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Dissertations / Theses on the topic 'Interpersonal relations'

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Published: 4 June 2021

Last updated: 10 March 2023

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1

Foley, J. Elizabeth. "Perceived interpersonal climate and interpersonal complementarity." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102502.

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Few studies of interpersonal complementarity have examined individual differences that might moderate the relation between one person's behaviour and the other's response. The present research investigated the degree to which global perceptions of others (perceived interpersonal climates) moderated the relation between event-level perceptions of the other and behavioural response in social interactions. The influence of interpersonal perceptions on social behaviour was examined in two field studies; the first study was conducted with university undergraduates, and the second study was conducted with a community sample of working adults. Event-contingent recording procedures were used to collect information about participants' communal (agreeable---quarrelsome) and agentic (dominant---submissive) behaviours and perceptions of partner communion and partner agency. Based on hypotheses derived from interpersonal complementarity, it was expected that perceptions of communion would predict communal behaviour according to the principle of correspondence (agreeableness evokes agreeableness and hostility evokes hostility) and perceptions of agency would predict agentic behaviour according to the principle of reciprocity (dominance invites submissiveness and submissiveness invites dominance). As predicted, perceived interpersonal climates moderated the relation between perception of the other and behaviour in specific interactions. Perceived communion in an event predicted correspondence with regard to communal behaviour; this response was stronger for individuals who generally perceived others as cold-quarrelsome rather than warm-agreeable. Perceived agency in an event predicted reciprocity such that individuals responded to perceptions of dominance with more submissive behaviour and perceptions of submissiveness with more dominant behaviour; this response was stronger for individuals who generally perceived others as submissive, and this response was weak to non-existent for individuals who generally perceived others as dominant. The moderating effects of perceived interpersonal climates were independent of five-factor and interpersonal traits; global perceptions of others provided unique interpersonal information not captured by the five-factor model of personality. Both studies support the basic principles of complementarity while indicating that complementarity does not apply equally to all people. The present research shows that interpersonal perceptions are not only useful for studying behaviour within an event, but that global perceptions of others (perceived interpersonal climates) influence our reactions to the social environment.

2

Hakelind, Camilla. "Perceived interpersonal relations in adolescence /." Umeå : Department of Psychology, Umeå University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1469.

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3

Hakelind, Camilla. "Perceived interpersonal relations in adolescents." Doctoral thesis, Umeå University, Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1469.

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The general objective of this thesis was to examine aspects of adolescents perceived interpersonal relations, in view of the association between adolescents’ interpersonal problems and self-concepts, and considering influential factors such as behavioural problems, depression, perceptions of parental rearing styles, type of relationships and sex. All of the studies examined participants from the four-year longitudinal research project in Umeå, which was designed to investigate the psychic health and social context of adolescents with psychological and antisocial problems (Armelius & Hägglöf, 1998), except for the normal adolescents in study I, who took part in a project with purpose to determine norms for an intake interview that is used for adolescents in different settings in Sweden. Study I addressed the impact of type of relationship on adolescents interpersonal behaviour, and the results were discussed in terms of interpersonal theory and the complementarity principle. Study II investigated the association between self-concept and interpersonal problems in normal adolescents. Different interpersonal problems were systematically related to three self-concept patterns, and showed the importance of considering the combination of self-love and self-autonomy to understand interpersonal problems in adolescents. In study III the associations between self-concept, and interpersonal problems were investigated, also considering depression as a factor, in a group of adolescents with conduct problems. This study revealed sex differences: boys’ interpersonal problems mainly were associated with self-control, an imbalance between self control and autonomy, and depression, whereas girls’ interpersonal problems mainly were associated with low self-love and depression. Study IV examined the relationship between memories of perceived parenting styles and interpersonal problems. Also in this study, sex differences were shown. It was found that for boys the perceived parenting styles of the fathers had the strongest associations to interpersonal problems, and for girls the perceived parenting styles of the mothers had the strongest associations to interpersonal problems.

4

Cassidy, Kevin Scott. "Giving and receiving from one another : the communal character of Christianity /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p033-0849.

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5

Mo, Yuet-Ha. "Interpersonal trust and business relationships." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:1004afdd-05c8-48ca-b6ac-c9bfa671640b.

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The research was multi-method as it combined qualitative semi-structured interviews with quantitative surveys. The thesis concludes by discussing cultural implications for the formation of trust among business people in the UK and China, and future research directions.

6

Doumas, Leonidas Adam Alexander. "A neural-network model for discovering relational concepts and learning structured representations." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=990297121&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

Du, Bois Craig A. "The relationships we live by." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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8

Maguire, Katheryn Coveley. "Communication and communal coping in long-distance romantic relationships." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034936.

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9

Raffety, Brian. "The brief interpersonal circumplex /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9037.

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10

Azzari, Kenneth A. "Interpersonal relations: The key to effective school administration." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/343.

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11

Powers, Theodore A. "Self-criticism : antecedents and interpersonal consequences." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72761.

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12

Jones, Joe Milton. "Images of relationships to God a process for building a trust relationship between pastor and congregation /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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13

Klein, Cameron Robert. "What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.

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14

Fode, Elke. "Interpersonal communication and relational maintenance in the church." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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15

Krueger, Jennifer K. "Perceived power in association with perceived interpersonal relations behavior." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998kruegerje.pdf.

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16

Cherry, Kristin L. "Reality TV and interpersonal relationship perception." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5532.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.

17

Tilton-Weaver, Lauree Coleen. ""Peer relations management:" parents' attempts to influence adolescents' peer relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ52776.pdf.

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18

Vandine, Alicia M. "The effects of cancer on interpersonal relationships." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2995.

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19

Olivier, Hermina. "Fenomenografiese ondersoek na verhoudinge binne die bategebaseerde benadering." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-05012010-160847.

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20

Mattson, Richard E. "The longitudinal course of positive and negative relationship quality." Diss., Online access via UMI:, 2006.

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21

Bartz, Jennifer A. "Navigating the interdependence dilemma : attachment goals and the use of communal and exchange norms in new relationship development." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84987.

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The early stages of a relationship present an interdependence dilemma: People want to demonstrate interest, but are reluctant because trust is not yet established (Holmes, 1991). Five studies investigated the influence of attachment on how people navigate the interdependence dilemma focusing on the use of communal and exchange norms (Clark & Mills, 1979). In Study 1, compared to secure and avoidantly attached individuals, anxiously attached individuals avoided using exchange norms with a potential friend, presumably to signal interest in closeness. In Study 2, when a potential friend used communal norms (compared to exchange norms), anxious individuals felt more anxious and exhibited lower appearance self-esteem, whereas avoidant individuals viewed their partner as more negatively communal and liked their partner less. In Study 3, secure individuals accepted help from a potential friend, and did not feel the need to reciprocate, whereas avoidant individuals quickly reciprocated, presumably to clear their debt and to establish boundaries. Anxious individuals again felt anxious upon receiving help. Study 4 focused on emotion regulation and cognition. When a potential friend used communal norms (suggested working as a team), anxious individuals performed worse on a mental concentration task (ruminated) compared to secures. Moreover, lexical decision analyses revealed that proximity accessibility was associated with better performance for the less anxiously attached, and worse performance for the more anxiously attached, suggesting that thoughts about closeness dampened anxiety and rumination for the secures, but increased it for the anxious individuals. Finally, in Study 5, which focused on attributions, anxious individuals tended to monitor and appraise discrete events for their significance to relationship goals, and were more likely to infer relationship progress from discrete communal events. Moreover, anxious individuals made more relati

22

Li, Feng, and 李峰. "Perceived indebtedness: a relational methodological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31237344.

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23

Schlosnagle, Leo. "Age differences in younger and older adults' experience of interpersonal problems." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10188.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains ix, 74 p. : ill. Includes abstract. Includes bibliographical references (p. 45-53).

24

Eymann, Jor̈g. "Die "Lehrer-Schul̈er"-Beziehung in der japanischen Gesellschaft ihre Wurzeln, ihre Bedeutung fur̈ die Christlichen Gemeinden Japans und ihre biblisch gegrun̈dete Neugestaltung : Historisch beschreibende und biblisch-exegetische Untersuchung in der japanischen Gesellschaft /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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25

Bolton, Alicia Claire. "Nowhere to put a heart." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/bolton.pdf.

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26

Biercz, Rebekah. "Trust me." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594494981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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27

Davis, Kirsch Sallie E. "Congruence of self, parent, teacher, and peer perceptions of social competence in the early school age child /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7228.

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28

Li, Feng. "Perceived indebtedness : a relational methodological perspective /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19852988.

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29

Born, Ryan. "A Problem Of Access: Autism, Other Minds, And Interpersonal Relations." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/philosophy_theses/103.

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Autism Spectrum Conditions (ASCs) are marked by social-communicative difficulties and unusually fixed or repetitive interests, activities, and behaviors (American Psychiatric Association, 2000). In this thesis, I review empirically and conceptually based philosophic proposals that maintain the social-communicative difficulties exhibited by persons on the autism spectrum result from a lack of capacity to understand other persons as minded. I will argue that the social-communicative difficulties that characterize ASCs may instead result from a lack of ability to access other minds, and that this lack of ability is due to a contingent lack of external resources.

30

Tiedemann, Georgia Louise. "The development and promotion of sharing between siblings : effects of parent behavior." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31307.

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Toy sharing and sibling interaction are major contexts for young children's developing social skills. This study examined the effects of parenting on sharing between siblings, and the effectiveness of a 5-session parenting programme in promoting sharing. Forty-eight mothers with two preschoolers participated. Each family was assessed before and after the parenting programme and at a 6-week follow-up. The mother completed measures of her parenting approach and reported on her children's behavior. The children were interviewed to obtain cognitive measures. Interactions of the mother and two children were observed in a laboratory playroom. Fathers and preschool teachers also reported on the children's behavior. Two parts of the study used data collected at the first assessment. First, multivariate analyses showed significant correlations between mother behaviors and those of the children, and between the two children. Second, the immediate effects of parenting on children's sharing were explored by manipulating the mother's activities. Children exhibited more appropriate sharing when the mother was free to interact with them than when she was busy with paperwork. The third part of the study examined the effects of two formats of a parent-training programme on sibling sharing. Families were randomly assigned to one of three conditions: individual programme, group programme, or waiting-list control. The programme provided parents with information about the development of sharing and sibling relationships and taught behavioral parenting techniques to use in promoting the development of child sharing skills. Positive effects of the sharing programme on siblings' sharing-related behavior were clearly demonstrated. These effects were seen to generalize across informants and across behaviors, but not across informants and behaviors combined. Treatment effects were maintained over a follow-up period. Although mothers demonstrated increased knowledge of the content covered by the programme and rated it highly, they did not demonstrate or report significant changes in their own parenting approach on the original measures. Mixed results were obtained concerning the two treatment formats. For observations of child behavior, only the individual format showed superiority over the control condition. The two formats did not differ in treatment effects found on most questionnaire measures. Mothers' reports of decreased behavior problems among younger children and a few tentative findings from child interview measures suggested superiority of the group format. Overall, this study demonstrated both strong relationships between the sharing-related behavior of children, and correlational and causal relationships between mother behavior and sibling sharing. A parent-training intervention was demonstrated to have positive effects on children's sharing behaviors, and these effects generalized over situations, behaviors and time.
Arts, Faculty of
Psychology, Department of
Graduate

31

Feldgaier, Steven. "A clinical-developmental analysis of interpersonal problem solving /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541709128.

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32

Fetterman, Sandra M. "The Communication Experience of Relationship Dissolution: A Grounded Theory Approach." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/FettermanSM2008.pdf.

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33

Ammeter, Anthony Paul Fernand. "Determinants of interpersonal trust in workgroup relationships /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004207.

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34

Lumsden, Joanne. "Moving in time with others : exploring interpersonal synchrony." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192191.

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The temporal coordination of interpersonal behaviour is a foundation for effective joint action, and research reveals that it occurs spontaneously during social interactions. Moreover, synchronous movement has been evidenced to be associated with core aspects of social exchange and person perception (reviewed in Chapter 1). However, synchronisation is not unique to humans, and the emergence of coordination across a variety of domains (e.g., in nature, mechanics, intrapersonal coordination) has been demonstrated to follow similar patterns. The aim of the current work was to explore potential influences on the degree of rhythmic movement synchrony between interaction partners by incorporating methods and theory from both the social psychological and coordination dynamics literatures. Over the course of six studies, several social influences on the emergence and perception of interpersonal synchrony were identified. The degree to which individuals coordinate with the movement rhythms of an interaction partner was found to be shaped by their partner’s social identity (Chapter 2), the individual’s own social motives (Chapter 3), and also their sex (Chapter 4). Therefore, the coordination dynamics governing synchrony were shown to be affected by social factors. In a separate but related thread of research, it was revealed that third-party perceptions of physically synchronous interactions are also influenced by socially relevant information (Chapter 5). Thus, it appears that social forces modulate the degree of synchronisation between interaction partners, and also outsider perceptions of rhythmic movements. The results are discussed in terms of their theoretical and methodological implications, as well as the overall contribution they make to the extant literature (Chapter 6). From an overarching theoretical standpoint, it is suggested that the findings should be viewed from a dynamical systems perspective as, in contrast to alternative theories (e.g., the mirror-neurons theory), this account can more fully explain the phenomena of synchrony and the patterns which emerge.

35

de, la Mothe M. "Empathy revisited." Thesis, Open University, 1987. http://oro.open.ac.uk/57027/.

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Empathy is presented as a relation between persons and by analogy between persons and non-human entities in which case it is called quasi-empathy. The characteristics of empathy, the sufficient and necessary conditions for its creation and nurturance, and various types of empathy, both authentic and mistaken, are examined. The role of empathy in various types of knowing especially personal knowing are discussed leading to an attempt to classify interpersonal relations. In the course of this analysis different ways of construing human beings are presented and contrasted with particular interest in the extent to which empathy, quasi-empathy and other relations are involved. A variety of emotional bonds which have some bearing on or similarity to empathy are compared with empathy. The dissertation concludes with a review of a selection from the empathy literature in which contrasts are made with the outline theory of empathy developed in this dissertation.

36

Fleming, Lauren M. "Faux Amis? Intercultural and Interpersonal Relations Between Americans and the French." Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240870038.

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37

Peterson, Jennifer Bandy 1963. "Self-concept and interpersonal relations in Hispanic and non-Hispanic adolescents." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277943.

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

38

Mok, Sui-tong. "The effects of social skills training for a group of F.1 pupils." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627310.

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39

Janes, Adam Vincent. "Learning to listen improving parent and child communication /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0314.

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40

Wang, Chia-Chih DC. "Cultural ideal of secure adult attachment : a comparison of three cultural groups /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144466.

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41

Kwan, Siu-on. "Interpersonal affect and performance ratings in work teams." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41633787.

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42

Oathout, H. Alan. "The wall of anxiety : moderating variables of empathy in romantic relationships /." View online, 1987. http://repository.eiu.edu/theses/docs/32211998881034.pdf.

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43

Zhao, Xingjian. "The need for goodwill in trust relationships." Diss., Online access via UMI:, 2007.

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44

Tue, Linda Lian-Yuen. "The theology of communion in the Epistle to the Ephesians as seen through the preposition syn." Theological Research Exchange Network (TREN), 2006. http://dx.doi.org/10.2986/tren.048-0323.

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45

蘇英麟 and Ying-lun So. "Guanxi in Chinese cultural context: a choice-theoretic approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31239286.

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46

Fernandes, Ana Maria. "Educação permanente em unidades de urgência e emergência : do significado à prática /." Botucatu : [s.n.], 2011. http://hdl.handle.net/11449/96419.

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Orientador: Eliana Mara Braga
Banca: Wilza Carla Spiri
Banca: Teresa Cristina Prochet
Resumo: Este estudo teve com objetivo conhecer o significado e a prática que os enfermeiros das unidades de urgência e emergência de um Município do interior do Estado de São Paulo têm sobre Educação Permanente em Saúde (EPS). Foi um estudo qualitativo em que foram entrevistados 16 enfermeiros de duas unidades de urgência e emergência. A coleta de dados foi realizada através de entrevista semiestruturada gravada em aparelho áudio e digital e o tratamento dos dados foi realizado por meio da Análise de Conteúdo. Os resultados deste estudo foram organizados nas seguintes categorias temáticas: quanto ao significado da EPS para enfermeiros de unidades de urgência e emergência: os enfermeiros afirmam que é um programa de ensino permanente e progressivo que qualifica, estimula e ajuda os profissionais na resolução dos problemas do dia a dia; são ações estratégicas de saúde que promovem transformações individuais e institucionais. Quanto à prática da EPS em unidades de urgência e emergência: por meio de treinamentos e cursos de diversos temas, porém, que não atendem as expectativas dos envolvidos; capacitações e treinamentos restritos para os cargos de chefia e diretoria; e falta de estrutura organizacional para a prática de EPS. As conclusões deste estudo nos permitem considerar a necessidade de investimentos em habilidades comunicacionais para viabilizar a possibilidade de diminuir conflitos, ansiedade e os temores gerados pelo estresse do dia a dia. Isso exige envolvimento, sensibilidade, atenção, compreensão, diálogo, apoio, conforto e esclarecimento de dúvidas. A construção da EPS não é exclusividade da gestão, mas de todos os sujeitos responsáveis pela produção de saúde, incluindo, profissionais de saúde, usuários, prestadores de serviços, instituições de ensino, entre outros. Por mais que a EPS valorize o coletivo, não se pode esquecer que o ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aimed to know the meaning and practice that nurses in urgency and emergency units in a district of São Paulo have on Continuing Health Education (EPS). It was a qualitative study which 16 nurses were interviewed in two emergency service units. Data was conducted through a semi-structured interview recorded on audio and digital equipment and data processing was dane through Content Analysis. The results were organized into the following themes: the meaning of the EPS for nurses that work in urgency and emergency units: the nurses say it is an permanent educational program that qualifies, encourages and helps professionals in solving problems during their wark; it is strategic actions in health that promote individual and institutional transformations. In the practice of EPS at urgency and emergency: through training and courses in some areas, however, that do not meet the expectations af people who work there; capacity building and training restricted to positions af leadership and management and lack of organizational structure for the practice of EPS. The findings of this study allow us to consider the need for investments in communication skills to make possible reduce conflicts, anxiety and fears that can happen in the stress of everyday life. This requires invalvement, sensitivity, caring, understanding, dialogue, support, comfort and c1arifyquestions. The construction of the EPS is not exclusive to management, but in ali subjects for the construction of health, including health professionals, users, service providers, educational institutions, and others. As much as the EPS value the collective, we can not forget that the collective consists of individuais who have singularities, which should strengthen the foundation for this construction
Mestre

47

Fears, Tellis A. "Framing cultural attributes for human representation in military training and simulations." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Sept/08Sep%5FFears.pdf.

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Thesis (M.S. in Modeling, Virtual Environments, and Simulation (MOVES))--Naval Postgraduate School, September 2008.
Thesis Advisor(s): Gibbons, Deborah ; Blais, Curtis. "September 2008." Description based on title screen as viewed on November 4, 2008. Includes bibliographical references (p. 39-42). Also available in print.

48

Matthews, Linda. "An investigation of the use of post-training interventions to promote generalization of interpersonal skill /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8815.

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49

Johnson, Sheryl May. "Character connectedness in God's story." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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50

Drobac, Peter. "Christian friendship and adelphopoiesis." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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