Classificationo f individualsa s high and low restrainede aters, accordingt o their relative score on one of the several restraint assessment questionnaires currently in use, has been shown to predicta n anomalouse ating pattern,r eferredt o as counter-regulationo r disinhibition which, appears to be cognitively controlled. Two main sources of cognitive bias which may characterize dietary restraint In female college students have been investigated in this thesis; attentional and memory biases for foodrelated Information. Experiments I-VI assessed selective attention for food-related words. Median split of subjects on scores from a restraint assessment scale yielded contradictory results. When Middle scorers on the restraint assessment scale were excluded from the analyses, It became clear that aftentional biases for food information do not characterize dietary restraint In female college students. Experiment VI replicated this finding In an adolescent population of school girls. However in Experiment III, after consumption of a sweet drink (either high or low calorie), significant Interference effects in colour-narrdng sweet food words emerged for both the high and low restraint groups. The second series of studies examined memory biases for names of foods which are generally considered to be lorbidden' to dieters but which they may still crave. Heightened recall of 'forbidden'f ood words by the high restrainersw as Indicatedi n both ExperimentsV and VI. The dependence of this memory bias upon the subjects knowing that the experiment is concerned With food and eating style was examined in Experiment Vill and the differential effect emerged in both unprimed and primed recall sessions. it was not found In Experiment VII In which subjectsw ere na7ve.T he final study examinedt he effect of self- versus other- referencing during encoding on recall of 'forbidden'and 'healthy'food names by high and low restralners. The experimentsa re discussedi n terms of schematicp rocessingo f emotionally-relevant Information with reference to Beck's Schema Theory of negative affect (1976, Cognitive Therapy and the Emotional Disorders. Int. Uni. Press: NY) and Williams, Watts, MacLeod, & Mathews's model of biased Information processing in emotional disorders (1988, Cognitive Psychology and Ernotional Disorders. Wiley: Chichester). It Is concluded that dietary restraint may be characterized by a memory bias for food names which dieters attempt to avoid. These biases, although statistically significant, were not substantial. it is suggested that future research takes into account the possibility that distinct categories exist within high restraint groups.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / James Teagarden / This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive to previous schoolwide interventions, and who performed in the bottom one-third of their class on a standardized reading assessment. This study, which consisted of a multiple-probe across intervention groups experimental design aimed to produce literacy and behavior results previously obtained by other well-known researchers. Results indicated growth in oral reading fluency for all five participants, in nonsense word fluency for four out of the five participants, and a decreased display of total disruptive behaviors for all. Findings reaffirm outcomes obtained in previous investigations; specifically, improved early literacy skills are concomitant with ongoing decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided.

The purpose of this study was to delineate the differences between the types of behavioral management techniques used by teachers of students with emotional/behavioral disorders.

Lietuvoje kasmet tėvų globos netenka daugybė vaikų. Globos įstaigų auklėtiniams dažnai nustatomi emocijų sutrikimai, kuriuos lemia ydinga ankstyvoji emocinė raida. Emocinių sutrikimų turintys vaikai yra atsiriboję nuo kitų vaikų. Lietuvoje specializuota pagalba tokiems vaikams labai ribota. Vaikams turintiems emocinės sferos patologiją reikalinga specializuota pagalba, intensyvi įvairių specialistų. Vienas iš prevencijos ir socialinės pagalbos būdų - dailės terapija. Šio tyrimo tikslas ištirti globos namų 3-5 metų auklėtinių emocijų raišką taikant užsiėmimuose dailės terapijos būdus. Uždaviniai: išanalizuoti mokslinę literatūrą, susijusią su darbo tema; pateikti emocinių sutrikimų turinčių 3-5 metų vaikų pedagoginę ir psichologinę charakteristiką; išryškinti dailės terapijos būdų taikymo galimybes ugdant emocinių sutrikimų turinčius 3-5 metų vaikus; išsiaiškinti vaikų globos namų darbuotoju požiūrį į dailės terapijos naudingumą. Tyrimo objektas - 3-5 metų vaikų, ugdomų globos namuose, emocijų raiška taikant dailės terapijos būdus. Tyrimo metodai: Lietuvos švietimo dokumentų, pedagoginės, psichologinės, dailės terapijos literatūros studijavimas, veiklos tyrimas: stebėjimas, dokumentų (piešinių) analizė, kokybinė duomenų analizė, pusiau struktūruotas interviu. Veiklos tyrimo metu nustatyta, kad dailės terapijos būdų taikymas vaikams turintiems emocinių sutrikimų, gali padėti geriau pažinti save ir kitus, padėti išreikšti savo jausmus (taip pat ir negatyvius), ugdo asmenybės... [toliau žr. visą tekstą] / Lots of children in Lithuania become orphans every year. Children living in care institutions often suffer from emotional disorders which are caused by faulty early emotional development. The children facing emotional disorders are distanced from other children. Any specialized aid for such children in Lithuania is very limited. Children with emotional sphere pathology are in great need of intensive specialized help of various specialists. Art therapy is one of preventive and social ways of help to such children. The aim of this research is to investigate the expression of emotions when the art therapy is applied to 3-5 years old children living in foster home. The main objectives of the research are to analyze the academic literature related to the topic of the research, to provide with pedagogical and psychological characteristics of the 3-5 years old children with emotional disorders, highlight the possibilities of art therapy application to the children and find out the opinion about the utility of the art therapy of people working in care institutions. The object of the research is the expression of emotions when the art therapy is applied to the 3-5 years old children living in foster home. The research methods encompass the study of documents related to education in Lithuania, pedagogical and psychological literature, the analysis of literature on art therapy. The investigation includes observation, analysis of documents (drawings), qualitative data analysis and a... [to full text]

Os Transtornos Emocionais ou Transtornos Internalizantes compreendem os Transtornos de Ansiedade e a Depressão Maior. São condições comuns, com frequência apresentam um curso crônico, podem chegar a ser incapacitantes e estão associados ao desenvolvimento de outros transtornos mentais ao longo da vida. Existe um vasto campo de pesquisa buscando identificar fatores de risco e de vulnerabilidade para estes transtornos. Entre estes, a história familiar é notoriamente conhecida como um dos fatores de risco mais consistentes. Contudo, os mecanismos pelos quais transtornos psiquiátricos nos pais conferem risco de psicopatologia nos filhos ainda são desconhecidos. Nesta dissertação, buscaremos investigar se alterações no sistema de orientação da atenção para ameaças podem estar envolvidas na transmissão de risco de transtornos emocionais de mães para filhos. Participaram do estudo 1280 crianças com desenvolvimento típico, entre 6-14 anos, participantes da Coorte de Escolares de Alto Risco para Transtornos Psiquiátricos na Infância e Adolescência. A ausência de diagnóstico psiquiátrico nas crianças foi avaliada por meio do Developing and Well-Being Behaviour Assessment (DAWBA) e os diagnósticos de ansiedade ou depressão nas mães foram realizados através do Mini International Diagnosis Interview (MINI). Duas tarefas dot-probe, com diferentes tempos de exposição (500ms e 1250ms) foram utilizadas para avaliar vieses de atenção para faces de felicidade e para faces de raiva. Os resultados mostraram que meninas com mães com transtornos emocionais apresentaram uma maior atenção direcionada para ameaças em comparação com filhas de mães sem transtornos emocionais (i. e. humor ou ansiedade). Em contraste, o viés atencional para ameaças em meninos depende do tipo de transtorno emocional que a mãe apresenta. Ou seja, em comparação com filhos de mães sem transtornos emocionais, meninos com mães com depressão maior (na ausência de transtorno de ansiedade) mostraram um aumento da atenção em direção à ameaça, enquanto que este viés está ausente em meninos cujas mães apresentam transtorno de ansiedade. Conclui-se que o viés atencional pode ser um mecanismo mediador do risco parental para transtornos emocionais, o que deve ser melhor investigado em estudos longitudinais. Ainda, especula-se que a prevalência mais alta de transtornos de ansiedade em meninas poderia ser parcialmente explicada como um reflexo desta transmissão de risco, uma vez que meninos são afetados por viés em seus processos de informação apenas quando possuem mães deprimidas, enquanto que meninas têm estes processos afetados quando possuem mães deprimidas ou ansiosas. Os resultados têm implicações tanto para o entendimento dos mecanismos de transmissão de risco para transtornos de ansiedade e depressão, quanto para o desenvolvimento de intervenções preventivas e pesquisas futuras em crianças em risco para estes transtornos emocionais na infância e adolescência. / Emotional Disorders or Internalizing Disorders comprise Major Depression and Anxiety Disorders. These disorders are common, frequently have a chronic course, could lead to disability and are associated with the development of other mental disorders later in life. There is a vast field of research aiming to identify risk factors to these disorders. Among these, family history of psychiatric disorders is one of the most consistent risk factors for emotional disorders. However, the mechanisms by which parental psychiatric disorders confer risk for psychopathology in children are still unknown. In this dissertation, we aim to investigate whether changes in the attention orienting system towards threats might be involved in the risk transmission of emotional disorders from mothers to children. The study included 1280 typically developing children, 6-14 years of age, participants from the High Risk Cohort Study for Psychiatric Disorders. Absence of childhood diagnosis was performed using the Developing and Well-Being Behavior Assessment (DAWBA). Maternal diagnosis of Anxiety and Depression was performed using the Mini International Diagnosis Interview (MINI). Two dot-probe tasks, which differed in stimulus exposure (500ms and 1250ms), assessed attention biases for happy-face and threat-face cues. Results showed that girls with maternal emotion disorder showed increased attention to threat compared to daughters of disorder-free mothers, irrespective of the type of maternal emotion disorder (i.e. mood or anxiety). In contrast, attention bias to threat in boys depends on the type of maternal emotion disorder. That is, in comparison with sons of disorder-free mothers, boys with maternal mood disorder (in the absence of anxiety disorder) showed increased attention to threat, whereas this bias is absent in boys with maternal anxiety disorder. We conclude that threat bias could be a mechanism mediating parental risk for emotional disorders. Longitudinal studies must be conducted to investigate this. Moreover, it is speculated that the higher prevalence of anxiety in girls might be partially a reflection of this risk transmission, since boys are only affected by information processing bias with depressed mothers, whereas both depressed and anxious mothers affect such processes on girls. The results have implications both for understanding the mechanisms underlying risk transmission for anxiety and depressive disorders and developing of preventive interventions and future research in children at risk for emotional disorders in childhood and adolescence.

Os Transtornos Emocionais ou Transtornos Internalizantes compreendem os Transtornos de Ansiedade e a Depressão Maior. São condições comuns, com frequência apresentam um curso crônico, podem chegar a ser incapacitantes e estão associados ao desenvolvimento de outros transtornos mentais ao longo da vida. Existe um vasto campo de pesquisa buscando identificar fatores de risco e de vulnerabilidade para estes transtornos. Entre estes, a história familiar é notoriamente conhecida como um dos fatores de risco mais consistentes. Contudo, os mecanismos pelos quais transtornos psiquiátricos nos pais conferem risco de psicopatologia nos filhos ainda são desconhecidos. Nesta dissertação, buscaremos investigar se alterações no sistema de orientação da atenção para ameaças podem estar envolvidas na transmissão de risco de transtornos emocionais de mães para filhos. Participaram do estudo 1280 crianças com desenvolvimento típico, entre 6-14 anos, participantes da Coorte de Escolares de Alto Risco para Transtornos Psiquiátricos na Infância e Adolescência. A ausência de diagnóstico psiquiátrico nas crianças foi avaliada por meio do Developing and Well-Being Behaviour Assessment (DAWBA) e os diagnósticos de ansiedade ou depressão nas mães foram realizados através do Mini International Diagnosis Interview (MINI). Duas tarefas dot-probe, com diferentes tempos de exposição (500ms e 1250ms) foram utilizadas para avaliar vieses de atenção para faces de felicidade e para faces de raiva. Os resultados mostraram que meninas com mães com transtornos emocionais apresentaram uma maior atenção direcionada para ameaças em comparação com filhas de mães sem transtornos emocionais (i. e. humor ou ansiedade). Em contraste, o viés atencional para ameaças em meninos depende do tipo de transtorno emocional que a mãe apresenta. Ou seja, em comparação com filhos de mães sem transtornos emocionais, meninos com mães com depressão maior (na ausência de transtorno de ansiedade) mostraram um aumento da atenção em direção à ameaça, enquanto que este viés está ausente em meninos cujas mães apresentam transtorno de ansiedade. Conclui-se que o viés atencional pode ser um mecanismo mediador do risco parental para transtornos emocionais, o que deve ser melhor investigado em estudos longitudinais. Ainda, especula-se que a prevalência mais alta de transtornos de ansiedade em meninas poderia ser parcialmente explicada como um reflexo desta transmissão de risco, uma vez que meninos são afetados por viés em seus processos de informação apenas quando possuem mães deprimidas, enquanto que meninas têm estes processos afetados quando possuem mães deprimidas ou ansiosas. Os resultados têm implicações tanto para o entendimento dos mecanismos de transmissão de risco para transtornos de ansiedade e depressão, quanto para o desenvolvimento de intervenções preventivas e pesquisas futuras em crianças em risco para estes transtornos emocionais na infância e adolescência. / Emotional Disorders or Internalizing Disorders comprise Major Depression and Anxiety Disorders. These disorders are common, frequently have a chronic course, could lead to disability and are associated with the development of other mental disorders later in life. There is a vast field of research aiming to identify risk factors to these disorders. Among these, family history of psychiatric disorders is one of the most consistent risk factors for emotional disorders. However, the mechanisms by which parental psychiatric disorders confer risk for psychopathology in children are still unknown. In this dissertation, we aim to investigate whether changes in the attention orienting system towards threats might be involved in the risk transmission of emotional disorders from mothers to children. The study included 1280 typically developing children, 6-14 years of age, participants from the High Risk Cohort Study for Psychiatric Disorders. Absence of childhood diagnosis was performed using the Developing and Well-Being Behavior Assessment (DAWBA). Maternal diagnosis of Anxiety and Depression was performed using the Mini International Diagnosis Interview (MINI). Two dot-probe tasks, which differed in stimulus exposure (500ms and 1250ms), assessed attention biases for happy-face and threat-face cues. Results showed that girls with maternal emotion disorder showed increased attention to threat compared to daughters of disorder-free mothers, irrespective of the type of maternal emotion disorder (i.e. mood or anxiety). In contrast, attention bias to threat in boys depends on the type of maternal emotion disorder. That is, in comparison with sons of disorder-free mothers, boys with maternal mood disorder (in the absence of anxiety disorder) showed increased attention to threat, whereas this bias is absent in boys with maternal anxiety disorder. We conclude that threat bias could be a mechanism mediating parental risk for emotional disorders. Longitudinal studies must be conducted to investigate this. Moreover, it is speculated that the higher prevalence of anxiety in girls might be partially a reflection of this risk transmission, since boys are only affected by information processing bias with depressed mothers, whereas both depressed and anxious mothers affect such processes on girls. The results have implications both for understanding the mechanisms underlying risk transmission for anxiety and depressive disorders and developing of preventive interventions and future research in children at risk for emotional disorders in childhood and adolescence.

Os Transtornos Emocionais ou Transtornos Internalizantes compreendem os Transtornos de Ansiedade e a Depressão Maior. São condições comuns, com frequência apresentam um curso crônico, podem chegar a ser incapacitantes e estão associados ao desenvolvimento de outros transtornos mentais ao longo da vida. Existe um vasto campo de pesquisa buscando identificar fatores de risco e de vulnerabilidade para estes transtornos. Entre estes, a história familiar é notoriamente conhecida como um dos fatores de risco mais consistentes. Contudo, os mecanismos pelos quais transtornos psiquiátricos nos pais conferem risco de psicopatologia nos filhos ainda são desconhecidos. Nesta dissertação, buscaremos investigar se alterações no sistema de orientação da atenção para ameaças podem estar envolvidas na transmissão de risco de transtornos emocionais de mães para filhos. Participaram do estudo 1280 crianças com desenvolvimento típico, entre 6-14 anos, participantes da Coorte de Escolares de Alto Risco para Transtornos Psiquiátricos na Infância e Adolescência. A ausência de diagnóstico psiquiátrico nas crianças foi avaliada por meio do Developing and Well-Being Behaviour Assessment (DAWBA) e os diagnósticos de ansiedade ou depressão nas mães foram realizados através do Mini International Diagnosis Interview (MINI). Duas tarefas dot-probe, com diferentes tempos de exposição (500ms e 1250ms) foram utilizadas para avaliar vieses de atenção para faces de felicidade e para faces de raiva. Os resultados mostraram que meninas com mães com transtornos emocionais apresentaram uma maior atenção direcionada para ameaças em comparação com filhas de mães sem transtornos emocionais (i. e. humor ou ansiedade). Em contraste, o viés atencional para ameaças em meninos depende do tipo de transtorno emocional que a mãe apresenta. Ou seja, em comparação com filhos de mães sem transtornos emocionais, meninos com mães com depressão maior (na ausência de transtorno de ansiedade) mostraram um aumento da atenção em direção à ameaça, enquanto que este viés está ausente em meninos cujas mães apresentam transtorno de ansiedade. Conclui-se que o viés atencional pode ser um mecanismo mediador do risco parental para transtornos emocionais, o que deve ser melhor investigado em estudos longitudinais. Ainda, especula-se que a prevalência mais alta de transtornos de ansiedade em meninas poderia ser parcialmente explicada como um reflexo desta transmissão de risco, uma vez que meninos são afetados por viés em seus processos de informação apenas quando possuem mães deprimidas, enquanto que meninas têm estes processos afetados quando possuem mães deprimidas ou ansiosas. Os resultados têm implicações tanto para o entendimento dos mecanismos de transmissão de risco para transtornos de ansiedade e depressão, quanto para o desenvolvimento de intervenções preventivas e pesquisas futuras em crianças em risco para estes transtornos emocionais na infância e adolescência. / Emotional Disorders or Internalizing Disorders comprise Major Depression and Anxiety Disorders. These disorders are common, frequently have a chronic course, could lead to disability and are associated with the development of other mental disorders later in life. There is a vast field of research aiming to identify risk factors to these disorders. Among these, family history of psychiatric disorders is one of the most consistent risk factors for emotional disorders. However, the mechanisms by which parental psychiatric disorders confer risk for psychopathology in children are still unknown. In this dissertation, we aim to investigate whether changes in the attention orienting system towards threats might be involved in the risk transmission of emotional disorders from mothers to children. The study included 1280 typically developing children, 6-14 years of age, participants from the High Risk Cohort Study for Psychiatric Disorders. Absence of childhood diagnosis was performed using the Developing and Well-Being Behavior Assessment (DAWBA). Maternal diagnosis of Anxiety and Depression was performed using the Mini International Diagnosis Interview (MINI). Two dot-probe tasks, which differed in stimulus exposure (500ms and 1250ms), assessed attention biases for happy-face and threat-face cues. Results showed that girls with maternal emotion disorder showed increased attention to threat compared to daughters of disorder-free mothers, irrespective of the type of maternal emotion disorder (i.e. mood or anxiety). In contrast, attention bias to threat in boys depends on the type of maternal emotion disorder. That is, in comparison with sons of disorder-free mothers, boys with maternal mood disorder (in the absence of anxiety disorder) showed increased attention to threat, whereas this bias is absent in boys with maternal anxiety disorder. We conclude that threat bias could be a mechanism mediating parental risk for emotional disorders. Longitudinal studies must be conducted to investigate this. Moreover, it is speculated that the higher prevalence of anxiety in girls might be partially a reflection of this risk transmission, since boys are only affected by information processing bias with depressed mothers, whereas both depressed and anxious mothers affect such processes on girls. The results have implications both for understanding the mechanisms underlying risk transmission for anxiety and depressive disorders and developing of preventive interventions and future research in children at risk for emotional disorders in childhood and adolescence.

The purpose of this study was to investigate factors that compel teachers of students with emotional and behavioral disorders (E/BD) to quit or stay in their job. Invitations to participate in the study were sent to a sample of educators from each the four census regions of the United States who currently work or have worked in the past worked with students with E/BD and have participated in one or more of the Council for Children with Behavioral Disorders (CCBD) professional development events. A total of 156 educators responded to the online survey and 9 participated in the focus groups. Quantitative information generated from the survey was analyzed using frequency distributions and ANOVA, whereas, qualitative information were analyzed by summarizing and sorting information into different categories. The results were presented in narrative and tabular form and organized in response to each of the research questions. The projected high teacher turnover as depicted in the findings, were mainly attributed to workplace variables and classroom conditions. Both variables are likely to be associated with high levels of dissatisfaction and lack of commitment eventually leading to decisions by teachers of students with E/BD to leave their job. Most respondents perceived themselves as being adequately prepared for responsibilities associated with teaching students with E/BD. The low variances associated with the grouping variable, career decisions did not explain a significant amount of variance in perceived levels of preparedness with regards to implementation of various program components and instructional activities. Hence, teacher qualifications and perceptions did not play a significant role in career decisions made by teachers of students with E/BD. In addition, findings reveal the need for all future teachers regardless of their certification to take specialized courses in special education to ensure that all teachers understand the unique characteristics and needs of students with E/BD. Respondents recommended that all pre-service teachers would benefit from actual hands-on training through structured field experiences and practicum.

The purpose of this study is to determine quality indicators in the field of emotional and behavioral disorders based on six empirically validated standards outlined by the Council for Exceptional Children. Invitations to participate in the study were disseminated to a randomized selection of members within the Council for Children with Behavioral Disorders. Respondents (N = 199) included teachers (n = 128) and related service personnel (n = 71) who directly and indirectly work with students with emotional and behavioral disorders throughout the United States. A rank order list of the most important knowledge and skills to teachers with regard to demographic characteristics (i.e., types of communities, educational settings, or years of experience) was developed. Additionally, a rank order list was developed to determine which knowledge and skills related service personnel felt should be most important to teachers. Level of agreement was determined between teachers and related service personnel and variances among the rank order lists were examined. Results of the study revealed statistically significant variances in the rank order of knowledge and skills among educational settings of teachers (i.e., self-contained, resource, and general education/inclusion) across the standard of Learning Environments and Social Interactions. Rank orders in two knowledge and skills (i.e., assistive technology and structure) were significant. When rank order was compared between teachers and related service personnel, level of agreement was low within the standards of assessment (58%) and collaboration (63%).

The purpose of this study was to determine the speech defects found in the high Schools of Denton County and the corrective measures best adapted to the treatment of such handicaps Based on the data analysis, conclusions and recommendations have been made specific to the country as well as for all high school systems.