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You searched for +publisher:"University of Miami" +contributor:("Ora Prilleltensky"). Showing records 1 – 3 of 3 total matches.

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University of Miami

1. Longa, Cathy. Social Aggression in Children and Adolescents: A Meta-Analytic Review.

Degree: PhD, Educational and Psychological Studies (Education), 2011, University of Miami

Social aggression has been widely studied; however, findings have been inconsistent leading to confusion within the current literature. Previous research has linked social aggression to negative outcomes; including poor peer relations, internalizing symptoms, and low levels of empathy; as well as positive attributes, including prosocial behaviors, high social status, and social intelligence. This meta-analysis examined the relationship between social aggression and various correlates, both positive and negative, as well as how age and gender moderate these relationships. With 896 correlations derived from 108 studies (of a total of 107 published articles), the results using the random-effects model for computing overall effect sizes indicated that social aggression is related with maladaptive correlates, such as externalization (r= 0.46), internalization (r = 0.16), negative individual traits (r = 0.32), as well as negative peer relations (r = 0.28). However, findings also suggest that social aggression is associated with popularity (r = 0.22) and social skillfulness (r = 0.16). Implications, limitations, and future directions are discussed. Advisors/Committee Members: Debbiesiu Lee, Soyeon Ahn, Ora Prilleltensky, Annette La Greca.

Subjects/Keywords: social aggression; children; adolescents

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Longa, C. (2011). Social Aggression in Children and Adolescents: A Meta-Analytic Review. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/625

Chicago Manual of Style (16th Edition):

Longa, Cathy. “Social Aggression in Children and Adolescents: A Meta-Analytic Review.” 2011. Doctoral Dissertation, University of Miami. Accessed December 05, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/625.

MLA Handbook (7th Edition):

Longa, Cathy. “Social Aggression in Children and Adolescents: A Meta-Analytic Review.” 2011. Web. 05 Dec 2019.

Vancouver:

Longa C. Social Aggression in Children and Adolescents: A Meta-Analytic Review. [Internet] [Doctoral dissertation]. University of Miami; 2011. [cited 2019 Dec 05]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/625.

Council of Science Editors:

Longa C. Social Aggression in Children and Adolescents: A Meta-Analytic Review. [Doctoral Dissertation]. University of Miami; 2011. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/625


University of Miami

2. Rubenstein, Carolyn L. Assessing Actions and Feelings Related to Multidimensional Well-Being: Validation of the I COPPE Actions and Feelings Scales.

Degree: PhD, Educational and Psychological Studies (Education), 2017, University of Miami

The purpose of this study was to validate two new scales on actions and feelings for well-being in key areas of life. The I COPPE Actions Scale and the I COPPE Feelings Scale measure Interpersonal, Community, Occupational, Physical, Psychological, and Economic (I COPPE) well-being. A total of 478 University of Miami employees provided online responses to the I COPPE Actions and Feelings Scales. Confirmatory factor analysis was used to examine the a priori hypothesized correlated six-factor structure for responses to the I COPPE Actions and Feelings Scales. Multiple group confirmatory factor analysis was used to evaluate measurement invariance across gender for the I COPPE Actions and Feelings Scales. There was strong empirical evidence to support the hypothesized factor structure of the I COPPE Actions Scale. While there was inadequate empirical evidence to support the hypothesized factor structure of the I COPPE Feelings Scale, a slightly modified model achieved acceptable fit. Partial strict invariance with equal factor variances and covariances was met across gender for the I COPPE Actions Scale; however, measurement invariance did not hold across gender for the I COPPE Feelings Scale. The ability of these scales to measure multidimensional well-being through actions and feelings in two separate but conceptually related measures is a potential contribution to the growing body of literature on well-being. Advisors/Committee Members: Isaac Prilleltensky, Daniel Santisteban, Ora Prilleltensky, Guillermo Prado, Nicholas Myers.

Subjects/Keywords: confirmatory factor analysis; measurement invariance; validity; well-being; wellness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rubenstein, C. L. (2017). Assessing Actions and Feelings Related to Multidimensional Well-Being: Validation of the I COPPE Actions and Feelings Scales. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1942

Chicago Manual of Style (16th Edition):

Rubenstein, Carolyn L. “Assessing Actions and Feelings Related to Multidimensional Well-Being: Validation of the I COPPE Actions and Feelings Scales.” 2017. Doctoral Dissertation, University of Miami. Accessed December 05, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1942.

MLA Handbook (7th Edition):

Rubenstein, Carolyn L. “Assessing Actions and Feelings Related to Multidimensional Well-Being: Validation of the I COPPE Actions and Feelings Scales.” 2017. Web. 05 Dec 2019.

Vancouver:

Rubenstein CL. Assessing Actions and Feelings Related to Multidimensional Well-Being: Validation of the I COPPE Actions and Feelings Scales. [Internet] [Doctoral dissertation]. University of Miami; 2017. [cited 2019 Dec 05]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1942.

Council of Science Editors:

Rubenstein CL. Assessing Actions and Feelings Related to Multidimensional Well-Being: Validation of the I COPPE Actions and Feelings Scales. [Doctoral Dissertation]. University of Miami; 2017. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1942

3. Rippey, Jean Michele. Emotional Disturbance as an Educational Disability: Implications for Social Workers.

Degree: PhD, Teaching and Learning (Education), 2008, University of Miami

This qualitative study addressed an intersection in which the application of the medical model to educational disabilities and its implications for educational labeling of students interacted with the professional enculturation of clinical social workers. Employed as clinicians in programs administered in a large south eastern school district in the United States, five social workers served elementary students labeled Emotionally/Behaviorally Disabled (EBD) through federally authorized provisions for special education related services. This study used grounded theory methods to discover and analyze the social workers' underlying assumptions, values, and patterns of practice with regard to ethical and guild issues, roles and responsibilities, and bases of knowledge. The study found that participants interpreted and applied a knowledge base grounded in the normative aspects of social work. Their preparation made it possible to compete for licensure (LCSW) and assume roles as professional helpers but did not provide all the tools they needed to carry out their work as clinicians with students in EBD programs. Secondly, it found that ambiguities regarding ethics, guild issues, and roles emerged with regard to acting as helping professionals in an integrated professional setting. Each practitioner exercised certain latitude to respond as needed to challenges which varied from site to site. Finally, the findings reflected how the clinicians have situated themselves in the face of the demands of documentation procedures and of participation in meetings endemic to special education. Advisors/Committee Members: Beth Harry, Wendy Morrison Cavendish, Ora Prilleltensky, Walter G. Secada, Eugene Provenzo.

Subjects/Keywords: Critical Social Work; Social Relations Approach; Ecological Approach; Multidisciplinary Teaming; Over Identification And Disproportionality; Educational Decision Making

…Abstract of a dissertation at the University of Miami Dissertation supervised by Professor Beth… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rippey, J. M. (2008). Emotional Disturbance as an Educational Disability: Implications for Social Workers. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/174

Chicago Manual of Style (16th Edition):

Rippey, Jean Michele. “Emotional Disturbance as an Educational Disability: Implications for Social Workers.” 2008. Doctoral Dissertation, University of Miami. Accessed December 05, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/174.

MLA Handbook (7th Edition):

Rippey, Jean Michele. “Emotional Disturbance as an Educational Disability: Implications for Social Workers.” 2008. Web. 05 Dec 2019.

Vancouver:

Rippey JM. Emotional Disturbance as an Educational Disability: Implications for Social Workers. [Internet] [Doctoral dissertation]. University of Miami; 2008. [cited 2019 Dec 05]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/174.

Council of Science Editors:

Rippey JM. Emotional Disturbance as an Educational Disability: Implications for Social Workers. [Doctoral Dissertation]. University of Miami; 2008. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/174

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