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published_or_final_version / Social Work / Master / Master of Social Work

The purposes of this study were (1) to explore the possibility that sociometry can be a valuable prognostic method in milieu therapy, and (2) to investigate the validity of the "Draw-a-Group" (DAG) projective technique for measuring interpersonal responsiveness.

The present study purposes to determine whether or not teacher-pupil relationships bring about improvement in the social adjustment of homemaking students in a small rural high school. It further purposes to determine the nature and extent of any measurable improvement.

The purpose of this study was to explore, classify, and evaluate the personal experiences of juvenile offenders following release from a state training school. During a two month period beginning in the fall of 1967, a group of twenty-three releasees from the MacLaren School for Boys in Woodburn, Oregon were interviewed on a weekly basis in the Portland metropolitan area. The boys, ranging in age from thirteen to seventeen were contacted in their homes, schools, and other settings to learn of positive, negative, and critical experiences encountered in the community. Open ended questions based upon a twenty- seven item schedule were administered to the boys, focusing upon personal experiences in six major areas: school, family, peer group, community, work and authority. Responses were recorded verbatim and classified according to the boys’ judgments of positive and negative connotations. Critical experiences were also recorded to determine specific incidents which brought the boys into contact with legal authorities or otherwise seriously affected their parole status. Positive, negative, and critical experiences from this study were analyzed both descriptively and statistically. Null hypotheses were tested to determine the quality, quantity, and intensity of experiences with respect to such major variables as age of the boys, race, length of stay in the community, records of school attendance, and personality inventory characteristics. Experiences were similarly related with respect to other variables found to be present as a result of the interviewing experience. Findings yielded evidence to indicate a predominance of negative experiences in the boys’ contacts with the community following release. The highest proportion of these occurred within the boys’ families, followed by contacts with authority and school, respectively. Peer group relationships for the boys indicated the highest proportion of positive experiences when compared with other major categories.

Thesis (M. Journ.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 31-38).

No description available.

The role of emotion within the reformulated Social Information Processing (SIP) Model of Children’s Social Adjustment (Crick and Dodge, 1994) has not been well investigated, particularly for young children. A developmental model of SIP and emotion proposed by de Castro (2010), provided the theoretical foundation for the current study to incorporate emotion processing variables into a pre-existing SIP interview for preschool children (SIPI-P, Ziv and Sorongon, 2011). The primary aims of this study were to (1) investigate age differences across social and emotional information processing between early childhood and early primary school aged children, (2) to describe the associations among children’s social and emotional information processing and behavioural characteristics, and (3) to replicate and extend the results of Helmsen,Koglin, and Petermann(2012) by examining the relationship between regulation (emotion and behavioural), information processing (social and emotional), and child behavioural difficulties (externalising and internalising). Two cohorts of children were recruited (30 children aged 4 years old and 30 children aged 6 to 7 years old), who were administered an expanded SIPI-P interview and a self-regulation task. In addition, children’s parents completed a questionnaire assessing internalising and externalising behaviours and emotion regulation. The results showed very few differences between the two groups of children for SIP, but consistent differences for emotion processing. Younger children rated aggressive responses more favourably, perceived more emotional intensity in the hypothetical vignettes, and showed lower levels of emotional reasoning and perspective taking skills when compared to the older children. Results also showed rather distinct patterns of associations for the two groups between social and emotion processing variables and behavioural and regulatory measures. For the preschool aged children there were consistent substantive associations between behavioural regulation and the social and emotion information processing variables, but very few associations with emotion regulation and internalising or externalising behaviours. For the early primary school aged children, there were several substantive associations between the social and emotion information procesing variables and internalising behaviours, but very few associations with behaviour regulation, emotion regulation, or externalising behaviours. Finally, when emotion information processing and emotion regulation were jointly tested as predictors of internalising behaviours with the primary school children, the results showed that only emotion regulation remained a significant predictor. Overall, the inclusion of emotion understanding variables in a social information processing interview format demonstrated that parsimonious integration of the two areas is both achievable and successful in yielding useful research information and suggests that the SIP model may be effectively used to explore other domains of social cognition and social competence.