Electromagnetic aftereffects of near-death experiences.

Electromagnetic aftereffects of near-death experiences.

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

Counseling Students' Technological Competence

Date: August 2003
Creator: Bullock, Melanie M.
Description: Technology has a profound influence on how business, education, entertainment, and interpersonal communications are conducted. Mental health professionals have been exploring how technology can support and enhance client care since the 1960s. In the last decade the influence of technology in the practice of counseling has increased dramatically. As the use of technology increased, so did the expectations for counselor preparation programs to include technology instruction. In 1999, the Association for Counselor Education and Supervision (ACES) developed the Technical Competencies for Counselor Education Students: Recommended Guidelines for Program Development. This study examines the technological competence of counseling students at one southwestern university based on the ACES recommendations.
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An analysis of the benefits of the Student Success Initiative in the 3rd and 5th grades in a district in Texas.

An analysis of the benefits of the Student Success Initiative in the 3rd and 5th grades in a district in Texas.

Date: May 2007
Creator: Neblett, Pamela S.
Description: The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing standard on the TAKS test and were retained during the 2005-2006 school year. The population of this study included 33 3rd graders and 49 5th graders who were retained during the 2005-2006 school year due to not meeting the promotion requirements of the SSI. There was also a second population of 49 5th graders who were retained in 3rd grade during the 2003-2004 school year due to not meeting the promotion requirements of the SSI. These students were enrolled in the 5th grade for the first time during the ...
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The relationship between Adlerian personality priorities of clients and counselors and the therapeutic working alliance.

The relationship between Adlerian personality priorities of clients and counselors and the therapeutic working alliance.

Date: May 2007
Creator: Shojaian, Gina Christine
Description: The purpose of this research was to determine if a relationship exists between quality of the therapeutic working alliance and counselors' and clients' Adlerian personality priorities. Variables included counselors' and clients' Adlerian personality priorities and ratings of working alliance. Information for counselors' and clients' Adlerian personality priorities was obtained on the Allen Assessment for Adlerian Personality Priorities (AAAPP; Allen, 2005). Working alliance was measured with the Working Alliance Inventory- short revised (WAI-SR; Hatcher & Gillaspy, 2006). Participants included 14 counselors and 31 clients from a community counseling clinic on a university campus in the southwest United States. Results suggested that match between counselors' and clients' Adlerian personality priorities is related to counselors' perceptions of quality of the therapeutic working alliance. Statistically significant values were found on one hypothesis, as well as large effect sizes.
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Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study

Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study

Date: May 2007
Creator: Lee, Eunah Kim
Description: This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) ...
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Interest Differentiation and Profile Elevation: Investigating Correlates of Depression, Confidence, and Vocational Identity

Interest Differentiation and Profile Elevation: Investigating Correlates of Depression, Confidence, and Vocational Identity

Date: May 2007
Creator: Davis, Greta Ann
Description: Using a correlational design, this study examined relationships among and between differentiation, profile elevation, gender and educational level (predictors) and depression, confidence, and vocational identity (criterion). Clients presenting for counseling services (n = 90) with a career concern at a large, metropolitan university were included in the study. Six assumptions were examined using three single hierarchical regression analyses to reveal relationships among and between variables. Two research assumptions were confirmed at the .05 level of significance. Bivariate correlations were computed to examine the structure coefficients. Beta weights and structure coefficients were examined to determine the relative contribution of the predictors in the regression model. Results indicated that differentiation, profile elevation, gender and educational level did not predict significant variance in depression and vocational identity. However, differentiation, profile elevation, and educational level did significantly predict confidence (p< .0001).
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Relationships Among and Between Early and Late Freshmen Admission Applications and Academic Persistence

Relationships Among and Between Early and Late Freshmen Admission Applications and Academic Persistence

Date: August 2010
Creator: Hale, Lynne Rochelle
Description: This quantitative study investigated relationships among and between university early and late admitted freshmen and academic performance and persistence. The participants in this study consisted of 3,197 early freshmen applicants and 309 late freshmen applicants admitted at a large southwestern student centered public research university over the course of the year prior to the fall 2008 academic year. Significant results, using a statistical significance level of p < .05, were reported for the majority of variables examined: chi-square analysis revealed a significant relationship between application date and ethnicity; independent-samples t-tests revealed significant differences in SAT scores; 78.06% of late applicants were male compared to 40.83% of early applicants; mean GPA of early applicants was 2.62 compared to 2.18 among those who applied late; and lastly, 76.62% of early applicants returned the following year in comparison to 57.42% of late applicants. The results of this study provide preliminary support for the examination of admission policies and procedures in relation to late application. Recommendations are made for advising, counseling, and other interventions that may ease the transition of freshmen late applicants while enhancing retention and persistence.
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Relationship between child centered play therapy and developmental levels of young children: A single case analysis.

Relationship between child centered play therapy and developmental levels of young children: A single case analysis.

Date: December 2007
Creator: Garofano-Brown, April
Description: This study used a single case design to explore the relationship between individual child-centered play therapy on children with developmental delays by examining its effectiveness in: 1) increasing measured developmental age; 2) reducing problematic behaviors related to developmental delays; and 3) increasing developmentally appropriate behaviors. Three participants were assessed weekly with both developmental and behavioral measures during the three phases of the study: baseline, intervention, and follow up. Additionally, parents of the participants completed behavioral measures at pretest, midpoint, and posttest administrations. The participant's weekly standard scores were graphed and results were examined separately using visual analyses. Changes between phases: non-intervention baseline, intervention, and non-intervention follow-up were examined; specifically, the level, trend, and variability of the data across the phases were examined. Each of the three participants served as their own control group in this single case analysis and their results, and all three of the participants demonstrated improvement on the developmental measures after receiving the play therapy intervention. Results from this single case analysis suggest the need for further replication, use and reporting of single case interventions and designs, to promote the efficacy of counseling interventions and to potentially enhance the literature and research base for evidence based interventions.
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Child-Centered Group Play Therapy with Children Experiencing Adjustment Difficulties

Child-Centered Group Play Therapy with Children Experiencing Adjustment Difficulties

Date: August 2000
Creator: McGuire, Donald E.
Description: This research study investigated the effectiveness of child-centered group play therapy with children experiencing adjustment difficulties. Specifically, this study determined the effectiveness of child-centered group play therapy in: (a) improving self-concept, (b) reducing externalizing, internalizing, and overall behavior problems, (c) enhancing emotional and behavioral adjustment to the school environment, and (d) increasing self-control of kindergarten children experiencing adjustment difficulties. Also investigated were child-centered group play therapy effects on reducing parenting stress of the parents of kindergarten children experiencing adjustment difficulties. The experimental group consisted of 15 kindergarten children who received one 40-minute child-centered group play therapy session per week, for twelve weeks. Group facilitators were play therapists who were doctoral students at the University of North Texas. The control group consisted of the 14 kindergarten students that had been assigned to the control group in Baggerly's (1999) study. Before the group play therapy sessions began and after termination of the sessions: the researchers administered the Joseph Pre-School and Primary Self-Concept Screening Test; parents completed the Child Behavior Checklist-Parent Report, Self-Control Rating Scale, Filial Problem Checklist, and Parenting Stress Index; and teachers completed the Child Behavior Checklist-Teacher Report, Early Childhood Behavior Scale, and Self-Control Rating Scale. Although the general results of ...
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