Dissertations / Theses on the topic 'Conduct problems'
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Dandreaux, Danielle. "Developmental Pathways To Conduct Problems." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/566.
Full textDoolan, Moira. "Mothers' representations of their children with conduct problems." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433645.
Full textClark, Julia E. "Positive Parenting, Conduct Problems, and Callous-Unemotional Traits." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2063.
Full textHarris, Gene A. "Ecological risk factors and severity of child conduct problems /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8987.
Full textBennett, K. J. "Early onset of conduct problems, predictors, pathways and prevention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/NQ32812.pdf.
Full textJones, Karen. "Early parent-based intervention for conduct problems and ADHD." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/early-parentbased-intervention-for-conduct-problems-and-adhd(2ca1d62a-f878-4598-b059-70f3010dc00d).html.
Full textde, Dios Marcel Alejandro. "Depression, Conduct Problems and Substance Abuse Treatment Outcomes among Adolescents." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/13.
Full textCollins, Cameron Kirkland Hooper Stephen R. "Language functioning and youth with conduct problems a meta-analysis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,422.
Full textTitle from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (School Psychology)." Discipline: Education; Department/School: Education.
Longman, Thea Pearse. "Parental Attributions, Callous-Unemotional Traits and Early Chidhood Conduct Problems." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13884.
Full textSaneda, Richard Mark. "Cognitive processing abilities and knowledge of planning in boys with and without conduct or hyperactive and conduct problems /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487842372894163.
Full textHawes, David Psychology Faculty of Science UNSW. "The treatment of conduct problems in children with callous-unemotional traits." Awarded by:University of New South Wales. School of Psychology, 2004. http://handle.unsw.edu.au/1959.4/20660.
Full textTate, Candace Bette. "Child conduct problems and parent support, a home-based counselling intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58585.pdf.
Full textWard, Sarah. "Parenting, conduct problems and the development of conscience in young children." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365744.
Full textWolff, Jennifer Christine. "Treatment of Comorbid Conduct Problems and Depression in Youth: A Pilot Study." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26343.
Full textPh. D.
Hooven, Carole. "Developmental outcomes of marital and parenting variables for children with conduct problems /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7743.
Full textSng, Khai Imm. "Callous-Unemotional Traits, Negative Parenting Practices and Conduct Problems in Singaporean Families." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17318.
Full textSmall, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.
Full textFrost, Aaron Desmond James, and n/a. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour." Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.094343.
Full textBjornstad, Gretchen. "An investigation of self-help behavioural interventions for conduct problems in children." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519750.
Full textChau, Minna P. L. "Chinese parents' coping and professional help-seeking for children with conduct problems." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245376527.
Full textKohl, Gwynne. "Conduct problems, depressive symptomatology and their comorbid presentation : adjustment to early adolescence /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8989.
Full textWeston, Stephanie. "Emotional Flooding and Relational Schemas in Families with Early Childhood Conduct Problems." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16061.
Full textFrost, Aaron Desmond James. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365583.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
Gosteva, Aleksandra Vladimirovna. "Effects of early childhood teacher delivered play therapy intervention on the social skills of young children: a pilot study." Thesis, University of Canterbury. Health Sciences, 2013. http://hdl.handle.net/10092/8719.
Full textBerger, Mike. "The Nonuse of Figurative Language in Conduct Disordered Adolescents." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6115.
Full textIllsley, Staci D. "Remediating conduct problems in children : examining changes in children and parents following consultation." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38206.
Full textSampaio, Filipa. "Prevention and Treatment of Externalizing Behaviour Problems in Children through Parenting Interventions : An Application of Health Economic Methods." Doctoral thesis, Uppsala universitet, Pediatrik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281349.
Full textPeet, Casie L. "Teacher Perceptions of Students with Conduct Problems With and Without Callous Unemotional Traits." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7559.
Full textKallitsoglou, Angeliki. "The psychological and family characteristics of Greek primary school children with conduct problems." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020579/.
Full textPettiford, Mayimuna Yetunda. "Adolescents With Conduct Problems: Analyzing The Impact of Family Structure on Treatment Outcomes." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26677.
Full textPh.D.
This study examined the effects of family structure on treatment outcomes among a sample of proportionately minority, urban adolescents exhibiting behavior problems (blacks, 56.2%; Latinos/Hispanics, 20.5%, whites, 16.4%; and other, 6.8%). Eighty-one families received Functional Family Treatment, which features evidence- and family-based, customized intervention, and they were assigned to a two (single-mother households, N = 50 and married-mother households, N =30), by two (pre-test/post-test) design. Adolescents completed measures on peer association, drug use, psychological distress, self-identified problem areas and family functioning. Mothers (all of whom were the biological mothers) reported their perception of family functioning. Results were analyzed using univariate repeated measures analysis of variance and t-tests. Findings indicated that the treatment was significantly effective in decreasing specific types of drug use and improving several domains of family functioning for adolescents from single-mother households. The treatment also significantly improved the single-mothers report on overall family functioning as well as in several critical domains. Implications for treatment interventions are discussed.
Temple University--Theses
Falls, Benjamin Jacob. "The association of early conduct problems and early marijuana use in college students." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7785.
Full textThesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Gutierrez, M. Maria Isabel. "The growth of conduct problems in early adolescence does neighborhood environment really matter /." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068160.
Full textGriffiths-Baker, Janine Elizabeth. "Conflicts of interest, fiduciary duties and regulatory rules : the problems of modern legal practice." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/f3ce9fd3-a953-469a-a61d-e5074b74c830.
Full textJohnson, Ameika Mae. "Parental emotion socialisation and child temperament: Associations with clinic-referred conduct problems in early childhood." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14291.
Full textAhonen, Lia. "In presence of risk, what protective factors keep preschool children from displaying conduct problems?" Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2616.
Full textChildren that are expressing or are exposed to risk factors experience an elevated risk of developing later psychosocial maladjustment, such as conduct problems. However, all children exposed to risk do not express conduct problems, but develop normally. The aim of the present study was to examine potential protective factors among children exposed to risk, that separate children expressing conduct problem behavior from those who do not. In the study, preschool teachers and parents of 298 three- to five-year-old children participated. Risk factors of the individual, conduct problem behavior, and relationship oriented protective factors were examined. The results indicate that positive peer relationships are important for preschool children´s psychosocial development, while family factors, such as parent's disciplinary style, seem less important.
Villadsen, Aase. "Comparing early parental warmth and effective management as predictors of child conduct and emotional problems." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:edb28887-004a-4659-9469-c742a5a51efb.
Full textFisher, Carri Ann. "Adverse Experiences, Quality of Caregiving, and Callous-Unemotional Traits Among Children with Conduct Problems." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24656.
Full textLogie, Robin. "What is it like to parent a child with conduct problems? : a qualitative study." Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421673.
Full textNottingham, K. "Childhood antecedents and adolescent predictors of parental knowledge and its association with conduct problems." Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/812347/.
Full textGambill, Samantha Marie. "An Investigation of Child and Family Factors Predicting Parental Response to Children's Conduct Problems." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1491915896302843.
Full textChen, Diane. "Conduct Problems and Peer Dynamics Across Childhood and Adolescence: Continuity and Discontinuity of Risk." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178870.
Full textPh.D.
Persistent conduct problems, which include aggressive, disruptive, and antisocial behaviors, are associated with a range of negative correlates and sequelae, including school failure and dropout, depression, and substance use. Problematic peer relationships, such as peer rejection and deviant peer affiliation (DPA), have been implicated in both the development and persistence of conduct problems. In particular, the impact of peer rejection has been highlighted in childhood, whereas the effects of DPA have received more attention during adolescence. Conduct problems, peer rejection, and DPA are dynamic processes that change across development, and understanding the relations among these processes is particularly important among contextually disadvantaged youth who are at elevated risk for aggression. Nevertheless, limited research has considered both peer rejection and DPA as they relate to conduct problems in a single study and even less research has looked at potential moderators of the relations among these processes. To address these gaps, I empirically evaluated a developmental model of conduct problems and peer processes, focusing on individual differences across childhood and adolescence. The goal of the present study was to examine continuity and discontinuity of trajectories of conduct problems and problematic peer relations from childhood through adolescence and to identify contextual factors that impact continuity/discontinuity of risk. Participants were 678 urban children recruited in fall of 1st grade for the second generation Prevention Intervention Research Center's Periodic Follow-up of Two Preventative Interventions. Aggression and peer rejection in childhood were modeled separately first, followed by modeling the joint trajectories of aggression and rejection. Four distinct joint trajectories of aggression-rejection in grades 1 to 3 were identified: high decreasing aggression-high stable rejection, low increasing aggression-moderate increasing rejection, moderate decreasing aggression-moderate decreasing rejection, and low stable aggression-low stable rejection. As with the childhood analyses, aggression and DPA in adolescence were modeled separately first, followed by modeling the joint trajectories of aggression and DPA. Three distinct joint trajectories of aggression-deviant peer affiliation in grades 6 to 12 were identified: high decreasing aggression-low stable DPA, moderate stable aggression-high stable DPA, and low stable aggression-low stable DPA. Next, latent transition patterns from high- and low-risk childhood aggression-rejection trajectories to adolescent aggression-DPA trajectories pointed to evidence for both continuity and discontinuity of risk along aggression-DPA trajectories. Introducing contextual variables (i.e., perceived neighborhood adversity, community violence exposure, and poor parental monitoring) into the transition model suggested that higher levels of contextual risk were associated with elevated risk for transition to higher-risk adolescent aggression-DPA classes (i.e., high decreasing aggression-low stable DPA, moderate stable aggression-high stable DPA).
Temple University--Theses
Dahl, Rebecca Wade. "Maternal discipline approaches : a comparison between children with conduct problems and a nonclinic group /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7297.
Full textEstes, Annette Mercer. "Does positive parenting influence the development of conduct problems in children of adolescent mothers? /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9122.
Full textWilling, Mindy. "Parenting and neurobiology of early childhood conduct problems : an examination of harsh discipline and the HPA-axis." Thesis, The University of Sydney, 2011. https://hdl.handle.net/2123/28863.
Full textWilhoit, Sarah. "Destined for Trouble?: A Prospective Analysis of the Effects of Temperament and Parenting on Conduct Problems." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462489452.
Full textGolmaryami, Farrah N. "The Association between Conduct Problems and Bullying for Youth with and without Callous-Unemotional Traits." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1691.
Full textPrice, Julia. "Deviant Peers, Substance Use, and Conduct Problems across Adolescence: Moderators of Selection and Socialization Processes." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/180514.
Full textPh.D.
Although the extant literature suggests that associations with deviant peers (ADP) contribute to the persistence and exacerbation of adolescent conduct problems (CP) and substance use (SU), few studies have investigated processes through which these relations develop, the stability of ADP, risk factors for ADP, or prospective relations among patterns of ADP, CP, and SU across adolescence and substance use disorder (SUD) in early adulthood. Relations among ADP with CP and ADP with SU may be due to selection processes (i.e., youth select into ADP groups) and/or socialization processes (youth are influenced by deviant peers once they enter the ADP group). In addition, selection and socialization processes may be moderated by neuropsychological and temperamental (i.e., emotionality) factors, though there is a dearth of literature examining moderators of these processes. The present study addressed these gaps in the literature by examining five research aims: (1) identify subgroups of youth who vary in type and levels of ADP and CP/SU at three different ages using latent class analysis, (2) investigate the stability of ADP and CP/SU subgroup membership using latent transition analysis, (3) examine the prospective relations among ADP and CP/SU subgroup membership, (4) investigate potential neuropsychological and emotion regulation moderators of selection and socialization processes, and (5) evaluate prospective prediction to SUD in early adulthood from patterns of ADP and CP/SU subgroup membership across adolescence. Participants were youth who participated in a large-scale research project conducted through the Center for Education and Drug Abuse Research at the University of Pittsburgh. Youth and their families completed multiple assessments, beginning when youth were 10-12 years old, followed by assessments at 12-14, 16, and 22 years old. Results indicate (a) deviant peer groups vary based on type and severity of deviant behavior; (b) deviant peer group involvement increased across adolescence and continuity of deviant peer involvement was evident; (c) youth selected peers based on similar levels of deviant behavior across ages 10 to 16 years, but were influenced by these deviant peers to engage in CP and/or SU from ages 12-14 to 16 years; (d) relations between youth deviant behaviors and later selection of deviant friends differed according to levels of youth neuropsychological functioning and temperamental emotionality; and (e) earlier involvement with deviant peers, involvement with deviant peer groups defined by severe CP and SU, and youth engagement in both CP and SU were related to the greatest risk for SUD in early adulthood.
Temple University--Theses
O'Donnell, Cedar W. "Development of conduct problems in girls: Testing theoretical models and examining the role of puberty." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/574.
Full textLambha, Meenakshi Brestan Elizabeth V. "Reports of child conduct problems and parenting styles among Asian Indian mothers in the United States." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/LAMBHA_MEENAKSHI_56.pdf.
Full textBalogh, Ruth P. "Performance monitoring for nurse & midwife training institutions : some problems for the conduct of action research." Thesis, Institute of Education (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252002.
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