Members of 26 MySpace social groups for self-injury (SI) provided data for this study investigating knowledge of SI, friends’ perceptions of SI, and the impact of online activity on SI. This study proposes that people who have belonged to these online SI groups for longer periods have higher levels of SI knowledge than those group members who have recently joined. In addition, the study proposes that individuals who self-injure have higher levels of SI knowledge than professionals who work with individuals who self-injure. An additional purpose of this study is to explore information regarding the reasons why people belong to online SI groups, the outcomes of participating in them, and their perceptions of their online peers’ and face-to-face peers’ attitudes regarding SI. A convenience sample of 101 members solicited from SI social groups on MySpace completed the survey, which consisted of five sections including the following: demographics, experiences with SI, knowledge of SI, activities related to SI in MySpace groups, and perceptions of online and face-to-face peers’ attitudes regarding SI. The knowledge section of the survey contains a 20 item measure previously used by Jeffrey and Warm (2002). A knowledge score was created based on participants responses to these 20 items. This score was used in the analysis of both hypotheses one and two. Results indicate that participants have a good understanding of SI, based on their mean knowledge score. In addition, results reveal that the current sample’s mean SI knowledge level is higher than are four of the seven groups' mean knowledge scores. Length of membership on online SI groups is not significantly greater for individuals who score higher on the knowledge of SI measure as assessed through independent t tests. Descriptive information indicates that participants perceive their online friends to react more positively to their self-injurious behaviors than they do their face-to-face friends. In addition, the sample does not indicate that participation in online SI groups has an impact on the frequency of their self-injurious behaviors, which is consistent with prior research (Murray & Fox, 2006). Limitations discussed include sample size and solicitation, survey length, and the lack of a thorough assessment of online activity.

Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Tim Brown. Includes bibliographical references (p. 75-79).

Aligned with socio-constructivist views of learning, small groups are being adopted as a viable and valid instructional technique with increasing enthusiasm. Previous research has shown that learning outcomes for students who have participated in small groups is inconsistent at best, and that small groups function differently even when working on identical tasks within the same classroom. Consequently, researchers continue to try and tease apart the ways in which effective small groups function and how small group participation influences individual learning. In this study, I explored the nature of listening within a small group learning context with the purposes of understanding how listening behaviors in the group were related to individual learning outcomes and gaining further insights into small group functions. This qualitative study was embedded within a college level history course for which the instructor had assigned students to permanent teams diverse in terms of gender, degree major, and class rank (i.e., freshman to senior status). Data collection and analysis focused on a subset of these teams and centered on group discussions that took place across two class days just past the semester’s midpoint. Data sources included: observational field notes, individual interviews, individually-written essays, synchronized audio/video recordings of team discussions, and team activity sheets. Data analysis was progressive, inductive, and micro-analytical in nature, using discourse analysis of the discussions and topic analysis of the essays to derive themes and code ideas. As indicated by individual interviews as well as an analysis of what individuals said and did during the small group discussion, listening indicators included verbal and nonverbal responses. A systematic analysis of the individually-written essays alongside a coded transcript of the team discussion revealed that topics included in the essay were ideas discussed by the group and were aligned with indicators of listening. Analyses of all data showed that listening contributes to the way the groups functioned, helping to explain the differences in team interactions. / text

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Thesis (M.A.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 121-129).

Thesis (M. Sc.)--University of Hong Kong, 2006. / Also available in print.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [127]-136).

Thesis (Ph. D.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 188-204). Also available via the World Wide Web.

Thesis (M.Comp.) -- Unitec New Zealand, 2008. / Includes bibliographical references (leaves 89-98).