Thesis_Katholieke Universiteit Nijmegen, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 134 p.; also includes grapics. Includes abstract and vita. Advisor: Jo Jones, Dept. of Agricultural Education. Includes bibliographical references (p. 122-134).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 79-92).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 94-112).

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 96-104). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 96-104). Also available on the Internet.

This thesis argues that critical understanding of historical narratives needn’t be limited to cold, clinical applications of logic and reason. By doing a close textual reading of Frank Miller and Lynn Varley’s graphic novel, 300 and Zack Snyder’s 2007 film adaptation, I posit that critical analysis of popular narratives is better served when pathos takes a central role. Traditional rhetorical criticism tends to favor empirical evidence and fact over emotional, narrative truth. Yet, the writing, recounting and interpretation of history are more akin to arts than sciences. Historical narratives are subject to the same influences and techniques that make poetry, sculpture and music evocative and memorable. Therefore, the closest method by which to recreate the experience of historical events is through pathos. Pathos can serve to focus the attention of an audience and cultivates an intuitive understanding of historical, social, and cultural events.

The writing performance of all students is a critical factor for school success. In order for students with emotional and behavioral disorders (EBD) to have increased positive social and academic outcomes, it is imperative to continue intervention research that addresses noncompliance behavior and completion of writing tasks. This study examined the effects of high-probability request sequence interventions on the compliance behaviors and writing outcomes of two students with EBD using a multiple-baseline-across-participants design. Additionally, this study examined the social validity of the intervention procedures through the use of questionnaires for both the teachers and the participants. Results indicated that the intervention is effective in increasing both behavioral and cognitive engagement in a writing task. Educational and research implications, measures of social validity, and measures of intervention effectiveness are discussed. / text

Recent investigations have suggested that the use of emotion-avoidance or emotion- suppression strategies to cope with anxiety contributes to the development and maintenance of anxiety disorders, and that substituting these strategies with emotional acceptance can lead to effective symptom reduction. We wished to consider whether attempts to suppress the negative emotions associated with exposure therapy would serve to impede emotional processing and symptom reduction, and conversely, whether acceptance of these emotions would augment treatment efficacy. Fifty-nine participants displaying marked claustrophobic fear were assigned to receive 30 minutes of exposure (enclosure in a small chamber) while receiving, A) instructions to accept and allow the experience of unpleasant emotions (ACC), B) instructions to control and suppress the experience of unpleasant emotions (SUP), or C) no instructions regarding emotion regulation (exposure only; EO). Outcome assessments were conducted prior to treatment, immediately following treatment, and at one-month follow-up, and included fear and heart rate reactivity in response to a behavioral approach test. We predicted that ACC participants would display greater reductions in claustrophobic fear than EO participants, and that EO participants would in turn display greater reductions in claustrophobic fear than SUP participants. These hypotheses were not supported. In addition, a detailed analysis of treatment process data was conducted. Peak fear ratings, claustrophobic threat expectancies, self-efficacy, and acceptance of anxiety were collected over the course of the treatment session, and hierarchical linear modeling (HLM) was used to produce individual growth curves for these variables. Three hypotheses were formulated: 1) ACC participants would display a more rapid improvement in these measures than SUP and EO participants, 2) threat expectancies, self-efficacy and anxiety would mediate reductions in fear over the course of treatment, and 3) mediational pathways would be moderated by treatment condition. Though no support was found for our first process hypothesis, treatment specific mediation was found. Among ACC participants, self-efficacy and suffocation expectancies mediated the session-fear relationship, and among EO participants, entrapment expectancies mediated this relationship. Among SUP participants, no significant mediators were identified. / text

Research on psychopathology in children and adolescents has focused on studying the major vulnerability factors for depression and anxiety. Most previous studies have focused exclusively on single domain of the vulnerability factors, such as psychosocial, personality, or cognitive variables. Very few studies have attempted to study the various domains of vulnerability factors in combination. Thus, research data available to date have failed to address the interplay of their roles in anxiety and depression. The present study used a psychometric approach to investigate the roles of major psychosocial, personality, and cognitive vulnerability factors in anxiety and depression, with a particular emphasis on their interrelationships, as well as their primary effects and mediating roles. The psychosocial factors examined in the present study included parenting styles (permissiveness, authoritarianism, and authoritativeness), peer relations (bullying, victimization, and prosocial behaviour), and school climate (teacher support, consistency and clarity of rules and expectations, disciplinary harshness, and safety problems). The personality trait variables included neuroticism and optimism. The cognitive variables included negative automatic thoughts related to anxiety and depression, which is commonly reported by children and adolescents. A battery of self-report measures in Chinese was administered to a sample of 1,164 Hong Kong secondary school students aged 11 to 17. The measures showed good internal consistency, and the factor structures of the translated measures were comparable to the original Western measures. Among the vulnerability factors studied, psychosocial factors including parenting style (authoritarian), peer relations (bullying and victimization), and school climate (teacher support, disciplinary harshness, and safety problems at school) were found to be significant predictors for children’s negative automatic thoughts and negative emotions. As predicted, the personality traits of neuroticism and optimism mediated the effects of the psychosocial factors on negative automatic thoughts. In addition, the results showed that neuroticism was a significant predictor for both depression and anxiety, and that the respective effects were significantly mediated by negative automatic thoughts. Optimism was also a significant predictor of depression and was significantly mediated by negative automatic thoughts. In contrast, optimism did not have a direct effect on anxiety, and its effect was completely mediated by negative automatic thoughts. Structural equation modelling showed that, of the three psychosocial vulnerability factors, parenting styles and school climate had greater effects on depression and anxiety than peer relations. The results from structural equation modelling confirmed the working model, which argues that neuroticism and optimism mediate the effects of psychosocial factors and that neuroticism and optimism are in turn mediated by the negative cognitions associated with depression and anxiety. Overall, the present results suggest the need for future research to examine major domains of vulnerability factors in combination in order to provide a comprehensive understanding of their interplay in anxiety and depression. The present study provides preliminary results that can help to guide future vulnerability research and preventive interventions. / published_or_final_version / Clinical Psychology / Doctoral / Doctor of Psychology