This thesis has two purposes: firstly, to develop grounded theory methodology and secondly, to apply it in order to establish and further investigate those processes which structure young peoples' participation in physical activity. To satisfy the first of these aims, the Helix Model was created to provide a systematic framework to the grounded theory analysis. This Model was then employed to address the second aim, as it was used to analyse interviews conducted with a mixed sex sample of twenty nine very active and very inactive children and their parents. These young people were selected as a result of completing, on four occasions, a 24 hour self-report questionnaire specifically designed for them. The grounded theory analysis identified a series of interrelated 'gatekeeping processes' which construct those opportunities for young people to participate in physical activity. Several evolving processes, varying according to the context and nature of the physical activity, interrelate with one another to create a complex causal web. The gatekeeping processes are consciously, as well as unconsciously, manipulated relative to the social and physical context in which the young person and the other gatekeeping agents (parents, school, peers) exist and find themselves. The interrelationships between these agents, especially the young person and their parents, work through compromise and coercion to satisfy each of their personal agendas. The nature of each agenda is based on the definition associated with the three roles which gatekeepers adopt (guardian, facilitator, enforcer). The definition of each role affects the manner in which young people individually, as well as collectively with the gatekeepers, construct networks to accomplish an evolving combination of: independence, maximisation of the available resources, rewards, and care and control. The interrelationship between these factors and the extent to which participation in physical activity can achieve them, is what determines the likelihood of the young person's participation in that activity. However, physical activity has to compete with a myriad of the other activities the young person is involved in. These are activities, which for the more sedentary young person, are perceived to be more successful at providing the desired rewards.

This study evaluates the effects of an eight week, school-based, preventive intervention programme on the adjustment of children to divorce. Thirty-three later latency stage children (9 to 12 year olds) were evaluated before and after intervention on the Child Behavior Check List by parents (Achenbach & Edelbrock, 1983) and teachers (Edelbrock & Achenbach, 1984) for behaviour problems. Children's self reports on their problematic beliefs about divorce (Kurdek and Berg, 1987), self-perceived competence (Harter, 1985), and trait anxiety levels (Reynolds & Richmond, 1985) were assessed. Subsequent to the intervention children had significantly fewer misconceptions about divorce, had increased perceived social acceptance, and had decreased anxiety levels. Behavioral reports obtained from parents and teachers failed to support the apparent gains.

The purpose of this study was to develop a measure to assess parental attitudes toward childrearing. Through a review of the literature, seven constructs delineating varying maternal attitudes, styles and patterns were identified; Maternal Warmth, Control, Indulgence, Protection, Sensitivity, Play and Learning Receptivity. Employing item and correlational analyses, items were constructed and revised resulting in a new research instrument: The McGill Parental Attitude Toward Childrearing Questionnaire (MPATCR). Other variables considered included prior parenting experience, maternal age, ethnicity, occupation, employment, socioeconomic status, education, infant gender and medical birth complications. / The results substantiated the importance of previous research findings indicating the importance of certain variables in differentiating childrearing attitudes and styles. Suggestions for modifications of the instrument and further research are discussed.

Thesis (M.S.)--Eastern Illinois University, 1989. / Includes bibliographical references (leaves 58-60).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 31, 2008) Vita. Includes bibliographical references.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2001. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--Institute for Clinical Social Work, 1991. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1997. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ed.D.)--University of Tulsa, 1993. / Bibliography: leaves 66-70.

Thesis (M.A.)--Liberty University, 2008. / Includes bibliographical references.