This study applied a contemporary dynamic systems methodology (state space grids) to examine how the structure of parent-child coping interactions, above and beyond the content of such interactions, influences adjustment (i.e., internalizing problems, externalizing problems, and coping efficacy) over time in middle childhood. A community sample of children (N = 65) completed a stressful laboratory task with a parent present, during which parent and child behavior were observed. Parent behavior during the task was coded using a socialization of coping framework. Parents' verbal suggestions to their child about how to cope with the stressful task were coded as primary control engagement suggestions (i.e., suggestions encouraging the child to directly address and attempt to change the stressor or the child's associated emotions), secondary control engagement suggestions (i.e., suggestions encouraging the child to change their own reaction to their stressor), or disengagement suggestions (i.e., suggestions encouraging the child to take their attention away from the stressor). Child coping verbalizations and behavior during the task was coded as either engaging with the stressor or disengaging from the stressor. The structure of the parent-child coping interaction was measured in two ways: (a) dyadic flexibility, defined as the dispersion of parent and child behavior across all possible behaviors and the number of transitions between different parent or child behaviors during the task, and (b) attractor (i.e., parent-focused, child-focused, or dyad-focused interaction pattern) strength, defined as the number of visits, duration per visit, and return time to that interaction pattern. Child adjustment outcomes were measured using parent-report (internalizing and externalizing problems) and child-report (coping efficacy) at baseline and a 6-month follow-up. Linear regression analyses were conducted examining dyadic flexibility and the proposed attractors as predictors of child adjustment, while accounting for demographic variables, attractor content, and adjustment at baseline. Findings suggested that dyadic flexibility in the parent-child coping interaction was largely adaptive for child adjustment, whereas attractor strength demonstrated a more complex relationship with child adjustment outcomes. This study demonstrates the utility of applying state-space grids to examine the structure of parent-child coping interactions, in addition to content, as predictors of child adjustment. Furthermore, this study offers novel, detailed information about coping interactions in families with children in middle childhood. Clinical implications, limitations, and future directions are discussed.

Higher education has not been successfully producing students with positive self-identities and an integrated sense of self with the world. Little research shows how the relationships among socialization, integration, and spirituality can address the problem of cognitive dissonance. The research question for this study examined interrelationships among socialization, integration, and spirituality at a small, historically black, Christian college located in the mid-South? This quantitative, exploratory study utilized Durkheim's integration theory and Blau's theory of structuralism as the theoretical base. Survey data were gathered through a survey developed from Astin's, Reeley's, and Ross & Straus's survey instruments to help create a conceptual model of the relationship among the 3 main variables. Survey data (n = 306) were analyzed through Spearman rho coefficients and chi-squared tests. Categorical analyses revealed relationships among levels of the 3 main variables. Findings include 2 main types of spirituality, that integration is correlated with higher levels of spirituality, that socialization is correlated with lower levels of spirituality, and that oversocialized students, without high levels of integration, had lower spirituality levels, indicating that socialization is a primary facilitator in with the process of integration. The findings may be used to promote positive social change through more clearly seeing the pivotal roles of integration and spirituality in the lives of college students. For students who do not experience spiritual integration in their lives, educators are better able to equip students to live lives that are more spiritual and enjoy a better quality of life.

Enrollment by African American students in U.S. colleges and universities has increased since 2009, but graduation and retention remains low for this group. Within the African American community, education is considered a central aspect of social empowerment; however, the effect of discrimination, bias, and stereotyping are key when considering achievement indices within a cultural framework. The coping mechanisms that African Americans have developed to combat discrimination, bias, and stereotype threat may contribute to poor performance in college. The purpose of this study was to examine the relationship between racial socialization and African American students' academic motivation, academic self-efficacy, and likelihood of attending graduate school. Drawing from self-determination theory, it was hypothesized that the variables have a positive relationship. A quantitative survey design was used. One hundred-three African American undergraduate students were recruited via convenience sampling to participate in an online survey. Results from a multiple regression analyses indicated no significant relationship between the variables. The findings from this study are not consistent with previous findings that indicate racial socialization has an impact on African Americans' academic performance and motivations, implying the need for future research to include multiple variables that might impact outcomes such as family functioning, access to educational resources, or peer association. Greater numbers of African Americans enrolled in undergraduate programs may, in turn, increase the pool of participants eligible to attend graduate programs. Future research can help parents, researchers, and practitioners better understand the diverse and unique needs of African American youths.

Knowledge management (KM) is vital for an organization to succeed in a highly dynamic and competitive world. The purpose of this multiple case study was to explore strategies that managers of small and medium-sized enterprises (SMEs) use to effectively integrate KM into business practices. The study population comprised 5 managers from 2 SMEs operating in Uganda. The eligibility criteria for this study were that participants had to be from Ugandan SMEs with a knowledge-intensive environment, managers with some responsibility of KM in the organization, and experienced with at least 1 year of successful KM practices. The conceptual framework for this study was theory z. Data were collected through face-to-face, semistructured interviews and reviews of company documents. Member checking was completed to strengthen credibility and trustworthiness. After methodological triangulation of the data sources collected and completion of Yin's 5-step process of data analysis, 5 themes emerged: having supportive leadership, ensuring sustainability, embedding KM practices in the organization culture, socialization, and embracing modern technology. The findings of this study might promote social change by supporting SME managers' use of KM to expand opportunities for employees to learn new skills and knowledge leading to the expansion of employment opportunities.

The high turnover rate of graduate nurses is a challenge in the United States' hospitals because of high job dissatisfaction rates. The premature disaffiliation of the graduate nurses is costly for organizations and can significantly affect the quality and safety of patient care due to the inadequate supply of adequately prepared staff nurses, particularly in the long-term acute care hospitals. The purpose of the project was to decrease the turnover rate of graduate nurses in a long-term acute care setting from 40% to 20% through modification of the nurse residency program by applying an intervention based on Bauer and Erdogan's theory of organizational socialization. The intervention included provision of psychosocial and educational support to the graduate nurses in addition to the formal classroom learning and a preceptorship with experienced registered nurses. The project used a prospective descriptive design to examine whether the provision of psychosocial and educational support intervention to all newly hired graduate nurses for four weeks beyond the existing residency program would improve the nurses' perceptions on items of the Casey-Fink Graduate Nurse Experience Survey and decrease the turnover rate from 40% to 20%. Eighteen nurses completed the survey at eight weeks (the end of the existing residency program) and at 12 weeks (when four additional weeks of psychosocial and education support ended). The pretest and posttest survey results were compared using descriptive statistics. The graduate nurses' self-reported confidence level, job satisfaction level, and role transition experiences all improved after the intervention. The social change resulting from the project was positive residency learning experience for the graduate nurses that may result in better patient care, commitment to the organization, and retention of nurses.

This multi-case ethnographic study examined the gender beliefs of two teachers and 12 parents and the gender identity of thirty 8-10 year old boys in two primary schools in Jamaica. The study was conducted against the background of gross underachievement among Jamaican boys and the research literature pointing to gender socialization as a factor in the declining results and interest in academic studies. Through 10 weeks of observations, interviews and focus group discussions answers were sought for the following questions: 1. What beliefs do teachers hold about gender? 2. What beliefs do parents hold about gender? 3. What are boys' perceptions of their gender identity? From the data collected it was revealed that teachers' expressed beliefs was not always consistent with their classroom practices; teachers traditional methods even though recognising that girls and boys have different learning styles; boys arrived at school far less prepared to work than girls; they were more likely to be off task than were girls; they identified strongly and early with traditional masculinity in the process devaluing anything feminine; parents, particularly mothers felt powerless to change the attitudes of boys towards school work; they allow their boys far more latitude to play at home and in many instances failed to help them develop a sense of responsibility. Parents held traditional gender beliefs guided mostly by religious teachings. In the matter of careers however, they were prepared to allow their sons to work in traditional female careers. The findings suggest the need for a radical redefinition of what it means to be masculinity, one which will allow boys to embrace feminine values and attitudes. The central education authorities in Jamaica need a clear gender policy for schools; schools need to work closer with parents for a greater level of consistency in the socialization of boys. Finally, teacher preparation programmes need to pay more than lip service to gender in the education process. Teachers in training need to understand that their socialization practices are driven by their beliefs and impact the development of boys and girls' identities.

Studien syftar till att identifiera eventuella samband mellan hur universitetsstudenter som för närvarande studerar på Mälardalens Universitet uppfattar sin uppväxt och sin studiesituation. Med sådan kunskap kan stödet på universiteten utvecklas och eventuellt dolda resurser synliggöras. Studien baseras på ett urval om 2000 studenter från ett mellanrankat universitet i Sverige. Två forskningsfrågor besvaras. i) Vilka faktorer under universitetsstudenternas uppväxt samvarierar med faktorer rörande deras uppfattade studiesituation på ett signifikant sätt? ii) Föreligger det en signifikant skillnad mellan hur studentgrupperna skattar sin uppväxt och hur de uppfattar sin aktuella studiesituation? Resultatet visar hur faktorer såsom motivation, vänskap och en tidig dialog med vuxna i omgivningen bidrar till studenters personliga utveckling på universitetet. Inga skillnader vad gäller första respektive fortsatta generationens studenters personliga utveckling på universitetet urskiljs. Däremot fastställs skillnader i deras uppväxt. I studien identifieras hur en känsla av trygghet under studenternas uppväxt genererar en självsäkerhet i universitetssammanhang samt urskiljs att äldre studenter respektive studenter som varit utsatta för mobbning under uppväxten är mer öppna inför och intresserade av andra människors åsikter.

This research examines the factors that impact on a newly released male prisoner's ability to deal with relationship issues. Most prisoners, in South Australia, will be released to the community and of these very few will live in complete isolation from other human beings. Humans are dependent on other persons to full-fill a range of needs and this process is reciprocal. If skills are lost due to incarceration then both the prisoner and the community suffer. (Matthews 1999) Pre-release issues are important but the relationship issue permeates through all pre-release requirements. It can can impact on obtaining and retaining employment, maintaining personal relationships, getting social security, obtaining housing etc. This is a very important aspect of human existence but sometimes it is forgotten until it is a severe problem. (Weightman-Dobson 1995) / thesis (MSocialWork)--University of South Australia, 2001.

Doctor of Philosophy / This thesis explores the nature of the socialization and commitment process in the Western Buddhist context, by investigating the experiences of practitioners affiliated with two Buddhist Centres: the Theravadin Blue Mountains Insight Meditation Centre and the Gelugpa Tibetan Vajrayana Institute. Commitment by participants is based on the recognition that, through the application of the beliefs and practices of the new religion, self-transformation has occurred. It follows a process of religious experimentation in which the claims of a religious reality are experientially validated against inner understandings and convictions, which themselves become clearer as a result of experimental participation in religious activity. Functionally, the adopted worldview is seen to frame personal experience in a manner that renders it more meaningful. Meditative experience and its interpretation according to doctrine must be applicable to the improvement of the quality of lived experience. It must be relevant to current living, and ethically sustainable. Substantively, commitment is conditional upon accepting and succesfully employing: the three marks of samsaric existence, duhkha, anitya and anatman (Skt) as an interpretive framework for lived reality. In this the three groups of the Eight-fold Path, sila/ethics, samadhi/concentration, and prajna/wisdom provide a strategy for negotiating lived experience in the light of meditation techniques, specific to each Buddhist orientation, by which to apply doctrinal principles in one’s own transformation. Two theoretical approaches are found to have explanatory power for understanding the stages of intensifying interaction that lead to commitment in both Western Buddhist contexts. Lofland and Skonovd’s Experimental Motif models the method of entry into and exploration of a Buddhist Centre’s shared reality. Data from participant observation and interview demonstrates this approach to be facilitated by the organizational and teaching activities of the two Western Buddhist Centres, and to be taken by the participants who eventually become adherents. Individuals take an actively experimental attitude toward the new group’s activities, withholding judgment while testing the group’s doctrinal position, practices, and expected experiential outcomes against their own values and life experience. In an environment of minimal social pressure, transformation of belief is gradual over a period of from months to years. Deeper understanding of the nature of the commitment process is provided by viewing it in terms of religious resocialization, involving the reframing of one’s understanding of reality and sense-of-self within a new worldview. The transition from seekerhood to commitment occurs through a process of socialization, the stages of which are found to be engagement and apprehension, comprehension, and commitment. Apprehension is the understanding of core Buddhist notions. Comprehension occurs through learning how various aspects of the worldview form a coherent meaning-system, and through application of the Buddhist principles to the improvement of one’s own life circumstances. It necessitates understanding of the fundamental relationships between doctrine, practice, and experience. Commitment to the group’s outlook and objectives occurs when these are adopted as one’s orientation to reality, and as one’s strategy for negotiating a lived experience that is both efficacious and ethically sustainable. It is also maintained that sustained commitment is conditional upon continuing validation of that experience.

<p>Faces constitute one of the most important stimuli for humans. Studies show that women recognize more faces than men, and that females are particularly able to recognize female faces, thus exhibiting an own-sex bias. In the present thesis, three empirical studies investigated the generality of sex differences in face recognition and the female own-sex bias. <i>Study I</i> explored men’s and women’s face recognition performance for Bangladeshi and Swedish female and male faces of adults and children. Result showed sex differences, favoring women, for all face categories. <i>Study II </i>assessed boys’ and girls’ ability to recognize female and male faces from two age- and ethnic groups. The result demonstrated that girls recognize more faces than boys do, but that no sex differences were present for Swedish male faces. The results from <i>Study I</i> and <i>II</i> consistently demonstrate that females show reliable own-sex biases independent of whether the female faces were young, old, or of Bangladeshi or Swedish origin. In an attempt to explain the mechanisms of sex differences in face recognition and the female own-sex bias, <i>Study III</i> investigated men’s and women’s recognition performance for androgynous faces, either labeled “men”, “women”, or “faces”. The result showed that women told to remember “women” recognized more faces than women told to remember faces labeled “men” or “faces”, and that sex differences were present for androgynous faces, regardless of the label. Based on these findings, it is suggested that females’ attention is in particular directed towards other females, resulting in an own-sex bias. It is also suggested that there may be a difference in females’ and males’ orientation toward other individuals. This difference can have a biological base, which together with socialization may result in sex differences in face recognition. </p>