This study explored the relationships that the personality variables of sociotropy and solitude, social support and friendship quality have with levels of depression in older adolescents and young adults. The participants self-identified as Black/African American or White/European American/Caucasian and were between the ages of 18 and 20. The examination indicated that when all variables were taken into account, sociotropy and solitude were the only variables significantly related to levels of depression. Implications for future research are discussed.

Thesis (Ed.D.)--Boston University.

Thesis (M.S.)--Boston University

abstract: Given the major investment young people make in earning and maintaining a peer reputation, our goal in this study was to explore the association between dimensions of negative and positive peer reputation in middle school and adjustment several years later, by the end of high school, among upper middle class youth. Prior research has shown negative reputations such as aggressive-disruptive and sensitive-isolated to be associated with maladjustment later in life, whereas reputations like popular and prosocial-leader have been related to positive future outcomes. However, there are contrary findings that reveal a more complex relationship between peer reputation and adjustment, showing certain “negative” reputations to be tied with better outcomes in some domains and the converse in others. Using a sample of middle school students, a confirmatory factor analysis (CFA) was performed to test a four-factor model of the Revised Class Play, a peer report measure on peer reputations. CFA findings supported the four-factor model with the following reputations: popular, prosocial, aggressive, and isolated. Structural equation models were used to predict 12th grade adjustment outcomes (academic achievement, psychopathology, substance use) from middle school peer reputation. Prosocial reputation in middle school was connected to higher academic achievement and fewer externalizing symptoms in 12th grade. Both prosocial and isolated peer reputation were negatively associated with alcohol, cigarette, and marijuana use, whereas a popular reputation was related to higher levels of alcohol use. Middle school reputation did not predict internalizing symptoms in 12th grade. Findings are discussed in terms of adaptive and maladaptive adjustment outcomes associated with each peer reputation and implications for future research. / Dissertation/Thesis / Masters Thesis Psychology 2016

Despite the growing recognition that the father-child relationship is vital to the development of the child and of the father (Lamb, 1987), little systematic research has addressed changes in father-child relations during adolescence. To overcome this shortcoming, the present study charted changes in aspects of father-adolescent relations over a period of two and one-half years. In addition, this study examined concurrent and reciprocal linkages between father-adolescent relations and the personal characteristics (specifically, the psychological well-being) of fathers and adolescents. Data for the present study consisted of adolescent and father (N = 71) self-reports from a longitudinal questionnaire study spanning 30 months. Data collection occurred on four occasions when the adolescents were 11.6, 12.1, 12.6 and 14.1 years of age (in February 1988, August 1988, February 1989, and August 1990). Measures of father-adolescent relations, father psychological distress, and adolescent self-image were obtained at each time of measurement. Data analysis proceeded in three steps. First, the results showed that fathers decreased their mean level of involvement in child care as their adolescents matured. Fathers' expressions of acceptance toward their adolescents also decreased over the two and one-half years, as did the level of conflictual interactions. Second, fathers who experienced higher distress were likely to experience more conflict with their adolescents as compared to fathers who experienced lower distress. Adolescents who held positive views about themselves were more likely to have accepting father-adolescent relations and to experience less conflict with their fathers. These results remained after controlling for marital adjustment and socioeconomic status. Third, the results of two stage-least squares analyses (2SLS) suggested that the effects between father distress and father-adolescent conflict were unidirectional rather than bi-directional with father distress affecting conflict. Adolescent self-image was reciprocally linked to father-adolescent relations. A positive adolescent self-image appeared to increase the likelihood of more accepting and less conflictual father-adolescent relations. In turn, higher acceptance and lower conflict contributed to more positive adolescent self-image. These results are discussed in terms of the changing functions of fathers in the lives of their adolescent children. / Graduate

Orientadores: Adriana Maria Alves De Tommaso, Gabriel Hessel / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-10T04:56:03Z (GMT). No. of bitstreams: 1 Bottura_AnaClaudia_M.pdf: 1957999 bytes, checksum: d9b8f362bb0801069041251f3f1ed58c (MD5) Previous issue date: 2006 / Resumo: Pouco se conhece sobre epidemiologia e melhor terapêutica da colelitíase na infância. Sabe-se que o número de casos é crescente e alguns necessitam de cirurgia e apresentam risco de complicações. Este estudo teve por objetivo avaliar os prováveis aspectos envolvidos na colelitíase, de etiologia não-hemolítica, em crianças e adolescentes, na tentativa de esclarecer aspectos relacionados a fatores de risco, quadro clínico, diagnóstico, bem como presença de doenças associadas, complicações, história familiar e as condutas terapêuticas realizadas. Foram avaliados 65 pacientes, de 0 a 18 anos, com colelitíase não-hemolítica, atendidos de janeiro de 1993 a dezembro de 2005 no Hospital de Clínicas da Faculdade de Ciências Médicas da Universidade Estadual de Campinas. O estudo foi descritivo, retrospectivo e prospectivo, utilizando-se dados obtidos por meio de prontuários e entrevistas. Os pais foram convocados para realização de ultra-sonografia abdominal para investigar colelitíase. A investigação laboratorial dos pacientes constou de perfil lipídico (colesterol total e frações e dosagem de triglicérides) e perfil hepático (aminotransferases e gama-glutamiltranspeptidase). Também foi realizado um estudo de caso-controle investigando a influência da colelitíase materna sobre a litíase nos filhos. Quarenta e seis dos 65 doentes eram do sexo feminino (70,77%), com predomínio das meninas nos escolares e adolescentes. Os brancos corresponderam a 69,23% (45/65) e a idade média ao diagnóstico foi de 9,85 anos. Foram sintomáticos 69,23% dos casos (45/65), principalmente acima dos 7 anos, e os principais sintomas e sinais foram: dor abdominal (45), vômitos (27), náuseas (22), empachamento pós-prandial (16), icterícia (12) e intolerância a alimentos gordurosos (9). A mediana de duração do início do quadro clínico até o diagnóstico foi de 6 meses. As condições associadas e fatores de risco estiveram presentes em 43 pacientes (66,15%), principalmente nos menores de 14 anos (freqüente prematuridade nos menores de 6 anos). As alterações do perfil hepático e do perfil lipídico ocorreram, respectivamente, em 21/43 (48,84%) e 14/49 casos (28,57%). Complicações (coledocolitíase e pancreatite) foram raras, com predomínio em adolescentes. A colecistectomia foi realizada em 51 pacientes (78,46%). Foram encontradas 10 mães com diagnóstico de colelitíase e 36 de 57 pacientes (63,16%) apresentavam história familiar de colelitíase. Os resultados permitem concluir que:1. O sexo feminino predominou, progressivamente, a partir do segundo grupo; 2. Queixas freqüentes foram: dor abdominal, vômitos, náuseas e empachamento; 3. O diagnóstico dos sintomáticos foi tardio; 4. Os pacientes acima de 7 anos foram os mais sintomáticos e os menores de 14 anos apresentaram maior positividade para doenças e fatores de risco associados; 5. Os fatores de risco mais relevantes foram: antibioticoterapia parenteral, nutrição parenteral prolongada, cirurgia abdominal, hipertensão portal e prematuridade; 6. Foi freqüente o antecedente pessoal de hepatopatia, além do perfil hepático alterado; 7. Obesidade e dislipidemia grave não foram freqüentes; 8. Coledocolitíase e pancreatite biliar foram raras, predominando nos adolescentes; 9. A conduta predominante foi a colecistectomia laparoscópica; 10. A maioria apresentava história médica sugestiva e(ou) antecedente familiar para colelitíase; 11. Antecedente familiar de dislipidemia, obesidade e urolitíase foi positivo na metade deles; 12. Não se comprovou influência do antecedente materno de colelitíase / Abstract: There is a poor knowledge on the epidemiology and the best therapy of cholelithiasis in childhood. The number of cases is increasing, some requiring surgery which implies in risks and complications. The aim of this study was to evaluate the probable features involved in nonhemolitic cholelithiasis in children and adolescents, as an attempt to elucidate features related to risk factors, clinical picture, diagnosis, as well as the presence of associated diseases, complications, family history and medical treatment. Sixty-five patients from age 0 to 18 years with nonhemolitic cholelithiasis were followed from January 1993 to December 2005 at the Hospital of State University of Campinas. The study was descriptive, retrospective and prospective, and the data were collected from patients' records and interviews. The patients¿ parents were investigated for cholelithiasis by ultrassonography. The laboratorial investigation of patients consisted in the lipidic profile (total cholesterol, fractions and triglyceride dosage) and hepatic profile (aminotransferases and gama-GT). A case-control study was also performed in order to investigate the influence on those children whose mothers had cholelithiasis. Forty-six of 65 patients were female (70.77%), with a predominance of females among scholars and adolescents. Caucasians corresponded to 69.23% (45/85) and the mean age at diagnosis was 9.85 years. The symptomatic patients represented 69.23% (45/65), mainly over 7 years, and the main symptoms and signs were: abdominal pain (45), vomiting (27), nauseas (22), post-prandial discomfort (16), jaundice (12) and fat food intolerance (9). The median time lapse from the beginning of clinical presentation up to diagnosis was 6 months. The associated conditions and risk factors were present in 43 patients (66.15%), mainly below 14 years (frequent prematurity below 6 years). Lipidic and hepatic abnormalities occurred, respectively, in 21/43 (48.84%) and 14/49 cases (28.57%). Complications (choledocolithiasis and pancreatitis) were rare, with predominance in adolescents. Fifty-one patients (78.46%) underwent cholecystectomy. Ten mothers were diagnosed with cholelithiasis and 36 out of 57 patients (63.16%) presented family history of cholelithiasis. Based on these results, the conclusions were: 1.The prevalence in females predominated increasingly in the second group; 2. Frequent complains were: abdominal pain, vomiting, nauseas and post-prandial discomfort; 3. The diagnoses of symptomatics were late; 4. Patients older than 7 years were the most symptomatic and those below 14 years of age had a greater tendency towards associated diseases and risk factors. 5. Relevant risk factors and associated illnesses were: parenteral antibiotics, prolonged parenteral nutrition, abdominal surgery, portal hypertension and prematurity; 6. Hepatical patology and altered hepatic perfil were frequent; 7. Obesity and severe dislipidemia were not frequent; 8.Cholelithiasis and biliary pancreatitis were rare complications, predominating in adolescents; 9. Most patients received laparoscopic cholecystectomy; 10. Most cases had suggestive medical history and(or) family antecedent of cholelithiasis; 11. Family antecedent of dislipidemia, obesity and urolithiasis occurred in half of the patients; 12. The influence of mothers presenting antecedents for cholelithiasis on children and adolescents was not confirmed. / Mestrado / Pediatria / Mestre em Saude da Criança e do Adolescente

D.Ed. / For the post modern individual, aggression and aggressive behaviour are part and parcel of daily life. Globally, in our own country and in our local communities the individual is exposed to and confronted with challenges and issues relating to the way aggression is experienced and managed. Incidents of violence, crime and abuse are rife. On top of that modern society sets high expectations and demands and this often go hand in hand with feelings of frustration and incompetence. Matters are complicated even further by socio economic issues like poverty, unemployment, corruption, political division, high rates of divorce and family violence. It is almost logical that stress and pressure will result in feelings of aggression which in turn will be expressed in aggressive behaviour. Aggression and aggressive behaviour are complex phenomena. The way in which aggression is experienced and managed probably depends a great deal on how and where he/she learned it. Due to this the suspicion arose that parents and the family context, may play an important part in the way adolescents learn, experience and manage aggression. The family context is the primary unit of education and can be seen as a micro cosmos which represents the broader society and because of this the suspicion arose that the adolescent, at home, comes into contact with role models that effect the way in which he/she experiences and manages aggression. This study endeavours to determine how adolescents experience and manage aggression in a family context. The overall goal of the study is to develop and implement a psycho-educational program that will facilitate the constructive and positive experience and management of aggression and also improve general mental well-being.

D.Ed. / The existential philosopher, Jean Paul Sartre (Jordaan and Jordaan, 1998:544) maintains in the drama ‘Huis Clos’: “Hell is the presence of other people”. For Jean Paul Sartre (1998:30) people are at the mercy of their freedom and doomed to choices but this is absurd because it is unavoidable for people to come up against the tragedy of suffering. Victor Frankl (Meyer, Moore and Viljoen, 2000:556) is an existential psychologist with a particularly positive focus and he believes that the indestructible meaning of life and self is to be found in suffering. Researchers have found that the victims of bullying find themselves in this particular piece of the puzzle of life. For many victims it may feel as if they have been trapped in a labyrinth. The researcher has long been a reflector on the reason and purpose of human existence and under the influence of Victor Frankl (Meyer et al, 2000:562) came to the conviction that values play an important role in the lives of people. In addition, the will to find meaning is the real motivation that underlies human behaviour. The researcher admires Frankl (Meyer et al, 2000:556) who maintains that even in suffering (such as being bullied) meaning can be found to enrich the victim’s lives if they are taught to handle bullies. Human beings are people whose humanity includes the freedom of responsibility, a quality unique to the human race. Freedom of responsibility implies that when people are continually faced with choices they have the freedom to choose and they are free to act as well. People can do nothing about the things that happen to them, such as being bullied. But they can choose how they feel about it and how they react to it (Frankl 1959:178). People’s (victim’s) primary need is the need to make sense of life (Frankl 1959:178). The moment suffering gains meaning, it looses it unbearableness and becomes a life task, one that offers the highest challenge and reward (Frankl 1978:43). In this study the researcher uses a psycho-educational programme with the victims to guide them in the managing of the behaviour of bullies. The researcher used the following two lines of investigation: “tell me how you have been bullied” and “tell me what your experience of bullying is”. The purpose of this viii study is the description, implementation and evaluation of a psycho-educational programme to promote the management of bullies. The afore-mentioned proposal was realised from a methodological point of view by using a qualitative investigation. In this regard the research was both exploratory and descriptive. Research was done by means of the writing of scenarios by the participants, partially structured interviews, notes by the participants, focus group interviews, as well as observations of the participants and the taking of field notes by the researcher. The results obtained from this research were analysed and categorised. The findings of this data are presented by means of a literature rubric. The researcher abided strictly by ethical procedures and confidentiality. The following main themes were identified: direct bullying acts and indirect bullying acts. Under direct bullying acts the following categories were identified: physical acts and verbal acts. Different subcategories were identified. Under indirect bullying acts these categories were identified: psychological acts under which different subcategories were identified. The results of the data analysis revealed that the experience of bullies evokes feelings of heartache, emotional pain, anger and fear in the participants. In addition the participants described their experience of bullies in terms of incidents that relate to physical, emotional and verbal abuse. It was also found that learners are still reliant on teachers to solve bullying behaviour constructively at school. The research also made it clear that this psycho-educational programme would make a valuable contribution towards the guidance of the participants in managing the behaviour of bullies. The research also highlighted the need for the participants to go through a process of self analysis to discover who they are and that this would guide them towards self-assertive actions, realistic observations of bullying acts, humour, self- transcendence (which shows that the participants are not only tuned into themselves, but also look outwardly), as well as respect for the uniqueness of others. These aspects should make a contribution towards the meaningful management of bullying behaviour. In the research it also came to the fore that in many instances the participants, had inadequate behavioural skills. It was necessary for the participants to be educated in ix behavioural skills and in self-determining actions, self assertive behaviour, the recognition of inappropriate behaviour through realistic observation, the learning of friendship skills, together with humour and self-transcendence, respect and value for the uniqueness of others by making use of the three Ws (as discussed in the programme). In this regard in the research it became clear that the facilitator plays an important role in the guidance of the participants. The facilitator must guide the participants in managing the behaviour of bullies. Consequently a psycho-educational programme was developed whereby the behaviour of bullies can be managed. This programme was developed from the themes and categories of the research. The purpose of this programme is to empower the participants to manage the behaviour of bullies. The implementation of the programme is discussed next. The programme was presented over a time period of ten weeks. It was presented during the Life Orientation lessons. It was presented to the Grade 9 group and also worked into the year plan. The entire group participated voluntarily in this dynamic programme. Finally the participants’ experiences of the programme were presented in focus group interviews. The data was collected and analysed and the conclusions were made that the psycho-educational programme leads to the enlightenment of the participants regarding what bullies are, the kinds of bullies, the extent and effectiveness of bullies, as well as the negative effects of bullies on their victims. In addition the participants discovered the uniqueness of their self image and that this knowledge empowered them to discover paradigms and habits of self upliftment. The self upliftment of the participants enabled them to develop self-assertive behaviour as well as the sharpening of particularly effective behavioural skills such as the realistic observation of certain behaviour and the value of friendship skills. The necessary skills in regards to goal setting, choices, problem-solving and conflict management were developed by the participants as skills for managing the behaviour of bullies. This thesis therefore offers a psycho-educational programme for guidance of victims in the management of the behaviour of bullies. It could make a positive contribution to their effective functioning in their social worlds.

M.Ed. / The focus of this study was to portray aggression in the working environment by way of a qualitative study. There exists preconceptions about aggression in the workplace and this causes a process whereby aggression is not understood. It is also not addressed because of the fact that management does not understand aggression. For the purpose of this study Afrikaans speaking management of secondary schools was chosen. There is a need for research into aggression at the workplace. The study made use of phenomenological interviews with seventeen participants of two Afrikaans speaking schools in the East-Rand, Gauteng Province. Data analysis was done by using the open-coding method of Tesch. The study also made use of field notes and a pilot study. Literature was used to verify and compare results. Guba's model of trustworthiness ensured the trustworthiness of the research. After the data analysis was conducted, it was evident that management viewed that frustration and stress together with conflict play a part in their experience of aggression in the workplace. Guidelines were given for management to cope with aggression. The researcher ensured that a high extent of ethics was followed throughout the study.

Cette thèse interroge l’idée d’adolescence et son édification en tant que catégorie d’âge à travers l’intégration des filles en son sein. Le contexte de la Belgique francophone de 1919 à 1960 offre la toile de fond de cette étude qui a pour but d’analyser la « circulation créative » de l’idée d’adolescence, de saisir les effets de cette circulation du savoir aux institutions, du social au culturel. Pour vérifier cette « circulation créative », le corpus de source se devait d’être hétérogène. Aussi est-ce aussi d’un corpus de sources éclaté que cette étude s’est articulée. Ma recherche se structure autour de cinq parties, cinq lieux au sein desquels l’idée d’adolescence a été mobilisée. Il s’agit à travers ces différentes thématiques de saisir comment la notion d’adolescence a été utilisée, par quels acteurs et dans quel but. La première s’intéresse à l’adolescence en tant qu’objet de savoir. Cette partie présente les idées fondatrices et analyse le cadre conceptuel dans lequel l’adolescence a été formulée par les scientifiques. La « formule adolescente » proposée par les œuvres pionnières élaborées au cours des deux premières décennies du 20e siècle feront longtemps référence. Au moment où des experts – pédagogues et psychologues en première ligne, les sociologues bien plus tard – tentent de renouveler ce savoir, de nombreuses questions méthodologiques et épistémologiques surgiront. Dans leur volonté de résoudre ces questions se lisent les difficultés de définir l’adolescence, mais surtout elles dévoilent les ambiguités et les paradoxes à l’oeuvre dans la construction d’une catégorie que l’on a volontiers décrit comme « universel ». Au sein de ces débats, demeure une autre grande absente :la féminité. La seconde partie s’attèle à analyser conjointement la féminité et l’adolescence et tend à débusquer la féminité au sein des études sur l’adolescence. D’emblée, celles-ci envisagent la féminité comme un « problème » à la formule adolescente. À travers cette partie, j’entends analyser le prototype narré par les spécialistes de l’adolescence qui permet de saisir les difficultés de penser l’adolescente au sein du « social ». Ce modèle est par ailleurs élaboré lui aussi sur les filles des classes-moyennes et de la bourgeoisie urbaine. Car un problème se pose :la Belgique de cette période ne dispose pas encore des structures d’encadrement nécessaires au déploiement institutionnel de l’adolescence. Aussi une large majorité des jeunes restent hors des définitions étroites proposées par les premières théories :les enfants des classes ouvrières et rurales doivent alors être pensés autrement. Le vécu des filles des classes ouvrières et rurale entre alors en conflit avec ce prototype. C’est ce qu’analyse la troisième partie à travers l’étude des écrits de divers mouvements sociaux qui en dénonçant les conditions de vie des filles de ces milieux ont érigé l’adolescence à la fois comme une vérité, mais également comme un privilège à réaliser pour toutes. Ce privilège, on le lit d’une manière presque évidente, c’est la « protection », celle dont bénéficient les filles des milieux privilégiés. Il s’agit alors de penser la protection de celles que l’on décrit volontiers comme vulnérables. L’école apparaît alors comme « la » solution. Cepedant il existe plusieurs écoles :celle des filles, celle du peuple et celle des filles du peuple. À travers l’analyse des grands débats pédagogiques qui ont secoué la Belgique au cours de cette période tels que l’obligation scolaire, la coéducation, la féminisation des programmes, l’école buissonnière ou encore le surmenage scolaire observe l’hypothèse du « grand renfermement scolaire » de l’historien français Philippe Ariès. L’école apparaît bel et bien comme le lieu unique où pourra se réaliser l’adolescence. Enfin, dans une dernière partie, il s’agit de découvrir comment l’adolescence est entrée dans les textes de lois. C’est à travers les « lois sur la protection morale de l’enfance » que j’ai choisi de le faire. Cette partie permet de saisir le glissement de l’enfance à la jeunesse, en creux l’appréhension politique de la puberté dans l’élaboration de ces textes. / Doctorat en Histoire, histoire de l'art et archéologie / info:eu-repo/semantics/nonPublished