Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4222. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4227. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6337. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 2015. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2666. / Thesis (Ph.D.)--The Florida State University, 1977.

Despite growing literature of factors associated with the development of bulimia among female college students, relatively little is known of the effects of the disorder on the attainment of normative developmental tasks. To this purpose, this study investigated factors related to educational and vocational decision-making in bulimic and nonbulimic female college students. / A total of 173 female college students completed a questionnaire containing demographic, attitudinal, educational-vocational items, bulimia criterion items, and three measures of educational-vocational decision-making. The bulimia criterion items were derived from the DSM-III-Revised diagnostic criteria reported by Drenowski and Yee (1986), and modified for use in this study. A matched criterion group research design was employed. Based on the diagnostic criteria, 29 subjects were identified as bulimic, and 29 as nonbulimic from the pool of 173 respondents. / Three instruments were selected to assess educational-vocational decision-making: the Identity scale of My Vocational Situation (Holland, Daiger, & Power, 1980), the Career Decision Making Styles scale of the Assessment of Career Decision Making (Buck & Daniels, 1984), and the Vocational Decision Scale (Jones & Chenery, 1980). / It was hypothesized that female college students with bulimia would significantly differ from female college student nonbulimics on factors related to educational-vocational decision-making. Results of the study suggest an association between bulimia and impaired education-vocational decision-making. / Multivariate analysis of variance yielded significant differences between groups, with bulimic female college students evidencing a more diffuse vocational identity, greater use of a dependent career decision-making style, and lesser readiness to engage in educational-vocational decision making tasks. Stepwise discriminant function analysis identified the dependent career decision-making style as the primary function in discriminating bulimic subjects from nonbulimic subjects. Based on this discriminant function, nearly 70 percent of subjects were accurately classified into their respective groups. The implications of these results for future research and counseling of individuals with bulimia are discussed. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1098. / Major Professor: Harman D. Burck. / Thesis (Ph.D.)--The Florida State University, 1987.

<p> Anxiety is a prominent diagnosis that children can experience at an early age. When untreated, due to negative perceptions and stigmas, childhood anxiety can manifest into severe mental conditions. However, there are professionals who are trained to assist children with their anxiety and destigmatize the idea of anxiety. The intention of this study was to examine the perspectives of professionals who work with children with anxiety and to explore further these professional&rsquo;s beliefs about where anxiety originates. Data was collected through four semi-structured interviews with participants who have diverse backgrounds and work in multiple settings with children who experience anxiety. The results of this study indicate that there are both stigmas and an acceptance of individuals with anxiety disorders. Furthermore, this study brings an awareness to the impact that culture and media can play in developing fears and anxieties in children as well as the importance of seeking early interventions in order to minimize further mental health concerns. </p><p>

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<p> This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year&rsquo;s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment. </p><p>

The focus of this study was an investigation of the effects of embodied animation on the retention outcomes of Chinese character learning (CCL) for beginning learners of Chinese as a Foreign Language (CFL). Chinese characters have three main features: semantic meaning, pronunciation, and written form. Chinese characters are different from English words in that they are non-alphabetic orthographies. Though popular, they are deemed very hard to learn. However, Chinese character processing is found to be neurologically related to human body movements, or at least the imagination of them. Literature also indicated the importance of embodied cognition, imagination, and technology use in human language memory and learning. The design of embodied animation for a computer-based CCL program is developed which consists of three types of characters. The study used Between-Subject Post-test Only Control Group experimental design with sixty-nine adults. The study compared five learning conditions: embodied animation learning (EAL), human-image animation learning (HAL), object-image animation learning, no-animation etymology learning, and traditional learning (serving as a control group). Participants in the EAL group perceived the character etymological animation, and then a video clip depicting the moving actions of human body movements and/or gestures which show the semantic meaning and the written form of the character. The study found that the EAL group outperformed the other learning groups with medium to large effects. Specifically, after one week of learning, the EAL group outperformed the other groups in terms of learners' free recall of Chinese characters, in characters' meaning-form mappings, and in characters' form-meaning and-sound mappings. Furthermore, the EAL group performed better than the other groups in the retention of all three types of characters (i.e., pictograph, indicative, and ideograph). Therefore, findings revealed the positive effects of embodied animation on CCL. In addition, the HAL group showed promising retention rate by constantly performing the second best in all tasks. The study also revealed that pictographs and indicatives were better learned than ideographs across groups. Drawing from the study, the use of embodied animation in a computer-based program is suggested to be effective on character learning for beginning learners of CFL.