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Filial Therapy with Israeli Parents

Description: The purpose of this study was to determine the effectiveness of an intensive version of the Landreth (2002) 10-week filial therapy model as a method of intervention for children of Israeli parents living in Israel. This study was designed to determine the effectiveness of intensive filial therapy training in (a) reducing internalizing behavior problems of Israeli children; (b) reducing externalizing behavior problems of Israeli children; and (c) reducing overall behavior problems of Israeli children. A second purpose of this study was to determine the effectiveness of intensive filial therapy training with Israeli parents in increasing the parents' (a) empathic responsiveness with their children; (b) communication of acceptance to their children; (c) allowance of self-direction by their children; (d) involvement in their children's play activities; (e) feelings of efficacy as parents; and (f) reduction of parental stress. The experimental group consisted of fourteen Israeli children who their parents received nine intensive Filial Therapy training sessions within a five week period and had seven parent-child play sessions. The non-treatment comparison group consisted of thirteen Israeli children whose parents received no treatment. Parents in the study completed the Hebrew version of the Child Behavior Checklist, the Parenting Stress Index, and conducted pre-test and post-test play sessions for the Measurement of Empathy in Adult-Child Interaction. Multivariate Analysis of Covariance revealed the children in the experimental group significantly reduced external behavior problems. The results also revealed the parents in the experimental group significantly reduced parental stress and significantly increased communication of empathy to their children.
Date: December 2003
Creator: Kidron, Michal
Partner: UNT Libraries

Required Counseling Provided Within a Counselor Training Program: Its Effect on Self-Awareness and the Impact of Ethical Concerns on the Experience

Description: This study examined the experience of 140 students in a counselor training program that required students to participate in 10 sessions of individual counseling during their training program in order to increase their self-awareness. Students had the option of fulfilling the requirement through being counseled either by more advanced students within the training program or by mental health professionals outside the program. Results indicated that students in both settings reported a significant increase in their self-awareness. Students who fulfilled the requirement in a setting outside of the counseling program clinics reported a significantly higher increase in self-awareness than those who fulfilled the requirement within the counseling program clinics. Students' reports of increased self-awareness did not vary by their stages of progress through the program. Participants reported significant ethical concerns regarding confidentiality and dual relationships that reportedly reduced the beneficial impact of the counseling experience. Students who fulfilled the counseling requirement within the counseling program clinics experienced significantly greater ethical concerns than did those who fulfilled the requirement outside the program clinics. As with effect on self-awareness, stage in the program was not related to impact of ethical concerns on the required counseling experience. The overwhelming majority (91.4%) of participants supported requiring counselors in training to experience their own personal counseling. The majority of the students (58%) recommended that either a counseling program clinic or somewhere outside the program would be equally acceptable settings for future students to obtain the counseling. Of the remaining students, nearly equal numbers recommended a counseling program clinic (18%) as recommended an outside setting (24%). Potential benefits and costs to requiring individual counseling for counselors in training were examined. Advantages and disadvantages to providing the counseling within program clinics were discussed, as were various options for providing the counseling.
Date: December 2003
Creator: Oden, Kathryn A.
Partner: UNT Libraries

Clinical and Educational Efficacy of a University-Based Biofeedback Therapy Clinic.

Description: This study is a qualitative analysis and a quantitative analysis of all peripheral biofeedback client data files of the University of North Texas Biofeedback Research and Training Laboratory since its establishment in 1991 and through the year of 2002. The purpose of this study is to evaluate the clinical and educational efficacy of the BRTL. Clients' electromyography and temperature measures, self-report of homework relaxation exercises and progress, and the pre- and post-Stress Signal Checklist were reviewed and analyzed. In regard to clinical efficacy, results indicate statistically significant changes in both temperature training and muscle tension training as a whole group. When divided into subtypes based on the clients' primary presenting problem, findings indicate statistical significance in chronic pain, tension headache, and temporomandibular jaw pain on temperature training, and show statistical significance in chronic pain, tension headache, hypertension, migraine headache, stress, and temporomandibular jaw pain on muscle tension training. When analyzing the Stress Signal Checklist, only 25% of clients had complete information on both pre- and post-Stress Signal Checklist. For these 25%, 87.5% reported symptoms decreased. When reviewing the clients' self-reported progress in therapist's session notes, there is no procedure for computing a treatment success to failure ratio due to the inconsistency of therapists in recording clients' statements. This study also identifies three basic biofeedback learning curves that show how people learn self-regulation skills in biofeedback therapy: 1) steady state and trainable (low variability), 2) phasic state and trainable (high variability), and 3) phasic state and low trainable (high variability).
Date: December 2003
Creator: Shiau, Shwu-Huey
Partner: UNT Libraries

Impact of Texas Counselors' Network on students: A preliminary study.

Description: This study assessed the impact of the Texas Counselors' Network (TCN) on students of counselors who attended TCN workshops. TCN is a professional organization created in 1996 for the professional development of counselors. TCN impacts primary and secondary school students by providing counselors with selected skills to assist them in helping students. In theory, TCN thus impacts these students by improving overall skills of participating counselors. This study assessed the progress of students before and after implementation of TCN. Students' progress was considered in four areas: Texas Accountability Assessment Scores (TAAS), attendance rates, dropout rates, and high school student enrollment in technical programs. The current study compared student performance in the above four areas during a two to three year period prior to the establishment of TCN, with the initial six years of TCN existence. This study examined data attained through the Texas Educational Agency (TEA) Website using their Academic Excellence Indicator System (AEIS) for four regional TCN groups. The study used a paired t-test to compare the performance of students before versus after counselor participation in network workshops. The findings indicated that overall, counselor participation in TCN could have a significant effect on student performance. In fact, eight tests were run and all were found significant at the .05 alpha level.
Date: August 2004
Creator: Holmes, Janet
Partner: UNT Libraries

The WASI™ as a Screening Tool for Counselors in the Referral Decision for a Neuropsychological Evaluation

Description: When a client has cognitive impairment resulting from cerebral dysfunction (CD) that goes undiagnosed and, therefore, untreated, psychotherapy and rehabilitation outcome is likely to be impacted negatively. Due primarily to managed care, screening for CD has reduced substantially. Master's level counselors need a cost-efficient way to detect possible CD and, thus, justify referral for neuropsychological evaluation. This study examined the Wechsler Abbreviated Scale of Intelligence™ (WASI™) instrument's ability to screen for possible CD by examining the relationship between a) WASI Performance IQ (PIQ) and Verbal IQ (VIQ) scores and neuropsychological test scores, and b) the VIQ-PIQ discrepancy and the severity of disability. In this retrospective study, test scores were extrapolated from neuropsychological assessments conducted between 2001 and 2004 on 73 CD-diagnosed adults at a CARF accredited rehabilitation facility. Disability severity ratings of mild, moderate, and severe were assigned based on clinical judgment and interrater agreement. The assessment battery included the WASI and several neuropsychological tests: Halstead-Reitan TPT, TMT-A and B, and FOT; WMS-III VR-I and 2, LM-1 and 2, and MC; McCarron-Dial HVDT; SDMT; and SCT. Based upon a multitrait-multimethod matrix, mild to moderate convergent and discriminant validity was found with the WASI VIQ and PIQ traits among neuropsychological verbal and performance measures. Statistically, the SCT, TMT-A, and HVDT-right shape were most predictive of the PIQ, and the WMS-III LM-2 and MC were most predictive of the VIQ. VIQ-PIQ discrepancy did not predict severity of disability, but IQ means and subtest scores between the mild and severe groups were significantly different. Results indicated that WASI VIQ-PIQ discrepancy did not detect CD. However, WASI subtest scores of 40 or lower may justify further evaluation of potential CD. Contrary to the WASI manual, Similarities and Block Design rather than Vocabulary and Matrix Reasoning subtest scores may be more predictive of CD. This ...
Date: August 2004
Creator: Snowden, Marie Dillon
Partner: UNT Libraries

Adapting Filial Therapy for Families who have a Child with a Life-Threatening Illness

Description: Utilizing a collective case study design, I examined and described the filial therapy (FT) process and adaptations discovered to be necessary and unnecessary in working with families who have a child with a life-threatening illness in the hospital setting. Data from a total of 7 parents was utilized, including those who terminated early, in order to gain a greater understanding of adapting FT for families who have a child with a life-threatening illness and their participation patterns. The parents attended 10 one- to two-hour FT sessions. The data was analyzed to examine for themes, patterns and relationships intrinsically with each case participant, as well as across cases. Analysis indicated that parents with a child with a life-threatening illness had great difficulty committing to attend FT; and a high rate of attrition occurred for those who did commit. A theme regarding flexibility was found to be of eminent importance in a variety of manifestations including therapeutic methods, session format, location and time of sessions, and intense vs traditional FT. Therapeutic adaptations in flexibility found to be important including openness to cathartic and personal parenting sessions, tolerance of forgetfulness, and lowering typical therapeutic concerns of dependency in the relationship. An inability for parents in this situation to benefit from intense FT methods was also noted. Changes noted in the child of focus included increased confidence, increased cooperation in the medical setting, increased communication with the parent and with medical staff regarding medical issues, and increased communication with the parent regarding personal feelings and issues. Changes noted in the parents included increased confidence in parenting skills, increased awareness of the child's perceptions of the environment, increased tolerance in allowing the child to struggle in and out of the medical setting, with both emotional and physical pain in order to gain coping skills, increased ...
Date: August 2004
Creator: Steen, Rheta LeAnne
Partner: UNT Libraries

An Examination of the Relationships Between Affective Traits and Existential Life Positions

Description: There were two major goals of this study - to examine validity of scores for the Boholst Life Position Scale and to examine potential associations between life positions and affective traits. Two hundred seventy-seven students enrolled in undergraduate psychology classes at a large university volunteered for the study. Concurrent validity of scores for the life position scale was supported based on two compared instruments. Pearson product-moment correlations for the comparisons were -.765 and .617, both statistically significant at the p < .001 level. Factor analysis demonstrated that the scale could accurately be conceptualized as consisting of two factors - an "I" factor and a "You" factor. MANOVA, ANOVA, multiple linear regression, and canonical correlation analysis were used to examine associations between life positions and the affective traits of angry, sad, glad, social anxiety, loneliness, and satisfaction with life. Subjects were catagorized into four groups representing their life position: "I'm OK, you're OK," "I'm OK, you're not OK," "I'm not OK, you're OK," and "I'm not OK, you're not OK." A MANOVA employing life position as the independent variable with four levels and the six affective traits as the dependent variables demonstrated statistical significance (p < .001 level) and h2 was .505. All six separate ANOVAs, with life position as the independent variable and each separate affective trait as the dependent variable, revealed statistical significance (p < .001) and h2 varied from a high of .396 for the sadness variable to a low of .116 for social anxiety. Six separate multiple linear regression equations using two independent variables, a measure of self-esteem and a measure of the perceived OK-ness of others, and each separate affective trait as the dependent variable, showed statistical significance (p < .001). The average Adjusted R2 was .475. Both canonical correlation functions were statistically significant (Rc12 = ...
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Date: August 2004
Creator: Wiesner, Van
Partner: UNT Libraries

Effects of Culturally Responsive Child-centered Play Therapy Compared to Curriculum-based Small Group Counseling with Elementary-age Hispanic Children Experiencing Externalizing and Internalizing Behavior Problems: a Preliminary Study.

Description: This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the ...
Date: December 2004
Creator: Garza, Yvonne
Partner: UNT Libraries

Effects of Child-Centered Play Therapy and Curriculum-Based Small-Group Guidance on the Behaviors of Children Referred for Aggression in an Elementary School Setting

Description: The purpose of this study was to determine the effectiveness of child-centered play therapy and curriculum-based small-group guidance on the behaviors of aggressive children in an elementary school as determined by (a) the reduction of aggressive behaviors, (b) the decrease in internalizing problems, and (c) the decrease in externalizing problems of aggressive children. Two types of behavioral instruments, the Behavioral Assessment System for Children-Teacher Rating Scale/Parent Rating Scale and the Child Behavior Checklist-Caregiver/Teacher Report Form, were used to provide multiple measures of the same construct in this matched pretest-posttest comparison group experimental designed study. Qualitative data was also collected. The population studied was comprised of 37 volunteer children identified as aggressive in kindergarten through fourth grade, ages 5-12, who qualified for counseling services at a Title I public elementary school in North Texas . Children who were referred by teachers and parents, and met the required criteria, were matched in pairs on grade level and randomly assigned to one of the two real-world setting interventions; play therapy treatment group (n=20), which received 12-15 individual child-centered play therapy sessions, or the curriculum-based small-group guidance group (n=17), consisting of 12-19 lessons. Major strengths of the study included utilizing students referred for counseling due to behavioral difficulties (students demonstrating at-risk and clinically significant aggressive behaviors) and servicing them at school, a real-world setting. Another strength was the use of 30-minute play therapy and guidance sessions, which conform to typical school practice. Twelve hypotheses were tested using two-factor mixed repeated measures and eta squared. The data of this study tentatively support the effectiveness of both modalities in decreasing the aggressive behaviors, internalizing problems, and externalizing problems of aggressive children. The data seems to indicate that school-based child-centered play therapy is as effective at improving the behaviors of aggressive children as a nationally recognized guidance ...
Date: December 2004
Creator: Schumann, Brandy R.
Partner: UNT Libraries

Assessing the Adlerian Personality Priorities: A Formal Instrument for Therapeutic Practice

Description: The purpose of this study was to develop an effective formal instrument to assess the Adlerian personality priorities. The development of the Allen Assessment for Adlerian Personality Priorities, AAAPP, seeks to provide a strong comparability to assessing the Adlerian construct of personality priorities as the counselor interview. One hundred and seven participants were given the 1st administration of the AAAPP, Social Interest Scale and a demographic survey. Sixty-four participants completed a 2nd administration of the AAAPP two weeks later. Twenty participants experienced a counseling interview following the 2nd administration. The methods used to evaluate the validity and effectiveness of the AAAPP included: face validity, predictive validity, construct validity, test-retest reliability, multiple regression, Guttman split-half reliability and the Spearman Brown reliability.
Date: May 2005
Creator: Allen, Elizabeth Gayle Soules
Partner: UNT Libraries

Effects of a Trained Therapy Dog in Child-Centered Play Therapy on Children's Biobehavioral Measures of Anxiety

Description: This study was concerned with reducing children's anticipatory anxiety when entering mental health services for the first time. The purpose of this study was to determine whether combining two effective modalities, play therapy and animal-assisted therapy, would be effective in decreasing children's biobehavioral measurements of anxiety. Specifically, this study examined the effects of the presence of a trained therapy dog during one individual 30-minute play therapy session. The experimental group consisted of 26 children who received one individual 30-minute play therapy session with the presence of a trained therapy dog. The comparison group consisted of 25 children who received one individual 30-minute play therapy session without the presence of a trained therapy dog. The SenseWear® PRO 2 armband monitor measured children's biobehavioral measurements such as galvanic skin response, temperature, and activity level (BodyMedia, Inc., Pittsburgh , PA , www.bodymedia.com). The Tanita 6102 Cardio® digital heart rate monitor measured children's pre-treatment and post-treatment heart rates (Tanita Corporation of America, Inc., Arlington Heights , IL , www.tanita.com). Five hypotheses were tested using repeated measures ANOVA with mixed factors and eta squared. All five hypotheses in this study were retained based on statistical significance at the .05 level. The combination of child-centered play therapy (CCPT) and animal-assisted therapy was shown to have little practical significance in decreasing children's first 5-minute biobehavioral measurements, middle 5-minute biobehavioral measurements, last 5-minute biobehavioral measurements as measured by the SenseWear Pro 2 armband monitor. The combination of CCPT and animal-assisted therapy was shown to have little practical significance in decreasing children's pre-treatment and post-treatment heart rate. The results of the two factor repeated measures analysis of variance with mixed factors were not statistically significant. Although, research has shown that play therapy is an effective modality in reducing children's anxiety over time, children's anticipatory anxiety was increased in the ...
Date: May 2005
Creator: Athy, Annette L.
Partner: UNT Libraries

The relationships between multi-dimensional sociometric status and selected performance variables for counselors in training from 1991-2004.

Description: The relationships between sociometric status and selected performance variables for counselors in training were investigated. Gender differences in sociometric status were also investigated. Research participants were master's level counseling students. The point-biserial correlation coefficient was used to determine the relationship between sociometric status and grades. The SPSS 13.0 crosstabulation procedure was used to examine gender differences in sociometric status. The results indicated a moderate relationship between sociometric status and grades earned in a group counseling course. A small to negligible relationship between sociometric status and pre-practicum and practicum grades was found. No gender difference in sociometric status was found. The study provides some support for the use of sociometric measurements in predicting group counseling performance, but more research is needed.
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Date: May 2005
Creator: Overton, Christian C.
Partner: UNT Libraries

Marital Satisfaction and Stability Following a Near-Death Experience of One of the Marital Partners

Description: The purpose of this quantitative and qualitative study was to determine retrospectively marital satisfaction and stability following the near-death experience (NDE) of one of the marital partners, focusing on the role of Gottman's Sound Marital House (1999) in the couple's relationship before and after the NDE. The researcher used the Locke-Wallace Marital Adjustment Test (1959), the Weiss-Ceretto Marital Status Inventory (1980), and a modification of Gottman's Shared Meanings Questionnaire (1999). The first group of participants included 26 NDErs. To create as comparable a group as possible, the researcher designed a life-changing event (LCE) group of 26 people who used as their referent the non-NDE-related experience they considered their most life-changing one during their marriage. Sixty-five percent of the marriages in which the NDErs were involved at the time of their NDEs ended in divorce. This number is in contrast to the 19 percent of LCE participants whose marriages ended in divorce. Marital adjustment, marital stability, and meanings in marriage between retrospectively based pre-event and post-event composite scores were statistically significantly different between the NDErs and LCErs. Low effect sizes were identified for each of the instruments except the Weiss-Ceretto Marital Status Inventory, which had a moderate effect size. Strong correlations among the scores were identified. Further analysis of the results indicated strongly that the NDErs were less satisfied in their marriages, their marriages were less stable, and they did not have a strong level of shared meaning in the marriage after the NDE occurred as compared to the LCE participants. This study has serious implications for counselors who may work with NDErs. Findings from this study show that NDErs who were married at the time of their experiences have a strong possibility of experiencing marital problems. Encouraging these couples to seek professional help as soon as possible can provide a ...
Date: August 2005
Creator: Christian, Sandra Rozan
Partner: UNT Libraries

Group sandtray therapy at school with preadolescents identified with behavioral difficulties.

Description: Sandtray therapy, a modality of play therapy, has been used in a variety of ways as the treatment intervention with different theoretical approaches; however, there is a very limited amount of empirical research. The purpose of this research is to examine the effectiveness of group sandtray therapy at school with preadolescents identified with behavioral difficulties. This is a pretest-posttest control group design. Participants in the experimental group received sandtray therapy in group for ten weeks, and participants in the wait-list control group received no treatment intervention. The researcher compared two groups to examine the overall effectiveness of sandtray therapy as determined by the scores of the Child Behavior Checklist-Teacher Report Form (CBC-TRF), Parent Report Form (BASC-PRF), and Self Report of Personality (BASC-SRP). Based on teachers' reports, statistically significant difference existed between the two groups in terms of preadolescents' overall behaviors, externalizing behavior problems, and internalizing behavior problems after the ten week treatment intervention. The effect sizes were medium (d= .52-.59). According to parents' reports, a statistically significant difference was found regarding preadolescents' externalizing behavior problems, and the effect size was medium (d=.63). No statistically significant differences were found regarding preadolescents' total behaviors and internalizing behavior problems based on BASC-PRF. The effect sizes arranged from medium to small (d=.55 and .35, respectively). In terms of the total behavior on BASE-SRP, no statistical significant difference was found and the effect was small (d=.18). A case example was included to illustrate the process and effect of group sandtray therapy. Based on the results of this study, it is determined that group sandtray can be an effective treatment intervention for preadolescents identified with behavioral problems. The primary contribution of this study is to present empirical support for the effectiveness of using sandtray therapy.
Date: August 2005
Creator: Flahive, Mon-hsin Wang
Partner: UNT Libraries

The impact of rising women's salaries on marital and relationship satisfaction.

Description: Using data from a national survey, this study examines income and other key variables (division of labor and work-family conflict) and their relationship to marital satisfaction. This study builds upon the body of research regarding working couples and women's increased participation in the paid labor force as well as evaluates the findings in the context of data gathered from the recent United States census. Results from this study also are compared to the findings of other key studies. Emergent data may be used to prepare counselors to work more effectively with couple clients and to assist employers in the development of work life policies for dual career and dual earner employees. Results from the multiple regression revealed no direct effects of income on marital satisfaction. For this sample, increases in work family conflict contributed to less marital satisfaction as did the presence of children. Increased participation in household chores by respondents' partners contributed to increased marital satisfaction. No differences were observed by gender. Limitations of the study, recommendations for further research, and implications for practitioners also are addressed.
Date: August 2005
Creator: Menninger, Sarah Wheeler
Partner: UNT Libraries

Trends in admission policy criteria for CACREP approved masters and doctoral counselor education programs.

Description: Counselor education program faculties evaluate applicants to masters and doctoral level programs using criteria that the faculties hope will predict the applicant's potential for academic success and then effectiveness as a counselor, counselor educator, or researcher. Choosing admission criteria to assess this level of potential in an applicant is quite a task. Those counselor education programs that are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) have the benefit of the admission guidelines provided by CACREP standards for accreditation. These guidelines give only basic, general direction to programs regarding their admission criteria but each individual program determines their own criteria for admission. The purpose of this study was to discover any recognizable trends in admission policy criteria, in terms of specific criteria used to evaluate and select students from the applicant pool, for CACREP accredited masters and doctoral programs. This study also sought to discover any recognizable trends in admission policy criteria, in terms of a specific number of criteria used to evaluate and select students for CACREP accredited master and doctoral counselor education programs. This qualitative study investigated 178 masters level CACREP accredited counselor education programs and 45 doctoral CACREP accredited counselor education programs. The CACREP Website provided contact names and Web address for each program. Admission criteria were pulled from the program Websites. If no criteria were present on the Website, the program contact person was contacted by phone or by email. A contact form for the masters level programs, and another for the doctoral level programs, was developed to record program criteria. A rate or return of 96% for the masters level programs and 91% for the doctoral programs was achieved. For the purposes of this study, a trend was defined as 1) any measure being required by 50% or more of ...
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Date: December 2005
Creator: Midgett, Pam
Partner: UNT Libraries

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

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.
Date: December 2007
Creator: Garofano-Brown, April
Partner: UNT Libraries

College Counseling Center Professional Staff Involvement in Professional Organizations.

Description: College counselors today face increasing challenges, with fewer resources than in the past. Little has been known as to whether college counselors take advantage of resources and benefits available through involvement in professional organizations in these increasingly challenging professional times. College counseling center professionals in one state in the Southwest were surveyed regarding their professional organization involvement (N = 152). Participants were selected by targeting specific 4-year institutions with undergraduate populations and specific counseling professionals who work in college counseling centers within these schools. Most college counselors surveyed were involved in professional organizations, and involved in a variety of ways within these organizations. Many professional organizations catering to college counselors were identified. Specific motivations for involvement and hindrances to involvement were identified. In addition, no significant difference was found among the involvement of professional counselors versus psychologists.
Date: December 2007
Creator: Greenhaw, Kimberly J.
Partner: UNT Libraries

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

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

Effectiveness of Child-centered Play Therapy and Person-centered Teacher Consultation on ADHD Behavioral Problems of Elementary School Children: a Single Case Design.

Description: I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.
Date: December 2007
Creator: Schottelkorb, April A.
Partner: UNT Libraries

Relationships between selected sociometric variables and academic performance for counselors in training.

Description: The purpose of this research was to examine what relationships existed between selected sociometric variables and measures of academic performance for students in a counselor training program. The sociometric variables included counseling ability, counseling knowledge, and friendship. Academic performance measures included subject GPAs, group counseling participation and final grades, prepracticum grades, and practicum grades. Data was collected from sociometric questionnaires and academic records from the years 1991 to 2004, for 840 subjects who participated in a group counseling class at the University of North Texas. Counseling knowledge had the highest correlations with all academic measures except group counseling final grades, in which counseling ability had the highest strength. The strongest correlations for all three sociometric variables occurred with group counseling final grades; correlations were r = 0.42 for counseling ability, r = 0.40 for counseling knowledge, and r = 0.30 for friendship. The sociometric variable of friendship had the lowest correlations in all academic measures, but was more significant than expected. The friendship sociometric variable may account for likeability as a factor in making sociometric choices. Combined sociometric scores led to increased correlation strength and explained variances that reached the large level of 30% with group counseling final grades. A statistically significant difference was found between A and B grade students in group counseling, on all three sociometric variables. Effect sizes were generally large. Standard deviations for the A and B grade subjects were also large and could limit predictability of grades, based on sociometric scores alone. Results strongly suggested that all three sociometric variables would be a valuable source of information regarding counselor preparation. Results also validated that individual sociometric perceptions of others tended toward agreement. Significant correlations were found over a variety of academic measures and over a time-span of 14 years, suggesting a degree of consistency and ...
Date: May 2006
Creator: Smith, Michael Robert
Partner: UNT Libraries

An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT)

Description: This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.
Date: August 2006
Creator: Morrison, Mary
Partner: UNT Libraries

The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior.

Description: This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and ...
Date: December 2006
Creator: Helker, Wendy Pretz
Partner: UNT Libraries