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 Department: Department of Counseling and Higher Education
 Collection: UNT Theses and Dissertations
Declining Participation in Fraternity and Sorority Life: a Comparison of Perceptions of Greek-lettered Organizations Between Affiliated and Non-affiliated Students

Declining Participation in Fraternity and Sorority Life: a Comparison of Perceptions of Greek-lettered Organizations Between Affiliated and Non-affiliated Students

Date: May 2014
Creator: Shirley, Zachary E.
Description: This quantitative study was used to determine the perceptions that may have caused a decline in membership in fraternities and sororities and to examine active organization involvement between affiliated and unaffiliated students at a single higher education institution in northeast Texas. Eight perceptions were given regarding fraternity and sorority life and why students chose to remain unaffiliated with fraternities or sororities. The instrument used was a modified version of the Extracurricular Involvement Inventory, created by Winston and Massaro (1987) and was administered to participants online via Survey Monkey. There were 206 participants total: 55.3% were female, and 44.7% were male. Regarding ethnicities, 47.0% were African American, 37.5% were Caucasian, and 15.5% were Hispanic/Latino. Out of the participants, 20.9% were in their freshman or sophomore year, 23.8% were juniors, 33.5% were seniors, and 21.8% were graduate students. Participants’ ages ranged from 18 to 32, with a mean of 22.89 (SD = 2.81). The research questions were analyzed using two techniques: logistic regression for the first question and multiple regression for the second question. Findings for the first research question indicated that lack of values, lack of diversity, poor academic attitudes, and a requirement of too much time were primary reasons unaffiliated ...
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Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District

Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District

Date: December 2014
Creator: Harris, Sheryl
Description: As community colleges have gained more recognition as a viable pathway for students to enter higher education, they have faced greater accountability that has prompted both practitioners and policy makers to attempt to find solutions and tools, such as National Survey of Student Engagement, Community College Survey of Student Engagement, and Survey of Entering Student Engagement (SENSE), to aid in improving student success outcomes. This study addressed the validity and reliability of the SENSE instrument using a three-pronged approach via student data collected over 3 years of SENSE administrations at a large urban community college (n = 4,958). The instrument was first factor analyzed against the SENSE benchmarks for effective educational practice through generalized least squares and principal component exploratory factor analysis. Although the instrument did not deliver a chi-square factored fit for the six benchmark categories, consistent loadings were observed. Second, construct reliability was tested for each benchmark category, and the survey as a whole using Cronbach’s alpha. All categories did not yield sufficient coefficient scores for establishing construct reliability. However, the overall survey produced a Cronbach’s alpha of .85, clearly indicating construct reliability for all items combined. Third, correlations between SENSE perception scores and community college students’ grade ...
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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 ...
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Development of the Knowledge and Attitudes Toward Near-death Experiences Scale

Development of the Knowledge and Attitudes Toward Near-death Experiences Scale

Date: August 2013
Creator: Pace, Laura
Description: The purpose of this study was to develop an instrument to measure healthcare professionals’ knowledge and attitudes about near-death experiences (NDEs) that would demonstrate acceptable psychometric properties. In consultation with a focus group of six NDE experts, I developed the 50-item Knowledge and Attitudes toward Near-Death Experiences Scale (KANDES), including the 24-item KANDES–Attitude subscale (KANDES-A) and the 26-item KANDES–Knowledge subscale (KANDES-K). Including a pilot administration in which feedback indicated no need for revision, a total of 256 professional and student counselors completed the KANDES. Separate reliability and validity analyses were conducted for each subscale. For the KANDES–A, Cronbach’s alpha was .909, and Pearson’s r for test-retest was .748, both indicating acceptable reliability. An exploratory factor analysis indicated four factors to retain and yielded a factor solution that explained 54.87% of the variance, an acceptable amount of variance to substantiate construct validity. For the KANDES–K, Cronbach’s alpha was .816, indicating acceptable reliability. For each of the scale’s three domains, Cronbach’s alpha was .816 for Domain 1: NDE Content, .817 for Domain 2: NDE Aftereffects, and .631 for Domain 3: Experiencer Characteristics, indicating acceptable reliability. Pearson’s r for test-retest on the total KANDES–K was .812, further demonstrating acceptable reliability.
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Development of the Trauma Play Scale: Comparison of Children Manifesting a History of Interpersonal Trauma with a Normative Sample.

Development of the Trauma Play Scale: Comparison of Children Manifesting a History of Interpersonal Trauma with a Normative Sample.

Date: August 2008
Creator: Myers, Charles Edwin
Description: Experts in traumatology have postulated traumatized children play differently than non-traumatized children. These differences are called posttraumatic play and include the behaviors of intense play, repetitive play, play disruption, avoidant play and negative affect. The purpose of this study is the continued development of the Trauma Play Scale through the addition of a normative sample. The Trauma Play Scale is an observation-based instrument designed to distinguish the play behaviors of children in play therapy with a history of interpersonal trauma when compared to non-traumatized children. The present study compares two samples of children. One group (n=6) currently in play therapy with a history of interpersonal trauma and another group (n=7) considered normally developing (cognitively, emotionally, socially, and physically) by their parents with no known history of interpersonal trauma. Trained raters blind to the trauma history of the children rated a series of eight consecutive video-recorded play therapy sessions for each participant. One-way analysis of variance statistics, including effect sizes were compute to determine the discriminant validity of the Trauma Play Scale. Traumatized children scored significantly higher on the Trauma Play Scale than non-traumatized children on all domains of the scale as well as the overall Average Trauma Play Scale score. ...
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Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study

Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study

Date: August 2012
Creator: Tucker, Tami L.
Description: This research targeted elementary education graduates of a large Southwestern university who were transfer students, and compared them to native students on selected variables. These variables included retention in teaching, and perception of supports and obstacles at the university. The sample consisted of 143 respondents: 73 native and 70 transfer students. Data were collected through submission of online surveys and through postal mail. Quantitative and qualitative analyses were used to answer the research questions. Astin’s input-environment-outcome model provided the conceptual and theoretical framework for this study. Native and transfer students considered student teaching to be the “most helpful” course or service during their time at the university, yet both felt they lacked elements of preparation for teaching in the real world. Transfer students reported the following as supports during their transition from community college to university: academic advising, finances, support network, and the university. They reported these obstacles: university bureaucracy, credit transfer, expenses, and adapting to campus. There was no significant difference between the two groups’ intentions to remain in teaching (p = .249), and a statistically non-significant higher percentage of transfer students than native students reported to be teaching at the time of survey completion (p = .614). The ...
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Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment

Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment

Date: August 2013
Creator: Huffman, David D.
Description: Learning community literature supports the use of student cohorts to enhance learning through increased peer interaction and common course work. Researchers employed the qualitative method of phenomenography to identify various ways doctoral counseling students conceptualize and experience learning in a cohort over the course of a single academic year. Participants were all 10 members of a single southwestern U.S. university counseling program doctoral cohort of full-time students between 20 and 59 years of age with 5 members 20-29, 4 members 30-39, 1 member 50-59; 8 female, 2 male; 9 White non-Hispanic, 1 African-American. Data were transcripts from 30 one-hour interviews, three for each participant over the course of their first year of study. The research team that analyzed the data consisted of three advanced counseling program doctoral students, each with research methods coursework. Results revealed nine dynamic structural aspects of learning: dialogue, diversity, knowledge, motivation, support, shared experience, relationship development, interpersonal awareness, and conflict. Findings support the use of learning communities in doctoral level counselor education programs. Cohort members demonstrated increasing awareness of the potential learning benefits of cohort interaction and developed more in depth strategies over time to utilize the cohort to enhance learning. Future counselor educators may now ...
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Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study

Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study

Date: May 2011
Creator: Simon, Jason Foster
Description: This quantitative study utilized secondary data furnished by 652 institutions of higher education which participated in the 2008 Voluntary Support of Education (VSE) national study managed by the Council for Aid to Education. This study investigated the relationships among private and public status across baccalaureate, masters and doctoral degree typologies and total alumni giving, restricted giving and unrestricted giving per full time equivalent (FTE) for the 2007/08 academic year. The independent variable included the three degree-granting sub-categories of institution as categorized by either public or private status. The dependent variables included total computed alumni giving for 2008 per FTE, restricted alumni giving for 2008 per FTE and unrestricted giving by alumni for 2008 per FTE. ANOVA main effects were calculated and statistical significance determined using the &#945; < .05 level. Tukey Post-Hoc calculations were computed and Cohen's f 2 was used to determine effect sizes. Total alumni giving per student FTE differed at statistical significance across the six institution types, F (5, 651) = 37.181, p < .001, f 2 = .29. Total restricted giving per student FTE differed at statistical significance across the six types, F (5, 651) = 28.90, p < .001, f 2 = .22. Total unrestricted ...
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Early Predictors of Early Freshman Year Attrition in Female Hispanic Students

Early Predictors of Early Freshman Year Attrition in Female Hispanic Students

Date: August 2011
Creator: Speed, Heather Faye
Description: The Texas Hispanic population is projected to grow to 18.8 million, almost tripling its number within the state, in only 30 years. This rapid growth is a concern for Texas higher education because this group has traditionally been under-represented in colleges and universities. Also, according to national, state, and local data, Hispanic students are retained at a lower rate than are other ethnic groups. Because of lower retention rates for Hispanic students and because the majority of Hispanic college students are female, an increasing number of Hispanic women are heads of households. Studying the attrition rates of Hispanic females could provide a better understanding of how the state can improve both the participation and retention rates of this population. This study utilized descriptive statistics and regression analysis to identify the correlations between and among the dependent variable of attrition and independent variables derived from (1) pre-college survey responses measuring college expectations and (2) early-first semester survey responses measuring actual college experience. Institutional data were used to confirm enrollment status at the beginning of the second semester. The sample of the study was all female, full-time, first-time-in college student survey respondents attending a public 4-year institution in Texas. This number included ...
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Early Second-career Faculty: a Phenomenological Study of Their Transition Into a New Profession

Early Second-career Faculty: a Phenomenological Study of Their Transition Into a New Profession

Date: August 2015
Creator: Assaad, Elizabeth A.
Description: In this phenomenological study I investigated the experiences of early second-career, tenure-track faculty members who entered academe after working in a position outside of higher education for at least five years. The purpose of this study was to learn about experiences and factors that contributed or impeded to the success of second-career faculty members. Eight early second-career faculty members, from a four-year university located in the Dallas Metroplex area, were interviewed. Participants demographics were ages 34 to 68 with the average age being 45; 50% male and 50% female; and one African American, six Caucasian, and one Hispanic and/or Latino. Participants’ previous professional experience was a benefit in teaching and relating to students, in understanding the complex university bureaucracy, and in setting goals. The participants reported that mentoring, whether formally assigned by the institution or through informal means such as departmental colleagues or professional organizations, was a benefit to all of the participants. A primary area of concern for the participants was collaboration and collegiality with other faculty members. Participants stated that traditional faculty members lack the skills and training to collaborate effectively in researching and in joint teaching endeavors. Participants reported that they had to monitor and restrain their ...
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An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students

An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students

Date: December 2015
Creator: Maloy, Debra A.
Description: Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment of student success in graduate healthcare programs with extensive clinical residencies. The educational literature has identified many non-cognitive factors, such as self-efficacy and locus of control, that may provide a more holistic prediction model of student success. An experimental study with pretest-posttest design and stratified random assignment was conducted to evaluate the effectiveness of an educational intervention to promote self-management, professional socialization, and academic achievement among first semester graduate nurse anesthesia students. Participants (N = 66) were demographically similar to the national graduate nurse anesthesia student body, though Hispanics and younger students were a little over-represented in the sample (56% female, 75.8% White, 15.2% Hispanic, 6% Other, 59% ≤ 30-years-old, 67% ≤ 3 years of ICU). The results showed that most graduate anesthesia students had strong self-management and professional socialization characteristics on admission. The results did not support the effectiveness of this educational intervention. Thus, ceiling effect may have accounted in part for statistically non-significant results regarding self-efficacy (p = .190, ω2 = .03), locus of control (p = .137, ω2 = .04), professional socialization ...
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Effectiveness Of Group Activity Play Therapy On Internalizing And Externalizing Behavior Problems Of Preadolescent Orphans In Uganda

Effectiveness Of Group Activity Play Therapy On Internalizing And Externalizing Behavior Problems Of Preadolescent Orphans In Uganda

Date: December 2011
Creator: Ojiambo, Deborah
Description: This pilot study investigated the impact of group activity play therapy (GAPT) on displaced orphans aged 10 to 12 years living in a large children.s village in Uganda. Teachers and housemothers identified 60 preadolescents exhibiting clinical levels of internalizing and externalizing behavior problems. The participants ethnicity was African and included an equal number of females and males. Participants were randomly assigned to GAPT (n = 30) or reading mentoring (RM; n = 30), which served as an active control. Preadolescents in both treatment groups participated in an average of 16 sessions, twice weekly with each session lasting 50 minutes. Sessions were held in the school located within the village complex. A two (group) by two (repeated measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (TRF) and housemother reports using the Child Behavior Checklist (CBCL), children receiving the GAPT intervention demonstrated statistically significant decreases (p < .025) in internalizing behaviors (TRF: p < .001; CBCL: p < .001 ) and externalizing behaviors (TRF: p = .006; CBCL: p < .001) from pretest to posttest compared to children who received RM. The GAPT intervention demonstrated a large treatment effect on reducing ...
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Effectiveness of Play Therapy on Problem Behaviors of Children with Intellectual Disabilities: A Single Subject Design

Effectiveness of Play Therapy on Problem Behaviors of Children with Intellectual Disabilities: A Single Subject Design

Date: May 2011
Creator: Swan, Karrie L.
Description: A growing disparity between the mental health needs of children and their lack of treatment served as the basis of this study. To address this existent gap, I proposed that child-centered play therapy (CCPT), a holistic treatment that fosters children's emotional, developmental, and social growth would serve as a viable treatment. The purpose of this study was to examine the effect of CCPT on problem behaviors among children identified with an intellectual disability. Specifically, a single case, A-B-A design (N = 2) was used to examine changes in participant's problem behaviors as measured on the Aberrant Behavior Checklist (ABC) across conditions. Trained raters used the ABC to rate participant's problem behaviors 3 times per week during the course of this study. Participants completed 2 weeks of a no-intervention phase, 5 weeks of play therapy 3 times per week, and 2 weeks of a no-intervention maintenance phase. Additionally, participants were administered the Gesell Developmental Observation to assess their maturational age during the baseline and maintenance phases. Parents also completed the ABC during two intervals: baseline phase, and maintenance phase. Analysis of results indicated that problem behaviors decreased for both participants. Results from the percent of non-overlapping data (PND), an indice for ...
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Effects and Mediation of Child-centered Play Therapy on Young Children Who Are Anxious

Effects and Mediation of Child-centered Play Therapy on Young Children Who Are Anxious

Date: May 2014
Creator: Stulmaker, Hayley L.
Description: Anxiety is one of the most pervasive childhood disorders, with a poor prognosis if left untreated. Traditional methods of treating anxiety have been less effective with young children. Based on theoretical assumptions regarding the potential effectiveness of child-centered play therapy (CCPT) as a treatment approach, I sought to explore the effects and mediating factors of CCPT on young children with symptoms of anxiety. Fifty-three participants between the ages of 6 to 8 years old were recruited from four elementary schools, including 36 males and 17 females. Of participants, 11 were African American, 24 were Caucasian, 10 were Hispanic/Latino, one was Asian, and seven were biracial. Twenty-five participants were randomly assigned to an experimental group receiving a mean of 15 sessions of individual CCPT, and 28 participants were assigned to an 8-session active control group. Five factorial analyses of variance (ANOVA) were conducted applying an alpha level of .05 for interpretation of statistical significance and Cohen’s d to assess practical significance. ANOVA results indicated a statistically significant interaction with a large effect size on Total Anxiety score of the Revised Children’s Manifest Anxiety Scale-2nd edition (p = .013, d = .715). Subscale ANOVA results indicated a statistically significant interaction effect with ...
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The Effects of a Human Developmental Counseling Application Curriculum on Content Integration, Application, and Cognitive Complexity for Counselor Trainees.

The Effects of a Human Developmental Counseling Application Curriculum on Content Integration, Application, and Cognitive Complexity for Counselor Trainees.

Date: December 2007
Creator: Muro, Lamar
Description: Although professional counselors have distinguished themselves among helping professionals through a focus and foundational framework in normal human growth and development over the life-span, a majority of programs neglect to incorporate training opportunities enabling students to translate developmental theory to clinical practice. In this mixed-method study, the researcher explored the effects of a human developmental counseling application curriculum and examined cognitive complexity levels among counselor trainees. Qualitative results support gains in both the integration and application of developmental content while quantitative results offer partial support for cognitive complexity gains among trainees. This study identifies a curricular training experience in which counselor trainees' integration and application human developmental theory as well as cognitive complexity, are notably enhanced.
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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 ...
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Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

Date: August 2011
Creator: Carlson, Sarah E.
Description: The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers’ interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing teacher criticism, and enhancing teachers‟ perceptions of the teacher-child relationship in elementary school classrooms. Single-case design was utilized to examine eight teachers‟ perceptions over 16 weeks. The sample included 8 White female teachers from three local elementary schools. Teacher ages ranged from 28 to 59 years old. There were 5 kindergarten, 1 first grade, and 2 second grade teachers. The teachers participated in one educational training session followed by play sessions with children of focus and interactive modeling sessions. Trained observers, blind to the study’s purpose, utilized the Interaction Analysis System in classroom observations of the teachers, three times per week, to examine teachers’ interpersonal skills. Additionally, the teachers completed the Student Teacher Relationship Scale for the children of focus before and after the play session phase to examine change in the teacher-child relationship. Visual analysis of the data indicated the PBTC’s overall positive impact. 5 out of 8 teachers demonstrated increases in teacher responding scores at ...
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Effects of a Self-care Intervention for Counselors on Compassion Fatigue and Compassion Satisfaction

Effects of a Self-care Intervention for Counselors on Compassion Fatigue and Compassion Satisfaction

Date: December 2012
Creator: Koehler, Christine Marie Guthrie
Description: This study investigated the impact of a psychoeducational and experiential structured counselor self-care curriculum, developed by Drs. Charles and Kathleen Figley, on compassion fatigue and the prevention of professional impairment as measured by the Professional Quality of Life (ProQOL), Version 5. Volunteer licensed professional counselors, supervisors, and interns from four children's advocacy centers in Texas were assigned to treatment group (n = 21; 20 females, 1 male; mean age 34.4 years) or waitlist control group (n = 21; 19 females, 2 males; mean age 34.6 years). Participating counselors identified themselves ethnically as 64% Caucasian, 26% Hispanic, 7% African-American, and 2% Native-American. Employing a quasi-experimental design, three reliability-corrected analysis of covariance (ANCOVA) were utilized to analyze the data with an alpha level of .05 to assess statistical significance and partial eta squared to assess effect size. With pre-test scores as the covariate, results revealed in the experimental group a statistically significant reduction with large treatment effect for burnout (p = .01; partial ?2 = .15), a statistically nonsignificant reduction with a medium effect for secondary traumatic stress (p = .18; partial ?2 = .05), and a statistically nonsignificant increase with a medium effect for compassion satisfaction (p = .06; partial ?2= ...
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The Effects of Adlerian Play Therapy on Maladaptive Perfectionism and Anxiety and in Children

The Effects of Adlerian Play Therapy on Maladaptive Perfectionism and Anxiety and in Children

Date: August 2013
Creator: Akay, Sinem
Description: I used singlecase A-B-A experimental design to examine the effectiveness of Adlerian play therapy (AdPT) for children identified with clinical levels of perfectionism on the Conners Parent Rating Scale-Revised and Conners Teacher Rating Scale-Revised. Participants were 2 children, a 10 year-old Hispanic male and a 7 year-old Caucasian female. To examine the effect of AdPT on maladaptive perfectionism and anxiety, the Child-Adolescent Perfectionism Scale and the Revised Children’s Manifest Anxiety Scale were administered to the children twice weekly over 3 phases of the study: baseline (6 administrations), intervention (12-16 administrations), and maintenance (6 administrations) for a total of 24 to 29 data points. Additionally, parents and teachers completed the Conners Rating Scales-Revised5 times: (1) prior to study, (2) following baseline/prior to treatment, (3) midpoint of treatment, (4) following treatment, and (5) following maintenance phase.During the intervention phase, the male and female participants attended 21 and 16 play therapy sessions, their mothers attended 6 and 5 parent consultations, and their teachers attended 6 and 3 teacher consultations, respectively. Analysis of the child self-report assessments indicated mixed and inconclusive results regarding the effects of AdPT on target behaviors. However, results of the parent and teacher reports indicated clinically significant reductionsin maladaptive perfectionism ...
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The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University

The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University

Date: May 2008
Creator: Adams, Wesley
Description: This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week ...
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Ego development and theoretical orientation among counseling students.

Ego development and theoretical orientation among counseling students.

Date: December 2008
Creator: Warren, Edward Scott
Description: This study investigated potential relationships between master's level counseling students' levels of ego development and their identified orientations to one of six guiding theories of counseling; students' theoretical orientation classifications when classified according to the theory's domain of emphasis: affective, behavioral, or cognitive; students' degrees of confidence in identifying their theoretical orientations; and students' degrees of comfort in applying their theories in clinical practice. Seventy participants enrolled in a master's level practicum course completed the Washington University Sentence Completion Test, a measure of ego development, and the Counseling Theory Survey, a survey developed by the researcher, in order to identify students' identified theoretical orientations, students' degrees of confidence in identifying their theoretical orientations, and students' degrees of comfort in applying their theories in clinical practice. Ego development level was operationalized as a dichotomous variable consisting of level E5 and below and E6 and above, based on the developmental task attained at E6: a shift from emphasis on in-group identity to self-evaluated standards. To determine potential relationships between the students' ego development levels and their theoretical orientations and their orientations when classified by domain of emphasis, 2 x 4 and 2 x 3 Chi-square analyses were used. Independent t-tests were conducted ...
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Electromagnetic aftereffects of near-death experiences.

Electromagnetic aftereffects of near-death experiences.

Date: August 2008
Creator: Nouri, Farnoosh Massoudian
Description: The purpose of this quantitative study was first to investigate the comparative incidence of electromagnetic aftereffects (EMEs) during the past year among near-death experiencers (NDErs), people who experienced a close brush with death without an NDE (CBrs), and people who reported never having experienced a close brush with death (LCErs). The second purpose was to investigate a possible change in EME incidence among the three groups before and after a critical life event. The third purpose was to investigate the relationship between the reported overall depth and specific components of the subjective experiences of people who have had a close brush with death -- NDErs and CBrs -- and their reported incidence of EMEs. I used the Near-Death Experience Scale (Greyson, 1983), and developed the Close Brush with Death Question form, Life Changing Event Question form, and Electromagnetic Effects Questionnaire for this study. The final sample included 36 NDErs, 20 CBrs, and 46 LCErs. The results of this study firmly supported more reported problems with EM devices experienced by NDErs compared to CBrs or LCErs. Especially with respect to EM devices such as lights and cell phones, as well as the emotional state of individuals affecting EM devices, this study ...
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The Emotional Needs of Mothers of Multiple Birth Children

The Emotional Needs of Mothers of Multiple Birth Children

Date: August 2012
Creator: Walker, Emily N.
Description: The purpose of this study was to assess the emotional support needs of mothers of multiple birth children based on administration of a survey the researcher developed. The survey consisted of 25 demographic items, six 6-point Likert scale items, and three open-ended questions. Likert scale items were based on amount of perceived emotional support mothers received in their environments at the time of survey administration. Open-ended questions addressed negative and positive aspects of parenting multiples and emotional support needs. The sample consisted of 171 mothers of multiple birth children from 23 states in the United States. Participants ranged in age from 20-50 years old with 38% not reporting age. Participants were 95.3% Caucasian, 0% African-American, 1.8% Asian, 0% Native American and 1.2% other; of these, 5.8% were Hispanic. We used demographic statistics and constant comparison to determine basic demographic characteristics of this sample and to identify emotional support needs of mothers of multiple birth children. We used Pearson product moment correlation to determine potential relationships between variables. Results indicated a statistically significant positive correlation between overall life satisfaction and partner satisfaction (r = .420, n = 170, p < 0.01). Therefore, mothers of multiples experience increased satisfaction with their lives ...
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The Essence of African Americans’ Decisions to Seek Professional Counseling Services: a Phenomenological Study

The Essence of African Americans’ Decisions to Seek Professional Counseling Services: a Phenomenological Study

Date: August 2015
Creator: Yaites, LaToya D.
Description: Mental health disparity is an emerging national concern with evidence suggesting individuals from non-dominant populations are less likely to seek and persist in mental health services compared to their dominant culture peers. In particular, African Americans may underutilize professional counseling services due to factors such as stigma, healthy cultural mistrust, and cultural values. To date, researchers have paid limited attention to ways to break through barriers to mental health equity. The purpose of this phenomenological study was to explore African Americans’ experiences and decision-making seeking professional counseling services. I addressed the following questions: How do African Americans make meaning of their decision to seek counselor services? What considerations are involved in decision- making with African Americans who decide to seek professional counseling services? Participants included 10 African American women who had attended counseling with a licensed professional counselor (LPC) or LPC Intern in the past three years. I identified six emergent themes through adapted classic phenomenological analysis: feelings prior to attending counseling, coping mechanisms utilized prior to counseling, barriers to treatment, motivation to attend counseling, characteristics of counselor, and post counseling experiences. Participants reported increased personal growth, insight, and desire to recommend counseling to others. Findings inform communities about what ...
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