Dissertations / Theses on the topic 'TD children'
To see the other types of publications on this topic, follow the link: TD children.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 47 dissertations / theses for your research on the topic 'TD children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Age, Tolonda. "Coping With Stress in Children." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/478.
Full textAbstract:
Unique stressors can prompt child adjustment difficulties. Coping strategies and emotion regulation that impact the adjustment of children in general and military family children were investigated. Eighty children, 36 with deployed parents, their parents and teachers participated. All experienced stress related to hurricane Katrina. Correlational analyses indicate that children with more hurricane-related losses or moves, use some coping strategies less often; hurricane-related child distress is related to lower maternal support; and parental hurricane-related distress is associated with high levels of child externalizing problems. When dealing with general stressors, some coping strategies were positively associated with child internalizing problems. Analyses indicate that children with high emotion regulation and use of certain coping strategies experienced less externalizing problems, and children with deployed parents were not more emotionally dysregulated or maladjusted than children with non-deployed parents. Analyses did not confirm the hypothesized roles of parental support. Gender differences are also discussed.
2
Fox, Deborah Lee. "Teachers' Perceptions of Leadership in Young Children." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1546.
Full textAbstract:
The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarcity of literature concerning children’s leadership, the results from this study contribute information to the field. Data from this study indicate that teachers describe child leaders most often as helpful and self-confident with good communication skills. Teachers generally recognize child leadership but recognize obvious leadership behaviors more often than subtle ones. Teachers are more likely to encourage child leadership when they recognize behaviors as leadership; they are more likely to respond to child leadership in a discouraging manner when they do not recognize the behaviors as leadership. Therefore, if teachers learn to recognize child leadership, they could be more supportive, thus creating more developmentally appropriate early childhood classrooms.
Keywords: child leadership, early childhood education, gifted, leaders, prosocial behaviors, social skills, teacher expectations, young children
3
Phillips, Deborah. "Developmental Pathways for Children with Disruptive Behavior Disorders." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/67.
Full textAbstract:
The purpose of this study was to incorporate attachment theory and psychopathy into a transactional model to explain the development of disruptive behavior disorders in children. The model tested in this study proposed two broad pathways leading to the development of disruptive behavior disorders. Each pathway was characterized by an atrisk child temperament, negative reactivity and psychopathy, which when embedded in an at-risk environment, would result in conduct problems. Hyperactivity and negative life events were hypothesized to be broad band risk factors for both pathways. The first pathway, characterized by callous-unemotional traits (CU), was hypothesized to be positively associated with thrill seeking behavior and proactive aggression in the child, and insecure attachment in the caregiver. A second pathway, characterized by child negative reactivity, was hypothesized to be positively associated with reactive aggression in the child and disorganized attachment in the caregiver. Data was collected from 48 low income caregiver/child dyads. Children were between the ages of 6 and 12 (mean age=9.3, SD=1.85), and received services from a state mental health clinic. A series of hierarchical regression analyses were performed to evaluate the relationship between the predictor variables and conduct problems. A primary finding was an extremely strong positive correlation between CU traits and conduct problems. Also, several distinct differences were found between groups of children low and high on CU traits. For those children low on CU traits, thrill seeking behaviors were positively associated with conduct problems, while negative life events, attachment insecurity, and attachment disorganization were all negatively associated with conduct problems. For the children high on CU traits, thrill seeking and attachment insecurity had no meaningful impact on conduct problems, while negative life events and attachment disorganization were positively associated with conduct problems. Hyperactivity, proactive aggression, reactive aggression, and negative reactivity were all broad risk factors for conduct problems in this study. The findings of this study suggest that several developmental pathways do exist for children who develop conduct problems, and that future research should utilize developmental models that include a number of broad risk factors, as well as factors that may be specific to certain developmental pathways.
4
Daboval, Karen. "Preparation, Practices, and Perceptions of Licensed Professional Counselors with Respect to Counseling Children." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1017.
Full textAbstract:
This study investigated the preparation, practices, and perceptions of Licensed Professional Counselors with respect to counseling children. The purpose was to determine: a) their graduate coursework, continuing education, and post-degree supervision with respect to counseling children; b) their current caseload, preferred counseling method, and professional development with respect to counseling children; and c) their perceptions regarding their formal education, application of skills, efficacy, and credentialing. The participants in this study were 300 Licensed Professional Counselors. The target population consisted of all Licensed Professional Counselors within the United States. A research-developed, on-line survey, the Counselor Training and Practice Inventory, was used to assess the preparation, practices, and perceptions of the participants in this study. In order for educational standards and training requirements to be established for counselors who counsel children, data must be collected regarding the current views and trends of practitioners, both those who counsel children and those who do not. The study may contribute to a better understanding of practitioners within the counseling profession and the population they serve. In addition, findings could be used to aid credentialing boards in determining standards for practitioners and to assess the education and training of practitioners who counsel children.
5
Tompkins, Connie VanVrancken. "Association of Fat Oxidation and Insulin Resistance in Prepubertal Children." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/698.
Full textAbstract:
Identifying the relationship between fat oxidation and insulin resistance (IR) may provide vital clues to the mechanisms behind the development of metabolic disease in prepubertal children. The purpose of this study was to examine the association of fat oxidation with insulin resistance (IR) and insulin sensitivity (SI) in prepubertal children. A total of 34 prepubertal 7-9 year olds (18 females, 16 males, 13 non-Caucasian, 21 Caucasian, 8.0±0.8 years, 36.5±12.1 kg) were observed. Subjects participated in indirect calorimetry to obtain respiratory quotient (RQ) and a blood test to obtain fasting insulin and glucose to calculate IR by homeostatic model assessment (HOMA). A subset (n=16) participated in Frequently Sampled Intravenous Glucose Tolerance Testing (FSIGTT) to obtain insulin sensitivity. Pearson correlations between RQ and IR and RQ and SI were performed. Partial correlations with respect to physical activity, breastfeeding, and birth weight were also performed. A general linear model was used to examine RQ with IR, and separately SI with respect to physical activity, breastfeeding, birth weight, race and sex. Respiratory quotient and IR were significantly associated when adjusted for physical activity, sex and race and breastfeeding, sex and race. In regards to birth weight, RQ and IR were significantly associated when adjusted for breastfeeding, birth weight, and race, but not when breastfeeding was removed from the model. The results of this study suggest lack of physical activity and breastfeeding may be the most influential risk for factors in the development of IR via a mechanism of impaired fat oxidation. Further research is needed to examine the role of physical activity, breastfeeding, and birth weight on fat oxidation and the development of insulin resistance in prepubertal children, however, the results of this study support the promotion of physical activity, breastfeeding, and good maternal nutrition.
6
Hackman, Anna E. "Moving Motherly: Raising Children in the Low-Wage Hospitality Industry." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1805.
Full textAbstract:
In the hospitality industry, women with children are in a unique position. Government deregulation of corporate labor practices, the exit of manufacturing overseas, and the rise of the service sector economy in the United States has contributed to the development of a surplus, low-wage labor force. Tourism is one subset of this labor force that deserves further attention. Although there is substantial literature on the structure of low-wage labor in tourism economies (Herod and Aguiar, 2006), as well as the impacts on work-family balance (Liladrie, 2009), a less explored topic is the impacts hospitality labor has on mothering. The purpose of this study is to explore the experiences of women with children who 1) work in the hospitality industry and 2) whose work is located in the tourism districts of Seattle, Washington and New Orleans, Louisiana. The investigator used semi-structured, qualitative interviews that asked women about the decisions they make for their children, how their work in hospitality influences their parenting decisions, and how they assign meaning to their roles as mothers. The investigator found that women in the hospitality industry do not separate work and motherhood as two separate spheres. Work is a mothering strategy. The decisions they make for their children are characterized by mobility, particularly through relocation. Finally, this study found that women who work in the hospitality industry navigate various “markers” that stigmatize them in the workplace. The investigator calls this “motherhood markers;” forms of stigma that intensify emotional labor in their workplaces, can create tension with employers and co-workers and, in some cases, termination of their employment.
7
Goode, Rich W. IV. ""Little Things": Chekhov's Children and Discourse in the Comic Short Story." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1630.
Full textAbstract:
While most critics agree that Anton Chekhov is a funny writer and much critical commentary about his comedic techniques identifies how Chekhov is humorous, none examines why readers find him so. Using the tools of cognitive science, this paper explores the cognitive processes behind humor and narrative, as well as Chekhov’s exploitation of them for comical effect in his early short stories – namely the very concise and blatantly humorous “Kids,” “Grisha,” “Vanka,” and “At Home” – and uncovers, in these early writings, the origins of his celebrated and oft-imitated authorial legacy.
8
Desnoyers, Danielle. "Parents’ Concerns about their Gay and Lesbian Children: An Attachment Perspective." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1913.
Full textAbstract:
The purpose of this study was to explore the concerns of parents upon learning about their children’s gay or lesbian sexual orientation from the conceptual framework of attachment theory. Personal and contextual factors such as parents’ attachment anxiety and avoidance, parent and child gender, length of time since disclosure, and parents’ prior interpersonal contact with gay and lesbian person(s) were examined to see how they influence parents’ concerns. Members of Parents and Friends of Lesbians and Gays (PFLAG) support groups were electronically surveyed using the Experiences in Close Relationships - Short Form (ECR-S; Wei, Russell, Mallinckrodt & Vogel, 2007) and the Concerns of Parents of Lesbians (COPLAG; Conley, 2011b). A total of 296 parents met the criteria to be considered participants.
The results of this study indicated that parental concerns are correlated with attachment anxiety, but not attachment avoidance. There were significant differences in concern levels between parents who reported high levels of interpersonal contact with gay or lesbian people and those who reported low levels. Parents’ concerns were significantly higher for gay sons than for lesbian daughters. Amount of time since disclosure was not found to be a significant factor in parental concerns; however, attachment anxiety and amount of time since disclosure were negatively correlated. Additionally, parents who were aware of their child’s sexual orientation for more than five years reported lower levels of attachment anxiety than parents who were aware of their child’s gay or lesbian sexual orientation for less than five years. Although parent gender was a variable in this study, too few fathers participated, precluding analyses using parent gender. Overall, the results indicate that parents’ concerns about having gay and lesbian children are influenced by both intrapsychic and contextual factors.
9
Allison, Amber L. "A Multi-Gene by Environment Perspective of ADHD Symptomatology in Young Children." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1728.
Full textAbstract:
Attention deficit hyperactivity disorder (ADHD) is a heritable disorder, which has detrimental effects on childhood development and is associated with maladaptive functioning in adulthood. Despite this, we are far from an understanding of the etiology and possible trajectories of ADHD, possibly due to investigations focusing on the contribution of single genes. In fact, single genes are likely not influential enough to alter behavior, but the additive effect of many genes may predispose an individual toward certain behaviors. Further, environmental input can activate or suppress genetic expression, thereby leading to vast individual differences in both normative behavior and psychopathological illness, including ADHD. This study investigated the effect of cumulative genetic sensitivity across three dopaminergic polymorphisms (DRD2 A1, DRD4 7R, and DAT1 10R) on ADHD symptomatology in very young children. In addition, we were interested in the G x E associations with ADHD symptomatology. Findings provide novel evidence regarding the effects of dopamine polymorphisms on inattention, and thus ADHD, symptomatology in very young children. Specifically, the findings suggest that the cumulative effect of genetic sensitivity across several dopamine polymorphisms predicts severity of symptomatology, particularly in males. In addition, a robust G x E interaction emerged, whereby a specific genetic predisposition moderated the effect of family context on behavior. This finding, lending support to the BSC model and the differential susceptibility hypothesis, suggests that genetic sensitivity can moderate environmental influence, for better and for worse.
10
Balot, Michelle Magee. "Redefining Responsibility: Welfare Reform, Low-Income African American Mothers, and Children with Disabilities." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/957.
Full textAbstract:
Mothers of children with disabilities face a variety of problems compared to other mothers, but their experiences are not universal. This thesis provides a critical analysis of caregiving and disability by examining the experiences of a group of low-income African American mothers with children with disabilities. It explores the impacts of race, class, gender, and disability on mothers' experiences in the context of conflicting employment and caregiving demands for poor women. Drawing on in-depth qualitative interviews with ten low-income African American mothers of children with disabilities, I illustrate how the struggles of raising a child with a disability are amplified in the face of race and class inequalities. As a result, these women redefine the notion of personal responsibility and employ a series of survival strategies.
11
Gremillion, Monica L. "Merely Misunderstood: Expressive, Receptive, and Pragmatic Language in Children with Disruptive Behavior Disorders." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1398.
Full textAbstract:
Children with Disruptive Behavior Disorders (DBD), including Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) have poorer language skills compared to typically developing children; however, language as a potential risk factor for DBD has received little empirical attention or evaluation. Receptive, expressive, and pragmatic language skills in preschoolers with DBD were examined. Participants were 82 preschool-age children and their primary caregivers. Primary caregivers completed a semi-structured interview and symptom and language questionnaires. Preschoolers completed measures of receptive and expressive language. Results indicated that preschoolers with DBD were more impaired on receptive, expressive, and pragmatic language compared to non-DBD children. Pragmatic language appears particularly impaired in children with DBD, and language problems appear most linked with increased hyperactivity-impulsivity (vs. inattention or oppositional-defiance). This work suggests the need for early assessment of language in preschoolers with DBD, as well as the possibly utility of tailored interventions focusing on improving pragmatic language.
12
Marais, Ade. "Neurocorrelates of the Mirror Neuron System in Children with Chromosome 22q11.2 Deletion Syndrome." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2422.
Full textAbstract:
Activation of brain regions that make up the mirror neuron system (MNS) is thought to reflect processing and perceiving behavior, action, and intentionality of other organisms. Sensing and perceiving motor behavior in others is an important component of understanding and participating in social interactions. Children with chromosome 22q11.2 deletion syndrome (22q11.2DS) are diagnosed with serious medical, cognitive, and socio-emotional symptoms. Atypical development and function of the MNS may underpin some aspects of socio-emotional impairment and autism spectrum disorder (ASD)-like symptomology reported. This study of the MNS investigates differences in activation in the operculum, sensorimotor areas, and basal ganglia (BG) in children with 22q11.2DS compared to typically-developing (TD) controls. Twenty-nine children (22q11.2DS: n=15; TD: n=16) between ages 7-16 viewed videos of a human hand manipulating various household objects during a functional magnetic resonance imaging (fMRI) scan. In Analysis 1, children with 22q11.2DS had less extensive brain activation than TD children in the operculum, sensorimotor areas, and BG. In Analysis 2, children with 22q11.2DS had the same results as Analysis 1 with the exception of sensorimotor areas not being highly active in either group. In both analyses, fMRI signal change from baseline to video did not differ significantly between groups. Processing efficiency in children with 22q11.2DS may be lower or more variable when compared to TD peers. This is the first study comparing children with 22q11.2DS to TD peers specifically looking at MNS activation within the operculum region to assess higher cognitive functioning, somatosensory cortex for sensory interpretation, and basal ganglia for gross motor activity. Future studies should compare brain activation between children with ASD and those with 22q11.2DS during an MNS task as the next step to further clarify the origin of ASD symptoms reported in this population.
13
Smith, John Warner. "A Mandala of Hands." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1484.
Full text
14
Patrick, Denise L. "Lost and Found." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2101.
Full text
15
McKnight, Sarah. "Diabetes Camp." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/708.
Full textAbstract:
Every summer Camp Hopewell in Oxford, Mississippi hosts its annual summer camps. Over the course of a week, kids between the ages of seven and fifteen run, play, hike, and canoe. It's the pretty standard summer camp fair, but there is something that makes a week at Camp Hopewell different. Every child that comes to camp has been diagnosed with Type I Diabetes. Some have had it for years and consider camp their second home while some have just been diagnosed and still live in fear of their condition. For this one week, however, they all have something in common, and while they eat, sleep, and play, they learn to take care of their own Diabetes. Diabetes Camp is a 25 minute documentary film that is meant to show audiences the remarkable occurrences at Camp Hopewell through the eyes and voices of the campers and the staff that work there.
16
Deris, Aaron. "Social Supports Among Parents of Children Recently Diagnosed with Autism: Comparisons between Mothers and Fathers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/327.
Full textAbstract:
Parents are best able to identify their own support needs, and professionals can assist parents in receiving supports to assist with these needs. There has been an increase of children diagnosed with autism, which has resulted in a major concern for education professionals. Teachers, therapists, and medical personnel are better able to assist families of children with autism in obtaining supports because they are able to view the family and child objectively and are not emotionally tied to the situation. The focus of this study was to identify the forms of social support that mothers and fathers of children recently diagnosed with autism perceive as being important. Twenty couples (father-mother dyads) of children between the ages of three to five and diagnosed no more than a year and a half with autism participated in this study. Before the study began a social validation process with professionals and parents of children with autism was used to validate the usefulness of the 16 support items. Once the validation was complete, twenty families completed a Q-sort with the items, which allowed for a ranking from "most" to "least" important. Results indicated that both fathers and mothers ranked "information on how I can help my child" as the most important support and "help with transportation" as the least important support. Overall, fathers' preferred instrumental (goods, services, financial assistance, and information) types of supports, such as, "financial help for expenses." Mothers' preferred emotional (someone to talk to about problems, feelings, and attitudes) types of supports, such as, "contact with other parent(s) who experienced the same situation." T-tests, correlations, and a factor analysis were performed to analyze the data. Significant correlations were from on five support items. "Involvement with a church or strong religious beliefs", "special equipment to help meet my child's needs", "financial help for expenses", "participation in an organized parent support group", and "information on how I can help my child" were significant at the.05 level. From the findings, implications for professionals who work with families of children with autism and recommendations for future research are discussed.
17
Goldfarb, Megan A. "Parental Stress, Anxiety, and Depression and Child Emotional Intelligence in Children with 22q11.2 Deletion Syndrome." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2504.
Full textAbstract:
Children with chromosome 22q11.2 deletion syndrome (22q11.2DS) have serious medical, psychological, and behavioral symptoms that are stressful to their parents. Higher general intelligence quotients (IQ) and emotional intelligence (EI) in children could allay parental stress. Self-reported stress, anxiety, and depression were measured in parents of children with 22q11.2DS (n=42) and a healthy control group (n=20) in relation to children’s IQ and EI. Children with 22q1.2DS had lower IQ and EI scores. Parental groups did not differ in their reported stress, anxiety, or depression. Children’s IQ and EI levels did not relate to parental measures of affect even in the 22q11.2DS group. Based on these families at this measurement point, it appears that parents are coping well with the challenges of raising a child with a complex neurodevelopmental disorder and that IQ and EI do not play a significant role in parental affect. Further interpretation and future directions are discussed.
18
Sanders, Ashley F. P. "Structural connectivity and immunological correlates of emotion processing in children with chromosome 22q11.2 deletion syndrome." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2712.
Full textAbstract:
Neurological abnormalities are associated with emotion processing deficits seen in children with neurodevelopmental disorders. Research suggests that inflammatory mechanisms can negatively impact brain structure and function and are thought to play a role in these processing atypicalities. Children with chromosome 22q11.2 deletion syndrome (22q11.2DS) exhibit emotion processing impairments and associated neural abnormalities. We investigated the roles of inflammatory factors and structural connectivity in relation to emotion processing deficits in 28 children with 22q11.2DS and 33 typically developing children (M = 11.12 years old; SD = 2.17). Results indicate poorer social skills and significantly lower emotion recognition scores in children with 22q11.2DS compared to controls. Additionally, children with 22q11.2DS had higher anisotropic diffusion in right amygdala to fusiform gyrus white matter pathways and lower serum IL-3 concentrations than their typically developing peers. Right amygdala to fusiform gyrus FA values partially mediated the relationship between 22q11.2DS and social skills, as well as the relationship between 22q11.2DS and emotion recognition accuracy. However, there was no indication that IL-3 mediated the relationship between diagnosis and abnormal connectivity. Future studies should employ longitudinal methods to characterize how these connectivity patterns influence social-emotional development as the child ages.
19
Robinson, Lara Rachel. "Relations between Parenting, Family Context, and Emotion Regulation in the Development of Psychopathology in Young Maltreated Children." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/421.
Full textAbstract:
Emotion regulation has been recognized as a fundamental process in early socioemotional development; however, investigation into the relations between parenting styles, practices, and emotion regulation in maltreating families has been severely lacking in the literature. The current study observationally examined the relations between specific parenting practices, parenting styles, and maltreated children's emotion regulation examining the same child with both a maltreating and non-maltreating caregiver. The findings of this study indicate that parenting practices within both maltreating and non-maltreating caregivers affect child emotion regulation and emotionality. Positive, supportive parenting increases child effortful control and positive affect while decreasing anger. Alternately, negative, controlling parenting increases child anger and decreases effortful control and positive affect. Furthermore, a harsh, controlling parenting style along with negative parenting practices increases child negativity among maltreating dyads, whereas, with non-maltreating caregivers, positive parenting practices are more related to positive emotionality in children within a warm and supportive emotional climate. Across maltreating and non-maltreating caregivers, findings indicated that positive parenting behaviors combined with a warm parenting style increase emotional regulation in maltreated children. Taken together the findings of this study indicated that the family emotional climate, including factors such as parental warmth and hostility, marital satisfaction, and social support, can affect the relations between maltreatment, parenting, and child emotional regulation and may even mitigate the negative effects on adjustment. Intervention and prevention work aimed at increasing maltreated children’s emotional regulation abilities should build strengths within families by teaching positive parenting behaviors and working to create a warmer, more supportive family emotional climate as early in development as possible.
20
Chatelain, Elise. "The Discursive Production of Subjectivity in Television News: Reflecting the Other on the Obese Child's Body." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/221.
Full textAbstract:
In this paper, I expand on poststructuralist and feminist theories of the body, gender, and subjectivity through an analysis of media discourse on childhood obesity. Through textual and narrative analyses of news segments on childhood obesity, I demonstrate that the obese child's body, as an abnormal body, is represented as a text of the 'abnormal' conditions in which that body is produced. Thus, the single-mother family structure and/or nonwhite and working class families -- families saturated with the excessive, out-of-control subjectivity of the Other-- are visible on the excessive, out-ofcontrol body of the obese child. I will argue that the discourse surrounding childhood obesity is indicative of a moral panic, where children's bodies are used to express a fear of the destabilization of the normative family structure and a fear of an irrational, excessive, over-consuming society saturated with the subjectivity of the Other.
21
Cho, Victoria. "Trouble Comes From the Mouth." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2237.
Full text
22
Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.
Full textAbstract:
The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
23
Salgado, Roy. "Counseling Children who Speak a Language in which the Counselor is not Fluent: Play Therapy and Counselor Perceived Self-Efficacy." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/25.
Full textAbstract:
This study investigated 9 variables to determine their relationship to the frequency of use of "Play Therapy" or non- verbal counseling techniques by elementary school counselors as well as their relationship to counselor perceived self-efficacy when counseling children who speak a language in which the counselor is not fluent. The notion of placing an emphasis on "Play Therapy" or non- verbal counseling techniques with such a population has emerged as a possible therapeutic intervention when working with individuals from a cultural background which is different from that of the counselor. Researchers in counseling have noted the importance of providing adequate services to diverse populations including those who do not speak a language in which the counselor is fluent. This study was based on the concept that an elementary school counselor's effectiveness when counseling children who speak a language in which the counselor is not fluent is related to the counselor's level of training in non-verbal counseling techniques, level of training in multicultural counseling, years of counseling experience, professional membership affiliations, fluency in other languages, gender, and grade level in which the counselor works. Statistically significant relationships were found with several of the variables including level of training in play therapy, membership in the Association for Play Therapy and American School Counselor Association, and grade level in which the counselor works. Elementary school counselors and counselor educators can utilize the findings of this study to develop and implement programs that teach play therapy and other non-verbal counseling techniques to elementary school counselors. These experiences may help provide better services to diverse populations including those who speak a language in which the counselor is not fluent.
24
Hobbs, Diana. "Working memory deficits are associated with altered regional brain volume and structural connectivity in children with chromosome 22q11.2 deletion syndrome." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2695.
Full textAbstract:
Background: Children with chromosome 22q11.2 deletion syndrome (22q11.2DS) exhibit nonverbal learning disability that may manifest in part because of working memory (WM) deficits. 22q11.2DS is a complex developmental disorder with serious physical, learning, cognitive, and psychiatric symptoms including a risk of developing schizophrenia 30 times that of the general population. WM impairment likely contributes to and exacerbates learning difficulties, school problems, existing neuropsychological disorders such as attention deficit hyperactivity disorder (ADHD); and a poor WM may be a biological risk marker for future mental illness. WM impairment is established in this population, but less is known about its neurological origins.
Frontoparietal cortical development and function are key to WM processing. In the neurotypical developing brain, studies indicate activation associated with WM shifts from parietal to frontal regions with age. However, in children with 22q11.2DS, activation is restricted to the frontal cortex, and volumes are reduced in parietal regions where abnormal tractography abides. The overarching aim of this study was to determine the neural origins of WM impairment in people with 22q11.2DS.
Methods: We measured WM in children and adolescents with (n = 29) and without (n = 27) 22q11.2DS using the WISC-IV and a computer-based spatial working memory task (SWMT) task. Participants’ brains were scanned using high-resolution magnetic resonance imaging (MRI) and diffusion tensor imaging (DTI). Focusing on brain morphometry and structural connectivity within frontoparietal networks, we investigated neural underpinnings of WM processing in 22 children with 22q11.2DS and 19 typically developing (TD) controls ages 7 to 16 (M = 12.13 ± 2.41). A connectome mapping network involved in WM processing was constructed by superimposing cortical segmentations on white-matter tractography.
Results: Children with 22q11.2DS had impaired working memory performance. Individuals’ performance on our SWMT moderated the association between diagnosis and gray and white matter macro and microstructure. Children with 22q11.2DS with better working memory had larger lateral orbitofrontal volumes, greater axial diffusivity in the left superior frontal to superior parietal tract, and smaller volume in the right superior frontal to lateral orbitofrontal tract. Poorer performance in children with 22q11.2DS was associated with smaller right superior parietal and superior frontal cortical volumes.
Conclusions: Children with 22q11.2DS performed worse on measures of working memory. Their performance was related to regional cortical volume differences and white matter microstructure abnormalities in the frontal and parietal lobes. These are brain regions consistently implicated in WM processing.
25
Callahan, Kristin Leigh. "Disrupting the impact of socio-contextual disadvantage on school readiness skill attainment among preschool children: The role of Head Start attendance." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1130.
Full textAbstract:
Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal of the present study was to evaluate the extent to which attending Head Start buffers children from some of the harmful effects of sociocontextual risk on their acquisition of academic and social school readiness skills. Socio-contextual risk factors were largely unrelated to the school readiness skills. Only mothers' reports of anxiety were significantly associated with slower rates of increase in children's PPVT scores, suggesting that mothers who are more anxious have children who are not developing receptive vocabulary scores as quickly as children whose mothers have fewer anxiety symptoms. Head Start did not buffer the impact of socio-contextual risk on children's attainment of school readiness skills. A secondary goal of the present study was to validate mothers' reports of neighborhood danger with interviewer impressions of neighborhood safety and objective crime reports. Interviewer impressions correlated significantly with mothers' reports of neighborhood danger and official crime statistics. Interestingly, official crime statistics were not correlated with mothers' reports of neighborhood danger, but were correlated with interviewer impressions. Interviewers may provide a valuable objective perspective of characteristics of the neighborhood. This sample was not intended to explore the effects of natural disasters on household structures, maternal psychopathology, or children's academic development. However, results clearly highlighted the need to empirically consider the specific challenges associated with lowincome families after a natural disaster. Study implications and promising directions for future research are discussed.
26
Markopoulos, Panagiotis. "Mental Health Practitioners Perceptions’ of Presence in a Virtual Reality Therapy Environment for Use for Children Diagnosed with Autism Spectrum Disorder." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2472.
Full textAbstract:
Children with autism spectrum disorder (ASD) think and understand social contexts primarily from a visual stand point. Feelings of being present in their social environment are a key component to their development (Strickland, Marcus, Mesibov, & Hogan, 1996). A virtual reality environment (VRE) can provide a therapeutic setting for children with ASD to learn social skills (Ehrlich & Munger, 2012). In the present research, a pilot study was used to assess the validity of a Second Life VRE developed by the researcher (Markopoulos, 2016b) by comparing the VRE to a real life film by The National Autistic Society (2016) in the United Kingdom. Feedback from the pilot study was used to make revisions to the VRE. The validated virtual reality therapy environment (VRTE) was used in the main research study. Twenty-eight Louisiana mental health practitioners’ perceptions of the VRTE were assessed using two random order conditions. Condition A required participation in the VRTE twice, first using a laptop computer only and then using the laptop with the new 2016 Oculus Rift head-mounted display (HMD, Oculus VR, LLC, 2016). Condition B required participation in the VRTE twice, first using a laptop with the new 2016 Oculus Rift HMD and then using a Laptop alone. Four out of eight subscales from the Temple Presence Inventory (TPI) (Lombard, Weinstein, & Ditton, 2011) were used to assess practitioners’ perceptions of presence in the VRTE. Results of a repeated-measures MANOVA showed that the order of the conditions were not significantly different. Additionally, participants’ TPI total and subscales scores were significantly higher when using the HMD than when using the Laptop, as well as their likelihood of using the HMD with children diagnosed with ASD than using the Laptop. All of the correlations for participants’ age and experience with technology were insignificant except for the subscale III, engagement was significant for participants’ age.
Keywords: Autism spectrum disorder, therapy, virtual reality environment, head-mounted display, temple presence inventory, presence
27
Alzahrani, Sultan. "Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2291.
Full textAbstract:
This survey-based, quantitative research investigated Early Intervention teachers' perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on three dimensions of Early Intervention including attitude toward Early Intervention services, the cultural influences in the provision of services, and the recommended practices that were used by professionals. Two options were offered to subjects to complete the survey: 1) an online survey and 2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data was collected and analyzed. The results showed that the teachers in Mecca Region in Saudi Arabia did not follow recommended practices. However, they had positive attitudes about Early Intervention services and indicated that they considered the culture of the children and families when determining curriculum and services in their programs.
28
Walton, Kristina A. "Blisters." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1677.
Full text
29
Banks, Donice M. "Hurricane-Exposed Youth and Psychological Distress: An Examination of the Role of Social Support." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1723.
Full textAbstract:
Hurricane exposure places youth at risk for psychological distress such as symptoms of Posttraumatic Stress Disorder (PTSD), anxiety, and depression, while social support may contribute to resilience following disasters. This study examined associations among family and peer social support, level of hurricane exposure, and psychological distress using both a large single-time assessment sample (N = 1098) and a longitudinal sample followed over a six-month period (n = 192). Higher levels of hurricane exposure were related to lower levels of social support from family and peers as well as to higher levels of psychological distress. Higher levels of family and peer social support demonstrated both concurrent and longitudinal associations with lower levels of psychological distress, with associations varying by social support source and psychological distress outcome. Findings suggested that the protective effects of high peer social support against the development of PTSD symptoms may be diminished by high hurricane exposure.
30
Favorite, Christy. "The Relationship between Unintentional Injury Risk and Risk Taking Behaviors: The Effects of Impulsivity/Overactivity and Inattention, Grade, and Gender in School-Age Children." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/397.
Full textAbstract:
The purpose of this study was to investigate the relationship of behavior subscales (inattention and impulsivity/overactivity), grade, and gender to unintentional injury risk and risk-taking behaviors among primary school-age students. The participants included the parents, guardians, and teachers of 109 primary school-age students. The students represented 1st - 3rd grades (n= 61) and 4th - 5th grades (n= 48). Parents completed three questionnaires including socio-demographics, Injury History Questionnaire, and Injury Behavior Checklist scale measures. Teachers reported each child's classroom and playground behavior on the Teacher Disruptive Behavior Disorder measure. Regression analyses revealed that impulsivity/overactivity and gender were significantly related to risk-taking behaviors. Given that unintentional injuries are a national health problem for primary school-aged children, the current study and future studies can be used to better understand injury in this population and develop preventative safety practices to minimize injury risk.
31
Cannon, Melinda. "Cognitive Biases in Childhood Anxiety Disorders: Do Interpretive and Judgment Biases Distinguish Anxious Youth from their Non-anxious Peers?" ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1131.
Full textAbstract:
The purpose of this study was to examine cognitive biases in clinically anxious children compared to normal children and to determine if cognitive biases could discriminate anxious youth from non-anxious youth. Two specific cognitive biases were the focus of the present study—interpretive biases (i.e., the tendency to interpret neutral stimuli in a negative way) and judgment biases (i.e., a lowered estimate of one's ability to cope with a threatening situation). Twenty-four youth comprised the anxiety disordered sample and were each matched to two normal youth on four demographic variables (gender, age, ethnicity, and family income level), thus the matched comparison sample consisted of 48 youth (ages 7 to 17). Interpretive biases were assessed with the Children's Negative Cognitive Error Questionnaire (CNCEQ) and judgment biases were assessed with the Anxiety Control Questionnaire—child form (ACQ-C). In addition, self-reported symptoms of anxiety and depression and parent-reported internalizing and externalizing symptoms were measured. Results indicated that (1) children in the clinic sample exhibited significantly more interpretive biases and judgment biases relative to the control sample, and scored significantly higher on measures of anxiety, depression, and parent-reported internalizing and externalizing symptoms relative to the control sample, (2) the ACQ-C demonstrated incremental validity over the CNCEQ in predicting diagnostic status, (3) the ACQ-C predicted diagnostic status while controlling for Generalized Anxiety Disorder symptoms and parent-reported internalizing and externalizing symptoms, but not while controlling for RCMAS (anxiety) and CDI (depression) scores, and (4) the relationship between the CNCEQ and diagnostic status was moderated by age and gender. This study adds to the research literature by demonstrating elevated CNCEQ scores among youth with anxiety disorders compared to non-anxious youth and extends findings with the ACQ-C by showing its incremental validity beyond the CNCEQ. The results also add to the understanding of the assessment of negative cognitive vi errors by highlighting developmental and sex differences in their association with anxiety disorder status in youth. Implications of the positive findings for theory and practice are noted and theoretical and methodological reasons for the negative results are discussed to highlight suggestions for future work in this area.
32
McGoron, Kathleen. "An Examination of a Process Model of Physical Child Abuse: Considering Direct, Indirect, and Interactive Effects of Cumulative Socio-Contextual Risk on Markers of Physical Child Abuse in Mothers of Young Children." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1573.
Full textAbstract:
Understanding pathways to physical child abuse may aid in creating and implementing abuse prevention services. Yet studying child abuse in community samples of parents is fraught with challenges. One solution to these challenges is to examine markers of physical child abuse, rather than asking about abuse directly. The goal of the current investigation is to test a theoretical model of processes that increase the presence of four proximal risk factors, or markers, which have been linked to increased risk for physical child abuse in mothers of young children. The four markers of physical child abuse include: child abuse potential, over-reactive discipline, spanking acceptance, and mothers’ negative child perceptions. Positive associations between an accumulation socio-contextual risk and markers of physical abuse are hypothesized. An accumulation of socio-contextual risk is expected to indirectly predict markers of physical abuse by reducing parenting locus of control, or parents’ perceptions of control in the parent-child relationship. Furthermore, social support and children’s externalizing behavior problems are expected to diminish or intensify this mediated process, respectively. Participants included 85 mothers of young children (ages 1½ to 5 years) from diverse backgrounds. Of the four markers of abuse, cumulative risk and parenting locus of control were correlated only with mothers’ child abuse potential and no statistical association between cumulative risk and parenting locus of control was found. Limited support for moderation hypotheses emerged. Theoretical implications are discussed.
33
Clifford, Sarah E. "The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2449.
Full textAbstract:
The Individuals with Disabilities Education Act (IDEA) guarantees certain rights and protections to students with disabilities enrolled in public schools, and to their families. Even though virtual schools are one of the fastest growing trends in public k-12 education, there is evidence that these schools may not be fully implementing IDEA for enrolled students with disabilities. There has been some concern regarding the appropriateness of virtual education for student with disabilities, as well as some concern for the spectrum of services being offered in virtual schools. This case study examined the implementation of special education supports and services in one public virtual k-12 school in the United States. Interviews, document review, and participant observations were used to collect data. Findings indicated that components of IDEA were not being universally implemented for students with disabilities. Limited programming options, large special education caseloads, and an over-dependence on parents and other non-teacher adults limits students’ access to Free and Appropriate Public Education, Least Restrictive Environment, and Individualized Education Plans. Issues were also identified in the provision of Appropriate Evaluation, Parent Participation, and Procedural Safeguards. Regardless of documented challenges, benefits to virtual education were noted. Parent, faculty and staff participants reported being happier with virtual school than brick-and-mortar. Faculty enjoys easy access to a multitude of academic data. Relationships and communication among community members was reported to be stronger than what was previously experienced in brick-and-mortar schools. Faculty, staff and parent participants discussed students’ emotional and physical safety as a benefit of virtual education.
34
Mirabile, Scott. "Maternal and Temperamental Influences on Children's Emotion Regulation." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/370.
Full textAbstract:
Toddler-aged children are expected to shift from being solely dependent on parents to regulate their emotion (e.g., Fox & Calkins, 2003) to being able to independently regulate their emotions (Calkins & Johnson, 1998). Mothers' responses to children's negative emotions are expected to influence this development. Children's temperamental negative reactivity was found to moderate the effect of mothers' socialization attempts on children's regulatory behaviors, as suggested by previous theoretical and empirical work (e.g., Putnam, Sanson, & Rothbart, 2002; Rothbart & Bates, 1998). Specifically, highly negatively reactive children showed no correspondence between their mothers' attention-shifting strategies and their own attentionshifting regulation behaviors. This finding is consistent with the proposed process by which temperamentally reactive children become overaroused and unreceptive to mothers' socialization efforts (Hoffman, 1983; Scaramella & Leve, 2004). Lastly, children's reactivity did not moderate the effects of mothers' emotion-intensifying socialization on children's emotion-intensifying regulation behaviors, a finding which deserves further study.
35
Boudreaux, Becky. "The Representation of the Environment in Children's Literature." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/335.
Full textAbstract:
This study is a descriptive research project which examines a purposeful census of the best selling children's books for 0-8 year olds in the United States in 2003. This cross-sectional study of these social artifacts evaluates the extent to which the ideologies of the environmental movement have been inculcated into culture. It evaluates how the environment is represented in children’s literature and the extent to which children's literature meets the goals of environmental education. Through narrative semeiotic analysis of the themes, as well as the manifest (text) and latent (pictures) content, varying degrees of pro and antienvironmental ideologies reflected by these representations emerged. Analytic induction revealed that these representations reflected ideologies of human domination over nature. In addition, in most cases, the representation of the environment did not reflect or meet the goals of environmental education. This finding sheds light on the role children's books play in the environmental socialization of America's youth.
36
Crawford, Sara. "The Snow Globe." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1585.
Full text
37
Myers, Sonya Shaniece. "Contextual and Dispositional Influences on Low-Income Children's School Adjustment." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/558.
Full textAbstract:
Examination of child temperament and early adult-child relationships is of vital importance to children's socio-emotional development, school success, and the prevention of future problem behaviors. In response, the current project examined the interaction of parenting style, child temperament, and the quality of the teacher-child relationship in predicting low-income children's school adjustment. One hundred fifty-four children (70 girls and 84 boys), their parents, lead teachers, and teacher aides participated in this study with data collected in both preschool (Head Start) and in Kindergarten. Parents completed questionnaires pertaining to parenting styles and child temperament, while teachers also completed questionnaires on child temperament, teacher-child relationships, social / behavioral adjustment at school, and academic achievement. Children also reported on their relationships with teachers using a puppet interview format. Analyses indicate that children's effortful control and negative reactivity are associated with a wide range of academic, behavioral, and socio-emotional variables. Results of the current study also provide evidence that negative reactivity, parental hostility, and teacher-child conflict are related to children's social-emotional and academic difficulties; however, effortful control and reduced teacher-child conflict moderate the effects of these negative factors on lowincome preschoolers' school adjustment. Results are discussed in terms of the utility of intervention efforts aimed at reducing negative parent-child and negative teacher-child relationships in order to promote positive school adjustment for low-income children.
38
Myers, Sonya. "The Perfect Angel Hypothesis: The Effect of Parents' False Perceptions on Children's Adjustment." ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/168.
Full textAbstract:
This study explored the effects of parental false perceptions of their children's temperament on their subsequent school behavior problems. Participants were parents and teachers of 97 kindergarten children in an urban southern community. Both parents and teachers completed questionnaires on children's temperament, while teachers reported on children's school behaviors. Results indicate that both parent and teacher report of child temperament is related to school behavior problems, however, when parental ratings are more favorable than teacher ratings, this favorability is related to more internalizing and externalizing behaviors in school. In addition, parents rated their children higher on negative emotions, while parents and teachers rated similarly on effortful control. Furthermore, parent ratings of children's negative emotions were predictive of behavior problems above and beyond teacher's report. Findings highlight the relation of parental perceptions to children's school behavior problems and the utility of parent-teacher collaboration in improving children's school adjustment.
39
Grande, Jessica M. "Fearful temperament moderates the association between positive parenting and children's social competence during early childhood." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2077.
Full textAbstract:
Social competence during kindergarten has been linked to adaptive teacher-child and peer relationships. The quality of parents’ interaction with their children during the toddler years may promote better social development placing children on a trajectory towards social competence. Quite possibly, children vary in how responsive they are to parenting efforts. This study evaluated the extent to which positive parenting predicted change in social competence from child age 3 to 4 among 137 parent-child dyads. Observational measures of positive parenting and fearful temperament were analyzed when children were 3-years of age. Teacher reports of social competence in the classroom were collected during children’s 4-year old assessment. Positive parenting was positively associated with children’s level of social competence. No evidence emerged of fearful temperament as a moderator for the association between positive parenting and social competence. Regardless of children’s temperament, all children benefit from positive parenting during early childhood.
40
Green, Eric. "Elementary School Children's Perceptions of the Process of Counseling with School Counselors who Utilize Play Therapy Techniques." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/262.
Full textAbstract:
This exploratory research was designed to elucidate elementary school children's perceptions of the process of counseling with school counselors who utilize play therapy techniques. Seven elementary school children who were engaged in a counseling relationship with a school counselor who utilized play therapy techniques were interviewed three different times in person. All three rounds of interviews were audio taped and transcribed for the purpose of data analysis. Throughout each round of data collection, coding procedures, mainly open, axial, and selective, were utilized to extract and organize emergent themes. The data yielded three main categories: (a) therapeutic relationship, (b) emotional expressiveness, and (c) creative play, which included properties and sub-properties. To verify findings, expert consultation, member checks, and rival explanations were sought. Findings are discussed, followed by a conceptual framework of the counseling process. Methods to address potential limitations are presented, followed by a discussion of implications for counselor educators, play therapists, and school counselors. Last, suggestions for further research are offered.
41
McGoron, Kathleen. "Cognitive-Affective Processes as a mediator of the Relationship between Responsive Parenting and Preschool Children's externalizing Behavior." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1011.
Full textAbstract:
Responsive parenting is characteristically child-centered and creates a climate where children's needs are met. While responsive parenting has been studies less than harsh parenting, initial evidence supports a negative relationship between responsive parenting and children's externalizing problems. The current study sought to identify mechanism by which responsive parenting reduces risk for externalizing problems in the preschool years. Specifically, the study sought to evaluate the extent to which children's language development and children's emotion regulation skills mediate the expected negative relationship between responsive parenting and children's externalizing problems. While responsive parenting was found to be negatively related to children's externalizing problems, support for mediation was not found. Results are discussed in terms of what may account for the lack of support for study hypotheses
42
Hatch, Virginia I. "Impact of Positive Parenting Behaviors and Children’s Self-Control on Levels of Externalizing Behavior Problems during Early Childhood." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2257.
Full textAbstract:
This study investigated the impact of parenting and children’s self-control on children’s externalizing behavior problems among 167 predominantly African-American mothers and their 2-year-old children. Two hypotheses were considered based on two distinct theoretical origins of self-control. First, consistent with a behavioral perspective, exposure to positive parenting was hypothesized to indirectly affect externalizing behaviors through children’s self-control; that is, children’s self-control was expected to mediate the association between positive parenting and externalizing behaviors. Second, consistent with a temperamental perspective, self-control was expected to moderate the impact of positive parenting on levels of children’s externalizing behaviors such that only children with a propensity towards low self-control benefited from positive parenting. Results were not consistent with the mediational hypothesis and provided limited support for the moderational hypothesis. That is, only for children with characteristically low self-control was exposure to more positive parenting associated with fewer externalizing behavior problems, as rated by teachers, one year later.
43
Rostedt, Erica. "The Tween Ghost Story: Articulating the Tween Experience." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1665.
Full textAbstract:
In the early 1980s, a particular kind of “tween” (children aged 10-14) ghost story emerged. Through examining multiple examples of tween ghost stories (such as Wait Till Helen Comes by Mary Downing Hahn, Stonewords by Pam Conrad, and Time Windows by Kathryn Reiss), this paper illustrates the ways in which these stories are remarkably consistent in nature, and then investigates this sub-genre’s specific and consistent articulation of the struggle of moving away from childhood and into the teenage years. By using a ghost to create a situation so off balance (a ghost who is stuck, a protagonist who is in flux), the tween ghost story is uniquely and cleverly designed to help the protagonist navigate through the scary situation of growing up.
44
Marlatt, Jarred J. "The Montagnards." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2338.
Full text
45
Sheppard, Natalie R. "Invincible: Legacy and Propaganda in Superhero Comics." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1943.
Full textAbstract:
Captain America and Iron Man are both iconic American heroes, representing different American values. Captain America was created during the Golden Age of comics and represents a longing for the past, while Iron Man was created at the height of the Cold War and looks forward to a new America. This paper will first establish the historical and cultural relationship between comic books and propaganda, beginning with the first appearance of Superman. It will pay special attention to the similarities and differences of Captain America and Iron Man, focusing on their representation of American values over time, and discuss how that aspect of the characters affects their ongoing titles today.
46
Rocha, Eleomarques Ferreira. "Exploring Storybook Illustrations in Learning Word Meanings." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/351.
Full textAbstract:
This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners.
47
Nicholson, Michelle A. "“To be men, not destroyers”: Developing Dabrowskian Personalities in Ezra Pound’s The Cantos and Neil Gaiman’s American Gods." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2628.
Full textAbstract:
Kazimierz Dabrowski’s psychological theory of positive disintegration is a lesser known theory of personality development that offers an alternative critical perspective of literature. It provides a framework for the characterization of postmodern protagonists who move beyond heroic indoctrination to construct their own self-organized, autonomous identities. Ezra Pound’s The Cantos captures the speaker-poet’s extensive process of inner conflict, providing a unique opportunity to track the progress of the hero’s transformation into a personality, or a man. American Gods is a more fully realized portrayal of a character who undergoes the complete paradigmatic collapse of positive disintegration and deliberate self-derived self-revision in a more distilled linear fashion. Importantly, using a Dabrowskian lens to re-examine contemporary literature that has evolved to portray how the experience of psychopathology leads to metaphorical death—which may have any combination of negative or positive outcomes—has not only socio-cultural significance but important personal implications as well.