VictorJuiz/thesis huggingface dataset:
A meta-analysis of parent management training outcomes for children and adolescents with conduct problems
Keywords: Conduct disorders in children, Treatment
Conduct disorders in adolescence, Treatment
Parenting, Study and teaching
Child rearing, Study and teaching
Child psychotherapy, Parent participation

This thesis comprised a meta-analysis examining the efficacy of Parent Management Training (PMT) for children and adolescents with conduct problems (CP). A search of the published literature yielded 499 studies, of which 80 met criteria for inclusion. These 80 studies generated 461 standardized mean gain effect sizes representing pretest to posttest change on measures of child CP for 119 intervention groups comprising 3325 individual youth and 42 control groups or 1645 individual youth. Hundreds of additional effect sizes were calculated for outcome variables examining generalization and collateral effects of PMT. Follow-up data at six months, one year, and beyond one year were also available. The analysis confirmed that PMT is a successful intervention in reducing childhood CP with maintenance of gains up to at least one year. Significant differences were found depending on which source was reporting on child CP. Parent-reports were associated with the greatest improvements, independent observers saw more modest gains, and teachers reported very little change. Child characteristics, family characteristics, methodological quality, and treatment quality were found to significantly moderate outcome. Other moderators (e.g., ADHD co-morbidity, father involvement, SES) demonstrated mixed effects and require further study and replication. In terms of cost-effectiveness, self-administered training, which was the least costly form of intervention examined, was not as effective as group or individual treatment. Moreover, standard PMT was more effective than programs that also sought to provide teacher training and/or child behaviour therapy. Results suggested that some generalization strategies as well as therapeutic enhancements directed toward parents are likely to improve treatment effects. The results are discussed in relation to previous meta-analyses and implications for research and practice.
A Gramscian historical-materialist analysis of the informal learning and development of black working-class organic intellectuals in Toronto, 1969--1975 (Ontario)
Keywords: Blacks, Social conditions
Blacks, Ontario
Labor movement, Ontario
Group identity, Ontario
Identity (Psychology), Ontario
Racism, Ontario
Blacks, Race identity
Communists, Ontario
Blacks, Politics and government
Blacks, Ontario
Blacks, Intellectual life
Blacks, Ontario
Blacks, Civil rights
Blacks, Ontario
Working class, Ontario

This research seeks to explore the political-economic, cultural, organizational and educational development of the Toronto Black Communist activists who engaged in local anti-racist and labor activism during the period of 1969 to 1975---a watershed period of radicalism under-represented in current scholarly literatures. I examine the dimensions of Black Communist and broader working-class politics in Toronto in terms of the following: historical and political economic contexts; migration patterns; gendered relations; influential political organizations and community groups; and finally, written texts, and theoretical literatures. Also, three spheres of informal learning that played an important role in the development of Black Working-Class Organic Intellectuals are analyzed: (1) Inter-Generational Learning relations; (2) Organization of African-Canadian working-class social movements; (3) Experience of race, gender, and class contradictions in the Canadian capitalist economy, state and civil society.
Decolonizing pedagogical approaches to aboriginal literatures in Canada
Keywords: Canadian literature, Indian authors
Decolonization, Canada
Anti-racism, Canada
Discrimination in education, Canada

This thesis focuses on socially responsible strategies for teaching Aboriginal literatures in Canadian schools, particularly within Secondary level English courses. It articulates the need for a theorized methodology for reading as the basis of this pedagogical project, and argues that, within the context of colonial Canada, this methodology must be a decolonizing one. It outlines the fundamental components of a decolonizing methodology for reading, based on the following imperatives: rooting understanding in Aboriginality; valuing Aboriginal perspectives; challenging Eurocentrism and colonialism; maintaining a sense of reader responsibility; and challenging multiple forms of oppression. This project demonstrates a decolonizing methodology by examining Aboriginal texts by Beatrice Culleton Mosionier, Tomson Highway, Lee Maracle, and Chrystos. These examinations address such issues as colonial schooling in Canada, Aboriginal languages and their importance to Aboriginal cultures, and the possibilities offered by anti-colonialism feminism. Throughout, it raises considerations for educators pursuing an anti-colonial pedagogy through Aboriginal texts.
The affect [sic] of psychotherapy and pharmacological treatment on sex offender relapse rates
Keywords: Recidivism, Prevention
Sex offenders
Psychotherapy
Sex crimes, Prevention
Chemotherapy

The purpose of this study was to determine if sex offender treatment programs that utilize both medication and psychotherapeutic techniques as part of their treatment regimen had a different effect on treatment outcome (as measured by recidivism rate) than programs that were solely psychotherapeutic in technique. The study made use of meta-analytic techniques to quantitatively review the treatment outcome literature that exists for this particular population. Results indicate that treatment programs that use the combination of medication and psychotherapy were able to reduce the recidivism rate of sexual offenders by a larger amount than programs that used only psychotherapy. Some of the methodological problems that exist within the current literature are reviewed and suggestions for ways to improve future research are discussed.
Knowledge, attitudes, and use of traditional, complementary and alternative medicine among psychology students in Canada: a national survey
Keywords: Traditional medicine
Alternative medicine
Psychology, Study and teaching
Psychology, Canada
College students, Attitudes
College students, Canada
Mental illness, Alternative treatment

This study examined knowledge, attitudes, and use of traditional, complementary, and alternative medicine (TCAM) among psychology students in Canada. A total of 208 participants were recruited from a purposive, cross-sectional sample of approximately 1200 student members of the Canadian Psychological Association. An online survey was administered to gather data regarding students' awareness and use of 15 TCAM modalities, their attitudes toward TCAM use in psychology, previous training in TCAM, perceived training needs for TCAM in psychology, as well as demographic characteristics. Descriptive statistics, Pearson's correlations, and t-tests were conducted to summarize responses and provide insight into potential relationships between variables. Results depict students' awareness and attitudes about the use of TCAM in psychology. This will inform the development of curriculum and resources for training programs offered in psychology departments across Canada. Further, this research can stimulate discussion around ethical and professional guidelines for incorporating TCAM in psychological research and practice.
Beyond "wonderful": authentic interaction in the art classroom
Keywords: Art, Study and teaching (Elementary)
Teacher-student relationships

This case study is an exploration of the teaching and assessment methods involved in promoting and supporting students' artwork in elementary school. The primary aim of this study is to discuss the methodologies of a capable, experienced visual arts teacher, and to acknowledge how similar expertise and professional pedagogy involved in classroom interaction can encourage students to progress with their artistic and creative abilities in art education. My study explores current theoretical and practical discussions with regard to art teaching and assessment, analyzes the participant teacher's instruction and interaction during periods of artwork, and provides an art teaching schema based on the results of the data. Data were collected through my classroom observations and from interviews with an experienced art teacher. These included my field notes, relevant research documents, as well as my personal written reflections. The teacher's interactions with students during their art activities, as well as her interview comments, were analyzed in order to interpret her methods for implementing the teaching strategies. Detailed information was also gathered relevant to the teacher's personal and educational background, as well as her professional experiences, to help support the hypothesis that the teacher's personal and educational experiences have played a pivotal role in determining her interventions concerning student needs in the art classroom. My analysis has also included the teacher's comments dealing with her responses to students' artwork when providing them with assistance and assessment. This study describes a teaching schema for supporting teacher/student interactions in art education, and for exploring appropriate methods for promoting growth through visual arts experiences. The schema discusses teaching categories pertaining to preparing for art activities, offering encouragement to students, suggesting ideas or directions, giving task-oriented instruction, managing the classroom activity, promoting aesthetic awareness, and providing artistic feedback. Moreover, based on the teaching schema, this study identifies a variety of forms and behaviours that are used as part of art making, art communication and art interpretation.
Psychometric properties of a teacher semi-structured interview for childhood externalizing disorders
Keywords: Attention-deficit hyperactivity disorder, Diagnosis
Psychometrics
Oppositional defiant disorder in children, Diagnosis
Conduct disorders in children, Diagnosis
Interviews
Teachers of problem children

Current practice guidelines for the assessment of attention-deficit/hyperactivity disorder (ADHD) recommend direct evidence from teachers and parents. Although interviews are considered the gold standard in clinical practice, few teacher interviews exist and existing ones are rarely used. The objective was to evaluate the psychometric properties of a novel semi-structured clinical interview for teachers. The Teacher Telephone Interview for Attention-Deficit/Hyperactivity Disorder and Related Disorders: DSM-IV Version (TTI-IV) was designed to quantify symptoms of ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD) in the school setting. It also screens academic performance, aggression, anxiety, depression, and other psychiatric symptoms pertinent to the differential diagnosis of ADHD. The TTI-IV applies a unique approach involving (1) a context-driven framework; (2) operational definitions and probes; (3) avoidance of direct DSM terminology; and (4) use of clinician-based rather than teacher-based ratings of behaviour. An exploratory factor analysis study with 321 participants, aged 6- to 13-years-old (239 males, 82 females), was conducted to identify the TTI-IV's underlying structure. Principal axis factoring with oblique rotation revealed six factors accounting for 56% of the variance: Sustained Attention, Executive Control, Hyperactivity/Impulsivity, Peer Related Oppositional Problems, Adult Related Oppositional Problems, and Conduct Disorder. Preliminary analyses indicated these factors were separable dimensions. The same sample was used in a second study investigating the TTI-IV's reliability and validity. Partial correlational and multivariate analyses were conducted to examine the relationships between the TTI-IV and established teaching rating scales and cognitive, academic, language, and affective measures. Results indicated good convergent and discriminant validity. Reliability analyses for a subset of the sample (30 males, 12 females) revealed excellent inter-scorer and test-retest reliability. Inter-scorer reliability intraclass correlations of the continuous scoring scale were .98 and .97 for ADHD and ODD respectively. Kappas were .85 and .84 respectively for ADHD and ODD diagnostic agreement. Test-retest reliability of 8 children (4 males, 4 females) for continuous and dichotomous scoring, respectively, was .88 and .60 for ADHD and .95 and 1.00 for ODD. Results indicate that the TTI-IV is a reliable and valid approach for evaluating and quantifying psychopathological symptoms in the school setting, when used by trained clinicians.
The legal narrative of war time sexual violence against women: transformation and transformative potential
Keywords: Women, Crimes against
Sex crimes, Rwanda
Sex crimes, Yugoslavia
International criminal courts
Crimes against humanity

In this paper I consider the legal narrative that has accompanied wartime sexual violence against women. This legal narrative is part of international humanitarian law and international criminal law, areas in which, in recent years there have been major developments. Recent legal developments relating to wartime sexual violence against women have been impressive and have largely been hailed as a success. In this paper, I explore the evolution of this legal narrative and test the contours of this success. I survey in particular important developments at the International Criminal Tribunal for the Former Yugoslavia (ICTY), the International Criminal Tribunal for Rwanda (ICTR) and the Rome Statute of the International Criminal Court (ICC). What I hope to bring out in this paper are not only the successes but also some of the ambiguities that accompany these developments and complicate this legal narrative.
A comparative analysis of Islamic home mortgage models in U.S. and Canada: a case for improvement of the Canadian model
Keywords: Mortgages (Islamic law), United States
Mortgage loans, United States
Mortgages (Islamic law), Canada
Mortgage loans, Canada

Shari'a compliant home mortgage replacement products (SCHMRP) are not a choice but compulsion for a large number of Muslims in North America, based on dictates of their faith. An equitable and affordable access to home mortgages necessitates, in their case, access and supply of SCHMRPs at competitive rates. This is a comparative study of two SCHMRP regimes in North America_US and Canada. The study explores the financial regulatory framework, ancillary laws and housing policies and identifies different stages of growth in both jurisdictions. The study reveals a general similarity and accommodation in treatment of SCHMRPs in the financial regulatory regimes of both jurisdictions but significant variation in reinvestment and disclosure laws which indirectly help SCHMRPs in the US attracting a significantly higher level of investments than Canada. Finally, the study makes a host of recommendations both on equitable grounds and economic specificity of the product in transactional cost theory terms ranging from allowing a standalone Islamic Bank to some regulation of the too self-regulated financial sector of Canada with significant transparency concerns related to its mortgage lending sector. The study surveys the North American SCHMRP market and sees evidence of recent progress and future potential in the Canadian market which is on the threshold of a real take off if certain bottlenecks are removed.
The politics of maintaining aboriginal feminism and aboriginal women's roles of sacred responsibility to the land
Keywords: Cree women, Social conditions
Cree women, Ontario
Zapotec women, Social conditions
Zapotec women, Mexico
Feminism, Ontario
Feminism, Mexico
Women and the environment, Ontario
Women and the environment, Mexico

Aboriginal communities continue to struggle against the cultural impositions of a mainstream society that refuses to recognize Aboriginal traditions and worldviews. Such are these mainstream conventions that interpretations of Aboriginal life are only considered valid when they are interpreted by a culture that lacks understanding of Aboriginal gender roles and how they impact community politics and power of women in Aboriginal communities. In establishing this point, I explain the Cree ways of Kiskeneghdamon (seeking knowledge), ways that run counter to western approaches and have, largely, yet to be recognized by western academia. Through the data collected, which reflects the lived experiences and realities of Aboriginal Cree and Zapotec women, I show the holistic cultural truths of Aboriginal gender complementarity in our egalitarian societies. The mutually advantageous relationships between our ways of education, our societal structures, and our values placed on men's and women's roles and how they relate to decision-making both in the home and in the community, are shown as both integral and essential to our survival as nations. As an Inninew Esquew, a Mushkegowuk, a Swampy Cree woman within mainstream Canadian society, I offer an understanding of our Cree philosophy regarding education, politics, women's roles specifically, and how our interpretations differ from mainstream theories espoused by western academics. In this study, which establishes the traditional egalitarian nature of the Aboriginal Cree society of Attawapiskat, juxtaposed with that of the Aboriginal/Indigenous Zapotec community of Juchitan in southern Mexico, I show how ignorance of our traditions, and exclusion and lack of understanding of women's roles threaten our (Cree) existence.
Part-based face processing: visiting the encoding switch once more
Keywords: Face perception
Face perception in infants
Face perception in children
Face perception, Testing

Recognition of whole faces and isolated facial features was investigated in two studies. In Experiment 1, 8-, 11-, 14-, and 20-year-old Chinese children were familiarized to photos of whole faces and then shown whole faces, eyes only, nose only, or mouth only stimuli and asked whether they had seen them during familiarization. The 8-year-olds were significantly more accurate in identifying isolated facial features (especially the eyes) compared to the older age groups. To investigate the age effect and determine whether performance differed due to task difficulty, the task was made easier in Experiment 2 by familiarizing and testing teenagers and adults on isolated eye stimuli. Results of Experiment 2 indicated that teenagers and adults still performed poorly when identifying isolated eye features. This research provides support for an age-related shift in the relative reliance on featural information, such that younger children tend to encode featural information more than older children.
The origins of genocide: Political culture, crisis, and the construction of victims
Keywords: Political science
Genocide, Study and teaching
Genocide, Cambodia
Holocaust, Jewish (1939-1945)

Drawing on comparative politics and international relations theory, this dissertation develops a constructivist analytical model to explain the origins of genocide. Through a comparative historical analysis of the Holocaust (an ethnic/racial genocide) and the Cambodian "killing fields" (a political/revolutionary genocide) it is argued that genocide involves a unique three-step reconceptualization process. First members of the victim group lose their (often marginal) status within the political community and are constructed as outsiders to whom rights and obligations are no longer owed. Next, they come to be seen as dangerous enemies whose continued physical presence is seen to pose an overwhelming threat to the political community. Finally, they are viewed as sub-humans who can be killed without compunction. This process of identity reconstruction as a whole is underpinned by an exclusionary and authoritarian political culture and is triggered by serious economic, political, and/or security crises. The dissertation is an attempt to bring both comparative theory construction to genocide studies while at the same time move the study of genocide beyond it's original disciplines of history, sociology, and psychology to political science. The overall goal is to contribute to the search for the underlying causes of genocide in the service of effective prevention.
Being, consciousness and time: phenomenology and the videos of Robert Yao Ramesar
Keywords: Video recordings
Phenomenology
Art, Caribbean

This thesis is a meditation on three videos produced by Robert Yao Ramesar. I suggest that phenomenology as an attitude towards the world and towards our experience of it might usefully be taken up both as a method of investigation performed by the videos themselves and as a framework guiding my own reflection and interpretation of the work. Ramesar's work addresses a consciousness submerged by colonialism, slavery and indenture and aims to allow a Caribbean essence to manifest within the context of an extraordinary vision. I suggest in this thesis that postcolonial approaches to the investigation of cinema do not attend to the viewing experience as an encounter with the cinematic object and that phenomenology is better positioned to do so. I argue that Ramesar's work and the development of his Caribbeing aesthetic resonate with Edmund Husserl's phenomenological reduction in their movement away from appearances and towards the essence of things. I argue further that the reduction performed by the videos creates gaps within which the consciousness of the viewer is invited to meet the consciousness of the videos' subjects---and that this lays the groundwork for the presencing of Being. In this thesis, and in Ramesar's work, vision is held up to our conscious reflection as a subjective and constituting activity. I suggest that Ramesar's work engages directly with the work of Edmund Husserl and Martin Heidegger in its ability to conceptualize and mobilize vision as both an epistemological and an ontological project. In so doing, the videos both draw on and extend the original phenomenological insights of these philosophers. The videos' formal experimentation with time facilitates an experience of dwelling in an eternal present. I attempt to engage the reader in the experience of presence and encounter which is central to the viewing of Ramesar's work. The thesis is an attempt to dwell with the experience of contact with Being, consciousness and time in the videos through an act of continually unfolding reflection.
Constitutionalism in the United Kingdom
Keywords: Constitutional law, Great Britain

This thesis defends the view that the United Kingdom's constitution should be conceived as a legal constitution. Part 1 confronts and rejects the arguments of two recent scholars who argue that the constitution should be conceived as a political constitution. It proposes that the way forward is to engage the question of how to marry mechanisms of political accountability and the constitution's political undergirding with a legal constitution and the protection of human rights. Part 2 begins this task by expounding a model of constitutionalism based upon the idea of a 'strong form' of constitutional dialogue between the branches. In so doing it reveals that the choice presented by the existing literature between viewing the Human Rights Act, 1998 from the perspective either of rights supremacy or 'principle-proposing' dialogue is a false one, since neither reflects the form of constitutionalism underpinning the Human Rights Act, 1998.