Thesis (M.A.)--The Master's College, 2005. / Includes bibliographical references (leaves [119]-123).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: 128 p. UMI publication number: AAT 3258736. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 81 p. Vita. Includes abstract. Includes bibliographical references (p. 44-48).

Thesis (Ph.D.) -- Flinders University, Dept. of Nutrition and Dietetics, School of Medicine. / Typescript (bound). Includes bibliographical references (leaves 254 - 275). Also available online.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

published_or_final_version / Paediatrics / Doctoral / Doctor of Philosophy

published_or_final_version / Anatomy / Master / Master of Science

Recent research has demonstrated that depressed people elicit rejection and induce negative mood in those with whom they interact. The present study sought to replicate earlier research which demonstrated these effects in adult-child interactions when the child was depressed. It also was designed to determine how establishing a mental set about the etiology of a particular child's depression would mediate these findings. A total of 80 male and 80 female undergraduates viewed one of three tapes of a child actress interacting with an adult. The roles portrayed were those of a depressed child, a nondepressed but highly stressed child, and a normal nondepressed control child. Subjects who viewed the depressed child were also assigned to three different groups which either received no information about the child's mood and behavior, were told she was depressed due to physical causes, or that she was depressed due to a pattern of negative thinking. Subjects provided an explanation of the depression were also given an informative summary to read about the etiology of the depression. The depressed child was more rejected than the normal and stressed child, but providing a physical explanation of the depression significantly mediated the effect. Subjects did not differ in their expressed desire for further interaction with the normal and depressed child, but did express greater desire to interact when the depression was explained as a physical disorder than when no information was presented. The nondepressed normal child was viewed as significantly higher in general functioning than the child in any other role. Two mood induction findings were significant. Subjects viewing the normal control expressed higher degrees of positive affect than those viewing any other child. Subjects who viewed the depressed child without any further information were significantly more depressed than those in any other condition. Groups did not differ on measures of anxiety and hostility. Subjects did endorse differential intervention suggestions based on the role portrayal. These results are discussed in relation to the interpersonal model of depression and in terms of their implications for clinical practice.

The intent of this two-phase, sequential mixed methods study was to explore the effectiveness in disciplinary practices of adoptive parents with children who previously experienced dissolved or disrupted adoptions. The research question this study set out to answer was the following: What is the relationship, if any, between adoptive parents’ practices of discipline in adoptions following previous dissolved or disrupted adoptions and their child’s behavior, especially as it relates to improvement in behaviors? The design of the first and primary phase of the study was quantitative, a census, to gather data from the population. The data for this study were gathered through surveys completed by parents who have re-adopted a child who was previously involved in a dissolved or disrupted adoption. The participants primarily gained access to the survey by receiving an email with a link to the survey from the adoption agency or adoption service provider the family was associated with. The questions in the instrument that measured the frequency of negative behaviors in the first 90 days of placement, were subtracted case-wise from their matching counterparts in the most recent 90 days. For each survey completed, a mean difference for the entire scale of fifteen questions were determined and used as the continuous dependent variable in the statistical analysis. The independent variables included demographic information, history of the re-adopted child, and specific parental practices of discipline. ANOVA applied to parents’ perception of primary disciplinarian and an overall decrease in negative behaviors supported the existence of a significant relationship within the sample (p = 0.042). There was a significant decrease in negative behaviors when parents perceive both the mother and the father as the primary disciplinarians when compared to families where the mother alone was perceived to be responsible for discipline. Parents who had three or fewer biological children had the most significant decrease in overall behaviors between the time the child was adopted and the time the survey was taken, while parents who had four or more biological children had a slight increase in negative behaviors (p = 0.021). Children who experienced their dissolved or disrupted adoption at the age of eight or higher had a greater decrease in negative behaviors when compared with children who were seven or younger at the time their adoption ended in dissolution or disruption (p = 0.044). The following parental practices of discipline showed the greatest relationship with a decrease in the child’s negative behaviors when parents utilized the following practices of discipline in the first 90 days of placement: talking to the re-adopted child about their behavior (p = 0.000), yelling or raising of one’s voice (p = 0.008), utilizing between 7-9 types of discipline (p = 0.038). A qualitative research phase was conducted after completing the quantitative phase. The qualitative phase involved phone interviews with parental couples in order to assist in interpretation of quantitative data, elaborate on the actual practices of discipline utilized in the home, and provide greater substance and meaning to the quantitative phase. KEYWORDS: adoption, attachment, behavior, communication, corporal punishment, disruption, discipline, dissolution, failed adoption, foster care, lying, orphanage, parental discipline, parenting, physical aggression, punishment, raising voice, Reactive Attachment Disorder (RAD), re-adopted, re-home, time out, verbal aggression, yelling.

Typescript (photocopy). / Digitized by Kansas Correctional Industries