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This study developed and tested a new typology for use in Marriage and Family Therapy. The typology was created by integrating two already established typologies currently in use in MFT, the attachment style typology and the Enneagram typology. The attachment typology is based on attachment theory, a theory of human development that focuses on how infants and adults establish, monitor and repair attachment bonds. Differences in attachment style are associated with different kinds of relationship problems. The Enneagram typology categorizes people according to differences in attention processes. These differences in attention processes are also associated with different kinds of relationship problems, but also with different kinds of spiritual problems and talents. Support was found for both the internal and external validity of the integrated typology. The results were discussed in terms of relationship satisfaction and attachment based therapy. Implications for using the integrated typology to address spirituality in MFT were also discussed. / Ph. D.

This study is seen as a step towards addressing the acute shortage of psychometric instruments that can be validly and reliably used in the assessment of Zulu-speaking individuals. The Symptom Checklist-90-Revised (SCL-90-R) , a 90-item multidimensional self-report symptom inventory, was translated into Zulu. A multistage translation procedure, involving back-translation, decentering, and the committee approach was employed. The translated instrument was pretested on a group of Zulu farm workers (N = 12) and revisions made in order to improve its comprehensibility and acceptability to Zulu respondents. The psychometric equivalence of the Zulu and English versions of the SCL-90-R was investigated with bilingual Zulu students (N = 61) . Scale-level factor analysis yielded similar factor structures for both versions, and suggests that the Zulu SCL-90-R may be best utilised as a global measure of psychological distress. Scores at the scale- and item-level were reasonably comparable for the two language versions, although retest effects and apparent bilingual response sets suggest that the bilingual technique may not be a valid means of assessing translation equivalence. Acceptable test-retest reliability and internal consistency measures were obtained, indicating that the translation into Zulu did not adversely affect the reliability of the SCL-90-R. The concurrent validity of the Zulu SCL-90-R was investigated with samples of male psychiatric inpatients (N = 23) and nonpatients (N = 26). The global severity index of the SCL-90-R demonstrated moderate diagnostic efficiency, with a sensitivity of 70% and a specificity of 77%. These results suggest that the Zulu SCL-90-R may be validly utilised for the purpose of screening for mental illness. / Thesis (M.Soc.Sci.)-University of Natal, Pietermaritzburg, 1998.

Syftet med denna uppsats var att undersöka sociometerteorins sociologiska relevans, förenlighet med flerdimensionella och hierarkiska modeller av självbild samt mätinstrumentet Revised Janis and Field Scales mätegenskaper. En enkät administrerades till 225 studenter vid Karlstads universitet, varav 140 respondenter var kvinnor och 85 var män. Resultatet visar att principiell komponentanalys i huvudsak replikerar valideringsstudien från 1984 medan Raschanalys visar att mätinstrumentet har stora och allvarliga problem och behöver revideras innan användning eller kasseras. Vidare är den modell över självbilden som mätinstrumentet är avsett att fånga föråldrad och inaktuell. Resultatet visar även att sociometerteorin kan relateras till symbolisk interaktionism och därmed har en sociologisk relevans men att förenligheten med modeller över självbilden är begränsad till huruvida teorin kan anses beskriva mekanismen bakom den sociala självbilden. Diskussionen avhandlar självkänslans självuppfyllande profetia, att självhjälpsindustrin, media och allmänhet etiketterar företeelser som och tillskriver begreppet betydelse och relevans varpå det beforskas vidare trots att forskningsfältet verkar befinna sig i ett degenerativt tillstånd. Vidare diskuteras att självkänsla och självbild ej är utbytbara begrepp eftersom det senare begreppet har prediktiv validitet (dvs. har visats förutsäga andra utfall). Slutligen ges ett förslag att antingen rikta fokus mot att studera självmedkänsla, socialt stöd, socialt kapital, självbild och subjektivt välmående istället för det för närvarande fruktlösa självkänslabegreppet, eller att utveckla begreppet teoretiskt innan fler kvantitativa studier utförs. Ytterligare slutsatser och implikationer av uppsatsen diskuteras. / The purpose of this thesis was to investigate the sociometer theory’s sociological relevance, compatibility with multidimensional and hierarchical models of the self-concept and the measurement instrument Revised Janis and Field Scales measurement properties. A questionnaire was administered to 225 students at Karlstad University, of whom 140 respondents were female and 85 were male. The results shows that the principal components analysis in general replicates the validation study from 1984 while Rasch analysis demonstrates that the measurement instrument have major and severe problems and needs to be revised before use or discarded. Furthermore, the model of self-concept that the measurement instrument is intended to capture is outdated and obsolete. The results also shows that the sociometer theory can be related to symbolic interactionism and thus have a sociological relevance but that the compatibility with models of the self-concept is limited to whether the theory can be regarded as describing the mechanism behind the social self-concept. The discussion treats a self-fulfilling prophecy of self-esteem, that the self-help industry, media and public label phenomena as and ascribes the concept meaning and relevance whereon it is further researched despite that the research field seems to be in a degenerative state. Furthermore, self-esteem and self-concept are not interchangeable concepts since the latter concept has predictive validity (i.e. has been shown to predict other outcomes). Finally, a proposition is made to either direct focus at researching self-compassion, social support, social capital, self-concept and subjective well-being instead of the currently fruitless self-esteem concept, or to develop the concept theoretically before conducting more quantitative studies. Further conclusions and implications of the thesis are discussed.

Patients with amnestic type of mild cognitive impairment (aMCI) are diagnosed mainly on the basis of performance in verbal memory tests. This thesis deals with the use of a nonverbal test called the Brief Visuospatial Memory Test-Revised (BVMT-R) for the diagnosis of mild cognitive impairment (MCI). This research compared the performance of patients with clinical diagnosis of MCI (N=79) using the BVMT-R with the performance of these patients using the Auditory Verbal Learning Test (AVLT), the AVLT being a validated instrument for differentiating aMCI patients from healthy control patients. Both tests follow a similar design paradigm, but they differ in the type of stimuli measured: the BVMT-R tests memory for nonverbal material and the AVLT tests for verbal material. Results showed that there is a moderate correlation between scores (total score, delayed recall score) of the BVMT-R and equivalent scores of the AVLT. Further analyses of performance of MCI patients in both tests (in total scores and delayed recall scores) identified that there was a proportion of patients tested using the BVMT-R with memory impairment that did not show any memory impairment using the AVLT. Our findings indicate a favorable diagnostic potential of BVMT-R in the diagnostics of mild cognitive impairment. Keywords:...

<p>Syftet med uppsatsen är att undersöka om det sydafrikanska skolväsendet bygger på teorierom det individuella lärandet. Undersökningen genomförs med tre metoder, en textanalys avläroplanen, intervjuer av lärare i Sydafrika och observationer av undervisning i ensydafrikansk skola. Resultatet är att det finns vissa spår av individuellt lärande i läroplanen,hos lärarnas svar och i viss undervisning. I diskussionen kommer jag fram till att även om detfinns frön av individuellt lärande i den sydafrikanska skolan så är det inte tillräckligt för attsäga att hela det sydafrikanska skolväsendet bygger på tankar om det individuella lärandet.Nyckelord: Individuellt lärande, Lärstilar, Revised National Curriculum StatementGrades R-9, Sydafrika.</p> / <p>The purpose of this essay is to investigate whether or not the South African school systempredicates upon theories of individual learning. The investigation is carried out using threemethods, a textual analysis of the Curriculum, interviews with South African teachers andclassroom observations. The resulat is that there are some traits of individual learning in thecurriculum, in the answers of the teachers and in some of the education. In my conclusivediscussion I find that even if there are some traces of individual learning in the South Africanschool system it is not enough to say that the South African school system predicates upontheories of individual learning.</p>

Aspect-oriented middleware is a promising technology for the realisation of dynamic reconfiguration in heterogeneous distributed systems. However, like other dynamic reconfiguration approaches, AO-middleware-based reconfiguration requires that the consistency of the system is maintained across reconfigurations. AO-middleware-based reconfiguration is an ongoing research topic and several consistency approaches have been proposed. However, most of these approaches tend to be targeted at specific contexts, whereas for distributed systems it is crucial to cover a wide range of operating conditions. In this paper we propose an approach that offers distributed, dynamic reconfiguration in a consistent manner, and features a flexible framework-based consistency management approach to cover a wide range of operating conditions. We evaluate our approach by investigating the configurability and transparency of our approach and also quantify the performance overheads of the associated consistency mechanisms.

Syftet med uppsatsen är att undersöka om det sydafrikanska skolväsendet bygger på teorierom det individuella lärandet. Undersökningen genomförs med tre metoder, en textanalys avläroplanen, intervjuer av lärare i Sydafrika och observationer av undervisning i ensydafrikansk skola. Resultatet är att det finns vissa spår av individuellt lärande i läroplanen,hos lärarnas svar och i viss undervisning. I diskussionen kommer jag fram till att även om detfinns frön av individuellt lärande i den sydafrikanska skolan så är det inte tillräckligt för attsäga att hela det sydafrikanska skolväsendet bygger på tankar om det individuella lärandet.Nyckelord: Individuellt lärande, Lärstilar, Revised National Curriculum StatementGrades R-9, Sydafrika. / The purpose of this essay is to investigate whether or not the South African school systempredicates upon theories of individual learning. The investigation is carried out using threemethods, a textual analysis of the Curriculum, interviews with South African teachers andclassroom observations. The resulat is that there are some traits of individual learning in thecurriculum, in the answers of the teachers and in some of the education. In my conclusivediscussion I find that even if there are some traces of individual learning in the South Africanschool system it is not enough to say that the South African school system predicates upontheories of individual learning.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-06-28T15:53:35Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-03T15:49:37Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2018-07-03T15:49:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2018-03-23 / O expressivo crescimento do número de terapeutas cognitivo-comportamentais contrasta com a reduzida preocupação sobre os processos de formação mais efetivos e sobre as melhores estratégias de avaliação de competência de terapeutas iniciantes e já experientes. Assim, foram conduzidos três estudos sobre formação e competência em terapias cognitivo-comportamentais. O primeiro teve como objetivo descrever o estado da arte sobre a formação de terapeutas cognitivo-comportamentais. Os temas das publicações, as estratégias formativas e as medidas de competência empregadas em artigos indexados pela PsycNET e publicados entre 2011 e 2016 foram analisados. Observou-se que a produção científica analisada (N=24) pode ser considerada reduzida e que os artigos tratam de cinco temas: Modalidades de Formação, Preparação para Atuação em Quadros Específicos, Preparação para Atuação com Clientes Específicos, Desenvolvimento Pessoal do Terapeuta e Preparação para o Domínio de Técnicas ou Modelos Específicos. As estratégias de formação que têm sido mais utilizadas são formação expandida e supervisão. A avaliação de competência comumente ocorre pelo exame da prática do terapeuta. Como não foram encontradas medidas válidas e fidedignas para esse fim no Brasil e dada a necessidade de se definir como e quais competências serão desenvolvidas durante as formações, o objetivo do segundo estudo foi apresentar o processo de tradução e adaptação da Cognitive Therapy Scale Revised (CTS-R) e a análise de suas propriedades psicométricas. Após obter uma versão brasileira da CTS-R com base em diretrizes internacionais de tradução e adaptação de medidas, terapeutas experientes realizaram avaliações de sessões de terapia gravadas em vídeo com o instrumento e estagiários foram avaliados durante a supervisão clínica por seus supervisores e também se autoavaliaram. Foram obtidas evidências de validade segundo a estrutura interna e evidências de validade baseada nas relações com variáveis externas, assim como estimativas de fidedignidade a partir de consistência interna e de confiabilidade interexaminadores. Como essa medida mostrou-se adequada, foi utilizada para avaliar o desenvolvimento de competências de terapeutas-estagiários. Objetivou-se também analisar a aplicabilidade desse instrumento para autoavaliação. Houve aumento significativo de competência ao longo do treinamento e, tanto na autoavaliação quanto na avaliação por supervisores, os estagiários tenderam a ser considerados competentes desde a primeira coleta. Logo, a versão brasileira da CTS-R parece uma medida válida e fidedigna também para autoavaliação por terapeutas iniciantes. Além de analisar as limitações desta pesquisa, especialmente aquelas referentes à validade externa, são discutidas, como considerações finais da dissertação, as possíveis contribuições dos estudos para o avanço da formação de terapeutas cognitivo-comportamentais no Brasil, ressaltando que ela deve ser baseada em evidência. / The expressive increase in the number of cognitive-behavioral therapists contrasts with the reduced concern about the most effective training processes and the best competency assessment strategies of beginning and experienced therapists. Thus, three studies were conducted on training and competence in cognitive-behavioral therapy. The first one aimed to describe the state of the art on cognitive-behavioral therapists training. The topics of publications, training strategies and measures of competence employed in articles indexed by PsycNET and published between 2011 and 2016 were analyzed. It was observed that the analyzed scientific production (N = 24) can be considered reduced and that the articles deal with five themes: Training Modalities, Training to work in Specific Clinical Conditions, Training to work with Specific Clients, Personal Development of the Therapist and Training for the Domain of Techniques or Specific Models. The training strategies that have been most used are expanded training and supervision. Competency assessment commonly occurs by examining the therapist's practice. Since no valid and reliable measures were found for this purpose in Brazil and given the need to define how and which competences will be developed during the training, the objective of the second study was to present the process of translation and adaptation of the Cognitive Therapy Scale Revised (CTS) -R) and the analysis of their psychometric properties. After obtaining a Brazilian version of the CTS-R based on international guidelines for translation and adaptation of measures, experienced therapists conducted evaluations of video-recorded therapy sessions with the instrument and trainees were evaluated during clinical supervision by their supervisors and also self-assessed. Evidence of validity was obtained according to internal structure and evidence of validity based on relations with external variables, as well as reliability estimates based on internal consistency and inter-rater reliability. As this measure proved to be adequate, it was used to evaluate the development of competences of trainee therapists. The objective of this study was to analyze the applicability of this instrument for self-evaluation. There was a significant increase in competency throughout the training and, in both self-evaluation and evaluation by supervisors, the trainees tended to be considered competent from the first collection. Therefore, the Brazilian version of the CTS-R seems a valid and reliable measure also for self-assessment by beginning therapists. Besides the analysis of the limitations of this research, especially those related to external validity, the possible contributions of the studies to the advance of the training of cognitive-behavioral therapists in Brazil are discussed as final considerations of the dissertation, emphasizing that it should be based on evidence.

During the last decade, there has been severe critique directed at the auditing profession regarding its necessity and accuracy. Auditors have been accused of neglecting their duty to the public interest, which is overshadowed by their financial dependence on the audited companies. In light on several large audit failures, the users of the audit report have demanded more information be released regarding the company and the audit process. In response to this, several standard setting bodies have released new regulatory suggestions regarding the audit report. Among the revised regulations that are relevant to Sweden are the ISA 700 (revised) and the newly created ISA 701, both of which become effective starting December 2016. FAR, the Swedish Professional Institution for Authorized Accountants and Auditors, have expressed concerns regarding the effect of the implementation of the Key Audit Matters in combination with the Swedish confidentiality clause, by which auditors must abide. These revisions are meant to increase the informative value of the audit report for the users, where the main users of the audit report are non-professional investors. Due to this, along with lacking research on the topic of Swedish non-professional investors in this context, we have chosen to focus our thesis on the effects of the changes to the audit report in relation to the investment behavior of this specific group. Research Question: How is the Swedish adaptation of ISA 700 (revised) and ISA 701 likely to impact the perceived value of the new audit report to young Swedish nonprofessional investors? We have conducted an online questionnaire with an attached case, derived from a listed British company that has already made similar changes to their audit report format. Based on the responses of 100 young Swedish non-professional investors, we found that the new changes to the audit report, as we presented them, had positive effect on the young non-professional investors perception on the audit report. Of the respondents, 64% viewed the new audit report as significantly more informative than the current Swedish audit report. Both new information, in the form of the audit resolution paragraph, and useful information, in the form of the Key Audit Matters paragraph, statement of the audit firm, and movement of the audit opinion, was perceive by the respondents. In addition to this, we found that 63% of our sample would read the audit report in the future, as compared to 49% today. However, we are unsure of whether these positive effects will be observe following the Swedish implementation of the changes, due to FAR and Swedish auditors hesitation toward the Key Audit Matters.