Date of Award

January 2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Advisor

April R. Bradley

Abstract

Children with tic disorders are at a higher risk for peer rejection and social withdrawn. Children who face peer rejection are at greater risk for internalizing, externalizing, and social problems, and often experience extreme loneliness and a lack of friendships. The impact of educational videos and self-disclosure have been examined in separate studies and have been shown to increase positive attitudes towards those with TS, but the two methods of education have not yet been directly compared to one another with a student population. In the current study, the differential effects of receiving professional TS education, self-disclosure TS education, and non-TS education was compared across measures of social acceptability and behavioral intentions. 243 school-aged children in grades four and five, enrolled in rural school districts in the upper Midwest, viewed a stimulus video of a same-aged peer either engaging in TS behavior or no TS behavior, followed by one of the education videos. Results suggested informing peers about themselves, regardless of type of self-disclosure, may increase social acceptance of children with TS compared to educational videos. The type of education did not increase positive behavioral intentions, though students may demonstrate increased positive intentions towards a new student with TS symptoms compared to a "typical" new student. Children with higher empathy may also be more socially accepting and welcoming to children with tic disorders. Implications of these findings and suggestions for future research are discussed.

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