Dissertations / Theses: 'Beliefs about social structure'

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Evans, G. A. "Causal explanation, social class and perceived efficacy." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235066.

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Miller, Kevin P. "Essentialist beliefs about homosexuality, attitudes toward gay men and lesbians, and religiosity change within a structure of interconnected beliefs /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211408615.

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Mercan, Fatih C. "Epistemological beliefs of physics undergraduate and graduate students and faculty in the context of a well-structured and an ill-structured problem." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172263722.

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Acklin, Abraham I. "Beliefs About Fatherhood Among Social Workers." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/371.

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This research was conducted to study the beliefs about fatherhood among social workers. Data for this project were gathered through separate interviews which were conducted using a sample of five individual social workers that worked with children and families. The participants were asked a series of questions regarding their beliefs about fatherhood. Ultimately, this study found that social workers believe that fathers are important and can contribute to their children’s lives in a healthy manner through emotional, educational, and financial support. The results from this study suggest that fathers play an important role in their children’s lives and greatly contribute to their emotional, mental, financial, educational, health, and overall well being. This study also suggests that though fathers are held in high regard by the social workers in this research study, there is still a pressing need for resources and programs for fathers that support the father/child relationship. Finally, suggestions for future study include the need for quality programs focused on the needs of fathers, training for staff to involve and engage fathers, and to identify the barriers obstructing father involvement.

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Nunez, Guero. "BELIEFS ABOUT RESPITE AMONG CAREGIVERS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/298.

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The emphasis of this research was to evaluate the beliefs about respite among caregivers of the clients associated with Inland Caregiver Resource Center. The caregivers of the elderly and those who suffer from Alzheimer’s and dementia, or suffer from traumatic brain injury that was organic in nature were the population of interest. These caregivers were unpaid persons who help to keep those with such conditions at home as long as possible. This study used an exploratory pilot survey instrument to assess the perception of benefit of respite used as seen from the view of the caregiver. The primary theory used to support this project was Abraham H. Maslow’s Hierarchy of Needs. Data analysis used standard statistical methodology. The benefit to the profession of social work was seen in the addition of knowledge to the fast growing field of organizational respite services. The results of the research indicated that when respite was seen as beneficial the caregiver was more able to complete activities while using respite, the caregiver believed the person or agency who cared for their loved one was professional and trusting, and the care receiver was treaded well and was more easier to care for after being cared for by another person or agency.

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Harris, Tavon Antonio. "BELIEFS ABOUT SOCIAL WORKERS AMONG BLACK MALES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/365.

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It’s been more than a decade since the National Institute of Mental Health (NAMI) initiated its public campaign, ‘Real Men Real Depression.’ Despite increased awareness, research and relevant studies indicate that African American / Black men continue to underutilize mental health treatment while still having the highest all-cause mortality rates of any racial/ ethnic group in the United States. When reading this statement, one must question what impact that the beliefs about ‘social workers’ through the lens of Black males in the United States, may play. This very simply, yet flammable, question not only seems pertinent but also seems to warrant further exploration due to the research that shows that service access and help-seeking by African-American males across the lifespan is significantly lower than that of their non-Black counterparts. That same research seems to make assumptions about why this is, however it is only responsible and ethical, given the National Association of Social workers’ (NASW) Code of Ethics calling for cultural competence in practice, that we challenge and test the rationales being offered. This study was exploratory in nature, employed a snowball sampling methodology, and utilized an electronic survey offered through social media and promoted by word of mouth, targeting Black males over the age of 18, to assess their overall knowledge about being a social worker, and their beliefs and perceptions about social workers and how they believe social workers perceive them. The goal of this study was to begin to explore the reasons for overwhelming statistics that speak to the fact that Black males do not access mental health services, especially those provided by social workers. A total of 59 were started, and 43 completed, by the target respondents, which included a 5-item scale, to assess basic knowledge about social workers, a 10-item scale to assess the general beliefs about social workers, and 13-item scale to assess the beliefs about the perceptions of social workers about Black males. Univariate and bivariate analyses were performed using SPSS, and the results revealed that although there was a moderate level of general knowledge about social workers, the general belief of the respondents were primarily negative, with their beliefs about how social workers see Black males was just slightly more positive. These results seemed to be across the board and were not shown to be correlated with level of education, income, or whether they has received direct services provided by social workers or had no affiliation with such services. What did seem to have some relevance was an overall negative belief about social workers, and a level of suspicion and distrust for how their information would be used, as evidenced by 16 respondents who started the survey but would not completed it. In keeping with the NASW Code of Ethics, recommendation are provided to helps clinicians and those social workers providing direct service, be informed of the suspicions and apprehensions among this population, while encouraging the importance of continuous learning and increasing of cultural competence, awareness and humility. Lastly, recommendations for future research are also provided for the same purposes.

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Coker, Suzanne Patricia, and s. coker@cqu edu au. "A Positive Psychological Perspective of the Direct and Indirect Influences of Gender Role Schema and the Experience of Childhood Trauma on Psychological, Physical, and Social Well-Being in Adulthood." Central Queensland University. Department of Psychology and Sociology, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20071016.145424.

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This research assessed psychosocial and cognitive factors influencing well-being, utilising a positive psychological perspective. The theoretical framework of this research was provided by two of the sub-theories of Self-Determination Theory Basic Needs Theory and Organismic Integration Theory along with Gender Role Theory, and Becks Cognitive Triad, with each of these theories relating differentially to the concept of control or self-determination. More specifically, the current research examined the relationship between gender role schema and the experience of childhood trauma with psychological, physical, and social well-being in adults. Two studies were conducted. Study 1 employed a random sample of 410 participants from Central Queensland, Australia, to develop the World Beliefs Inventory (WBI). This 21-item inventory was developed to assess world beliefs, based on a translation of Aerts et al.s (1994) philosophical conceptualisation of world beliefs into common terminology. Developing the WBI enabled the assessment of world beliefs, which along with beliefs about oneself (operationalised as perceived control), and the future (dispositional optimism) constitute Becks (1976) cognitive triad. Statistical analyses indicated that the inventory provided a good representation of the world beliefs construct, as well as possessing favourable concurrent validity (e.g., positive views regarding the nature of the world were associated with decreased frequency of depressive symptoms experienced, and greater general psychological health and self-esteem). Study 2 was designed to investigate the direct and indirect relationships between gender role schema (masculinity and femininity) and the experience of childhood trauma with psychological, physical, and social well-being, being mediated by (a) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness, (b) beliefs about the world, oneself, and the future, (c) the self-regulation of withholding negative emotion (SRWNE), and (d) somatic amplification. Study 2 employed a separate random sample of 605 participants from Central Queensland. Psychological, physical, and social well-being were each assessed independently to determine whether patterns of significant relationships were similar or different across the different types of well-being. In order to test the theories underlying the structural models of well-being, five hierarchical models of each type of well-being were analysed and compared. Satisfaction of the basic psychological needs for autonomy, competence, and relatedness, and beliefs about the future (dispositional optimism) were found to play a role in the process via which masculinity, femininity, and the experience of childhood trauma influenced all three forms of well-being, while world beliefs were additionally found to influence social well-being, and the SRWNE additionally influenced physical well-being. Results therefore support Basic Needs Theory and provide partial support for Becks cognitive triad. They also provide evidence of the utility of the concept of the SRWNE, which was developed in accordance with Organismic Integration Theory.

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Pelayo, Aida Araceli. "BELIEFS ABOUT RELIGION AND SPIRITUALITY AMONG SOCIAL WORKERS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/334.

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The present study focused on the social workers perspectives regarding the integration of religion and spirituality in therapy. Understanding these components will expand the knowledge of social workers and it will enhance the therapeutic relationship among clients and clinicians. It also allows social workers to provide a comprehensive service to a multicultural and diverse population. In order to provide a holistic approach, social workers need to address the issues of clients through a biopsychosocial perspective that includes religion and spirituality. For the most part, religious and spiritual people use these components in their daily lives to cope with unanswerable questions of life. Then, social workers may utilize these concepts as coping mechanisms when treating clients. Eight participants provided their professional experiences regarding the integration of religion and spirituality in therapy and its effectiveness. Participants for this study average 17.6 years of experience. Participants have extensive experience in providing individual counseling and group therapy. Participants are from various educational background, ethnicity, age and gender.

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Cometa, Lisa. "Consumer Beliefs About Green Hotels." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1331918204.

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Ashford, Dimitri Shabree. "BELIEFS ABOUT SELF-CARE AMONG ONCOLOGY PROVIDERS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/54.

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The research question in this project explores self-care practices that oncology providers utilize to manage stress, burnout, and compassion fatigue in their work environment. As an exploratory study, this research project examines self-care practices among the oncology providers and how self-care relates to the quality of patient care. The survey provided to the participants focused on the individual well-being such as spiritual, social support, physical, and emotional support. Findings from this study indicated that oncologist utilize spiritual self-care more than any other medical professional. The older adults utilize their social support systems more than the younger adults. Individuals with three or more children are better at utilizing their social support, physical self-care, and emotional support systems than individuals with two or less children.

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Kelleher, Shannon R. "Teachers’ Beliefs About Mental Health Issues." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/16.

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This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.

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Soto, Seidy Jhosselyn, and Marry Jean Stuart. "BELIEFS ABOUT SUBSTANCE ABUSING CLIENTS AMONG SOCIAL WORK STUDENTS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/17.

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This study was a quantitative survey and explored beliefs about substance abusing clients among sixty-three social work students. The study focused on the extent to which social work students display bias toward clients with a substance abuse disorder. The study also explored the attitudinal domains of permissiveness, treatment intervention, non-stereotypes, treatment optimism, and non-moralism. The study found that social work students who have taken a substance abuse education class are less like to attribute substance abuse addiction to a weak will in the client. The study recommends that future studies on beliefs about substance abusing clients among social work students include qualitative interviews to determine how substance abuse education reduces bias toward substance abusing clients among social work students.

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Boyd, Gyda D. "Beliefs About Animal Assisted Interventions Among Medical Social Workers." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/408.

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Animal‑Assisted Intervention (AAI) is used to significantly reduce pain, lower blood pressure, decrease anxiety, and help ease depression in people with a range of health problems; however, it is not readily used in the hospital setting. Research involving the Human‑Animal Bond (HAB) is well established, yet most social workers receive no special training or coursework about this topic as it applies to working with patients or consumers. This study sought to understand the beliefs about AAI among medical social workers in healthcare settings in order to gauge what knowledge and degree of exposure they may have had to AAI. Eighteen randomly selected social workers, holding MSW, ASW, LMSW or LCSW credentials, employed from 6 months to 26 years in hospital or cancer clinic settings across the United States were interviewed by phone, recorded, and their comments transcribed. Nine specific themes were identified. Fifteen of the 18 medical social workers had no formal training, workshop or class discussion during undergraduate or graduate school training. No one had any on the job training, unless they purposefully sought it out, as three did. All participants agreed that they would like to know more about AAI to incorporate into their workplace in order to better inform patients, doctors, nurses and staff about the benefits of animals as a natural healing modality.

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Hayes, Erik G. "Beliefs About Caregiving Services Among Helping Professionals." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/171.

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The research question of this study explores beliefs helping professionals have about caregiving services. The survey provided to participants of this study examined beliefs concerning what services are most important for caregivers to have access to, as well as what are the most significant barriers caregivers may experience when attempting to access or receive such services. Findings from this study indicate that the most important respite care services for caregivers to have access to include overnight/weekend care, access to short breaks and socialization, access to training/education, and support with providing activities of daily living for the care recipient. Findings from this study also indicate the most significant barriers to caregivers accessing or receiving services are misgivings about trusting another individual with the care of a loved one, feeling overwhelmed, and not being adequately prepared for the responsibilities of being a caregiver at discharge from a hospital setting. It is important for Social Work practitioners to be aware of the respite needs of caregivers, as well as potential barriers to accessing services that would help to address those needs.

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Hernandez, Alma Elizabeth, and Stephanie Michelle Araiza. "Beliefs About Substance Abuse Among Adolescents: What Works?" CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/61.

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The purpose of this study was to explore beliefs about what works in substance abuse treatment among adolescents. This was a qualitative study that was comprised of fourteen counselors who were interviewed regarding what works in substance treatment with adolescents. The study identified four themes that contribute to our knowledge about what works in substance abuse treatment among adolescents. The study recommends that future research explore further what works with adolescents in substance abuse treatment, including collaborating with family members, identifying strengths in adolescents, building an authentic rapport with adolescents, and using the latest evidence-based practices.

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Florez, Gina V., and Guillermina Hall. "BELIEFS ABOUT THE LGBTQ COMMUNITY AMONG SOCIAL WORK GRADUATE STUDENTS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/178.

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This research project was a quantitative survey study design to examine the attitudes of 49 Master of Social Work students attending California State University, San Bernardino. Recently, laws regarding same-sex marriage have been rapidly changing. As of this project completion, 37 states have legalized same-sex marriage. Therefore, now more than ever before, it is imperative that social work graduate students feel prepared to adequately provide services to the lesbian, gay, bisexual, transgender and queer (LGBTQ) populations. Additionally, and of primary concern to the researchers, this project sought to determine whether graduate students felt that they had received adequate training and education regarding LGBTQ service, health, youth, elderly, support of same-sex families, rights and discriminatory practice issues while in attendance at this college. Gay affirmative practice is something that should be provided the same as heterosexual service practices. Similar to previous studies, this study concluded that religion, political affiliation, age and sexual orientation contributed to how prepared an individual felt in providing services to the LGBTQ populations.

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Bettosini, Nicholas, and Conrad Paul Akins-Johnson. "SOCIAL WORK STUDENTS’ ATTITUDES AND BELIEFS ABOUT MENTAL HEALTH COURTS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/740.

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Mental Health Courts (MHCs) are a diversion program for mentally ill offenders in lieu of incarceration. The Substance Abuse and Mental Services Administration (SAMHSA) developed these specialized court programs in the 1990’s to assist mentally ill offenders in overcoming barriers to treatment. While new laws have begun to change the way mentally ill offenders are viewed from a law enforcement standpoint, social workers’ attitudes and beliefs about these programs have not been studied. This quantitative study’s purpose was to examine Master of Social Work (MSW) Graduate students’ attitudes and beliefs of mentally ill offenders and MHCs. Social work student participants completed an online questionnaire developed by the researchers using Qualtrics software. We analyzed the data using descriptive and inferential statistics, including a t-test. Our hypothesis that attitudes and beliefs of social work students varied based on the student’s year in the MSW program was not supported by the data. These findings suggest that students’ attitudes and beliefs about MHCs remain consistent throughout their graduate social work training. Although, our findings do not generalize to all social work students or to social workers in the field, these findings suggest students’ exposure to this topic during their MSW program may be limited and may warrant further investigation. We discuss these findings and their implications for social work curriculum and practice.

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Cortez, Ashley Maxine. "BELIEFS ABOUT MENTAL HEALTH SERVICES AMONG EMERGING ADULT LATINOS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/312.

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Latino populations continue to utilize mental health services at lower rates than their non-Latino counterparts. This is concerning for several reasons. Mental illness, is extremely prevalent in the general population. The population of Latinos (particularly younger individuals) in the United States is rapidly increasing. Acculturation has been found to negatively impact mental health issues in Latino populations. And finally, emerging adult’s unmet mental health needs / issues place them at risk for failing to adapt to adult roles, impacting their lives in many ways. This mixed methods study implores primarily quantitative design and includes two qualitative questions to explore the beliefs about mental health services among emerging adult (18-25) Latinos. Data for this study was derived from a survey, which was developed by adapting current qualitative research focused on Latino mental health and barriers to service. Additionally, questions were created by adapting the Community Attitudes Toward the Mentally Ill to explore stigma towards mental health services and illness. Forty-three completed surveys were analyzed; the findings are presented within this thesis.

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West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping. Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.
Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ŉ voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ŉ mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ŉ Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ŉ spesifieke instelling te studeer waar ŉ gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ŉ gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ŉ statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ŉ meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ŉ kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted

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Ndukwe, Sonia U. "BELIEFS ABOUT RELIGION AND SPIRITUALITY AMONG SUBSTANCE ABUSE COUNSELORS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/18.

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This study examined the beliefs about religion and spirituality among substance abuse counselors. The data was gathered using an explorative qualitative design by interviewing substance abuse counselors in the field and asking questions related to the religion, spirituality, and the influence on their practice. This research highlighted the impact of substance abuse as a spiritual disease that affects the physical, mental and spiritual aspects of the client’s life. The key findings were related to the responses from the participants because it highlighted the importance of meeting the client where they are (motivational congruence), tolerance, acceptance, and the impact of agency policies. The second key finding is the substance counselor’s beliefs have no bearing in their practice because they operate under the philosophy of motivational congruence which is meeting the client where they are. Even though they have personal beliefs they are able to implement the professional use of self-focusing more on the client’s needs as opposed to theirs. The implication for future research is the contribution to extant literature by emphasizing the importance of religious or spiritual practices in the recovery process.

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Duarte, Emma Celina. "BELIEFS AMONG LICENSED CLINICAL SOCIAL WORKERS ABOUT ASSESSING PARENTS ABUSED AS CHILDREN." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/179.

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Child abuse is a pressing national issue that affects thousands of children every year in the United States. The lifelong implications of child abuse been well documented in the literature, which identifies psychopathology, interpersonal violence and suicide risk, and substance abuse as a prominent triad of the negative sequelae of child abuse. Parents abused as children represent a subgroup that introduces additional domains of clinical interest and unique needs, including parenting stress and perceived parenting competence. These complex clusters of needs are clinically significant, and the beliefs licensed clinical social workers (LCSWs) hold about parents abused as children can significantly affect the assessment process. This study sought to assess LCSW beliefs about assessing parents abused as children through qualitative interviews with 10 LCSWs with clinical experience that could have included this population. This study found that LCSWs emphasize the three domains of psychopathology, interpersonal violence and suicide risk, and substance abuse in their assessment processes, thus reflecting LCSW beliefs about the saliency of these issues. The exploration of strengths and resources also emerged as a significant area of assessment and case conceptualization, which demonstrates congruence with core social work values. Culture, parental stress and client-perceived competence were not, however, emphasized in the participant responses. Overall, this study points to the strong congruence between the expressed LCSW beliefs about assessing this population and the domains emphasized in the literature, as well as core social work values.

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Psouni, Elia Eleftheria. "Beliefs about mothering and fathering, in non-parents and parents : themes, structure and well-being." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/f2ed8fcf-25f2-4d04-8413-8f807de8a13e.

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Olsen, Kaelin. "Practicum Students' Beliefs About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2570.

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This study examined practicum students ' beliefs and experiences abo ut developmentally appropriate practice (DAP) prior to a practicum experience and following it. Another goal was to examine differences between the practicum students' majors and their pre- and posttest DAP beliefs and experiences scores. Finally, this investigation sought to determine the differences between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting. A total of 95 students completing a practicum in the Adele and Dale Young Child Development Laboratory in the infant (Group I) or the 2-year-old classroom (Group 2) participated in the study. The students completed the Teacher Beliefs and Praclices Survey: Infan/s and Toddlers, as well as the Teacher Beliefs and Praclices Survey: Jnfanls if they were in Group I, or the Teacher Beliefs and Praclices Survey: Toddlers, if they worked with Group 2. The questionnaire consisted of two sections. The items on the first part were designed to assess the practicum students' beliefs about DAP. The second part of the questionnaire measured practicum students' experiences and activities in the infant or toddler classroom. Findings from the infants and toddlers measure indicate that the practicum students did show a statistically significant increase from pretest to posttest in their DAP beliefs, and a statistically significant decrease in DAP experiences. This might suggest that the students were able to understand the theories and philosophies of DAP; however, interpreting the guidelines of DAP into classroom practice in the short time associated with the practicum was a difficult task. Results also showed a statistically significant difference between practicum students of different majors and their DAP beliefs and experiences prior to the practicum experience as compared to after. Practicum students with majors in family, consumer, and human development with an emphasis in human development showed the greatest increases in their DAP beliefs over time. Students majoring the early childhood education and related majors showed a statistically significant increase in their DAP experiences between pre- and posttest. Finally, analyses to determine the relationship between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting showed that Group I (infants) had a statistically significant increase in DAP belief scores, even though they spent less time in the practicum setting. Group II (toddlers), who spent a longer time in the practicum selling, had a statistically significant increase in DAP experience scores. Implications of these findings for teacher educators and students are presented. Recommendations for future research are also included.

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McCrory, Victor Keith. "Social studies educators' perceptions of and beliefs about the inclusion of religion in textbooks." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07082008-114344/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Chara Bohan, committee chair; Lori Elliot, Joseph Feinberg, Caroline Sullivan, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references p. 170-184).

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Hammond, Amanda N. "The Relationship between Positive Beliefs about Post-Event Processing and Social Phobia Symptoms." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/346.

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Meta-cognitive models have been utilized to explore the relations between worry and generalized anxiety disorder, as well as, the associations between rumination and depression. However, relatively few studies have focused on the role of meta-cognitive variables and social phobia symptoms. It is possible that individuals with social phobia follow a pattern of thinking similar to that of those who experience depressive rumination and worry. Specifically, it may be that individuals with social phobia hold positive beliefs about their highly negative prolonged post-event evaluations of social interactions. The primary goal of this study was the development and assessment of the Positive Beliefs about Post-Event Processing Questionnaire (PB-PEPQ). Further, it was predicted that post-event processing would mediate the relationship between positive beliefs about post-event processing and social phobia symptoms. The findings from this study suggested that the PB-PEPQ is a valid and reliable construct. Additionally, the findings provide initial evidence for a cognitive model in which individuals who tend to hold positive beliefs about post-event processing, tend to engage in post-event processing which may increase social phobia symptoms.

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Alexander, Aryriana. "Beliefs About Children Who Have Been Incarcerated: What Do Parents Know?" CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/142.

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The purpose of this study is to explore the relationship between traditional African-American American parenting and the overrepresentation of African-Americans in America’s jails and prisons. This qualitative study utilized semi-structured interviews of twelve parents who have had a child incarcerated in their adult life to gather data. Study participants were asked their experiences with several traditional happenings, supported by research, in some traditional African-American households. Topics discussed included religion, spanking, and single parenthood. The study found that many of the traditional happenings of African-American parenting occurred within the homes of parents with children who were incarcerated, which supports previous research. Additionally, the study found that negative views of law enforcement officers were held by several participants and passed down to their children. Moreover, the majority of participants believed that race had some bearing on the treatment of their child by law enforcement and the legal system. The findings of the study suggest that there is room for social workers to be more aware of the unique needs of the African-American community and advocacy is necessary for programs and resources to reach this special population. Furthermore, social workers should continue to seek cultural competence and demonstrate racial awareness when working with clients.

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Mabry, J. Beth. "Social Structure and Anger: Social Psychological Mediators." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29665.

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This study uses 1996 General Social Survey data to examine potential social psychological mediators, suggested by equity theory and research on distress, of the relationship between social structure and anger. A broader social structure and personality approach to anger is compared with the equity and stress models proposed. Among social structural locations, anger varies only by age when other social characteristics are controlled in OLS regressions. Frequency of anger declines with age. No direct relationship between anger and gender, ethnicity, education, income, or marital or parental statuses is evident. However, the tendency to express anger is associated with more frequent anger. Equity beliefs about gender and individualism do not significantly affect anger. However, the belief that others cannot be trusted is positively related to anger and mediates the relationship between age and anger. Similar to findings related to distress, both self-efficacy and social integration suppress anger. As suggested by the social structure and personality approach, combining cultural factors, such as beliefs, and proximal influences, such as social and personal resources, explains more of the relationship between social structure and anger than either an equity or stress model alone. Mistrust and self-efficacy together explain more variation in the frequency of anger than either alone. In this study, social disadvantage does not directly predict anger. Because anger is prevalent in work and family relationships, the relationship between age and anger may be explained by age-graded changes in work and family roles (Schieman 1999). However, this would not explain the lack of variation in anger by other structural locations in which social disadvantage likely affects work and family relationships. The social psychological factors that have the most significant effect anger in this study (mistrust and self-efficacy) vary by ethnicity and socioeconomic status. Were it not for greater mistrust and lower self-efficacy, blacks and the socioeconomically disadvantaged would be angry significantly less often than whites and those of higher socioeconomic status. These findings suggest that expectations and perceptions of control, shaped by in-group comparisons and experience and which vary by social structural location, may affect anger.
Ph. D.

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Raley, Kristin Nicole Blashfield Roger K. "Essentialist beliefs about homosexuality structure and implications for prejudice ; a replication of Haslam and Levy, 2006 /." Auburn, Ala., 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Thesis/Raley_Kristin_2.pdf.

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FalcÃ³n-Huertas, Mildred. "Teachers' literacy beliefs and their students' conceptions about reading and writing." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/2519.

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This investigation examined first-grade teachers' literacy beliefs and practices and its relationship with their students' conceptions about reading and writing. For the first part of the study a sample of 76 first-grade teachers, from two school districts in Puerto Rico, completed the Literacy Orientation Survey (LOS). The combined score of the LOS was calculated and used to categorize teachers according to their literacy beliefs and practices as constructivist, eclectic, or traditional. After matching by years of experience and educational level, a stratified random sample of six teachers, two from each literacy viewpoint (traditional, eclectic, and constructivist), and 48 first-grade students was selected to participate in the second part of the study. A simple random sample of eight students (four low-achieving readers and four high-achieving readers) was selected from the classrooms of each of the six teachers, who represented the three differing literacy beliefs. Individual interviews were conducted with the students, using Wing's (1989) interview protocol, in order to assess their conceptions of reading and writing. The results of this study regarding the nature of teachers' literacy beliefs indicated that most teachers appear to hold traditional literacy beliefs and practices, whereas a very small number of the participant teachers seem to hold literacy beliefs and practices categorized as constructivist. A statistical significant association was found between teachers' literacy viewpoint and students' conceptions about reading and writing. First-grade students whose teachers held a constructivist literacy viewpoint seemed to have more holistic conceptions of literacy, whereas students whose teachers held a traditional or an eclectic literacy viewpoint seemed to have more skills or test-based conceptions of reading and writing. Results indicate that first-grade students' ideas regarding the purposes and nature of reading and writing appear to be compatible with their teachers' literacy beliefs and practices. No significant relationship was found between students' conceptions of reading and writing and their reading ability. Implications for literacy teaching, learning, and further research are discussed.

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Baker, Chris L. (Chris Lawrence). "Bayesian Theory of Mind : modeling human reasoning about beliefs, desires, goals, and social relations." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/73768.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 127-139).
This thesis proposes a computational framework for understanding human Theory of Mind (ToM): our conception of others' mental states, how they relate to the world, and how they cause behavior. Humans use ToM to predict others' actions, given their mental states, but also to do the reverse: attribute mental states - beliefs, desires, intentions, knowledge, goals, preferences, emotions, and other thoughts - to explain others' behavior. The goal of this thesis is to provide a formal account of the knowledge and mechanisms that support these judgments. The thesis will argue for three central claims about human ToM. First, ToM is constructed around probabilistic, causal models of how agents' beliefs, desires and goals interact with their situation and perspective (which can differ from our own) to produce behavior. Second, the core content of ToM can be formalized using context-specific models of approximately rational planning, such as Markov decision processes (MDPs), partially observable MDPs (POMDPs), and Markov games. ToM reasoning will be formalized as rational probabilistic inference over these models of intentional (inter)action, termed Bayesian Theory of Mind (BToM). Third, hypotheses about the structure and content of ToM can be tested through a combination of computational modeling and behavioral experiments. An experimental paradigm for eliciting fine-grained ToM judgments will be proposed, based on comparing human inferences about the mental states and behavior of agents moving within simple two-dimensional scenarios with the inferences predicted by computational models. Three sets of experiments will be presented, investigating models of human goal inference (Chapter 2), joint belief-desire inference (Chapter 3), and inference of interactively-defined goals, such as chasing and fleeing (Chapter 4). BToM, as well as a selection of prominent alternative proposals from the social perception literature will be evaluated by their quantitative fit to behavioral data. Across the present experiments, the high accuracy of BToM, and its performance relative to alternative models, will demonstrate the difficulty of capturing human social judgments, and the success of BToM in meeting this challenge.
by Chris L. Baker.
Ph.D.

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Golden, Angela R. "BELIEFS ABOUT SUBSTANCE ABUSING PARENTS AMONG CALIFORNIA STATE UNIVERSITY MASTER OF SOCIAL WORK STUDENTS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/506.

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The purpose of this study was to examine the beetles about substance abusing parents from California State University San Bernardino (CSUSB) NEW students. The biases that human device professionals hold toward substance abusers have the potential to negatively impact clients' health, well- being, and access to services. Understanding future social workers ' biases towards substance abusing parents is key as these future professionals are likely to serve families impacted by substance abuse in their future roles. This quantitative study used a self-administered, online survey to assess the beliefs of foundation and advanced-year MSW students from CSUSB. In general, the findings suggested that students believed substance abusing parents had the abilities to effectively address their substance abuse issues and parent their children. Foundation and advanced year students expressed considerable agreement with each other in this regard, with only a few exceptions. These findings are limited by a relatively small sample size and by unknown reliability and validity of the survey instrument. However, the findings suggest that MSW students, at least at this university, hold limited biases towards substance abusing parents. Further research should address whether and to what extent these biases change over time and with professional experience after graduation.

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Cross, Jennifer R. "The influence of family and peer socialization on adolescent beliefs about intergroup relations." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395458.

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Adolescents (N=516) in a rural Midwest high school, grades 9-12, indicated the crowds to which they belong from a list of 10 crowds specified by 4 classes in the school (e.g., Jocks, Emo, Farmers, Smart Kids/Nerds), along with the crowd to which they belong "more than any other." Most of the students (76%) claimed to belong to more than one crowd. Two-step cluster analysis was used to identify patterns of crowd membership, resulting in 8 clusters of distinct, heterogeneous composition. Students were compared on S. E. Paulson's (1994) parenting scale and on J. T. Jost and E. P. Thompson's (2000) social dominance orientation scale. SDO differed significantly among the males in the different crowd clusters, but not the females. Male members of clusters with a majority of members belonging in the Smart Kids/Nerd crowd or who considered themselves "Just Normal" had lower SDO scores than members of clusters with few or no members in the Smart Kids/Nerd crowd. Both mother's and father's responsiveness significantly predicted adolescent's SDO scores after controlling for gender, which was higher among males than females in this adolescent sample. In combination, mother's and father's responsiveness and demandingness explained 12% of the variance in SDO scores. Adolescents who perceived their parents as more responsive had lower SDO scores than adolescents with less responsive parents, but parent responsiveness and demandingness were not related to crowd cluster membership.
Department of Educational Psychology

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Richardson, Darlyne. "Understanding Distinctive Beliefs and Perceptions about Depression among Haitian Men." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/163.

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As of 2010, depression was the second most serious disorder among developed nations. Historically, African Americans, Latinos, and people of Caribbean descent have underutilized mental health services and have therefore been underrepresented in such statistics. Investigation into depression among Haitian men, from a Western or a non-Western cultural perspective, has been sparse in the literature. Bandura's social learning theory and Mahalik's biopsychosocial framework provided the theoretical foundation for this investigation. The purpose of this quantitative analysis was to explore the relationship between levels of depression in Haitian men related to restrictive emotionality, self-reliance, subjective masculine stress, spiritual well-being, and length of time in the United States. The data were obtained from demographic questionnaires and surveys to among 90 Haitian men residing in the United States, between the ages of 20 to 40 years old. Data were analyzed using multiple regression. The results indicated Haitian men who have been in the United States for a longer period of time showed a significant correlation to depression in comparison to their counterparts who have been in the United States for a shorter period of time (r = .22, p< .04). These results promote social change by providing information about depression among Haitian men to health care professionals, clinicians, and researchers who provide services to this grossly underserved population.

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Williams, Dominic. "BELIEFS ABOUT RELIGION AND SPIRITUALITY AMONG HELPING PROFESSIONALS IN A GROUP HOME." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/338.

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This study will examine how religion impacts adolescents in a group home setting, and how they perceive its importance in their lives. The data was gathered using a qualitative method, and included interviews with a sample of staff members (all adults) who work with adolescents in a group home setting.The helping professionals were interviewed and asked 15 questions pertaining to their knowledge regarding the ways in which their subject residents embraced religion and spirituality. This included their observations as to frequency of prayer or meditation, reading or studying of sacred texts, meetings such as prayer meetings or other ritual activities, and a number of other questions regarding the ways in which religion and spirituality are manifested among residents in a group home setting. The study also inquired of the helping professionals whether adolescent residents had ever expressed to them a belief in God or a higher power, and if they had, their reflections and feelings verbally expressed. This research focuses on the impact of religion on the outlook of adolescent group home residents, including what it means to them and whether or not it is important, and if so to what degree. Helping professionals were interviewed rather than the residents themselves to avoid any possible conflicts or legalities in questioning subjects under the age of 18 years old. The responses to the questions by the staff members will help to provide answers as to how adolescents in a group of setting feel about religion and spirituality. This research also explores whether adolescents who embrace religion or spirituality display positive or negative behaviors or whether there is any change at all in their perceptions and reactions to external circumstances surrounding them. Further research needs to be conducted in other group homes with either higher or lower functioning surroundings to see if religion is important to other adolescents, or have no effect in the way they live or think.

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Bobowik, Magdalena, Darío Páez, James H. Liu, Agustin Espinosa, Elza Techio, Elena Zubieta, and Rosa Cabecinhas. "Beliefs about history, the meaning of historical events and culture of war." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102657.

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This study examines beliefs concerning the content of history, the meaning of Second World War (WWII) and the evaluation of historical events in relation to pro-war attitudes. Participants were 1183 university students from Spain, Portugal, Argentina, Brazil, Peru and Cape Verde. Four supra-level dimensions in the representations of the past were found: History as progress and leaders-oriented, history as focused on justifying calamities, history as violence and catastrophe, and history as meaningless. The prevalent positive beliefs about history were linked with enthusiasm to fight in a future war for one’s country.
Se estudiaron las creencias sobre el contenido de la historia, el significado de la Segunda Guerra Mundial y la evaluación de eventos históricos en relación con una actitud favorable a la guerra. Los participantes fueron 1183 estudiantes universitarios de España, Portugal, Argentina, Brasil, Perú y Cabo Verde. Se encontraron cuatro grandes dimensiones en las representaciones sobre el pasado: la historia como proceso de progreso y dirigida por líderes; la historia compuesta por calamidades que se deben aceptar; la historia como violencia y catástrofes; y, la historia como carente de sentido. La prevalente visión positiva de la historia se asoció a una actitud favorable a luchar en una nueva guerra.

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Kilgore-Bowling, Genesia. "THE IMPACT OF ATTITUDES AND BELIEFS ABOUT FAT ON SOCIAL WORK EDUCATION IN APPALACHIA: AN EXPLORATORY STUDY." UKnowledge, 2017. https://uknowledge.uky.edu/csw_etds/19.

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Anti-fat bias and the resulting discriminatory behavior is widely documented and impacts almost every aspect of an obese person’s life, including healthcare/insurance, education, employment, interpersonal relationships, and protection under the law. This has serious psychological, social, physical health, and economic consequences for the obese person. The non-social work related literature provides an abundance of evidence that when obese people seek assistance from a helping professional, they are met with the same anti-fat bias and discrimination present in other areas of their lives. Recognizing that anti-fat bias can lead to negative practice behaviors with obese patients and clients, many professional education programs have implemented curriculum modules and trainings focused on bias reduction. Unfortunately, there is little evidence regarding the existence of anti-fat bias among social work professionals and no evidence regarding whether social work education is including obesity and related issues in its curriculum. Utilizing the Anti-fat Attitudes Test (AFAT), the Universal Measure of Bias-FAT (UMB-FAT), and researcher created inventories, this study surveyed 129 social work educators in Appalachia to explore whether they have an anti-fat bias, if they include issues related to fat in their courses, and if so, is curriculum inclusion adhering to the dominant biomedical discourse or taking a social justice oriented approach. Findings suggest that social work educators in Appalachia hold mostly positive attitudes toward fat individuals and when negative attitudes are present they are related to physical attractiveness and romantic attraction. The data also suggest that social work educators from the southern region of Appalachia hold more anti-fat bias than educators from other regions. The study indicates that social work educators feel that obesity and related issues are worthy of attention from the profession, but they are less convinced that they should be addressing the topic(s) in the courses they teach. Social work educators who do include obesity in their courses tend to focus on exposing students to foundational social justice knowledge and how to recognize oppression and discrimination but they do not prepare them to provide services for and advocate for obese clients. Regional differences in curriculum topics are discussed. Results from the study have important implications for professional social work education. Limitations of the study and areas for further research are considered.

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Clarke, Rachel. "Parental Attitudes, Beliefs and Behaviors about Caries Prevention among Black Preschool Children." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3223.

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Tooth decay is one of the most common chronic conditions that affect children in the U.S. Non-Hispanic Blacks are among the children facing the greatest racial and ethnic disparities in caries experience and treatment. Parents play a significant role in ensuring the success of preventative measures aimed at reducing prevalence of early childhood caries. It is therefore important for public health professionals to understand the oral health, attitudes, beliefs, and behaviors of Black parents in order to effectively design and tailor interventions for caries prevention among preschool children. The twofold purpose of this study was to: (a) determine whether attitudes, beliefs of Black parents predict behaviors about preventative measures against caries for their preschool children, and (b) determine whether the attitudes and beliefs about caries preventive behaviors vary between different ethnic groups of Blacks in Miami-Dade County. The cross sectional study utilized an oral health survey comprised of a modified version of the CDHQ, and the Nutrition Questionnaire for Children to examine attitudes, beliefs and behaviors of Black parents. The study sample included 192 African American, Haitian, and Afro-Caribbean parents of 3-5 year-old children in Miami-Dade County. Logistic regression and Chi Square analysis were used to answer the research questions and hypotheses. Perceived seriousness of decay, parental efficacy to brush child’s teeth, and chance control are significant predictors of children using toothpaste and parents brushing children’s teeth twice a day (pp Health educators can play a major role in designing and delivering quality oral health and disease prevention interventions for parents of preschoolers. Clearly there are opportunities to complement school-based oral health education for preschool children with a culturally appropriate parental component. The between group differences indicate that interventions need to be more specifically tailored to the racial/ethnic group intended to receive the intervention in order to have greater effectiveness.

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Ricco, George Dante. "Degree program changes and curricular flexibility| Addressing long held beliefs about student progression." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613363.

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In higher education and in engineering education in particular, changing majors is generally considered a negative event - or at least an event with negative consequences. An emergent field of study within engineering education revolves around understanding the factors and processes driving student changes of major. Of key importance to further the field of change of major research is a grasp of large scale phenomena occurring throughout multiple systems, knowledge of previous attempts at describing such issues, and the adoption of metrics to probe them effectively. The problem posed is exacerbated by the drive in higher education institutions and among state legislatures to understand and reduce time-to-degree and student attrition. With these factors in mind, insights into large-scale processes that affect student progression are essential to evaluating the success or failure of programs.

The goals of this work include describing the current educational research on switchers, identifying core concepts and stumbling blocks in my treatment of switchers, and using the Multiple Institutional Database for Investigating Engineering Longitudinal Development (MIDFIELD) to explore how those who change majors perform as a function of large-scale academic pathways within and without the engineering context. To accomplish these goals, it was first necessary to delve into a recent history of the treatment of switchers within the literature and categorize their approach. While three categories of papers exist in the literature concerning change of major, all three may or may not be applicable to a given database of students or even a single institution. Furthermore, while the term has been coined in the literature, no portable metric for discussing large-scale navigational flexibility exists in engineering education. What such a metric would look like will be discussed as well as the delimitations involved.

The results and subsequent discussion will include a description of changes of major, how they may or may not have a deleterious effect on one's academic pathway, the special context of changes of major in the pathways of students within first-year engineering programs students labeled as undecided, an exploration of curricular flexibility by the construction of a novel metric, and proposed future work.

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Feathers, Christopher A. "Teacher and Administrator Beliefs about Grade Retention in Northeast Tennessee School Districts." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3704.

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The purpose of this study was to determine if teachers and administrators hold differing beliefs about grade retention. School districts in Northeast Tennessee participated in this study. Participants in eight school districts took an online survey designed to collect data on beliefs about grade retention. The survey consisted of two sections. Section A inquired about beliefs about grade retention. Section B collected demographic information and also included an openended response question. Respondents were also asked to choose a factor that has the strongest influence on their belief. Responses from 205 surveys were analyzed and informed the results of this study. A quantitative study was conducted to determine if significant differences about grade retention existed between teachers and principals. Overall belief scores were measured to determine if teachers and administrators favor grade retention as an effective intervention strategy. Independent variables in this study included: type of system, grade level, years of experience, and type of degree. Factors that had the strongest influence on beliefs about grade retention included: other people’s opinions, principal’s opinion, research, experience with a retained student, or other. Respondents choosing other were asked to explain their answer. 3 Findings from the study indicated that there is not a significant difference in beliefs about grade retention between teachers and administrators in a city school system versus a county school system. Additional analysis did not show significant differences in beliefs about grade retention between teachers in grades kindergarten through fourth grade (K-4) versus teachers in grades fifth through eighth (5-8). A teacher’s or administrator’s number of years of experience did not indicate significant differences in beliefs about grade retention. The type of degree held by teachers and administrators did reveal a significant difference in beliefs about grade retention between the two degree types (graduate or bachelor’s). Results from this test indicated that teachers with a graduate degree significantly favor retention over teachers who hold a bachelor’s degree. Additionally, an overall belief score for all respondents was calculated for significance. Overall belief scores showed that, in spite of the research showing retention as a negative practice, both teachers and principals are significantly in favor of grade retention as an effective intervention strategy.

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Rubin, Ronnie M. "Children's beliefs about peer relations links to peer rejection, depression, aggression, and the beliefs of parents and teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2007. http://proquest.umi.com/pqdweb?did=1342734151&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Rubincam, Clara. "Alternative beliefs about HIV/AIDS : re-examining distrust among young adults in Cape Town, South Africa." Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/790/.

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Alternative beliefs about HIV – such as the man‐made origins of the virus or the secret existence of a cure ‐ can undermine trust in, and engagement with HIV prevention and treatment initiatives. These effects make understanding such beliefs an important component of responding to HIV/AIDS in South Africa. Echoing Robins’ observation that the current era allows for “the possibility of critical reflection on the ways in which contestations over scientific truth unfold under particular historical conditions” (2009a), this thesis seeks to reconsider dominant explanations for alternative beliefs about HIV/AIDS in South Africa. Previous studies maintain that the experiences of apartheid, the transition to democracy, and the early years of the new government have had permanent implications for the public’s trust in biomedical claims. In this thesis I argue that in addition to these explanations, individuals express distrust about HIV science because certain aspects of these scientific explanations do not ‘add‐up’, particularly when considered in light of their everyday observations and experiences. These disjunctures in information do not simply reflect a lack of HIV knowledge or rejection of scientific principles. Rather, in drawing on past and present experiences, individuals demonstrate their commitment to “street‐level epistemologies of trust” (Hardin 1992), an informal manner of empirically engaging with science’s rationale. Employing the Public Understandings of Science (PUS) framework to analyze these beliefs, this study conceptualizes trust and mistrust of scientific and official claims about HIV along a spectrum. Study participants endorse a range of alternative beliefs and knowledge about HIV/AIDS. They cite experiential and observational reasons to justify why they trust some authority figures and not others. In their role as trusted sources of information about HIV, peer educators with the Treatment Action Campaign draw on various “rhetorics of persuasion” (Robins 2009b) in order to lend practical plausibility to their claims. Ultimately, this study argues that respondents’ distrust of HIV science should be seen less as a rejection of scientific principles and more as a form of skeptical engagement with certain aspects of these scientific claims.

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Schultz, Justin R. "College students' alcohol use, sexual aggression, and beliefs about sexual consent." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/290.

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Alcohol consumption among college students is a well-established phenomenon, as is the observation that they often do not abide by safe consumption practices. Of particular concern is the association between college students’ heavy drinking practices, reduced understanding and practice of sexual consent, and sexual aggression (e.g., coercion, unwanted physical contact, or rape). The aim of this study was to expand the current literature by assessing the degree to which college students’ self report of no, low/moderate, and heavy alcohol consumption was associated with (1) self reports of experiencing or committing sexually aggressive behavior, and (2) their understanding of what constitutes sexual consent between individuals. Understanding these issues may assist with the development of future prevention programs aimed at reducing the link between college students’ consumption of alcohol and risky sexual behaviors.

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Robinson, Lawanda, and Ramon Enrique Suarez. "BELIEFS ABOUT THE EFFECTS OF CHILDREN WITNESSING DOMESTIC VIOLENCE AMONG TITLE IV-E STUDENTS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/200.

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This study analyzed the beliefs about the effects of children witnessing domestic violence among Title IV-E students at California State University San Bernardino. The study sample consists of eight Title IV-E students with at least one year of experience working in child welfare. Utilizing knowledge gained from various studies an instrument was developed to interview participants. In analyzing the responses, six core themes emerged as dominant beliefs about the effects of children witnessing domestic violence. Respondents indicated that mental illness, parental attachment, improving treatment, negative effects, external behaviors, and coping mechanisms are issues to consider when discussing the effects of children exposed to domestic violence.

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Burke, Sara Emily. "The Excluded Middle| Attitudes and Beliefs about Bisexual People, Biracial People, and Novel Intermediate Social Groups." Thesis, Yale University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10584940.

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The history of intergroup research is built on groups that represent "endpoints" of a dimension of social identity, such as White, Black, heterosexual, and gay/lesbian. Social groups who fall between these more readily recognized advantaged and disadvantaged groups (e.g., biracial people, bisexual people) have received less attention. These intermediate social groups are increasingly visible and numerous in the United States, however, and a detailed account of the biases they face can contribute to a fuller understanding of intergroup relations. This dissertation examines attitudes and beliefs about intermediate social groups, focusing on bisexual people as the primary example at first, and then expanding the investigation to biracial people and novel groups to make the case that intermediate groups elicit a distinctive pattern of biases. Across studies, participants expressed beliefs that undermined the legitimacy of intermediate groups in a variety of ways. They endorsed the view that intermediate groups are low in social realness (conceptually invalid, meaningless, lacking a concrete social existence) and that intermediate group identities are unstable (provisional, lacking a genuine underlying truth, the result of confusion). These views of social realness and identity stability partially explained prejudice against intermediate groups.

The concept of social group intermediacy is abstract; actual intermediate groups (e.g., biracial and bisexual people) are different from each other because their defining types of intermediacy stem from different dimensions of social identity (race and sexual orientation). Therefore, focused research on each specific intermediate group is necessary to fully understand the types of attitudes they evoke due to their intermediate status. To demonstrate the value of attending to the details of a particular intermediate group, Chapters 2 through 5 focused on bisexual people. The observed patterns of attitudes and beliefs about bisexual people demonstrated the role of their perceived intermediate status in the context of sexual orientation.

Chapter 2 investigated attitudes toward sexual orientation groups in a large sample of heterosexual and gay/lesbian participants. Bisexuality was evaluated less favorably and perceived as less stable than heterosexuality and homosexuality. Stereotypes about bisexual people pertained to gender conformity, decisiveness, and monogamy; few positive traits were associated with bisexuality. Chapter 3 extended these findings, demonstrating that negative evaluation of sexual minorities was more closely associated with perceived identity instability than it was with the view that sexual orientation is a choice. This relationship was moderated by both participant and target sexual orientation.

Chapter 4 addressed one reason why bisexual people are evaluated more negatively than gay/lesbian people. A common explanation given for the discrepancy in evaluation is that bisexuality introduces ambiguity into a binary model of sexuality. In line with this explanation, we found that participants with a preference for simple ways of structuring information were especially likely to evaluate bisexual people more negatively than gay/lesbian people. Chapter 5 investigated how bisexual participants saw themselves as a group. Results suggested that bisexual people largely disagree with the prevailing stereotypes of their group; these stereotypes reflect non-bisexual people's impressions of the intermediate group rather than a consensus.

Chapter 6 shifted the focus from bisexual people as an example of an intermediate social group to intermediate social groups in general. Results from a set of studies involving novel groups demonstrated that perceiving a group as intermediate can cause negative evaluation and low ratings of social realness and identity stability. Similar results held for real-world intermediate groups (biracial people and bisexual people). The extent to which an intermediate group was perceived as less socially real than other groups predicted the extent to which it was evaluated less positively than those groups. Social realness seems to be a unique explanatory factor in the relative negative evaluation of these intermediate groups, working in conjunction with the more well-known processes of intergroup attitudes traditionally studied with respect to Black people and gay/lesbian people. The effects of social group intermediacy were amplified among participants who identified strongly with an advantaged ingroup. Acknowledging an intermediate group as legitimate may require one to acknowledge shared characteristics or overlapping boundaries between one's valued ingroup and the "opposite" outgroup, which can be threatening to highly identified group members.

Taken together, these chapters make the case that intermediate social groups incur particular biases due to their perceived intermediate status. The processes of intergroup bias that result in derogation of traditionally recognized disadvantaged groups may be insufficient to account for some forms of prejudice in the modern demographic landscape. As biracial people and bisexual people become more prevalent, researchers must address the conditions under which they are recognized or dismissed, included or excluded.

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Mitescu, Reagan Emilie. "Examining the relationships among undergraduate teacher candidates' experiences, perceptions, and beliefs about teaching for social justice." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1992.

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Thesis advisor: Larry H. Ludlow
Teacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-oriented teacher preparation programs. This dissertation operates within both of these contexts. Specifically, this dissertation examines one of the many outcomes of teacher education for social justice: teacher candidates' changing beliefs about teaching for social justice and the factors that may or may not be related to their change. Using primarily Rasch rating scale and multiple regression analyses, this dissertation examines longitudinal survey data from two cohorts of undergraduate teacher candidates (N=134) who completed the same social justice-oriented teacher education program. By investigating two cohorts of teacher candidates at the time of entry into the teacher education program and again when they graduated four years later, this study investigated individuals in the aggregate, variability within and across cohorts, and change across time. In addition, this research sought to untangle and identify whether reported experiences and perceptions before and during formal teacher education are related to beliefs about and commitment to teaching for social justice. Findings suggest that from the time of entry to graduation, candidates' beliefs about teaching for social justice were significantly more aligned with the concepts and principles endorsed by the teacher preparation program. Additionally, at particular points in time and across time, there were identifiable perceptions and experiences related to their beliefs about teaching for social justice. In particular, the location of the student teaching experience and candidates' perceptions of their teacher education faculty were significant predictors of their beliefs about teaching for social justice
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation

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Wharton, Sarah Louise. "Using Q methodology to explore beliefs about parenting amongst social workers, clinical psychologists, paediatricians and psychiatrists." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487784.

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The study described in this thesis investigated beliefs about what represents 'good' parenting amongst social workers, psychiatrists, paediatricians and clinical psychologists. It is argued that because parenting is a socially constructed concept and because there is no universal agreement as to what makes a 'good enough' parent, practitioners' judgements about parenting are likely to be influenced by their personal beliefs. Only two studies have directly investigated beliefs about parenting amongst professionals (Daniel, 2000; Woodcock, 2003) and both of these involved social workers only and investigated beliefs related to the assessment of children on the child protection register.

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Manuel, Shonta. "Changes in Beliefs about Aggression in Baton Rouge Youth Peace Olympics Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5372.

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Youth violence in the Baton Rouge inner-city area continues to create heightened concerns for the communities as well as the financial and healthcare systems. Even though violence prevention programs are in place in the area, no decline has been recorded in those who are being affected by violence. Due to lack of research in this field, a need for a sound research study exists to understand how Youth Peace Olympics (YPO) community-based program may be related to changes in attitudes about aggression and violence. A correlational cross-sectional research design was used to evaluate participants' beliefs about aggression, measured using the Normative Beliefs about Aggression instrument by the organization at the beginning and end of the summer program, in addition to secondary data that was provided to me (n=50). Social cognitive theory and the social development model were used as the theoretical framework for the study. Results showed a statistically significant decrease in retaliation approval of aggression scores (pretest M = 2.24, posttest M = 1.91; t[49] = 4.07, p =.000) and marginal statistically significant decrease in general approval of aggression scores (pretest M = 1.48, posttest M = 1.31; t[49] = 1.96, p = .055). Age, gender, and ethnicity were not found to be related to pretest attitudes or pretest/posttest changes in attitudes regarding retaliation approval or general approval of aggression at statistically significant levels. The potential for positive social change is to provide researchers and community-level stakeholders with preliminary program evaluation data related to attitudes about aggression/violence approval.

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Maharjan, Ramesh. "Climate change and the importance of empowering citizens : Science teachers' beliefs about educational response in Nepal." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90451.

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Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley. The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.

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Gregory, Virgil L. "Gregory research beliefs scale psychometric properties /." Connect to resource online, 2009. http://hdl.handle.net/1805/1891.

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Thesis (Ph.D.)--Indiana University, 2009.
Title from screen (viewed on August 27, 2009). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Cathy Pike, Hea-Won Kim, Margaret Adamek, Drew Appleby. Includes vita. Includes bibliographical references (leaves 317-330).

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Karlsson, Patrik. "Margins of prevention : on older adolescents' positive and negative beliefs about illicit drug use /." Doctoral thesis, Stockholm : Department of Social Work, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1351.

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Dissertations / Theses on the topic 'Beliefs about social structure'

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