Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 292-305). Available also in a digital version from Dissertation Abstracts.

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Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 109-118).

Longitudinal research on externalizing disorders has demonstrated that the signs of this form of psychopathology emerge early in life. For example, physically aggressive behaviours can be first observed as early as 18 months of age. Most preschool-aged children develop the self-regulatory abilities to inhibit these problem behaviours and express their aggressive and competitive impulses in alternative, constructive ways. Some children do not develop these abilities and chronic psychosocial difficulties typically result. / Several researchers have raised the possibility that Parent-child rough-and-tumble play (RTP) interactions give parents and children an opportunity to develop the child's self-regulatory abilities. Defined here as aggressive behaviours in a play context, RTP often challenges children to modulate their behaviour to ensure their play partner continues to enjoy the activity. In the work that follows, the hypothesis that parent-child RTP can influence the development of behaviour self-regulation is tested. / The first study reported here shows that the frequency of mother-child RTP in the preschool is negatively associated with physical aggression later in development, though this effect depends on the presence of a father figure in the home. The second study validates the Rough-and-Tumble Play Scales (RTPS), designed to facilitate the study of RTP and the development of self-regulation. The third study uses observational techniques to highlight the importance of a dominant father in play interactions. RTP frequency was negatively associated levels of physical aggression in dyads in which the father was relatively more dominant. The reverse was true for dyads in which the father was relatively less dominant. Finally, the fourth study showed that this interaction between father-child RTP frequency and father dominance also predict several other aspects of self-regulatory functioning 5 years later. / RTP is a highly common, natural, and enjoyable activity for many parents and their children. Collectively, these studies also suggest that under the right conditions, parent-child RTP can influence the development of a child's self-regulatory abilities. While further research is needed, these results hold promise for the development of new interventions for children at risk for externalizing problems and their parents.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Linda Hestenes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 73-88).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Stuart Reifel. Vita. Includes bibliographical references.

The central tenet of this research project is to identify the culture of play amongst foundation phase children at an Independent school. With this knowledge the researcher was able to identify how the children’s culture of play influenced play therapy sessions and furthermore, if play therapy is indeed a useful therapeutic and educational technique for these specific children, who experience emotional and developmental barriers. This ethnographic study intended to share the voices of the foundation phase children at the Independent school. The researcher aimed to give a cultural interpretation that allowed the journey to be shared by the reader (Wolcott, 1999:67-68). The journey has therefore, been a personal one on two levels firstly on an academic level, and secondly as a means of self-reflection. The main data collection technique employed was participant observation. Which included the use of field-work and note-taking on the playground. As well as the use of the children’s drawings, incomplete sentences and interviews. Two foundation phase educators were also interviewed to add the thickness required of an ethnography. Additionally the researcher made use of artefacts which included: photographs, snippets of process notes and conversations with the participants, and her personal journal of play. The findings demonstrated that the children have not lost the art of creative and imaginative play. Rather they have developed a very specific culture of play. Some of the participants play and therefore, creativity are sometime delayed due to the emotional and developmental barriers they experience. Moreover, the children’s culture of play is largely influenced by, and in turn influences, the bio- ecological systems that they operate within (Landsberg, Krüger & Nel, 2005: 13). The above findings enabled the researcher to conclude that play therapy is indeed a valid and viable therapeutic technique to employ with these specific learners. / Dr. E. Fritz

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Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 123-126).