopathologies including panic disorder and agoraphobia which may have a familial association with the childhood disorder. It has further been proposed that the child's capacity to separate without anxiety is founded on an ability to form stable internal representations of caregivers, an ability founded on basic memory skills. The current study examines the relationship between separation anxiety in the preschool child and maternal depression and anxiety, family history of anxiety and affective disorders, and life events. It also evaluates the memory functioning of the child as it relates to separation anxiety. The subjects were 45 preschool children selected from a nursery school in Spring Valley, New York. Degree of separation anxiety was determined by parent interview with the Diagnostic Interview for Children and Adolescents and teacher and mother global ratings which include an assessment of current functioning as well a retrospective report of behavior during the first month of school. Maternal and family histories were assessed with the non-patient version of the Structured Clinical Interview for DSM-IIIR; life events with the Psychiatric Epidemiology Research Interview, Life Events Scale. The McCarthy Scales of Children's Abilities was used to assess the child's memory. Results suggest that a diagnosis of separation anxiety in the child is associated with the mother's report of separation anxiety in her childhood and with a family history of affective and anxiety disorders; family histories of panic disorder and agoraphobia were not, however, related to separation anxiety in the child. The child with separation anxiety at the start of the school year was more likely to have a positive family history of anxiety while the child who had these symptoms at the end of the year was more likely to be depressed and to have a family history of affective disorder. Children with high levels of separation anxiety had fewer life events and physical separation from parents. The child's memory skills did not correlate with separation anxiety. / 2031-01-01

Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (February 26, 2007) Vita. Includes bibliographical references.

My essay is about a dilemma that came up on a preschool that I worked in. My purpose with my essay is to examine and to get an understanding for what children with attachement and separation anxiety goes through, and how a preschool teacher the best way can help them. The background story is about a boy named Sixten (not his real name). When separated from one of the preschool teachers Sixten exhibits a great deal of separation anxiety. In the story I give some clear examples of situations where Sixten displays this separation anxiety. I have in the essay viewed it from different perspectives and I have questioned my own role as an educator, but also my entire team. I have the whole time analyzed my own and my colleagues actions to be able to find out where the dilemma really is. I have gained new knowledge through the study of academic literature and my own analysis of the situations with separation anxiety. I have also learned how to use that knowledge in my work as a preschool teacher.