You limited your search to:

  Partner: UNT Libraries
 Department: Department of Counseling and Higher Education
 Collection: UNT Theses and Dissertations
The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress.

The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress.

Date: May 2009
Creator: Blanco, Pedro J.
Description: This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed differently from the control group across time according to the pretest and posttest results of the Young Child's Achievement Test (YCAT), the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSAYC), and the Student-Teacher Relationship Scale (STRS). Additionally, partial η2 was calculated to determine practical significance. One hypothesis was retained at the .05 level of significance. Findings indicated that academically at-risk 1st graders who participated in CCPT scored statistically significant higher on academic achievement. Specifically, children assigned to the experimental group demonstrated a statistically significant increase in Early Achievement Composite (p = .03) when compared to children assigned to the no treatment control group. No statistical significant results were found ...
Contributing Partner: UNT Libraries
Readiness scores as indicators of online faculty satisfaction.

Readiness scores as indicators of online faculty satisfaction.

Date: May 2009
Creator: McLawhon, Ryan
Description: The purpose of this study was to determine the relationships between online readiness scores and online faculty job satisfaction. Online readiness was assessed using the Readiness for Education At a Distance Indicator (READI) assessment. The READI assessment tool incorporated the independent variables of learning preference, technical competency, technical knowledge, personal attributes, on-screen reading speed and comprehension, and typing speed and accuracy. Online faculty job satisfaction was assessed using the National Study of Postsecondary Faculty (NSOPF) job satisfaction questions. Analysis of variance was used to determine whether there was a difference in satisfaction based on individual instructor learning preferences. Correlation coefficients were used to analyze the relationships between the remaining independent variables and online instructor satisfaction. The sample population (N=110) consisted of online faculty members at Tarrant County College. Most of the statistical analyses revealed non-significant results at the .05 alpha level. However, a significant difference in satisfaction with equipment and facilities was found based on instructor learning preference. Additionally, a statistically significant negative correlation was found between online instructor technical competency and satisfaction with benefits.
Contributing Partner: UNT Libraries
Predicting beginning master's level counselor effectiveness from personal characteristics and admissions data: An exploratory study.

Predicting beginning master's level counselor effectiveness from personal characteristics and admissions data: An exploratory study.

Date: August 2009
Creator: Halinski, Katherine Hupfeld
Description: In this exploratory study of 95 counseling program master's students at a large southwestern public university, students' scores on an admissions Group Interview Sociometric Rating did not correlate with their GRE Analytic Writing (GRE-AW) scores nor their basic skills course instructors' end-of-course assessment of students' counseling-related personality traits (Personality) or mastery of basic counseling skills (Mastery). However, Mastery was predicted by both Personality, with a large effect size, and GRE-AW, with a medium effect size. This study provides promising preliminary evidence that counselor educators may use Counselor Personality Assessment Ratings and GRE-AW scores to screen master's applicants by predicting students' abilities to master basic counseling skills early in their counselor preparation. Limitations of the study and recommendations for future research are discussed.
Contributing Partner: UNT Libraries
A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States

A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States

Date: August 2009
Creator: Haynes, Robert Michael
Description: In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, ...
Contributing Partner: UNT Libraries
Process of identifying a guiding theory: An exploratory study.

Process of identifying a guiding theory: An exploratory study.

Date: August 2009
Creator: Burwell-Pender, Lezlie
Description: At the University of North Texas, and as per the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards, masters students in counselor training are required to choose a personal theoretical approach to the counseling process. The purpose of this study was to investigate an experimental counseling theory identification procedure compared to the traditional procedure of helping students identify a personal theory of counseling. The investigation assessed the effect on 1) counselor self-report of confidence in theoretical orientation selection/identification, and 2) the degree to which a student consistently identifies, conceptualizes and utilizes a particular counseling theoretical approach. Volunteer participants (n=35) were recruited from three sections of COUN 5660 and were randomly drawn to group assignment within each class. The experimental condition focused on exploration of personal beliefs related to human nature, maladjustment and the nature of change as a basis for theory selection. The comparison group received the standard theory selection activities. The TCQ and TOPS-R were used to examine the effect of treatment and were administered at three points of time. Data was analyzed using a split plot ANOVA to examine group differences, changes across time, and the possible interaction of change with group membership. Statistical and ...
Contributing Partner: UNT Libraries
Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS

Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS

Date: May 2010
Creator: Fung, Terence Yip-hung
Description: Under the George W. Bush U.S. presidential administration, the federal government pushed for greater accountability among institutions of higher education for educational outcomes. Graduation rate is a key performance indicator of institutional accountability. Previous researchers of student attrition focused primarily on the effects of student level factors on student persistence/withdrawal behavior. Recently, researchers put more focus on the effects of institutional characteristics on graduation rates, but most of these studies were exploratory and based on multiple regression models. No institutional model has existed to synthesize their results within a theoretical framework. Such an institutional model is needed to explain the process of student persistence at the institutional level. The purpose of this study was to develop a model of institutional performance in graduation rate for four-year, public and private not-for-profit, Title IV institutions in the United States. This study validated the institutional model based on the IPEDS dataset using the structural equation modeling (SEM) technique. Further group comparison analyses are conducted by fitting the same SEM model to several subgroup datasets based on grouping variables such as control, geographical region and state. Benchmarking analyses were conducted to demonstrate how administrators and policy-makers can use the institutional model to compare the ...
Contributing Partner: UNT Libraries
An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan

An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan

Date: May 2010
Creator: Lin, Baysan
Description: This exploratory, qualitative research explored the extent that course syllabi in the Departments of English in 13 public and 9 private universities in Taiwan reflect the inclusion of syllabus components to promote learning as recommended in the literature in the United States. Research questions included: what components can be inferred from the literature in the U.S. for the recommended components of a course syllabus, for the components for a learning-centered syllabus, and for a model to analyze Bloom's cognitive level of learning? And when these are applied to analyze course syllabi in English courses, are syllabi in these universities congruent with the models? The research identified and analyzed 235 course syllabi from the core courses listed online at these universities. The findings indicated that these syllabi are highly congruent with the syllabus components template; 68% of the syllabi included seven or more of the ten components. Additionally, these syllabi reflect medium congruency with the learning-centered syllabus template. Verbs used in objectives and learning outcomes in different English courses indicate different levels of cognitive learning goals as identified by Bloom's cognitive domain. Additional findings indicate that there was no difference in inclusion of components based on where faculty earned their doctoral ...
Contributing Partner: UNT Libraries
A Case Study of Undergraduate Course Syllabi in Taiwan

A Case Study of Undergraduate Course Syllabi in Taiwan

Date: May 2010
Creator: Tung, Yao-Tsu
Description: Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate syllabi at a public university in Taiwan with a (traditional) syllabus component template and a learning-centered syllabus component template derived from the literature in the U.S. to describe (1) the contents of syllabi, and (2) the extent that syllabi in Taiwan were congruent to U. S. syllabus component templates. Syllabi at this university were highly congruent with the (traditional) syllabus component template and were congruent at the medium level with the learning-centered component template. About 90% of syllabi included 8 of 10 major components. Additional findings included: 70% of faculty were male, and 30% were female; more than 75% of the faculty earned their doctoral degrees from the United States or ...
Contributing Partner: UNT Libraries
Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Date: May 2010
Creator: Carnes-Holt, Kara
Description: This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
Contributing Partner: UNT Libraries
The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.

The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.

Date: May 2010
Creator: Dames, Terren L.
Description: The purpose of this study was to provide a historical overview of the development of the College of the Bahamas, and to examine the development of the College of the Bahamas in light of the College of the Bahamas Act of 1974 and the subsequent Act of 1995. The research was qualitative in nature using historical analysis. The primary means of investigation were analyses of both primary and secondary documents and interviews with key individuals who were important to the development of the College of the Bahamas since the 1960s. The methods of triangulation of data and findings were complemented by member checks to affirm the basic findings of the study. The study was limited in scope to the College of the Bahamas to the exclusion of other tertiary institutions within the country. The College of the Bahamas has advanced greatly and has largely fulfilled the directives and goals of the Act of 1974 and is currently engaged in efforts to meet the goals of the Act of 1995.
Contributing Partner: UNT Libraries
Living-learning communities and ethnicity: A study on closing the achievement gap at Regional University

Living-learning communities and ethnicity: A study on closing the achievement gap at Regional University

Date: May 2010
Creator: Bewley, Jason Loyd
Description: This quasi-experimental study examined the impact of living-learning communities on GPA and fall-to-fall retention rates for college freshmen at Regional University (RU). The specific focus of this study was the effect of these communities on students of different ethnic groups and on the potential of these communities to reduce the academic performance gap. RU was a small public university that offered both undergraduate and graduate degree programs. RU required all freshman students to live on campus in living-learning communities beginning with the 2007-2008 academic year. This study utilized the 343 student freshman cohort class of 2008 in the living-learning communities as the treatment group. This treatment group was compared against the 193 student freshman cohort class of 2008 living off campus and against the 643 student freshman cohort class of 2006 living on campus prior to the implementation of living-learning communities. In addition, the statistics were analyzed by ethnicity to examine the impact of these communities on White, Hispanic, African American, and Native American students and their ability to reduce the academic performance gap. The research revealed that the communities implemented at RU were not statistically significant at improving academic performance or at reducing the achievement gap. The results of ...
Contributing Partner: UNT Libraries
Medical School Admissions Across Socioeconomic Groups: An Analysis Across Race Neutral and Race Sensitive Admissions Cycles

Medical School Admissions Across Socioeconomic Groups: An Analysis Across Race Neutral and Race Sensitive Admissions Cycles

Date: May 2010
Creator: Kennedy, Mike
Description: While the relationship between academic variables and admission into medical school has been well documented, the relationship between socioeconomic background and admission has not been extensively examined. In 2001, the Texas Legislature passed HB 1641, which allowed for the use of socioeconomic variables in the admission of graduate and professional school students. Additionally, the Grutter v. Bollinger decision in 2003 removed a prohibition on the use of race or ethnicity in the admission of students in the state of Texas. The study examined the role medical school admissions selectivity as it relates to the socioeconomic background during a race neutral admissions cycle in 2005 and a race sensitive admissions cycle in 2006. The results of data analysis found that in a race neutral admissions cycle socioeconomic background was a significant factor in the admission of applicants to medical school. However, it was not a significant factor for applicants from underrepresented minority groups. The analysis also found that socioeconomic background was a significant factor in the admission of applicants to medical school in a race sensitive admissions cycle as well. Finally, the study found that variances in selectivity led to differences in the socioeconomic makeup of entering students across different medical ...
Contributing Partner: UNT Libraries
On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts

On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts

Date: May 2010
Creator: Riding In, Leslie D.
Description: This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level than mission statements indicated. Further, tribal colleges' curricula did not emphasize economic concepts as the mission statements indicated. A particular finding suggests that tribal colleges' are investing in environmental studies programs, thus increasing their intellectual capacity to protect their environmental interests while promoting indigenous thinking and community learning across all academic disciplines. Considerable implications include that an increase of American Indian environmental studies graduates may have a positive impact on environmental justice matters as well as the ability to promote new agricultural technologies. Additional implications include how mainstream universities will adapt to an increase of native students studying the sciences rather than liberal arts.
Contributing Partner: UNT Libraries
Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data

Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data

Date: May 2010
Creator: Mulberry, Stella L.
Description: This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action ...
Contributing Partner: UNT Libraries
The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs

The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs

Date: May 2010
Creator: Lamb, Keith Whitaker
Description: Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate deans responsible for graduate education, at United States institutions that offer the terminal degree in at least one of the ten education specialty areas. The study utilized a three-dimension model of brand equity from the marketing literature, which included the elaboration likelihood model of persuasion. Descriptive statistics determined that research by the faculty of the specialty program is the variable most widely considered by deans and associate deans when determining reputation. In order to determine what predicts a person's motivation to correctly rank programs, a principal components analysis was utilized as a data reduction technique, with parallel analysis determining component retention. The model identified five components which explained 66.224% of total variance. A multiple regression analysis determined that characteristics of a specialty program was the only statistically significant predictor component of motivation to correctly rank programs (&#946; = .317, p = .008, rs2 = .865); however, a large squared structure coefficient was observed on perceived quality (rs2 = .623). Using descriptive discriminant analyses, the study found there is little evidence that marketing efforts have differing ...
Contributing Partner: UNT Libraries
Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities

Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities

Date: May 2010
Creator: Williamson, Robin Marie
Description: This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences between the consortia. One-way ANOVA analyses and Tukey HSD post hoc comparisons were conducted on the data from freshmen/first year students and seniors/fourth year students on each of the five clusters of the NSSE to determine any statistically significant difference and, subsequently, the effect size of any found differences. The study found that there were statistically significant differences on the following: 1) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Academic Challenge, 2) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Enriching Educational Experiences, 3) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Supportive Campus ...
Contributing Partner: UNT Libraries
Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children

Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children

Date: August 2010
Creator: Meany-Walen, Kristin K.
Description: Approximately 20% of children experience serious mental health problems severe enough to meet diagnosis criteria, and less than one third of these children receive the services they need. Identifying effective school-based counseling interventions provides a viable and accessible solution, especially for families with financial barriers. This randomized, controlled outcome study examined the effectiveness of Adlerian play therapy (AdPT) compared to reading mentoring (RM) with 58 kindergarten through third grade students who qualified with clinical levels of disruptive behavior in the classroom. Participants were identified as 48% Latino, 33% European American, and 19% African American. Approximately four-fifths of participants were male. Children were randomly assigned to AdPT (experimental group) or RM (active control group) for 16 sessions of treatment. Children in both groups participated in twice weekly, individual, 30-minute interventions that took place in their schools. Results from a two (group) by two (repeated measures) split plot ANOVA indicated that, compared to the RM group over time, the AdPT group demonstrated statistically significant improvement on (a) disruptive behaviors in the classroom, as directly observed by objective raters and as reported by teachers, and (b) stress in the teacher-child relationship, as reported by teachers. Teachers and observers were blinded to children's treatment ...
Contributing Partner: UNT Libraries
Baptist Pastoral Leadership: An Analysis for Curriculum Development

Baptist Pastoral Leadership: An Analysis for Curriculum Development

Date: August 2010
Creator: Christine, David Wayne
Description: Through a qualitative study utilizing in-depth interviews, practitioner opinion was gathered regarding how Christian institutions of higher education, primarily Baptist seminaries, may better utilize formal and continuing education to prepare clergy for pastoral leadership. The sample of ten subjects for this study, drawn from the 550 active senior pastors in the Dallas Baptist Association and the Kauf-Van Baptist Association, was selected based on a maximum variation sampling method. The intention was to provide a better understanding of the leadership skills required by senior pastors, to help develop pastoral ministries curriculum and to assess the potential effectiveness of continuing education for pastoral leadership. The subjects indicated that the formal degree program of their seminary did equip them with the basic knowledge needed for pastoral leadership but it did not provide them in sufficiency with the necessary, practical skills for pastoral leadership. The pattern that emerged from the data indicates that, overall, seminaries are providing a quality education in preparing pastors for the ministry in their formal degree plans. However, seminaries may have opportunities to be of further service and to gain a competitive advantage vis a vis other seminaries by enhancing and expanding their continuing education programs.
Contributing Partner: UNT Libraries
College Student Resilience: Selected Effects of Service-Learning

College Student Resilience: Selected Effects of Service-Learning

Date: August 2010
Creator: Mercer, J. Carol
Description: Resilience implies the concept of buoyancy. Specifically, it denotes an individual's capacity to persevere and even do well in the face of adversity. Service-learning is pedagogy often used to enable students to apply classroom learning in a real world context. The goal of this study was to examine the effects of service-learning upon college student resilience. The study utilized a convenience sample of undergraduate students (N = 172) across three disciplines including counseling, social work and kinesiology. In a pre-post test design, the CD-RISC was employed to measure resilience of the experimental and control groups. Factor analysis of the CD-RISC was also conducted in order to explore interrelationship of the variables among the data. One undergraduate sample (N = 210) was used to conduct the EFA before determining a best fit factor structure for this study's population. A repeated measures analysis of variance was employed to detect any differences between pre-post test groups. No statistical significance was found across pre and post-test among the two groups (p=.49, &#951;2=.00). However significant results were found between the experimental and control groups (p=.00, &#951;2 =.09). Examination of mean score differences among demographic variable yielded interesting findings across the three disciplines as well as ...
Contributing Partner: UNT Libraries
The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges

The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges

Access: Use of this item is restricted to the UNT Community.
Date: August 2010
Creator: Kraus, Charles
Description: This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.
Contributing Partner: UNT Libraries
The Development of the Child Interpersonal Relationships and Attitudes Assessment for Child Centered Play Therapy

The Development of the Child Interpersonal Relationships and Attitudes Assessment for Child Centered Play Therapy

Date: August 2010
Creator: Holliman, Ryan P.
Description: The purpose of this study was to develop a parent report form instrument congruent with the philosophy of child-centered play therapy. The study sought to develop an instrument with acceptable levels of construct validity, reliability, sensitivity to clinical attitudes and relationships, and responsiveness to intervention. The Child Interpersonal Relationships and Attitudes Assessment (CIRAA) and the Child Behavior Checklist (CBC) and the Parenting Stress Index (PSI) were administered to 136 parents of children aged 3 to 10. The children of the parents sample consisted of 90 males and 46 females. Exploratory factor analysis was conducted for construct validity. Parallel analysis was conducted to determine the number of factors to retain. The factor solution explained 53.86% of the variance, which is an acceptable amount of the variance. Cronbach's alpha was conducted for total scale and all subscales. Reliability scores for the total score and subscales were acceptable, with an overall reliability coefficient of .93. A Pearson's r was conducted for concurrent validity between the instrument, the CBC, and the PSI, with Pearsons' r of .75 and .74 respectively. Paired-sample t-tests using the pretest and posttest scores of the instrument in development examined the responsiveness of the instrument to play therapy intervention at ...
Contributing Partner: UNT Libraries
Effects of a Near-Death Experience Learning Module on Grief

Effects of a Near-Death Experience Learning Module on Grief

Date: August 2010
Creator: Foster, Ryan D.
Description: The researcher examined the effectiveness of a near-death experience (NDE) learning module on reducing distressing aspects and enhancing a growth aspect of grief among bereaved adults. Participants were 22 females and 2 males; 2 identified as African American, 3 as Asian, 2 as Latina/o, and 17 as White; aged 20 to 71 years with mean age 35.3 years. In this experimental design, the researcher randomly assigned 12 participants to the experimental group and 12 participants to the waitlist no treatment control group. Participants in the experimental group received the NDE learning module intervention, which consisted of 3 sessions over consecutive weeks. Six research questions were explored. A two-factor repeated measures analysis of variance was performed on five dependent variables to determine if the two groups performed differently across time according to the pretest and posttest results of the Despair, Panic Behavior, Personal Growth, Detachment, and Disorganization subscales of the Hogan Grief Reaction Checklist (HGRC). A one-way analysis of covariance was performed on one dependent variable to determine if the groups were statistically different according to the posttest results of the Blame and Anger subscale of the HGRC. Additionally, univariate eta squared was hand calculated to determine practical significance. Findings indicated ...
Contributing Partner: UNT Libraries
An Investigation of the Perceptions of Christian Seminary Counseling Students Regarding Play Therapy

An Investigation of the Perceptions of Christian Seminary Counseling Students Regarding Play Therapy

Date: August 2010
Creator: Thacker, Andi
Description: The threefold purpose of this study was to assess the extent to which counseling seminary students' beliefs corresponded to the tenets of child-centered play therapy, the amount of training seminary counseling students received in the area of child counseling and play therapy, and the applicability of child-centered play therapy courses in seminary counselor education programs. The researcher pursued this purpose through administration of a survey instrument she developed. The instrument consisted of 22 demographic items and 23 5-point Likert scale items based on the tenets of child-centered play therapy. The sample was comprised of 206 seminary counseling students from 12 Christian seminaries across the United States: 155 female and 51 male participants ranging in age from 21 to 60 years old and including 5.3% African American, 3.9% Asian, 1.5% Biracial/Multiracial, 3.4% Hispanic, 83% White (Non-Hispanic), 2.4% Other. Multiple regression analysis was utilized to determine which demographic variables were significant predictors of respondents' beliefs regarding child-centered play therapy. Results indicated significance at p < .05 level. Specifically, respondents who reported feeling more prepared to counsel children reported beliefs more congruent with child-centered play therapy, and respondents from the Southwestern and Southeastern portions of the United States exhibited beliefs less congruent with ...
Contributing Partner: UNT Libraries
Mentoring in Higher Education Music Study: Are Good Teachers Mentors?

Mentoring in Higher Education Music Study: Are Good Teachers Mentors?

Date: August 2010
Creator: McCowen, Heather V.
Description: This quantitative study examined the correlation between how college level music students rated their teachers on the Fowler/O'Gorman Mentor Functions Questionnaire and how they perceived two aspects of their private music lessons: 1) to what extent they perceived their relationship with their teachers as positive, and 2) to what extent they perceived their teachers as good. The respondents for this study were 295 undergraduate and graduate music majors studying at 5 private universities or music schools. Positive correlations were found between the scores on the Mentor Functions Questionnaire (MFQ) and good teachers and positive lesson experiences. No correlation was found between the existence of gender congruity or the lack of gender congruity and the mean score on the MFQ. Respondents reported differences among their teachers' behaviors (p < .05): Role Modeling and Coaching behavior were perceived at significantly higher levels than the other six mentoring behaviors, whereas Friendship and Advocacy behavior was found at significantly lower levels. The behaviors of Personal and Emotional Guidance, Career Development Facilitation, Strategies and Systems Advice, and Learning Facilitation were found at levels closer to the mean. When role modeling and coaching behavior are present, students perceive teachers as good and lessons as positive. It ...
Contributing Partner: UNT Libraries