Latest content added for UNT Digital Library Partner: UNT Librarieshttps://digital.library.unt.edu/explore/partners/UNT/browse/?fq=untl_collection:UNTETD&fq=str_degree_discipline:Counseling+and+Student+Services&fq=str_degree_level:Doctoral2016-11-15T10:54:02-06:00UNT LibrariesThis is a custom feed for browsing UNT Digital Library Partner: UNT LibrariesThe Development and Exploration of an Adlerian Family Art Therapy Assessment Tool with Families of Adolescents2016-11-15T10:54:02-06:00https://digital.library.unt.edu/ark:/67531/metadc935567/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc935567/"><img alt="The Development and Exploration of an Adlerian Family Art Therapy Assessment Tool with Families of Adolescents" title="The Development and Exploration of an Adlerian Family Art Therapy Assessment Tool with Families of Adolescents" src="https://digital.library.unt.edu/ark:/67531/metadc935567/small/"/></a></p><p>This exploratory study drew from research in family art therapy assessment by Kwiatkowska (1978), Landgarten (1987), Kurinsky (1986), and Wilson (1988). The objectives of this study were to develop a theoretically consistent art therapy assessment tool for Adlerians to use in initial family therapy interviews and to evaluate its effectiveness in a field test with families of adolescents. Accounts of the families' perceptions of their AFAAT experience and the researcher's and three trained family therapists' interpretation of the six families were provided. An overview of the six families' perceptions of their AFAAT experience, their interactions, their art works, and hypotheses about indicators of adolescence as seen in their art works were also described. Although compelling anecdotal information about families of adolescents and their art work was obtained from the study, the validity and reliability of the AFAAT, as established in this study, is insufficient. Recommendations for improvements to the AFAAT and ideas for future studies to refine and utilize it more effectively concluded the study.</p>The Effectiveness of Say It Straight Communications Training With Adults in Outpatient Chemical Dependency Treatment2016-11-15T10:54:02-06:00https://digital.library.unt.edu/ark:/67531/metadc935739/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc935739/"><img alt="The Effectiveness of Say It Straight Communications Training With Adults in Outpatient Chemical Dependency Treatment" title="The Effectiveness of Say It Straight Communications Training With Adults in Outpatient Chemical Dependency Treatment" src="https://digital.library.unt.edu/ark:/67531/metadc935739/small/"/></a></p><p>The study compared an experimental group (n=26) who participated in weekly SIS sessions as an adjunct to existing treatment protocols for a period of 6-8 weeks, to a control group (n=14) who matriculated in treatment without the addition of SIS training for a period of 6-8 weeks. Subjects completed a battery of questionnaires at the beginning of the measurement period and at the end of the measurement period. The SASSI-2, The McMaster Family Assessment Device (FAD), and the Rotter Internal-External Locus of Control Scale were used to measure groups on recovery related variables at Pre-Test and Post-Test. Results demonstrated a consistent pattern of improvement over the time measure. The results of the interaction of group and time demonstrated a pattern of gains which did not reach statistical significance, partially as an artifact of the small sample size. An investigation of effect sizes was conducted to detect the effect of SIS training. The training was found to have a moderate effect size, which was consistent with other research using SIS training. Some areas for possible future research were addressed.</p>The Art Process in Therapy: A Phenomenological Study2016-11-15T10:54:02-06:00https://digital.library.unt.edu/ark:/67531/metadc935726/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc935726/"><img alt="The Art Process in Therapy: A Phenomenological Study" title="The Art Process in Therapy: A Phenomenological Study" src="https://digital.library.unt.edu/ark:/67531/metadc935726/small/"/></a></p><p>This study utilized a phenomenological research methodology based on Husserl's work to explore the content of subjective internal experiencing during the art process. The study was designed to examine what transpired during the art experience in therapy to provide a better understanding of the therapeutic dimensions of the subject's interaction with the art medium, in this case drawing with pastels. This phenomenological study involved four subjects who participated in eight therapy sessions each, in which art was the principal medium, for a total of 40 hours of therapy over a period of 10 weeks. On the basis of the findings and conclusions of this study, recommendations were made for a series of studies to be conducted to gain broader insight into the therapeutic modalities of the art process. Some considerations for training programs of therapists in the use of art in therapy and recommendations for therapists trained in the use of art in therapy were also included.</p>Christian Religious Conservatism and Help-Seeking Behavior2016-11-15T10:54:02-06:00https://digital.library.unt.edu/ark:/67531/metadc935740/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc935740/"><img alt="Christian Religious Conservatism and Help-Seeking Behavior" title="Christian Religious Conservatism and Help-Seeking Behavior" src="https://digital.library.unt.edu/ark:/67531/metadc935740/small/"/></a></p><p>This study was designed to investigated the role of religious ideology in one's willingness or reluctance to seek professional psychotherapeutic assistance. The subjects consister of 220 members randomly selected from six different denominations: Baptist, Church of Christ, Methodist, Presbyterian, Roman Catholic, and Unitarian. The major findings of the study were as follows: 1. HC Ss displayed significantly less personal recognition of need for psychotherapeutic help, less interpersonal openness and greater overall reluctance to seek professional psychological help than LC Ss. 2. There was no significant difference between HC and LC Ss in terms of sensitivity to stigmatization and confidence in the mental health profession and mental health professionals. 3. MC Ss scored lower in each of the five areas investigated than did either HC or LC Ss. It was concluded that individuals who are highly conservative in their religious beliefs may be more reluctant to admit that they have a psychological problem with someone else than individuals who subscribe to more moderate or liberal religious beliefs.</p>An Exploration of Self-Actualization, Self Concept, Locus of Control, and other Characteristics as Exhibited in Selected Mature Community-College Women2016-11-15T10:54:02-06:00https://digital.library.unt.edu/ark:/67531/metadc935600/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc935600/"><img alt="An Exploration of Self-Actualization, Self Concept, Locus of Control, and other Characteristics as Exhibited in Selected Mature Community-College Women" title="An Exploration of Self-Actualization, Self Concept, Locus of Control, and other Characteristics as Exhibited in Selected Mature Community-College Women" src="https://digital.library.unt.edu/ark:/67531/metadc935600/small/"/></a></p><p>This study describes certain characteristics of mature women students in a community college in a large metropolitan district. Three standardized instruments gathered data on self-actualization, self concept, and locus of control. A questionnaire collected demographic and education data as well as information on attitudes, motivations, problems encountered, and suggestions. The women perceived attitudes of their families as positive toward their education. They were motivated by desires to gain knowledge, get degrees, obtain promotions, and improve themselves. They cited themselves, long-time ambition, friends, and husbands as influential in motivating them to attend college. They selected this community college because of its convenience. The majority were married, had children, and were of the middle to upper-middle class. Over half were employed. Their average age was thirty-seven. They were active outside the home, although continuing to perform most traditionally feminine home responsibilities. The majority were part-time students, classified as freshmen. Education, business, nursing, accounting, and psychology were popular majors. Over half planned to obtain bachelor's degrees. Most felt they encountered no problems in pursuing their education; lack of sufficient time was their major complaint. Most were pleased with their community-college experience. their suggestions included special counseling, flexible class schedules, a club for mature students, and child care.</p>A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500705/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500705/"><img alt="A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers" title="A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers" src="https://digital.library.unt.edu/ark:/67531/metadc500705/small/"/></a></p><p>This study was an investigation of the different effects of three procedures of human relations training in changing the personality characteristics and attitudes of preservice teachers. The purpose of this study was to determine whether there is a difference between a structured group laboratory experience, a non-structured group counseling experience, and a regular classroom lecture experience on the development of interpersonal attitudes of preservice teachers, and to ascertain the extent to which attitudinal and personality changes take place.</p>A Study of the Relationship Between Romantic Love and Marital Adjustment in Middle-Class Couples2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc501139/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc501139/"><img alt="A Study of the Relationship Between Romantic Love and Marital Adjustment in Middle-Class Couples" title="A Study of the Relationship Between Romantic Love and Marital Adjustment in Middle-Class Couples" src="https://digital.library.unt.edu/ark:/67531/metadc501139/small/"/></a></p><p>This study investigates the relationship between romantic love and marital adjustment in a sample of middle class couples. Romantic love is defined as a general disposition an individual has toward love, marriage, the family, and relationships involving male-female interaction in which the affective component is regarded as primary and all other considerations are excluded from conscious reflection. Marital adjustment is defined as the positive accomodation of husband and wife interacting within the framework of a legally established marital relationship. Middle socioeconomic class is operationally defined as a specific quantitative range on the Warner Index of Social Characteristics. This study examines the nature of any quantifiable relationship between romantic love and marital adjustment, current or future. Three views of this relationship are investigated. The first view contends that romanticism is functional, contributing to positive marital adjustment. The second is characterized by the belief that romantic love has a negative impact upon marital adjustment and is dysfunctional. A third view of the relationship between romantic love and marital adjustment suggests that the critical element determining dysfunctionality is the isparity between partners, rather than the individual level of romanticism. No author has heretofore considered this alternative.</p>The Relationship of Self-Actualization and Jury Bias2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc501141/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc501141/"><img alt="The Relationship of Self-Actualization and Jury Bias" title="The Relationship of Self-Actualization and Jury Bias" src="https://digital.library.unt.edu/ark:/67531/metadc501141/small/"/></a></p><p>An increasing number of empirical investigations have demonstrated that a wide variety of extra-legal factors are influential in the jury deliberation process and in the verdicts rendered. The purpose of this investigation was to determine if mock jurors possessing high levels of self-actualization would be more resistant to the biasing effects of the courtroom. One hundred eighty subjects were selected on the basis of their scores on the Personal Orientation Inventory (POI). Subjects were divided into two groups, those scoring within the high self-actualized range, and those scoring within the low self-actualized range. From this subject pool, thirty six-person juries were selected; ten high self-actualized simulated juries (HSA), ten mixed self-actualized simulated juries (MSA), composed of fifty percent high and fifty percent low self-actualized subjects, and ten low self-actualized simulated juries (LSA). Statistical analyses of the five hypotheses produced the following results. Hypothesis 1, HSA juries make more pertinent legal evidence remarks than LSA juries, was not supported. Hypothesis 2, HSA juries make more accurate legal evidence statements than LSA juries, was not supported. Hypothesis 3, HSA juries would render more relevant punishment than the LSA juries, was not supported. Hypothesis 4, HSA juries would require less deliberation time than LSA juries, was not supported. Hypothesis 5, HSA and MSA juries would make an equivalent number of remarks regarding pertinent legal evidence, was supported.</p>Operant Conditioning of Counselor Verbal Responses Through Radio Communication2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc501181/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc501181/"><img alt="Operant Conditioning of Counselor Verbal Responses Through Radio Communication" title="Operant Conditioning of Counselor Verbal Responses Through Radio Communication" src="https://digital.library.unt.edu/ark:/67531/metadc501181/small/"/></a></p><p>The problem of this study was to determine whether using radio communication can facilitate learning in counseling practicums. This study had four purposes: 1. To determine whether the use of radio communication would be effective in providing positive reinforcement to the counselor during counseling sessions. 2. To determine whether the use of radio communication would be effective in enhancing the learning of facilitative responses by counselors in practicum situations. 3. To determine the effect of positive reinforcement on the student counselors' performance. 4. To provide information that might be beneficial with regard to future research involving the use of radio communication in counselor training.</p>Perceptions of Drug Education Programs in Selected Oklahoma Schools2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500462/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500462/"><img alt="Perceptions of Drug Education Programs in Selected Oklahoma Schools" title="Perceptions of Drug Education Programs in Selected Oklahoma Schools" src="https://digital.library.unt.edu/ark:/67531/metadc500462/small/"/></a></p><p>This study was an investigation of teaching strategies and student outcomes of the drug education program in five pilot schools in Oklahoma as these programs relate to the "ideal" program recommended by drug education experts. This study had a twofold purpose. The first was to determine the differences of the perceptions of students, teachers and administrator toward the drug education program in their own school. The second was to compare this perceived "actual" program with the "ideal" program as described by selected drug education experts. The study centers on five exploratory questions. With the completion of the five exploratory questions, it was concluded that the factors that are descriptive of the "ideal" and "actual" drug education programs can be identified from opinions of persons who have an interest in or responsibility for effective information concerning the drug scene.</p>Developmental-Play Group Counseling with Early Primary Grade Students Exhibiting Behavioral Problems2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500479/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500479/"><img alt="Developmental-Play Group Counseling with Early Primary Grade Students Exhibiting Behavioral Problems" title="Developmental-Play Group Counseling with Early Primary Grade Students Exhibiting Behavioral Problems" src="https://digital.library.unt.edu/ark:/67531/metadc500479/small/"/></a></p><p>This research study was developed to investigate whether a structured discussion group on feelings)in combination with play group counseling can be effective as an intervention approach in working with disadvantaged primary grade children who are exhibiting disruptive classroom behavior. The general nature of the research hypotheses was that developmental play group counseling would not only reduce disruptive behavior of disadvantaged second grade students, but would also help to enhance these students' self concepts and attitudes toward school. None of the six hypotheses were confirmed. Developmental play group counseling did not significantly reduce "classroom disturbance" behavior, improve perceived self image, or improve attitude toward school over periods of time. The data indicated that play group counseling did significantly reduce "classroom disturbance" behavior after seven weeks of treatment, and maintained that general level of improvement eight weeks after the end of the study. The above finding suggested that play group counseling be utilized with disadvantaged early primary grade children who present behavior problems in school.</p>Effects of Modeling/Role Playing Counseling Technique on Second-Grade Socially Withdrawn Children2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500842/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500842/"><img alt="Effects of Modeling/Role Playing Counseling Technique on Second-Grade Socially Withdrawn Children" title="Effects of Modeling/Role Playing Counseling Technique on Second-Grade Socially Withdrawn Children" src="https://digital.library.unt.edu/ark:/67531/metadc500842/small/"/></a></p><p>This investigation examined the effect of a modeling/role playing counseling technique upon the social adjustment of second-grade socially withdrawn children. The specific hypotheses investigated dealt with changes in the socially withdrawn child's social adjustment as measured by a peer sociometric instrument, teacher rating, trained observer rating, and self-rating which were administered one week prior to the initial session. A one-way analysis of covariance was employed to test the hypotheses. The following conclusions are presented as a result of these findings: 1. The symbolic modeling/role playing procedure as utilized in this study is effective in increasing the frequency of social interaction of socially withdrawn children. 2. The symbolic modeling/role playing -procedure as utilized in this investigation is effective in increasing the sociometric status of socially withdrawn children. 3. The symbolic modeling/role playing counseling procedure as utilized in this study appears to be ineffective with respect to changing children's self-perception.</p>Child Rearing Attitudes, Perceived Parental Behavior Patterns, and Learning Disabilities in Adoptive and Natural Families2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500669/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500669/"><img alt="Child Rearing Attitudes, Perceived Parental Behavior Patterns, and Learning Disabilities in Adoptive and Natural Families" title="Child Rearing Attitudes, Perceived Parental Behavior Patterns, and Learning Disabilities in Adoptive and Natural Families" src="https://digital.library.unt.edu/ark:/67531/metadc500669/small/"/></a></p><p>The problem of this study is to investigate the differences in perceived parental behavior patterns, child rearing attitudes, and learning disabilities in natural and adoptive families. The purposes of this study are to compare the child rearing attitudes of adoptive and natural parents, to compare the child's perception of parental behavior in adoptive and natural families, to discover if the two groups differ in their ability to predict their children's perceptions of parental behavior, and to investigate the incidence of learning disabilities among adoptive children. Findings indicate that significant differences exist between natural and adoptive parents as measured by the PAS and the CRPBI-R. Adoptive fathers are not as likely as natural fathers to feel it is impossible to change a child from his already determined way of behaving and believe parental or environmental influences to be more important than natural or inherent causations. The younger the child was at the time of adoption, the better the adoptive parents were able to predict what the child would report about parental discipline. Adoptive parents are also found to be more accepting of childhood behaviors and feelings and have more mutual trust and understanding of their children than are natural parents. There is not a significantly greater proportion of adopted children in Plan A than natural children.</p>The Effects of Implosive Therapy on Fear of Interpersonal Interaction and Counseling Effectiveness2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500512/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500512/"><img alt="The Effects of Implosive Therapy on Fear of Interpersonal Interaction and Counseling Effectiveness" title="The Effects of Implosive Therapy on Fear of Interpersonal Interaction and Counseling Effectiveness" src="https://digital.library.unt.edu/ark:/67531/metadc500512/small/"/></a></p><p>The problem of this study was the reduction of a hypothesized fear of intimate interpersonal interaction among counselor trainees. This study had three purposes: 1. To determine whether implosive therapy is effective in reducing conditioned fear of close interpersonal interaction. 2. To determine whether the use of implosive therapy is effective in enhancing the counseling effectiveness of counselor trainees. 3. To provide information that may be beneficial for future research involving the use of implosive techniques in counselor training. Six hypotheses were formulated for the study. The .10 level of significance was chosen as the level at which the hypotheses would be accepted or rejected. Hypotheses I, II, and III were not supported. Hypotheses IV, V, and VI were accepted; however, no conclusions could be drawn without prior acceptance of at least one of the three hypotheses: I, II, or III. It was concluded that: 1. Group implosive therapy, as utilized in this study, was not effective in reducing conditioned fear of close interpersonal interaction. 2. The underlying assumption of the present study that the counselor trainees are as likely as clients to have developed a fear of close interpersonal interaction is seriously questioned. 3. Group implosive therapy as applied in this study is not effective in increasing the counseling effectiveness of counselor trainees.</p>The Effects of Behavioral Charting, Token Reinforcement, and Social Reinforcement on the Production Rates of Sheltered Workshop Clients2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc501111/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc501111/"><img alt="The Effects of Behavioral Charting, Token Reinforcement, and Social Reinforcement on the Production Rates of Sheltered Workshop Clients" title="The Effects of Behavioral Charting, Token Reinforcement, and Social Reinforcement on the Production Rates of Sheltered Workshop Clients" src="https://digital.library.unt.edu/ark:/67531/metadc501111/small/"/></a></p><p>This investigation concerned the effects of behavioral charting, token reinforcement, social reinforcement, and combinations of behavioral charting with token or social reinforcement, upon the production rates of sheltered workshop clients. The differential effects of these reinforcement methods were investigated by arranging for the application of each reinforcement mode in a sheltered workshop setting and comparing the mean production rates achieved by two groups of sheltered workshop clients under each reinforcement condition. The findings derived from this sample led to the conclusion that positive reinforcement, and specifically social reinforcement used both alone and in combination with behavioral charting, can be a very effective mode of reinforcement for sheltered workshop clients. It was suggested that more attention might be devoted in rehabilitation facilities to using the simpler and more readily available forms of reinforcement which behavioral charting and social reinforcement represent.</p>Personality Characteristics Associated with Accuracy in Person Perception: a Multivariate Approach2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc501242/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc501242/"><img alt="Personality Characteristics Associated with Accuracy in Person Perception: a Multivariate Approach" title="Personality Characteristics Associated with Accuracy in Person Perception: a Multivariate Approach" src="https://digital.library.unt.edu/ark:/67531/metadc501242/small/"/></a></p><p>The purpose of this study was to investigate the personality characteristics associated with accuracy in person perception. The particular personality variables chosen (experience, intelligence, cognitive complexity, psychological mindedness, emotional stability, introversion, and empathic style) for investigation were those previously identified by Gordon Allport as being related to person perception. Both types of person perception (sensitivity to individual differences and sensitivity to group differences) were measured. The major findings of the study were the following: 1. The most capable judges of individual differences, in comparison with the least capable judges, were significantly more likely to have the following psychometric characteristics: higher IQ, more extraverted, more psychologically minded, more cognitively complex/flexible, and more empathic. Experientially, the most competent judges were likely to be older, older in age at first job, and have fewer siblings. In contrast to the least able judges, the most competent ones had resided in more different cities, traveled more, experienced more formal education, and were more likely employed in the helping professions. 2. The best judges of group differences, in comparison with the worst judges, were more likely female, older in age at first job, and higher scorers on Neuroticism. 3. Significant multiple linear regression equations were formed between the predictor variables and the two judgment tasks, suggesting that accuracy in judging others consists of many skills, not just one. 4. Those who were in the helping professions were better judges than those not in the helping professions on sensitivity to individual differences, but not sensitivity to group differences. 5. For those in the helping professions, years of experience in the helping professions were not related to success on either of the two judgment tasks.</p>A Survey Study of a Human Relations Training Program for a Select Group of Airport Public Safety Officers2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc501244/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc501244/"><img alt="A Survey Study of a Human Relations Training Program for a Select Group of Airport Public Safety Officers" title="A Survey Study of a Human Relations Training Program for a Select Group of Airport Public Safety Officers" src="https://digital.library.unt.edu/ark:/67531/metadc501244/small/"/></a></p><p>The problem of this study was to survey the perceived effectiveness of a human relations training program for a select group of Public Safety Officers at the Dallas/Fort Worth Airport. In relation to this select group of Public Safety Officers, the purposes of the study were as follows: (1) to describe the selection procedures, (2) to provide a general overview of the procedures involved in a thirteen-week police training program, (3) to describe the human relations training aspects of the thirteen-week police training program, (4) to describe the public safety officer trainees in terms of their performance on various criteria measurements, (5) to assess and describe the personality characteristics of the Public Safety Officer trainees, and (6) to determine the Public Safety Officers' perceptions of, and reactions to, the human relations training aspects of the thirteen-week police training program.</p>The Effects of Counselor-Led Group Counseling and Leaderless Group Counseling on Anxiety, Self-Concept, and Study Habits Among High School Seniors2015-03-09T08:15:06-05:00https://digital.library.unt.edu/ark:/67531/metadc500260/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500260/"><img alt="The Effects of Counselor-Led Group Counseling and Leaderless Group Counseling on Anxiety, Self-Concept, and Study Habits Among High School Seniors" title="The Effects of Counselor-Led Group Counseling and Leaderless Group Counseling on Anxiety, Self-Concept, and Study Habits Among High School Seniors" src="https://digital.library.unt.edu/ark:/67531/metadc500260/small/"/></a></p><p>The problem with which this investigation is concerned is the comparison of the effects of two group counseling approaches upon selected counselee characteristics. The purpose of the study was the determination of the relative effectiveness of counselor-led group counseling and leaderless group counseling upon anxiety, self-concept, and study habits and attitudes among high school seniors. Forty of ninety-six Russellville, Arkansas, high school seniors who were referred for group counseling by their high school teachers and counselors were randomly selected as subjects. Thirty of the students were assigned in a random manner to three ten-member experimental groups. Ten of the students were assigned in a random manner to a control group. Following treatment each group was reduced to eight subjects each because of poor participation by a few subjects in each group. The IPAT Anxiety Scale, the Tennessee Self-Concept Scale, and the Survey of Study Habits and Attitudes were administered to all subjects prior to and after ten weeks of treatment.</p>A Rasch Rating Scale Analysis of the Brief Symptom Inventory2014-08-27T07:42:59-05:00https://digital.library.unt.edu/ark:/67531/metadc332636/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332636/"><img alt="A Rasch Rating Scale Analysis of the Brief Symptom Inventory" title="A Rasch Rating Scale Analysis of the Brief Symptom Inventory" src="https://digital.library.unt.edu/ark:/67531/metadc332636/small/"/></a></p><p>The problem of this study addresses a preliminary Rasch rating scale analysis of the Brief Symptom Inventory in relation to reliability and validity. Also, this investigator will utilize information provided by the latent trait psychometric model.</p>An Ethnographic Study of the Filial Therapy Process2014-08-27T07:42:59-05:00https://digital.library.unt.edu/ark:/67531/metadc332646/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332646/"><img alt="An Ethnographic Study of the Filial Therapy Process" title="An Ethnographic Study of the Filial Therapy Process" src="https://digital.library.unt.edu/ark:/67531/metadc332646/small/"/></a></p><p>Utilizing ethnographic methodology, this study examined and described the filial therapy process to provide an in-depth understanding of the process, the relations in progress, and effects on the parent, child, and parent/child relationship. This study supports filial therapy as a viable option for educating parents in effective parenting and training as agents of change. The results appear to be generalizable to other parents engaged in learning filial therapy since previous research reported similar findings.</p>Identification of the Adlerian Life Style: Development of an Instrument for Children2014-08-27T07:42:59-05:00https://digital.library.unt.edu/ark:/67531/metadc332676/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332676/"><img alt="Identification of the Adlerian Life Style: Development of an Instrument for Children" title="Identification of the Adlerian Life Style: Development of an Instrument for Children" src="https://digital.library.unt.edu/ark:/67531/metadc332676/small/"/></a></p><p>Alfred Adler's Individual Psychology emphasizes the uniqueness of individuals and describes the life style, or personality, as the unique and characteristic pattern of coping with and solving problems and interacting with other people. The purpose of this study was the development of a similar instrument that would quantitatively identify life styles in children.</p>Filial Therapy With Incarcerated Parents2014-08-27T07:42:59-05:00https://digital.library.unt.edu/ark:/67531/metadc332623/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332623/"><img alt="Filial Therapy With Incarcerated Parents" title="Filial Therapy With Incarcerated Parents" src="https://digital.library.unt.edu/ark:/67531/metadc332623/small/"/></a></p><p>This study was designed to determine the effectiveness of filial therapy on reducing the stress experienced by incarcerated parents; its ability to increase the acceptance level by those parents toward their children ; and to determine the effectiveness of filial therapy on improving the self concept of the children of incarcerated parents.</p>Goals of Behavior, Social Interest and Parent Attitudes in an Alternative School2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332276/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332276/"><img alt="Goals of Behavior, Social Interest and Parent Attitudes in an Alternative School" title="Goals of Behavior, Social Interest and Parent Attitudes in an Alternative School" src="https://digital.library.unt.edu/ark:/67531/metadc332276/small/"/></a></p><p>This study investigated whether students in an Alternative School differed significantly from students who remain on a regular high school campus on measures of goals of misbehavior which included the factors of attention, power, revenge, inadequacy, and on measures of social interest. This study also investigated whether the attitudes of parents of Alternative School students differed significantly from the attitudes of parents of regular campus students on the factors of confidence, causation, acceptance, understanding and trust.</p>Play Therapy with Low Achievers in Reading2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332263/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332263/"><img alt="Play Therapy with Low Achievers in Reading" title="Play Therapy with Low Achievers in Reading" src="https://digital.library.unt.edu/ark:/67531/metadc332263/small/"/></a></p><p>Play therapy in a school setting was studied to determine its therapeutic effectiveness on students' reading achievement, self-concept, and locus of control. The sample consisted of 24 students in two first grade classes who had been retained because of low achievement in reading. Instruments used in the study were the Gates MacGinite Reading Test, the Piers-Harris Children's Self-Concept Scale, and the Intellectual Achievement Responsibility Questionnaire.
Analysis of covariance, used to test the significance of the difference between the adjusted post-test means of the experimental and control groups, showed that participants in play therapy scored significantly higher in self-concept than did those who were not exposed to treatment. No statistically significant differences were found between the two groups in reading achievement or locus of control.
Since research has shown that low achievers in reading tend to have low self-concepts, it seems reasonable to assume that improved self-concept would be related to improved reading scores. The nature of such a possible relationship needs further study. Recommendations were made for integrating affective components into academic remediation programs, and suggestions for further research were made.</p>Comparison of the Effectiveness of Two Interentions for the Treatment of Agoraphobia2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332272/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332272/"><img alt="Comparison of the Effectiveness of Two Interentions for the Treatment of Agoraphobia" title="Comparison of the Effectiveness of Two Interentions for the Treatment of Agoraphobia" src="https://digital.library.unt.edu/ark:/67531/metadc332272/small/"/></a></p><p>The problem with which this investigation was concerned is that of treating agoraphobia with cognitive-behavioral group therapy and cognitive-behavioral group therapy combined with the drug alprazolam (Xanax). The purpose of the research was twofold. The first goal was to determine the relative effectiveness of the two treatment conditions on phobic behavior, anxiety, and depression. A second goal was to analyze the results and make recommendations concerning each of these modalities available to agoraphobics, their families, and to treatment specialists. The research design of this study was a randomized, pretest-posttest, experimental group design. The sample (N = 15) consisted of Group I (N = 7), who received behavioral-cognitive group therapy combined with the medication alprazolam, and Group II (N = 8), who received behavioral-cognitive group therapy only. The treatment included 15, 2-hour weekly group sessions, with the addition of a brief medication evaluation prior to each group meeting for Group I. During these sessions, the subjects received information about agoraphobia in the form of brief didactic segments, treatment materials, homework assignments, group interaction, and various forms of desensitization. Based on the findings of this study, the following conclusions were drawn: 1. Multidimensional behavioral-cognitive group therapy can significantly reduce phobic avoidance, anxiety, and depression associated with agoraphobia; and 2. Multidimensional behavioral-cognitive group therapy in combination with administration of alprazolam, can significantly reduce phobic avoidance and anxiety associated with agoraphobia.</p>Group Counseling as an Intervention in Anger Expression and Depression in Older Adults2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331909/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331909/"><img alt="Group Counseling as an Intervention in Anger Expression and Depression in Older Adults" title="Group Counseling as an Intervention in Anger Expression and Depression in Older Adults" src="https://digital.library.unt.edu/ark:/67531/metadc331909/small/"/></a></p><p>Depression is believed to be the most prevalent mental dysfunction among older adults, and depression and anger are frequently linked in theory and in therapy. This study was undertaken to determine whether participation in group counseling sessions would increase awareness and expression of anger and decrease depression levels in women aged 65 and older. Treatment group members were compared to a matching control group. Both groups completed the Anger Self Report Questionnaire and the Beck Depression Inventory. Comparison of the ASR subscale scores, Awareness of Anger, Expression of Anger, Guilt, Condemnation of Anger, and Mistrust, revealed no significant differences between the treatment and control groups. However, the treatment group scored significantly higher on the BDI than did the control group. Analysis of variance of the ASR and the BDI, and the variables upon which the treatment and control groups were matched revealed some significant differences, and comparison of the women in this study with the two groups upon whom the ASR was validated showed this study's older women scored significantly lower than the validation groups on the ASR. The author concluded that six sessions is not long enough to effect change in either anger awareness or expression in older women, and more time is needed to establish group cohesiveness in older populations than that generally thought to be needed for younger populations. Replication of the study with men and women, and replication of Khe study using a longitudinal design is recommended in order to determine whether awareness and expression of anger change with age, or whether differences between older and younger populations are due to historical and environmental influences.</p>Marriage Enrichment: the Use of Computers to Teach Communication Skills2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331913/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331913/"><img alt="Marriage Enrichment: the Use of Computers to Teach Communication Skills" title="Marriage Enrichment: the Use of Computers to Teach Communication Skills" src="https://digital.library.unt.edu/ark:/67531/metadc331913/small/"/></a></p><p>In this study, a computerized marriage enrichment program that gave couples instruction on communication skills and problem-solving was developed and tested. Couples completed the marriage enrichment courseware together on a computer. Forty couples from a metropolitan area in North Texas volunteered to complete the marriage enrichment courseware. Ten couples were randomly assigned to each of the following four groups: an experimental group that received the pretest followed by treatment and a post-test, a control-wait group that completed pre- and post-tests, an experimental group that received treatment followed by a post-test, and a post-test only control-wait: group. Three hypotheses were generated predicting that experimental subjects would significantly increase their marital communication skills following the treatment and that wives in the pre-test and experimental groups would achieve higher marital communication scores than would husbands. The dependent variable was the score on the Marital Communication Inventory (Bienvenu, 1970). Analyses of variance did not reveal any differences between husbands, wives, and couples at the pre- or post-tests. A three way analysis of variance revealed a significant main effect for treatment (p < .04), but no interaction effects were found. In related findings, a t-test on the post-test minus pre-test difference for wife's scores was significant beyond the .005 level of confidence. Pearson product-moment correlations between the amount of time spent on the marriage enrichment courseware and posttest scores suggested that couples who spent more time completing the program were more likely to achieve higher scores. A regression analysis confirmed the significance of time spent on increased post-test scores (p < .0085). Based on these findings, it seems appropriate to conclude that computerized marriage enrichment courseware is a promising approach for couples who spend at least two hours completing the material.</p>The Impact of a Nursing Program on Stress, Physical Illness, Anxiety, and Self-Concept of Participants in a Community College Nursing Program2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331716/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331716/"><img alt="The Impact of a Nursing Program on Stress, Physical Illness, Anxiety, and Self-Concept of Participants in a Community College Nursing Program" title="The Impact of a Nursing Program on Stress, Physical Illness, Anxiety, and Self-Concept of Participants in a Community College Nursing Program" src="https://digital.library.unt.edu/ark:/67531/metadc331716/small/"/></a></p><p>This research study was designed to investigate the relationship between participation in a nursing education program and the factors of stress, physical illness, anxiety, and self-concept experienced by the participants. Also, the study examined the relationship between age of participants and these same factors. The purposes of this study were (1) to determine if beginning and ending nursing students differ in stress, physical illness, anxiety, and self-concept, (2) to examine the relationship between age of nursing students and stress, physical illness, anxiety, and self-concept, (3) to provide information that may help develop a theoretical base concerning stressful life events and illness in nursing students, and (4) to provide information that may be beneficial with regard to future research involving stress, physical illness, anxiety, self-concept, and age in nursing students.</p>Comparison of Initial Session Play Therapy Behaviors of Maladjusted and Adjusted Children2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331993/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331993/"><img alt="Comparison of Initial Session Play Therapy Behaviors of Maladjusted and Adjusted Children" title="Comparison of Initial Session Play Therapy Behaviors of Maladjusted and Adjusted Children" src="https://digital.library.unt.edu/ark:/67531/metadc331993/small/"/></a></p><p>The initial session play therapy behaviors of maladjusted and adjusted children were compared to investigate the value of children's play for diagnostic purposes. The frequency and the intensity of 13 categories of play behaviors were considered as factors in discriminating maladjusted children from adjusted children. The 15 children in the maladjusted group had been referred by their parents for counseling but had not been in counseling previously, and their teachers had reported that they had exhibited two or more behaviors indicative of emotional disturbance. The 15 children in the adjusted group were rated by their teachers as exhibiting none of the behaviors Indicating emotional disturbance, and their parents recognized no need for counseling. All subjects were 5 to 9 years of age, and the two groups were matched for age and sex. The Play Behaviors Adjustment Rating Scale (PBARS) was used to rate each child's play behaviors in an initial videotaped 36-minute play therapy session. The frequency and the intensity were rated for thirteen play categories: exploratory, incidental, creative or coping, dramatic or role, relationship building, relationship testing, self-accepting, self-rejecting, acceptance of environment, nonacceptance of environment, positive attitudinal, ambivalent attitudinal, and negative attitudinal. The results of the chi-square analysis indicated that maladjusted children exhibited significantly more self-accepting and nonacceptance of environment behaviors as well as more intense dramatic or role behaviors and acceptance of environment behaviors than did adjusted children. Further investigation showed: (a) maladjusted girls expressed dramatic or role behaviors more often and more intensely than maladjusted boys, (b) maladjusted boys showed more self-accepting and nonacceptance of environment behaviors than maladjusted girls, (c) maladjusted boys exhibited more self-accepting behaviors than adjusted boys, (d) adjusted girls expressed more positive attitudinal behaviors than adjusted boys, and (e) adjusted boys engaged in more exploratory play and were more intense in negative attitudinal play than adjusted girls.</p>A Meta-Analysis of Studies on Self-Concept Between the Years of 1976 and 19862014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332076/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332076/"><img alt="A Meta-Analysis of Studies on Self-Concept Between the Years of 1976 and 1986" title="A Meta-Analysis of Studies on Self-Concept Between the Years of 1976 and 1986" src="https://digital.library.unt.edu/ark:/67531/metadc332076/small/"/></a></p><p>This meta-analysis investigated the efficacy of counseling to favorably change self-concept; the effectiveness of the Tennessee Self Concept Scale (TSCS) in measuring self-concept change; and whether the TSCS is consistent with other self-concept instruments in measuring self-concept change when used in the same research study. The meta-analysis inclusion criteria were: one or more psychotherapy or counseling treatments administered to the subjects; comparison of two groups, including an alternate treatment or control condition; investigated self-concept change; pre-post-test measurements of self-concept dependent variable were reported; sample was randomized and/or matched for equivalence; and sufficient information was reported to calculate or reconstruct an effect size.</p>The Relationship of Two Models of Supervision to Structural Family Therapy Outcome2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332055/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332055/"><img alt="The Relationship of Two Models of Supervision to Structural Family Therapy Outcome" title="The Relationship of Two Models of Supervision to Structural Family Therapy Outcome" src="https://digital.library.unt.edu/ark:/67531/metadc332055/small/"/></a></p><p>This study evaluated the relationship between two supervision models (live or delayed) to structural family therapy outcome. Eighteen families participated in this study for a maximum of ten family therapy sessions. Two indices of change were measured before and after family treatment, resolution or non-resolution of the family's presenting problem, and changes in family structure as measured by the FIAT. The Family Interaction Apperception Technique was used as the pre- and post-treatment measure of family structure. Presenting problem resolution or non-resolution was determined by the family's report and demonstration within the counseling session that the presenting problem was no longer a family concern. Problem resolution was judged by the case supervisor and reported on the Session and Problem Checklist.</p>Relationship of Sociometric Status to Counselor Evaluation Ratings and Selected Descriptive Variables2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332088/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332088/"><img alt="Relationship of Sociometric Status to Counselor Evaluation Ratings and Selected Descriptive Variables" title="Relationship of Sociometric Status to Counselor Evaluation Ratings and Selected Descriptive Variables" src="https://digital.library.unt.edu/ark:/67531/metadc332088/small/"/></a></p><p>The problem of this study was to assess sociometric status and selected variables relative to the selection and training of counselors. The relationship of sociometric status and six variables were investigated. The six variables were counselor evaluation rating, grade earned in a graduate course in group counseling, GRE score, chronological age, gender, and possibility of modification of preliminary perceptions of social choice by a graduate level course in group counseling. It was concluded that sociometrically highly chosen counselors-in-training tend to receive high counselor evaluation ratings. Those individuals who received high grades in a group counseling course that is part lecture and part experiential (participation in a laboratory group) also tended to receive high sociometric scores. This was not true for the students enrolled in a graduate admission seminar course that was all lecture. The sociometric status of counselors-in-training does not appear to be related to GRE scores, age, or gender. The mean sociometric status score of the group studied was not significantly modified by a graduate course in group counseling.</p>The Relationship Between Touch Behavior and Marital Satisfaction in Stable Marriages2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc332150/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc332150/"><img alt="The Relationship Between Touch Behavior and Marital Satisfaction in Stable Marriages" title="The Relationship Between Touch Behavior and Marital Satisfaction in Stable Marriages" src="https://digital.library.unt.edu/ark:/67531/metadc332150/small/"/></a></p><p>The relationship "between touch "behavior, marital satisfaction, and touch expectation in stable marriages was explored. Subjects included couples, married a minimum of seven years, chosen at random from a community of middle-class families. Spanier's Dyadic Adjustment Scale, Jourard's Body Accessibility Questionnaire, and a touch expectation question on the data sheet were utilized to measure each subject's level of marital satisfaction, touch behavior, and touch expectation. These instruments were hand delivered to each couple and returned by mail to the experimenter.</p>Social Interest in Specified Groups of Community College Students2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331379/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331379/"><img alt="Social Interest in Specified Groups of Community College Students" title="Social Interest in Specified Groups of Community College Students" src="https://digital.library.unt.edu/ark:/67531/metadc331379/small/"/></a></p><p>This study investigated the Adlerian concept of social interest m entering community college students to determine the predictive value of social interest for academic achievement and to determine the relationship between social interest and ethnicity and gender. Data for this study included age, gender, ethnic origin, high school class quarter, financial aid status, ACT Composite, grade point average, and scores on the Social Interest Scale. The results of stepwise multiple regression analyses revealed that the social interest scores did not contribute significantly to the prediction of academic achievement. The results of an analysis of variance indicated a significant difference in the social interest scores of Anglo-American, Black-American, and Mexican-American students but the Scheffe test for multiple comparisons did not indicate any significant differences among or between the three ethnic groups. The results of a two-tailed t-test for independent samples indicated no significant difference in the social interest scores of males and females.</p>Uniformed Military Counselors: Effects of Counselor Attire on Potential Client Initial Perceptions and Preferences2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331500/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331500/"><img alt="Uniformed Military Counselors: Effects of Counselor Attire on Potential Client Initial Perceptions and Preferences" title="Uniformed Military Counselors: Effects of Counselor Attire on Potential Client Initial Perceptions and Preferences" src="https://digital.library.unt.edu/ark:/67531/metadc331500/small/"/></a></p><p>This study was undertaken to investigate the influence of a military counselor s attire on potential clients expressed perceptions of and preferences for a counselor. Ninety volunteer participants were selected from a large southwestern Air Force base. Participants ranged in age from 18 to 46 years, with 68 male and 22 female volunteers. Rank was divided into 69 enlisted personnel (56 males and 13 females) and 21 officers (12 males and 9 females). Three videotapes were made depicting a counselor in three attire conditions: civilian; military officer; and military enlisted. A pilot study was completed which validated the research assumption that the videotapes differed only in the counselor's attire conditions. Participants were randomly assigned to three treatment groups. After each group was shown a videotape portraying the counselor in one of the three attire conditions, the participants were administered the Counselor Rating Form and the Referral Questionaire. The Counselor Rating Form is composed of three scales which assess perceptions of a counselors' trustworthiness, attractiveness, and expertness. The Referral Questionaire assesses subjects preferences to see a specific counselor in the event counseling is desired. Two main hypotheses, each having three subhypotheses, were developed for the study. The first hypothesis compared participants reactions to a counselor in civilian and military attire conditions. The second hypothesis compared participants' reactions to a counselor in two military attire conditions representing officer and enlisted ranks. Data was analyzed by analysis of variance procedures, with Scheffe' methods used, when appropriate, for multiple comparisons of mean scores.</p>History of Counseling Services in Hong Kong2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331420/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331420/"><img alt="History of Counseling Services in Hong Kong" title="History of Counseling Services in Hong Kong" src="https://digital.library.unt.edu/ark:/67531/metadc331420/small/"/></a></p><p>The purpose of this study was to trace the development of the counseling movement in Hong Kong from its beginning to the present and to examine future directions confronting those who work in the counseling field in Hong Kong.
Originating from social unrest in 1966 and 1967, the counseling movement began as an attempt to meet the society's developmental needs of self-expression and direction. Although not a formal program, the first known counseling service in Hong Kong was offered by Ben Fong in 1967 at the Yang Memorial Social Service Center. In 1969 the Hong Kong Federation of Youth Groups established the first formal counseling service in Hong Kong.
Institutions of higher education and foreigners played a major role in the development of early counseling services in Hong Kong. In 197 0, Peter Whyte, an Australian, organized a counseling service at the University Hong Kong. In 1971, Ken Locke, an American, established a counseling service at the Hong Kong Baptist College. Counseling services grew rapidly in the early 1970s, and a 1975 survey identified fifty-five agencies which reported providing counseling services.
In the mid-1970s, helping professionals were struggling with the issue of "What is counseling?" A significant developmental step was the establishment of a master's degree program in counseling at the Chinese University of Hong Kong in 1977. The first professional counseling organization, the Association of Psychological and Educational Counselors of Asia-Hong Kong Branch, was organized in 1979 and the first counseling journal was published in 1980. In 1984, the Education Department of the Hong Kong Government established guidance services in secondary schools.
The challenge for the counselors of Hong Kong in the 1990s relates to two foreseeable changes in the Hong Kong community, the Chinese recovery of the sovereignty of Hong Kong in 1997 and the aging of the population.</p>Play Therapy Behavior of Maladjusted and Adjusted Children2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331633/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331633/"><img alt="Play Therapy Behavior of Maladjusted and Adjusted Children" title="Play Therapy Behavior of Maladjusted and Adjusted Children" src="https://digital.library.unt.edu/ark:/67531/metadc331633/small/"/></a></p><p>The diagnostic value of children's play was investigated. The question explored was "Can maladjusted children be discriminated from adjusted children through observation of their play therapy behavior?"
The play of 15 maladjusted and 15 adjusted children 5 to 10 years of age was compared during an initial 36-minute play therapy session. Three scales of the Play Therapy Observational Instrument (PTOI)—emotional discomfort, social inadequacy, and use of fantasy-- were used to rate the children's play.
The children in the maladjusted group were referred by their parents for counseling and their teachers reported the children had exhibited one or more problem behaviors indicative of emotional disturbance. The children in the adjusted group were recommended by their teachers as exhibiting none of the problem behaviors and their parents did not believe their children needed counseling.
Discriminant function equations predicted correct group membership for 23 of the 30 children during the second 12-minute time segment and for the entire play session. The analysis showed the play behaviors on the emotional discomfort scale of the PTOI items discriminated maladjusted and adjusted children. During the second and third 12-minute time segments and when all three time segments were combined, maladjusted children's play expressed significantly more dysphoric feelings, conflictual themes, play disruptions, and negative self-disclosing statements than were expressed by the adjusted children (p < .01, .03, .01, respectively). There were no significant differences between the two groups on play behaviors measured by the social inadequacy play and use of fantasy play scales of the PTOI.
Positive correlations were found between the children's age and social inadequacy play behaviors and between the social status of the parents' occupations and social inadequacy play behaviors. The results also suggested a negative correlation between the social status of parents' occupations and the use of fantasy play scores. A negative correlation was present between the use of fantasy and the social inadequacy play scores.</p>Parent Adaptive Doll Play with Children Experiencing Parental Separation/Divorce2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331649/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331649/"><img alt="Parent Adaptive Doll Play with Children Experiencing Parental Separation/Divorce" title="Parent Adaptive Doll Play with Children Experiencing Parental Separation/Divorce" src="https://digital.library.unt.edu/ark:/67531/metadc331649/small/"/></a></p><p>Parent Adaptive Doll Play, a technique in an early stage of development, is designed for use by parents in assisting their young children to cope with the stresses of parental separation/divorce. The effects of technique implementation by parents of three- through six-year-old children were investigated. Data was collected before and after parents received training and implemented the technique over an eight-week period. Parents completed the Child Behavior Rating Scale, Burks' Behavior Rating Scales, the Parenting Stress Index, and the Parental Attitude Scale.
Twenty-two parents, reporting marital separation through separation and/or divorce, within 18 months prior to the beginning of the study, and reporting more than 50 percent physical custody of a three- through six-year-old child qualified for participation. Twelve children were experimental subjects and ten were control subjects. To determine differences between groups, a one-way analysis of covariance was performed on each post test variable. Positive differences were calculated in several areas of child behavior by parents of subjects in the experimental group. No significant differences between groups were found in any area of child behavior. The score which most closely approached significance, however, was found in the Burks' Behavior Rating Scale area of poor anger control.</p>Relationship Adjustment in Marriage as Influenced by Psychological Temperament and Family-of-Origin Socialization Experiences2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331650/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331650/"><img alt="Relationship Adjustment in Marriage as Influenced by Psychological Temperament and Family-of-Origin Socialization Experiences" title="Relationship Adjustment in Marriage as Influenced by Psychological Temperament and Family-of-Origin Socialization Experiences" src="https://digital.library.unt.edu/ark:/67531/metadc331650/small/"/></a></p><p>This research examined the influence of psychological temperament and family-of-origin socialization influences on relationship adjustment in marriage. The major goals were to determine: (a) if there was a relationship between the temperament of one mate in the marriage and the temperament of his or her spouse, and (b) if there was a relationship between the marital adjustment scores of a mate relative to either personal temperament or that of his or her spouse. A secondary purpose was to determine if certain family-of-origin socialization experiences influenced adjustment in marriage. One hundred seventy-nine couples (H = 358) completed three test instruments including the Myers-Briggs Type Indicator (Myers, 1962), Dyadic Adjustment Scale (Spanier, 1976), and the Socialization Background Questionnaire (Church, unpublished), along with a demographic questionnaire. The subjects, volunteers from 12 churches in a large metropolitan area, had mean ages of 35.3 and 33.6 years for husbands and wives, respectively, and had been married for an average of 10.1 years. Five hypotheses and two research questions were tested at the .05 level of significance. The results gathered did not support the hypothesis that there was a relationship between temperament type and mate selection. Similarly, no support was evidenced for any specific relationship between temperament and marital adjustment. On the Socialization Background Questionnaire, one relationship at the prescribed level of significance was present between husbands' self-concept and their marital adjustment scores. At the .10 significance level, there was also indication that husbands' marital adjustment was related to the acceptance they did or did not receive as children., regardless of the expectations held for them. Neither of these relationships was present with regard to wives' marital adjustment scores. The overall conclusions are that couples do not choose mates based on temperaments, that no relationship exists between temperament combinations and marital adjustment, and that socialization experiences affect marital adjustment differently for husbands and wives.</p>An Investigation of the Relationships Between Counselors' Physiological and Therapeutic Responses in a Low-Stress and High-Stress Counseling Encounter2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331651/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331651/"><img alt="An Investigation of the Relationships Between Counselors' Physiological and Therapeutic Responses in a Low-Stress and High-Stress Counseling Encounter" title="An Investigation of the Relationships Between Counselors' Physiological and Therapeutic Responses in a Low-Stress and High-Stress Counseling Encounter" src="https://digital.library.unt.edu/ark:/67531/metadc331651/small/"/></a></p><p>The problem with which this study is concerned is to examine whether relationships can be identified between a counselor's change in verbal and physiological responses when subjected to low-stress and high-stress producing counseling encounters. It was concluded that under high-stress as opposed to low-stress conditions 1) counselors' heart-rates increase and become more variable; 2) counselors' levels of verbal effectiveness are relatively uninfluenced; and 3) no consistent and predictable relationship can be identified between counselors' verbal and physiological functioning. Caution is strongly advised in generalizing to subjects separate from this study.</p>A Psychological Investigation of the Expressed Attitudes of Single Undergraduate College Students Toward Marriage and Family Life2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331681/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331681/"><img alt="A Psychological Investigation of the Expressed Attitudes of Single Undergraduate College Students Toward Marriage and Family Life" title="A Psychological Investigation of the Expressed Attitudes of Single Undergraduate College Students Toward Marriage and Family Life" src="https://digital.library.unt.edu/ark:/67531/metadc331681/small/"/></a></p><p>This study examined the attitudes of undergraduate college students toward marriage and family life. The students in the study lived in college residence halls located in the states of Arkansas, Louisiana, Oklahoma, and Texas in the southwestern portion of the United States. A survey instrument consisting of fifty-eight attitude statements and six demographic items was used to gather information for the study. All of the fifty-eight attitude statements were listed in the following ten cluster areas for easier accessibility: cohabitation and premarital sexual relations, marriage and divorce, childhood and child rearing, division of household labor and professional employment, marital and extramarital sexual relations, privacy rights and social needs, religious needs, communication expectations, parental relationships, and professional counseling services. The six demographic items included age, gender, ethnic background, year in school, parental status, and dating experience .</p>Counselor Perception of Selected Client Attributes and the Relationship of These Perceptions to the Counselors' Own Possession of These Same Attributes2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331686/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331686/"><img alt="Counselor Perception of Selected Client Attributes and the Relationship of These Perceptions to the Counselors' Own Possession of These Same Attributes" title="Counselor Perception of Selected Client Attributes and the Relationship of These Perceptions to the Counselors' Own Possession of These Same Attributes" src="https://digital.library.unt.edu/ark:/67531/metadc331686/small/"/></a></p><p>The purposes of this study were to determine the accuracy of counselor perception of client attributes after an initial interview, to determine the relationship that exists between counselors' perceptions of a client's attributes and the counselors' possession of the same attributes, to determine the accuracy of counselor self-perception and to determine whether there were significant differences between counselors who are accurate perceivers and counselors who are inaccurate perceivers of client attributes. The findings pointed to the need for more training in the area of person perception in the master's level counseling program. This need is two-fold. First, counselors-intraining need to become more aware of their own personality, needs and emotions and how these might affect what they see in their clients. Second, counselors-in-training need to become more aware of personality attributes, needs, and emotions in their clients.</p>Developing Social Interest in Juvenile Delinquents2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331687/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331687/"><img alt="Developing Social Interest in Juvenile Delinquents" title="Developing Social Interest in Juvenile Delinquents" src="https://digital.library.unt.edu/ark:/67531/metadc331687/small/"/></a></p><p>Male youths ages 13-18 incarcerated at two minimum security detention facilities participated in a program to determine if Alfred Adler's concept of social interest could be developed through group interactions led by non-professionals.
The youths answered a self-report attitudinal scale, the Sulliman Scale of Social Interest and were rated by their classroom teachers on the Behavior Dimensions Rating Scale as pre-test measures. Volunteers from a liberal arts college sociology classes were randomly assigned to work in male-female pairs over a ten week period of time with the experimental population. These pairs led their constant group of incarcerated youths in ninety minute discussion sessions once per week for the duration of the program. Structured human relations exercises specifically designed to encourage elements of social interest; belonging, cooperation, and significance were assigned for each of the sessions. At the end of ten weeks, the youths in the experimental groups and the control population were tested again on the two scales.
The results of Pearson Product Moment Correlations Test indicated no relationship between attitude and behavior for either the experimental or control groups on the pre-test and the post-test.
A Mann Whitney U t-test indicated a highly significant increase in the social interest of the experimental group at the end of the program. While the control group showed no change over the course of the ten weeks, those who participated in the developmental groups increased their scores on the Sulliman Scale of Social Interest by an average of 12 points. Another Mann Whitney U t-test indicated that there was no difference between the social interest of Caucasian and non-Caucasian youths.</p>History of Guidance in the United States2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331693/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331693/"><img alt="History of Guidance in the United States" title="History of Guidance in the United States" src="https://digital.library.unt.edu/ark:/67531/metadc331693/small/"/></a></p><p>Among the social sciences, guidance is relatively young, having evolved out of the American social experience with its concern for the welfare of the individual. As an independent discipline, guidance is about seventy years old. However, the foundations for guidance are imbedded in the nation's historical past. Beginning with seventeenth-century New Englanders, who stressed religious and economic reasoning, a systematic approach to occupational selection began. By the close of the colonial period, the precedent of freedom of choice of vocation and educational opportunity was well established.</p>Elder Abuse: A Multi-Case Study2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331213/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331213/"><img alt="Elder Abuse: A Multi-Case Study" title="Elder Abuse: A Multi-Case Study" src="https://digital.library.unt.edu/ark:/67531/metadc331213/small/"/></a></p><p>This descriptive study with quantitative aspects examined the phenomenon of elder abuse through the systematic review of 60 cases of elder abuse. Cases were randomly selected from the files of an Adult Protective Services agency in the North Central Texas area. Research questions examined the characteristics of the victims and abusers, types and duration of abuse, descriptions of abusive situations, the reporting and verification of abuse, case management strategies utilized by caseworkers, and the consequences of those strategies. The results of this study point to the probability of the elderly abuse victim being 75 years of age or older, female, white, and widowed. There did appear to be some connection between race and type of abuse with white victims more likely to experience physical and financial abuse. Approximately half of the elderly abuse victims had severe limitations in physical and/or mental functioning leading to some degree of dependence upon their abusers. However, eighty percent of the elderly victims resided in their own homes and half of these individuals were functionally independent. This study provided descriptions of the various types of abuse that were observed: physical, financial, emotional, passive neglect, and active neglect. Financial abuse was noted most frequently, and multiple types of abuse were noted in most cases with the combination of physical, financial, and emotional abuse being observed most frequently. Fifteen different categories of case management strategies were examined, averaging four different assistance strategies per case. Legal services appeared to be the most often refused form of assistance. This study also found no evidence that those who abuse the elderly are being prosecuted.</p>Effectiveness of a Stress Reduction Training Program for Women2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331214/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331214/"><img alt="Effectiveness of a Stress Reduction Training Program for Women" title="Effectiveness of a Stress Reduction Training Program for Women" src="https://digital.library.unt.edu/ark:/67531/metadc331214/small/"/></a></p><p>The problem of this study was to determine the effectiveness of a stress-reduction training program for women. The purposes were (1) to compare the training program with a group counseling program, (2) to determine the effect of the selected personality characteristics of field dependence, perceived anxiety, and anxiety proneness on perceived stress, and (3) to provide counselors with information concerning the reduction of stress in women.</p>The Student Service Related Problems of International and English as a Second Language Students in a Selected Community College2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331264/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331264/"><img alt="The Student Service Related Problems of International and English as a Second Language Students in a Selected Community College" title="The Student Service Related Problems of International and English as a Second Language Students in a Selected Community College" src="https://digital.library.unt.edu/ark:/67531/metadc331264/small/"/></a></p><p>The study focused on the student service related problems of culturally distinct groups of students attending a community college. The groups selected for the study were sixty international students and sixty English as a Second Language students. The researcher administered the Michigan International Student Problem Inventory, an instrument which has been widely used to indicate foreign students' problems. Combining the use of naturalistic research methodology, the researcher utilized an indepth interview to document the problems they were facing. Patterns and trends among the problems were analyzed and reported. The results indicated that many international students experienced concerns in the area of financial aid, had difficulties with some of the immigration regulations and work restrictions, and experienced forms of racial and social discrimination. The English as a Second Language students tended to experience most difficulties in the area of English language functioning but also experienced problems related to academic functioning and making friends. The student service areas most closely related to the international students' concerns were Financial Aids, Admissions, Placement, Counseling, and English Language Services. English as a Second Language students' problems were most closely related to the areas of English Language Services, Admissions, Counseling, and Academic Advisement. Recommendations generated by the study include the development of a new instrument to include topics generated by the students in the open-ended section of the questionnaire, a translation of the instrument into the major languages of the English as a Second Language population, and the need for future research on subgroups of the populations who indicated a greater number of problems than the others. Institutional recommendations are included which focus on how the college could address the problems which the students identified.</p>The Relationship Among Stress, Anxiety, Self Concept, Social Support and Illness in Children2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331304/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331304/"><img alt="The Relationship Among Stress, Anxiety, Self Concept, Social Support and Illness in Children" title="The Relationship Among Stress, Anxiety, Self Concept, Social Support and Illness in Children" src="https://digital.library.unt.edu/ark:/67531/metadc331304/small/"/></a></p><p>This research study was designed to investigate the relationships of stress, anxiety, self concept, social support and illness in children and to examine the potential of specific cognitive mediating variables, self concept and anxiety, and an external mediating variable, social support and an interaction between self concept and social support, to significantly increase the efficiency of stress as a predictor of children's illness. The purposes of this study were (1) to determine if stressful life events, anxiety, self concept, social support, sex and illness are related in children, (2) to determine if stressful life events are an adequate predictor of illness in children, (3) to determine if a combination of anxiety, self concept and social support will increase the predictive efficiency concerning illness in children, (4) to provide information that may help develop a theoretical base concerning stressful life events and illness in children, and (5) to provide information that may be beneficial with regard to future research involving stress, anxiety, self concept, social support, sex and illness in children.</p>Parents as Therapeutic Agents: A Study of the Effect of Filial Therapy2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331345/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331345/"><img alt="Parents as Therapeutic Agents: A Study of the Effect of Filial Therapy" title="Parents as Therapeutic Agents: A Study of the Effect of Filial Therapy" src="https://digital.library.unt.edu/ark:/67531/metadc331345/small/"/></a></p><p>The problem with which this investigation was concerned was that of the use of parents as therapeutic agents. The purpose of this study was twofold. The first was to determine the effect of filial therapy on parental acceptance, self-esteem, parent-child relationship, and family environment. A second was to analyze the results and make recommendations concerning the effectiveness of filial therapy as a treatment modality for parents and their children.
The experimental design of the study was a nonrandomized, pretest-posttest, control group design.The sample (N=47) consisted of the experimental group (parents N=15, children N=9) who received filial therapy and the control group (parents N=12, children N=ll) who did not. The treatment included ten, two hour weekly parent training sessions. During these sessions the parents were taught the principles of client-centered play therapy and were instructed to conduct weekly one-half hour play sessions at home with their own children.
Based on the findings of this study, the following conclusions were drawn: 1) Filial therapy does significantly increase the parents' feeling of unconditional love for their children and 2) Filial therapy does significantly increase the parents' perception of expressed conflict in their family. In addition to the statistically significant results, there were some important trends which were mentioned as directional conclusions. These qualitative judgments include: 1) Filial therapy may be an effective treatment for increasing parents' acceptance of their children, especially parents' feelings of unconditional love; 2) Filial therapy may be a somewhat effective treatment for increasing self-esteem, yet more effective in increasing parents' self-esteem than children's self-esteem; 3) Filial therapy may be an effective treatment for increasing the closeness of the parent-child relationship without altering the authority hierarchy; 4) Filial therapy may influence the family environment, especially in the areas of expressiveness, conflict, independence, intellectual-cultural orientation, and control; and 5) Filial therapy may be an effective treatment for increasing parents' understanding of the meaning of their childrens' play.</p>A Comparison of Profiles of Success in Two Instructional Methods2014-08-22T18:00:56-05:00https://digital.library.unt.edu/ark:/67531/metadc331178/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc331178/"><img alt="A Comparison of Profiles of Success in Two Instructional Methods" title="A Comparison of Profiles of Success in Two Instructional Methods" src="https://digital.library.unt.edu/ark:/67531/metadc331178/small/"/></a></p><p>The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students.
The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters.
Consideration of the data findings of this study permitted the following conclusions:
1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format.
2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format.
3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method.
4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods.
5. There are differences between completers and noncompleters of courses regardless of instructional method.</p>