 Recent student theses may be accessed by clicking on the link. Other theses may be obtained by contacting the webmaster. Jenna S. Kahn (2012). "Understanding Factors that Contribute to Informal Assessments of Personality Change." Senior Honors Thesis, Brown University. Catherine E. McCarthy (2012). Assessment of Child Behavior Change: Conflict Between Standardized Syndromal and Contextual Measures. Senior Honors Thesis, Brown University. Erin Alpert (2010-11). Gender differences in the standardized assessment and lay perception of context-specific behavior change. Senior Honors Thesis, Brown University.
Banducci, A. (2008). Integrating Person and Environmental Influences into the Assessment of Children’s Behavioral Changes. Senior Honors Thesis, Brown University.
Cardoos, S. L. (2006). Gender differences in deviancy training in a clinical setting. Senior Honors Thesis, Connecticut College.
Choukas-Bradley, S. (2008). Alternative Approaches to the Study of Change: When Syndromal Assessments Conflict with Adults’ and Children’s Impressions of Improvement. Senior Honors Thesis, Brown University.
Delaney, C. (2009). Youth in Residential Treatment: Deviant Behavior and Iatrogenic Effects in Peer Groups. Senior Honors Thesis, Connecticut College.
Hartley, A. (2008). Can contextual assessment methods reduce or explain cross-informant disagreement in the assessment of childhood psychopathology? Masters Thesis, Connecticut College.
Hartley, A. G. (2009). An experimental analysis of the assessment of personality change: Integrating standardized methods with people's informal impressions. Penultimate draft of First-Year Project, Brown University.
Metcalfe, L. A. (2007). Contextual versus syndromal assessment of child behavior change: Disentangling components of change impressions. Senior Honors Thesis, Brown University.
Spierings van der Wolk, H. C. (2009). The Relationship between Children’s Self-perceptions and Behavior in Context: Implications for the Study of Behavior Change in At-Risk Youth. Independent Research Thesis, Brown University.
Cressey, J. (2008). Improving automaticity with basic addition facts: Do Taped Problems (TP) work faster than Cover, Copy, Compare (CCC). Masters Thesis, University of Massachusetts-Amherst. |
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