För att undersöka vad medveten närvaro kan betyda i dialektisk beteendeterapi (DBT) meningskoncentrerades nio intervjuer. Medveten närvaro hade en positiv betydelse för samtliga deltagare. Det centrala för deltagarna var färdigheterna observera och en sak i taget. Färdigheterna hjälpte patienterna att stanna upp i ett negativt händelseförlopp. Behandlarna menade att medveten närvaro hjälpte vid stressrelaterade situationer. Samtliga deltagare underströk betydelsen av färdighetsträningen i grupp och praktiska övningar. Det fanns ett tydligt behov av att förenkla teorin kring medveten närvaro i DBT samt att medveten närvaro behövde få ett större utrymme. Om medveten närvaro kan hjälpa patienter i DBT att stanna upp i ett destruktivt händelseförlopp så är det en verkan av stor betydelse för patienterna såväl som för anhöriga och sjukvården.

Thesis (M.A.)--Denver Seminary, 2002. / Abstract. Includes bibliographical references (leaves 58-62).

The purpose of the present study was to compare the effectiveness of three indirect models of service delivery in treating children with externalizing and internalizing behavior problems: the highly individualized behavioral consultation model (CBC); minimal consultation with videotape therapy (GVT); and self-administered videotape therapy only (VT). This study also sought to ascertain whether parent and teacher consultation increases parental involvement in their children's education. Specifically, the relationship between perceived self-efficacy and mothers' involvement in their children's education was examined. Thirty-five preschool and elementary school children, their mothers, and teachers were assigned to one of the three treatment conditions. An A-B repeated measures group research design was used to analyze the effectiveness of consultation. Outcome variables included mothers' and teachers' direct observation of target behavior, their ratings of social skills, internalizing, externalizing, and general problem behaviors, and an observational measure of child deviance behaviors and parenting skills. Results indicated that children's target behaviors improved from baseline to treatment in all three treatment conditions. Overall, children's social skills increased and behavior problems decreased over the course of treatment. Pretreatment and posttreatment self-efficacy was assessed via rating scales. Although results suggest that parent and teacher self-efficacy did not change as a result of treatment, self-efficacy ratings were associated with more hours of mother involvement in educational activities per week. These results are discussed in light of their practical and theoretical implications.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves 105-123. / Photocopy. / Microfilm. / ix, 148 leaves, bound ill. 29 cm

Thesis (M.S.)--Villanova University, 2008. / Psychology Dept. Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1993.

Thesis (M.S.)--University of Michigan, 1993.

Thesis (Ed. D.)--Columbia University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 182-192).

Thesis (Ed. D.)--Columbia University. / Includes bibliographical references (leaves 182-192).

Thesis (M.A.)--Denver Seminary, 2002. / Abstract. Includes bibliographical references (leaves 58-62).