Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (87-106). Also available in print.

Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 65-70).

Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2006. / Includes bibliographical references (p. 42-49).

Thesis (M.S.)--University of Delaware, 2005. / Principal faculty advisor: Vacca, John J. ,Dept. of Individual & Family Studies. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvii, 326 p.; also includes graphics (some col.). Includes bibliographical references (p. 236-244). Available online via OhioLINK's ETD Center

M.Ed. / A school is a place where children are equipped for the world with all its challenges. School has always been developed to be a place of safety, away from all the brutality of the world, and a safe haven for children from the rising tide of perils they increasingly face; perils such as substance abuse, violence, unwanted pregnancy, drop out, teen smoking, and depression (Salovey & Sluyter, 1997). However, headlines in newspapers, 60 POLICE CALLED IN TO QUELL SCHOOL MAYHEM (The Star, 29 August, 2007) and PRIMARY SCHOOL OF CRIME REVEALED (Cape Argus, 29 May 2007) and SWORD-WIELDING SCHOOLBOY KILLS FELLOW PUPIL (Mail & Guardian, 2008) reflect almost all these threats as daily realities for our children. Headlines featuring such crude and often fatal accounts of school violence appear to be the most concerning. It is clear that some children are turning the safe haven which school is intended to be, into a nightmare. In addition, over and above speculation as to the reason for this phenomenon growing in intensity and frequency, the fact remains that schools are no longer safe havens where children are afforded the chance to realize their full potential. Schools are instead becoming four walls and a roof for the breeding ground of moral decay, readily highlighting the urgent need for attention, understanding and action in response to this devastating phenomenon. Having taken cognizance of and perceiving the reality of the broader context of school violence, and encouraged by my passion for children as an educator and future educational psychologist, my research set out to explore the phenomenon of school violence - not through how it plays itself out in schools, nor as a reaction to the phenomenon being experienced at schools, but rather from the preventative and proactive stance of trying to make sense of and harness skills that could better equip and support our children in their daily negotiation of school.

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In recent years, considerable attention has been given to a social information processing model as a means of understanding interaction patterns in children. Within the framework of that model, systematic biases have been found in the manner in which aggressive children process social information. The present study sought to extend that literature by applying the model to younger children, by examining the processing of withdrawn, as well as aggressive, children, and by employing traditional affect recognition tasks as the stimuli. Sixty preschool children were nominated by their classroom teachers as either aggressive, withdrawn, or well adjusted, according to their predominant interaction style. The children were then tested, using a set of affect recognition tasks which assessed stimulus encoding and interpretation. Stimuli consisted of facial expression photos and context stories portraying one of four emotions (Happy, Sad, Mad, or Neutral). The hypotheses of the study predicted systematic biases in stimulus encoding and interpretation, consistent with the subjects’ behavioral style. Analyses failed to support the hypotheses in that the groups failed to show identifiable systematic biases. Exploratory analyses revealed that subgroups of subjects demonstrated such biases, but those biases were related only to level of developmental maturity. The discussion of the findings explored issues which may have led to the negative results. Further research directions were also discussed which will help to clarify the questions raised by the present study. / Ph. D.

The problem of this study is the attainment of social progress by second-grade children. In substance, the problem is "How sociability can be developed in unsociable second-grade children." Since it is generally conceded by modern educators that the most important outcome of education is the child's ability to attack his life problems and to solve them satisfactorily to himself and to the society wherein he lives, this problem is deemed worthy of consideration.