Nonsuicidal self-injury (NSSI) and eating disorder behaviours (EDB) may share a similar emotion dysregulation mechanism. This study examined the relations between repeated rumination episodes and emotions in NSSI and EDB within the context of the Emotional Cascades Model (Selby, Anestis, & Joiner, 2008), which suggests that ruminating on negative events increases the intensity of negative emotion; negative emotion prompts continued rumination, which further increases the intensity of the negative emotion. Individuals with a history of NSSI and/or EDB reported higher levels of negative emotions and lower levels of positive emotions, relative to individuals without a history of these behaviours. Similarly, a history of NSSI was associated with greater initial increases in negative emotions, and a history of EDB was associated with greater initial decreases in positive emotions, following rumination. While these results support the presence of emotion dysregulation in NSSI and EDBs, it only partially supports the emotional cascades model. / CIHR graduate award helped to fund this research.

Background: Positive emotional health is an important component of overall health, and it is linked to many social and health outcomes among youth. The natural environment is thought to influence emotional health. Psychological and experimental research have each shown links between exposure to nature and both stress reduction and attention restoration. Some population studies have suggested positive effects of green space on various indicators of health. However, there are limited large-scale epidemiological studies assessing this relationship, specifically for populations of young people and in the Canadian context. Objectives: To examine possible effects of natural space on positive emotional health among young adolescent Canadians. Methods: This cross-sectional study was based upon the Canadian 2009/10 Health Behaviour in School-aged Children Survey with linked geographic information system (GIS) data. Following exclusions, the sample included 17 249 (mostly grades 6 to 10) students from 317 schools. Features of the natural environment were extracted using GIS within a 5 km radius circular buffer surrounding each school. Multilevel logistic regression was used to examine the relationship between the presence of natural space and students’ reports of positive emotional health, while controlling for salient covariates and the clustered nature of the data. Results: Over half of Canadian youth reported positive emotional health (58.5% among boys and 51.6% among girls). Relationships between the amount of natural space and positive emotional health were weak and lacked consistency. Compared to the lowest quartile of natural space, the most notable protective effect existed for students who lived in the third quartile (RR: 1.05; 95% CI: 1.00-1.10). The relationship appeared to differ by urban/rural geographic location, suggesting protective effects in small cities. Positive emotional health was, however, more strongly associated with other factors including demographic characteristics, family affluence, and perceptions surrounding neighbourhoods. Conclusion: Exposure to natural space in youth’s immediate living environment may not be a leading determinant of their emotional health. The relationship between natural space and positive emotional health may be context specific, and hence different for Canadian youth compared to adult populations and those studied in other nations. The main contributors to emotional health among youth were personal factors. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2011-12-22 06:01:18.593

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<p><font face="Times New Roman"> <p align="left">The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo / s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.</p> </font></p>

<p>The study aimed to examine how motherhood is constructed by married working mothers and the impact thereof on their working lives. This qualitative study explored the individual experiences of 7 working married mothers with preschool aged children who reside in the Western Cape, South Africa. Individual semi-structured interviews were&nbsp / onducted and analysed using thematic analysis. The study was situated within a social constructionist theoretical framework which holds that it is through our interactions with others that we create, maintain and verify our ideas and perceptions of the world. The literature revealed that despite the advances made by women in society, the notion that women are still the primary nurturers and care-givers is still in existence. This view is largely dictated by the social and cultural expectations in society and further perpetuated by images portrayed in the media. The results of this study revealed that the social and cultural context of the participants holds a view of motherhood that is gendered, comprises ideals of a caring, nurturing and ever-giving mother and links motherhood to womanhood and the female identity.</p>

Outcomes related to academic and social engagement for boys identified by their teachers as being disengaged and requiring tier two instructional supports were investigated when the Three Block Model of Universal Design for Learning (Katz, 2012a) was implemented. The mixed-methods study involved twelve grade 3 boys and their teachers in a rural school division in Manitoba, who were divided into treatment and control groups. Students were assessed pre and post intervention for the development of general self-esteem, academic self-esteem, liking of school, enjoyment of school, and engaged behaviour. Ecobehavioral measures of task assigned, groupings, and interactions were also taken. Data were collected and analyzed using both thematic analysis for qualitative data and a MANCOVA for quantitative analysis. The intervention significantly increased students’ engaged behaviour, particularly active engagement and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.

Sverige har en lagstadgad anmälningsplikt som är obligatorisk för alla som i sitt arbete kommer i kontakt med barn. Lagen är tydlig med att alla misstänka missförhållanden skall anmälas. Forskning visar att anmälningsplikten inte alltid fungerar och att det bara är en liten del av de barn som riskerar att fara illa som kommer till socialtjänstens kännedom. Vidare forskning visar att få anmälningar kommer från hälso- och sjukvården. Syftet var att beskriva sjuksköterskans erfarenheter i mötet med barn som far illa eller riskerar att fara illa. Litteraturstudien genomfördes med kvalitativ design och sökningar har gjorts i CINAHL, MEDLINE och PsycINFO. Åtta artiklar ansågs relevanta. Under analysen framkom tre teman: en emotionell utmaning, att känna sig begränsad och att våga agera. Resultatet visar att sjuksköterskan blir berörd i mötet med barn som far illa. Vidare beskriver sjuksköterskan osäkerhet, bristande kunskap och brister i organisationen. Sjuksköterskans professionella trygghet beskrivs utifrån kunskap och förvärvad erfarenhet. Det är angeläget att sjuksköterskans yrkeskompetens upprätthålls samt att det finns stöd att tillgå för att utveckla omvårdnaden kring barn som far illa. / In Sweden, everyone who comes in contact with children through their work has a statutory obligation to report child abuse. The law clearly states that any suspected child abuse must be reported. Research shows that the reporting does not always work. Only a small proportion of the children who might be victims of abuse come to the knowledge of Social Services. Further research shows that few notifications come from individuals within the health care system. The aim of this literature review was to describe nurses’ experiences of encounters with chil-dren who are victims of abuse or who are at risk of being abused. A qualitative design was used. CINAHL, MEDLINE and PsycINFO were used to select the articles, eight of which met the selection criteria. During the analysis, three themes emerged: An Emotional Challenge, Feeling Limited, and Daring to Act. The results show that the nurses are emotionally affected by their contact with abused children. The nurses also describe feelings of insecurity, a lack of knowledge, and organizational deficiencies. The nurses’ professional security is described as stemming from knowledge and experience. It is very important that the nurses’ professional competence is maintained and that there is support available in order to develop the care of abused children.

The intention of the project is to determine whether political elites have to discuss an issue using a specific emotional tone before the public and other political elites consider that issue a problem. Research has not yet demonstrated under what conditions elite rhetorical cues can heighten issue attention. Past studies have suggested that an increase in the absolute intensity of elite issue discussion can heighten perceptions of an issue as a problem. The problem with this notion is that within that absolute issue discussion, elites might simply be repeatedly saying conditions related to an issue are stable. They might also be presenting basic factual background information about an issue, a type of discussion unlikely to capture the interest of many in the political system. There has to be a specific type of cue that elites can offer to compel others in the political system to reconsider their outlook on issue salience. Derived from dual systems theories of emotion, the dissertation predicts that issue discussion that heightens feelings of anxiety increases the likelihood of an altered outlook on issue salience. To evaluate this prediction, time series statistical techniques are employed. The time series models evaluate whether prior change in the level of anxietybased cues by the president and the media predict changes in the level of attention the public offers to that issue. The same types of models evaluate whether this form of issue discussion by the president predicts issue dynamics of the media, and vice-versa. The several issues studied are crime, health care, poverty, and the environment. Information spanning thirty years is collected from presidential papers, general and ideological media newspaper coverage, and multiple public survey organizations. The findings suggest anxiety-based issue discussion does have the potential to guide issue attention. Prior changes in anxiety-based cues do predict future levels of attention the public provides to issues. A positive shift in anxiety cues by elites appears to have the capacity to increase public attention to issues. This increase though appears to be very small and abbreviated, suggesting limited effects. Elites do not appear to influence each other through anxiety cues.

The aim of this study is to examine how the public responds to the journalists’ use of subjectivity in the reporting of broadcasting news. The investigation is a qualitative study based on nine interviews with respondents in ages of 21 to 25 from different parts of Sweden. After showing five examples of news reporting with a subjective approach, the respondents gave their look on the use of subjectivity. The theoretical frame of the investigation is founded on the theory of framing (de Vreese, 2005; Entman, 1993) and the discussion concerning the terms objectivity and subjectivity (e.g. Westerståhl, 1972).   The investigation shows that the respondents saw the use of subjectivity in news reporting as something that made them able to connect and identify to the news and the journalist. It also showed that the news was made more comprehensible. The investigation, on the other hand, also showed that the respondents felt like the journalists made assumptions for them. Irrespective of the reaction, the investigation showed clear results of the fact that the respondents own values was an underlying factor in their stance to subjectivity.

Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.