The present study pursued two objectives in the context of a randomized clinical trial of cognitive-behavioral therapy with parent (CBT/P) and group (GCBT) involvement. The first objective was to examine the variability in treatment outcome. There were three specific aims within the first objective, to evaluate: (1) youth characteristics (age, depressive, and externalizing disorders) as moderators of treatment outcome; (2) the differential outcome of the treatment approaches as a function of youth characteristics; and (3) the relative efficacy of the treatment approaches at each level of the moderators. The second objective was to evaluate the efficacy of anxiety treatments along secondary depressive symptoms and externalizing behaviors. There were five specific aims within the second objective, to evaluate: (1) whether anxiety treatment yields reductions in secondary problems, (2) the efficacy of anxiety treatments in reducing secondary problems as a function of approach and youth characteristics, (3) whether reductions in anxiety symptoms significantly mediate changes in secondary problems, (4) the directionality of change in the hypothesized mediated relations, and (5) whether the hypothesized mediated relations are moderated by treatment approach and youth characteristics. The specific aims were pursued using data collected from 183 youth and their mothers. Research questions were tested using multiple regressions and structural equation modeling. Age, depressive, and externalizing disorders were significant moderators. CBT/P relative to GCBT lowered anxiety more for younger than older youth. GCBT relative to CBT/P lowered anxiety more for older than younger youth. GCBT relative to CBT/P lowered anxiety more for depressed youth than non-depressed youth. GCBT relative to CBT/P lowered anxiety less for externalizing youth than non-externalizing youth. Treatment reduced depressive symptoms and externalizing problem behaviors. Reductions in anxiety mediated changes in depressive symptoms and externalizing problem behaviors. Reversed directionality was found in the relation between social anxiety and depressive symptoms. In CBT/P the direction of change was from depressive to social anxiety. The opposite was true in GCBT. Reductions in social anxiety mediated posttreatment changes in depressive symptoms in GCBT but not CBT/P. The reverse was true at follow-up. Reductions in social anxiety mediated changes in depressive symptoms for girls but not boys.

Sur un plan plus général, les objectifs de cette recherche résideront d’abord dans l’approche de la problématique de la médiation linguistique et de sa formation pédagogique et pratique au sein des institutions spécialisées. Ensuite, une approche plus pratique visera à sonder un certain nombre de décideurs dans le cadre d’une enquête auprès d’un échantillon de sujets. Le but est de découvrir si la médiation multidisciplinaire existe dans ces institutions ou non, et si les directions sont conscientes de l’intérêt de cette orientation pour l’avenir et pour la qualité de la formation dans leurs institutions. Cette recherche menée dans le cadre de la thèse est irriguée par les apports de plusieurs champs des sciences de l’information et de la communication, notamment celui de la médiation et de la communication interculturelle et inetrantionale ainsi que des domaines tels que la traductologie, la pédagogie. L’idée est de montrer qu’un tel objet de recherche a besoin d’être étudié à plusieurs niveaux et au croisement des discipline compte tenu de nouveaux contextes de sens créés par le numérique / On a more general level, the objectives of this research will reside first and foremost in the approach of the problem of linguistic mediation and its pedagogical and practical training within the specialized institutions. Then, a more practical approach will be to survey a number of decision makers in a survey of a sample of subjects. The aim is to find out whether multidisciplinary mediation exists in these institutions or not, and whether the directorates are aware of the interest of this orientation for the future and for the quality of training in their institutions. This research carried out within the framework of the thesis is irrigated by the contributions of several fields of the sciences of the information and the communication, in particular that of the mediation and the intercultural and international communication as well as fields such as the translation, the pedagogy. The idea is to show that such an object of research needs to be studied on several levels and at the crossroads of discipline given new contexts of meaning created by digital technology.

This study examines the perceived stigma of poverty by assessing individuals' negative feelings about being poor (internalized stigma), and their beliefs about whether others treat them as stigmatized (experienced stigma). In a combined sample of low-income women (N = 210), we tested a dual-pathway model to explain how these perceived stigma dimensions are related to depression among the impoverished. We proposed that interpersonal (i.e., impaired support availability and heightened fear of support request rejection) and infrapersonal factors (i.e., impaired self-esteem) differentially mediate the relationship of internalized and experienced poverty stigma with depression. Structural equation modeling partially supported the model: internalized stigma and depression were partially mediated by self-esteem and fear of rejection, while experienced stigma was related to depression through fear of rejection only. In other words, internalized and experienced perceived stigma activate separate and similar mechanisms to influence depression among the poor.

This study tested an integrated social cognitive model of physical activity intention formation, onset, and maintenance among sedentary participants (N = 465) in a church-based, social cognitive, physical activity intervention. Three separate models were tested via structural equation modeling. Each model provided a good fit to the data. The models explained 28%, 19%, and 9% of the variance in intention formation, physical activity onset, and physical activity maintenance, respectively. Consistent with hypotheses, self-efficacy mediated the effect of positive outcome expectancy on behavioral intention, adoption of behavioral strategies mediated the effect of the intervention on physical activity onset, and maintenance of self-efficacy mediated the effect of the intervention on physical activity maintenance. Contrary to hypotheses, change in self-efficacy from baseline to post-assessment and perceived satisfaction with intervention outcomes did not have effects on physical activity onset or maintenance. The findings provide preliminary evidence that physical activity intention formation, onset, and maintenance are distinct processes driven by different determinants before, during, and following a social cognitive physical activity intervention. / Ph. D.

Abstract Obviously, inside mediation through individuals or institutions emerged from the conflict situations becomes an alternative way to end armed conflict as it is regarded to have more local legitimacy with a higher sense of ownership. Surprisingly, researchers in peace and conflict studies have shown more interest to mediation processes dominated by outside mediators, while little has been known about the conditions that contribute to success of inside mediators. This thesis aims to contribute to this understudied research field by answering the question; under what conditions do mediators contribute to the ending of armed conflict in fragile states? In this thesis, I focus on the role of customary leaders, a form of inside mediators. The point of departure of this research question will be the distinction between the mediator’s involvements (Inside vs outside) and how their presence contribute to different outcomes. The variances will be explained with reference to two contending concepts of success and failure of mediation process. Success of mediators’ involvement can be measured by focusing on the following three areas; the initiation of peace process, conclusion of peace process and the sustainability of peace outcomes. The causal argument suggest that mediation processes dominated by inside mediators are more likely to end armed conflicts, as they have  more local legitimacy that can  engender a higher level of ownership, and sustain peace agreements as the actors feel engaged to the peace process. By testing this theory, this thesis applies the structured focused comparison method by selecting three cases of Southern, northwest and northeast regions in Somalia that have developed differently. The empirical findings of this thesis supports the hypothesis testes, as mediation processes dominated by inside mediators in Northeast and Northwest regions displayed a higher level of local ownership and legitimacy than the Southern regions. Finally, further researches on inside mediators success in a different countries is suggested in the future in order to know the level of inside mediators’ effectiveness in ending armed conflict.

Diss. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 4 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst., 2006. / Härtill 4 uppsatser.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 5 uppsatser.

Researchers have failed to specify when crime and counter-normative actions, as opposed to other responses may occur as a consequence of relative deprivation. To clarify this issue, a mediational model was developed that specified the causal processes leading from the recognition of deprivation to crime and counter-normative actions. This model hypothesizes that the recognition of deprivation (cognitive relative deprivation) leads to feelings associated with this recognition (affective relative deprivation) which in turn leads to crime and counter-normative actions. This model applies to both personal and group deprivation. In both cases, the feelings associated with deprivation include anger, resentment, dissatisfaction, and discontent. Data from a sample of 950 males between the ages of 16 to 30 supported the mediational model. Moderator variables were hypothesized to influence the causal processes in the mediational model, and were thus employed to specify the conditions under which the recognition of deprivation became more likely to lead to intense emotional reactions, and the conditions under which these emotional reactions became more likely to lead to crime and counter-normative actions. Personal deprivation was found to lead to stronger emotional responses if persons were pessimistic about their deprivation being relieved in the future, while at the group level, higher levels of optimism were related to stronger emotional responses. Both types of deprivation also lead to stronger emotional responses when persons believe that financial success and wealth are important. The emotive responses for both personal and group deprivation, in turn, were more likely to lead to crime and counter-normative actions if deprived persons had criminal peers. It was also found that the recognition of personal deprivation was more likely to lead to depression and lower self-esteem if people blamed themselves for their deprivation than if they did not. Persons who were not optimistic that their deprivation would be relieved in the future were more depressed than persons who were optimistic. Persons whose in-group was deprived were more likely to have lower self-esteem if they blamed the in-group for its deprivation than if they did not.

Os museus existem desde a Grécia Antiga, mas apenas recentemente, principalmente a partir da metade do século XX, é que se começou a dar importância para a dimensão educativa que esses espaços podem desenvolver. Desde então, as exposições passaram a se preocupar em ressignificar os objetos expostos, pensando no conteúdo que eles podem carregar consigo. Entre a intenção dos idealizadores de uma exposição e as possíveis interpretações dos visitantes há um espaço, e cabe aos mediadores fazer a ponte entre esses dois pontos. Esses mediadores, em geral, são estudantes de graduação, que atuam muitas vezes improvisando, criando um repertório de exemplos, analogias e explicações para aproximar o conteúdo científico de uma exposição do visitante. Este trabalho analisou os mediadores da Estação Ciência (USP), quais os recursos por eles utilizados e com quais intenções eles produzem esses discursos, para então compreender o processo dessa produção na tentativa de comunicar o conhecimento científico. Buscamos nos apoiar nas teorias da Transposição Didática (Chevallard) e do Discurso Pedagógico (Bernstein), entendendo que o museu é um espaço que promove a formação de conceitos e que favorece as interações sociais capazes de promover a aprendizagem, numa referência à concepção de aprendizagem vigotskiana. Os resultados dessa análise permitiram-nos concluir que diversos discursos e saberes influenciam na construção do discurso de um mediador, no entanto, o processo de produção desse discurso mostrou-se pouco consciente e reflexivo quando se trata de comunicar algum conhecimento, e isso aponta para a necessidade de se investir na formação desses profissionais. / Museums have existed since Ancient Greece, but only recently, mainly starting in the 20th century, people have begun to notice the educational dimension that can be developed inside museums. Since then, curators have been concerned about resignifying the objects exhibited, thinking about the content they carry. There is a gap between the intentions of the creators of an exhibit and the possible interpretations of the visitors, and the role of the mediators is to bridge this gap. These mediators are, in general, undergraduate students who often improvise, creating a repertory of examples, analogies and explanations to bring visitors closer to the scientific content of the exhibit. In this paper we analyze the mediators working at USP\'s Estação Ciência (The University of São Paulo\'s Science Station), the type of resources they make use of and their intentions when building their discourses, so that we can finally understand the production process of these discourses (which try to convey scientific knowledge). For that we rely on Chevallard\'s didactic transposition and Bernstein\'s pedagogic discourse theories, with the understanding that the museum is a space that fosters the building of concepts and promotes the types of social interaction that are capable of stimulating learning, referencing Vygostky\'s vision of what learning is about. The results of this analysis enabled us to conclude that several discourses and brands of knowledge can influence the production of a mediator\'s discourse; however, the production process of this discourse is only slightly conscious and deliberative when it comes to conveying knowledge. This points to the necessity of investing in the preparation of these professionals.