Thesis (M.S.)--University of Wisconsin-Madison. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 93-101).

Indiana University-Purdue University Indianapolis (IUPUI)

The consequences of childhood bereavement are two-fold, in the pain he/ she suffers at the time of the death, and in future psychiatric disorders which can follow unresolved mourning. The bereaved child needs a familiar and responsible adult outside the family to help him/her cope with his/her grief, because parents are sometimes emotionally absent from him/her due to their own grief or they seek to "protect" the child from the pain of the loss. This study presents a programme given to 164 primary school teachers from nine schools in Cape Town to educate them in how to help the bereaved child in the classroom situation, so that they can fill the role of an outside responsible adult in the life of the bereaved child. 78 bereavements occurred in the nine schools in the year of the study. It was found that the teachers responded positively to the training programme and that they perceived it to be helpful in dealing with a bereaved child.

No description available.

Behavioral and emotional problems (BEPs) are known to affect children's ability to shape and maintain effective social relationships. BEPs are typically categorized into two main factors: internalizing and externalizing behaviors. Internalizing behaviors represent introverted problems, directed inwardly to the individual. While externalizing behavior patterns represent behaviors that are directed outwardly. Behaviors, emotions and thoughts are experienced by all people but on a continuum rather than in terms of absence versus presence of the behavior. The child behavior checklist (CBCL) is used to measure BEPs. The system of CBCL (parent form) measures also includes a teacher rating form and a youth self-report. Using 62 teachers and 311 students, the present study assessed convergent and discriminant validity using a correlated trait, correlated method minus one [CT-C(M-1)] model. The results showed low to moderate teacher-student agreement on the traits. To extend the theoretical structure of the teacher and self-report forms, the present study assessed the nested structure of the data using a multilevel model. Results revealed the nested structure of the data should not be ignored.

Objective: The concurrence of prenatal alcohol exposure with other drug exposure, low socioeconomic status and environmental risk factors may obscure associations, if any, between prenatal cocaine exposure and child outcomes. This study evaluates the effects of prenatal cocaine exposure on child behavior in analyses stratified by gender and prenatal alcohol exposure status. Methods: Maternal alcohol, cigarette, and illicit drug use were prospectively assessed by interview during pregnancy and postnatally. Maternal and neonatal urine were tested for drug exposure as clinically indicated. Caregiver report of child behavior was assessed with the Achenbach Child Behavior Checklist (CBCL). Dichotomous cocaine exposure was characterized as no (negative history and biologic markers), and any (positive history and/or biologic markers during pregnancy and/or positive urine screen at delivery from either mother or infant). Results: Prenatal cocaine exposure was associated with adverse effects on offspring behavior that were moderated by the gender of the offspring as well as prenatal alcohol exposure. For girls without prenatal alcohol exposure, 6.5% of the unique variance in behavior was related to prenatal cocaine exposure. For these girls, the odds of scoring in the abnormal range for Aggression was 17 times control levels (95% confidence limits 1.4 to 203). These findings, though significant, have wide confidence intervals and need to be replicated in larger cohorts and on longitudinal follow-up.

by Tam Miu Ping, Judy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 45-48). / Abstract and questionnaire also in Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / The Social Information-processing model --- p.1 / "Processing styles of reactive aggressive children, proactive aggressive children, and depressed children" --- p.3 / Purpose of the present research --- p.11 / Chapter CHAPTER II - --- METHODS --- p.13 / Subjects --- p.13 / Measures --- p.13 / Procedures --- p.15 / Chapter CHAPTER III - --- RESULTS --- p.16 / Internal consistency of independent variables --- p.16 / Correlation between independent variables and dependent variables --- p.18 / Multiple regression --- p.22 / Structural equation model --- p.26 / Chapter CHAPTER IV - --- DISCUSSION --- p.36 / Prediction of internalizing disorder tendency by social information- processing factors --- p.36 / Prediction of reactive aggression by social information-processing factors --- p.37 / Prediction of proactive aggression by social information-processing factors --- p.38 / Cognitive distortion --- p.39 / "Differentiation of internalizing disorder, reactive aggression, and proactive aggression" --- p.39 / "Implication to treatment of children with internalizing disorder, reactive aggression, and proactive aggression" --- p.40 / Cross validation of the structural model --- p.42 / Construct validity of the measures of independent variables --- p.42 / Limitations of the present research and future directions --- p.42 / REFERENCES --- p.45 / APPENDICES --- p.49 / Questionnaire --- p.49 / Correlation among variables --- p.66

No description available.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Diss. (sammanfattning) Umeå : Umeå universitet, 2006. / Härtill 4 uppsatser.