Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 91-99). Also available in print.

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 130-150) and index.

Thesis (M.A.)--University of Missouri-Columbia, 2005. / 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 (January 23, 2007) Includes bibliographical references.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008. / Fischer, U., Committee Member ; Fisk, A. D., Committee Member ; Catrambone, R., Committee Member ; Engle, Randall W., Committee Member ; Rogers, Wendy A., Committee Chair.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xi, 113 p. Includes bibliographical references.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

Background and Objectives: The rise in cases of online child sexual exploitation has become a global problem. Understanding both the psychological profiles of this offender group and the strategies employed during the process of exploitation, is crucial for aiding prevention and detection of these crimes as well as informing treatment and educational programmes. Thus, there were two main aims of the thesis. Firstly, a systematic review was conducted to investigate the psychological characteristics of online child sexual offenders (OCSO). Secondly, research was carried out to examine the utility of a pre-existing process model of grooming in the online sexual exploitation of children (O'Connell, 2003). Methodology: A systematic search of papers published between 2006 and 2016 was carried out. Those eligible for inclusion measured psychological characteristics using psychometric tools. A quality checklist was designed to appraise the methodological robustness of each paper. For the research study, qualitative content analysis of 63 online chat logs between offenders and children was undertaken. Logs were initially coded for correspondence to stages and strategies outlined by O'Connell, and additional codes assigned to themed text that did not fit this model. Results: The systematic review revealed fourteen papers for inclusion, and collective strengths and weaknesses were identified. Compared to contact offenders, few differences in psychological characteristics were identified; however tentative evidence suggests that online offenders experience greater interpersonal deficits whilst contact offenders present with more antisocial difficulties. Qualitative content analysis of chat logs revealed partial support for O'Connell's model. Several offender strategies proposed to take place during the sexual stage were evidenced. However, no logs showed evidence of all six stages. Additional offender strategies identified included flattery and minimising their behaviour. Various child strategies were identified, with children refusing all sexual advances in the majority of logs (n=34). Conclusions: Generic sexual offender treatment packages may not best meet the needs of OCSO. An alternative is discussed. Future research should focus on the development of psychometric tools for use with OCSO. Offenders appear heterogeneous in their approach to online sexual exploitation of children. Effective educational programmes must emphasise the speed at which many offenders will introduce sexual content, for whom traditional notions of grooming do not apply.

The present study investigated the most and least frequent vocabulary learning strategies that English language teachers in Congo encourage students to use, and the strategies that Congolese students actually use to build their vocabulary. Finding out whether the students' most used strategies were teacher-encouraged or independently learned was another point of interest. A Likert-scale of 34 statements and four short-answer questions was designed to collect data. The participants included 20 male and 23 female Congolese learners of English of ages 18 to 22, all of them students in the Arts program at the Reconciliation High School in Brazzaville, Congo. Statistical and content analysis methods were employed. Attention to suffixes was the only strategy that showed a significant difference between the teacher encouraged and student used strategies. Two other strategies, guessing word meanings from context and learning words in collocations approached significance, but the difference between teacher encouragement and student use was not of practical importance. This strong correspondence between the strategies that teachers frequently encourage and students' use provided evidence about the important role that language teachers play in students' learning in general, and in strategy in particular. Quantitative results revealed contextual guessing and dictionary use to be the most frequently used strategies, whereas pronunciation was the least frequently used. Participants' narrative descriptions revealed that notebooks and notepads were frequently used in participants' independent learning of vocabulary. Furthermore, 52.38% (N= 22) of the participants attributed their frequently-used strategies to their teachers' practices and advice while 38.10% (N= 16) claimed that their strategies were independently learned. In view of theory and empirical research, the present study provided evidence that Congolese learners of English are taking responsibilities about their vocabulary learning progress by employing a variety of strategies, some of them acquired as a result of classroom learning, whereas others developed in their independent learning outside of school.