You limited your search to:

  Partner: UNT Libraries
 Department: Department of Counseling, Development and Higher Education
 Language: English
Effects of heart rate variability biofeedback-assisted stress management training on pregnant women and fetal heart rate measures.

Effects of heart rate variability biofeedback-assisted stress management training on pregnant women and fetal heart rate measures.

Date: August 2008
Creator: Keeney, Janice E.
Description: This study examined effectiveness of heart rate variability (HRV) biofeedback-assisted stress management training in reducing anxiety and stress in pregnant women and the effect of maternal stress management skills practice on fetal heart rate measures in real time. Participants were seven working pregnant women who volunteered in response to recruitment announcements and invitations from cooperating midwives. Reported state and trait anxiety and pregnancy specific stress were measured during five 45- to 50-minute training sessions. Training included bibliotherapy, instruction in the use of emotion-focused stress management techniques, and HRV biofeedback. Subjects used portable biofeedback units for home practice and were encouraged to practice the skills for 20 minutes a day and for short periods of time during stressful life events. At the end of training, fetal heart rate was monitored and concurrent maternal HRV measures were recorded. Repeated measures ANOVA and paired samples t-test analysis of study data revealed no statistically significant reductions in state or trait anxiety measures or in pregnancy specific stress measures. Partial eta squared (n²) and Cohen's d calculations found small to medium effect sizes on the various test scales. Friedman's analysis of variance of biofeedback measures showed a statistically significant decrease in low HRV coherence scores ...
Contributing Partner: UNT Libraries
Changes in Social Distance Among American Undergraduate Students Participating in a Study Abroad Program in China

Changes in Social Distance Among American Undergraduate Students Participating in a Study Abroad Program in China

Date: December 2007
Creator: Chen, Danxia
Description: As the world becomes increasingly interdependent, mutual understanding becomes increasingly important. Therefore, it is essential that people strive for reductions in social distance on an international level. Study abroad is one of the ways to approach internationalization and promote understanding among different peoples and cultures. Prior research has been done on the degrees of social distance between people from different cultures; however, little research has been done regarding changes that cultural immersion produces among those who reside in different cultures. Studies about study abroad programs have focused on cultural sensitivity and adaptability, yet few have combined the study abroad experience with the perceptions of self and other cultural groups. This study presents a framework for understanding people through intercultural activities. It studied social distance and attitude changes brought about in social distance as an artifact of cultural immersion. The study took place both in China and in the United States. It focused on the social distance among American undergraduate students who participated in a China Study Abroad program sponsored by the University of North Texas. The study measured before and after social distance of a group of American students who studied abroad in China. The study abroad program itself was ...
Contributing Partner: UNT Libraries
Effectiveness of child-centered play therapy and person-centered teacher consultation on ADHD behavioral problems of elementary school children: A single case design.

Effectiveness of child-centered play therapy and person-centered teacher consultation on ADHD behavioral problems of elementary school children: A single case design.

Date: December 2007
Creator: Schottelkorb, April A.
Description: I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in ...
Contributing Partner: UNT Libraries
Adult Client Outcomes: Differences Between Counselors with Education in Child Centered Play Therapy Versus Counselors Without Education in Child-Centered Play Therapy

Adult Client Outcomes: Differences Between Counselors with Education in Child Centered Play Therapy Versus Counselors Without Education in Child-Centered Play Therapy

Date: August 2007
Creator: Rees, Brian Christopher
Description: Child-centered play therapists are taught unique relationship building approaches and therapeutic methods to utilize when working with children. The purpose of this study was to determine if adult clients counseled by child-centered play therapists would demonstrate greater positive therapeutic outcomes than adult clients who were counseled by non-educated child-centered play therapists. This study also attempted to determine if the play therapists' clients would show greater, significant improvement in any particular areas of client distress (i.e., depression/anxiety, relationship issues), more so than the clients of the non-play therapists. Archival data from an assessment, The Adult Self-Report Inventory (ASR), was gathered to measure reported pre and post-test client symptomology. This study utilized a 2X2 repeated measure ANOVA design to analyze the impact of counselors who were educated in child-centered play therapy who saw adult clients, versus their non-play therapy counterparts who saw adult clients. Before treatment pre-test and after treatment post-test administration was collected for use in the analysis. The population consisted of 60 adult clients seeking counseling services at a major university in the southwest. All clients were seen by Master's practicum students for ten sessions. The clients were divided into two groups - 30 were seen by play therapists, 30 ...
Contributing Partner: UNT Libraries
Hardiness and public speaking anxiety: Problems and practices.

Hardiness and public speaking anxiety: Problems and practices.

Date: August 2007
Creator: Iba, Debra, L.
Description: This study explored the relationship between the personality construct of hardiness and public speaking anxiety. Although hardiness has been widely explored in a variety of anxiety-arousing life events, its relationship with communication anxiety had not been previously studied. Therefore, hardiness, public speaking trait anxiety, and public speaking state anxiety were measured in a course requiring an oral presentation assignment. One hundred fifty students enrolled in a basic speech communication course participated in the study. A statistically significant correlation was revealed between hardiness and trait communication anxiety. Students higher in hardiness reported lower trait communication apprehension in three contexts: 1) meeting, 2) interpersonal, and 3) group. Overall, students did not differ on measures of hardiness and a fourth communication context: public speaking anxiety. Likewise, on measures of hardiness and state public speaking anxiety, students did not differ.
Contributing Partner: UNT Libraries
The relationship between maternal stress and mothers' perceptions of their preschool children's social behaviors: A cross-cultural study of immigrant Korean mothers in the United States and Korean mothers in Korea.

The relationship between maternal stress and mothers' perceptions of their preschool children's social behaviors: A cross-cultural study of immigrant Korean mothers in the United States and Korean mothers in Korea.

Date: August 2007
Creator: Cho, Anna
Description: The purpose of the study was to investigate the impact of maternal stress as it relates to the mothers' perceived social behaviors of their preschool children in both immigrant Korean families in the US and Korean families in Korea. The subjects included 49 immigrant Korean mothers in the US and 52 Korean mothers in Seoul, Korea. This study is relevant to current research because of the dramatically increasing Korean immigrants in the US and needed information concerning unique cultural and psychosocial needs of Korean-Americans. All mothers completed the Demographic Survey, Parenting Stress Index (PSI), and Preschool and Kindergarten Behavior Scales-2 (PKBS-2). Statistical analyses of the data used for the study were multiple regressions, independent t-tests, and Pearson correlation coefficients. Data analysis revealed that (a) there were different demographic variables affecting maternal stress between immigrant Korean mothers in the US and Korean mothers in Korea; (b) there was no significant difference in maternal stress and mothers' perceptions of their preschool children's social skills in the areas of social cooperation, social interaction, and social independence between both groups; (c) there was a significant difference in preschool children's behavioral problems in the areas of externalizing and internalizing social-emotional behaviors between both groups; (d) ...
Contributing Partner: UNT Libraries
Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand

Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand

Date: August 2007
Creator: Israsena, Vasinee
Description: The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai ...
Contributing Partner: UNT Libraries
Christian Liberal Arts Higher Education in Russia: A Case Study of the Russian-American Christian University

Christian Liberal Arts Higher Education in Russia: A Case Study of the Russian-American Christian University

Date: May 2007
Creator: Titarchuk, Victor N.
Description: This is a case study of the historical development of a private Christian faith-based school of higher education in post-Soviet Russia from its conception in 1990 until 2006. This bi-national school was founded as the Russian-American Christian University (RACU) in 1996. In 2003, RACU was accredited by the Russian Ministry of Education under the name Russko-Americansky Christiansky Institute. RACU offers two state-accredited undergraduate academic programs: 1) business and economics, and 2) social work. RACU also offers a major in English language and literature. The academic model of RACU was designed according to the traditional American Christian liberal arts model and adapted to Russian higher education system. The study documents the founding, vision, and growth of RACU. It provides insight into the academic, organizational, and campus life of RACU. The study led to the creation of an operational framework of the historical development of RACU. The study also provides recommendations for the development of new Christian liberal arts colleges and universities based on the experience and the underlying structure of RACU.
Contributing Partner: UNT Libraries
Determining the relationship between motivation and academic outcomes among students in the health professions.

Determining the relationship between motivation and academic outcomes among students in the health professions.

Date: May 2007
Creator: Reed, Linda E.
Description: Admissions processes for health professions programs result in students entering these programs academically homogeneous. Yet some students have great difficulty with the programs. Research has shown a limited ability of traditional academic indicators to predict successful outcomes for health professions education. The purpose of this study was to examine the relationship between learning motivation and academic outcomes for students in health professions programs. The Modified Archer Health Professions Motivation Scale (MAHPMS) and a demographic survey were administered at orientation to 131 medical and 29 physician assistant students at the University of North Texas Health Science Center in the fall of 2005. At the end of the semester, the same version of the MAHPMS was administered, and final course grades and semester averages were collected. Descriptive statistics were analyzed for all the study variables. Analysis of variance was utilized to examine within subjects and between subjects differences for the learning motivation scores among programs and demographic categories. Linear regression analyses were used to determine the relationship between learning motivation scores and end-of-semester grades. And finally, logistic regression was performed to explore the ability of the motivation scores to predict academically high-risk students. Approximately three-fourths of the students indicated a preference for ...
Contributing Partner: UNT Libraries
Direct and Indirect Effects of Parenting Style with Child Temperament, Parent-Child Relationship, and Family Functioning on Child Social Competence in the Chinese Culture: Testing the Latent Models

Direct and Indirect Effects of Parenting Style with Child Temperament, Parent-Child Relationship, and Family Functioning on Child Social Competence in the Chinese Culture: Testing the Latent Models

Date: May 2007
Creator: Xu, Changkuan
Description: Interactional and contextual models have been conceptually proposed in understanding parental influences on children. Yet, empirical model testing has been limited. The purpose of this exploratory study was to investigate the direct and indirect effects of parenting style on child social competence using structural equation modeling in a sample of 544 Chinese families with 6-9 years old children, mainly singleton, residing in Nanjing, China. Five latent models were tested: (a) the direct model between parenting style and child social competence, (b) child temperament as a moderator, (c) parent-child relationship as a mediator, (d) the interaction model between parenting style and family functioning, and (e) bidirectional models of parenting style concurrently with parent-child relationship, and family functioning predicting child social competence. Findings showed: (a) The direct relationship between parenting style and child social competence was significant in both parents with authoritative parenting style on the positive direction, whereas authoritarian and permissive parenting styles on the negative direction; (b) child temperament did not moderate parenting style on child social competence; (c) father-child relationship mediated paternal parenting style on child social competence, whereas maternal parenting style did not; (d) family functioning neither moderated nor mediated the relationship between parenting style and child social ...
Contributing Partner: UNT Libraries
FIRST PREV 1 2 3 4 5 NEXT LAST