Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 341-368).

Thesis (Ph. D.)--University of Florida, 1984. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 150-158).

Thesis (Ph.D.)--Ohio University, August, 2005. / Title from PDF t.p. Includes bibliographical references (p. 93-105)

Distribution of a questionnaire explored the types and determinants of psychotherapeutic intervention with children. The sample consisted of 76 licensed professionals in the fields of psychology, social work, and counseling. Family therapy was the preferred type of psychotherapy; however, psychotherapists employed different therapeutic interventions as the clients age varied. The primary determinant in intervention was the professionals perception of the nature of the child's problem. Developmental knowledge was not considered a significant tool in selecting and implementing therapeutic intervention. Professionals who intervene with children did not believe that their educational programs had prepared them to do so. These results are discussed in terms of the need for specialized training for psychotherapists who intervene with children. / M.S.

Title from first page of PDF document. Includes bibliographical references (p. 41-45-Xx).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 100-106).

It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.

Thesis (Psy. D.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 38-45).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Abstract. Includes bibliographical references (leaves 81-89).

published_or_final_version / Public Health / Master / Master of Public Health