Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 40-47).

Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Directed by Jacquelyn White; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 26-31).

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Includes bibliographical references (leaves 195-206).

Thesis (Ph.D.)--Kent State University, 2005. / Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: Stevan E. Hobfoll. Keywords: child abuse; HIV; sexual risk; high-risk behaviors; PTSD; sexual assault; rape. Includes survey instrument. Includes bibliographical references (p. 37-47).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Connie B. Horton (chair), Raymond Bergner, Daniel Graybill, Jeff Laurent, Susan L. Smith. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: John B. Pryor (chair), Eros R. DeSouza, Connie B. Horton, Adena B. Meyers. Includes bibliographical references (leaves 69-84) and abstract. Also available in print.

The overall aim of this thesis was to deepen knowledge of what it means to be a parent of an adult child who suffers from long-term mental illness. Data collection in studies I-III consisted of qualitative interviews with 26 parents. In study I, 16 mothers and, in study II, 10 fathers were interviewed about the way in which their everyday life was affected when an adult child suffers from long-term mental illness. Data were analysed using qualitative content analysis. In study III, the same 26 parents participated as in studies I-II. The aim of the study was to investigate parents’ conceptions of the mental health care. Data were analysed by means of the phenomenographic method. Study IV is based on questionnaires completed by 151 parents. The aim was to investigate mothers’ and fathers’ health related quality of life (HRQOL) focusing on self-rated symptoms of anxiety, depression and burden as well as their experiences of encounters with the mental health services. Data were analysed for the most part by means of non-parametric method. The mothers’ everyday life was characterized by constant preparedness to adapt their life situation to the needs of their child (I). The fathers’ inherent ongoing struggle to ensure the child’s well-being required both strength and courage. Fathers attempted to maintain a good balance in life; this balancing act depended on collaboration between those involved in the child’s life, the family, the healthcare services and other authorities (II). The parents described feeling excluded from professional care and questioned its quality and accessibility (III). Mothers’ self-rated HRQOL was lower and they were also affected by burden and mental ill health to a greater extent than the fathers (IV). The results highlight shortcomings in the interaction between parents and mental health professionals. This highlights the importance of interventions that support and strengthen cooperation between parents and mental health professionals in the care of children who suffer from mental illness.

Made available in DSpace on 2016-06-02T19:39:09Z (GMT). No. of bitstreams: 1 2866.pdf: 433113 bytes, checksum: b2ab586bef86089ef0f7817d2f0fe524 (MD5) Previous issue date: 2010-02-19 / Universidade Federal de Minas Gerais / The present work, based on concept of Hallbildung, brought as Critic Theory, it analyze the change of the concept of childhood post modern, it trying understand the condition caused the your supposed disappear, and more that this, it trying found the caused this change of the present society subjugate to Cultural Industry. Besides of this, knowing that the concept it make of the childhood is direct linked to the concept of the adult life, this results cause the subjective traformation like all, it make an experiment to find out the cause possible that Postman named of the adult-child, and prolong this phase agree whit dissatisfied narcisic wish and the weak self for orders of the Cultural Industry making to formation of the falseindividual. / O presente trabalho, embasado no conceito de Hallbildung, trazido pela Teoria Crítica, analisa as mudanças no conceito de infância pós-moderno, tentando entender as condições que propiciaram o seu suposto desaparecimento e, mais do que isso, tentando encontrar as causas dessas transformações na sociedade atual, subjugada à Indústria Cultural. Além disso, sabendo que o conceito que se faz da infância está diretamente ligado ao conceito que se tem da vida adulta, os resultados acabam por desembocar nas transformações subjetivas como um todo, na tentativa de descobrir as possíveis causas do que Postman chamou de adulto-criança, e o prolongamento dessa fase, de acordo com os desejos narcísicos insatisfeitos e de um ego enfraquecido pelos ditames da Indústria Cultural, culminando na formação do pseudoindivíduo.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este trabalho busca compreender como se produz a diferenciaÃÃo adulto/crianÃa no contexto de uma escola de educaÃÃo infantil. O quadro teÃrico-metodolÃgico articula as contribuiÃÃes do pÃs-estruturalismo, dos Estudos Culturais, dos estudos Foucaultianos e da anÃlise do discurso com as da sociologia da infÃncia para pensar como se produzem mutuamente as posiÃÃes subjetivas infantil e adulta no espaÃo das interaÃÃes que ocorrem na escola. A construÃÃo do corpus se valeu de uma abordagem de inspiraÃÃo etnogrÃfica, na qual foi decisivo que o pesquisador estabelecesse um trÃnsito na fronteira dos dispositivos de diferenciaÃÃo eu/outro, a fim de apreender, no trabalho de anÃlise, os nÃveis de mediaÃÃo implicados nesse processo. Tendo em conta as situaÃÃes do cotidiano escolar que funcionassem como emblemÃticas dos processos de diferenciaÃÃo, o itinerÃrio escolhido para a âescutaâ dos sujeitos se deu em trÃs direÃÃes: se observou o funcionamento do processo de diferenciaÃÃo adulto/crianÃa em relaÃÃo a duas prÃticas escolares e à inserÃÃo da adulta-pesquisadora nas brincadeiras livres e na rotina da sala de aula do Ãltimo grupo da educaÃÃo infantil. As anÃlises indicaram como os sujeitos crianÃas e adultos manejam as fronteiras identitÃrias constituÃdas pelos rituais escolares ora fraturando-as ora legitimando-as em operaÃÃes que se dÃo tanto na cultura de pares quanto na cultura escolar. A anÃlise da prÃtica escolar de identificaÃÃo dos grupos etÃrios por cor do fardamento revelou a presenÃa do estabelecimento de critÃrios para fixar as identidades escolares, tanto no que diz respeito à relaÃÃo entre as crianÃas, como em relaÃÃo aos professores. SÃo critÃrios sustentados por uma lÃgica desenvolvimentista, baseada na promoÃÃo das competÃncias e na especificaÃÃo das habilidades por idade. A escuta da crianÃa pelo adulto-professor se estabeleceu como outra direÃÃo analisada, momento em que, diante da aÃÃo enunciativa das crianÃas, tentam reestabelecer critÃrios para o que à âtÃpico da crianÃaâ, o que tensiona as relaÃÃes, suspendendo temporariamente as imagens do que à âser crianÃaâ e âser adultoâ. A crianÃa prodÃgio à uma tipificaÃÃo escolar pela qual se tenta responder aos desafios postos pelas transformaÃÃes nos processos de subjetivaÃÃo contemporÃneos, sem, no entanto, renunciar à imagem de infÃncia sustentada pela relaÃÃo adulto/crianÃa que estas transformaÃÃes pÃem em questÃo. A anÃlise dos efeitos da participaÃÃo do adulto-pesquisador como estrangeiro na brincadeira livre e na rotina de sala de aula possibilitou visualizar processos de desestabilizaÃÃo dos lugares institucionalizados para a crianÃa e o adulto na ordem escolar. Tornar-se uma adulta-brincante e uma tia-que-nÃo-ensina criou um campo de experimentaÃÃes em que os posicionamentos dos sujeitos crianÃas (brincantes e alunos de educaÃÃo infantil) e adultos (pesquisadora e professora) se explicitaram como coproduzidos. A participaÃÃo da pesquisadora provocou a exposiÃÃo dos critÃrios definidores das fronteiras no contexto da brincadeira livre e das rotinas de sala de aula, dando margem a negociaÃÃes que pÃem à mostra as limitaÃÃes de uma perspectiva desenvolvimentista da diferenciaÃÃo adulto/crianÃa. / This work seeks to understand how the differentiation adult / child is produced in the context of a school of early childhood education. The theoretical and methodological framework articulates the contributions of post-structuralism, cultural studies, and studies of Foucault's discourse analysis with the sociology of childhood to think how child and adult subject positions are related in the space of interactions that occur in school. The corpus was constructed from an ethnographic-inspired approach. In this way, was crucial that the researcher establish a transit on the border of differentiation devices self / other in order to grasp the mediantion process. Taking into account the situations of daily school that functioned as emblematic of differentiation processes, the route chosen for the "listening" of the subjects was made in three directions: we observed the operation of the process of differentiation adult / child in relation to two school practices and the insertion of adult-researcher in free play and routine of the classroom the last group of early childhood education. Analyses indicated as the subject children and adults handle the identity borders established by school rituals sometimes fracturing them or legitimizing the operations that take place both in the peer culture as in school culture. The analysis of school practice of identifying the age groups for coloured uniforms revealed the criteria to establish the school identities, both with regard to the relationship between the children and in relation to teachers. Those criteria are supported by a logic based on developmental concepts, with means to relate skills and age. Another point of analyses was listening to the child by the adult/teacher. The adult/teacher when confronted by the action enunciative children, try to re-establish criteria for what is "typical of the child. It strains relations temporarily by the suspention of the images about what is "being a child" and "being an adult." The child prodigy is a school classification in which one tries to respond to the challenges posed by the changes in contemporary processes of subjectivity, without, however, giving up childhood images supported by the adult / child relationship that these transformations call into question. The analysis of the effects of adult-researcher participation as a foreigner in free play and in the classroom routine enabled to view the destabilization processes of institutionalized places for the child and the adult in the school order. Becoming an player-adult and an aunt-which-not-teaches created a field of experimentation in which the positions of children subject (players and kindergarten students) and adults (the researcher and the teacher) is made explicit as co-produced. The participation of the researcher led to the exposure of the defining criteria of borders in the context of free play and classroom routines, giving rise to negotiations underscore the limitations of a developmental perspective of differentiation adult / child.

D.Litt. et Phil. / The objective of this study was to describe, apply and evaluate the effect of an integrated Ericksonian and ego state therapy intervention approach for the treatment of adult survivors of childhood sexual abuse. Sexual abuse rips away an invaluable inner resource from the victim and this needs to be restored during the healing process. Every adult survivor presents a unique pattern of symptoms and effects of having experienced childhood sexual abuse. Therefore, it was necessary to plan an intervention strategy individualised according to each sexually abused person's unique experience. Therapeutic models and approaches developed to assist in the treatment of adult survivors of childhood sexual abuse are available but not always comprehensive and often not evaluated. Thus, evaluated studies that determine the effectiveness of distinct strategies and procedures for treating sexual abuse, are required. Psychological research regarding sexual abuse has tended to focus on aspects related to pathology. This study aimed to explore the possibilities for treatment plans for sexually abused individuals from the salutogenic/fortigenic perspective. This focus emphasises the promotion of strengths, well-being and wholeness. Accordingly, both the Ericksonian and ego state therapy approaches acknowledge the existence of resources within an individual, and therefore focus on the utilisation and mobilisation of strengths and resources during psychotherapy. In 2002, Hartman integrated these two approaches and proposed the Utilisation Model of Ego State Therapy, which included principles of the SARI Model (Frederick & McNeal, 1999; Phillips & Frederick, 11 1995), which was primarily developed for the treatment of trauma and dissociative disorders. Therefore, this study described, applied and evaluated the application of the Utilisation Model of Ego State Therapy as a broad and integrated approach for intervention with adult survivors of childhood sexual abuse.