This study was designed to compare the effects of two stress reduction programs on selected male and female Black African students, enrolled in a public two-year liberal arts college in Atlanta, Georgia. An additional purpose was to determine if significant differences existed between selected male and female Black African students in their stress levels. The participants consisted of 15 male and 18 female Black African students. The instrument used in this study for data collection was the Coping Resource Inventory (CRI). The research design for this study was quasi experimental, t-test and two-way Anova procedures were used to analyze the data. The results of the t-test at the .05 level of confidence showed significant difference between pre-and-post test results for the computerized stress reduction program.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.

The problem of the present study was to determine the self concept of selected Negro boys and girls and to study the relationships of their self concept to their intelligence and academic achievement.

It was the purpose of this investigation to attempt to demonstrate if differences in eutrophic levels existed among selected areas of Garza-Little Elm, and to demonstrate the role that sediments play in affecting eutrophication.

The purpose of the present study was to determine if psychological stress, defined as academic examination stress, would systematically produce changes in immune parameters (immunoglobulin concentration) and psychological functioning. It was hypothesized that as examination stress occurred there would be an effect on immunological function consistent with heightened psychological activity/stress. Subjects were 23 master's and doctoral students in psychology who volunteered for the research project. All subjects were administered a series of psychological tests to measure stress, personality factors, emotional states, and anxiety levels. All tests were administered and.blood samples drawn over a period of 15 months across two lowstress and two high-stress periods. Immunological tests included white blood cell (WBC) differential count and radial immunodiffusion (RID) for the determination of concentration of different immunoglobulin classes (IgA, IgG, IgM) in serum. Data were treated to a one-way analysis of variance (ANOVA) with repeated measures, t /test for correlated samples correlational matrix between variables across assessments and discriminant function analysis. Results showed (1) increased immunoglobulin levels during periods of stress; (2) immunoglobulin G most consistently related to stress and probably most indicative of the stressed condition and biological resistance to stress; (3) anxiety related to external events; (4) increase in anxiety under stress; and (5) anxiety inversely correlated with emotional stability and coping skills while positively related to tension, increased number of somatic complaints, and obsessive-compulsive trends. Firm support was provided for the hypothesis that as stress occurred, there would be consistent changes in immunological functioning associated with heightened psychological activity/stress. It was concluded that a response pattern to stress was adaptive along both psychological- and immunological dimensions and that the concept of bodymind interaction was the most realistic approach to understanding the total response patterns.

Eighty four female undergraduate students participated in a psychotherapy analog study to determine the effects of imagery ability, guided imagery therapy treatments, and personal versus supplied constructs upon self-disclosure variables in a 2 x 3 x 2 Anova design, with repeated measures on the final factor. Dependent variables were measured by reaction time, total talk time, speech duration, silence quotient, and Doster's (1971) Self-Disclosure Rating Scale. Subjects were divided into two imagery ability levels on the basis of local mean scores on Sheehan's (1967) modification of Betts' (1909) Questionnaire upon Mental Imagery. Three treatment procedures were employed: a guided focal imagery treatment, which encouraged imagery involving the interpersonal topics to be discussed, a guided relaxation imagery treatment which used standard sensory relaxation scenes, and a treatment which imparted ambiguous instructions. The final factor was repeated measures of the eight negative topics the subjects were asked to discuss. Four were chosen from the subjects' Role Construct Repertory Test grid (Kelly, 1955; Landfield, 1971), and four were selected from the Semantic Differential (Snider & Osgood, 1969).

This study investigated the relationship between stress and pain crisis incidence in pediatric Sickle Cell Anemia (SCA). It was hypothesized that SCA children were exposed to higher levels of stress than healthy children. It was also hypothesized that a significant positive correlation existed between level of stress and pain crisis incidence both within and between years. The sample consisted of 20 Black elementary school children with SCA. There were 12 female and 8 male children. The period of investigation included the calendar years 1983 and 1984. Pain crisis incidence was determined through parent interviews and verified by a review of medical records.

This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.

In an attempt to determine the normative levels in health attribution and emotional, intellectual, and neuromuscular functioning in the parkinsonian population, 31 diagnosed parkinsonian volunteers recruited from exercise classes and/or organizations were tested. Health attribution was measured by the Health Attribution Test (HAT), personality factors by the Clinical Analysis Questionnaire (CAQ), general intellectual level by the Peabody Picture Vocabulary Test- Revised (PPVT-R) and the Intellectual Processes subscale of the Luria-Nebraska Neuropsychological Battery (Luria- Intelligence), and neuromuscular functioning by the McCarron Assessment of Neuromuscular Development (MAND) and Bender- Gestalt (BVMGT). Controls for comparisons were obtained from the clinical ecology population and normals for personality traits and the nonspecific neurologically impaired, healthy aging populations, and normals for intellectual and neuromuscular functionings. Chi-square and t-tests were computed on the data. Results indicated that the parkinsonians manifest less lower body strength (£ < .01), poorer balance with eyes closed (JD < .01), and slower fine motor speed (p < .05) than normals. The parkinsonians function significantly better in areas involving upper body coordination (p < .01, £ < .05) , slow-controlled movements (g.< .001), BVMGT (p < .05), and PPVT-R (p < .01) than the nonspecific neurologically impaired. On the Luria-Intelligence, 21 percent of the parkinsonians compared to eight percent of the healthy aging were within the limits for brain damage (JD < .01) . Although the parkinsonians are internals for health attribution, their internal orientation is lower and external locus of control higher than the clinical ecology population (j> < .01). The parkinsonians' CAQ profile was significantly different in comparison to the clinical ecology patients on the following CAQ factors: F (impulsivity), H (boldness), N (shrewdness), 0 (insecurity), Q2 (self-sufficiency), D4 (anxious depression), Pp (psychotic deviation), As (psychasthenia), IN (independence), and So (socialization). The parkinsonians' CAQ profile was negative for depression. Their CAQ profile can be interpreted as being associated with positive adjustment. The results were interpreted as applying to health care provision for the chronically ill.

This study investigated the level of trust of whites and self-esteem as a function of reported exposure to racial discrimination. It was hypothesized that participants reporting high levels of racial discrimination would be less trusting of whites and have lower self concepts than those reporting low levels of exposure to racism. A total of 84 undergraduates were administered three measures designed to assess the amount of exposure to racial discrimination, self-esteem and cultural mistrust. No relationship was found between extent of exposure to racial discrimination and level of self concept. However, mistrust of whites among blacks was found to be related to frequency of exposure to racial discrimination.