Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4102. Adviser: Jenny Singleton. Includes bibliographical references (leaves 91-103) Available on microfilm from Pro Quest Information and Learning.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / The purpose of the current study was to identify if any significant relationships between inspiration, temperament, and positive affect existed. The dependent variable was inspiration, which was measured by the Inspiration Scale (IS). Temperament was measured by the Keirsey Temperament Sorter II and positive affect by the Positive and Negative Affect Schedule (PANAS). One hundred forty-five students attending a large Midwestern university and small community college participated. Initially, participants completed the Keirsey Temperament Sorter II online. The IS and PANAS were administered in the student’s classroom. The data were consequently analyzed to determine if there was a correlation between inspiration and temperament, inspiration and positive affect, and inspiration and the combined effects of temperament and positive affect. The results were mixed: 1. No relationship between inspiration and temperament was discovered. ANOVA results indicated that mean inspiration scores for each temperament did not vary significantly. 2. A relationship was identified between inspiration and positive affect. Regression results suggested a positive linear relationship between inspiration and positive affect scores. 3. When inspiration was correlated with positive affect and temperament combined, no relationship was discovered. A 2 x 4 ANOVA showed no correlation between the variables. The implications these results have on psychology and counseling are discussed, along recommendations for future research. Additionally, limitations of the study, such as inherent risks associated with using self-report measures, are mentioned. The study concludes with a discussion of how future research can investigate inspiration, temperament, and positive affect.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / Statistics published in 2003 indicate that over 67% of community college students are first-generation students, students from families where neither parent has graduated from college. First-generation students are disproportionately represented among those who terminate college prior to graduation. This study explores role theory as a model for understanding and addressing the problems of first-generation students. Survey questions linked to role commitment involving intentions to work, commute and participate in campus activities were administered to 257 first-time full-time students: 182 students were first-generation and 75 were non-first-generation. Analysis using the Mann-Whitney U Test indicated first-generation students had significantly less commitment to the role of student. Later, first-generation students were divided into "successful" and "unsuccessful" groups based on their two semester grade point average. The Mann-Whitney U Test failed to demonstrate a significant difference between "successful" and "unsuccessful" first-generation students. The ordinal score responses of first-generation students to the three survey questions were then used as categories and grade point averages of the students in those categories were compared using ANOVA procedures. The results were mixed but suggested further investigation was warranted. The study was concluded with interviews of ten "successful" first-generation students. The interview results were supportive of conclusions drawn from role theory underscoring the value of further studies with larger sample sizes and modifications in methodology suggested by this study.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Stephen L. Benton / This study examined the effects of types of therapist disclosure and their interaction with various combinations of observer, therapist, and client gender-dyads on observer ratings of the working alliance. Participants were 357 undergraduate students (60.2% women) from two Midwestern universities who were randomly assigned to one of 12 conditions. Each condition required students to read one of 12 printed scenarios differentiated by all possible combinations of three types of therapist self-disclosure (similar, dissimilar, no disclosure), two levels of therapist gender, and two levels of client gender. Students rated the scenarios on the perceived working alliance between the therapist and the client, using the 36-item Working Alliance Inventory-Observer (WAI-O). A 2 (student sex) x 2 (therapist sex) x 2 (client sex) x 3 (disclosure type) ANOVA revealed no significant effects on the WAI-O total scale score. In addition, no main effects or interactions were found on WAI-O total scale when male and female student scores were pooled. A 2 x 2 x 2 x 3 MANOVA performed on the WAI-O subscales indicated female observers perceived a stronger client-therapist bond for similar than dissimilar disclosures with male clients. Female observers rated male clients with a stronger bond than female clients, but only in the similar disclosure condition. A main effect was also found for observer sex on the Task and Bond subscales. Although this study did not find gender of the observer, type of therapist disclosure, and the gender of the therapist and their client to influence overall working alliance ratings, results suggest that these factors have an impact on female observer ratings of the bond and task agreement between the therapist and their client. Specifically, two findings emerged: (a) women, not men, observed a stronger bond for male client recipients of similar versus dissimilar disclosure; (b) women, not men observed a stronger bond for male client versus female recipients of a therapist's similar disclosure. Results are discussed in terms of disclosure and gender research.

Abstract not available.

In North America, over the years, varying historical, social and political discourses have been dominant in constructing the problem of teenage pregnancy and parenthood. In contemporary Canada, teen (single) parenting is framed as a social problem that needs to be solved. To understand the nature of the problem, it is important to examine the shifting social and political imperatives that shape and define teen motherhood. This study was situated within the context of school-linked integrated services that provide a host of interventions to support these young women and their children. Using an instrumental, collective case study design, this study examined three sites (Centres) that utilized a holistic, collaborative approach providing services that ranged from a schooling program, parenting courses, daycare, social assistance services, counseling as well as other varied programs. The study used a conceptual context derived from the academic and professional literature in the following three relevant areas: Foucault's poststructuralist theory of discourse and power, interventions within neo-liberal social welfare reforms, and interagency collaboration. The guiding research questions were as follows: Firstly, to understand how the teen/young mothers are perceived by frontline staff and how the teen/young mothers perceive themselves in the midst of prevailing discourses; secondly, to explore how staff at the Centres intervene to assist the teen/young mothers with the competing demands of schooling, mothering and work/life preparation; and thirdly, to examine how collaboration takes place among frontline staff to enhance the success and well-being of the teen/young mothers. Semi-structured interviews were conducted with nine teen/young mothers and fifteen frontline staff at three multi-service centers. Data were also collected through participant observations and Centre documents such as evaluation reports, annual reports, brochures and newsletters. The findings of this study revealed that the young women were mostly constructed within dominant discourses of 'risk', 'resilience', 'stigma', 'infantilization' and 'welfare dependency'. The front line staff demonstrated immense tact and sensitivity in intervening in the lives of the young women; and the interventions helped to ameliorate the negative impact of inadequate economic, social, and economic resources. A closer look at the collaborative approach highlighted several factors that hindered as well as facilitated collaboration. The young mothers in this study emerged as resilient and hopeful as their voices conveyed their struggle to balance motherhood and schooling.

This study was designed to investigate the relationship between gender role attitudes and marital satisfaction. Heterosexual and homosexual couples were investigated. To measure gender role attitudes the Bem Sex Role Inventory (BSRI) was employed. Marital satisfaction was measured by the Inventory of Marital Satisfaction (IMS). Twenty three couples participated in the study. Both partners in each couple completed the BSRI and the IMS. Findings indicate that androgynous individuals report lower degree of marital problems than sex-typed individuals. The results also indicate that couples in which both partners are classified as androgynous report the least amount of marital difficulties. Couples comprised of a masculine and an androgynous partner report the highest degree of marital problems. Finally, couples who are made up of masculine and feminine partners report a degree of problems that falls between the other two groups.

For the past 40 years, one southwestern US university counseling program has sponsored two mental health training clinics in which master's and doctoral level students have learned to provide child parent relationship therapy (CPRT) services to community parents. In their training, students learn about the positive effects of CPRT, particularly on parental stress. To date, however, no program evaluation has been conducted at these clinics focusing specifically on parental stress outcomes after the completion of CPRT or to determine the demographics and characteristics of parents who pursue CPRT. The purpose of this study was to conduct such an evaluation of archival data spanning 7 years. Participants were 129 parents (70% female, 30% male; 80% Caucasian, 35% Hispanic/ Latino, 6% African American, and 4% Asian; 62% married, 9% separated, 16% divorced). Results from a t-test indicated a statistically significant decrease in self-reported parental stress, with a moderate effect size. Multiple regression revealed that women and those who attended with a co-parent reported greater stress reduction. This study confirmed the benefit of CPRT, provided by counselors-in-training, on reducing parental stress and indicated clientele for which and conditions in which those benefits might be optimized.

Reiki healing is one of several complementary and integrative therapies becoming increasingly prevalent in mental health counseling. It has been identified in the medical field for its usefulness in treating anxiety, depression, distress, and pain but has rarely been studied for its counseling impact on client wellness. I conducted single-case research to explore psychotherapeutic Reiki's (PR's) influence on adult clients' anxiety symptoms and perceived sense of mindfulness and provided analysis of data collected from two assessments administered weekly: the Adult Manifest Anxiety Scale-Adult and the Mindful Attention Awareness Scale. Three of the four participants demonstrated significant improvement in both anxiety and mindfulness over the course of the PR intervention. The study revealed potential therapeutic benefits for integrating PR with conventional talk therapy. Included in discussion of study results are clinical implications and importance, suggestions for future research, and limitations.

No description available.