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You searched for +publisher:"University of Toronto" +contributor:("Applied Psychology and Human Development"). Showing records 1 – 30 of 262 total matches.

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1. Chung, Sheila Cira. The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children.

Degree: 2014, University of Toronto

We examined the relationship between orthographic processing and spelling in French immersion children. Study 1 included 148 first graders and they were assessed on orthographic… (more)

Subjects/Keywords: French immersion; Orthographic processing; Spelling; Cross-language transfer; Bilingualism; Second language learning; Literacy; 0525; 0282

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APA (6th Edition):

Chung, S. C. (2014). The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65527

Chicago Manual of Style (16th Edition):

Chung, Sheila Cira. “The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children.” 2014. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65527.

MLA Handbook (7th Edition):

Chung, Sheila Cira. “The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children.” 2014. Web. 20 Sep 2020.

Vancouver:

Chung SC. The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65527.

Council of Science Editors:

Chung SC. The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65527

2. Lee, Kathleen. Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children.

Degree: 2014, University of Toronto

This thesis investigates development and transfer of oral reading fluency among early French immersion students. Using a longitudinal design, students were assessed on phonological awareness,… (more)

Subjects/Keywords: Oral reading fluency; Cross-language transfer; French Immersion; 0620

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APA (6th Edition):

Lee, K. (2014). Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43996

Chicago Manual of Style (16th Edition):

Lee, Kathleen. “Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children.” 2014. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43996.

MLA Handbook (7th Edition):

Lee, Kathleen. “Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children.” 2014. Web. 20 Sep 2020.

Vancouver:

Lee K. Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43996.

Council of Science Editors:

Lee K. Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43996

3. Klopfer, Kristina Monika. Pre-service Teacher Education and Classroom Management: An Evaluation of EDU5572.

Degree: 2014, University of Toronto

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two… (more)

Subjects/Keywords: classroom management; pre-service teacher; proactive strategies; teacher education; teaching style; teaching attitudes; teaching self-efficacy; 0621

…Dr. Joe Ducharme at the University of Toronto emphasizes the importance of proactive… …University of Toronto (OISE/UofT). Individuals registered in the BEd Teacher’s College… 

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APA (6th Edition):

Klopfer, K. M. (2014). Pre-service Teacher Education and Classroom Management: An Evaluation of EDU5572. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43994

Chicago Manual of Style (16th Edition):

Klopfer, Kristina Monika. “Pre-service Teacher Education and Classroom Management: An Evaluation of EDU5572.” 2014. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43994.

MLA Handbook (7th Edition):

Klopfer, Kristina Monika. “Pre-service Teacher Education and Classroom Management: An Evaluation of EDU5572.” 2014. Web. 20 Sep 2020.

Vancouver:

Klopfer KM. Pre-service Teacher Education and Classroom Management: An Evaluation of EDU5572. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43994.

Council of Science Editors:

Klopfer KM. Pre-service Teacher Education and Classroom Management: An Evaluation of EDU5572. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43994

4. Guthrie, Christine Elizabeth. Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom.

Degree: 2013, University of Toronto

Psychologists have proposed that schools should teach for wisdom, but this proposal has rarely been investigated. The present study examines secondary school English language arts… (more)

Subjects/Keywords: wisdom; English; Psychology; teaching; instructional; language; arts; education; goals; 0525; 0620; 0279

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APA (6th Edition):

Guthrie, C. E. (2013). Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42621

Chicago Manual of Style (16th Edition):

Guthrie, Christine Elizabeth. “Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom.” 2013. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/42621.

MLA Handbook (7th Edition):

Guthrie, Christine Elizabeth. “Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom.” 2013. Web. 20 Sep 2020.

Vancouver:

Guthrie CE. Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/42621.

Council of Science Editors:

Guthrie CE. Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42621

5. Bance, Sheena. The Impact of Burnout, Vicarious Trauma and Secondary Traumatic Stress on Job Satisfaction in Nurses: A Comparison of Sexual Assault Nurse Examiners (SANEs) and Emergency Nurses.

Degree: 2014, University of Toronto

Occupational stress is a major concern in Canadian society, and nurses have been identified as a high-risk population. In this study, levels of occupational stress… (more)

Subjects/Keywords: Occupational Stress; nursing; Sexual Assault Nurse Examiners; Emergency Nurses; Burnout; Vicarious trauma; Secondary Traumatic Stress; Job Satisfaction; 0621

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APA (6th Edition):

Bance, S. (2014). The Impact of Burnout, Vicarious Trauma and Secondary Traumatic Stress on Job Satisfaction in Nurses: A Comparison of Sexual Assault Nurse Examiners (SANEs) and Emergency Nurses. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43990

Chicago Manual of Style (16th Edition):

Bance, Sheena. “The Impact of Burnout, Vicarious Trauma and Secondary Traumatic Stress on Job Satisfaction in Nurses: A Comparison of Sexual Assault Nurse Examiners (SANEs) and Emergency Nurses.” 2014. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43990.

MLA Handbook (7th Edition):

Bance, Sheena. “The Impact of Burnout, Vicarious Trauma and Secondary Traumatic Stress on Job Satisfaction in Nurses: A Comparison of Sexual Assault Nurse Examiners (SANEs) and Emergency Nurses.” 2014. Web. 20 Sep 2020.

Vancouver:

Bance S. The Impact of Burnout, Vicarious Trauma and Secondary Traumatic Stress on Job Satisfaction in Nurses: A Comparison of Sexual Assault Nurse Examiners (SANEs) and Emergency Nurses. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43990.

Council of Science Editors:

Bance S. The Impact of Burnout, Vicarious Trauma and Secondary Traumatic Stress on Job Satisfaction in Nurses: A Comparison of Sexual Assault Nurse Examiners (SANEs) and Emergency Nurses. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43990

6. Iwenofu, Linda. Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community.

Degree: 2013, University of Toronto

The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning… (more)

Subjects/Keywords: literacy intervention; engagement; adolescents; social context; 0535; 0525

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APA (6th Edition):

Iwenofu, L. (2013). Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42626

Chicago Manual of Style (16th Edition):

Iwenofu, Linda. “Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community.” 2013. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/42626.

MLA Handbook (7th Edition):

Iwenofu, Linda. “Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community.” 2013. Web. 20 Sep 2020.

Vancouver:

Iwenofu L. Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/42626.

Council of Science Editors:

Iwenofu L. Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42626

7. Cripps, Jenna. Forms of Technology-facilitated Sexual Violence and University Women's Psychological Functioning.

Degree: 2016, University of Toronto

Technology-facilitated sexual violence (TFSV) is an emerging social and public health issue that can significantly impact those who experience it, yet our knowledge and understanding… (more)

Subjects/Keywords: 0621

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APA (6th Edition):

Cripps, J. (2016). Forms of Technology-facilitated Sexual Violence and University Women's Psychological Functioning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74589

Chicago Manual of Style (16th Edition):

Cripps, Jenna. “Forms of Technology-facilitated Sexual Violence and University Women's Psychological Functioning.” 2016. Masters Thesis, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/74589.

MLA Handbook (7th Edition):

Cripps, Jenna. “Forms of Technology-facilitated Sexual Violence and University Women's Psychological Functioning.” 2016. Web. 20 Sep 2020.

Vancouver:

Cripps J. Forms of Technology-facilitated Sexual Violence and University Women's Psychological Functioning. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/74589.

Council of Science Editors:

Cripps J. Forms of Technology-facilitated Sexual Violence and University Women's Psychological Functioning. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74589

8. Drummond, Kelley. Self-concept, Behavioural Attributions, and Self-awareness in Adolescents with Autism Spectrum Disorder: A Mixed-methods Approach.

Degree: 2013, University of Toronto

Although a modest body of literature has emerged to investigate the experiences of youth with Autism Spectrum Disorder (ASD), there is a need to better… (more)

Subjects/Keywords: Autism Spectrum Disorder; Asperger syndrome; adolescence; diagnosis; self-awareness; self-concept; attributions; lived experiences; 0622

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APA (6th Edition):

Drummond, K. (2013). Self-concept, Behavioural Attributions, and Self-awareness in Adolescents with Autism Spectrum Disorder: A Mixed-methods Approach. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35809

Chicago Manual of Style (16th Edition):

Drummond, Kelley. “Self-concept, Behavioural Attributions, and Self-awareness in Adolescents with Autism Spectrum Disorder: A Mixed-methods Approach.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/35809.

MLA Handbook (7th Edition):

Drummond, Kelley. “Self-concept, Behavioural Attributions, and Self-awareness in Adolescents with Autism Spectrum Disorder: A Mixed-methods Approach.” 2013. Web. 20 Sep 2020.

Vancouver:

Drummond K. Self-concept, Behavioural Attributions, and Self-awareness in Adolescents with Autism Spectrum Disorder: A Mixed-methods Approach. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/35809.

Council of Science Editors:

Drummond K. Self-concept, Behavioural Attributions, and Self-awareness in Adolescents with Autism Spectrum Disorder: A Mixed-methods Approach. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35809

9. Gropper, Rachel. Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities.

Degree: 2013, University of Toronto

Working memory (WM) refers to the information processing system that is responsible for the maintenance plus manipulation of information. WM is necessary for the performance… (more)

Subjects/Keywords: Working Memory; ADHD; 0622

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APA (6th Edition):

Gropper, R. (2013). Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35833

Chicago Manual of Style (16th Edition):

Gropper, Rachel. “Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/35833.

MLA Handbook (7th Edition):

Gropper, Rachel. “Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities.” 2013. Web. 20 Sep 2020.

Vancouver:

Gropper R. Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/35833.

Council of Science Editors:

Gropper R. Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35833

10. Barbera, Jennifer. A Qualitative Examination of Career Resiliency in Professional Immigrants.

Degree: 2013, University of Toronto

This qualitative study endeavored to interview professional immigrants in order to better understand the adjustment and career-related challenges that professional immigrants encounter when they immigrate… (more)

Subjects/Keywords: professional immigrants; resiliency; career; retraining; 0621

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APA (6th Edition):

Barbera, J. (2013). A Qualitative Examination of Career Resiliency in Professional Immigrants. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43482

Chicago Manual of Style (16th Edition):

Barbera, Jennifer. “A Qualitative Examination of Career Resiliency in Professional Immigrants.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43482.

MLA Handbook (7th Edition):

Barbera, Jennifer. “A Qualitative Examination of Career Resiliency in Professional Immigrants.” 2013. Web. 20 Sep 2020.

Vancouver:

Barbera J. A Qualitative Examination of Career Resiliency in Professional Immigrants. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43482.

Council of Science Editors:

Barbera J. A Qualitative Examination of Career Resiliency in Professional Immigrants. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43482

11. Ivanova, Iryna. The "How" of Change in Emotion-focused Group Therapy for Eating Disorders.

Degree: 2013, University of Toronto

Currently, there is a limited understanding of change mechanisms across all treatment approaches for eating disorders (ED), particularly with regard to group psychotherapy. This presents… (more)

Subjects/Keywords: emotion-focused therapy; eating disorders; psychotherapy process; mechanisms of change; group psychotherapy; 0622

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APA (6th Edition):

Ivanova, I. (2013). The "How" of Change in Emotion-focused Group Therapy for Eating Disorders. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43601

Chicago Manual of Style (16th Edition):

Ivanova, Iryna. “The "How" of Change in Emotion-focused Group Therapy for Eating Disorders.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43601.

MLA Handbook (7th Edition):

Ivanova, Iryna. “The "How" of Change in Emotion-focused Group Therapy for Eating Disorders.” 2013. Web. 20 Sep 2020.

Vancouver:

Ivanova I. The "How" of Change in Emotion-focused Group Therapy for Eating Disorders. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43601.

Council of Science Editors:

Ivanova I. The "How" of Change in Emotion-focused Group Therapy for Eating Disorders. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43601

12. Shecter, Carly. Mindfulness Training for Adolescents with ADHD and their Families: A Time-series Evaluation.

Degree: 2013, University of Toronto

The present study involved an extension and evaluation of a mindfulness-based training program for families of adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). MYmind: Mindfulness training for… (more)

Subjects/Keywords: mindfulness; ADHD; adolescents; parent-adolescent conflict; parenting Stress; meditation; 0622

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APA (6th Edition):

Shecter, C. (2013). Mindfulness Training for Adolescents with ADHD and their Families: A Time-series Evaluation. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43718

Chicago Manual of Style (16th Edition):

Shecter, Carly. “Mindfulness Training for Adolescents with ADHD and their Families: A Time-series Evaluation.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43718.

MLA Handbook (7th Edition):

Shecter, Carly. “Mindfulness Training for Adolescents with ADHD and their Families: A Time-series Evaluation.” 2013. Web. 20 Sep 2020.

Vancouver:

Shecter C. Mindfulness Training for Adolescents with ADHD and their Families: A Time-series Evaluation. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43718.

Council of Science Editors:

Shecter C. Mindfulness Training for Adolescents with ADHD and their Families: A Time-series Evaluation. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43718

13. Jindani, Farah. Explorations of Wellness and Resilience: A Yoga Intervention for Post-traumatic Stress.

Degree: 2014, University of Toronto

Post-traumatic stress is a highly prevalent mental health condition. Mind-body interventions like yoga are increasingly being utilized in the treatment of PTS, but further research… (more)

Subjects/Keywords: Post-traumatic stress; Yoga; Resilience; 0384

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APA (6th Edition):

Jindani, F. (2014). Explorations of Wellness and Resilience: A Yoga Intervention for Post-traumatic Stress. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65671

Chicago Manual of Style (16th Edition):

Jindani, Farah. “Explorations of Wellness and Resilience: A Yoga Intervention for Post-traumatic Stress.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65671.

MLA Handbook (7th Edition):

Jindani, Farah. “Explorations of Wellness and Resilience: A Yoga Intervention for Post-traumatic Stress.” 2014. Web. 20 Sep 2020.

Vancouver:

Jindani F. Explorations of Wellness and Resilience: A Yoga Intervention for Post-traumatic Stress. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65671.

Council of Science Editors:

Jindani F. Explorations of Wellness and Resilience: A Yoga Intervention for Post-traumatic Stress. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65671

14. Wu, Rong-Hsuan. A Narrative Inquiry into the Lived Experiences of Chinese-White Heterosexual Couples within a Canadian Context.

Degree: 2014, University of Toronto

This study explores the lived experiences of six Canadian Chinese-White heterosexual couples throughout their relationship lifespans. Interethnic coupling of this ethnic/racial configuration is on a… (more)

Subjects/Keywords: Interethnic couples; Interracial couples; Mixed race couples; Multiracial couples; 0519; 0347; 0628

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APA (6th Edition):

Wu, R. (2014). A Narrative Inquiry into the Lived Experiences of Chinese-White Heterosexual Couples within a Canadian Context. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65769

Chicago Manual of Style (16th Edition):

Wu, Rong-Hsuan. “A Narrative Inquiry into the Lived Experiences of Chinese-White Heterosexual Couples within a Canadian Context.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65769.

MLA Handbook (7th Edition):

Wu, Rong-Hsuan. “A Narrative Inquiry into the Lived Experiences of Chinese-White Heterosexual Couples within a Canadian Context.” 2014. Web. 20 Sep 2020.

Vancouver:

Wu R. A Narrative Inquiry into the Lived Experiences of Chinese-White Heterosexual Couples within a Canadian Context. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65769.

Council of Science Editors:

Wu R. A Narrative Inquiry into the Lived Experiences of Chinese-White Heterosexual Couples within a Canadian Context. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65769

15. Viglas, Melanie. Benefits of a Mindfulness-based Program in Early Childhood Classrooms.

Degree: PhD, 2015, University of Toronto

 The effects of a 6-week mindfulness-based intervention program on children's social and emotional functioning in kindergarten classrooms were examined in two related studies. Eight Ontario… (more)

Subjects/Keywords: mindfulness; prosocial behaviour; self-regulation; 0518

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APA (6th Edition):

Viglas, M. (2015). Benefits of a Mindfulness-based Program in Early Childhood Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/69055

Chicago Manual of Style (16th Edition):

Viglas, Melanie. “Benefits of a Mindfulness-based Program in Early Childhood Classrooms.” 2015. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/69055.

MLA Handbook (7th Edition):

Viglas, Melanie. “Benefits of a Mindfulness-based Program in Early Childhood Classrooms.” 2015. Web. 20 Sep 2020.

Vancouver:

Viglas M. Benefits of a Mindfulness-based Program in Early Childhood Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/69055.

Council of Science Editors:

Viglas M. Benefits of a Mindfulness-based Program in Early Childhood Classrooms. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69055

16. Couperthwaite, Michelle Zoe Lisa. Relationship Satisfaction among Individuals of Diverse Sexual Orientations and Gender Identities: The Role of Love and Attachment Styles.

Degree: PhD, 2014, University of Toronto

 Empirical research on relationship satisfaction emerged and is largely situated within a cisgender heteronormative context. This study examines the application of various established relationship measures… (more)

Subjects/Keywords: Attachment; Gender Identity; Love Styles; Relationship Satisfaction; Sexuality; Sexual Orientation; 0603

…proposed by a former University of Toronto sociology professor, John Alan Lee (1973, 1976a… 

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APA (6th Edition):

Couperthwaite, M. Z. L. (2014). Relationship Satisfaction among Individuals of Diverse Sexual Orientations and Gender Identities: The Role of Love and Attachment Styles. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68126

Chicago Manual of Style (16th Edition):

Couperthwaite, Michelle Zoe Lisa. “Relationship Satisfaction among Individuals of Diverse Sexual Orientations and Gender Identities: The Role of Love and Attachment Styles.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/68126.

MLA Handbook (7th Edition):

Couperthwaite, Michelle Zoe Lisa. “Relationship Satisfaction among Individuals of Diverse Sexual Orientations and Gender Identities: The Role of Love and Attachment Styles.” 2014. Web. 20 Sep 2020.

Vancouver:

Couperthwaite MZL. Relationship Satisfaction among Individuals of Diverse Sexual Orientations and Gender Identities: The Role of Love and Attachment Styles. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/68126.

Council of Science Editors:

Couperthwaite MZL. Relationship Satisfaction among Individuals of Diverse Sexual Orientations and Gender Identities: The Role of Love and Attachment Styles. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68126

17. Brunet, Megan. Deception in Children With and Without Severe Conduct Problems.

Degree: 2013, University of Toronto

Deception is not only part of daily life for adults, but it is also part of typical development throughout childhood. Research has shown that the… (more)

Subjects/Keywords: Deception; Conduct Problems; Executive Functioning; Theory of Mind; Prosocial Lying; 0633; 0620; 0622

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APA (6th Edition):

Brunet, M. (2013). Deception in Children With and Without Severe Conduct Problems. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43478

Chicago Manual of Style (16th Edition):

Brunet, Megan. “Deception in Children With and Without Severe Conduct Problems.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43478.

MLA Handbook (7th Edition):

Brunet, Megan. “Deception in Children With and Without Severe Conduct Problems.” 2013. Web. 20 Sep 2020.

Vancouver:

Brunet M. Deception in Children With and Without Severe Conduct Problems. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43478.

Council of Science Editors:

Brunet M. Deception in Children With and Without Severe Conduct Problems. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43478

18. Varma, Angela. Self-Perceptions of Adolescents with ADHD for their Problem Behaviors.

Degree: 2013, University of Toronto

The overarching goal of this dissertation was to examine the self-perceptions of adolescents with ADHD with regard to their core ADHD symptoms and associated problem… (more)

Subjects/Keywords: self-perception; adolescents; ADHD; positive illusory bias; attributions; stigma; 0622

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APA (6th Edition):

Varma, A. (2013). Self-Perceptions of Adolescents with ADHD for their Problem Behaviors. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43745

Chicago Manual of Style (16th Edition):

Varma, Angela. “Self-Perceptions of Adolescents with ADHD for their Problem Behaviors.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43745.

MLA Handbook (7th Edition):

Varma, Angela. “Self-Perceptions of Adolescents with ADHD for their Problem Behaviors.” 2013. Web. 20 Sep 2020.

Vancouver:

Varma A. Self-Perceptions of Adolescents with ADHD for their Problem Behaviors. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43745.

Council of Science Editors:

Varma A. Self-Perceptions of Adolescents with ADHD for their Problem Behaviors. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43745

19. Close, Angele. Self-compassion and Recovery from Sexual Assault.

Degree: 2013, University of Toronto

Despite concerted efforts to eradicate violence against women and challenge victim-blaming attitudes towards survivors of sexual assault, women continue to be sexually victimized and encounter… (more)

Subjects/Keywords: self-compassion; sexual assault; trauma; mindfulness; 0622

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APA (6th Edition):

Close, A. (2013). Self-compassion and Recovery from Sexual Assault. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43514

Chicago Manual of Style (16th Edition):

Close, Angele. “Self-compassion and Recovery from Sexual Assault.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43514.

MLA Handbook (7th Edition):

Close, Angele. “Self-compassion and Recovery from Sexual Assault.” 2013. Web. 20 Sep 2020.

Vancouver:

Close A. Self-compassion and Recovery from Sexual Assault. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43514.

Council of Science Editors:

Close A. Self-compassion and Recovery from Sexual Assault. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43514

20. Nagasawa, Sachiko. Girls and Physical Activity: A Multi-Method Qualitative Exploration.

Degree: 2013, University of Toronto

The present study examined the multilayered social contexts that foster or hinder adolescent girls’ participation in physical activity. The current study consisted of two phases,… (more)

Subjects/Keywords: adolescent girls; physical activity; 0453; 0620

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APA (6th Edition):

Nagasawa, S. (2013). Girls and Physical Activity: A Multi-Method Qualitative Exploration. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43676

Chicago Manual of Style (16th Edition):

Nagasawa, Sachiko. “Girls and Physical Activity: A Multi-Method Qualitative Exploration.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43676.

MLA Handbook (7th Edition):

Nagasawa, Sachiko. “Girls and Physical Activity: A Multi-Method Qualitative Exploration.” 2013. Web. 20 Sep 2020.

Vancouver:

Nagasawa S. Girls and Physical Activity: A Multi-Method Qualitative Exploration. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43676.

Council of Science Editors:

Nagasawa S. Girls and Physical Activity: A Multi-Method Qualitative Exploration. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43676

21. Ghaly-Calafati, Tina. Teachers' and Principals' Perceptions of Contexts and Conditions that Maintain Bullying in Elementary Schools.

Degree: 2013, University of Toronto

ABSTRACT Although extensive research has been conducted on bullying, few studies have explored factors that elicit, impact, and maintain the dynamics of bullying from the… (more)

Subjects/Keywords: bullying in Schools; violence in schools; teachers' perceptions of bullying; 0621

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APA (6th Edition):

Ghaly-Calafati, T. (2013). Teachers' and Principals' Perceptions of Contexts and Conditions that Maintain Bullying in Elementary Schools. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43504

Chicago Manual of Style (16th Edition):

Ghaly-Calafati, Tina. “Teachers' and Principals' Perceptions of Contexts and Conditions that Maintain Bullying in Elementary Schools.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43504.

MLA Handbook (7th Edition):

Ghaly-Calafati, Tina. “Teachers' and Principals' Perceptions of Contexts and Conditions that Maintain Bullying in Elementary Schools.” 2013. Web. 20 Sep 2020.

Vancouver:

Ghaly-Calafati T. Teachers' and Principals' Perceptions of Contexts and Conditions that Maintain Bullying in Elementary Schools. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43504.

Council of Science Editors:

Ghaly-Calafati T. Teachers' and Principals' Perceptions of Contexts and Conditions that Maintain Bullying in Elementary Schools. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43504

22. Mafrici, Nina. The Influence of Peer Relationships on Women's Lived Body Experiences Across the Lifespan.

Degree: 2013, University of Toronto

The purpose of this study was to explore the role of peers in women's lived experiences in their bodies from childhood to young adulthood. The… (more)

Subjects/Keywords: peer relationships; body image; developmental; qualitative; life history; body experiences; protective factors; eating disorders; 0622; 0621; 0620

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APA (6th Edition):

Mafrici, N. (2013). The Influence of Peer Relationships on Women's Lived Body Experiences Across the Lifespan. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43656

Chicago Manual of Style (16th Edition):

Mafrici, Nina. “The Influence of Peer Relationships on Women's Lived Body Experiences Across the Lifespan.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43656.

MLA Handbook (7th Edition):

Mafrici, Nina. “The Influence of Peer Relationships on Women's Lived Body Experiences Across the Lifespan.” 2013. Web. 20 Sep 2020.

Vancouver:

Mafrici N. The Influence of Peer Relationships on Women's Lived Body Experiences Across the Lifespan. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43656.

Council of Science Editors:

Mafrici N. The Influence of Peer Relationships on Women's Lived Body Experiences Across the Lifespan. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43656

23. Ross, Erin. The Meaning of Discontent: A Multi-method Qualitative Investigation of Women's Lived Experiences with Body Dissatisfaction.

Degree: 2013, University of Toronto

This study explored adult women’s lived experiences with body dissatisfaction. Using a multi-methods qualitative approach incorporating in-depth semi-structured interviews and arts-based projects, women between the… (more)

Subjects/Keywords: body image; body dissatisfaction; qualitative; arts-based; hermeneutic phenomenology; adult; women; 0622

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APA (6th Edition):

Ross, E. (2013). The Meaning of Discontent: A Multi-method Qualitative Investigation of Women's Lived Experiences with Body Dissatisfaction. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43709

Chicago Manual of Style (16th Edition):

Ross, Erin. “The Meaning of Discontent: A Multi-method Qualitative Investigation of Women's Lived Experiences with Body Dissatisfaction.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43709.

MLA Handbook (7th Edition):

Ross, Erin. “The Meaning of Discontent: A Multi-method Qualitative Investigation of Women's Lived Experiences with Body Dissatisfaction.” 2013. Web. 20 Sep 2020.

Vancouver:

Ross E. The Meaning of Discontent: A Multi-method Qualitative Investigation of Women's Lived Experiences with Body Dissatisfaction. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43709.

Council of Science Editors:

Ross E. The Meaning of Discontent: A Multi-method Qualitative Investigation of Women's Lived Experiences with Body Dissatisfaction. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43709

24. Krieger, Nathalie Katherine Conn. Errorless Classroom Management for Students with Severe Conduct Problems: A Staff-training Approach.

Degree: 2013, University of Toronto

Proactive classroom management involves teacher use of a range of positive interaction and intervention strategies for managing student behaviour in the classroom. This approach to… (more)

Subjects/Keywords: Classroom Management; Conduct Problems; 0384

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APA (6th Edition):

Krieger, N. K. C. (2013). Errorless Classroom Management for Students with Severe Conduct Problems: A Staff-training Approach. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43506

Chicago Manual of Style (16th Edition):

Krieger, Nathalie Katherine Conn. “Errorless Classroom Management for Students with Severe Conduct Problems: A Staff-training Approach.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43506.

MLA Handbook (7th Edition):

Krieger, Nathalie Katherine Conn. “Errorless Classroom Management for Students with Severe Conduct Problems: A Staff-training Approach.” 2013. Web. 20 Sep 2020.

Vancouver:

Krieger NKC. Errorless Classroom Management for Students with Severe Conduct Problems: A Staff-training Approach. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43506.

Council of Science Editors:

Krieger NKC. Errorless Classroom Management for Students with Severe Conduct Problems: A Staff-training Approach. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43506

25. McGinn, Holly. The Role of Paternal Emotion Socialization in the Development of Children's Emotion Regulation in the Context of Physical Maltreatment.

Degree: 2014, University of Toronto

This research was designed to contribute to an understanding of child outcomes and parenting practices associated with father-perpetrated maltreatment, as well as to identify processes… (more)

Subjects/Keywords: Child Maltreatment; Emotion Regulation; 0622

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APA (6th Edition):

McGinn, H. (2014). The Role of Paternal Emotion Socialization in the Development of Children's Emotion Regulation in the Context of Physical Maltreatment. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65704

Chicago Manual of Style (16th Edition):

McGinn, Holly. “The Role of Paternal Emotion Socialization in the Development of Children's Emotion Regulation in the Context of Physical Maltreatment.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65704.

MLA Handbook (7th Edition):

McGinn, Holly. “The Role of Paternal Emotion Socialization in the Development of Children's Emotion Regulation in the Context of Physical Maltreatment.” 2014. Web. 20 Sep 2020.

Vancouver:

McGinn H. The Role of Paternal Emotion Socialization in the Development of Children's Emotion Regulation in the Context of Physical Maltreatment. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65704.

Council of Science Editors:

McGinn H. The Role of Paternal Emotion Socialization in the Development of Children's Emotion Regulation in the Context of Physical Maltreatment. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65704

26. Vinik, Julia. Children's Acquisition of Values within the Fmily: Domains of Socialization Assessed with Autobiographical Narratives.

Degree: 2014, University of Toronto

The transmission and internalization of values are the primary processes that occur during socialization. A recent approach integrates existing theories and research findings into a… (more)

Subjects/Keywords: value acquisition; narratives; 0620

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Vinik, J. (2014). Children's Acquisition of Values within the Fmily: Domains of Socialization Assessed with Autobiographical Narratives. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65762

Chicago Manual of Style (16th Edition):

Vinik, Julia. “Children's Acquisition of Values within the Fmily: Domains of Socialization Assessed with Autobiographical Narratives.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65762.

MLA Handbook (7th Edition):

Vinik, Julia. “Children's Acquisition of Values within the Fmily: Domains of Socialization Assessed with Autobiographical Narratives.” 2014. Web. 20 Sep 2020.

Vancouver:

Vinik J. Children's Acquisition of Values within the Fmily: Domains of Socialization Assessed with Autobiographical Narratives. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65762.

Council of Science Editors:

Vinik J. Children's Acquisition of Values within the Fmily: Domains of Socialization Assessed with Autobiographical Narratives. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65762

27. Petaroudas, Marija Glisic. How and Why do Teacher Candidates Struggle?.

Degree: 2014, University of Toronto

The aim of this study is to investigate and understand the types, prevalence, and potential impact of teacher candidates’ struggles, as well as factors and… (more)

Subjects/Keywords: teacher candidates; struggles; teacher education; teacher preparation; 0530; 0621

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APA (6th Edition):

Petaroudas, M. G. (2014). How and Why do Teacher Candidates Struggle?. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65664

Chicago Manual of Style (16th Edition):

Petaroudas, Marija Glisic. “How and Why do Teacher Candidates Struggle?.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65664.

MLA Handbook (7th Edition):

Petaroudas, Marija Glisic. “How and Why do Teacher Candidates Struggle?.” 2014. Web. 20 Sep 2020.

Vancouver:

Petaroudas MG. How and Why do Teacher Candidates Struggle?. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65664.

Council of Science Editors:

Petaroudas MG. How and Why do Teacher Candidates Struggle?. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65664

28. Saliba, Kim. Attention and ADHD: Measurement and Medication.

Degree: PhD, 2014, University of Toronto

 The chronic and severe attention difficulties experienced by adults with Attention-Deficit/Hyperactivity Disorder (ADHD) are well documented in terms of their behavioral manifestations (e.g., disorganization, distractibility,… (more)

Subjects/Keywords: ADHD; Attention Network Test; Biphentin; Long-acting stimulant; Methlyphenidate; 0633

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APA (6th Edition):

Saliba, K. (2014). Attention and ADHD: Measurement and Medication. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68104

Chicago Manual of Style (16th Edition):

Saliba, Kim. “Attention and ADHD: Measurement and Medication.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/68104.

MLA Handbook (7th Edition):

Saliba, Kim. “Attention and ADHD: Measurement and Medication.” 2014. Web. 20 Sep 2020.

Vancouver:

Saliba K. Attention and ADHD: Measurement and Medication. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/68104.

Council of Science Editors:

Saliba K. Attention and ADHD: Measurement and Medication. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68104

29. Kiefer, Heidi. Handle With Care Evaluation Project: Impact of a Mental Health Promotion Training Program on Child Care Practitioners' Knowledge and Practices.

Degree: 2013, University of Toronto

This study explored the effectiveness of Handle With Care, a mental health promotion training program for child care practitioners working with children between birth to… (more)

Subjects/Keywords: child care; mental health promotion; Handle With Care; training; children; evaluation; 0621; 0620; 0622

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APA (6th Edition):

Kiefer, H. (2013). Handle With Care Evaluation Project: Impact of a Mental Health Promotion Training Program on Child Care Practitioners' Knowledge and Practices. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43615

Chicago Manual of Style (16th Edition):

Kiefer, Heidi. “Handle With Care Evaluation Project: Impact of a Mental Health Promotion Training Program on Child Care Practitioners' Knowledge and Practices.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/43615.

MLA Handbook (7th Edition):

Kiefer, Heidi. “Handle With Care Evaluation Project: Impact of a Mental Health Promotion Training Program on Child Care Practitioners' Knowledge and Practices.” 2013. Web. 20 Sep 2020.

Vancouver:

Kiefer H. Handle With Care Evaluation Project: Impact of a Mental Health Promotion Training Program on Child Care Practitioners' Knowledge and Practices. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/43615.

Council of Science Editors:

Kiefer H. Handle With Care Evaluation Project: Impact of a Mental Health Promotion Training Program on Child Care Practitioners' Knowledge and Practices. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43615

30. Costa, Iara Regina Da. Being Brazilian, Becoming Canadian: Acculturation Strategies, Quality of Life, Negative Affect, and Well-being in a Sample of Brazilian Immigrants Living in the Greater Toronto Area.

Degree: 2014, University of Toronto

Acculturation is a predominant feature of today’s society and one that has unique implications for immigrants’ mental health. Given that two thirds of Canada’s population… (more)

Subjects/Keywords: acculturation; acculturation strategies; quality of life; negative affect; depressive symptoms; anxiety symptoms; well-being; Brazilian immigrants; Greater Toronto Area; 0621; 0451

…previous works (Costa, 2008a, 2008b, 2010) in accordance with the University of Toronto… 

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APA (6th Edition):

Costa, I. R. D. (2014). Being Brazilian, Becoming Canadian: Acculturation Strategies, Quality of Life, Negative Affect, and Well-being in a Sample of Brazilian Immigrants Living in the Greater Toronto Area. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65653

Chicago Manual of Style (16th Edition):

Costa, Iara Regina Da. “Being Brazilian, Becoming Canadian: Acculturation Strategies, Quality of Life, Negative Affect, and Well-being in a Sample of Brazilian Immigrants Living in the Greater Toronto Area.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 20, 2020. http://hdl.handle.net/1807/65653.

MLA Handbook (7th Edition):

Costa, Iara Regina Da. “Being Brazilian, Becoming Canadian: Acculturation Strategies, Quality of Life, Negative Affect, and Well-being in a Sample of Brazilian Immigrants Living in the Greater Toronto Area.” 2014. Web. 20 Sep 2020.

Vancouver:

Costa IRD. Being Brazilian, Becoming Canadian: Acculturation Strategies, Quality of Life, Negative Affect, and Well-being in a Sample of Brazilian Immigrants Living in the Greater Toronto Area. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1807/65653.

Council of Science Editors:

Costa IRD. Being Brazilian, Becoming Canadian: Acculturation Strategies, Quality of Life, Negative Affect, and Well-being in a Sample of Brazilian Immigrants Living in the Greater Toronto Area. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65653

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