The purpose of this study was to investigate which factors contributed to stress in parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The influence of the parents' gender on these stress factors as well as the way in which parents conceptualised extreme stress/burnout were also explored. This study focused on parents whose children have been diagnosed with this disorder and attend the grade two classes at this special school. Thirty seven parents completed a survey questionnaire and semi-structured interviews were conducted with 10 of these parents. The researcher was able to determine which specific factors contributed to these parents' stress relating to parenting their ADHD child and also explored parents' conceptions of stress. The data was quantitatively and qualitatively analysed. The semistructured interviews explored the parents' subjective stress experiences with their ADHD children and encouraged possible solutions from parents. Gender differences were also explored. The responses to the interviews were qualitatively analysed. The results of this study have indicated that generally, parents perceive extreme stress/burnout in terms of physical and emotional symptoms. The factors contributing to extreme stress appeared to be associated with social problems of ADHD children, their inappropriate behaviours and school-related problems. Many possible solutions were offered by parents but they also indicated the need for support and understanding from significant others, such as spouses, teachers, family members, doctors and therapists. Parents of ADHD children in this study indicated that one's gender does play an important role regarding how a person copes with stress, with mothers generally experiencing far more stress than fathers. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.

Šio darbo tikslas buvo atskleisti skirtingo pobūdžio stimulais iššaukto Barnumo efekto sąsajas su asmenybės bruožais ir pasitikėjimu psichologiniu testavimu. Atlikti du tyrimai. Pirmu tyrimu aiškintasis „Jūsų NEO išvados“ teiginių suvoktas pageidaujamumas bei tinkamumas apibūdinti daugumą žmonių; pagal tai buvo sudaroma stimulinė medžiaga antram tyrimui. Pasirinkta patogioji imtis, apklausti studentai (N=101, amžiaus vidurkis 20 metų, SD=2.91). Tyrime naudoti NEO-FFI asmenybės klausimynai ir iš „Jūsų NEO išvada“ teiginių sudarytos anketos. Antrame tyrime tirtos Barnumo efekto sąsajos su pasitikėjimu psichologiniu testavimu ir asmenybės bruožais, grupėse, kurioms buvo suteikiamos skirtingo pobūdžio asmenybės išvados (tikros, aukšto bazinio validumo, socialiai pageidaujamos ir invertuotos). Pasirinkta patogioji imtis, apklausti studentai (N=243, amžiaus vidurkis 19.54 metų, SD=1.65). Tyrime naudotas NEO PI-R asmenybės klausimynas, trumpa anketa požiūriui į psichologinį testavimą įvertinti bei modifikuotos „Jūsų NEO išvados“. Aptikta, jog skirtingo pobūdžio asmenybės išvadų vertinimai iš esmės nesiskiria, tik invertuotos asmenybės išvados vertinamos kiek prasčiau. Barnumo efektas siejasi su asmenybės bruožais, šios sąsajos skiriasi tarp skirtingas išvadas gavusių asmenų grupių. Pasitikėjimas psichologiniu testavimu neturi įtakos Barnumo efektui, tačiau Barnumo efektas gali šiek tiek pagerinti pasitikėjimą psichologiniu testavimu. / The aim of this study was to reveal the Barnum effect’s links to personality traits and confidence in personality testing in groups receiving different types of personality feedback. Two studies were carried out. In the first study, we assessed the perceived social desirability and generalness of the statements, presented in the “Your NEO Summary” sheet. This study determined the statements that were used in the second study as stimuli. A convenience sample of university students was chosen for the study (N=101, mean age was 20 years, SD=2.91). The NEO-FFI personality questionnaire and a questionnaire, constructed from the “Your NEO Summary” feedback statements were used in this study. In the second study the Barnum effect’s links to personality traits and confidence in personality testing in groups receiving different types of personality feedback were examined. A convenience sample of university students was chosen for the study (N=243, mean age was 19.54 years, SD=1.65). In this study the NEO PI-R personality questionnaire, a short form for assessing confidence in psychological testing and a modified “Your NEO Summary” sheet were used. There were no differences in perceived accuracy of real, general, or socially desirable personality feedback, only inverted personality feedback was perceived as less accurate than the other three types of feedback. It was found that the Barnum effect is linked to personality traits and these links differ between different groups that... [to full text]

The purpose of this study was to develop and validate a self-esteem inventory for Thai college women. Research questions included whether or not the developed inventory proved to be unidimensional or multidimensional and, if the latter proved to be the case, how many dimensions underlie the construct. The item pool consisted of 70 self-esteem statements derived from the Rosenberg Self-Esteem Inventory, the Coopersmith Self-Esteem Inventory (Adult Form), and items developed for this investigation. Responses to each item were based upon a four point, Likert-type scale. The Delphi technique was applied as the content validation method. As a result of the Delphi process, 68 items were retained and used as a pilot study instrument. The pilot study was conducted among 70 college- age women in Bangkok, Thailand. Based upon item discrimination criteria, 52 items were selected for the final test instrument. The reliability of the pilot study instrument was determined to be +.91, based upon the Hoyt-Stunkard method. The 52-item instrument was then administered to 531 college-age female students in Bangkok, Thailand. Internal consistency reliability was +.94. Factor analysis was utilized to establish construct validity, to determine the dimensionality of the self-esteem instrument, and to identify the number of latent factors related to self-esteem. The concept of self-esteem was found to be multidimensional. The final 36-item instrument which resulted from this study was assessed by Hoyt-Stunkard analysis of variance to assure its reliability. Internal consistency reliability for the final instrument was +.91. Findings revealed that seven factors which reflected characteristics of self-esteem among Thai women were clustered significantly. These factors consisted of: 1) sense of family relations, 2) sense of self-worth, 3) sense of adequacy, 4) sense of competence, 5) sense of efficacy, 6) sense of confidence, and 7) sense of social and peer relations. Conclusions and implications derived from the study will provide a contribution to educational and psychological fields and to related women studies. / Graduation date: 1993

D.Litt. et Phil. / The present work set out to evaluate whether the division on a neuropsychological basis between Korsakoff's amnesia and Kevin Walsh's Adaptive Behavioural Syndrome (ABS) was justified (Walsh, 1989). The research took the approach that the supposed agents responsible for the ABS (neurotoxicity of alcohol) and Korsakoff's syndrome (thiamine avitaminosis) had not been proven to produce site-specific lesions. Using Bowden (1990) as a point of departure, Luria's (1973) classic discussion of the hierarchical nature of brain functioning was used to generate the hypothesis that the two topographical areas of the brain are both subject to stimulation via the arousal mechanisms of the reticular activating system of the brainstem, and that this might well result in cortical arousal deficiencies giving rise to the frontal and axial deficits seen in alcohol related syndromes. Evidence was found, using techniques of analysis developed by the Boston group (Kaplan, 1980), that in fact the frontally-based ABS was less vulnerable to brainstem dysfunction, and that when arousal levels began to increase, as in the arousing neuropsychological evaluation environment, signs of frontal dysfunction waned, whilst signs of axial mnemonic difficulties did not. This discrepancy was explained using Luria's information that the frontal cortical areas are richly supplied with connections to the reticular activating system of the brainstem, whereas the axial structures are not so richly endowed. The conclusion was reached that the ASS and l(orsakoff's dysfunctions are two sides of the same coin, and that the division between the two is both an artifact of research designs in the past that have excluded those with signs of alcohol dementia ('pure' amnesias), and the heretofore invisible moderating influence of the acetaldehyde-damaged noradrenergic pathways of the brainstem. The post-traumatic amnesias seen following closed head injury and acute stress were discussed as contributing to the generalisability of the conclusions, and the role of neuropsychologists in the future within the field was discussed.

Research has shown that Attention Deficit Hyperactivity Disorder (ADHD) is one of the commonest neurodevelopmental disorders which has a negative impact on a child. However, to date limited research has been conducted on learners, and specifically those learners with ADHD, within a National Education stream. Furthermore, running concurrently with this are new developments in education in South Africa. An inclusive educational policy favours the incorporation of all children into a mainstream scholastic setting, regardless of their diverse needs. In addition to educational changes for children with ADHD, many parents are presently unable to afford the medication commonly used to treat the disorder, resulting in both parents and teachers having to manage these children with limited professional support. It is widely accepted that early assessment and intervention are necessary in order to maximise a child’s potential. For this reason, the primary aim of this study was to explore and describe the developmental profile of children with ADHD on the Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Further aims were to compare the performance of the clinical sample to a normal South African sample. In order to achieve these aims, a quantitative, exploratory-descriptive research design was employed. The sample (N = 38) of ADHD were selected by means of a non-probability, purposive sampling procedure, from various pre-school and primary schools in the Nelson Mandela Metropole. The normal sample (N = 38) was drawn from an existing database created during the revision of the Scales. Information was collated using the Conners 39 Item Teacher Rating Scale, biographical data, as well as the results of an assessment from the GMDS-ER. In this study the general performance of the ADHD sample on the GMDS-ER was found to be above average. Furthermore the performance of these children on the six Subscales of the GMDS-ER ranged from average to superior, with the poorest performance being on the Eye and Hand Co-ordination Subscale, and the best performance being on the Performance Subscale. Significant differences between the ADHD and normal sample were found on the General Quotient (GQ) as well as three of the six Subscales, namely, the Hearing and Speech, Eye and Hand Co-ordination and Performance Subscales. Generally, the results of the study suggest that a specific developmental profile for children with ADHD exists. Additionally, the study highlighted the success with which the GMDS-ER can be utilised on a specific clinical population.

Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.

Aversive tasks and activities are commonly encountered in the everyday routines of most individuals. For individuals with intellectual disabilities, a means to assess individual sensitivities to aversive stimulation could allow caregivers to avoid unnecessary contact with aversive events, teach appropriate ways to avoid or escape aversive situations, and condition tolerance to unavoidable aversive tasks and activities. The current study, conducted at a large, state-operated residential facility for adults with intellectual disabilities, used an anecdotal assessment, the Sensitivities to Aversive Stimulation Survey (SASS), to evaluate the relative aversiveness of an array of commonly encountered tasks and activities for each participant. Five caregivers complete the 25-question assessment, using Likert-type scales to rate individual participants' affect, compliance or tolerance, and severity of problem behavior related to each item. The mean scores of the raters were used to estimate the aversiveness of each task, condition, or activity. The outcomes from the SASS were then compared with outcomes of an experimental analysis in which participants could emit responses to escape situations that were ranked either high or low using the SASS. Relative aversiveness was evaluated by comparing the percentage of trials with escape behavior and duration of exposure for each stimulus. Preliminary results indicate that the SASS may be useful in identifying aversive tasks and stimuli.

Fifty percent of the diagnosed cases of coronary heart disease in the United States are of unknown etiology. This study proposed that five personality traits— achievement, dominance, aggression, succorance and Critical Parent—differentiate individuals with coronary heart disease manifestations. The ultimate goal of this research was to formulate a predictive profile of at-risk individuals of developing coronary heart disease. Cardiac rehabilitation units' participants from across the United States were recruited as subjects. Randomly selected cardiac rehabilitation units were sent an initial letter inquiring whether their staff would be willing to participate in the study by administering the instruments to their participants. Eight units from each of the 50 states were contacted. A total of fourteen units agreed to participate. One hundred sixty-nine subjects completed the Demographic Data Questionnaire and the Adjective Check List. Five scale scores, representing the five personality differentials, were analyzed. Comparison of the male subject population (n=135) and the male normative population (n=198) revealed no significant differences in terms of the five traits. Comparison of diagnostic subgroups of the subject population also revealed no significant differences. It was concluded that the subject population did not differ significantly from the normative population in terms of the five traits assess by the instrument used. The goal of a predictive profile was not realized due to this lack of findings. / Master of Science / incomplete_metadata

The Marital Interaction Dimension Inventory (MIDI) is an assessment that evaluates marital relationships on seven dimensions; sexuality, self disclosure, emotional affiliation, conflict resolution, power outcome, commitment, and identity. The MIDI provides scores on and individual's actual and desired relationship.

The aim of the research was to establish how accurate an Objective Thematic Apperception Test can measure typical behavioral constructs of adolescents such as anxiety, stress, aggression, interpersonal relations and self-concept. An empirical investigation was carried out using a newly developed questionnaire, the Structured Objective TAT (SOTAT) as well as a control questionnaire (CQ). The items of the SOTAT were based on a selection of TAT cards and the CQ measured certain affective variables in the traditional way. Both questionnaires were completed by 378 adolescents. The SOTAT was found to be reliable but not construct valid since low correlation coefficients between the SOTAT and CQ were obtained. There is the possibility that projection did not occur during completion of the SOTAT. / Psychology / M. Ed. (Voorligting)