UNT Theses and Dissertations - Browse

ABOUT BROWSE FEED

Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Description: This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
Date: May 2010
Creator: Carnes-Holt, Kara
Partner: UNT Libraries

Child Teacher Relationship Training As a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior: an Exploratory Study

Description: This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters’ reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: ?p2 =.173; DOF: ?p2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.
Date: August 2012
Creator: Gonzales, Terri Lynn
Partner: UNT Libraries

Child Teacher Relationship Training (Ctrt) with Children Exhibiting Disruptive Behavior: Effects on Teachers’ Ability to Provide Emotional and Relational Support to Students and on Student-teacher Relationship Stress

Description: This study investigated the impact of child teacher relationship training (CTRT) on teachers’ ability to provide emotional support in the classroom, teachers’ use of relationship-building skills, and teachers’ level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly assigned to the experimental group CTRT (n = 11) or an active control Conscious Discipline group (CD; n = 12). Overall, 21 females, 11 (CTRT) and 11 (CD), and one male (CD) participated in the study. Participating teachers and aides identified themselves as the following: 13 Hispanic/Latino, 5 Black American, and 5 European American. Teachers and aides identified children with clinical levels of disruptive behavior problems for the purpose of selecting children of focus for the study. The children’s mean age was 3.63 for CTRT group and 3.36 for CD group. Overall, 9 females, 2 (CTRT) and 7 (CD), and 10 males, 6 (CTRT) and 4 (CD) participated in the study. Teachers reported children’s ethnicity: 13 Hispanic/Latino, 5 African American, and 1 other. A two-factor (Treatment x Group) repeated measures split plot ANOVA was utilized to analyze the data with an alpha level of .05. According to objective raters blinded to the study using the Classroom Assessment Scoring System (CLASS) and the Child Teacher Relationship Skills Checklist (CTRT-SC) and teacher reports using Index of Teaching Stress (ITS), results revealed a statistically significant interaction effect for the experimental teachers’ use of child-teacher relationship skills (CTRT-SC: p = .036), a non-statistically significant interaction effect for the experimental teachers’ ability to provide emotional support (CLASS: p = .50), and a non-statistically significant interaction effect on teacher stress (ITS: p = .997). Partial eta squared effect sizes were calculated to determine the practical significance of the findings. Compared to the active control, CTRT demonstrated large treatment effects over ...
Date: August 2012
Creator: Pronchenko-Jain, Yulia
Partner: UNT Libraries

Children in Therapy: Evaluation of University-Based Play Therapy Clinical Services.

Description: There is a dearth of research available on child services in the community mental health setting in the fields of psychology and counseling. The purpose of this study was to conduct an experimental evaluation of university-based play therapy clinical services with children aged 3 to 10 years old and to explore dimensions of the effectiveness of child-centered play therapy (CCPT) with children. This study examined real-life clinical services to the largest number of child participants in decades of mental health research, especially in the field of play therapy. Archival data from cases of 364 children served through a university-based play therapy clinic in the southwestern United States was examined. The effectiveness of child-centered play therapy (CCPT) was measures by a decrease in a child's behavioral problems perceived by a parent/guardian measured by scores of the Internalizing Problems, Externalizing Problems and Total Problems on the Child Behavioral Checklist (CBCL) and a reduction of parent-child relationship stress manifested in the Child Domain, Parent Domain and Total Stress Score on the Parenting Stress Index (PSI). Data from pretest and posttest was gathered for use in the analysis. Independent samples t-test, repeated measures analysis of variance, and ordinary least squares regression, including effect sizes, were utilized to detect the differences between groups and the treatment effects. After receiving individual CCPT, results of this study demonstrated statistically significant differences on overall CBCL and PSI measures, with the exception on Parent Domain. Additionally, findings highlighted the effectiveness of individual CCPT through demonstrated moderate to large effects over time (partial η2 = .097 to .201). Individual CCPT also revealed very large effects (η2 = .26 to .37) when specifically examined with participants who completed play therapy treatment. Further, statistically significant predictions were found on CBCL and PSI measures, with the exception on Total Problems. Termination and family ...
Date: May 2009
Creator: Tsai, Mei-Hsiang
Partner: UNT Libraries

Children’s Experiences in the Therapeutic Relationship: Development and Validation of a Self-report Measure

Description: Most counselors agree that the therapeutic relationship is essential in counseling. However, the current evidence-based treatment movement has resulted in a focus on treatment protocols and techniques in outcome research. Researchers have called for the inclusion of relationship variables in future outcome research. Child-centered play therapy (CCPT) is an empirically-supported, developmentally responsive intervention for children that emphasizes building a therapeutic relationship based on the philosophy of person-centered theory. Exploring the impact of the relationship on CCPT outcomes would be beneficial, but no current quantitative measure exists for obtaining the child’s view of the therapeutic relationship. The purpose of this study was to create a developmentally appropriate instrument to measure children’s perceptions of the therapeutic relationship. Established instrument development procedures were followed to create the Relationship Inventory for Children (RIC), a 15-item instrument for use in outcome research that measures the child’s perspective of the therapeutic relationship. Participants were 33 child experts who participated in interviews and preliminary testing of the instrument as well as 100 children whose scores on the 31-item pilot instrument were submitted to exploratory factor analysis (EFA). Children (62% male) ranged in age from 6 to 9 years (M = 6.92) and 53% identified as Caucasian, 14% as Hispanic, 14% as African American, 2% as Asian American, 0.8% as Native American, 8% as Multiracial, and 9% unreported. The EFA resulted in three factors: Positive Regard, Unconditional Acceptance, and Empathy. Implications for further development of the RIC, for use of the RIC in research, and for application of the RIC to person-centered theory are discussed.
Date: August 2014
Creator: Purswell, Katherine E.
Partner: UNT Libraries

College Choice in the Philippines

Description: This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes. For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic choice attributes functioned similarly in the Philippine setting (e.g. academic ability, gender), while others did not (e.g. educational level of fathers and of mothers). Moreover, students' academic ability was the primary demographic attribute, accounting for statistically significant differences in assessment of the importance of college choice factors for most (12 out of 13) of the factors. The major U.S. college choice factors appear to be important to Philippine private high school students. Two choice attributes (academic ability, gender) appear to apply to private high school students in the Philippines, while the attributes of father's and mother's education levels do not ...
Date: May 2009
Creator: Tan, Christine Joy
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

College Student Resilience: Selected Effects of Service-Learning

Description: Resilience implies the concept of buoyancy. Specifically, it denotes an individual's capacity to persevere and even do well in the face of adversity. Service-learning is pedagogy often used to enable students to apply classroom learning in a real world context. The goal of this study was to examine the effects of service-learning upon college student resilience. The study utilized a convenience sample of undergraduate students (N = 172) across three disciplines including counseling, social work and kinesiology. In a pre-post test design, the CD-RISC was employed to measure resilience of the experimental and control groups. Factor analysis of the CD-RISC was also conducted in order to explore interrelationship of the variables among the data. One undergraduate sample (N = 210) was used to conduct the EFA before determining a best fit factor structure for this study's population. A repeated measures analysis of variance was employed to detect any differences between pre-post test groups. No statistical significance was found across pre and post-test among the two groups (p=.49, &#951;2=.00). However significant results were found between the experimental and control groups (p=.00, &#951;2 =.09). Examination of mean score differences among demographic variable yielded interesting findings across the three disciplines as well as between age and gender of the participants. Findings indicated students given freedom of choice within service-learning logistics scored greatest gains in resilience.
Date: August 2010
Creator: Mercer, J. Carol
Partner: UNT Libraries

College Success for all Students: An Investigation of Early Warning Indicators of College Readiness

Description: The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions of higher education. Participants in this study included 134 of the class of 2010 from two early college high schools. The graduates were 86% Hispanic, 8% African American, 3% White, 2% Asian, 1% American Indian and 72% economically disadvantaged. A causal-comparative research design using multiple regression analysis of the data collected revealed that each one unit increase in world history was associated with a .470 (p < .05) increase in college GPA, while each one unit increase in Algebra I was associated with a .202 (p < .05) increase. Therefore, student grades in high school Algebra I and world history were the strongest statistically significant indicators that a student will maintain a 2.5 college GPA during the first year of college. According to the early warning indicators, students who maintain a grade of A or B in Algebra I are 10 times more likely to be college ready while having a 78% chance of maintaining a 2.5 or better in college courses. Further, the findings from this study found no significant relationship between TAKS assessment, socioeconomic status, gender or ethnicity and a student's ability to maintain a 2.5 or higher college GPA. Based on the findings from this study, the author recommends an examination of the high school curriculum with the goal of ensuring that students gain competency in courses that indicate college readiness.
Date: December 2010
Creator: Davis, Denise
Partner: UNT Libraries

Combat Near-Death Experiences: An Exploratory, Mixed-Methods Study

Description: This mixed-methods study’s purpose was a systematic comparison of contents and aftereffects of near-death experiences (NDEs) occurring in a variety of circumstances with those occurring in combat. They completed an online survey: a demographic questionnaire, the Near-Death Experience Scale, the Life Changes Inventory-Revised (LCI-R), and four narrative response items. Survey completers were 68 participants: 20 combat near-death experiencers (cNDErs) and 48 non-NDErs (nNDErs). The 29% of participants who met NDE Scale criterion for an NDE was comparable to NDE incidence findings from previous retrospective studies. For statistical analyses, significance was set at p < .05, and effect size (Cohen’s d) was calculated. Mean total NDE Scale scores were significantly lower for cNDErs than variety-of-circumstance NDErs from one of two comparable studies (t = 5.083, p < .0001, d = -1.26), possibly suggesting cNDEs may have “less depth” than other-variety NDEs. Regarding cNDE aftereffects, absence of previous LCI-R data made comparison impossible. Cronbach’s alpha analysis yielded acceptable reliability on the total scale and seven of nine subscales, a finding that matched Schneeberger’s (2010); however, factor analytic results did not support the hypothesized subscale structure of the LCI-R. Although cNDErs did not score significantly higher than nNDErs on the total scale or subscales after Bonferroni correction, results indicated a possible trend toward greater absolute changes (p = 0.02, d = 0.74) and spirituality (p = 0.02, d = 0.67) with the latter finding substantiated by narrative responses. Informal analysis of narrative responses yielded several themes.
Date: August 2011
Creator: Goza, Tracy H.
Partner: UNT Libraries

Community College Choice and the Role of Undermatching in the Lives of African Americans

Description: This study explored why academically qualified African American students, those eligible to attend four-year institutions, choose to attend community colleges and are, thereby, undermatched. This qualitative study investigated how these students navigated the college choice process, what influenced their decision to attend a community college, what their experience at a community college was like, and their aspirations to obtain a baccalaureate degree. Purposeful sampling was used to gather a sample of 19 African American students attending community college in Dallas, Texas. The sample included 14 females and five males. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. The conceptual frameworks for this study included Kassie Freeman’s predetermination model that includes cultural considerations in college choice and the Somers et al. model that addresses factors that increase the likelihood of a student choosing to attend a community college. This integrated framework captures the role that family and culture play in African American community college choice. Findings suggest that the community college choice influences for academically eligible African American students vary from traditional college choice models. Whereas factors such as cost, location, and the role of peers played somewhat of a role in their choice, participants were also heavily influenced by sports, self-perceptions of maturity, and the perceptions of their families. Another key finding was that the effects of undermatching vary. All of the participants in this study felt that attending a community college fostered transfer preparedness, supported personal development, and promoted their academic success. However, some of the participants also felt that attending a community college hindered their sense of autonomy and limited their social engagement. This variation leads to the conclusion that undermatching effects vary and are dependent upon a variety of contextual factors. Policy and practice recommendations are provided for parents, teachers, counselors, and ...
Date: August 2014
Creator: Lowry, Kimberly M.
Partner: UNT Libraries

Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods

Description: The student success rates for three developmental mathematics courses (prealgebra, elementary algebra, and intermediate algebra) taught through four instructional methods (lecture, personalized system of instruction [PSI], hybrid, and online) were examined. The sample consisted of 9,211 students enrolled in a large Texas community college from fall 2009 through spring 2011. Student success was defined as a grade of C or better. Chi-square tests were used to compare the three developmental mathematics courses success rates. Statistically significant differences in student success were found between all four methods of instruction for all three mathematics courses (prealgebra: χ2 [df = 3] = 107.90, p < 0.001; elementary algebra: χ2 [df = 3] = 88.39, p < 0.001; intermediate algebra χ2 [df = 3] = 254.18, p < 0.001). Binary logistic regression modeling was used to determine to what extent age, gender, ethnicity, residency, Pell eligibility and mode of instruction accounted for the community college students’ course success for each of the three developmental mathematics courses. For prealgebra, the independent variables of gender, race, age, residency, and mode of instruction made statistically significant contributions to the model (χ2 [df = 14, n = 1,743] = 159.196, p < .001; Nagelkerke R2 = .119), with greater success among female, White, younger, out of country students taking the course through lecture. For elementary algebra, the independent variables of race, age, residency, and mode of instruction made statistically significant contributions to the logistic regression model (χ2 [df = 14, n = 2,731] = 816.223, p < .001; Nagelkerke R2 = .358), with greater success among , younger, out of country students taking the course through lecture, hybrid or PSI. For intermediate algebra, only race and Pell eligibility made a statistically significant contribution to the logistic regression, with greater success among White, Pell-eligible students, and mode of instruction ...
Date: May 2014
Creator: Keller, Judith
Partner: UNT Libraries

Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States

Description: The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was conducted by Dressel and Mayhew in 1974 was studied. The curricula offerings of these programs by degree type (e.g., Ed.D. & Ph.D.) were compared with Fife’s 1991 findings. Finally, the study examined the various modes of instruction (e.g., classroom, online, cohort, blended) these programs utilize. The population was the 131 U.S. higher education doctoral program coordinators or directors who were identified using the ASHE Higher Education Program Directory. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. An electronic survey, developed by utilizing an expert panel and the cognitive interviewing technique, was sent to each participant. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. A total of 77 institutions (59%) returned usable questionnaires, and six other universities (5%) indicated their doctoral higher education programs no longer existed. Twenty-three of the responding institutions identified with a research-focused mission; 25 institutions identified with a practitioner-based mission; and 28 institutions identified with both types of missions. Pearson r correlation analysis revealed no statistically significant relationship between degree type and course offerings (r = .123, p = .05). However, ? 2 revealed that, compared to Ed.D. programs, Ph.D. programs enrolled significantly more full-time students (? 2 (3) = 14.504, p < .05). Through further analysis, a core of nine courses emerged for more than 75% of all higher education doctoral programs. Those courses are general administration of higher education, finance of higher education, legal studies, history of higher education, philosophy and theoretical foundations of higher education, teaching/learning in higher education, student affairs administration, college student research, ...
Date: December 2011
Creator: Valerin, Marcus P.
Partner: UNT Libraries

Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.

Description: There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).
Date: August 2008
Creator: Reyes, Czarina S.
Partner: UNT Libraries

Confirming the Constructs of the Adlerian Personality Priority Assessment (Appa)

Description: The primary purpose of this study was to confirm the four-factor structure of the 30-item Adlerian Personality Priority Assessment (APPA) using a split-sample cross-validation confirmatory factor analysis (CFA). The APPA is an assessment, grounded in Adlerian theory, used to conceptualize clients based on the four personality priorities most commonly used in the Adlerian literature: superiority, pleasing, control, and comfort. The secondary purpose of this study was to provide evidence for discriminant validity, examine predictive qualities of demographics, and explore the prevalence of the four priorities across demographics. For the cross validation CFA, I randomly divided the sample, 1210 undergraduates, at a large public research university (53% Caucasian, 13.1% Hispanic/Latino(a), 21.4% African American, 5.4% American Indian, and 5.8% biracial; mean age =19.8; 58.9% females), into two equal subsamples. I used Subsample 1 (n = 605) to conduct the initial CFA. I held out Subsample 2 (n = 605) to test any possible model changes resulting from Subsample 1 results and to provide further confirmation of the APPA's construct validity. Findings from the split-sample cross-validation CFA confirmed the four-factor structure of the APPA and provided support for the factorial/structure validity of the APPA's scores. Results also present initial evidence of discriminant validity and support the applicability of the instrument across demographics. Overall, these findings suggest Adlerian counselors can confidently use the APPA as a tool to conceptualize clients.
Date: August 2013
Creator: Dillman Taylor, Dalena
Partner: UNT Libraries

Confirming the Constructs of the Child Interpersonal Relationship and Attitudes Assessment

Description: The purpose of this study was to confirm the four-factor model of the Child Interpersonal Relationship and Attitudes Assessment (CIRAA) in order to establish the instrument’s factor/structure validity using a sample different than that used in instrument development. The CIRAA was the first parent-report instrument based on child-centered theory and designed to measure play therapy outcomes. Its four factors are Self-Regulation (formerly Self-Control), Interpersonal Relationships, Coping Skills, and Internal Locus of Evaluation. For this study, the CIRAA was administered to 206 parents; their children were 75 females and 131 males aged 3 to 10 years old. The distributions of children’s genders and ages in this study were similar to the distributions of the sample used to develop the CIRAA. Based on confirmatory factor analysis results of overall goodness-of-fit indices; localized areas of strain; and interpretability, size, and statistical significance (p < .001) of the model's parameter estimate, the four-factor model of the CIRAA was confirmed with both theoretical and empirical support. Internal consistency reliability for the subscales and total score were acceptable, with an overall reliability coefficient of .928. A medium negative correlation (r = -.417, n = 47, p < .01) was found between the CIRAA total scores and Child Behavior Checklist Total Problems scores, a result in the expected direction. All subscales and total scores, except the Internal Locus of Evaluation score, distinguished differences between non-clinical and clinical samples. Altogether, results indicated that the CIRAA is appropriate for making clinical decisions about individuals. Limitations, additional implications, and future research are discussed.
Date: August 2013
Creator: Chung, Chiao-Feng
Partner: UNT Libraries

Congruence, Unconditional Positive Regard, and Empathic Understanding in Child-centered Play Therapy

Description: The purpose of this study was to explore how the therapist-provided conditions of congruence, unconditional positive regard, and empathic understanding were experienced and conveyed in child-centered play therapy (CCPT). Although the therapist-provided conditions are considered essential to the therapeutic process in CCPT, a gap exists between child-centered theory and empirical exploration of the process and dynamics of these relational variables in CCPT. Due to the limited research in this area, a grounded theory approach was utilized to explore how the three variables emerge in CCPT. Participants included four advanced doctoral students, all Caucasian females with extensive training in CCPT, and 12 children ranging from 4 to 8 years of age receiving weekly, individual CCPT. One individual CCPT session was observed and video-recorded for each therapist-child dyad (n = 12). Following each observation, play therapists were interviewed regarding the observed play session (n = 12). During each interview, the researcher and therapist watched the recorded play session in its entirety and discussed noteworthy interactions between the child and therapist. The video-recorded play therapy sessions and therapist interviews were analyzed using a multiphasic, constant comparative method. Results of the analysis included a process-model of the therapist-provided conditions in CCPT, examples of play therapists’ internal experiences and external behaviors associated with the presence and absence of the therapist-provided conditions, and a model of the process play therapists utilize to respond to breaks and barriers to congruence, unconditional positive regard, empathic understanding, and unconditional positive self-regard in CCPT. Implications for clinical practice, training, supervision, and research are discussed.
Date: August 2013
Creator: Jayne, Kimberly M.
Partner: UNT Libraries

Contemporary Research on Child-Centered Play Therapy (CCPT) Modalities: A Meta-Analytic Review of Controlled Outcome Studies

Description: The present meta-analytic study estimated the overall effectiveness of child therapy interventions using CCPT methodology and explored the relationships between study characteristics and treatment effects. Fifty-two studies between 1995 and the present were included based on the following criteria: (a) the use of CCPT methodology, (b) the use of control or comparison repeated measure design, (c) the use of standardized psychometric assessment, and (d) clear reports of effect sizes or sufficient information for effect size calculation. Hierarchical linear modeling (HLM) techniques were utilized to estimate the overall effect size for the collected studies and explore relationships between effect sizes and study characteristics. Dependent variable included 239 effect sizes, and independent variables included 22 study characteristics. The mean age of all child participants in the collected studies was 6.7. In 15 studies, the majority of participants were Caucasian. An equal number of studies were made up of non-Caucasian participants, including 3 with majority African American, 4 with majority Hispanic/Latino participants, 5 with majority Asian/Asian American participants, and 3 with other ethnic populations. Study collection included 33 studies with majority of boys and 11 studies with majority of girls. HLM analysis estimated a statistically significant overall effect size of 0.47 for the collected studies (p < 0.001). This result indicated that the overall improvement from pre to post treatment demonstrated by children in experimental groups was approximately 1/2 standard deviation better than by children in control groups. A statistically significant amount (49.2%) of between-study variance was found (p < 0.001), indicating the heterogeneity among the 52 studies Statistically significant relationships were found between effect sizes and study characteristics including child age, child ethnicity, clinical level of referral, treatment integrity, presenting issue, source of data, population, and caregiver involvement. Effect size findings for CCPT and its moderators should be interpreted in light of ...
Date: May 2011
Creator: Lin, Yung-Wei (Dennis)
Partner: UNT Libraries

The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges

Description: This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.
Access: This item is restricted to UNT Community Members. Login required if off-campus.
Date: August 2010
Creator: Kraus, Charles
Partner: UNT Libraries

Correlates of the Scales of a Modified Screening Version of the Multidimensional Pain Inventory with Depression and Anxiety on a Chronic Pain Sample

Description: This correlational study investigated the relationship between changes in the psychosocial scales of the MPI Screener Patient Report Card (Clark, 1996) with changes in depression and anxiety with a sample of chronic pain patients who completed a 4-week outpatient interdisciplinary treatment program located in a large regional medical center. Race, gender, and primary pain diagnosis were additional predictors. Data analyzed came from an existing patient outcome database (N = 203). Five research assumptions were examined using ten separate (five pre and five post-treatment) hierarchical multiple regression analyses. Statistical significance was found in pre and post-treatment analyses with predictors BDI-II (Beck, Steer, & Brown, 1996) and BAI (Beck & Steer, 1993) on criterions Pain Interference, Emotional Distress, and Life Control, and Total Function.
Date: May 2009
Creator: Walker, Katherine Elise
Partner: UNT Libraries

Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University

Description: This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit hours, and place of residence. The study was conducted at Midwestern State University, a public, regional four-year institution and followed the incoming transfer classes of the fall 2005 (N = 292), 2006 (N = 323), and 2007 (N = 286) semesters. The subjects included in this study were all new transfer students who met the university.s requirement to live on campus. The dependent variable, three year academic success, was defined as whether or not the student was still persisting or had graduated within three years from the date of initial enrollment. The independent variables were housing status during the first semester after transfer, age at time of transfer, gender, race, and the number of credit hours at the time of transfer. The first research question aimed to determine if housing status impacted the three year academic success in the population. Chi-square analysis found that there were no significant distributions of the students who lived on-campus and the students who lived off-campus during their first semester after transfer. The second research question aimed to determine if the variables of age at the time of transfer, credit hours at the time of transfer, gender, race, and campus housing status impacted three year success. Logistic Regression showed that only gender (.003) was significant at ? = .05. The Exp(B) value for gender (1.514), showed that females were 1.514 times more likely to be successful than males when all other variables were controlled. The effect size of .019 indicated that the model only accounted for 1.9% of the variance, indicating that the model may not be a great predictor of student academic success. The results of this study, conducted ...
Date: December 2011
Creator: Mills, Michael Thomas
Partner: UNT Libraries

A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010

Description: The completion of the dissertation certifies the completion of the academic rigors of the doctoral degree and verifies the candidate's achievement of independent scholarship. The Carnegie Project on the Education Doctorate was a 5-year effort to define the distinct purpose of the Ph.D. and Ed.D. in education. The Carnegie Project sought to ensure that the academy moved forward on two fronts: rethinking and reclaiming the research doctorate, the Ph.D., and developing the distinct professional practice doctorate, the Ed.D. The project determined that there has been a blurring of the distinctions between these two degrees over the past half-century which invites examination of their purpose and their content. Given this, this qualitative study examined Ph.D. and Ed.D. dissertation abstracts to determine if abstracts differ in terms of these selected factors: research design, data analysis, use of theoretical frameworks, subjects or participants, the setting or context of the study, and to compare Ph.D. and Ed.D. abstracts to the abstract format recommended in literature to explore if there are differences in the abstracts and to determine to what extent abstracts in either degree are congruent with the recommendations. This study used a digital dissertation database to study 100 Ed.D. dissertation abstracts and 100 Ph.D. dissertation abstracts on the topic of higher education. The design was qualitative and used a frequency of terms and an accepted understanding of concepts between two researchers to reach a conclusion regarding the contents of the abstracts. Two researchers separately coded a selection of dissertations for each degree to establish an acceptable level of credibility for the coding of the abstracts. Multiple findings describe similarities and differences between these two degrees and the extent of the convergence of Ed.D. and Ph.D. abstracts with recommended abstract components in the literature. The study concludes that many dissertations do not include all ...
Date: May 2011
Creator: Newsom, Thomas W.
Partner: UNT Libraries

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

Description: This quantitative study was used to determine the perceptions that may have caused a decline in membership in fraternities and sororities and to examine active organization involvement between affiliated and unaffiliated students at a single higher education institution in northeast Texas. Eight perceptions were given regarding fraternity and sorority life and why students chose to remain unaffiliated with fraternities or sororities. The instrument used was a modified version of the Extracurricular Involvement Inventory, created by Winston and Massaro (1987) and was administered to participants online via Survey Monkey. There were 206 participants total: 55.3% were female, and 44.7% were male. Regarding ethnicities, 47.0% were African American, 37.5% were Caucasian, and 15.5% were Hispanic/Latino. Out of the participants, 20.9% were in their freshman or sophomore year, 23.8% were juniors, 33.5% were seniors, and 21.8% were graduate students. Participants’ ages ranged from 18 to 32, with a mean of 22.89 (SD = 2.81). The research questions were analyzed using two techniques: logistic regression for the first question and multiple regression for the second question. Findings for the first research question indicated that lack of values, lack of diversity, poor academic attitudes, and a requirement of too much time were primary reasons unaffiliated students chose not to join a fraternity or sorority. Findings for the second question indicated that Greek-affiliated students averaged higher involvement intensity scores when compared to unaffiliated students. Practical implications and future research are discussed.
Date: May 2014
Creator: Shirley, Zachary E.
Partner: UNT Libraries

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

Description: As community colleges have gained more recognition as a viable pathway for students to enter higher education, they have faced greater accountability that has prompted both practitioners and policy makers to attempt to find solutions and tools, such as National Survey of Student Engagement, Community College Survey of Student Engagement, and Survey of Entering Student Engagement (SENSE), to aid in improving student success outcomes. This study addressed the validity and reliability of the SENSE instrument using a three-pronged approach via student data collected over 3 years of SENSE administrations at a large urban community college (n = 4,958). The instrument was first factor analyzed against the SENSE benchmarks for effective educational practice through generalized least squares and principal component exploratory factor analysis. Although the instrument did not deliver a chi-square factored fit for the six benchmark categories, consistent loadings were observed. Second, construct reliability was tested for each benchmark category, and the survey as a whole using Cronbach’s alpha. All categories did not yield sufficient coefficient scores for establishing construct reliability. However, the overall survey produced a Cronbach’s alpha of .85, clearly indicating construct reliability for all items combined. Third, correlations between SENSE perception scores and community college students’ grade point averages, fall to fall retention, semester credit hours, course completion for developmental and college gateway courses, and degree and certificate completion were calculated. Although no strong correlations were observed, the SENSE may be useful to community colleges seeking to increase completion rates.
Date: December 2014
Creator: Harris, Sheryl
Partner: UNT Libraries