Thesis (M.A.)--York University, 2007. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 49-59). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR31976

Thesis (M.S.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 18-23).

Thesis (Ph. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vii, 84 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 50-64).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Oct. 31, 2008). PDF text: v, 148 p. ; 2 Mb. UMI publication number: AAT 3307713. Includes bibliographical references. Also available in microfilm and microfiche formats.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Rosemery O. Nelson-Gray; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 17, 2010). Includes bibliographical references (p. 70-88).

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Scott E. Caplan, Dept. of Communication. Includes bibliographical references.

Thesis (MA)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Wesley D. Allan; submitted to the Dept. of Psychology. Includes bibliographical references (p. 43-49).

Clark and Wells (1995) constructed a comprehensive cognitive model of social phobic behaviour, in terms of which social phobic behaviour is activated and maintained by a system consisting of negative thoughts and beliefs, anxiety s)mptoms, avoidance and safety behaviours, and processing of self as a social object. The interaction of these elements creates a series of vicious circles which escalate and which keep the phobic individual in a state of chronic -disability, either because they chronically avoid significant social situations or because they find themselves incapacitated by anxiety when they enter them. The Clark and Wells (1995) treatment programme is designed to alleviate the social phobia by targeting the components that form the vicious maintenance cycle and replacing these by new patterns of cognition and behaviour. This treatment programme was designed for individual treatment, and the present study adapted it to a group format. Seven social phobic university students participated in the adapted group treatment format over the course of 13, 2-hour group sessions. Regular assessment of participants' response to the programme was carried out weekly and at two follow-up assessments, with the use of a series of questionnaires. In addition, sessions were audio taped and videotaped, facilitators took notes during sessions and keep records made by participants of their homework exercises. Individual case studies were written for all participants (including two non-completers) in which case narratives were juxtaposed against their responses to each of the self-report questionnaires. These we used as a basis for evaluating the validity of the Clark and Wells theoretical model and in examining the effectiveness of the treatment programme in bringing to awareness and interrupting the cycles that maintained the phobic behaviour. It is concluded that the group programme showed evidence of being very effective and, a group treatment manual was constructed so that it can be employed clinically and in future research.

The intent of this research is to demonstrate the effectiveness of hypnosis as a treatment for school refusal. The research design is a single-case study employing an A-B Follow-up format. The 10 year old male subject completed measures of personality (The Children's Personality Questionnaire), self-concept (The Piers-Harris Children's Self-concept Scale), identified stressors, and anxiety. The baseline period was two weeks and therapy lasted four weeks. Follow-up data was collected on the same measures ten months later. All post-therapy results indicate change in a more adaptive direction. The subject showed increased self-concept, lessened anxiety, greater ability to cope and he returned to school with little or no of the previous psychosomatic complaints evident. The follow-up results show that the subject has maintained his gains. Hypnosis is seen as an effective, fast method of treatment for school refusal, a syndrome which needs to be dealt with quickly since consequences can be severe for the child. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate