Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [193]-203).

Thesis (M.A.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains 22 p. Includes bibliographical references (p. 21-22).

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, Committee on Human Development, December 2000. / Includes bibliographical references. Also available on the Internet.

No description available.

Le concept de mentalisation désigne la capacité de l’individu à comprendre que les autres et lui-même sont habités par des états mentaux, soit des croyances, des désirs, des émotions et des intentions qui leurs sont propres. La capacité de mentalisation est associée au développement de la régulation émotionnelle, à la construction d’une identité cohérente, stable et différenciée ainsi qu’au maintien de relations saines et réciproques. Inversement, des déficits au niveau de la capacité de mentalisation sont liés à des difficultés aux plans de la régulation émotionnelle, du sentiment de cohérence identitaire et des relations interpersonnelles. Ainsi, les déficits au plan de la capacité de mentalisation semblent être un facteur commun de plusieurs psychopathologies chez l’enfant, ce qui se manifeste notamment par un fonctionnement sous le mode de l’agir, une impulsivité, une explosivité et des difficultés de socialisation. Le concept de mentalisation s’avère donc très utile à la compréhension clinique des difficultés que présentent les enfants souffrant de psychopathologie. Bien qu’il soit de mieux en mieux établi dans le cadre de traitements thérapeutiques effectués auprès d’adultes, le recours à ce concept s’introduit plus lentement dans le travail clinique réalisé auprès des enfants. De plus, peu d’outils cliniques sont disponibles pour son évaluation chez l’enfant. L’auteure propose l’élaboration d’une grille d’évaluation de la capacité de mentalisation (GÉCM) pour les enfants de huit à dix ans convenant à un outil d’évaluation très utilisé en clinique pour l’évaluation de l’enfant et de l’adolescent, soit le Thematic Apperception Test (TAT; Murray, 1943). La GÉCM-TAT a été élaborée à partir des écrits scientifiques portant sur le développement de la capacité de mentalisation et de ses déficits, ainsi que sur l’analyse des épreuves projectives. Une étude pilote a permis de tester la grille d’évaluation auprès de cinq enfants issus des populations clinique et générale. Afin d’obtenir des indices préliminaires de la fidélité inter-juges et de la validité de la GÉCM-TAT, une analyse à cas multiples a été effectuée. Une telle méthode de recherche a permis d’analyser les résultats obtenus à la GÉCM-TAT de chacun des participants en les comparant à ceux obtenus à une mesure validée de la capacité de mentalisation chez l’enfant, la Child and Adolescent Reflective Functioning Scale (CRFS; Ensink, Target, Oandasan, & Duval, 2015) appliquée à l’Entrevue d’attachement de l’enfant, version française du Child Attachment Interview (CAI; Target, Fonagy, Shmueli-Goetz, Datta, & Schneider, 1998) ainsi qu’à la Liste de vérification du comportement des jeunes de 6 à 18 ans (CBCL; Achenbach & Rescorla, 2001). Les résultats témoignent d’indices préliminaires de propriétés psychométriques prometteurs. En effet, les indices de fidélité inter-juges sont satisfaisants et les indices de validité convergente, divergente et de contenu sont partiellement satisfaisants. L’analyse des divergences entre les cotations des deux juges à la GÉCM-TAT et entre les tests a permis d’émettre des hypothèses explicatives de ces divergences. Des ajustements à la GÉCM-TAT sont proposés à la lumière des résultats obtenus. Incorporée dans un processus d’évaluation psychologique, la GÉCM-TAT facilitera l’évaluation d’un aspect important du fonctionnement de l’enfant, contribuant ainsi à bonifier la compréhension clinique de ses difficultés et à déterminer les orientations thérapeutiques à privilégier.

This study attempted to determine the relationship between fantasy aggression and behavioral aggression, and whether fantasy aggression measured by the Thematic Apperception Test is related to behavioral aggression. Participant TAT protocols from psychology clinic files were scored for fantasy aggression, and these scores were correlated with self-reported presence or absence of behavioral aggression. The scoring system used was a blend of popular aggression scales used in the 1960s and newer theory. Other variables that were examined were story length and gender in relation to the measured amount of fantasy and behavioral aggression.

Finn (2007) developed a procedure that uses psychological assessment tools towards therapeutic ends known as Therapeutic Assessment (TA). The Assessment Intervention session was later developed as part of the TA as an improved method of preparing clients for feedback. The dynamics and effectiveness of this stage of TA have not been studied to date. The current study used a time-series design to follow two clients as they took part in a TA intervention. Participants were involved in ongoing therapy at the time of the study. Participants completed brief, daily measures related to their reported symptoms and presenting concerns before, during, and after the TA. In addition, clients completed longer, standardized measures of psychological symptomatology and therapy progress. Clients and the assessor (Dr. Stephen Finn) were interviewed about their experiences of the Assessment Intervention session and the resulting text was coded and interpreted according to a modified Grounded Theory Method. A time-series analysis revealed that neither client reported improvement on any of the daily measures of symptoms when comparing baseline and post-TA intervention periods. However, one client saw improvements during the TA period only and both clients saw global improvements in the scores reported on the standardized measures. In addition, clients reported satisfaction with the TA and, while therapists reported positive results regarding therapy progress, clients’ reports were mixed. Finally, qualitative feedback from participants revealed that clients and assessor experienced the Assessment Intervention as evoking something familiar but also new for the clients. The integration of the new and the familiar had to be carefully balanced for the clients to be able to experience the Assessment Intervention as beneficial. The context of narrative, a supportive relationship with the assessor, and strong, memory-linking feelings and insights were important for the positive integration of the new experiences. / text

No description available.

This study proposed to assess the effects of a modified TAT in a multi racial South African sample. More specifically, it aimed to measure how different race groups responded to a variation of the TAT, as opposed to the original Murray TAT. It was hypothesized that a racially inclusive TAT, with more contemporary backgrounds, would enhance the narratives of South African respondents, and more especially those of black respondents. A new set of five TAT pictures (e-TAT) was designed, based upon five of the original Murray TAT (M-TAT) cards. As much as possible, the ambiguous style of the cards was left intact, but the characters (all originally white) were changed to represent African/black, Indian and coloured people as well. A factorial design was used to compare responses on the Murray TAT to responses on the experimental TAT in a sample of 207 first year psychology students at the University of KwaZulu-Natal. Each student was given a mean word count score. A randomly selected sub-sample of 40 students received a quality rating derived from Gerver's scoring level of response (as cited in Coleman, 1947), intended to measure the quality of their protocols. The statistical analyses revealed that (1) There is no statistically significant differences in the length of protocols between the M-TAT and the e-TAT. (2) There was no statistically significant difference in the length of stories between the race groups. (3) On the smaller sub-sample of participants who received quality ratings, black participants scored significantly higher on the e-TAT than on the M-TAT. (4) White participants scores on the M-TAT were significantly higher than black participants scores on the M-TAT. While the results are not yet conclusive, they are encouraging, and it is suggested that future research in this area is needed. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Thesis (M. Ed.(Opvoedkundige sielkunde))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.