Dissertations / Theses on the topic 'Observed-self'

A descriptive correlational study was conducted to develop and test a Universal Precautions (UP) Scale designed to monitor nurses' compliance with the practice of universal precautions in the hospital setting. Subscales of the Universal Precautions Scale included barrier precautions usage, personal carefulness factors and handwashing. Nurses (n = 59) working in special care units completed the demographic survey, the UP scale, and the Marlowe-Crowne Social Desirability Scale. Concurrent validity was investigated by observing handwashing behavior of a subgroup (n = 34) of those nurses surveyed. Self-report of handwashing frequency did not correlate with observed handwashing frequency, although observed handwashing adequacy did relate with self-reported handwashing adequacy and personal carefulness factors. The UP scale, as constructed, was not related to the handwashing behavior, one behavioral indicator of use of universal precautions, but has demonstrated a potential for further refinement and testing.

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.

Because of its political and philosophical launching ground (Arredondo & Perez, 2006), cultural competence did not begin as an empirical research program, and as a result, there remains disagreement about how to define and measure cultural competence. Although the application of cultural competence remains unclear to some psychologists (Fuertes et al., 2006), it is now common knowledge that the therapeutic alliance is a statistically and clinically significant contributor to effective therapy. This pilot study merges two prominent bodies of literature, cultural competence and therapeutic alliance, with the underlying assumption that a culturally competent counselor will be able to provide effective service through the therapeutic relationship (Pope-Davis et al., 2002). This pilot study was designed to provide information about the relationship between therapists' self-reports and their observed behaviors regarding cultural competence (CC), examine how therapists' CC facilitates the formation of working alliances, and examine the role of CC in predicting parent-child discrepancy in alliance. Participants were family therapists and family members involved in a multi-site clinical trial study (Parent Study) evaluating Brief Strategic Family Therapy (BSFT™; Szapocznik, Hervis, & Schwartz, 2003). A total of 14 therapists from 8 community treatment programs from across the country were included in the rating portion of the study. The Parent Study included African American and Hispanic families with adolescents ages 12-17, mostly referred from the juvenile justice system. Scores from Roysircar's Multicultural Counseling Inventory (MCI; 1994) and Cultural Diversity Observer Rating Scale (CDORS; 2005) were compared. Observed therapeutic alliance was evaluated using the Vanderbilt Therapeutic Alliance Scale-Revised. The associations were evaluated with 3 multilevel univariate linear models using HLM software. Since 6 of 14 therapists (43%) completed the MCI, the pilot study was completed without self-reported competence as a predictor of therapeutic alliance (only CDORS was used). The results of this study failed to provide support for the hypothesized relationships between cultural competence and therapeutic alliance. These results are discussed in light of the methodological limitations of this study and suggestions are made to improve future investigations in this area.

Since the laser technlology has been applied for providing highly precise measurement, laser interferometry based systems have found increasing applications in the distance, displace measurement and related applications. Recently, a simple construction of laser interferometer with the use of so-called optical feedback self-mixing interferometry (OFSMI) effect has become a popular technique in optical measurement field. In comparison with conventional interferometer, OFSMI enables simple, compact size and cheap interferometer devices to be implemented.This thesis studies the spectrum characteristics of OFSMI signals and outlines novel approaches to analysze and process the noisy signal at the time and frequency domain simultaneously. The work is motivated by the observation that, when OFSMI signal is given at weak feedback regime (feedback parameter C _ 1), the signal is strictly bandlimited, consequently an linear band-pass filter can be applied to remove the noise disturbance while preserving the signals waveform unchanged. On the other hand, in case of OFSMI signal is obtained with C > 1, an efficient denoising algorithm based on joint time-frequency representation (TFR) can be applied. It has been found that TFR approach provides an sufficient prospective for study the behavior of OFSMI signals for C > 1.This work contributes to the framework of pre-processing and analyzing of OFMSI signals. This thesis focus on the spectrum characteristics and the noise attenuation at weak and moderate feedback regime. To achieve this, the ability of band-pass FIR filters and TFR methods in OFSMI signal processing have been evaluated and compared. The results of this work lead to an significant improvement to the performance of OFSMI based laser measurement system.

Prevailing views of adolescent self-regulation (ASR) in the developmental and family psychology literatures share a common regard for this construct as a disposition or trait. An alternative contextual perspective would view self-regulation as a transaction between an individual and the relevant social context. The purpose of the current study was to examine such a perspective among substance-using adolescents and their families.Participants were 457 substance-using adolescents who had been referred for treatment at eight geographically disparate U.S. and Puerto Rico community treatment agencies. Families participated in a family interaction assessment task (FIAT) in which they planned a menu, described what pleased and displeased them about each other, and discussed a recent family argument. Later, using video recordings of these FIATs, three independent teams of observers reliably coded (a) the adolescent drug user's self-regulation in the interrelated domains of attention, behavior, emotion, and initiation; (b) specific structural family systems patterns; and (c) the overall quality of family functioning.In multiple regression analyses, structural family systems variables together explained significant variation in ASR, controlling for global family functioning and number of participating family members. ASR demonstrated significant negative associations with disengagement and conflict avoidance, and significant positive associations with parent-adolescent support role reversal, outside triangles, and parent-child triangles. The positive associations were surprising, given that those constructs represent structural anomalies historically associated with youth maladjustment. ASR ratings decreased across the three tasks, and some of the associations of structural family variables with ASR changed across tasks. With some exceptions, ASR-family variable relations were consistent across adolescent gender and ethnicity. When gender moderation was apparent, associations between ASR and structural family variables were stronger for females than for males.These findings provide support for the importance of an interpersonal context to manifestations of adolescent "self" regulation, and suggest that ASR may represent a context-based, dynamic state that is, to an extent, interpersonal in nature. These results further suggest that structural family systems theory can inform such a contextual perspective.

The purpose of this study was to examine how implicit family process rules are related to observed child emotional responsiveness with child self regulation as a possible mediating variable. Data from Wave 1 of the Flourishing Families project was used and included 337 two parent families and a target child between the ages of 10 and 13. Mother and father perception of family implicit rules were used to measure family implicit rules; child and mother report of the child's self regulation were used to measure self regulation, and child's emotional responsiveness to mother and father were taken from coding data. The Iowa Family Interaction Rating Scales (Melby, et. al., 1998) were used to code the behavior of the child with mother and with father. Multiple Group Comparison using AMOS 16 was used to compare differences based on child gender. Results showed that family implicit rules were positively related to emotional responsiveness to mother for both sons and daughters and to emotional responsiveness to father for sons but not for daughters. Family implicit rules were positively related to child self regulation for both sons and daughters, and self regulation was related to both emotional responsiveness to mother and to father. Results indicated child self regulation significantly mediated the relationship between family implicit rules and emotional responsiveness to mother as well as the relationship between implicit rules and emotional responsiveness to father. Implications for family therapy are discussed.

Pedagogical styles, methods, models, practices or strategies are valued for what they claim they can achieve. In recent times curriculum documents and governments have called for a range of teaching approaches to meet the variety of learner differences and allow students to make more independent decision making in physical education (Hardy and Mawer, 1999). One well known system of categorizing teaching styles is the Mosston and Ashworth’s Spectrum of Teaching Styles (2002). In Queensland, prior to 2005, no research had been conducted on the teaching styles used by teachers of Physical Education. However, many teachers self-reported that they employed a variety of teaching styles depending on the aims and content of the material to be taught (Cothran, et al., 2005). This research, for the first time, collected teacher’s self-reported use of teaching styles and through observations verify the styles that were being used to teach Senior Physical Education in Queensland. More specifically the aims of the research were to determine: a) What teaching styles teachers of Senior Physical Education in Queensland believe they use? i) Were they using a range of teaching styles? ii) Were teachers of Senior Physical Education in Queensland using teaching styles that the Queensland Senior Physical Education Syllabus (2004) required? b) If Mosston and Ashworth’s (2002) Spectrum of Teaching Styles were used to categorise styles observed during the teaching of Senior Physical Education did the styles being used provide opportunities for evaluating as described by the Queensland Senior Physical Education Syllabus (2004)? The research was conducted in two phases. Part A involved use of a questionnaire to determine the teaching styles Queensland teachers of Senior Physical Education reported using and how often they reported using them. The questionnaire was administered to 110 teachers throughout Queensland. The sample was determined from 346 schools teaching Senior Physical Education (in 2006) across the state of Queensland, Australia. 286 questionnaires were sent to 77 non-randomised schools. There were 66 male and 44 female respondents in the sample. A wide range of teaching styles were reportedly used by teachers of Senior Physical Education with Practice Style-Style B, Command Style-Style A and Divergent Discovery Style-Style H, the most reportedly used. The Self-Teaching Style-Style K was reportedly used the least by teachers involved in this study. From the respondents a group of teachers were identified to form the participants for Part B. Part B of the study involved observation of a group of volunteer participants (from those who had completed the questionnaire) who displayed many of the ‘typical’ characteristics, and a cross-section of backgrounds, of teachers of Senior Physical Education in Queensland. In the case of this study, the criteria used to select the group of teachers to be observed teaching were, teaching experience (number of years: 0-4, 5-10 and 11 years and over), gender, geographical location of schools (focused on Brisbane and near area for travel/access purposes), profile of the students at schools (girls, boys or co-educational), nature of school (Government or Private) and the physical activities being taught in a school (activities to reflect all the areas of physical activity outlined within the syllabus). A total of 27 questionnaire respondents from Part A indicated that they were willing to be observed teaching practical lessons. The respondents who volunteered to be involved in Part B of the study came from different regions across the state of Queensland and was not confined to the Brisbane metropolitan area or large cities. From the group of people who volunteered for Part B four came from outside Brisbane and 23 from the Brisbane area. The final observation group of nine participants included eight teachers from the Brisbane area and one from a rural area. The characteristics of the final group included three females and six males from private and public schools with a range of teaching experience in years and a range of physical activities. Four year 12 and five year 11 teachers and their classes were videoed on three occasions as they progressed through an eight – nine week unit of work. This resulted in 24 hours 48 minutes and 20 seconds (or 4465 observations) of video teaching data which was subsequently coded by several researchers (99% interobserver reliability) to determine the teaching styles employed by the participants. This research indicated that, based on Mosston and Ashworth’s (2002) Spectrum of Teaching Styles, teachers of Senior Physical Education in Queensland used predominantly one style to teach 27 observed lessons. This is in sharp contrast to the variety of styles 110 teachers self- reportedly used and in spite of the Queensland Senior Physical Education Syllabus (2004) suggesting a range of specific styles be used. These results are discussed in the context of the Queensland Senior Physical Education Syllabus (2004), teacher knowledge of teaching styles and high-stakes curriculum and external pressures such as national testing and the publication of data from schools in tabloid newspapers. The data and findings in this research provide a rationale for improving teacher knowledge regarding teaching styles and the need for a clear definition of terminology in syllabus documents. Careful examination of the effects that the publishing of school data may have on teaching styles is advised. This research not only collected teacher’s perceptions of the teaching styles they believed they used it also verified these claims through direct observations of the teachers while teaching. These findings are relevant to syllabus writers, teacher educators, policy makers within education and teachers.

Com a conseqüència del ‘gir emocional’ (Pavlenko, 2013) en el camp d’Adquisició de Segones Llengües – i en particular gràcies a l’arribada de la Psicologia Positiva, s'ha dedicat més atenció al paper que exerceixen les emocions i processos relacionats com les (auto-)creences en l'aprenentatge de segones llengües/llengües estrangeres. L'objectiu d'aquest projecte d'investigació és explorar les creences i emocions que els estudiants d’anglès manifesten i construeixen en relació amb (i) la metodologia d’ensenyament i el tipus de tasques (especialment les tasques orals); i (ii) el paper de les relacions entre professor i alumne. S'ha adoptat un enfocament qualitatiu en quatre estudis independents però entrellaçats, en què s’han analitzat tant dades observacionals (enregistraments d'àudio/vídeo a l'aula) com no observacionals (entrevistes, grups de discussió i ítems de resposta oberta). Els resultats indiquen que molts estudiants han construït autoconceptes insegurs amb (auto)creences disfuncionals i experiències emocionals negatives interrelacionades, especialment pel que fa a les tasques de parla, en gran part a causa d'una tradició d'enfocaments gramaticals i d’escassa producció oral. L'anàlisi mostra que és possible canviar cap a una mentalitat més positiva, però el procés d'adaptació implica períodes difícils de transició per aquells estudiants que semblen sentir-se més insegurs amb les seves habilitats lingüístiques. Durant aquest procés, s’ha demostrat que el paper del professor és crucial per a crear positivitat a classe promovent un contacte positiu entre professor i alumne i creant un entorn segur on els estudiants respectin i treballin col•laborativament per tal de vèncer la inhibició a l’hora de parlar en anglès.
A raíz del 'giro emocional' (Pavlenko, 2013) en el campo de Adquisición de Segundas Lenguas – y, en particular, gracias a la llegada de la Psicología Positiva, se ha dedicado más atención al papel que desempeñan las emociones y procesos relacionados como las (auto)creencias en el aprendizaje de segundas lenguas/lenguas extranjeras. El objetivo de este proyecto de investigación es explorar las creencias y emociones que los estudiantes de inglés manifiestan y construyen en relación con (i) la metodología de enseñanza y el tipo de tareas (especialmente las tareas orales); y (ii) el papel de las relaciones entre profesor y alumno. Se ha adoptado un enfoque cualitativo en cuatro estudios independientes pero entrelazados en los cuales se han analizado tanto datos observacionales (grabaciones de audio/vídeo en el aula) como no observacionales (entrevistas, grupos de discusión e ítems de respuesta abierta). Los resultados indican que muchos estudiantes han construido autoconceptos inseguros con (auto)creencias disfuncionales y experiencias emocionales negativas interrelacionadas, especialmente con respecto a las tareas de habla, en gran parte debido a una tradición de enfoques gramaticales y escasa producción oral. El análisis muestra que es posible cambiar hacia una mentalidad más positiva, pero el proceso de adaptación implica períodos difíciles de transición para aquellos estudiantes que parecen sentirse más inseguros con sus habilidades lingüísticas. Durante este proceso, se ha demostrado que el papel del profesor es crucial para crear positividad en clase promoviendo un contacto positivo entre profesor y alumno y creando un entorno seguro donde los estudiantes respeten y trabajen colaborativamente para vencer la inhibición a la hora de hablar en inglés.
Due to the ‘emotional turn’ (Pavlenko, 2013) in SLA – and particularly thanks to the advent of Positive Psychology – closer attention has been devoted to the role that emotions and related processes such as (self-)beliefs play in foreign/second language learning. The aim of this doctoral thesis is to explore the English language learning beliefs and emotions students display and have constructed in relation to (i) the teaching methodology and the type of tasks (particularly oral tasks), and (ii) the role of the teacher and student-teacher relationships. A qualitative approach has been adopted in four independent yet intertwined studies in which both observational (classroom audio/video-recordings) and non-observational (interviews, focus groups and open-ended items) data have been analyzed. Findings indicate that many students have constructed insecure self-concepts with interrelated dysfunctional (self-)beliefs and negative emotional experiences – especially regarding speaking tasks – largely due to a tradition of grammar-based approaches and scarce oral production. The analysis shows that change towards more positive mindsets is possible but the adaptation process involves difficult periods of transition for those students who appear to feel more insecure with their language abilities. During this process, the role of the teacher has been proven to be crucial in fostering positivity in class by promoting positive teacher-student contact and by creating a safe environment in which students respect and work collaboratively in order to overcome English speaking inhibition.

In Stars, Richard Dyer writes that star actors “seem to be of a different order of being, a different ‘ontological category’” than other people (49). It is here, in the core question of studies on screen acting, that this thesis places itself. Building on Dyer’s claim, this work documents a unique category of existence for film actors: beings that are legitimately understood as one of three separate types of individuals (a character, a persona, or a private self), while also regarded as an accumulation of all those three (many characters, the many roles that create a persona, and the visible and invisible parts of one’s personal life). Another part of the screen actor that facilitates this existence—something not yet encountered in film studies discourse—is referred to here as the observed self, which allows for the many disparate pieces of an actor to be corralled into one body. As part of this analysis, Michel Foucault’s notion of the care of the self is employed, allowing for the identification of an observed self in films such as The Mouse that Roared (Jack Arnold, 1959), Dr. Strangelove (Stanley Kubrick, 1964), and The Play House (Buster Keaton, 1921). After one chapter that surveys trends in screen acting academia, and another on the relevant Foucauldian concepts, this thesis examines performances from Peter Sellers and Buster Keaton to identify the observed self on screen. This piece of identity is found in films that house all three of the different components of an actor’s constitution. Once the components of the observed self are identified within these films, the thesis identifies moments in which audiences must rely on this to place themselves within a familiar viewing experience. I argue that these moments are broadcast at a high frequency in films where actors play multiple roles, and that actors employ Foucault’s notion of transgression, with this inherent quality allowing the viewer to see them as beings that are both unified and disintegrated.
Arts, Faculty of
Theatre and Film, Department of
Graduate

Sambandet mellan den fysiska miljön och brottslighet har sedan länge varit en relevant fråga inom den kriminologiska diskursen. Den föreliggande studien ämnar vidare undersöka huruvida fysisk oordning i urbana bostadsområden kan studeras genom Google Street View, ett webbaserat instrument för virtuella observationer. Syftet med studien är att undersöka om virtuellt observerad och självrapporterad uppfattad grad av fysisk oordning i bostadsområdet mäter samma fenomen, men även om virtuellt observerad fysisk oordning kan förklara skillnader i självrapporterad utsatthet för egendomsbrott. Genom att utföra virtuella observationer av fysisk oordning med hjälp av Google Street View i tjugo centralt belägna bostadsområden i Malmö visar resultaten att observerad och självrapporterad grad av fysisk oordning är starkt korrelerade och förefaller mäta samma fenomen. Resultaten visar även att observerad nivå av fysisk oordning genom Google Street View till viss del kan förklara variansen av utsatthet för egendomsbrott mellan bostadsområden. Avslutningsvis framhålls i studien att virtuella observationer genom Google Street View är ett lovande samt potentiellt kostnadseffektivt tillvägagångssätt för att undersöka graden av fysisk oordning i urbana bostadsområden. Användandet av Google Street View kantas dock av flera begränsningar som både framhålls och diskuteras grundligt i denna studie.
The correlation of physical environment and crime has been an ever relevant topic in the criminological discourse. This study attempts to unravel whether physical disorder in inner-city urban neighborhoods may be studied through Google Street View as a virtual observational tool. The aims of the study is to examine whether virtually observed and self-reported perceived level of neighborhood disorder measure the same phenomenon, and whether virtually observed physical disorder may explain variations of self-reported victimization of property crimes. By conducting virtual observations of physical disorder in twenty inner-city neighborhoods of Malmö through Google Street View, the results of the study propose that virtually observed and self-reported perceived level of disorder is strongly correlated and thus seems to measure the same phenomenon to a great extent. The results of the study also imply that observed physical disorder through Google Street View also accounts for neighborhood differences in victimization of property crimes. The study concludes that virtual observation through Google Street View is a promising and potentially cost-effective alternative approach when auditing neighborhood physical disorder. The methodology does however suffer by limitations which is highlighted and thoroughly discussed.

With this dissertation I propose an investigation of how the photographic portrait attempts to construct and confirm identity through the representation of types. Drawing from theoretical texts by Roland Barthes and Robert Sobieszek and engaging with my own process of self-portraiture, as a means of troubling the usual power relations involved between the photographer and the sitter, I will demonstrate the dialectical nature of these roles involved in photographic portraiture. Looking at Pieter Hugo's portraits of judges in Botswana permits me to deal with issues of masquerade and how fashions and uniforms mask an individual allowing him/her to perform roles and stereotypes in society. Referring to another set of Hugo's images from his ongoing series Looking Aside, I will explore the paradoxical nature of the portrait through the dialectic of the 'self 'and 'other' subject and object split through an exploration of notions of skin and prosthetic skin and the relationship to the liminal space 'opened' between subject and object, or viewer and image.

Afin de réduire le poids des structures composites et les coûts de fabrication et d'exploitation, le comportement en fatigue des stratifiés carbone fait l'objet d'une grande attention. Les objectifs de cette thèse sont de développer des méthodologies pour évaluer rapidement le comportement en fatigue des stratifiés carbone à partir de l'analyse des données thermodynamiques mesurées par une caméra infrarouge et d'examiner la corrélation entre la dissipation d'énergie et les dommages générés par la fatigue. Trois nouvelles méthodes numériques basées sur l'analyse statistique dans le traitement des données thermiques ont tout d'abord été proposées afin d'éviter les incertitudes humaines dans l'application des méthodes graphiques traditionnelles telles que la méthode de Luong et celle de Risitano. Ces trois méthodes ont toutes été évaluées en déterminant la limite de fatigue avec unicité selon les données expérimentales de la littérature. Ensuite, un modèle à deux paramètres a été proposé pour caractériser la dégradation de la rigidité des stratifiés carbone en fonction de l'augmentation du nombre de cycles. Après la calibration des paramètres et le calcul du seuil de la rigidité normalisée, toute la courbe S-N peut être obtenue dans un temps très court. Ensuite, la relation entre les phénomènes de fatigue et la génération de chaleur est étudiée. En fonction des différentes causes, la chaleur générée a été classée en deux parties : chaleur induite par le frottement interne et celle induite par l'accumulation de dommages. La production totale de chaleur correspondant aux dommages semble être indépendante de l'amplitude de la charge. Cette information peut donc être utilisée pour prédire la courbe S-N avec une bonne précision
In order to achieve weight reduction of composite structures and reduce manufacturing and operating costs, fatigue behavior of Carbon Fiber Reinforced Polymer (CFRP) laminates has received more and more attention. The objectives of this thesis are to develop methodologies to evaluate the fatigue behavior of CFRP laminates in a short time based on the analysis of thermodynamic data measured by an infrared camera and to investigate the inherent correlation between energy dissipation and fatigue damage. Three new numerical methods based on statistical analysis for the treatment of the thermal data are firstly proposed to avoid man-made uncertainties in the traditional graphic methods such as Luong's method and Risitano's method. Those proposed methods are all evaluated by the experimental data from literature to determine the fatigue limit with uniqueness. Then, a two-parameter model is proposed to characterize the stiffness degradation of CFRP laminates with the increase of cycle numbers. After the calibration of parameters and the calculation of the normalized failure threshold stiffness, the whole S-N curve can be obtained in a very short time. Thereafter, the relationship between fatigue damage and heat generation is studied. Depending on the different causes, the generated heat is classified into two parts - induced by internal friction and induced by damage accumulation. The total heat generation corresponding to damage appears to be independent of loading amplitude, and this conclusion can also be used to predict the S-N curve with good precision

The primary purpose for this study was to learn more about the practice habits of young musicians by evaluating whether self-reported data collected with Miksza's (2012) Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Students (MSRPBBIIS) was predictive of the observed practice behaviors of young musicians. A secondary purpose was to examine the interactions between self-reported and observed practice behaviors in the self-regulated musical dimensions method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors) and selected moderator variables to develop a more detailed understanding of students' practice and practice perceptions. Participants (N = 45) were selected from four Georgia schools. Miksza (2012) showed that data gathered with the MSRPBBIIS had acceptable internal consistency, reliability over time, and preliminary validity levels, but questioned the predictive validity of the self-report format. My regression analyses revealed that the MSRPBBIIS lacked predictive validity in all three observable dimensions: method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors). This finding could be due to the unreliability of the self-report format in that young musicians may either report or perceive their practice efforts differently (as surveyed) than they regulate them (as observed). I found differences in the observed self-regulated learning behaviors of various subgroups within my sample. For example, high school students demonstrated more self-regulated learning behaviors than middle school students. Students who reported taking private lessons demonstrated more self-regulated learning behaviors than those who reported no private lessons. Additionally, percussionists demonstrated more self-regulated learning behaviors than woodwinds or brass students. Differences in self-reported self-regulated practice behaviors among subgroups repeatedly conflicted with observed self-regulated practice behaviors. Middle school students demonstrated less observed self-regulated learning behaviors but reported higher motive (self-efficacy, self- determination, and goal-setting), which means that they worked without an apparent plan, but were more confident that they would achieve success. Woodwinds also reported higher levels of self-regulated practice behaviors than percussion, but demonstrated these behaviors less during observations. Findings from this research suggest that teachers may not be able to rely on students' descriptions of their own practice efforts, and that those efforts vary according to private lessons, instrument family, and grade levels. Because students in my sample appeared to follow their band class routines during practice, overtly teaching and modeling self-regulated practice strategies during instrumental rehearsals and lessons might allow teachers to influence their students' practice behaviors.

博士
國立臺灣師範大學
美術學系
98
The purpose of the dissertation is to investigate the photographic self-portraits and practice of early French photographers, 1840-1880, and to probe into how they identify and fashion themselves through these images. The discussion of early self-portraits has been confined to technical innovation and formal analysis, and the spectatorship and receptive context of these images have been neglected. With poststructuralist perspectives on subjectivity and photography’s discursive spaces, the research tends to reconstruct varied and mobile roles of early photographers through historical investigation, and to manifest the contest and conformity between their social roles and self-imagery. It aims to examine these conflicting self-representations based on multiple, and seemly contradictory origins of early photographic discourses, mainly the debates of science vs. art, publicity vs. privacy, photographers vs. amateurs, and the artificial vs. the unintended. The first chapter focuses mainly on Félix Nadar and some erudite scientists whose self-portraits exemplify early photography as an art medium as well as its use in scientific practice. The second chapter analyzes the self-portrait series of Hippolyte Bayard, Victor Hugo, and Comtesse de Castiglione as fictionalized autobiographies to assert themselves by publicizing their private lives. In the third chapter, the contrast of A. A. E. Disdéri and Olympe Aguado provides the focus of a reexamination of versatile photographic practice and social roles of early photographers, which make their self-portraits paradoxically artistic and commercial, innovative and repetitive. The fourth chapter explores Daguerre’s daguerreotype portraits, which trace the duality of reality and illusion in early photographic discourse. Few remaining unintended images blurring the inside and outside of the picture frame have turned out to be recreational spectacles in the second half of the 19th century, which unfold the contingent and mobile nature of modern realities. The contradictory selves revealed in the self-portraits address modernity of the discrepant self/subject in the fin-de-siècle. As metteurs-en-scène, early photographers create numerous but unitary doubles through these images. The study on the photographic self-portraits of early French photographers demonstrated the discourses of photography, self, and modernity interweaving in the late modern period

Background: Most common forms of child maltreatment are neglect and physical abuse. In coerced populations, children are at risk of child maltreatment leading to a variety of negative outcomes including social, emotional and behavioral problems. Interventions for coerced populations are provided and focused on parenting programs. Ultimately, these interventions can help improve parenting behaviors and benefit children. Interventions for parents must be evaluated using standardized assessment tools, and thus one important question that arises is how best to assess parenting. Observational methods (observing a parent and child interact) are often regarded as the gold standard in the assessment of parental behaviors, but are cumbersome to administer. Self-reports of parenting behaviors are the most commonly used measure due to ease of administration, but their validity may be questioned, especially among populations such as parents with substance use disorder who may be coerced into treatment by the child welfare or criminal justice system. The goal of this study is to examine the relationship between two observational measures of parenting and several self-report measures. Methods: Participants (n=133) were either parents who were receiving treatment at metro-Atlanta drug courts or other caregivers. All completed self-report measures of parenting, completed a videotaped interaction task with a child. Self-report measures collected include the Parent-Child Communication Scales and the Alabama Parenting Scale. The observational task included a play activity, structured discussions, or both, depending on the age of the child. Videos were coded for a variety of behaviors, and two of those behaviors (affection/warmth and involvement) matched constructs that parents reported on in a self-report battery. Results: Correlations between self- report and observational measures for the constructs affection and involvement for the whole sample ranged from r = -.03 to.06 for affection, and r = -.05 to .08 for involvement, but none were statistically significant. Relationship between self-report and observed parenting by adult type and child age were also examined, however none of the correlations were statistically significant. Conclusion: Although there were no significant correlations found between self-report and observational measures, it does not undermine the importance of the study question, as current research suggests that self-reports are not interchangeable with observational methods. Future directions of the research would be to examine CAIC (observational tool) in more detail. Also when comparing constructs in self-reports and observational methods, items should be associated according to concept targeted rather than using the generalized subscales.

Background. Mothers of children with Autism Spectrum Disorder (ASD) report high levels of stress, depression, marital strain, and divorce, with little time to devote to their own self-care due to the high demands of their child’s care. Despite their well-documented levels of stress and the relationship of stress to negative parenting, there are few observational studies of parenting in this population. Thus, it is critical to examine factors influencing maternal wellbeing and quality of parenting. Two factors to explore include 1) parental use of self-care, as self-care is related to reduced stress and better health and functioning of individuals and is easily modifiable and 2) attachment style, which, while being less modifiable, influences the degree to which an individual engages in self-care and the quality of relationships which are modifiable, including parent-child interactions. Methods. Participants were 42 mother-child dyads, with children ages 2-6 to 5-6 recruited from a preschool utilizing an Applied Behavior Analysis (ABA) approach to schooling. Children had a classification of ASD, verified by the Autism Diagnostic Observation System – Two (ADOS--2) (Lord, Rutter, DiLavore, Risi, Gotham, & Bishop, 2012). Parenting behaviors were observed across three tasks designed to mirror naturalistic mother-child interactions, which were videotaped for later coding using the Psychological Multifactor Care Scale — ASD Adapted Preschool Version (Brassard, Donnelly, Hart, & Johnson, 2016). Mothers completed questionnaires assessing demographic variables, parenting stress with the Parenting Stress Index – Fourth Edition, Short Form (Abidin, 2012), attachment style with the Experience in Close Relationships – Short Form (Wei, Russell, Mallinckrodt, & Vogel, 2007), depression with the Patient Health Questionnaire – 9 (Kroenke, Spitzer, & Williams, 2001), and self-care with items adapted from the Promise Neighborhoods RFA Indicators and the Promise Neighborhoods Research Consortium [PNRC] Measurement System; Promise Neighborhoods Research Consortium: Measures, 2001) concerning exercise, diet, smoking, overweight, and sleep. Results. Mothers in this sample engaged in high levels of positive and infrequent and mild levels of negative parenting. Those who did engage in negative parenting reported higher levels of stress and higher anxious and avoidant attachment. Multiple regression analysis using conditional process analysis (Hayes, 2018) found significant indirect effects of self-care on quality of parenting for both positive (r2=.61) and harsh (r2=.18) observed parenting, when mediated by parental stress. Individuals with a high degree of self-care demonstrated less stress which related to more positive, less harsh parenting. When depressive symptoms were included as a mediator in a casual model the impact of depression was significant. Self-care was significantly related to quality of parenting for both positive and harsh parenting in a mediational model with higher levels of self-care relating to lower levels of maternal depressive symptoms, which related to lower levels of parental stress, which related to more instances of positive parenting (r2=.64) and fewer instances of harsh parenting (r2=.24). Anxious attachment was significantly related to self-care with avoidant attachment as a moderator, explaining 56% of the variance. Anxious attachment related to both positive and harsh parenting directly and indirectly through self-care and stress. Avoidant attachment was not significantly related to quality of parenting, although it interacted significantly with anxious attachment in a model of attachment style, self-care, stress, and quality of parenting. Anxious and avoidant attachment style on self-care showed mothers who were preoccupied (high anxiety/low avoidance) demonstrated the most self-care, followed by secure (low anxiety/low avoidance), dismissing (low anxiety/high avoidance), with fearful parents (high anxiety, high avoidance) demonstrating the least self-care. Regression models controlled parental race (White, Hispanic), household income, number of children in the home, and the number of adults in the home, a proxy for caregiving support, determined by the dependent variable. Observed parenting behaviors were found to be skewed with most mothers using high levels of positive parenting behaviors and low levels of harsh parenting behaviors, Mothers in this sample reported higher levels of stress (20.5% above the cutoff) and maternal depressive symptoms (10% above the cutoff vs. 7% above the cutoff ) compared to normative samples, consistent with the literature on parents of children with ASD. Conclusions. Parent’s use of self-care is a modifiable variable related to reduced stress and depression, and better quality of parenting. Attachment is related to the amount of self-care a mother engages in as well as quality of parenting indicating that a mother’s attachment style should be considered in designing interventions.

Background. Parents of children with Autism Spectrum Disorder (ASD) report higher levels of stress and experience more marital strain and divorce than parents of typically developing children and parents of children with other disabilities. However, no studies have yet examined the relationship between parental attributions or beliefs and observed parenting behaviors for parents of children with ASD, a particularly challenging parenting context. Promising experimental and intervention studies suggest that parents’ perception of controllability can be modified, with consequential changes in parents’ actual parenting behaviors (Bugental & Happaney, 2002; Slep & O'Leary, 1998). The present dissertation seeks to extend the study of the relationship between parental cognitions and behaviors by understanding the role of cognitions for mothers in a community sample at high risk for elevated parenting stress, and by evaluating how the relationship between cognitions and parenting behaviors may vary based on the child’s level of functioning. Parenting behaviors were observed across different types of tasks intended to mimic naturalistic dyadic situations in order to identify the degree to which parenting behaviors may vary as a function of context. By identifying whether parental cognitions influence more or less competent parenting strategies, results will guide tailoring of interventions for the needs of this highly stressed population. Methods. Forty-two mother-child dyads, with children ages 2 years and 6 months to 5 years and 6 months, were included in this study. Children were students at a specialized preschool utilizing an Applied Behavior Analysis approach to education, and all participating children had a diagnosis of ASD, verified by either the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., 2012), a gold-standard measure of ASD, or the Childhood Autism Rating Scale, Second Edition (Schopler, Van Bourgondien, Wellman, & Love, 2010) as part of their study participation. Mother-child dyads participated in several interaction tasks, including a 5-minute teaching task, 5-minutes of free play, and a 2-minute cleanup task, which were videotaped for later coding using the Psychological Multifactor Care Scale — ASD Adapted Preschool Version (Brassard, Donnelly, Hart, & Johnson, 2016). Mothers also completed questionnaires assessing parental stress, cognitions, child behavior problems, and demographic characteristics. Two cognitions were evaluated: attributions of control were measured using an adapted version of the Parent Attribution Test (Bugental, 2011; Woolfson, Taylor, & Mooney, 2011), which has previously been related to harsh parenting behaviors, particularly with maltreating families; and self-efficacy was measured using the Parenting Sense of Competence – Efficacy subscale (Gibaud-Wallston & Wandersman, 1978), a widely used measure of parental self-efficacy with a positive relationship to quality of parenting. Parental stress was assessed by the Parenting Stress Index – Fourth Edition, Short Form (Abidin, 2012). Participating children’s classroom teachers completed the Communication domain of the Vineland Adaptive Behavior Scales –Fourth Edition (Sparrow, Cicchetti, & Saulnier, 2016) as an assessment of children’s level of language functioning, and mothers rated their perceptions of their child’s behavioral functioning using the Child Behavior Checklist (Achenbach & Rescorla, 2000). Results. Multiple regression analysis found significant direct effects of attributions of control for both positive and harsh observed parenting behaviors, and significant interactions between attributions of control, parental self-efficacy, and child language functioning for observed harsh parenting behaviors. Observed harsh parenting behaviors were also predicted by the interacting relationship between parenting stress, self-efficacy, and parent perception of child behavior problems. There was no significant difference in the relationship between parental attributions and observed parenting behaviors between each of the three task types, though harsh parenting behaviors were more frequently observed during free play, relative to teaching and cleanup tasks. Regression models controlled for parental race, parent perception of child behavior problems, and the number of adults in the home – a proxy for caregiving support. Though mothers engaged in infrequent and mild levels of harsh parenting behaviors, those who did reported higher levels of stress, lower self-efficacy, and higher attributions of control, particularly during free play. Conclusions. Parental attributions of control have been found to be a powerful and modifiable variable for maltreating samples, where mothers who believe child control is more important than adult control in impacting the outcome of a failed interaction are more likely to engage in harsh parenting. In this sample, a relationship was found in the opposite direction, in that mothers who perceived adult control as more important displayed more harsh parenting behaviors. The difference is likely related to the significantly distinctive context for parenting a child with ASD, given the unique relational and behavioral characteristics associated with the disorder. Whereas self-efficacy did not directly relate to observed parenting behaviors, it interacted with other family factors to predict parenting behaviors. Directions for future research and clinical implications are discussed.

According to the interpersonal process model, interactions characterized by self-disclosure and empathic responding foster emotional intimacy between the two participating individuals (Reis & Shaver, 1988). This study provided “insider” and “outsider” perspectives of this model, examining the relation between perceived and observed behaviors in couple interactions and their relative contributions to the development of intimate feelings. The sample consisted of 102 community couples who completed measures of intimacy after engaging in videotaped discussions about relationship injuries that occurred both within and outside of the relationship. Both self-report and observational measures were used to assess disclosure and empathic responding during these discussions. There was significant agreement between self- and observer-report of men’s behavior, between self- and observer-report of women’s male partner’s behavior, and between partners’ report of disclosure and empathic responding. There was mixed support for global distress and attachment style as predictors of differences between self- and observer-report. Whereas an earlier study using observational measures found gender differences in the effect of self-disclosure and empathic responding on intimacy (Mitchell et al., 2008), in this study self-report measures from the same sample indicated that perception of both an individual’s own and his or her partner’s disclosure and empathic responding predicted intimacy for both men and women. Observational measures provided incremental validity relative to self-report measures in predicting intimacy. These findings suggest that targeting certain personal and relational characteristics may be helpful in treating intimacy deficits and also indicate that self-report and observational measures provide unique information about the influence of behaviors on the development of intimate feelings in couple relationships.

abstract: Pediatric obesity is a public health concern due to its elevated prevalence rates and its relation to concurrent and long-term physical and psychosocial consequences. Pediatric obesity has been found to be associated with problem behaviors, albeit with inconsistent findings. The mechanism of this relation is unclear. It is possible that they have a shared etiology. Self-regulation and parenting practices are two factors that have been implicated in the development of problem behaviors and are garnering evidence for their relation with pediatric obesity. The goal of the present study was to examine whether self-regulation (SREC), positive behavior support (PBSEC), and coercive limit-setting (CLSEC) in early childhood are shared etiological factors of pediatric obesity and problem behaviors. Using multinomial logistic regression the likelihood of belonging to four outcome groups (Comorbid, Problem behavior only, Overweight only, and Typically developing) at age 10 based on these factors was assessed. Analyses controlled for intervention group assignment, child gender, child African-American or Bi-racial, child Hispanic, cumulative risk, child body size impression at age 2, and parent body size impression at baseline. In the models examining SREC alone, for every 1 standard deviation increase in SREC, there was a reliable reduction in the odds of the child belonging to the comorbid and problem behavior only groups at age 10, compared to the typically developing group (OR = 0.386, 95% CI [0.237, 0.628], OR = 0.281, 95% CI [0.157, 0.503], respectively). This relation was maintained when SREC was in the same model as PBSEC and CLSEC. PBSEC and CLSEC alone did not impact the likelihood of belonging to any of the outcome groups. A significant interaction was found between SREC and CLSEC, such that at high levels of both SREC and CLSEC the odds of a child belonging to the overweight only group at age 10 increased, compared to the typically developing group. Results highlight CLSEC as a parenting practice that may place a highly regulated child at risk for becoming overweight. Overall, the findings suggest that problem behaviors and pediatric obesity do not have a shared etiology.
Dissertation/Thesis
Doctoral Dissertation Psychology 2016

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.