Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "May, 2005." Includes bibliographical references (leaves 111-117). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

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.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains [iii], 53 p. : ill. Includes abstract. Includes bibliographical references (p. 33-38).

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains ix, 103 p. Includes abstract. Includes bibliographical references (p. 68-75).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-147). Also available for download via the World Wide Web; free to University of Oregon users.

Not available / text

Two studies were performed to provide insight into the causes and effects of client noncompliance to behavioral treatments. An Analogue Study was performed in which undergraduate participants were taught about progressive muscle relaxation. Participants were randomly assigned to either a directive condition (which placed an emphasis on describing relaxation as an expert would) or a supportive condition (which emphasized incorporating relaxation into the person's daily life). Results indicated that participants in the supportive condition reported higher levels of enjoyment, satisfaction, and homework compliance than participants in the directive condition, but did not display significantly different levels of intrasession noncompliance. As well, a Clinical Study served as a naturalistic study involving six therapist-mother pairs where the mother was presenting with parenting difficulty and worked with the therapist during six sessions of behavioral parent training. This study surprisingly found that mothers were more likely to show noncompliance immediately following therapist supportive behavior than after directive behavior, but that overall levels of directive behavior resulted in less homework completion, and that overall levels of supportive therapist behavior corresponded with higher client satisfaction and lower overall levels of intra-session noncompliance. As well, therapists were more likely to respond to client noncompliance with supportive rather than directive behavior. Reconciliation of these results with previous research was discussed, along with limitations to these studies and potential areas for future research.

The purpose of this study was to examine the effect on college students of an Assertive Training program that combined Rational Emotive Therapy with behavioral techniques. Assertiveness was measured by ascendance-submission (A-S Reaction Study), dominance (Edwards Personal Preference Schedule), and fear (Fear Survey Schedule).Prior to the group training the 135 volunteers, through the technique of stratified random sampling, were placed in two experimental groups and one control group at Ball State University and two experimental groups and one control group at Butler University. At the time of the group training, at Ball State University eight subjects participated in the experimental groups of the study and at Butler University 22 subjects participated in the experimental groups of the study. The experimental group at Ball State University (5 males and 3 females) and the experimental group at Butler University (8 males, 14 females) participated in a primarily verbal Assertive Training workshop lasting for two hours one night a week for four weeks. The experimental groups participated in an Assertive Training model which included a theoretical and cognitive presentation of the theory of Assertive Training and of Rational Emotive Therapy. The techniques of modeling, rehearsal/role-playing, and feedback were utilized. The control group was placed on a waiting list and contacted a week before the fifth and final session to take the post-tests. The members of the control group were not notified that they were members of the control group.The A-S Reaction Study, the Dominance Scale from the Edwards Personal Preference Schedule, and Fear Survey Schedule, were administered to the experimental and control subjects at the conclusion of the training period.The Ball State University sample was eliminated from the study because the procedures used by the facilitators departed from the original research design and, thus, made them non-comparable.The instruments were scored and the three scales (A-SRS, Dominance Scale from EPPS, and FSS) were subjected to a multivariate analysis of variance. The F value whichwas obtained for treatment between groups (3.9992) was statistically significant at the .05 level. Since the HO (1) null hypothesis: There will be no difference between the vector of the means of the experimental groups and the control groups on the total score of the A-S Reaction Study, the Dominance Scale of the Edwards Personal. Preference Schedule, and the total score of the Fear Survey Schedule--was rejected, further analysis of the data was performed using univariate analysis of variance. An F value (8.7028 significant at the .05 level) was obtained for the variable, dominance. Therefore, a conclusion can be made that dominance contributes to the overall rejection of the H0 (1) (treatment). The F values which were obtained for sex (1.0336) and treatment x sex (2.3617) were not significant at the .05 level. Therefore, the H0 (2) null hypothesis--There will be no difference between the vector of means of the males and the means of the females--were not rejected.A correlation study was made in order to assess the degree of relationships between the instruments used in the study. The Dominance Scales score from the Edwards Personal Preference Schedule correlates with the A-S Reaction Study score (+.426938), and with the Fear Survey Schedule (-0220731). Also the A-S Reaction Study score correlates with the Fear Survey Schedule score (-.327414). While these correlations are not strong, they are sufficient to insure that the instrumentation assessed essentially the same construct, assertion.The findings from this study were:1. There was a significant difference found between the experimental group and the control group which was mainly due to theDominance Scale score on the Edwards Personal Preference Schedule.2. There was no significant difference found between males and females.3. In the intercorrelation study substantial relationships were found among the three instruments.A conclusion was drawn that college students can be taught to become more assertive in social interpersonal relationships by including rational-emotive procedures with behavioral techniques of Assertive Training.3

Typescript. / Bibliography: leaves 525-559. / xi, 559 l graphs, tables

Thesis (MPsy(Clinical))--University of South Australia, 2001.