CURRICULUM VITAE January 2014
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Attachment, Locus of Control, and Romantic Intimacy in Adult
ATTACHMENT, LOCUS OF CONTROL, AND ROMANTIC INTIMACY IN ADULT CHILDREN OF ALCOHOLICS: A CORRELATIONAL INVESTIGATION by Raffaela Peter A Dissertation Submitted to the Faculty of The College of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, Florida December 2012 Copyright Raffaela Peter 2012 ii ACKNOWLEDGMENTS I would like to thank my family members and friends for their continuous support and understanding during this process of self-exploration which oftentimes called for sacrifices on their part. Not to be forgotten is the presence of a very special family member, Mr. Kitty, who silently and patiently witnessed all colors and shapes of my affective rainbow. Val Santiago Stanley has shown nothing but pure, altruistic friendship for which I will be forever grateful. The appreciation is extended to Val’s Goddesses Club and its members who passionately give to others in the community. Many thanks go out to Jackie and Julianne who, with true owl spirit and equipped with appropriate memorabilia, lent an open ear and heart at all times. Thank you to my committee who provided me with guidance and knowledge throughout my journey at Florida Atlantic University. Most of them I have known for nearly a decade, a timeframe that has allowed me to grow as an individual and professional. To Dr. Paul Ryan Peluso, my mentor and fellow Avenger, thank you for believing in me and allowing me to “act as if”; your metaphors helped me more than you will ever know. You are a great therapist and educator, and I admire your dedication to the profession. -
Report on . Child Battering ·June 1973
If you have issues viewing or accessing this file, please contact us at NCJRS.gov. .. .. .. I,' , JOtional ad hoc advisory cOllll1liltee.· ',1 l"j ',I )) G report on ;~ ... child battering [., Health Sante et r and Welfare Bien-etre social Canada Canada ·June 1973 REPORT OF THE NATIONAL AD HOC ADVISORY COMMITTEE ~' ..... ON CHILD BATTERING N C J K~ ~-' PRINCIPAL RECOMMENDATIONS StiP 111978 ACQUISrnONS 1. Mandatory case reporting systems should be retained or established, if not existing, in the provinces and territories and a central registry should be established in each province and territory. 11. Intervention and case management to deal with the individual situation effectively should be instituted immediately upon reporting, using all relevant disciplines in a te am approach. 111. General preventive measures should be expanded or developed, such as those aimed at supporting or supplementing the parental role, and providing an environment which would promote the proper growth and development of the child . .• IV. Programs of research, experimentation and education should be developed to guide and inform in all approaches to the problem. V. The federal government should expand its involvement in .-. the problem of child battering through the following measures: a) Establish a national coordinating office to assist in the collection and dissemination of informatio,TI, public education and the provision of consultative services; ... /2 -2- b) Allocate adequate funds for the support of programs of research, experimentation and education; c) Review relevant federal legislation, in particular the Criminal Code references to child abuse and neglect. d) Consult with the provinces as soon as possible on the desirability of establishing a national 'registry of battered children to extend the use fulness of provincial registries . -
Nielsen Collection Holdings Western Illinois University Libraries
Nielsen Collection Holdings Western Illinois University Libraries Call Number Author Title Item Enum Copy # Publisher Date of Publication BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.1 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.2 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.3 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.4 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.5 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. PG3356 .A55 1987 Alexander Pushkin / edited and with an 1 Chelsea House 1987. introduction by Harold Bloom. Publishers, LA227.4 .A44 1998 American academic culture in transformation : 1 Princeton University 1998, c1997. fifty years, four disciplines / edited with an Press, introduction by Thomas Bender and Carl E. Schorske ; foreword by Stephen R. Graubard. PC2689 .A45 1984 American Express international traveler's 1 Simon and Schuster, c1984. pocket French dictionary and phrase book. REF. PE1628 .A623 American Heritage dictionary of the English 1 Houghton Mifflin, c2000. 2000 language. REF. PE1628 .A623 American Heritage dictionary of the English 2 Houghton Mifflin, c2000. 2000 language. DS155 .A599 1995 Anatolia : cauldron of cultures / by the editors 1 Time-Life Books, c1995. of Time-Life Books. BS440 .A54 1992 Anchor Bible dictionary / David Noel v.1 1 Doubleday, c1992. -
Theorists and Theories of Child Development Learner Support Handbook
Theorists and Theories of Child Development Learner Support Handbook Supporting the development of your career Introduction This information guide is designed to support the knowledge and understanding of child development, in particular the theories and theorists behind these. It details it looks at the seven most popular theorists and the research carried out by them to highlight the many fascinating ways in which children develop and learn Child development theories focus on explaining how children change and grow over the course of childhood. Such theories centre on various aspects of development including social, emotional and cognitive growth. The study of human development is a rich and varied subject. We all have personal experience with development, but it is sometimes difficult to understand: How and why people grow, learn, and act as they do. Why do children behave in certain ways? Is their behaviour related to their age, family relationships, or individual temperament? Developmental psychologists strive to answer such questions as well as to understand, explain, and predict behaviours that occur throughout the lifespan. In order to understand human development, a number of different theories of child development have arisen to explain various aspects of human growth. The guide covers the following theorists and details each of their theories: 1. Freud’s Psychosexual Developmental Theory 2. Erikson's Psychosocial Developmental Theory 3. Piaget's Cognitive Developmental Theory 4. Bowlby's Attachment Theory 5. Bandura's Social Learning Theory 6. Vygotsky's Sociocultural Theory Supporting the development of your career Child Development Theories: A Background Theories of development provide a framework for thinking about human growth and learning. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ATTACHMENT STYLE, DEPRESSION AND LONELINESS IN ADOLESCENT SUICIDE ATTEMPTERS by Kolleen M. -
What Is Mentalization? the Concept and Its Foundations in Developmental
What is Mentalization? The Concept and its Foundations in Developmental Research and Social-Cognitive Neuroscience Peter Fonagy Elizabeth Allison Address for correspondence: Peter Fonagy PhD FBA Research Department of Clinical, Educational and Health Psychology University College London Gower Street London WC1E 6BT E-mail: [email protected] Tel: 44 20 7679 1791 Fax: 44 20 7916 8502 Chapter submitted for Nick Midgley & Ioanna Vrouva (eds) Keeping Children in Mind: Mentalization-based Interventions with Children, Young People and their Families, January 2011. What is mentalization? When we mentalize we are engaged in a form of (mostly preconscious) imaginative mental activity that enables us to perceive and interpret human behavior in terms of intentional mental states (e.g., needs, desires, feelings, beliefs, goals, purposes, and reasons) (Allen, Fonagy, & Bateman, 2008). Mentalizing must be imaginative because we have to imagine what other people might be thinking or feeling. We can never know for sure what is in someone else’s mind (Fonagy, Steele, Steele, & Target, 1997). Moreover, perhaps counterintuitively, we suggest that a similar kind of imaginative leap is required to understand our own mental experience, particularly in relation to emotionally charged issues. We shall see that the ability to mentalize is vital for self-organization and affect regulation. The ability to infer and represent other people’s mental states may be uniquely human. It seems to have evolved to enable humans to predict and interpret others’ actions quickly and efficiently in a large variety of competitive and cooperative situations. However, the extent to which each of us is able to master this vital capacity is crucially influenced by our early experiences as well as our genetic inheritance. -
Bowlby & Attachment Theory
Chapter 9 The Legacy of John Bowlby’s Attachment Theory Jools Page Introduction This chapter discusses the contribution of John Bowlby’s more than 50 years of thinking about attachments, separation, relationships and emotional stability. After a brief biography, the chapter considers his well-known, and sometimes controversial, ‘Attachment theory’ alongside the work of his collaborators at the time, including James Robertson and Mary Ainsworth. A key focus is attachment theory in relation to children in their home and early years environments, and how understanding this theory is important for early years practitioners to appreciate the lived experiences of children in out of home contexts. The chapter concludes with a consideration of the place of love and loving relationships in contemporary professional practice and the implications of ‘Modern Attachment Theory’ for early years and childcare practitioners working globally. John Bowlby [1907-1990]: A brief biography Bowlby (1907–1990) was the son of Sir Anthony Bowlby, a London surgeon. After serving briefly as a naval cadet, he read natural sciences and psychology at the University of Cambridge. Bowlby worked for a time in a school for boys with psychiatric problems, then trained as a doctor and child psychiatrist, working during the Second World War World as a psychiatrist for the War Office Selection Board. After the war, Bowlby was Deputy Director of the Tavistock Clinic in London, a world-renowned centre for child psychiatry and psychotherapy (For further detail see King & Rayner 1993). It was soon after he graduated from Cambridge in 1928 that Bowlby began to study separation and anxiety, building on observations of two young boys in a remedial home where he was working (Bretherton 1992; and Cassidy, 2008). -
A Secure Base for Adult Learning: Attachment Theory and Adult Education
A Secure Base for Adult Learning: Attachment Theory and Adult Education ted fleming Abstract The attachment theory of John Bowlby has had an enduring impact on our under- standing of child development. But these ideas are a neglected and forgotten discourse in adult education. In this paper concepts such as secure and insecure attachments, internal working models, and the strange situation along with the more contemporary concept of mind-mindedness are explored. The paper also explores the implications for how adults deal with new situations and new ideas; how adult learners and teachers are influenced by their own attachment styles and internal working models. These models are interpreted as strategies that adults employ for dealing with stress, anxiety, change and the challenges of teaching and learning. In addition, the implications of these concepts for understanding trans- formative learning are identified and changing internal working models is pro- posed as a form of transformative learning. This paper outlines Bowlby’s main ideas, with a focus on recent research findings and, by extrapolation, reframes our current understanding of adult learning. The ideas presented here are not usually part of adult education debates but may provide useful insights for facilitators of adult learning and personal development. Keywords: Attachment theory; Secure attachments; Internal working models; Secure base; Mind-mindedness; Transformation theory; Adult learning. Introduction Adult education has grown accustomed to a particular palette of debates including lifelong learning and more critical understandings of learning. These critical understandings involve a reinterpretation of the meaning of lifelong learning that, if they are to be of value, need to be combined, with “a critical 33 9050 Adult Learn Interior.indd 33 22/08/2008 16:12:16 theory of society” (Murphy, 2001, p. -
Wiley-Blackwell Handbook of Infant Development Wiley- Blackwell Handbooks of Developmental Psychology
The Wiley-Blackwell Handbook of Infant Development Wiley- Blackwell Handbooks of Developmental Psychology This outstanding series of handbooks provides a cutting - edge overview of classic research, current research, and future trends in developmental psychology. • Each handbook draws together 25 – 30 newly commissioned chapters to provide a comprehensive overview of a subdiscipline of developmental psychology. • The international team of contributors to each handbook has been specially chosen for its expertise and knowledge of each fi eld. • Each handbook is introduced and contextualized by leading fi gures in the fi eld, lending coherence and authority to each volume. The Wiley - Blackwell Handbooks of Developmental Psychology will provide an invaluable overview for advanced students of developmental psychology and for researchers as an authoritative defi nition of their chosen fi eld. Published Blackwell Handbook of Childhood Social Development Edited by Peter K. Smith and Craig H. Hart Blackwell Handbook of Adolescence Edited by Gerald R. Adams and Michael D. Berzonsky The Science of Reading: A Handbook Edited by Margaret J. Snowling and Charles Hulme Blackwell Handbook of Early Childhood Development Edited by Kathleen McCartney and Deborah A. Phillips Blackwell Handbook of Language Development Edited by Erika Hoff and Marilyn Shatz Wiley - Blackwell Handbook of Childhood Cognitive Development, 2nd edition Edited by Usha Goswami Wiley - Blackwell Handbook of Infant Development, 2 nd edition Edited by J. Gavin Bremner and Theodore D. Wachs Forthcoming Blackwell Handbook of Developmental Psychology in Action Edited by Rudolph Schaffer and Kevin Durkin Wiley - Blackwell Handbook of Adulthood and Aging Edited by Susan Krauss Whitbourne and Martin Sliwinski Wiley - Blackwell Handbook of Childhood Social Development, 2nd edition Edited by Peter K. -
Ninety Years of Service
NINETY YEARS OF SERVICE HISTORY OF SOUTHAMPTON CHILDREN'S HOSPITAL 1884-1974 By David A.J. Williamson. M.D. ,F.R.C.P. ,D.C.H. Honorary Consultant Paediatrician April 1990 CONTENTS Foreword I. Preface II,“Voluntary” Days. III.In the N,H.S. IV,Special Departments. V. Staff, VI.League of Friends. VII.Paediatrics in Wessex. VIII. Memories. IX. The Last Lap. Appendix I. Hospital Staff. Appendix II. The Work Load, Analysis of Admissions and Deaths for the Year 1931 FORWARD by I.C.S.Normand. D.M. ,F.R.C.P. Professor of Child Health. David Williamson’s fascinating account of Southampton Children’s Hospital will be a source of nostalgia for all who knew or worked at Winchester Road but it is far from being just a nostalgic memoir. To many it may come as a surprise to learn how Southampton for so long has kept in the forefront of ideas and practice in the care of sick children. Above all we read a story of extraordinary professional devotion and commitment from a staff of minuscule size by modern standards but who, because of their common ideals, achieved so much for their small patients with such limited resource behind them. It is now fifteen years since the Children’s Hospital closed but the tale of continuing expansion and innovation in services has not changed. In particular the Children’s Unit increasingly functions as a tertiary and research centre as befits its position as the only University hospital along the South Coast. Inevitably some of the intimacy has gone but there still remains a real sense of the happy family bound together in its pursuit of excellence for the care of sick children. -
Running Head: CAN QUALITY OVERCOME QUANTITY? 1
Running head: CAN QUALITY OVERCOME QUANTITY? 1 Can Quality Overcome Quantity? The Impact of National Maternity Leave Policies on Child Development by Devon F. Patton Honors Thesis Appalachian State University Submitted to The Honor College in partial fulfilment for the requirements for the degree of Special Education Bachelor of Sciences May, 2015 Approved by: __________________________________________________ Denise Brewer, Ph.D., Thesis Director __________________________________________________ Lindsay Masland, Ph.D., Second Reader __________________________________________________ Leslie Sargent Jones, Ph.D., Director, The Honors College CAN QUALITY OVERCOME QUANTITY? 2 Abstract All developed countries in the Organization for Economic Co-operation and Development provide maternity leave, time away from work with the birth or adoption of a new child, to their citizens (Ray, 2008). However, there is wide variation in the amount of leave provided to individuals, and the United States (US) has one of the shortest policies. This thesis investigates the possible impacts that the length of maternity leave has on the social/emotional, cognitive, and health development of young children. To provide bearing of the US impact, a comparison of the impact of the Norwegian maternity leave policy is included. The author concludes by making recommendations of potential ways to lessen the developmental impact on US children as a result of the national maternity leave policies. CAN QUALITY OVERCOME QUANTITY? 3 Table of Contents Chapter 1: Introduction page 4 Chapter 2: US Legislation page 15 Chapter 3: Social Emotional Development Impact page 21 Chapter 4: Cognitive Development Impact page 34 Chapter 5: Health Development Impact page 44 Chapter 6: Norway Comparison page 50 Chapter 7: Discussion page 60 References page 72 CAN QUALITY OVERCOME QUANTITY? 4 Chapter 1: Introduction “After breakfast, I clean up just like mommy. -
Review of the Year
Review of the Year OTHER COUNTRIES Canada National Affairs A HE GENERAL ELECTION OF OCTOBER 1993, Canada's first since the failure of the Meech Lake and Charlottetown accords, resulted in a massive shift in electoral fortunes. The Progressive Conservatives, who had governed the country since 1984, were routed and reduced to a rump of only two seats in a House of Commons with 295 members. The big winners were the Liberal party, now led by Jean Chretien, a veteran of the Trudeau era with extensive cabinet experience, Preston Manning's Reform party, which came out of nowhere to capture over 50 seats in the West in a protest against conventional political practices, and Lucien Bouchard's Bloc Quebecois (BQ), which became the official opposition in its first election. The BQ, closely related to Quebec's provincial party, the Parti Quebecois (PQ), was launched by Bouchard and other disgruntled Conservatives after the Meech Lake failure. Its overriding objective is to achieve the independence of Quebec, the province where it obtained all 54 of its seats. The Reform party was plagued by a widely held impression that it provided a haven for racists and even anti-Semites. Party leader Manning made a speech to the Jewish Civil Rights Educational Foundation in January in an effort, at least his fifth, to dispel the image that his party was inhospitable to Jews. He implored his audience to participate in the party in order to "inoculate us against the viruses of extremism, racism and anti-Semitism." The Reform leader announced that his party had ex- pelled about 25 members who held a variety of racist views.