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Silva, Renato Izidoro da. "O impossível material de algumas proposições para a realidade da educação escolar indígena: aporias, alquimias e ideologias". Programa de Pós-Graduação em Educação da UFBA, 2011. http://www.repositorio.ufba.br/ri/handle/ri/11743.
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Trata da educação escolar indígena acerca da configuração de sua realidade contemporânea. Sugerimos como hipótese central que a educação escolar indígena contemporânea apresenta como sendo uma de suas facetas mais relevantes e possivelmente hegemônicas em relação a outros direcionamentos nesse campo, a constituição e desenvolvimento profícuo de uma realidade científica confluente com o privilégio e a ênfase que nossa sociedade nacional e globalizada investe sobre a produção de ciência, cultura, política e economia na forma de textos e literaturas fundamentalmente codificadas a partir da escrita, designando a modernidade ocidental como sendo grafocêntrica alfabética em detrimento de outros modos de informação, comunicação, pensamento e práticas próprias de outras formas de sociedade como o caso das etnias indígenas. Defendemos que a prerrogativa empreendida em prol do desenvolvimento textual ou literário grafocentrado no sistema alfabético de comunicação governamental e acadêmico provoca um distanciamento do pensamento e da ação cientifica que se anunciam como comprometidos com as realidades mundanas, objetiva, material – em oposição ao ideal – realista das escolas indígenas cada vez mais presentes e participantes da vida comunitária das inúmeras e diversas etnias habitantes do território político e econômico brasileiro. O privilégio sobre as produções textuais tem como guia hodierno quatro conceitos legislativos e também científicos fundamentais para a configuração teórica e prática da educação escolar indígena: interculturalidade, bilinguismo, diferenciada e específica. Em sendo o centro motriz das experiências e análises acadêmicas e políticas sobre a educação escolar indígena, tais conceitos surgem e são assim reforçados como proposições teóricas e políticas para o desenvolvimento de intervenções educacionais no seio das aldeias indígenas tomando como ambiente privilegiado a escola. Entretanto, os incontáveis fracassos, os diversos efeitos colaterais teóricos e metodológicos provocados pelas aplicações das proposições legislativas; o agravamento de situações específicas junto a um imenso conjunto de mal-entendidos ao lado do acirramento de contradições filosóficas, ideológicas, políticas, econômicas, científicas, críticas e experimentais fizeram com que passássemos a desconfiar – e investigar as – das possibilidades objetivas de realização dos referidos conceitos fundamentais fora dos campos de produções imaginárias – mentais – e textuais concebidas aqui como virtuais, assim como impossíveis de realização dentro das dinâmicas mundanas das comunidades indígenas, suas escolas e seus sujeitos. Em suma, os excelentes e esclarecedores desdobramentos das produções textuais e literárias sobre educação escolar indígena, assim como por esse meio a produção e aperfeiçoamento de instrumentos teórico-metodológicos e técnicotecnológicos cada vez mais complexos e arrojados, não vêm correspondendo com as aparências superestruturais e com as bases infra-estruturais da vida indígena na Modernidade. Assim, a dúvida que passou a nos acometer toma a forma de perguntas como: não seriam os quatro conceitos fundamentais da educação escolar indígena atual aporias e ideologias cujas tentativas de efetivação não seriam esquadrinhadas pelo que entendemos por práticas da alquimia? Nesse sentido, a partir de pensadores como Bachelard, Peirce e Marx/Gramsci sugerimos como práxis o estabelecimento de experimentações cada vez mais radicais e controladas dos mencionados quatro conceitos fundamentais em contextos particulares de educação escolar indígena não em prol da afirmação dos mesmos, mas sim em favor de um ponto de vista científico que tem como garantia de um conhecimento aproximado do real a dúvida e a desconfiança sobre as proposições teóricas geralmente tidas como imutáveis e necessárias.
Salvador
Bohman, Martin. "Tänk mer, spela mindre? : En studie om hur mental övning kan påverka inlärning och utförande av musikaliskt material". Thesis, Örebro universitet, Musikhögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67557.
Pełny tekst źródłaBlack, Amelia Kathleen. "Language Translation for Mental Health Materials: A Comparison of Current Back-Translation and Skopostheorie-Based Methods". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6720.
Pełny tekst źródłaDeguara, Michael C. "Feel it and deal with it : mental health practitioners' experiences of exposure to the trauma material of survivor clients /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17280.pdf.
Pełny tekst źródłaBroström, Emilia. "What a man can be, he must be : En kvantitativ studie i postmateriella värderingars påverkan på psykisk ohälsa i olika välfärdsstatsregimer". Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295696.
Pełny tekst źródłaEscobal, Giovana. "Escolha e desempenho no trabalho de adultos com deficiência mental". Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2961.
Pełny tekst źródłaUniversidade Federal de Minas Gerais
Choice making is a fundamental skill for all individuals. Choice opportunities are related with important questions of human development, and of paramount importance to the development of clinical and educational programs for mentally retarded individuals. Despite its practical importance, little is known about the effects that choice may have in the work environment of this population. In this study, choice was investigated under two conditions: with and without environmental work support. Work performance was assessed as a function of conditions chosen. First, four mentally retarded adults learned to perform a work task under those two conditions. The task consisted of assembling notebook covers. An MDF (medium density fiber) board measuring 30cm by 40 cm, was employed as work support and displayed several low relief recipients to suit its different components and was designed to provide immediate feedback, to increase or maintain the rate of work response and to prevent errors during the task routine. A number of small pieces of paper, 2cm by 2cm, in different colors, pieces of thin cardboard, 10cm by 8cm, glue sticks, candies and chocolate bars previously chosen by the participants in preference tests were used. The study took place in quiet, well lit and ventilated room at the participants institution, isolated from other workshop clients. Following initial training the participants worked individually either under multiple schedules or under concurrent-chain schedules according to a multiple-element design. When the multiple schedules condition was on, the components were either presence or absence of work support, quasi-randomly distributed. Under the concurrent-chain schedules conditions a FR-1 was used on the first link, and either one of the two work alternatives, on the second link. Throughout the study, whenever the participant presented an error, verbal, gestual prompts and model were provided. Initially verbal prompts were provided and, if necessary, by gestual, verbal plus gestual prompts, and model, in this sequence, until the target responses were emitted. In relation to the parameters analyzed, the number of errors and prompts were higher working without work support than working with it, during the teaching phase. Baseline on task performance, under multiple schedules, showed prompts lower in the work support component in relation to the no work support component. Under concurrent chain schedule, however, the percentage of prompts under work support was higher in relation to the no work support alternative. As far as time spent to complete the task, in the teaching phase, two participants finished the work activity faster in the component without support. During baseline on task performance, under multiple schedules and chain concurrent schedules, three participants finished the task faster working with the work support. The results showed a preference for the work support alternative for two participants, while the other two distributed their choices evenly between the two alternatives. With the work support, time on task was relatively lower as compared to the no work support. The number of errors by P3 was different from the other participants, who showed a much smaller number of errors evenly distributed between the experimental conditions. Working with support was preferable from the participant s point of view. Besides that, under supported work, participants finished the task faster and the number of errors was kept in a low level. The participants could choose independently of his performance in the parameters analyzed. The study brings a contribution to vocational training programs for the severely retarded and to the development of a common interface with the areas of Behavior Analysis, Special Education and Ergonomics and brings practical implications for the design of teach procedures for mentally retarded.
A habilidade de fazer boas escolhas é fundamental para o sucesso da adaptação de indivíduos em seu ambiente social e relaciona-se com importantes questões de programação de ensino e de tratamento clínico para deficientes mentais. Apesar dessa importância, pouco se sabe sobre seus efeitos em ambientes de trabalho para esses indivíduos. O presente estudo analisou o comportamento de escolha de indivíduos deficientes mentais sob duas condições de trabalho e avaliou a influência da situação de escolha e de não escolha sobre parâmetros de desempenho nessas condições. Quatro indivíduos deficientes mentais adultos aprenderam uma tarefa de trabalho com e sem arranjo instrucional. A tarefa consistia em montar capas de blocos de anotações por meio da colagem de pedaços de papel dobradura sobre papel cartão. O arranjo, desenvolvido para a tarefa de trabalho, continha dispositivos para colocação de papel, fundo de capas de bloco de anotações e cola. Seu objetivo foi prover assistência imediata, aumentar ou manter a freqüência do comportamento e prevenir erros na rotina da tarefa. Em seguida, os participantes realizaram a tarefa alternadamente, sob esquemas múltiplos de reforçamento, ou sob esquemas concorrentes com encadeamento, organizados em um delineamento experimental de múltiplos elementos. Nos esquemas múltiplos, os componentes se alternavam de forma quase randômica e diferiam com relação à presença ou ausência do arranjo instrucional. Nos esquemas concorrentes com encadeamento, o participante pôde escolher, no primeiro elo, sob esquemas de razão fixa (FR 1), a alternativa, com ou sem arranjo instrucional, com a qual trabalharia no segundo elo. O desempenho sob esquemas múltiplos, sem escolha do componente, foi comparado com o desempenho sob esquemas concorrentes com encadeamento, em que os participantes puderam escolher a alternativa com que iriam trabalhar para verificar a função da escolha sobre o desempenho nas alternativas, com e sem arranjo. Ao longo de todas as fases do estudo, à medida que o participante apresentasse erros, eram fornecidas instruções verbais, gestuais, e modelo. Inicialmente eram apresentadas instruções verbais, seguidas de gestuais e modelo, até que a resposta correta fosse emitida. Na fase de ensino, os participantes aprenderam os seis passos da tarefa e houve maior quantidade de instrução na presença do componente A, sem arranjo. Na fase de linha de base, nas tentativas com esquemas múltiplos, houve maior quantidade de instrução na presença do componente A; e nas tentativas com esquemas concorrentes com encadeamento, houve maior quantidade de instrução na alternativa com arranjo. Nessa, tanto em esquemas múltiplos como em esquemas concorrentes com encadeamento, três dos participantes concluíram a tarefa mais rapidamente quando na presença do arranjo. Na situação de escolha, dois participantes apresentaram preferência pela alternativa com arranjo, enquanto dois distribuíram suas escolhas igualmente entre as duas alternativas. Três dos quatro participantes apresentaram um número de erros bastante reduzido e relativamente bem distribuído dentre as alternativas. A alternativa com arranjo instrucional mostrou ser uma opção preferível, sob o ponto de vista do indivíduo com deficiência mental. Além disso, trabalhando na presença do arranjo, os participantes concluíram a tarefa mais rapidamente e mantiveram o número de erros em nível baixo. A escolha foi exercida, portanto, sem prejuízo de seu desempenho nos parâmetros analisados. O estudo contribui para o desenvolvimento de programas de capacitação profissional do deficiente mental severo e traz implicações práticas importantes para o planejamento de ensino para essa população.
Melin, Matilda. "Hur visuellt material används för att påverka känslor och upplevelser i stunden : En analys av nio Instagraminlägg på temat välmående". Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43958.
Pełny tekst źródłaKatzenbach, Michael. "Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80328.
Pełny tekst źródłaWebb, Rebecca. "Maternal mental health, processing of emotion and maternal sensitivity". Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/21219/.
Pełny tekst źródłaShaeffer, Megan K. "A Social History of Hoarding Behavior". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333842460.
Pełny tekst źródłaSteadman, Joanna. "Maternal mental illness, mother-infant interactions and maternal cognitive functioning". Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442852.
Pełny tekst źródłaPasquim, Heitor Martins. "Lazer na área de drogas: construção coletiva de crítica e de práticas emancipatórias". Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/7/7141/tde-28062017-083922/.
Pełny tekst źródłaIntroduction: The object of this thesis is the educational potential of leisure to develop a critical understanding of the ideology around substance/drug use/consumption. A literature review in the context of health services showed that leisure and the playful are perceived as recreation, as well as an activity to fill-in time such. However, most of scientific articles listed functionalist objectives for leisure, which is associated to hooked leisure, concept coined to designate the hegemonic form of capitalist leisure in the area of drugs. Applications for mobile devices and educational games about drugs do not promote discussion about the legal and illegal drug production process; neither approaches the problematic consumption of drugs as a consequence of alienated social relations and the contemporary malaise. Despite the educational potential that games and apps offer, their purposes reinforced conceptions widely criticized in the health area, being associated with prohibitions and war on drugs. Objective: To develop a theoretical and methodological critical proposal to hooked leisure practices in the field of drugs. The Collective Health approach was adopted to understand the problems related to drug consumption as socially determined; as so they are intimately connected to the social totality, expressing themselves as symptoms of conflicts that individuals and social groups face in their daily lives. Method: An action research was carried out with mental health workers through emancipatory workshops, aligned with the epistemology of historical-dialectical materialism. Results: Emancipatory workshops promoted the transformation of everyday representations, as much as it has promoted the identification of the convictions of mental health workers. Among them there were: a traditional conception of chemical addiction, drug education as prevention of drug use and leisure as a therapeutic activity. Those are illusory representations which presume that all drug consumption is a disease. The results indicate the need to create critical practices that challenge the ideology of drug consumption as mental and behavioral sickness. Conclusions: Based on the perspective of Collective Health, the theoretical and methodological framework for leisure articulated in this research proposes the implementation of emancipatory workshops of leisure in health as well as education services, among others that work with the drug consumption theme as a cross-disciplinary approach, as long as it maintains consistency with the theoretical framework that proposes the critique on alienation. This strategy can use play, sports and cultural contents, among others. These features place leisure activities aligned with the purpose of emancipatory educational processes. It is argued that the educational process has emancipatory potential if it is radically participatory; and that the contemporary ways of experiencing nonworking time, which compose the strategies for alleviating contemporary malaise, can be debated. Such debate will certainly bring light to the battle among hegemonic projects in the capital system, which can be potentially strengthening to participants, as it denatures alienation that produce disagreements and frustrations. It is also suggested, as an educational support material, the game Cidade Dorme: representações cotidianas sobre drogas (City Sleeps: everyday representations on drugs), collectively legitimized in this research.
Russell, Lynda. "Maternal mental health in the perinatal period". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3153/.
Pełny tekst źródłaStewart, Robert Charles. "Maternal common mental disorder in Malawi, Africa". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25898.
Pełny tekst źródłaHohnen, Bettina. "Maternal attributions for premature labour and their relationship to maternal mental health and maternal bonding". Thesis, Open University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369032.
Pełny tekst źródłaCarreon-Bailey, Rebecca Socorro. "Influences of maternal parenting behaviors: Maternal mental health, attachment history and eduction". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2989.
Pełny tekst źródłaHalpin, Lisa. "Foetal congenital anomaly diagnoses and maternal mental health". Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009541/.
Pełny tekst źródłaDlamini, Ncamsile Nombulelo. "Testing the effectiveness and/or appropriateness of the information material in The Alliance Programme used for Tshwana speaking patients suffering from schizophrenia in the South African context". Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06232009-140826/.
Pełny tekst źródłaKrizova, Katarina. "ADHD CHILDREN AND MENTAL HEALTH SERVICE USE: MATERNAL DETERMINANTS". UKnowledge, 2015. http://uknowledge.uky.edu/hes_etds/28.
Pełny tekst źródłaLundin, Sofia. "Av mig är du kommen och konstnär varde ditt namn : En studie om Mathilde Wigert-Österlund och psykisk ohälsa i konsten". Thesis, Uppsala universitet, Konstvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323518.
Pełny tekst źródłaFranks, Wendy. "Social representations of maternal mental health in a disadvantaged community". Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251620.
Pełny tekst źródłaMoser, Michele R. "Infant Mental Health 101". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5002.
Pełny tekst źródłaYip, Sau-kuen, i 葉秀娟. "Mother-infant intervention to promote maternal mental health after preterm birth". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48339477.
Pełny tekst źródłapublished_or_final_version
Nursing Studies
Master
Master of Nursing
Rigby, Janice. "The impact of maternal mental illness on mothers and their infants". Thesis, City University London, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649959.
Pełny tekst źródłaBeck, Alexandra. "Maternal expressed emotion towards children with and without learning disabilities". Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273879.
Pełny tekst źródłaHummel, Alexandra Carlyle. "Maternal Depressive Symptoms, Maternal Behavior, and Toddler Internalizing Outcomes: A Moderated Mediation Model". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366881153.
Pełny tekst źródłaMoser, Michele R., H. Taylor i T. Chusac. "Infant Mental Health and Violence". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4985.
Pełny tekst źródłaMoser, Michele R., T. Clark i Andres Pumariega. "Mental Health Disparities in Child Welfare". Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4973.
Pełny tekst źródłaMoser, Michele R., i Janet Todd. "Infant and Early Childhood Mental Health". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4982.
Pełny tekst źródłaLindsay, Caroline. "Mothers' feeding styles and their relationship to maternal mental health and child temperament". Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577635.
Pełny tekst źródłaDe, Silva Mary Joan. "Context and composition? : social capital and maternal mental health in low income countries". Thesis, London School of Hygiene and Tropical Medicine (University of London), 2005. http://researchonline.lshtm.ac.uk/682343/.
Pełny tekst źródłaSelf, Joanna F. "Maternal depression and the nature of mother-toddler interaction : infant bids for engagement and maternal responsiveness /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9162.
Pełny tekst źródłaDelker, Brianna. "Relationships without Reward: The Role of Childhood Abuse History in Maternal Addiction, Mental Health, and Parenting". Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22615.
Pełny tekst źródła10000-01-01
Moser, Michele R., i L. Lucinski. "Infant Mental Health in Tennessee: Our Journey". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4990.
Pełny tekst źródłaPlant, Dominic. "When one childhood meets another : maternal child maltreatment and offspring child psychopathology". Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15001/.
Pełny tekst źródłaBaharnoori, Moogeh. "The adverse effects of maternal infection on brain development-implications for neuropsychiatric disorders". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110561.
Pełny tekst źródłaLes modèles animaux de troubles complexes hétérogènes comme la schizophrénie et l'autisme sont des paradigmes très précieux pour comprendre les mécanismes étiologiques de ceux troubles, ainsi que de tester de nouveaux traitements. Basé sur l'hypothèse que ces troubles peuvent avoir des origines dans le développement des cerveaux aberrants, des modèles animaux neurodéveloppementaux impliquant des manipulations de l'environnement pendant la période prénatale sensibles ont été largement utilisés. Des études épidémiologiques ont confirmé une association entre les infections bactériennes et virales pendant la grossesse et l'incidence plus élevée de la schizophrénie et l'autisme chez les enfants. Un certain nombre de modèles animaux d'infection maternelle et l'activation immunitaire ont été mis en place pour montrer des anomalies comportementales et neurochimiques dans la progéniture adulte exposée à l'infection pendant la vie prénatale. Ma thèse de doctorat a été conçue pour évaluer la mesure dans laquelle prénatale infection à la grossesse précipite des changements structurels, comportementaux et cellulaires durant le développement du cerveau postnatal. Pour ce faire, j'ai utilisé un modèle de rat bien établi de l'activation immunitaire par l'administration de lipopolysaccaride (LPS) à la gestation mi. D'abord, j'ai évalué la morphologie des neurones pyramidaux du cortex préfrontal (mPFC) et de l'hippocampe au nouveau-né, pré et post-pubertaire âges. Notre résultat a montré des changements structurels importants dans les deux régions à partir de très tôt jours après la naissance, avec certaines des modifications persistantes à l'âge adulte. Notre observation d'une atténuation de l'attachement maternel, les comportements communicatifs et d'apprentissage associatif, comme résultat du traitement LPS prénatale est pertinente pour les comportements rapportés dans l'autisme et la phase prémorbide de la schizophrénie. En utilisant ce modèle nous avons encore démontré que le traitement prénatal LPS conduit à des altérations pré et post pubères dans le développement du système dopaminergique mésolimbique et mésocortical. Plus précisément, j'ai trouvé une diminution de récepteurs de la dopamine-2 (D2R) expression dans les interneurones dans le mPFC peut être substrat neuronal des dysfonctionnements cognitifs déjà rapporté dans des modèles d'infections prénatales.Enfin, nous avons constaté que si l'anxiété de base-comme le comportement à l'âge de la puberté pré était similaire entre les LPS prénatale et la progéniture de contrôle, la progéniture LPS traités ont montré réaction d'anxiété atténué dans des environnements plus stressants. Ces observations mettent en évidence que l'activation prénatale immunitaire est impliqué dans le contrôle des émotions au pré pubères dont les âges pourrait être pertinente pour la réactivité comportementale signalés chez des personnes jeunes sensibles aux troubles neuropsychiatriques. Pris ensemble, les données de ma thèse ont confirmé que le traitement prénatal LPS est capable d'induire d'importants changements morphologiques, comportementales et neurochimiques dans le cerveau de la progéniture certains d'entre eux dès le jeune âge au cours de la vie postnatale.
McCloskey, Rebecca Jane. "Adverse Childhood Experiences, Postpartum Health, and Breastfeeding: A Mixed Methods Study". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586539670575903.
Pełny tekst źródłaThakur, Geeta Angeli. "Maternal smoking during pregnancy: An environmental factor indexing a more homogenous subgroup of ADHD". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114156.
Pełny tekst źródłaLe trouble de déficit de l'attention avec hyperactivité (TDAH) est un désordre neurocomportemental répandu avec une étiologie complexe impliquant des facteurs génétiques et environnementaux. Bien qu'il soit maintenant établi que plusieurs gènes sont impliqués dans le TDAH, aucun seul gène de risque a été identifié. De plus, plusieurs facteurs environnementaux, tels que le tabagisme maternel, l'abus de l'alcool, et le stress maternel, ont été fortement associé à cette maladie. Cette thèse décrira comment la cigarette durant la grossesse est un indexe pour un sous-groupe plus homogène d'enfants atteints d'un TDAH. En étudiant les caractéristiques comportementales et neurocognitives chez ces enfants, nous avons remarqué que l'exposition à la cigarette durant la grossesse est associée à une forme de TDAH, caractérisée par de graves manifestations cliniques et une plus basse performance neuropsychologique. Par la suite, nous avons stratifié notre échantillon d'enfants atteints d'un TDAH par l'exposition à la cigarette pour enquêter sur l'implication des gènes candidats à augmenter le risque pour le TDAH. Cette stratégie nous a permis de découvrir des associations différentielles entre des polymorphismes nucléotidiques simples (SNP) du gène transporteur de la noradrénaline (SLC6A2) et un certain nombre d'endophénotypes chez les patients en fonction de leur exposition à la cigarette. Enfin, nous avons utilisé la comorbidité comme un outil pour étudier plusieurs SNPs identifiés par des études d'association de l'ensemble du génome (GWAS) du comportement des fumeurs, un phénotype de comorbidité avec le TDAH. Ces SNPs ont été étudiés en relation avec le diagnostic du TDAH, ainsi que des traits comportementaux et neurocognitifs pertinents pour le TDAH, et nous avons observé qu'un allèle du rs1329650 pourrait augmenter le risque pour le TDAH et le tabagisme par le biais d'un mécanisme commun.Bref, ce travail identifie une signature phénotypique associée à la cigarette durant la grossesse qui pourrait aider à identifier un sous-groupe plus homogène d'enfants atteints d'un TDAH et met en évidence des associations significatives entre le gène SLC6A2 et le TDAH chez les enfants exposés à la cigarette durant la grossesse. De plus, ceci est le premier rapport où des SNPs identifiés par des GWAS de tabagisme ont démontré une association avec le TDAH.
Hamilton, Catharine Elizabeth. "The Relation between Depression and Trait Anxiety Symptoms and Maternal Utterances during Sonogram Procedures". Thesis, Illinois Institute of Technology, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981646.
Pełny tekst źródłaThe present study examines the relation between depression and trait anxiety symptoms and women’s utterances during a routine ultrasound procedure in the second trimester of pregnancy. Participants included a diverse group of 70 women seeking prenatal care at an academic medical center in the Midwestern United States. The Depression Anxiety Stress Scales (DASS-21) depression subscale and the State Trait Anxiety Inventory (STAI), trait form were used to assess symptoms of depression and trait anxiety, respectively. Audio and video of participants’ faces during the ultrasound examination were used to assess the content, sentiment, and number of utterances. Results of regression analyses indicated that higher levels of depression symptoms were significantly related to a lower proportion of fetus-related utterances to total utterances. Higher levels of depression symptoms and trait anxiety were significantly related to a lower proportion of positive fetus-related utterances to total fetus-related utterances, after controlling for gestational age. Higher levels of depression symptoms were significantly related to a higher proportion of negative-fetus-related utterances to total fetus-related utterances, after controlling for education. These findings suggest that pregnant women who are experiencing symptoms of depression and anxiety may exhibit certain types and patterns of utterances during routine prenatal sonogram procedures. Thus, observation of pregnant women’s naturalistic speech may provide helpful supplemental information to the traditional self-report measure in screening for symptoms of depression and anxiety.
Holloway, Geraldine. "Maternal filicide : grounded theorising from interviews with mothers with a diagnosis of mental illness". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17667/.
Pełny tekst źródłaMoloney, Anne. "The relationship between maternal and child mental health among residents in domestic violence refuges". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525903.
Pełny tekst źródłaFauble, Mandy A. "How Maternal Childhood Maltreatment Negatively Impacts Children’s Mental Health Outcomes Among Polysubstance Exposed Children". Case Western Reserve University School of Graduate Studies / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238242697.
Pełny tekst źródłaAran, Pavitra. "Effects of maternal mental disorders on mother-infant emotional availability in the perinatal period". Thesis, Aran, Pavitra (2021) Effects of maternal mental disorders on mother-infant emotional availability in the perinatal period. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/64521/.
Pełny tekst źródłaLommerse, Kinke. "HIV testing rate and seroprevalence among people attending a mental health clinic in rural Malawi". Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11484.
Pełny tekst źródłaMills, Suzanne Barbara. "Maternal and infant factors influencing infant feeding : a longitudinal study". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6385.
Pełny tekst źródładi, GIACOMO ESTER. "MATERNAL PERSONALITY DISORDERS AND THEIR OUTCOMES IN THE OFFSPRING". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241147.
Pełny tekst źródłaBackground: Current knowledge on the effects of psychopathology during pregnancy and postpartum on offspring mental outcome is very poor and mainly focused on anxiety and depressive disorders. Personality disorders are less investigated. Borderline and Antisocial PDs are especially considered, but the other PDs are too often neglected. Aim: The aim of the present project drifts towards the identification of possible consequences in offspring, due to maternal psychopathology, particularly personality disorders. Moreover, we will try to identify eventual mediators within personality causal role if any. Methods: 108 women from Perinatal Psychiatric Department (“LUCE”), 152 from Outpatients Psychiatric Department who had no specific issues towards their children or motherhood (OUTPTS) and 198 healthy controls (HC) were tested with EPDS, BAI, BDI, WHOQOL and CTQ. Their children were tested with CBCL. Results: “LUCE” and OUTPTS women did not differ from a diagnostic, socioeconomic and pharmacological point of view. Children of “LUCE” patients showed issues in all the domains both at a borderline and clinical level, while children of OUTPTS patients had only issues in few domains and at a borderline level. Clinical issues are shown especially by children of mothers affected by Passive-aggressive, Paranoid, Narcissistic&Borderline, Obsessive-Compulsive and Narcissistic PDs. In particular, children of PA mothers seemed more emotionally reactive, those of N+B mothers more prone to withdrawn. Children of Passive-Aggressive PD mothers show significance in most of the clinical domains compared to SCID_II-NEG. In particular, it is interesting to underline significance in clinical anxiety/depression, withdrawn and aggressive behavior. Children of Narcissistic mothers have significantly more clinical attention problems while children of Obsessive-Compulsive PD mothers have significantly more clinical anxiety/depression and somatic complaints. Clinical withdrawn differences children of mothers with several PDs compared to those of SCID_II-NEG mothers. Children of “LUCE”-EPDS+ showed clinical issues in all the domains. EPDS mediation in “LUCE” children showed a significant higher level of clinical withdrawn. An in-depth analysis of the role of EPDS in comparing children of SCID_II-NEG and each PDs (possible at a clinical level only in “LUCE”) showed significance in anxiety/depression between PARA or PA and SCID_II-NEG and in aggressive behavior between PA and SCID_II-NEG. A further analysis showed lack of significant differences in any CBCL domain in each PDs if EPDS+ and – were compared. Conclusion: The present study aimed at investigating possible psychic effects in offspring of mothers affected by personality disorders due to maternal psychopathology. We selected psychiatric patients both from Perinatal and Outpatients Departments and healthy controls. A comparison among their children let to highlight two main preliminary conclusion: children of mothers with PDs have worse outcomes and children of mothers with a psychic sufferance in the peripartum have a worse profile compared with those of mothers with the same diagnosis and pharmacological treatment. The mediation of a positivity for the risk of developing postpartum depression does not seem enough to justify such results. Albeit women with that positivity have children that show higher sufferance, it is the difficulty in mother-child bond or toward motherhood (expressed by women admitted to Perinatal Department) that constitute the best explanation to their children higher difficulties. Our results suggest and stress the importance of an early identification and treatment of mothers with psychic sufferance during pregnancy in order to prevent or at least reduce their children psychic outcomes.
Fauble, Mandy A. "How Maternal Childhood Maltreatment Negatively Impacts Children⁰́₉s Mental Health Outcomes Among Polysubstance Exposed Children". Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238242697.
Pełny tekst źródłaTitle from PDF (viewed on 26 May 2009) Includes abstract Mandel School of Applied Sciences (Social Welfare) Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
Moser, Michele R. "Tennessee Infant and Early Childhood Mental Health Initiative". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4984.
Pełny tekst źródłaMoser, Michele R., L. Lucinski i S. Steckel. "Tennessee Infant and Early Childhood Mental Health Initiative". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4983.
Pełny tekst źródłaEliseo-Arras, Rebecca K. "Maternal mental health and alcohol use and the impact on daughter's mental health, communication, and risky sexual behavior in a dyadic longitudinal community sample". Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127748.
Pełny tekst źródłaResearch has shown that the effects of maternal stress, alcohol use, and depression can have lasting effects on offspring. These effects can lead to negative outcomes with her daughter, specifically depression and substance use. These compounding issues can then lead to communication issues between the mother/daughter pair. This secondary data analysis study of a longitudinal community dyadic sample of 811 mothers and daughter pairs sought to determine the impact of these negative maternal effects on daughter depression, alcohol use, communication between the pair, and later risky sexual behavior. Using regression analysis with mediation, results indicated that a relationship exists between mother alcohol use and daughter risky sexual behavior only when daughter alcohol use was present. High communication with the mother lead to a decrease in daughter depression. Mother depression predicted daughter depression whereas mother alcohol use predicted daughter alcohol use and daughter depression. While a negative outcome, risky sexual behavior can be seen as a coping strategy for daughters? experiencing a difficult environment and this coping mechanism may bring them temporary feelings of love and importance.