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

Thesis (M.A.)--University of Wisconsin--Madison, 1943. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 38).

Thesis (M.P.H.)--University of Hong Kong, 2007.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 275-283). Available also in a digital version from Dissertation Abstracts.

No description available.

The Child Support Grant was introduced to address poverty alleviation in the sense of supplementing the provision of basic needs of children. When the grant was initiated it catered for children under the age of seven, and is currently assisting children up until 18 years of age. Even though the children are supposed to be benefitting from the grants, reports from social workers and selected research findings question whether some children do indeed receive the benefits of the grant. Previous studies have predominantly focused on the experiences of caregivers/beneficiaries. The goal of this exploratory-descriptive study was to explore and describe selected social workers’ experiences regarding the utilization of the child support grant by beneficiaries. The population comprised of social workers who have two years of experience working with families receiving the Child Support Grant and who work for the Department of Social Development and Special Programmes, Afrikaanse Christelike Vroue VerenIging, and Child Welfare South Africa in Somerset East.

A questionnaire called the Mothers' Questionnaire was constructed for the purpose of measuring mothers' attitudes towards their nursery school aged children. To establish whether there is any relationship between mothers' answers to this questionnaire and the adjustment of their children, a second questionnaire was constructed for the purpose of the measurement of children's adjustment. This questionnaire was to be answered by the nursery school supervisors of the children. The questionnaires were first administered to a group of twenty mothers and to the nursery school supervisors of their children, and then to a group of 124 mothers and the nursery school supervisors of these mothers' children. On the basis of these two administrations three revisions were made of the mothers' questionnaire and one was made of the nursery school supervisors' questionnaire. Each new form was developed through the elimination of those items from the previous form that did not differentiate between high and low scoring subjects. The correlation obtained between mothers' attitude and children's adjustment scores was significant but not high enough to permit prediction from one to the other. During further investigations of the relationship between mothers' attitudes and children's adjustment it was found that mothers of only children have on the average less desirable attitudes than those who have several children. Mothers have generally the best attitudes towards their nursery school aged children when there are older children in the family. This study also indicates that whereas mothers with desirable attitudes towards their children rarely have children who are poorly adjusted in nursery schools, mothers with undesirable attitudes frequently have well adjusted children. There does not seem to be a simple straightforward relationship between mothers' attitudes and children's adjustment. Good mothers have a stronger influence on the adjustment of their children than have mothers with undesirable attitudes. / Arts, Faculty of / Psychology, Department of / Graduate

In the present study, the Bene Anthony Family Relations Test was used to measure children's perceptions of their family members and a friend. Comparisons were made between the perceptions of: a) a group of disturbed children and one of their normal siblings (clinic pair), b) a group of normal children and one of their normal siblings (normal pair), and c) the clinic and normal pairs of children. No differences were found between the perceptions of disturbed children and their normal siblings or between the perceptions of the two normal siblings. The clinic pair differed from the normal pair in two respects: I) the clinic pair expressed more negative feelings toward their siblings, and 2) the clinic pair indicated more reliance on their friend. All groups perceived their parents similarly. It was concluded that more attention ought to be paid to the role of siblings and extrafamilial members. / Arts, Faculty of / Psychology, Department of / Graduate

Attachment behaviors in young children experiencing two primary caregivers were studied in group homes organized for single mothers. The nine subjects ranged in age from five to 27 months. They were observed separately with their mothers and with the adult in charge of their group home during the day. Only small qualitative differences in the adult-child interaction were observed. Little fear of strangers and separation anxiety were seen. The theoretical implications of results for the concept of attachment were discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Data from 7 subtests of the MPI were analyzed for 120 kindergarten children in a low socio-economic area of Greater Vancouver. The subtests were selected as being representative of components of a mental ability profile (MAP) and included categories of IQ, spatial conceptualization, abstract reasoning, verbal comprehension and generic and word production. Classification of the data into 2 levels of age (5 yrs. 3 mos. - 5 yrs. 10 mos.; 5 yrs. 11 mos. - 6 yrs. 6 mos.), 2 levels of score on the MPI (4 - 7; 8 -11), and 3 levels of ethnic group (Chinese, Italian and Canadian) gave 2 contrasting MAPS. The Chinese MAP was distinctively different from the Italian and Canadian MAPS which closely resembled each other. Significant differences appeared (p<.01) for all categories between ethnic groups with the exception of verbal comprehension. Age was not a significant factor in any category. Scoring levels were significantly different (p<.01) but each ethnic group retained its MAP at both low and high levels of scoring. / Arts, Faculty of / Psychology, Department of / Graduate