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Prevalence rates for adolescent depressive symptoms differ significantly between males and females. Explanatory models are unable to adequately clarify why this difference exists. To enhance understanding of gender differences, the role of intrapersonal risk factors body dissatisfaction (BD) and disordered eating behaviour (DEB) were investigated using secondary data from a sample of high school students from industrial Cape Breton, Nova Scotia. Results showed that 32.4% of females and 20.6% of males experienced depressive symptoms over the past week. Both genders were at an increased risk for depressive symptoms if they had BD (OR male 1.71, OR female 1.39) or DEB (OR male 3.35, OR female 3.40). Findings indicated that males and females shared similar rather than differing risk behaviour profiles in relation to depressive symptoms with respect to DEB.

This study examined the influence of acculturation on disordered eating attitudes and behaviours of Afro-Caribbean women living in Canada. 134 Afro-Caribbean women, aged 18-35 years, completed an online questionnaire evaluating body satisfaction, two indices of acculturation, adaptation and maintenance, and disordered eating attitudes and behaviours. One domain of acculturation, Canadian cultural adaptation, was found to moderate the relation between body satisfaction and disordered eating: Those who most strongly identified with Canadian culture had the strongest relation between body dissatisfaction and disordered eating and attitudes. Disordered eating attitudes and behaviours were reported most often in individuals with high Canadian cultural adaptation and identification with Canadian values. Suggestions for further research and clinical implications are discussed

South Africa is a country with tremendous diversity. Previously, many learners who experienced barriers to learning and development were excluded from the education system, preventing them from meeting their educational needs. With the implementation of inclusive education, barriers to learning and development are no longer seen to reside primarily within the individual learner, but instead emphasis is placed on transforming the education system to accommodate a variety of learning needs. Many learners in South Africa display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) which frequently affects their learning and development. In some instances very little is being done to accommodate such learners to ensure that they are given the opportunity to develop to their full potential, as many educators continue to view these learners negatively, and fail to question the effect that they themselves may have upon the learners’ development. The implementation of inclusive education, however, ought to create a space in schools where educators can support learners with ADHD in a unique manner and assist them to develop to their full potential. It is on the basis of this acknowledgement and commitment of support by Education White Paper 6 that this research project was conceived, to explore how grade three learners with Attention Deficit Hyperactivity Disorder experience the support provided by their educators. A qualitative approach was employed in the study and participants were selected through purposive sampling. As the primary participants were young learners, the data was obtained through the use of arts-based (collage) focus group interviews. Individual interviews were also used to gather additional data from the learners’ educators. The data from both the learners with ADHD and their educators was then transcribed. After a thorough analysis, using an open-coding technique, the findings clearly indicated that attempts are being made to implement the policy of inclusive education within schools. Educators and staff are beginning to value the diversity of learners, and evidently are attempting to make adjustments to cater for the individual needs of learners and promote their successful learning and development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

This study looked at facilitation, or improvement, of behavioral responses, such as quicker reaction times and improved accuracy in participants with subclinical attention deficits and a control group. Studies have looked at auditory and somatosensory (i.e., touch) stimuli and found that when presented simultaneously there were both neuronal benefits (Simon‐Dack & Teder‐Salejarvi, 2008) and behavioral benefits (Sperdin, Cappe,Foxe & Murray, 2009). The ability to attend to the stimulus is necessary for multisensory facilitation and when attention is not paid to both sensory inputs multisensory facilitation may not occur (Talsma & Woldorff, 2007). This study used a sustained-attention target task to compare how people with subclinical attention deficits and controls performing a multisensory integration task. Both populations performed faster in the multisensory condition than in the unisensory condition, but controls also saw an increase twice that of the increase for participants with subclinical attention deficits. This suggests a trend towards true behavioral facilitation in controls that would support the neuronal benefits found by past studies (Simon-Dack and Teder-Salejarvi, 2008). On the other hand, not seeing this trend in participants with subclinical attention deficits would suggest that even small attention deficits can interfere with multisensory facilitation. / Department of Psychological Science

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 109-123).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: David M. Tucker and W. Todd Maddox. Vita. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on August 24, 2006). PDF text of dissertation: 107 p. : ill. ; 0.73Mb. UMI publication number: AAT 3208084. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (M.Soc.Sci.) - University of Queensland, 2005. / Includes bibliography.