http://hdl.handle.net/10034/31855 Sat, 18 May 2013 19:23:18 GMT 2013-05-18T19:23:18Z http://hdl.handle.net/10034/276046 Title: Anxiety and depression symptomatology in adult siblings of disabled individuals: The role of perceived parenting, attachment, personality traits and disability types Authors: O'Neill, Linda Patrica Abstract: Objectives: (1) To ascertain whether adult siblings of disabled individuals are more prone to anxiety and depression symptomatology than a closely matched control group. (2) To examine the contribution that perceived parenting styles, attachment styles and personality traits play in the long-term affective outcome of these siblings. (3) To consider if the type of disability has a role in sibling affective outcome. Design: A cross-sectional, closely matched study design, with data collected through self-report. One-way ANOVAs, correlational analyses, moderation and mediation analyses were applied. Participants: Adult siblings of disabled individuals (SDI), were initially contacted through support groups, such as SIBS, the Down’s Syndrome Association, the National Autistic Society and the Prader-Willi Association (UK) and responded to a postal or e-mailed questionnaire; 150 participants returned the completed questionnaire. The 150 control group participants were closely matched on the variables of gender, age, marital status and when possible socio-economic status, in order to compare like with like. This group was contacted through friends, family, work colleagues and local businesses. Measures: All the participants completed a range of demographic questions; the SDI were additionally asked questions regarding their disabled sibling. The established measures used included the Hospital and Anxiety Depression Scale (Zigmond & Snaith, 1983), Experiences in Close Relationships (Brennan, Clark & Shaver, 1998), an adapted measure of the Descriptions of Parental Caregiving Style (DPCS, Hazan & Shaver, 1986) and the International Personality Item Pool (Goldberg, 1999). Results: The majority of SDI reported no increased anxiety or depression symptomatology, however, when compared the SDI did report higher levels of anxiety and depression symptomatology than the control group; also higher levels of perceived inconsistent mothering, attachment-related anxiety and neuroticism, with lower levels of extraversion than the control group. These variables mediated the path between having a disabled sibling and anxiety and depression, with the notable exception of perceived inconsistent mothering. This variable showed no association with any of the established measures for the SDI group; however, there were associations consistent with previous research for the control group. There was no moderation effect on anxiety or depression between the demographic variables and SDI. The autistic spectrum disorder siblings reported similar levels of anxiety symptomatology to Prader-Willi siblings but higher than Down’s syndrome siblings and the control group and they also reported the highest levels of depression symptomatology. Conclusions: The adult SDI’s higher propensity towards anxiety and depression is a cause for concern; particularly when explained through heightened levels of attachment-related anxiety, high levels of neuroticism and low levels of extraversion. The lack of association with perceived inconsistent mothering requires further investigation. These results can help guide interventions or clinical therapies; the emotional well-being of SDI is paramount as they will possibly be among the first group to assume responsibility for their disabled siblings. Tue, 01 Nov 2011 00:00:00 GMT http://hdl.handle.net/10034/276046 2011-11-01T00:00:00Z http://hdl.handle.net/10034/118072 Title: Social and environmental influences on the welfare of zoo-housed spider monkeys (Ateles geoffroyi rufiventris) Authors: Davis, Nicolas Abstract: The aim of this thesis was to provide a better understanding of the needs of spider monkeys (genus: Ateles) kept in zoological parks in order to provide an appropriate environment, which enhances the physical and emotional wellbeing of the individuals. This series of studies adopted primarily a physiological approach that entailed measuring cortisol in urine samples collected over a seven year period to assess the impact of a variety of social and environmental conditions. My studies also involved behavioural observations and a questionnaire study to collect information from other zoological parks that maintain groups of spider monkeys. In order to address the aims of my research I first validated an enzyme immunoassay for urinary cortisol which allowed for the activity of the HPA axis to be measured to assess the physiological stress responses in spider monkeys. The first study assessed the impact of visitors on spider monkeys by comparing levels of urinary cortisol collected with visitor numbers and I found an increase in visitor numbers was associated with an increase in cortisol. This was the first time the physiological impact of visitors was investigated and supports behavioural researcher that visitors adversely impact on primates in zoos. The second study I carried out involved a questionnaires to investigate frequency, direction and intensity of aggression in zoo-housed spider monkeys in 55 other zoos around the world. The pattern of aggressions reported indicated severe and lethal aggression was relatively frequent among captive spider monkeys. Adult males were the most frequent actors of aggression and sub adult males were the most frequent targets, contradicting reports from wild spider monkeys. This aggression could be a condition of the management of spider monkeys in the zoos whereby males and normally transferred between zoos contradicting reports from the wild spider monkeys in which females would emigrate on reaching maturity. Next I investigated aggression, reproductive and separation stressors in the spider monkeys housed at Chester Zoo over a seven year period and measured their effects via changes in urinary cortisol prior to, at and following each event. Aggression had the largest effect, with targets and bystanders having the highest levels of cortisol on the day of aggression for severe and lethal aggression, respectively. When examining the reproductive events, cortisol levels were significantly elevated in the mother the week prior to and the day or birth, but were highest for bystander females on the day of birth. In the case of separations, cortisol was elevated when an individual was separated for longer than 24 hours for separations and less than 24 hours for reintroductions. Finally I investigated the replacement of the breeding male in the spider monkeys at Chester Zoo. Although a significant behavioural effect was identified in the adult females, there was little evidence of an increase in urinary cortisol among them. In addition, there were no instances of aggression between the adult males and the juvenile male in the group. Overall conclusions from this study indicate that the group of spider monkeys did demonstrate a varying stress response to a variety of social and environmental stressors associated with elevated cortisol levels and behavioural changes. However, there was no evidence of long term chronic stressors which are normally associated with poor welfare. This indicated that the environmental provided for this particular group of zoo-housed spider monkeys generally allowed for the individuals within the group to cope and adapt. In light these findings the study also makes a number of recommendations regarding the enclosure design, relocated of individuals and the gradual introduction of spider monkeys in zoos. The findings of this study are important as it contributes to our understanding of the physiological responses to stressors in a zoo environment and therefore has implications for animal management. It also identifies potential species specific requirements for the spider monkey that should be considered. Fri, 01 May 2009 00:00:00 GMT http://hdl.handle.net/10034/118072 2009-05-01T00:00:00Z http://hdl.handle.net/10034/98235 Title: Correctness and speed of dyslexics and non-dyslexics on the four mathematical operations Authors: Turner Ellis, Sonia Anne Abstract: This research describes an investigation of the correctness and speed of response that dyslexic children and matched controls perform on mathematical calculations involving addition, subtraction, multiplication and division. The participants were 120 boys divided into three age bands ranging from 9:5 - 11:4, 11:5 - 13:4 and 13:5 - 15:4 years of age of whom 60 were dyslexic and 60 non-dyslexic. Two sets of 144 multiplication sums, two sets of 75 addition and 75 subtraction sums and one set of 144 division sums were presented. In the case of multiplication and division, the numbers ranged from 1 to 12; in the case of addition and subtraction two separate effects were examined, viz. sums involving high and low addends / subtrahends in combination with sums that did and did not cross the ten barrier. Results showed that dyslexics in all age bands took longer and made fewer correct responses than non-dyslexics on all four mathematical operations. The performance of the younger dyslexics was differentially disadvantaged when compared to non-dyslexics and older dyslexics on speed and correctness. The dyslexics performed less well when no obvious algorithm was available to them and when answering questions that involved crossing the ten barrier. The dyslexics were less able, in all age bands, than non-dyslexics to respond instantaneously. The overall trend with both groups was an increase in scores with age; however on some occasions the dyslexics in the old age band did not perform as well as those in the middle-age band suggesting practice and automaticity effects. The order of difficulty (from greatest to least) of the four mathematical operations for dyslexics, as judged by number of correct responses was: division, subtraction, multiplication and addition. For the non-dyslexics this was: subtraction, division, multiplication and addition. For speed the order for both the dyslexics and non-dyslexics was: subtraction, addition, division and multiplication. Tue, 01 Oct 2002 00:00:00 GMT http://hdl.handle.net/10034/98235 2002-10-01T00:00:00Z http://hdl.handle.net/10034/76677 Title: Study skill use, motivation and the efficacy of the "mind map" technique Authors: Shuttleworth, Joanne Abstract: The last decade has seen a considerable increase in the number of students entering Higher Education, coupled with this a lowering of entry requirements in terms of qualifications. This climate demands attention to study skill training, with particular emphasis on those students with problematic studying patterns (Entwistle et al, 1996). The present study was made up of two parts: the first part of the study used a questionnaire to investigate motivation and the frequency of use of study skills, the second part of the study involved an experiment to measure the efficacy of a study skill. The Study Skill Questionnaire was devised to examine differences according to gender, year of study, whether the students had taken a break in their study, degree type and main subject of study. The questionnaire also examined the relationship between academic motivation and study skill use. The results showed that in particular, mature students are considerably more motivated than their peers; however, they use the same techniques with the same frequency as their colleagues. The second part of the study continued to investigate a study skill's efficacy in an attempt to arm these motivated students with a superior learning technique. The mind map study skill was chosen for investigation. After some initial difficulty with task bias, the study showed that there was no significant difference between a self-selected technique (i.e. the study technique the student normally uses) and the mind map technique. Although this implies that the Mind Map Technique is not a superior study technique, other explanations may be possible. It could be that the technique cannot be mastered in a single session and that practice is required. It could be also possible that mind mapping only works for certain types of learners following the findings of Pask and Scott (1972; cited in Richardson, 1983). Future research could examine such possibilities. Wed, 01 Jun 2005 00:00:00 GMT http://hdl.handle.net/10034/76677 2005-06-01T00:00:00Z