Diss. (sammanfattning) Stockholm : Karol. inst., 2001. / Härtill 5 uppsatser.

Studiens syfte är att ge upphov till en djupare och förberedande kunskap inför kommande yrke inom området barn som utsätts för våld i hemmet. Arbetet genomsyras utav ett perspektiv vilket är förskollärarperspektivet. Vi kommer genom analyser ta reda på förskollärares utsagor om barn som utsätts för fysiskt våld i hemmet. Detta för att bidra med mer kunskap till kommande profession om hur barn som utsätts för våld i nära relationer interagerar i mötet med andra aktörer i förskolan. Vi har genom studiens gång använt oss av en kvalitativ forskningsmetod. Genom intervjuer har förskollärare berättat om hur barn som utsätts för våld i hemmet uppmärksammats samt hur förskollärare kan arbeta för att finnas där och stödja dessa barn.

The present study was a systematic investigation of hierarchical skill sequences in the early social development domain. Recent research has suggested that social development may be conceptualized as a phenomena involving a hierarchical sequencing of competencies. In particular, social development may involve sequential changes in capability, reflecting successively higher levels of functioning within these competencies. The conceptual problem of this study focused on the construction and validation of a meaningful representation of ability in early social development. Ability was conceptualized as a composite of cognitive procedures governing the performance of specific tasks. The process for constructing skill sequences to reflect ability involved identifying task characteristics or demands which imposed various requirements on cognitive functioning. Hierarchical skill sequences were constructed to tap a variety of capabilities within the early social development domain. These skill sequences included understanding emotions, identifying and mediating needs, understanding friendships, and understanding fairness in decision making. Assessment items were developed to reflect each of these skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements on cognitive processing. The data were from 18,305 Head Start children ranging from 30 to 83 months of age. Latent trait models were constructed to reflect the hypothesized skill sequences by allowing the discrimination and difficulty parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model was statistically compared against alternative latent trait models. In general, the results from the present investigation supported the hypothesis that the acquisition of social skills is a developmental phenomena involving a hierarchical sequencing of competencies. Moreover, the study supports the assumption that changes in capability can be defined by progress toward abstraction, complexity, stability, and the handling of increasing quantities of information. While the results provide a deeper understanding of early social development, future research is needed to extend the developmental structure to higher levels of ability. Moreover, research is needed to determine how the information gleaned from developmental assessment can be utilized in planning learning experiences to enhance development.

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by Wong Moon-Sing Benjamin. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 118-124. / ACKNOWLEDGEMENTS --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / Chapter CHAPTER 1 : --- INTRODUCTION / Importance of the Study --- p.1 / Nature of the Study --- p.4 / Quest ions of Interest --- p.7 / Chapter CHAPTER 2 : --- LITERATURE REVIEW / Review of Related Literature / Conflicting Theorectical Interpretations --- p.9 / Time Perspective --- p.14 / Positive or Negative Growth --- p.16 / Parental Death versus Divorce --- p.18 / Any Personality Impacts ？ --- p.19 / Any Mediating Variables ？ --- p.20 / Local Research Findings --- p.21 / Chapter CHAPTER 3 : --- EMERGENCE OF SELF-DISCREPANCIES -- A POSTULATION / Emergence of Self-discrepancies --- p.24 / Perceptual Discrepancies in Parental Images --- p.28 / Self-discrepancies in the Children's Conception of Future Sexual Relationship --- p.39 / Self-discrepancies in Self-development --- p.40 / Behavioral Manifestations --- p.43 / Developmental Considerations --- p.45 / Cultural Considerations --- p.48 / Uniqueness of the Study --- p.50 / Chapter CHAPTER 4 : --- EMPIRICAL EXPLORATION / Research Questions and Hypotheses --- p.53 / Research Design and Subjects --- p.56 / Instruments and Measurements --- p.60 / Procedure --- p.70 / Statistical Analysis --- p.72 / Chapter CHAPTER 5 ： --- RESULTS / General Information --- p.74 / Major Findings --- p.77 / Supplementary Findings --- p.81 / Chapter CHAPTER 6 : --- DISCUSSION / On Self-discrepancies --- p.85 / On Adjustment Difficulties --- p.92 / Difference between the Divorce Group and the Problem Group --- p.99 / A Kellyian Interpretation --- p.102 / Chapter CHAPTER 7 : --- CONCLUSION / Summary of Findings and Conclusion --- p.112 / Implications and Limitations --- p.115 / BIBLIOGRAPHY --- p.118 / APPENDIXES / Chapter APPENDIX A : --- The Chinese Version of the Survey Form on the Life of Secondary Students --- p.125 / Chapter APPENDIX B : --- Perceived Marital Adjustment Test --- p.135

This study identified selected characteristics of sexual identity and artistic development using 481 pictures from a collection of 1,008 pictures drawn by first through fourth grade males and females. The pictures were collected by the E. C. Brown Trust Foundation to study children’s concepts of reproduction. Three general hypotheses were developed: 1. Sex differences are observable in children's art; II. There are observable differences in artistic development as grade level changes; III. Observations by social workers of content in children's art are reliable. From a search of the literature, certain variables were identified, including content, use of color, and aspects of form, space, and execution. Hypotheses stating that these vary in relation to grade level and sex were developed to be tested. Data were collected by means of a pretested schedule. A sample of sixty pictures was viewed by each of five observers, independently and blind. Data were transcribed and evaluated using tests of reliability and association. The findings indicated that differences related to sex and grade level of the artist can be observed with statistical reliability by social workers. Three factors affected the interpretation of the findings: a number of uncontrolled variables; the absence of norms of children’s art verified by research against which to measure findings; and the relatively low reliability of judgment. Implications for social work are mainly cautionary. Art is such a complex and subjective matter that until parameters have been established by research, its use as a tool for evaluating human behavior cannot be recommended.

Thesis (Ed.D.)--University of Nevada, Reno, 2006. / "May, 2006." Includes bibliographical references (leaves 193-199). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2006]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Wooster.

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