Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Psychology." Includes bibliographical references (p. 137-142).

Thesis (Ph.D.)--Clark University, 2007. / (UMI)AAI3292110. Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4817. Adviser: Colin Polsky.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 184-195).

Thesis (M.A.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4250. Adviser: Kent Monroe. Includes bibliographical references (leaves 79-90) Available on microfilm from Pro Quest Information and Learning.

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<p> Youth-initiated mentoring that focuses on a mentee&rsquo;s academic goals has the potential to positively influence academic, social-emotional, and identity development in older adolescents while building enduring mentor-mentee relationships (DuBois et al., 2011, Schwartz &amp; Rhodes, 2016; Bayer, Grossman, &amp; DuBois, 2015; Karcher &amp; Nakkula, 2010). While the majority of youth mentoring research has focused on long-term (12 months or more) resiliency-based mentoring models, new emerging models like youth-initiated and academic instrumental mentoring need to be investigated (Rhodes, 2002; DuBois et al., 2002; Schwartz &amp; Rhodes, 2016). The purpose of this quantitative study was to explore the influences of short-term youth-initiated mentoring on higher order cognitive skill development and mentor-mentee relationship quality. Participants included 145 high school students enrolled in an International private school&rsquo;s youth-initiated academic mentoring program who completed a digital survey twice over three months. The survey instrument included a descriptive section that collected participants&rsquo; demographic information while quantifying their youth mentoring experience, a Mentor-Youth Alliance Survey that assessed mentor-mentee relationship quality (Zand, Thomson, Cervantes, Espiritu, Klagholz, et al., 2009) and two measurement tools that assessed higher order cognitive skills including the Developmental Assets Profile internal assets (Scales, Benson, &amp; Mannes, 2006) and the future expectations the Survey of Academic Youth Outcomes Youth Survey future expectations (NOIST, 2013). Findings indicated that short-term youth-initiated academic mentoring positively influenced high order cognitive development in older adolescent students. In addition, youth-initiated mentoring may promote higher quality mentor-mentee relationships within 3 to 12 months.</p><p>

<p> Profiling has its traditions in criminal investigations where it is used to assist in apprehending an offender by examining and attempting to understand his or her psychological motivations and personality. Terrorist specialists and theorists have applied traditional profiling techniques in hopes of distinguishing nonterrorists from terrorists and in an endeavor to understand the motivators for radicalization. However, these attempts have created a divide between the theorists resulting in contradictory data and debate. With the rise of social media, the methods of terrorism have changed. The Islamic State (IS) in particular has tapped into using media, not only to recruit, but as a form of technological combat, which in turn has added to their success and strength. This dissertation introduces the theory of Combat Branding. The findings of this dissertation suggest that it is possible to create a deductive profile of Western IS recruits by beginning with the examination of IS&rsquo;s Combat Brand. This is a qualitative visual narrative study of official IS media consisting of video and still images. It is my hypothesis that starting with an analysis of the Combat Brand is a missing link to approaching a deductive profile of the intended target audience.</p><p>

<p> The purpose of this study was to identify whether parenting characteristics that make up the overall parent-child relationship differ between foster parents and traditional parents in relation to their care for their children. In sum, 127 foster and traditional parents participated in this study. Each participant completed the Behavior Assessment System for Children-Third Edition Parenting Relationship Questionnaire, which measured seven parenting characteristics deemed critical to the overall parent-child relationship. A MANOVA was conducted showing that foster parents rated their relationship with their foster child significantly lower than traditional parents rated their relationship with their biological child. Specifically, foster parents rated themselves significantly lower in relation to Attachment, Communication, Discipline Practices, Parenting Confidence, and Satisfaction with School. The results of the study add to the literature regarding parent-child relationships for foster children and provide an opportunity for foster care agencies and community resources to develop collaborative relationships in an effort to support foster parents and enhance outcomes for foster children.</p><p>