خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 568831
Personal Name - Primary Intelectual Responsibility : Dukes, Thomas William
Title and statement of responsibility : Self-understanding as a protective factor: Adolescent identity consolidation and the nurturing of resilience [Thesis]
Publication, Distribution,Etc. : Boston University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Boston University
Summary or Abstract : This study was guided by two principal goals. First, the intent of the researcher was to contribute substantively to the theoretical literature on the study of resilience. Next, an intervention program based on these theoretical contributions was developed, implemented, and evaluated to gauge the relevance of emerging understandings for clinical practice. To conduct this line of inquiry, and in the hope of helping those at risk, the intellectual context of life span developmental psychology, in which all further comments have been grounded, is framed. Next, an understanding of what is meant by resilience and its related constructs is conveyed. Following, the concept of self-understanding is discussed as a potential mediating or protective factor in the service of resilience. The case has been made for conceptualizing the processes of resilience and the role of self-understanding as part of the more basic and universal human drive to create meaning. Following this discussion, a plan of inquiry is described that focuses on an intervention designed to enhance self-understanding among a population of adolescents in the service of resilience. In particular, within the context of a comprehensive developmental counseling program consultation, a psychoeducational group intervention targeting adolescents facing a significant educational transition was the focus of this descriptive study. Findings indicate that over the time period during which the group intervention was implemented, student participants tended to show similarly improved scores on the Self-Perception Inventory, resulting in similar growth trajectories. While none of the fixed predictors (e.g., gender, ethnicity, or scholarship/nonscholarship) accounted in a statistically significant way for the variation observed, initial status was shown to be a statistically significant predictor. These findings suggest that further research may be warranted to explore the efficacy of the overall developmental counseling program as well as the specific intervention that was the focus of the study. In the concluding discussion, original theoretical contributions have been reevaluated, and recommendations for further study, including empirical, descriptive, and theoretical efforts, are put forth..
Topical Name Used as Subject : School counseling
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)