Research has firmly established that children of divorce tend to divorce at a higher rate than the general population. The mechanism driving the intergenerational transmission of divorce, however, has not been firmly established. The two most promising theories to be advanced by previous research are the "good enough marriage" hypothesis and the modeling of relationship skills hypothesis. The present study employs structural equations modeling to examine the viability of these hypotheses and represents the first direct examination of the attitudinal portions of the "good enough marriage" hypothesis. In a sample of 225 young adults, evidence for an association was observed between perceptions of the parental marriage prior to divorce and both interpersonal tactics and prodivorce attitudes; however, the present study failed to document a reliable association between perceptions of the parental marriage prior to divorce and attitudes about commitment as predicted by the "good enough marriage" hypothesis. / A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2007. / August 3, 2007. / Intergenerational Transmission of Divorce / Includes bibliographical references. / Thomas E. Joiner, Jr., Professor Directing Thesis; Frank D. Fincham, Outside Committee Member; Richard K. Wagner, Committee Member.

This thesis presents and discusses the results of research undertaken to explore the concept 'professional confidence'. The term 'confidence', is frequently to be found In previous research, yet this has not adequately been defined. The conceptions held by occupational therapists were not clear, and the events or circumstances that fostered professional confidence in occupational therapists have not been identified. Each of these aspects was identified as an area for research in the profession. Three studies were undertaken to gain greater insights and to add to the body of knowledge in terms of our understanding of 'professional confidence'. The studies included a concept analysis of the concept of 'professional confidence', a phenomenographic study of the conceptions of professional confidence that novice occupational therapists hold and finally, the sources or determinants of professional confidence beliefs in occupational therapy students were explored using an interpretative methodology. The research undertaken yielded antecedents and attributes or characteristics of professional confidence, and from these a definition was crafted. The conceptions or understanding of professional confidence held by the community service therapists, namely knowing, believing and being, were closely related to the attributes raised in the concept analysis, confirming the findings of the analysis. Final year occupational therapy students highlighted a number of determinants of professional confidence, including events, situations and circumstances within their control, the control of their clinical supervisors and/or the profession. These sources in turn had been confirmed as antecedents in the concept analysis. The research confirmed that professional identity, competence and professional confidence are inter-related and inter-dependent phenomena. Professional confidence involves a dynamic, maturing self-belief closely related to, and informed by both professional identity and competence. As such, equal attention should be given during the educational endeavour and initial employment opportunities, to the fostering of both professional identity and professional confidence while enhancing competencies. The recommendations provided within the research provide a rich source of information from which further research can be undertaken and interventions developed to assist students and novice practitioners to enhance their professional confidence. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2013.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 34-35).

Thesis (D. Min.)--Ashland Theological Seminary, 1990. / Abstract. Includes bibliographical references (leaves 144-147).

Thesis (M. Div.)--Emmanuel School of Religion, Johnson City, Tenn., 2003. / Vita. Includes bibliographical references (leaves [79]-81).

Thesis (M. Div.)--Emmanuel School of Religion, Johnson City, Tenn., 2003. / Vita. Includes bibliographical references (leaves [79]-81).

Thesis (M.C.S.)--Regent College, 2005. / Abstract and vita. Includes bibliographical references (leaves [108]-111).

Thesis (M. Div.)--Emmanuel School of Religion, Johnson City, Tenn., 2003. / Vita. Includes bibliographical references (leaves [79]-81).

Thesis (M.C.S.)--Regent College, 2005. / Abstract and vita. Includes bibliographical references (leaves [108]-111).

While the value of psychobiographical research continues to be debated, interest in this area is growing on an international basis. From the ever increasing number of studies being conducted in connection with academic institutions in South Africa, the vitality and worthiness of studying lives lived in conjunction with the applicability of psychological theories is showing itself to be an exciting world in which to participate. This particular research study aimed to explore and describe the developmental life stages of Paul Jackson Pollock. Pollock was, and continues to be, a controversial figure in the art world as there is much debate over the artistic merit of his paintings. Unconventional in all that he did, Pollock challenged the art world by moving beyond paintbrush and easel to throwing paint across canvasses laid out on the floor. Around these emerging artworks he would move in a staccato dance, mesmerising those present by the way he made art immediate using his entire body to create the abstract image. Pollock is credited with being the pioneer of abstract expressionism in the United States, and to date his paintings are credited as being among the most expensive ever sold. He struggled with alcoholism and emotional instability throughout his teens and adult life. His alcoholism eventually caused his death at the age of 44 when, while heavily intoxicated, he drove his car into a tree a few metres from his home. No known literature has adopted an exclusively psychological stance when studying the life of this individual. The progression of Pollock’s lifespan development was filtered through Erikson’s (1950) theory of psychosocial stages. Erikson’s (1950) theory takes a holistic, biopsychosocial approach to human development, with an emphasis on ego development. Data was collected from both primary and secondary sources to enhance internal validity, and the data was then analysed according to Miles and Huberman’s 1994 general approach, taking Alexander’s (1990) nine identifiers of salience into necessary consideration. Using this framework, it was found that Jackson Pollock’s development coincides with Erikson’s theoretical psychosocial stage constructs, lending weight to Erikson’s theory. While Pollock’s life paralleled Erikson’s (1950) theory in many ways, the theory failed to provide enough definition with regards to constructs and intrapsychic processes. However, this study has also shown that there is great value and relevance to be found in Erikson’s (1950) theory, even though it was developed over fifty years ago.