Thesis (M.S.)--Ohio University, August, 2005. / Title from PDF t.p. Includes bibliographical references (p. 58-63)

Thesis (M.A.) University of Missouri-Columbia, 2006. / 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 August 23, 2007) Includes bibliographical references.

Thesis (M.A.)--Georgia State University, 2006. / Title from title screen. Eric Vanman, committee chair; David Washburn, Tracie Stewart, committee members. Electronic text (64 p.) : digital, PDF file. Description based on contents viewed June 13, 2007. Includes bibliographical references (p. 32-43).

South Africa is a country where those who were oppressed in the past are trying to live in a society with their former oppressors. The youth of today appear to be carrying the anger, fears and uncertainties of the past. This could be the result of intergenerational transmission of prejudice, whereby memories of experiences, fears, anger and levels of anxiety may be absorbed by the next generation. The purpose of this study was to develop and implement an intervention programme that could assist adolescent learners in making their own informed decisions, despite the influences of the intergenerational transmission of prejudice. This was achieved by combining three theories, namely the transgenerational theory, historical trauma and social learning theory, with the principles of bibliotherapy. The research conducted was based in the interpretive paradigm, with the study methodology being qualitative in nature. The research design implemented was a case study. Data generation was achieved by utilising a variety of methods, namely open-ended questions, small focus groups and reflection journals. Analysis of the data was accomplished by applying a thematic analysis approach. The sample for this study was selected from a local, government high school and the participants consisted of a group of Grade 10 learners, who all held leadership positions in the school. The purpose of this study was achieved by utilising the principles of bibliotherapy to inform a programme to develop awareness of intergenerational transmission of prejudice. This was then combined with the principles of bibliotherapy, with scenarios taken from the animated film, The Land Before Time, to further assist in creating awareness and a better understanding of the intergenerational transmission of knowledge. Finally, the programme was used to equip the participants with the tools needed, to transfer what they had learnt from the programme to decisions they would need to make in their daily lives. This study has shown that the principles of bibliotherapy can be used to promote and develop awareness of intergenerational transmission of prejudice in adolescent learners.

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This study was conducted to determine the effects of participation in a series of five structured group experiences in a modification of the LORS Experiential Technique (Hollis, 1975) on the levels of ego-strength and prejudice of college students. The study was conducted during the Winter Quarter of 1978 at Ball State University in 'Muncie, Indiana. A pool of 96 volunteer subjects were administered the Minnesota Multiphasic Personality Inventory (MMPI). The complete battery of three testings was completed by 55 of the original 96 subjects. Subjects were male and female undergraduate students residing in university residence halls, including both coeducational and female residence halls. Most of the subjects were freshmen women.A modification of the quasi-experimental pretest-posttest control group design (Campbell & Stanley, 1963) was employed. The control group was administered the independent variable following the presentation of the treatment to the experimental group. Specifically, three comparisons were made: 1) between experimental and control groups after the treatment condition was presented to the experimental group, 2) between experimental and control groups after both groups experienced treatment, and 3) between the experimental-group data collected immediately following presentation of the treatment and data collected two weeks later.Two hypotheses, each subdivided into three parts, were tested using a t-test for the differences between proportions (Walpole, 1968). The alpha level was set at .05 for statistical significance. The major operational hypotheses predicted that ego-strength would increase and prejudice would decrease following subject exposure to the experimental treatment. Statistical analysis did not support these hypotheses.In addition to the data gathered from the Ego-strength and Prejudice Scales, subjects completed questionnaires at the beginning of each meeting designed to assess certain effects of the previous meeting. An additional questionnaire was administered three months after the experiment to assess subjects' perceptions of the LORS experience after a lapse of time. Generally, subjects reported that the LORS technique helped increase their (1) awareness of their own and others' values, (2) awareness of "group interactions," and (3) self confidence.The experimental treatment consisted of a series of five situations constructed by the researcher with the editorial assistance of the author of LORS. Each situation was designed to focus on an issue of relevance to college students college student held in the residence halls of the subjects over a two-week Issues were based on theory and research on personality development.Group sessions lasted one hour and a half and were period. Advanced graduate students in the Department of Counseling Psychology and Guidance Services at Ball State University served as group facilitators.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 144-155). Available also in a digital version from Dissertation Abstracts.