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Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1955. / Typescript. Abstracted in Dissertation abstracts, v. 15 (1955) no. 12, p. 2471-2472. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 122-144).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 217-228).

From 1962 to 1973 approximately 11,000 military women and an unknown number of civilian American women served in Vietnam during the war. Despite an ongoing fascination with the war, there has been little interest in the war stories of women veterans. Academic research in this area is shamefully lacking. This study was designed to focus attention on the war stories of women Vietnam veterans. It is motivated by the striking lack of resources or attention paid to the development of treatment models which can be helpful to women veterans who suffer with posttraumatic stress disorder as a result of their involvement in the war. This study was designed to explore the potential of storytelling as a way to help women who were in Vietnam heal from trauma. A narrative research methodology was used to record the war stories of five women Vietnam veterans. The stories which are included in this dissertation are those of three military nurses, one Red Cross worker, and one other civilian woman who worked in an "in country" refugee camp. The stories, including the author's own, are told in each woman veteran's authentic voice. The women veterans' war stories serve as the centerpiece of this dissertation. Of equal interest to the researcher was the interactive process of story making and the relationship between the storyteller and the witness which resulted in a resonating gestalt. Storytelling is healing when told in an empathic environment. Healing is relational. Narrative research methodology is mutually empowering for both the researcher and subject. Each of the women spoke of her repeated attempts to tell her story which went unheard, ignored or distorted. The principle factor which contributes to the efficacy of the model explored in this research is the quality of the witnessing.

In an attempt to understand the meaning of dropping out of high school from former students' perspectives, this study investigates dropouts from a single high school. Data, collected during 1999, is drawn from in-depth interviews with twelve students who left high school and from observations of their former high school and community. Six aspects of the participants' lives were examined in hopes of recognizing themes common to the dropout experience. Participants were purposefully selected based on the absence of known risk factors such as race/ethnicity, low income status and single parent homes (which have already been well documented in dropout literature). This study hopes to contribute to an understanding of why students, who are not typically considered at-risk, drop out of high school.

This study compared the influence of different friendship group types (same-sex only, opposite-sex only, mixed-sex) on social competency and social self worth in 290 early adolescents (12–13 years). What kind of influence does opposite-sex only friends have on social self-concept and social competency compared to same-sex only friends? A sociometric nomination questionnaire was used to determine friendship affiliation type along with two self-reporting inventories to analyze social competence (Assessment of Interpersonal Relationships) and social self-concept (Multidimensional Self-Concept Scale). A series of Analysis of Variance procedures were used to indicate any significant main effects and/or interactions between social competency and self-worth to friendship type, ethnicity, and gender. Results revealed (a) significant differences between same-sex only and opposite-sex only and between mixed-sex and opposite-sex only friends on their level of social competency, and (b) significant differences between all three friendships group types on their level of social self-concept. The implications of these and other findings for understanding early adolescents' close friendships and issues for future research are discussed.

This study documents an effective counseling/teaching model, the Coordinated Youth program, that was implemented in one middle school in the Boston area, to provide intervention and prevention services for violent and disruptive students from 1982-1985. This study first examines the demographic and social trends that lead youth to behave violently in school, including the pervasive cycle of suspension and further disruption. Then, through observations in the school as well as interviews with parents, teachers and students, a portrait is painted of the program itself. CYP developed from community initiatives and included strong counseling and coaching components. These are described in detail, along with some classroom innovations, and statistics on student behavior. Collaboration between counselors, teachers, parents, and community figures was stressed throughout the program. One chapter is devoted to case studies of individual students assisted by the program, and the study ends with recommendations for implementing similar programs in other middle schools. (1) The counseling/teaching must encourage teachers and administrators to become reinvolved with students and parents. (2) The counseling/teaching must work to teach the violent and disruptive students self-control behaviors. (3) The counseling/teaching must include parents and friends. (4) The counseling/teaching must be a collaborative effort by the schools and agencies. (5) The counseling/teaching program must have a dedicated, skilled, and caring staff. (6) The counseling/teaching must offer opportunity for school and community understanding. (7) The counseling/teaching client student must continue his or her education into high school. Definition. Counseling/teaching programs offer a new technique for use in our social activities and service programs. A student entering the program is coached systematically by school counselors. This coaching places an objective focus on better behavior and self and other understanding.

This study investigated the effects of a family systems training program on the trainees and their work sites after training. The program evaluated was the Lawrence Family Systems Training Program which operates within the public mental health system in Lawrence, Massachusetts and is modeled after a Milan model of systemic therapy. A questionnaire was distributed to 40 trainees out of which a respondent sample of 22 was obtained. Follow-up telephone interviews were conducted with a supervisor and a colleague of the trainee at each of four work sites to elicit information about the effects of the training on the work context. The Results indicated that, contrary to the predictions in the literature, context disturbing effects were reported in only 2 of 22 cases, whereas 14 of 22 reported some degree of context enhancing effects, as rated by the study's raters. Those effects were corroborated by the interviews with colleagues and supervisors. In addition, 14 of 22 respondents utilized what were termed Reflexive Strategies which were defined as those which evidenced that the trainee had applied a second order cybernetic model of self-in-context awareness in analyzing their interactions with their work sites. The study found a correlation between the trainee's use of these strategies and the degree to which the training was incorporated into the work site in a context enhancing manner. A cybernetic model for training and the evaluation of training was suggested which could be isomorphically consistent with the second order cybernetic approach to the analysis of human systems utilized by the Milan Associates and other systemic theorists. Suggestions for future research on the effects of training on the mental health system were offered.