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dc.contributor.authorMarks, Harold S.en_US
dc.date.accessioned2020-11-05T16:29:24Z
dc.date.available2020-11-05T16:29:24Z
dc.date.issued1974
dc.date.submitted1974
dc.identifier.other(OCoLC)16112958
dc.identifier.urihttps://hdl.handle.net/2144/41612
dc.descriptionPLEASE NOTE: This work is protected by copyright. Downloading is restricted to the BU community: please click Download and log in with a valid BU account to access. If you are the author of this work and would like to make it publicly available, please contact open-help@bu.edu.en_US
dc.descriptionThesis (M.Sc.D.)--Boston University School of Graduate Dentistry, 1974. Pedodontics.en_US
dc.descriptionBibliography includeden_US
dc.description.abstractThis study is designed to scientifically evaluate in a controlled situation the effects of one child's behavior on another's behavior during dental treatment, it is not designed to show the dental practitioner how to better handle children in the dental situation. Positive and negative and various intermediate levels of behavior were studied in an attempt to produce the most reliable evaluations of the effect of the presence of another person in the dental situation. In many instances, positive and negative reinforcements were studied simultaneously. The hypothesis that the presence of a peer during the initial dental exposures has a distress inhibiting effect on preschoolers was tested. Any examination of child behavior is rooted in the fundamentals and intricacies of psychology, not only child psychology, but a firm comprehension of the psychological influences of the adult world that have molded a child into the unique individual and product of his environment which we identify as the self. Significantly, it is the pre-school years, approximately ages 2 1/2 to 5 1/2, which represent a period of immense emotional and physical development. New patterns of behavior, emerging skills, and social contacts with peers and other adults take place, frequently including the dentist. (1) There are several significant factors which influence our concept and understanding of what comprises this unique psychobiologic individual, the preschool patient. Those aspects which shall be explored in this thesis are: (1) the psychological and psychiatric growth and development of the preschooler; (2) the influences of the parent-child relationship; (3) fear; (4) anxiety; (5) the role of the dentist in treating and understanding the preschooler; and (6) the types of behavior reinforcement on the developing child, be they peer, positive or negative models, or adult influences. The object of this thesis will be to develop a concept of peer influences which the pedodontist can employ to enrich his understanding and ability in introducing the preschooler to dentistry.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.rightsThis work is protected by copyright. Downloading is restricted to the BU community. If you are the author of this work and would like to make it publicly available, please contact open-help@bu.edu.en_US
dc.subjectPeer groupen_US
dc.subjectDentist-patient relationsen_US
dc.subjectInfanten_US
dc.subjectChilden_US
dc.titleThe effect of peer familiarity on the behavior of preschoolers during their introduction to the dental situationen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameMaster of Science in Dentistryen_US
etd.degree.levelmastersen_US
etd.degree.disciplinePedodonticsen_US
etd.degree.grantorBoston Universityen_US


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