Dissertations / Theses: 'Strengths'

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Foley, Virginia P. "Using Your Strengths." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5992.

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Biel, Andrea P. "Teaching to Strengths: Evaluation of a Character Strength Curriculum and Disciplinary Outcomes." Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1564788317136618.

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Trigueros, Angelique Francesca. "Using Parent-Identified Strengths of Autistic Children to Advance Strength-Based Intervention." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5803.

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Questions remain about the range of abilities autistic children possess and what constitutes effective treatment. Strength-based intervention contrasts with traditional autistic intervention approaches that focus on children's deficits. Studies on strength-based intervention approaches have not revealed how children's strengths are identified and have not used the insights of parents for this purpose. Neurodiversity serves as the conceptual framework because the tenets of neurodiversity align with those of strength-based approaches and hold that autism is a variation of the human condition rather than a disability. The purpose of this qualitative interpretive phenomenological study was to explore how the parent-identified strengths of autistic children may act as the basis for the advancement of strength-based intervention. The research questions focused on identifying the strengths of autistic children through semistructured interviews with 15 parents of high-functioning autistic children, who were recruited using purposive sampling. Data were analyzed using a three-level method, and six themes emerged: Routine, Caring for Others, Relationship with Parent, Intervention in School, Therapy, and Outlook for the Future. Practical implications for community psychology include development of strength-based approaches based on altruism, parent-child relationships, and positive outlooks for the future. Further research is recommended on caring for others and displaying affection in relation to strength-related constructs, such as resiliency and growth. Effective strength-based interventions may help autistic children develop based on their strengths, leading to positive social change.

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Ludlam, Katie E. "Super-strengths in elite sport." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/17309/.

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The intention of this PhD was to develop a conceptual pathway for how a novel approach termed super-strengths can be delivered by Sport Psychology practitioners, and to investigate the effects of the approach. The rationale for exploring this particular strengths-based approach (super-strengths) was that although this way of working has scarcely featured in the sport psychology literature, strengths-based approaches have been reported to have positive effects on psychological characteristics and performance in various similar domains. The purpose of the first study of the thesis was to gain an insight into how super-strengths is being used in elite sport, and to develop an initial conceptual pathway for understanding and implementing the approach. The aims were three-fold: first, to explore the meaning of super-strengths; second to explore how super-strengths are identified; and finally to capture the key phases for implementing the approach. To do so, the study explored how sport psychologists (n=7) and coaches (n=8), had co-delivered a super-strengths approach with UK elite athletes. Findings from the semi-structured interviews were categorized into three general dimensions: defining super-strengths, identification methods, and phases of development. Super-strengths were defined as a strategy for performance, utilizing a potential world’s-best resource to gain a competitive edge in a performance context. Identification methods were subjective (e.g., asking/observing athletes) and objective (e.g., performance analysis). Participants emphasized three development phases: preparation, adaptation, and monitoring. The findings of the study reinforced the need to obtain athletes’ perceptions of super-strengths to explore their experiences of the approach. Thus, the purpose of the second study was to gain understanding of athletes’ perceptions of the role and effects of engaging with super-strengths, in relation to their psychological characteristics and performance in elite sport. Semi-structured interviews were conducted with athletes (n=12) who had previous experience of working with a sport psychology practitioner on super-strengths. Thematic analysis of the data (Braun & Clarke, 2006) indicated that super-strengths had a positive influence on athletes’ mind-set, confidence, clarity of purpose, drive, coping ability, and performance. Findings highlighted the potential benefits of adopting strengths-based approaches in sport, and together with the findings from study one suggested that sport psychology (SP) practitioners conducting a super-strengths intervention with elite athletes could potentially facilitate both psychological and performance gains. Thus the next investigation comprised a two-phased super-strengths intervention in an elite sport setting. The aims of phase one were twofold: to preliminarily investigate the practicality of a) delivering a super-strengths intervention guided by the conceptual pathway generated from studies one and two; and b) employing sport-specific self-report measures as a way of evaluating efficacy, guided by the findings of study two. The intervention was conducted with amateur boxers. Measures employed were informed by the findings of study two, and therefore assessed athletes’ confidence, engagement, basic needs satisfaction, coping skills, and performance. Findings suggested that the intervention was well received by athletes and there were evident positive changes detected from the psychometric measures. Building on these findings, phase two of the intervention research involved a more in-depth, refined super-strengths intervention whereby a single subject, multiple baseline design was employed with athletes (n=3) from different elite sport settings (cricket, shooting, football). The findings indicated the efficacy of a super-strengths intervention for facilitating positive changes in confidence, engagement, needs satisfaction, coping, and performance in elite sport. In conclusion, this thesis has enabled an in-depth understanding to be gained on the role of super-strengths, how it can be delivered in elite sport settings, and the potential benefits it can have on athletes’ psychological factors and performance.

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Bee, John R. "Intergenerational Transmission of Family Strengths." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/2320.

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The purpose of this research was to study several dimensions of family strengths in family systems and to determine to what degree these strengths are passed from one generation to the next . The sample consisted of 23 couples, constituting the married child generation, and each husband's father and each wife's mother, constituting the parent generation, for a total of 23 family systems and a total~ of 92 . Each person involved in the study had to be in their first marriage and have at least one child. A significant (alpha . 05) difference was found between the father and son generations on the relative and friend support and the professional support . The alpha levels for differences between mothers and daughters on these two dimensions were .146 (relative and friend support) and . 190 (professional support) . A factorial analysis of variance suggests these differences are between generations rather than between genders of family groups. Significant correlations were found between the fathers' family togetherness score and the sons' family flexibility score and between the fathers' quality of life and the sons' family confidence and family coping and coherence scores, at (r=.4876, p=.018), and (r=.4582, p=.028), respectively, and between the fathers' family discord and the sons' family discord scores at (r=.4381, p=037). Corresponding correlation values for the mothers and daughters were (r=.0367, p=.868); (r=-.2049, p=.348); (r=-.0234, p=916); and (r=.0011, p =.996). A significant correlation was found between mothers and daughters on the mothers' relative and friend support score and the daughters' family confidence score at (r=.4215, p=.045), while the corresponding coefficient for fathers and sons was (r=-.3911, p=.065). Significant correlations were found more often than were significant differences . The results also indicate that the males are more volatile than the females in terms of significant findings on the family strength measures.

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Hallgrimsson, Boas, and Mollee Bekele. "The Strengths of Street Knowledge." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388954.

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In the late 1970s the culture of hip hop emerged from the streets of New York. It was an outlet for identity, expression and boasting among communities of young people who were raised in disadvantaged circumstances. Hip hop allowed for creative innovators to form a niche within the entertainment industry that has generated billions of dollars. The purpose of our study is to investigate how hip hop artists utilize entrepreneurial methods in their ventures. Specifically, we explore how these entrepreneurs build empires from storytelling and narrative creation. Entrepreneurial research has found storytelling as an increasingly validated method towards success. Much has been written about how entrepreneurs frame their ideas, how they have to be raconteurial in the early stages of their ventures in order to access resources, and how a “great” pitch is invaluable in capital raising. Hip hop artists rely on stories and storytelling, and the listeners response to the pitch dictates its value. The primary methods used in our study were theoretical and text analysis. We relied on content analysis, discourse analysis and critical discourse studies to analyze our data. We compared literature from various research disciplines including cultural studies, business studies, entrepreneurial research, post structuralism and philosophy. Our results indicate that hip hop artists negotiate experiences and create narratives that are then commodified. Our conclusions indicate that narratives that provide consumers a glimpse into communities of “others” while keeping listeners at a safe distance, sell. Furthermore, we find that rappers who exploit vulgarity and glamorize violence, misogyny and aggression are time and again rewarded with fame and fiscal success.

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Skogmalm, Martin. "Project Based Organizations: Strengths & Weaknesses." Thesis, Linnaeus University, Linnaeus School of Business and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6408.

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Background: Today companies operate in a market that increasingly is becoming global, and where technological development is advancing ever faster. Global competition, shorter product life cycles and constant reorganization of business puts increasing demands on companies and projects that are under their control. As a result of this trend more and more organizations in different industries are working on a project basis.

Objective: To identify and address the strengths and weaknesses of project based organizations.

Boundaries: Three business units within different companies will be analyzed in order to deduct a conclusion to the research question.

Method: A qualitative method has been used. The empirical material was analyzed based on theory.

Results: A project based organization promotes higher flexibility in comparison to a functional organization. The organizational structure of a project based organization provides employees with interesting tasks and the possibility to work in and learn from cross functional teams. Although this has a negative impact on ones work life balance. A key weakness is the organizational integration, which includes: knowledge management, implementation of strategies and focus beyond projects, resource coordination and human resource management.

Proposal for further research: An in-depth study on how project based organizations promote innovation.

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Miyahara, Seiji, Takahiro Kawashima, and Yukiharu Ohsawa. "Field strengths in oblique shock waves." American Institute of Physics, 2003. http://hdl.handle.net/2237/7022.

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Irwin, Juliet. "Bridging collaborative gaps| Appreciating intergenerational strengths." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560838.

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Organizations have an immense opportunity to raise employee awareness regarding the best values, skills, and attitudes that each generation offers. This study was an appreciative inquiry with an intact multigenerational corporate team located in Calgary, Alberta, Canada, studying the strengths that each generation brings to intergenerational collaboration. Perceptions about collaborative strengths were gathered in a workshop and via pre- and post-workshop surveys. Through analysis and interpretation of the study findings, unique strengths for each generation were revealed; discoveries were made around foundations for intergenerational collaboration and the role of the individual contribution to multigenerational collaborative behavior was acknowledged. Recommendations emerged, including: to build generational competence, lay the foundation for intergenerational collaboration, bridge intergenerational collaborative gaps, and apply knowledge to organizational policy and program development. Developing an appreciation for what strengths each generation brings to collaboration provides an opportunity for organizations to enable diverse teams and ultimately improve business performance.

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Warner, Antonia J. N. "Relative tensile strengths of chainmail weaves." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98754.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 42).
Chainmail is a type of body armor that has been used throughout ancient and modern times by a variety of people, including medieval fighters and ocean divers. Articles of chainmail are made out of interconnected metal rings - usually steel rings - that are either butted, welded, or riveted together. The primary failure mechanism of a piece is usually the rings being pried apart by a wedge-shaped object, such as the tip of a sword or a shark tooth. The ability of an article of chainmail to resist such failures depends on a variety of variables including the method of closure of the rings, the diameter and gauge of the rings used, and the weave type. The relative strengths of different types of chainmail were investigated by conducting tensile tests on both physical and simulated samples. Eight different ring diameters, four different ring gauges, four different weaves, and three methods of closure of the rings (butting, riveting, and welding) were tested. For both methods of analysis, force-displacement curves were generated for each sample, and the yield forces, maximum forces, and effective elastic moduli extracted from the graphs. Proportional relationships between the physical characteristics of the chainmail and the forces and moduli were obtained graphically through analysis of the experimental data. The yield and maximum forces were determined to vary directly with the number of rings linked to a given ring, with an average error of 10.66 5.67 %. These parameters were also found to vary inversely with the ring diameters, with an average percent error of 14.63 5.61 %. The samples with welded rings were found to yield at a force at least 1.5 times higher than the yield force of the riveted samples and at a force at least 2 times higher than the yield force of the butted samples. The effective elastic moduli decreased with increasing diameter and held relatively constant across the different methods of ring closure. The attempt to scale the forces and moduli with the cross-sectional area of the rings proved inconclusive due to large percent differences between the scaled values. The experimental results were compared to those generated by nonlinear, dynamic SolidWorks simulations. The verification of the simulated results with the experimental results allowed investigation into possible sources of error in the experimentation via simulation. Variations in the orientation of the rings resulted in variations in the yield force up to 33.31%. The yield force was also found to decline as a rate of 100 N for each millimeter of width of the split in the butted rings. Thus, the simulations provided possible explanations for some of the larger percent differences found during the creation of the proportional relationships - including the inconclusive results for scaling with cross-sectional area. Despite the possibilities for error, there exists strong support for the scaling relationships established for weave type and ring diameter due to the low percent errors calculated, as well as the low percent errors between the simulated and experimental values.
by Antonia J.N. Warner.
S.B.

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Gouirand, Alexandra. "Bilinguals in America strengths and challenges /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gouirand_AMITthesis2009.pdf.

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Beal, Philip Edward. "Estimation of the shear strengths of root reinforced soils." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117654465.

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Bander, Bryan B. "Social-Emotional Strengths and Academic Outcomes In Kindergarten Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5448.

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Social-emotional competence has received increased attention as being critical to a student's success in the classroom. Social-emotional strengths are multidimensional and include assets such as social competence, self-regulation, empathy, and responsibility; however, previous research has not investigated which of these strengths contribute most to a student's academic success. Additionally, limited research has investigated the use of multiple informants (e.g., parents and teachers) to determine whose perceptions are more predictive of academic achievement in kindergarten students. This study examined the relationship between social-emotional strengths, as rated by parents and teachers on the SEARS (Merrell, 2011), and academic outcomes, using the AIMSweb Tests of Early Literacy (Shinn & Shinn, 2008) and Missing Number Fluency (Clarke & Shinn, 2004b), in kindergarten students (n = 154). A moderate, positive relationship between parent and teacher ratings of social-emotional strengths was obtained. When prior achievement was removed from the regression equation, social competence, as measured by parents, was the only significant predictor of current achievement in early literacy. No social-emotional strength, as rated by parents, was a significant predictor of early math achievement regardless of including or removing prior achievement from the regression equation. Additionally, teacher-rated total strengths were predictive of current achievement in reading, when controlling for prior achievement, and for math, when prior achievement was removed from the equation. Teacher ratings of total strengths were thus found to be more predictive than parent ratings of academic achievement in reading, but not math. Implications of findings and suggestions for future research are discussed.

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Hemphill, Jean Croce. "Identifying Strengths in Rural Homeless Abused Women." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7580.

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Chung, Hsiu-feng. "Resiliency and Character Strengths Among College Students." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195507.

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This dissertation contributes to the literature on resiliency and character strengths. College students (N = 223) were administered questionnaires to determine the hassles they experienced in the last month, as well as their levels of life satisfaction, resiliency, and the four character strengths of Appreciation of Beauty and Excellence, Gratitude, Humility/Modesty, and Love. Reponses to the Ego Resiliency Scale were used to divide students into the following three groups: resilient, moderate-resilient, and low-resilient. Self-reported levels of life satisfaction, Appreciation of Beauty and Excellence, Gratitude, Humility/Modesty, and Love were compared across the three groups to determine whether they were significantly related to resiliency. The results indicate that Appreciation of Beauty and Excellence, Gratitude, and Humility/Modesty had a significant relationship with resiliency, but that Love did not. Resilient students' levels of Appreciation of Beauty and Excellence as well as Gratitude were significantly higher than those of low-resilient students. However, resilient students' levels of Humility/Modesty were significantly lower than those of low-resilient students. Although Love was not significantly related to resiliency, the levels of Love for resilient students were relatively higher than those of low-resilient students. Life satisfaction also was significantly related to resiliency. Resilient students' levels of life satisfaction were significantly higher than those of low-resilient students. Gratitude and Love predicted students' levels of life satisfaction. Therefore, Gratitude seems to be the essential character strength related to both resiliency and life satisfaction among college students.

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Evanshen, Pamela, and Tsitsi Nyabando. "Knowing Your Staff and Using Their Strengths." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4370.

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Robinson, John Alan. "Statistical analysis of failure strengths in industrial fasteners /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203572631&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Low, Wai-man Winnie, and 羅慧文. "A guidance program for exploring strengths: acase study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963158.

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Larosa, Kayla Nicole. "Parent Predictors of Social-Emotional Strengths in Kindergartners." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6532.

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Strengths-based assessment is providing an alternative to the typical way that psychologists approach mental health in the literature. Social-emotional strengths are multidimensional, positive indicators of mental health that include Social Competence, Self-Regulation, Empathy, and Responsibility. Limited research has been conducted to examine the potential connection between parental involvement in children’s education, specifically in the areas of supporting a child’s learning at home, parental involvement within educational settings, and parenting practices (discipline, Monitoring, use of Praise and Incentives) in connection with social-emotional strengths. With an emphasis on prevention of mental health problems, parents are an important and potentially untapped resource for school-based interventions to promote social-emotional strengths. Multiple informants in strengths-based assessment has also received limited attention in the research, therefore potential differences in parent and teacher ratings of social-emotional strengths were explored. The relationships between parenting variables and social-emotional strengths were examined. The sample included 166 kindergarten children. Teacher ratings of children’s strengths were available for all 166 of these children. Parent ratings of children’s strengths were available for a subset (n = 122) of these 166 children. Participants were from both the U.S. and Canada. Measures used to assess parenting variables included the Parent Involvement Project Questionnaire-Modified, the Fast Track Project Parent-Teacher Involvement Questionnaire, the Parent Practices Interview, Parental Support for Learning Scale, Trust Scale from the Family-School Relationship Survey, and the Social-Emotional Assets and Resilience Scale (SEARS)-Parent, and the SEARS-Teacher short form. All together, parenting variables explained 37% of the variance in Self-Regulation/Responsibility, 29% of the variance in Social Competence, 29% of the variance in Empathy, 37% of the variance in Total Social-Emotional Strengths as rated by parents, and 20% of the variance in Total Strengths as rated by teachers. In terms of individual predictors of the parent-rated strengths sample, Positive Verbal Discipline and gender (female status) were significant positive predictors of Self-Regulation/Responsibility. This indicated that the higher the use of Positive Verbal Discipline, the higher the levels of Self-Regulation/Responsibility. Supportive Parent Involvement, Positive Verbal Discipline, and gender (female status) significantly predicted Social Competence, also in a positive direction. This demonstrated that the higher the level of Supportive Parent Involvement and Positive Verbal Discipline, the higher the level of Social Competence. Parent perception of his/her Time and Energy, Praise and Incentives, and the child’s gender (female status) positively predicted Empathy; Monitoring negatively predicted Empathy. For Time and Energy and Praise and Incentives, this indicated that the higher the level of these parenting variables, the more positively Empathy was rated by parents. Monitoring moved in the opposite direction of Empathy; as Monitoring increased, Empathy decreased. Positive Verbal Discipline and gender (female status) predicted Total Strengths rated by parents in a positive direction; as Positive Verbal Discipline increased, so did Total Parent-Rated Strengths. For teacher ratings of strengths, Trust of the child’s teacher and gender (female status) predicted Total Strengths in a positive direction. This indicated that as Trust of the child’s teacher increased, so did the level of teacher-rated Total Social-Emotional Strengths. Female status was consistently associated with more positive ratings of the social-emotional domains and Total Social-Emotional Strengths. Teachers and parents had moderate levels of association (r = .48) in rating of kindergarten students’ Total Social-Emotional Strengths. In summary, all parenting variables were predictive or associated with social-emotional outcomes except for Appropriate Discipline, and Monitoring had a negative relationship with parent-rated Empathy. Socioeconomic status was also not found to be significantly predictive or associated with social-emotional domains. Parenting practices such as Positive Verbal Discipline and gender were particularly predictive of social-emotional domains. Implications for research and practice are outlined.

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Chambers, Cynthia R., and K. Buttolf. "Building Skills, Strengths, and Interests through Performing Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3889.

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Hemphill, Jean Croce. "Book Review: Strengths-Based Management for Older Adults by Fast and Chapin. Book Review of Strengths-Based Management for Older Adults." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7562.

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Amador, Lui. "Strength within| Addressing Structural Opportunity Gaps for Men of Color at 4-Year Universities through a Strengths-Based Approach." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825323.

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The enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of color in higher education. Despite the research and concerted efforts by institutions, this opportunity gap continues to affect the educational and overall college experience of men of color. Through qualitative interviews employing a photo elicitation protocol and a conceptual framework based on validation theory, Critical Race Theory (CRT) and Anti-Deficit Perspectives, this study examines the social, cultural, and institutional factors that shape this population’s experience in higher education. This research will examine the strengths and assets that men of color identify as supporting their success in college. This study will also examine how institutional resources and practices informed by an anti-deficit framework can effectively improve the experiences of men of color in school.

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Tyler, Jessica O'Brien Pruitt. "The impact of strengths-based development on student engagement." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-08072006-120824/unrestricted/tyler.pdf.

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Björklund, Johanna. "Emergy analysis to assess ecological sustainability : strengths and weaknesses /." Uppsala : Swedish Univ. of Agricultural Sciences, 2000. http://epsilon.slu.se/avh/2000/91-576-5794-7.pdf.

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Wheeler, Tony. "Investigating the interrelationships among various measures of family strengths." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/817.

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Coiner, Christina Pearl. "Potential relationship between sensory modality strengths and memory strategies." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2518.

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This study explored the relationship between memory strategies and sensory modality strengths. Memory strategies are often taught by speech-language pathologists to individuals with memory impairments. Information about the relationship between memory strategies and individual differences could provide better direction for treatment approaches. Forty participants, ages 21 to 88, were administered a number of memory assessments including letter and categorical fluency, recall and recognition memory, immediate and delayed story retelling and visual memory. After each memory test, participants were asked to report any strategies used to complete the task. After completion of all memory tasks, participants indicated strategies used from a short listing of possible memory strategies, as well as completed an open-ended portion to report any other strategies. Participants' sensory modality strengths were assessed using the Swassing-Barbe Modality Index (SBMI) and the Visual Aural Read/Write Kinesthetic (VARK) Questionnaire. No significant relationship was found between sensory modality strength and memory strategies used to complete the various memory tasks. Individuals used a variety of memory strategies unrelated to their sensory modality strength and the type of memory task. Speech-language pathologists should be aware of their clients' individual differences and be prepared to teach an assortment of strategies to clients with memory impairments. Clients with a variety of usable strategies may be better equipped to employ those strategies in various situations like their typical adult peers.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders

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Fok, Carlotta Ching Ting 1973. "Techniques for the analysis of event timings and strengths." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102977.

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Event response data that record the timings of randomly occurred events and the strengths of these events are becoming increasingly important in psychology. Although previous researchers such as Kass et al. and Rathbun et al. have developed techniques to model event timings, and that there are social science literature for modeling event times, few researchers have developed techniques to model the event times as well as the strengths of the events. Thus, the present thesis describes a new model that incorporates the use of functional data analysis to estimate a joint occurrence of event intensity, or the instantaneous rate of occurrence, as well as the strengths of the events. The compound log-likelihood model, which is derived by the sum of the event and the response log-likelihood functions, estimates the intensity function and the smoothed function for the response variable simultaneously. In this thesis, we will discuss the incorporation of covariates into the model, and we will also discuss in detail the positive bounded model, which imposes a constraint to the upper bound of the intensity function, as well as the positive model, where no such constraint is imposed.
The model is applied to a set of lupus data that involve the medical histories of 300 lupus sufferers over 20 years to examine the flare intensity and severity of lupus symptoms of each patient. Results of patients 15 and 148 are discussed in this thesis, which reveal that there might be some linear relationship between the patients' intensity rate and the severity of their flares. Finally, the extent to which the maximum likelihood estimation for the model is accurate is tested using simulated data. Results from the simulation show that the model requires a large sample size for a precise estimate.

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PEDERSÉN, VALÉRIE, and AXEL WADENSTEN. "Innovation Capabilities : Teams’ perception of strengths and critical gaps." Thesis, KTH, Maskinkonstruktion (Inst.), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-143107.

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To be competitive, firms must constantly introduce new and better products and services. Thus itis crucial for firms to create an organization in which both incremental and radical innovationsoccur. In an organizational context, innovation capability refers to the capability to integrate thekey resources and capabilities of the organization in a way that stimulates innovation in products,services and processes. Consequently, firms must support the underlying processes and practicesthat aim at improving the innovation capability. To provide the necessary support for innovationactivities, firms must also consider the conditions of each specific team, as the support neededdepends on the situation in the respective teams.This study was performed as a Master thesis project at The Royal Institute of Technology. It isbased on an empirical study performed at a large Swedish firm during 2012. The purpose of thestudy was to investigate and map how teams within the firm perceive their innovation capability.The sample consisted of around 200 respondents in 13 different teams. The teams were from twodifferent product units, and were located in five different countries. To collect data about theteams included in the survey, a web-based survey tool was developed. In the survey, respondentsgot to choose three capabilities they perceived as strengths of the team, and three they perceivedas gaps critical to address. Complementary interviews were also held with members of thestudied teams to further discuss the survey results. By using this approach, the perceivedstrengths and critical gaps of each team was identified.The results show that at an overall level there are great similarities between the different teams,as some capabilities were perceived as top three strengths in a majority of the teams. Looking atthe critical gaps the responses were more evenly distributed, although some capabilities stillscored significantly higher than others. No major differences were found between differentproduct units or countries. One important finding was that within each team, there were greatdifferences in how the team members perceived their team’s strengths and critical gaps. Thisimplicates that the teams need to become more consistent on these issues, as an effective changework depends on a mutual understanding of the needs of the team.

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Arumugam, Aravinthan. "An investigation into improving weld strengths during spot welding." Thesis, Nottingham Trent University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272435.

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Spot welding is a process that is widely used in industries worldwide. This project aims to research and develop a control system to improve the strengths of the spot welds. Conventional (pneumatic) spot welding systems do not lend themselves towards in-process control specifically controlling the forging force during welding. The importance of the forging force is that it is related to the dynamic resistance and hence to the rate of heating of the weld as has been shown in this work. The use of the forging force to control weld strengths was investigated by converting the electrode actuating system of a pneumatic spot welder to a motor driven servo system. This enabled the electrode forging force to be varied during welding. The control system was used to vary the forging force during welding by means of various preset force profiles in order to vary the heating during welding. The effects of the various force profiles to heat generation and weld growth were studied by using the dynamic resistance curve. The relationship between resistance and force enables the dynamic resistance to be used as an indicator for weld performance. Experiments were carried out to propose the force profile that will give the highest weld strength. Results obtained from this project shows that two changes in the characteristics of the force profile, viz, the delay time before ramping and the rate of ramping, affects the amount of heat supplied to the weld during welding which causes change in the weld strength. Statistically significant differences between average weld strengths due to the changes in these characteristics are presented. Forging force control was also found to produce stronger welds compared to the conventional electrode clamping force (ECF) condition, which was found to be statistically significant. It was also found possible to extend the weld lobe region of the electrode clamping force (ECF) condition by using forging force control, to produce improved weld strengths at the no weld and expulsion regions of the lobe. The profile that starts with a lower force and ends with a higher force with a longer ramping delay and slower ramping rate was the profile that produces the strongest weld strength among all the profiles tested. This profile with a welding current below the expulsion limit was suggested as the strategy to produce stronger welds at a faster rate.

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Evitts, Lee J. "Electric monopole transition strengths in the stable nickel isotopes." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/841703/.

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A series of measurements of stable nickel isotopes were performed at the Australian National University in Canberra. Excited states in 58,60,62Ni were populated via inelastic scattering of proton beams delivered by the 14UD Pelletron accelerator. Multiple setups were used in order to determine the structure of low-lying states. The CAESAR array of Compton-suppressed HPGe detectors was used to measure the (E2/M1) mixing ratio of transitions from angular distributions of gamma rays. The Super-e spectrometer was used to measure conversion coefficients for a number of J to J transitions. The data obtained from both devices was combined with previously measured parent lifetimes and branching ratios to determine E0 transition strengths between J-pi transitions. The E0 transition strength for the second 0+ to first 0+ transitions in 60,62Ni have been measured for the first time through internal conversion electron detection. The experimental value of 132(+59,-70) for 62Ni agrees within 2 sigma of the previous result obtained from internal pair formation. However it is likely that the previous experimental results used an outdated theoretical model for internal pair formation emission. This work also represents the first measurements of E0 transition strengths between 2+ states in Ni isotopes. There is generally large E0 strength between the 2+ states, particularly in the second 2+ to first 2+ transition, however there is also a large uncertainty in the measurements owing to the difficulties involved in measuring conversion coefficients. In 62Ni, the E0 transition strength of 172(+62,-77) for the second 2+ to first 2+ transition gives further weight to the argument against the spherical vibrator model, as an E0 transition is forbidden if there is a change of only one phonon. The large measurement also indicates the presence of shape coexistence, complementing the recent experimental work carried out in the neutron-rich Ni isotopes.

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McCabe, Bree A. "Character Strengths and Positive Institutions: Effects on Psychological Wellness." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100.

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Karris, M. Alexis m. d. "Character strengths and well-being in a college sample." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337214.

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Low, Wai-man Winnie. "A guidance program for exploring strengths : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754956.

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Nguyen, Thi Kieu Vien. "Emerging local NGOs in Vietnam : strengths, limitations and prospects /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16773.pdf.

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Ek, Adam. "Distributing Educational Opportunities : Strengths and Weaknesses of Different Approaches." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157404.

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When there is scarcity of educational position, we need a just system of distribution that decides who's to be admitted to said position. In this text I argue that the common system of using grades and test results as merit to distribute educational opportunities is unjust. The reason being that we simply cannot assign grades that are neither fully reliable or valid. I describe a generalized education system that we have today distributing educational opportunities. The system is characterized by having a compulsory basic education that distributes its educational opportunities strictly egalitarian. Later introducing grades and standardized tests to progress into higher education creating a meritocratic distribution. Furthermore I introduce Nozickian libertarianism and a version of Rawls distributional principles including affirmative action policies. All of which have their merits and drawbacks, which is why I lastly put forth my own proposed approach. The proposal consists of the fundamental right that every person with the adequate knowledge and skills to succeed in referred education is entitled to it. The building blocks for this education system and its distribution of educational opportunities is compulsory basic education, specialized admission tests and lottery accompanied by a queue system.

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Mubashar, Tahira [Verfasser], Claudia [Akademischer Betreuer] Harzer, and Joachim [Akademischer Betreuer] Vogt. "Character Strengths in Pakistan: The Role of Signature Strengths Use for Employee Work Behaviors and Organizational Outcomes / Tahira Mubashar ; Claudia Harzer, Joachim Vogt." Darmstadt : Universitäts- und Landesbibliothek, 2021. http://d-nb.info/1234149958/34.

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Stewart, Alison. "Teacher perceptions of pupil strengths and what they wish to know about character and learning strengths to inform their planning for individual education plans." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532968.

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Background: The field of positive psychology is still gathering momentum and consideration is being given to strengths and how these can be used to enhance learning. Emphasis is moving towards strengths-based assessments and Educational Psychologists are well-placed to encourage and promote a more strengths focused environment within schools. Alms: The research aimed to investigate what information about pupil strengths teachers would find helpful in their planning and teaching. The research looked at teachers views about strengths and also asked them how they could use knowledge of pupil strengths within the classroom. Sample: The study involved 12 teachers - 10 secondary school teachers and two primary school teachers and 12 pupils with special educational needs. Method: Focus groups and semi-structured interviews were used to elicit information from the teachers. These were analysed using thematic analysis. The 12 pupils completed three different strengths assessment tools-the BERS-2, the Children's Strengths Survey and the Affinities Questionnaire. A Pupil Profile of Strengths was created to help inform the teachers. Results: The teachers valued the Pupil Profile of Strengths. They felt additional information was of benefit and they wanted to use it to inform their planning. The teachers wished to know about learning strengths and character strengths but were not confident in using character strengths. Conclusion: Although this study was small and exploratory in nature, it has highlighted areas where teachers can use strengths to enhance learning and acknowledges the importance of good communication amongst staff and pupils regarding pupil strengths.

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Philimon, Levina Kiiza. "The establishment of an African criminal court: strengths and weaknesses." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019828.

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This treatise addresses the possible creation of an African criminal court for individual criminal responsibility for crime of genocide, crimes against humanity, and war crimes. It does so by critically analysing the Statutes of Special Court of Sierra Leone, International Criminal Tribunal for Rwanda, and Rome Statute of the International Criminal Court in relation to the provisions addressing the principle of individual criminal responsibility, jurisdiction, amnesty and immunity. Another aim is to indicate the strength and weaknesses of the cited statutes in relation to the above provisions. Finally a further aim is to provide an analysis of the statutes, and any other international law applicable and determine whether Africa needs a separate criminal court. The principle conclusion is that statutes are facing challenges in relations to the provisions above. It is established that Africa does not have a regional criminal court and the African Union has attempted to extend jurisdiction of the African Court of Justice and Human Rights to criminal jurisdiction but the process has amounted to heavy criticism and unforeseen legal implications. It is eventually concluded that Africa may consider the creation of a separate criminal court for the future and such a court is currently not needed. Support should be given to the ICC.

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O???Leary, Kay Education Faculty of Arts &amp Social Sciences UNSW. "Development of personal strengths and moral reasoning in gifted adolescents." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/20540.

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This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan region. An instrument entitled the Development of Personal Strengths Questionnaire was developed to analyse students??? attitudes while the Defining Issues Test (Rest, 1986) was also administered to measure moral reasoning ability. Results showed that gifted students have significantly higher levels of acknowledgement of personal strengths and reasons for developing personal strengths, which reflect altruistic motivations. Gifted students scored significantly higher on altruism and philanthropy and showed significantly higher scores on the Defining Issues Test. Aspects of developing personal strengths, on which gifted students showed no significant difference from non-identified peers were in areas of motivation and responsibility for developing these strengths. A significant, but modest, connection was found between development of personal strengths and moral reasoning. Gender differences were also examined, with males reporting higher acknowledgement of personal strengths than females and females reporting higher levels on reasons for developing personal strengths as well as altruism and philanthropy. Females also showed significantly higher scores on the Defining Issues Test. These results were consistent within the gifted participant group. It was concluded that gifted students in this study were more likely to acknowledge their personal strengths or gifts and were more inclined to hold reasons for this development which related to higher levels of altruism, philanthropy and moral reasoning. These characteristics need to be taken into consideration in development of programs and provisions for gifted students, both now and in the future.

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Skelly, Robert E. "Strengths and weaknesses of the spousal relationship following a stroke." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135242/.

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Oliver, Carolyn. "Making strengths-based practice work in child protection : frontline perspectives." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46176.

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Strengths-based practice has been widely promoted as a preferred approach for statutory child protection work, but its complexity and inconsistent implementation suggest that it may be hard to do. This pragmatic mixed methods study asked frontline workers whether and how they applied strengths-based and solution-focussed ideas in their daily child protection practice and what supported and impeded their efforts. Via 26 semi-structured interviews and an online survey, 225 child protection workers from the Ministry of Family Development in British Columbia, Canada, gave their views. The study found nearly all workers to be positive about strengths-based practice but 70% had implicit rules about the clients and situations for which strengths-based solution-focussed work was not appropriate or possible. Five definitions of strengths-based practice were identified from their descriptions of the approach, each linked to particular challenges and supports. The most applicable definition, 'Enacting firm, fair and friendly practice', illustrates a way for practitioners to navigate the strengths-based child protection relationship while managing the risk and authority inherent to their role. It involves maintaining a shifting balance between inviting maximum client collaboration and using authority purposefully and suggests the importance of judging impartially, being transparent, attending to the worker-client interaction and seeing clients as fellow human beings. It may support workers to navigate a developmental progression from occasionally doing strengths-based practice to identifying as strengths-based practitioners. The study highlights the importance of developing organisational capacity to provide the time, resources and culture necessary for strengths-based practice. It suggests that 'fearlessness', emotional self-regulation and comfort with mandated authority support strengths-based practice and recommends greater emphasis be placed on these qualities in child welfare education. Other recommendations include adopting a system-wide child protection-applicable definition of strengths-based practice like 'Enacting firm, fair and friendly practice', implementing 'strengths-based management' and providing ongoing opportunities for practitioner reflection and education.

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Holtmann, Martin, Andreas Becker, Tobias Banaschewski, Aribert Rothenberger, and Veit Rößner. "Psychometric Validity of the Strengths and Difficulties Questionnaire-Dysregulation Profile." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-134171.

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Background: In many severely mentally disordered children, the clinical presentation is complicated by comorbid affective and behavioral dysregulation. Recently, a highly heritable behavioral phenotype of simultaneous deviance on the anxious/depressed, attention problems, and aggressive behavior syndrome scales has been identified on the Child Behavior Checklist Dysregulation Profile (CBCL-DP). The aim of the present pilot study was to determine an equivalent to the CBCL-DP using the Strengths and Difficulties Questionnaire (SDQ). Sampling and Methods: We applied stepwise linear discriminant analyses and receiver operating characteristic (ROC) analysis to data from 543 consecutively referred children and adolescents, aged 5–17 years. The CBCL and the SDQ were completed by parents as part of the diagnostic routine. ICD-10 discharge diagnoses were established in consensus conferences. Results: A combination of five SDQ items (SDQ-Dysregulation Profile, SDQ-DP) yielded the best discrimination of children with and without CBCL-DP and classified 81.0% of the subjects correctly leading to an area under the curve of 0.93. The content of the five SDQ-DP items mirrors well the mixed behavioral phenotype of anxious-depressive, aggressive and attention problems captured by the CBCL-DP. SDQ-DP status was highly correlated with CBCL-DP status and was best defined by a SDQ-DP score ≧5. Conclusions: The psychometric properties of the SDQ-DP have been robustly tested and validated. Based on these results, clinicians may use the SDQ-DP as a useful and economical screening measure to improve the assessment, prevention, and treatment of severe dysregulation in childhood and adolescence. Future investigations should study the longitudinal stability, heritability, and genetic associations of this behavioral phenotype
Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich

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43

MEIRA, MAGNUS THIAGO DA ROCHA. "EXPERIMENTAL STUDY OF BEAM-COLUMN JOINTS WITH DIFFERENT CONCRETE STRENGTHS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15357@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O emprego de concretos de diferentes resistências em pilares e nos demais elementos do edifício, sendo o concreto dos pilares o de maior resistência, tem sido uma opção adotada em algumas edificações. Nas construções em geral, o concreto do pavimento é colocado continuamente atravessando o nó pilar-pavimento. Como resultado, o concreto da parte do pilar na região de encontro entre o pavimento e o pilar tem uma resistência menor do que no resto do pilar. Como, em geral, esta região do pilar se encontra confinada pelo pavimento, surge então a dúvida sobre qual é a resistência à compressão que se deve utilizar no cálculo do pilar; se deve ser a do pilar, a do pavimento ou um valor intermediário. O objetivo do trabalho é estudar experimentalmente a influência do confinamento do nó em pilares interceptados por vigas. As variáveis adotadas foram a taxa de armadura e a deformação específica inicial na armadura longitudinal das vigas. Nesta tese foram estudados experimentalmente quatro espécimes com vigas nas duas direções e oito espécimes com vigas em uma direção. Também foram ensaiados dois pilares isolados e homogêneos, um com concreto de mesma resistência à compressão do concreto utilizado no pilar e outro com concreto com resistência igual à resistência do concreto das vigas. As resistências nominais dos concretos das vigas e dos pilares foram 30 MPa e 70 MPa respectivamente. Os resultados indicaram que o confinamento promovido por vigas nas duas direções resulta num aumento significativo na carga de ruptura. O aumento da taxa de armadura das vigas aumenta a capacidade final somente nos espécimes com vigas nas duas direções. A influência da deformação inicial na armadura das vigas é inexpressiva.
The use of concretes with different strengths in columns and in the others elements of the floor, with the columns having the concrete with the highest strength, has been an option adopted in some buildings. In general, the concrete of the floor is poured continuously crossing the floor-column joint. As a result, the concrete strength in the joint region is lower than the concrete strength of the rest of the column. Since, in general, the joint region is confined by the floor, a doubt on the effective strength of the joint remains. The objective of the present work was to study experimentally the influence of the lateral confinement in the joint region of columns intercepted by beams. The variables were the reinforcement ratio and the initial strain in the tension reinforcement of the beams. In the present thesis, four specimens with beams in one direction and eight specimens with beams in two directions were studied experimentally. In addition, two isolated columns were also tested, one with concrete of same strength of the concrete of the columns and other with concrete of same strength of the concrete of the beams. The compressive concrete strength of the beams and columns were 30 MPa and 70 MPa respectively. The results indicated that the confinement provided by beams in two directions causes a significant increase of the failure load. The increase of the tension reinforcement ratio of the beams increases the failure load only in specimens with beams in two directions. The initial strain in the tension reinforcement of the beams has no effect on the ultimate capacity of the specimens.

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Sharma, Veena. "The strengths and weaknesses of blood services in Kumasi, Ghana." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3022292/.

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Limited research has been conducted in the area of blood transfusion policy in Africa. Prior to this study, it was unclear how many countries had a national blood policy in place, if they differed from other policies and if so to what extent. The aim of this study was, therefore, to better understand the Ghanaian national blood policy in an African context, identify its strengths and weaknesses and make appropriate policy recommendations. Following a literature review, WHO policy documents and African national policies were obtained via a web search in French and English, and by contacting representatives of national blood services. Policy documents were analysed qualitatively, and a list of commonly accepted policies was generated and compared with the evidence. Guidelines relating to blood donation, blood screening, blood grouping and component usage were common to more than half of the national blood policies reviewed. The common recommendations listed above were compared to current blood transfusion service practices at the Komfo Anokye Teaching Hospital, and areas of policy requiring further research, to improve policy implementation and better meet the local population's needs, were identified. As a result, the following sub-objectives were identified: 1) Determine the most common reasons for donor deferral 2) Determine what information donors are interested in receiving during pre and post-donation counselling to improve donor satisfaction and potentially increase blood supply; 3) Better understand component demand and usage and its influencing factors as well as determine whether current component production rates are appropriate; 4) Understand the patient experience in obtaining a blood transfusion and securing a replacement donor. Results from this study showed that blood donors were most commonly deferred due to a low haemoglobin level or hepatitis B infection. Blood donors seek more information regarding their health and whether their blood is found to have any infections. In addition, they would like to know more about the blood donation process ahead of time, such as what steps are involved, if donating will be painful and how long the entire process will take. Based on interviews with clinicians and data obtained from the blood bank, while component production was found to be increasing at KATH, there were still instances when demand of blood components exceeded supply. In spite of this, patients did not find it difficult to obtain blood for their transfusion, but some expressed interest in learning more about the risks and benefits of transfusion. Clinicians and policy makers should therefore work together to determine whether certain biological criteria currently implemented can safely be adjusted to be more inclusive and maximise the number of blood units donated. Future donor counselling sessions should aim to better communicate with donors the blood donation process and reassure blood donors of their health status. Component production should continue to increase at KATH given its demand, but only providing the blood bank has the resources to maintain production without affecting supply and patient outcomes. Finally, clinicians should increase their efforts to maintain good communication with their patients regarding transfusions, their risks and benefits, and ensure consent is always sought.

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Sims, A. "Psychological impact of identifying character strengths in people with psychosis." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1468587/.

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This thesis investigates the psychological impact of identifying character strengths in individuals with psychosis. Specifically, it investigates the feasibility of using a positive psychology intervention involving completion of a questionnaire to identify character strengths (the Values in Action Survey of Character Strengths, VIA-IS; Peterson & Seligman, 2004) with individuals seen in an Early Intervention for Psychosis service. Part One is a literature review examining the efficacy of psychological interventions in enhancing self-esteem amongst individuals with psychosis. It identifies a small group of randomised controlled trials that have demonstrated the efficacy of cognitive behavioural interventions and cognitive remediation training and considers explanations of the mechanisms of these effects, as well as methodological issues in the evidence base. Part Two is an empirical paper using a pre-post intervention design to examine the feasibility of an intervention involving identification of character strengths using the VIA-IS amongst individuals with early psychosis. Post intervention improvements in positive affect and cognitive performance were observed, with qualitative feedback suggesting that the intervention led to mood enhancement and self-reflection. One week follow up analyses were underpowered, as the majority of the sample declined follow-up, and did not find significant results. Part Three is a critical appraisal, discussing the background context to the choice of research area and the process of study planning and data collection, in order to inform future research and clinical practice relating to the use of strengths-based interventions amongst individuals with psychosis.

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Holtmann, Martin, Andreas Becker, Tobias Banaschewski, Aribert Rothenberger, and Veit Rößner. "Psychometric Validity of the Strengths and Difficulties Questionnaire-Dysregulation Profile." Karger, 2011. https://tud.qucosa.de/id/qucosa%3A27564.

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Background: In many severely mentally disordered children, the clinical presentation is complicated by comorbid affective and behavioral dysregulation. Recently, a highly heritable behavioral phenotype of simultaneous deviance on the anxious/depressed, attention problems, and aggressive behavior syndrome scales has been identified on the Child Behavior Checklist Dysregulation Profile (CBCL-DP). The aim of the present pilot study was to determine an equivalent to the CBCL-DP using the Strengths and Difficulties Questionnaire (SDQ). Sampling and Methods: We applied stepwise linear discriminant analyses and receiver operating characteristic (ROC) analysis to data from 543 consecutively referred children and adolescents, aged 5–17 years. The CBCL and the SDQ were completed by parents as part of the diagnostic routine. ICD-10 discharge diagnoses were established in consensus conferences. Results: A combination of five SDQ items (SDQ-Dysregulation Profile, SDQ-DP) yielded the best discrimination of children with and without CBCL-DP and classified 81.0% of the subjects correctly leading to an area under the curve of 0.93. The content of the five SDQ-DP items mirrors well the mixed behavioral phenotype of anxious-depressive, aggressive and attention problems captured by the CBCL-DP. SDQ-DP status was highly correlated with CBCL-DP status and was best defined by a SDQ-DP score ≧5. Conclusions: The psychometric properties of the SDQ-DP have been robustly tested and validated. Based on these results, clinicians may use the SDQ-DP as a useful and economical screening measure to improve the assessment, prevention, and treatment of severe dysregulation in childhood and adolescence. Future investigations should study the longitudinal stability, heritability, and genetic associations of this behavioral phenotype.
Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

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47

Marufu, Tariro Accillia. "The strengths and difficulties of adopted children: a pilot study." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11383.

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Includes abstract.
Includes bibliographical references.
International research has led to the conclusion that adopted children are at a greater risk of behavioural and emotional difficulties than non-adopted children. However, these findings have been inconsistent and inconclusive, and therefore cannot necessarily be generalised to a country such as South Africa with its diverse populations. This study explored the strengths of adopted children and the difficulties they face, in comparison with children who are raised by their biological parents, with a focus on the Cape Town area. Furthermore, this study sought to establish whether there was an association between demographic variables and adopted children’s total difficulties scores.

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Xie, Huiting. "Personal Strengths and Recovery in Adults with Serious Mental Illnesses." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333579633.

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Halper, Leah R. "Continuous Learning: Choosing and Allocating Resources to Strengths and Weaknesses." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427828223.

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Bushey-Miller, Becky A. "Assets, Strengths and Educational Pathways of First-generation Doctoral Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1466614502.

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Dissertations / Theses on the topic 'Strengths'

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