Text in Afrikaans / This thesis offers a case illustration where autonomy as explanatory construction is described from ecosystemic thinking. Certain important constructions with the emphasis on autonomy are discussed. The focus is on a family in which incest occurred. Some possible patterns in such families are discussed. The content is presented in the form of a play in four acts, namely: Act 1 : The incest relationship Act 2: The disclosure of the secret Act 3: The involvement of the people concerned Act 4: The involvement of the helping professions The autonomy of the incestuous family and the way in which conservation is manifested is described. The research applies the theory to describe the process of an incest drama in one family. Conclusions and recommendations are applied to the general social work practice. / Hierdie verhandeling bied 'n illustrasie waar outonomie as verduidelikende konstruksie vanuit ekosistemiese denke in 'n gevallestudie beskryf word. Sekere belangrike konstruksies van ekosistemiese denke, met die klem op outonomie, word bespreek. Die fokus is verder ook op 'n gesin waarin · bloedskande voorkom en enkele moontlike patrone in hierdie gesinne word bespreek. Die inhoud word in die vorm van 'n drama wat in vier bedrywe uitgespeel word, aangebied, naamlik: Die 1e Bedryf: Die Bloedskande-verhouding Die 2e Bedryf: Die Bekendmaking van die geheim Die 3e Bedryf: Die Reaksie van die persone betrokke Die 4e Bedryf: Die Betrokkenheid van die helpende professies Die outonomie van die bloedskandegesin en hoe daar konservering in bogenoemde vier bedrywe voorkom, word beskryf. Daar word ook gefokus op die outonomie van die navorser en die professionele persone betrokke. Die teorie is toegepas in die navorsing om die proses van 'n bloedskandedrama van een Die teorie is toegepas in die navorsing om die proses van 'n bloedskandedrama van een gesin volledig te beskryf. Gevolgtrekkings en aanbevelings dui op die bruikbaarheid in die algemene maatskaplike werk praktyk. / Social Work / M.A. (Social Sciences)

The purpose of this research was to explore and describe the relationships among four concepts within a proposed nursing theory. The research questions which directed the research focus on the relationships among the concepts self-satisfaction, affirmatory communication, pregnancy timing synchrony and physical symptoms in pregnancy; and the combination of variables that best explain self-satisfaction experienced among pregnant women. A descriptive-correlational design was used to address the research questions. Purposive sampling was used to obtain a sample of 210 women who attended prenatal education classes in a Southwestern urban area. The instruments used to measure self-satisfaction in this research were: Index of Well-Being, Self-Esteem Scale," Myself as Mother-SR. Affirmatory communication was measured by the Affirmatory Communication in Pregnancy Instrument and the Personal Resources Questionnaire. Pregnancy timing synchrony was measured by the Pregnancy Timing Instrument. Physical symptomotology was measured by the Physical Symptoms Checklist-SE. Acceptable levels of reliability and validity were obtained for the instruments. The relationships were explored using correlational analysis, canonical correlation, multiple regression, and residual analysis. Positive correlations were found between affirmatory communication (measured with two variables), pregnancy timing synchrony and self-satisfaction. Negative relationships were identified between physical symptoms and self-satisfaction. The canonical correlation between the combined self-satisfaction measures and the combined pregnancy-related experiences measures yielded an Rc of.71 (Rc2 =.50). The largest predictors of self-satisfaction were affirmatory communication and pregnancy timing. Similar, but not parallel results were found when each measure of self-satisfaction was individually utilized as a criterion measure in multiple regression equations. The results indicate that childbearing experiences can be assessed from a life-span developmental perspective which includes an emphasis on developmentally relevant psychological and physical aspects of the pregnancy experience. Although in its infancy, the mid-level theory used to guide this research demonstrates relevance for gaining an understanding about factors that enhance self-satisfaction during pregnancy.

<p> Evidence Based Practices (EBPs) in schools show promise in meeting the behavioral health needs of urban students, however there are multiple barriers to implementation. Providers&rsquo; attitudes towards EBPs may be one of these barriers. Through a cross sectional survey design, this dissertation answers four major research questions: 1) Is the EBPAS-50 an appropriate tool to use with school based behavioral health providers, 2) Do attitudes vary depending on level of experience (student vs. professional), 3) Do attitudes vary depending on a practitioners&rsquo; hire status (school-hired vs. non-school hired), and 4) Do EBPAS-50 scores predict implementation of EBPs? Participants were 160 school behavioral health providers who provided at least one hour per week of direct or indirect services within the Boston Public Schools. Results indicated that the factor structures for the EBPAS-50 and EBPAS- 15 did not hold with this population, however the EBPAS-15 was used for further analysis as it has been validated many times since its introduction. Using the EBPAS-15: 1) graduate students reported more positive attitudes than professionals, 2) school-hired providers reported more positive attitudes than non-school hired providers, and 3) there was no correlation between attitudes and use of EBPs. Though differences may have been statistically significant, it is questionable as to whether these differences are practically significant as the average, rounded, response from providers indicated that they agreed with EBPs to &ldquo;a great extent&rdquo;. This suggests need for ongoing research to identify: 1) aspects of evidence based practices that are important to school-based providers, and 2) a revised tool to measure the attitudes of school-based providers towards EBPs.</p>

The present study examined college graduation expectations of adolescents and young adults. A model to predict college graduation expectations of 10th grade students was developed based on Eccles' (1983) expectancy-value model. Both individual predictors (gender, school grades, self-concept of ability) and maternal predictors (maternal education; parental divorce; maternal standards, expectations, and encouragement; adolescents' perceptions of maternal advice and involvement) were included. A separate model was developed to describe and predict pathways of college graduation expectations over time, at 10th grade, at 12th grade, and at age 21. Individual predictors (early adolescent expectations, gender, school grades, self-concept of ability) and maternal predictors (maternal education, parental divorce) were examined. Data from seven waves (6th grade through age 21) of the Michigan Study of Adolescent Life Transitions (MSALT) were utilized. For the prediction of 10th grade expectations, 1352 adolescents and 784 mothers participated in at least one wave; for the prediction of expectation pathways, 868 adolescents provided data. A structural equation modeling (SEM) technique was used for the prediction of 10th grade expectations; a hierarchical linear modeling (HLM) technique was used for the prediction of pathways of expectations. The results of the SEM analyses suggested that self-concept of ability was positively related to 10th grade college graduation expectations, school grades were negatively related to expectations, and males tended to have higher expectations than girls when all variables in the model were taken into account. Maternal standards, expectations, and encouragement as well as adolescents' perceptions of maternal advice and support were positively related to expectations. The results of the HLM analyses suggested that in general, adolescents have stable pathways of college graduation expectations as they enter young adulthood. Gender, 7th grade college expectations, school grades, self-concept of ability, and maternal education level were associated with intercepts (10th grade) of college graduation expectations. The relation of gender to expectation slopes approached significance. Boys' slopes were more positive than girls' slopes. The importance of examining interindividual differences in intraindividual change is discussed.

This study utilized a phenomenological approach to describe the experience of living in a three-generation household after an adult daughter's divorce for members of each generation--divorcing mothers, grandparents, and grandchildren. Topics addressed included: characterizations of divorcing mother-parent relationships and grandparent-grandchild relationships, redefinition of relationship boundaries, and positives and negatives associated with this living arrangement. Divorcing custodial mothers in three-generation households were recruited from a mandated parent education program for divorcing parents in southeastern Arizona. At least one member from each generation in the household participated. Interviews were conducted with 25 individuals in eight families (eight divorcing mothers, nine grandparents, eight grandchildren). Data analysis followed Giorgi's (1985) technique. Results suggested that the redefinition of relationship roles and boundaries (intimacy issues) and the resolution of power issues led to positive relationships and experiences. In the one family doing poorly, numerous instances illustrated the divorcing mother's lack of power within the household. The divorcing mother-parent relationship boundaries had become more hierarchical since coresiding, and the grandparents had overstepped the boundary between "parent" and "grandparent." The resulting tension caused stress for all generations. In the four families who fell between doing poorly and well, the renegotiation of intimacy boundaries had positive effects in terms of improved relationships since coresiding. Power boundaries were still being renegotiated. Again, divorcing mother-parent relationships had hierarchical boundaries, and grandparents had crossed the line between parenting and grandparenting. However, in these families, this may have been due to the divorcing mothers' negative reactions to their separations. In such situations, having grandparents temporarily take on parenting functions for some period of time may be beneficial. These grandparents did express a desire to return to less hierarchical relationships and become more of a "grandparent" than "parent." In the three families doing well, intimacy boundaries did not require renegotiation because the relationships had always been close and supportive. These families were the only ones to describe the value of extended families and family activities. When power issues did arise, family members handled them quickly. Although there was some grandparental. interference in discipline, these grandparents were viewed as "stereotypical" grandparents.

This study examines the self concept and interpersonal relations of 409 Hispanic and Non-Hispanic adolescents in grades five and eight. Results reveal no significant differences in global self concept of Hispanic and Non-Hispanic adolescents. Fifth graders have significantly better global self concepts than eighth graders. There are no significant differences in the interpersonal relations of the Hispanic and Non-Hispanic adolescents. Fifth graders report significantly better Total Interpersonal Relations, as well as better relations with Mother and Teacher. Relations with Father are significantly better for males and for fifth graders. Significant grade interactions are seen for relations with Male Peers and Female Peers. A multiple regression revealed no clear shift from parents to peers as reference group influencing self concept.

Alzheimer's disease affects over three million Americans, most of whom are over age sixty-five. Using qualitative naturalistic inquiry to identify areas of concern for elderly spousal caregivers were identified, in order to; add to the knowledge base, aid in the improvement of existing services and in research and development of new ones. Using an open-ended interview the perceptions of elderly spousal caregivers of patients with Alzheimer's disease were elicited. A constant comparative analysis of the data was made by the use of an ethnograph program to draw conclusions about caregiver needs and the ability of community resources to meet those needs. Barriers are identified and recommendations for future research and community resources are presented.

This investigation sought to bridge the communication and marketing fields by applying schema theory (Bartlett, 1932) to advertisement information processing. A theoretical framework was developed which described how television commercials are remembered. Specifically, the theory hypothesized that: (a) recall of product brand will be significantly higher in the sample of participants who are exposed to the commercials emphasizing brand early on in their format, than the participants who view the commercials stating the product's brand name in the latter half of the commercials, and (b) individuals who see the brand name formatted commercials will have significantly higher levels of commercial information recognition than the individuals exposed to the commercials that do not state the brand name at the onset. The results of the study provided intial support for the proposed framework and suggested that brand name formatted commercials will generally enhance recall and significantly impact recognition.

Rarely are messages devoid of visual information. Yet, theoretical explanations for the effect of visual elements on persuasion is limited. Marketers have shown that incongruent visual elements in advertisements can affect memory outcomes. This study bridged communication and consumer behavior research to develop a theoretical framework to explain the affect of incongruent visual elements on (1) attitude toward the ad, and (2) purchase intention. The results of this study provided limited support for the proposed framework. Findings indicated that relevant pictorials will yield more positive evaluations and purchase intentions than irrelevant pictorials. Expected pictorials were also found to impact evaluations. Several moderating variables are speculated to explain the impact of visual elements in an advertising context.

This study described how 25 subjects experienced time and mood during a waiting experience for relatives undergoing open heart surgery. Using the 40 Second Production Method to measure "time estimation", sixty percent of the total group "overestimated" waiting time. Significant differences found between groups were associated with education, gender and prior waiting experience in the setting. Using the Time Metaphor Test, 22 subjects perceived time passage as "static". No significant correlation was found between Time Metaphor scores and reading time. The mood for the group as a whole tended to be more negative as compared to normative samples. Subjects who perceived time as passing more swiftly, scored significantly higher on "confusion" and "fatigue", and lower on "vigor" compared to "static" subjects. While findings are interpreted with caution given the small sample, the results of the study suggest that altered time perception may be adaptive to the stress associated with anticipated crisis.