Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ed. D.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Joanne Erickson. Includes bibliographical references (leaves 77-82).

Thesis (M.Psych.Org.) - University of Queensland, 2006. / Includes bibliography.

Thesis (M.Ed. (Opvoedkundige Sielkunde))-Universiteit van Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

No description available.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: vi, 135 p. ; 673 K. UMI publication number: AAT 3320078. Includes bibliographical references. Also available in microfilm and microfiche formats.

This Thesis follows the portfolio format and a brief overview is given here. Chapter one is a systematic review of the literature on the relationship between emotion regulation, anxiety and depression in older adults. Chapter two is a research journal which explores the relationship between fear of falling and emotion regulation in community dwelling older adults. The systematic review is written up for publication in the Journal of Affective Disorders. The research article is written up for publication in Aging and Mental Health. Their respective style guidelines were followed. Purpose The aim of the thesis was to explore the relationship between emotion regulation and psychological distress in older adults. The aim of the systematic review was to explore the relationship between self-reported emotion regulation, anxiety and depression in older adults. The empirical study aimed to look at the relationship between fear of falling, a common type of psychological distress in older adults, and emotion regulation. It also aimed to look at the relationship between fear of falling related avoidance behaviour and emotion regulation. Methods The literature was systematically searched for research which has explored the relationship between emotion regulation, anxiety and depression in older adults. The papers which met the inclusion criteria were rated according to predetermined quality criteria. An overview of the results and implications were discussed. The empirical research used a cross-sectional design to examine the research hypothesis. Older adults completed self-report measures of emotion regulation, fear of falling, fear-related avoidance behaviour, anxiety and depression. Correlational analysis explored the relationship between the study variables. A linear regression model examined the unique contribution of emotion regulation to fear of falling after controlling for age, falls history, anxiety and depression. Results 12 studies met the inclusion criteria for the systematic review. The most prevalent relationship explored was that between rumination and depression with consistent evidence that higher levels of rumination were related to higher levels of depressive symptoms. Common methodological limitations were the lack of valid and reliable emotion regulation measures for older adults, non-random sampling, and failure to control for important confounding factors. Within the empirical research, a significant relationship between emotion regulation and fear of falling was found. There was also a significant relationship between emotion regulation and fear of falling avoidance behaviour. After controlling for age, number of falls, depression and anxiety, emotion regulation was no longer significantly associated with fear of falling. Depression was the only modifiable variable that retained a significant association to fear of falling.

Background: Around 33-50% who attend treatment for substance use disorder (SUD) and alcohol use disorder (AUD) have a history of trauma. Experiencing trauma can lead to psychological disorders, difficulties with emotional regulation and dissociation. SUD and AUD can be chronic, relapsing disorders and understanding what individual factors affect addiction has important implications for treatment. Objective: The systematic review was interested in whether alexithymia affects abstinence after relapse prevention treatment (both psychological and pharmacological). The review was also interested in whether alexithymia is a stable trait after relapse prevention treatment (both psychological and pharmacological) as measured by the Toronto Alexithymia Scale. The research study investigates the relationships between trauma, dissociation, alexithymia, emotional regulation and SUD, AUD and polysubstance use. There has been little research looking at the relationships between these variables and how they compare in different types of substance use. It was hypothesised that patients with poly-substance addiction will have higher incidents of trauma, dissociation, alexithymia and poorer emotional regulation when compared to alcohol and drug dependence alone. Methods: A systematic search of articles published between January 1989 - January 2017 was carried out following the Cochrane (2008) guidelines. PSYCHInfo, Medline and Cinahl were the key databases searched. Papers were quality assessed to identify strengths and weaknesses. The research study is a qualitative, cross-sectional design that involved ninety-one AUD, SUD and poly-substance use participants who were attending outpatient NHS addiction services. They were asked to complete questionnaires assessing trauma, dissociation, alexithymia and emotional regulation. Results: The systematic review found twelve articles that related to the review questions. The systematic review found alexithymia did not impact on abstinence and there was no difference between abstinence after treatment between low and high alexithymic groups. There were mixed results for whether alexithymia score changes after relapse prevention treatment. Overall, the results suggest that alexithymia is relatively stable across SUD and AUD after relapse prevention treatment. The empirical study found that there is no difference between type of addiction and trauma, alexithymia and emotional regulation. People with polysubstance misuse reported significantly higher levels of dissociation than the other two groups. Multiple regression was conducted on the full data set and it was found that emotional regulation, alexithymia and dissociation were able to predict trauma in alcohol, drug and polysubstance users. Conclusions: The systematic review found that despite the assumption that people with alexithymia have higher rates of relapse and attrition this is not the case. Alexithymia has no impact on treatment outcome. The review also found that CBT was identified as an effective relapse prevention treatment for people with alexithymia. The research paper highlighted that the type of substance used by people who have experienced trauma may not be as important as previously thought. Also, understanding that poor emotional regulation, alexithymia and dissociation commonly co-occur with trauma so it may be important to screen for this when treating people with trauma who have co-morbid addictions.

The Leader in Me (Covey, 2008) is an approach to fostering social and emotional learning that has been adopted by more than 3,000 schools across the globe, but which has received relatively little empirical attention. Grounded in the seven habits from Stephen Covey’s (1989) The 7 Habits of Highly Effective People, the school-based program The Leader in Me supports schools in fostering social and emotional learning and empowering students to take on leadership roles in their school. Using a mixed-methods approach, this study examines the social and emotional learning of elementary school students attending six public elementary schools that began implementation of The Leader in Me in 2014-15 in comparison to their peers at six structurally and demographically similar comparison schools within the same school districts. The survey and interview data from participating schools are analyzed through the lens of two main conceptual frameworks: social and emotional learning and youth voice. Quantitative results indicate that Leader in Me students demonstrated a significant, negative treatment*time effect for eight of the thirteen measures, and a significant, negative treatment effect for one additional measure, as compared to students attending the matched comparison schools. Three of these measures are related to social and emotional learning, four are related to youth voice, and two are related to overall teacher and school support. Qualitative results reveal that while some students spoke of the 7 habits in ways that demonstrate awareness and application of social and emotional competencies, they also had varying levels of understanding of the habits themselves. Similarly, while some students and teachers spoke of the ways that The Leader in Me fosters youth voice and empowerment, other qualitative data suggest that the program is having the opposite effect, and that students are defining youth leadership as compliance. Findings from this study highlight the following recommendations for social emotional and youth voice reform efforts: a clearly communicated implementation framework at the classroom and school level accompanied by an aligned fidelity rubric; the adoption of an action-reflection cycle that includes both teacher and student perspectives; and the awareness of, and active preparation for, inherent power dynamics in schools.

The objectives of the study were: (1) to determine whether staff and leaders differ significantly in terms of their perceptions of leaders’ emotional intelligence and retention factors; (2) to investigate the relationship between personality types (as measured by the Myers-Briggs Type Indicator), emotional intelligence (as measured by the Emotional Competency Profiler), and retention factors (as measured by the Retention Factor Scale); and (3) to determine whether demographical groups differ significantly in terms of the retention factor variables. A non-probability purposive sample of 160 working adults from an organisation within the asset management industry participated in the study. The research findings indicated that there is a difference in terms of leaders’ and staff’s perceptions of leaders’ emotional intelligence and retention factors. There is a relationship between leaders’ personality types, emotional intelligence and retention factors. Biographical groups (gender, race and age groups, and business units) differed in terms of the retention factors. The findings contributed valuable new knowledge that may be used for organisational retention practices. / Industrial and Organisational Psychology