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Thesis--University of California, Los Angeles. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Dissertation (MHSc--Health Science) -- AUT University, 2009. / Includes bibliographical references. Also held in print ( leaves ; 30 cm.) in the Archive at the City Campus (T 158.35 DEI)

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of California, Los Angeles. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The main objective was to determine the effect of film-mediated models on the frequency of a specific quality of verbal responses which have been found to be indicative of high- levels of therapeutic movement in group counseling. Secondly, this study examined the effect of models on selected attitudes of group counseling participants toward interpersonal interactions reflective of the intense interaction involved in therapeutic movement in group counseling.

The specific purposes of this study were to measure the changes in self-insight, dogmatic attitudes, Dominance and Change variables on the Edwards Personal Preference Schedule, and discrimination variables on the Carkhuff Discrimination Scale subsequent to personal group counseling experiences and their relationships to other measures believed to be indicative of counselor effectiveness.

Psychological safety is a concept mentioned throughout the literature as a necessary component in the process of change in group counseling. Despite its frequent mention, no study has examined the characteristics of psychological safety. The purpose of this study was to lay the groundwork for a definition of the concept of psychological safety using self reports of group leaders and group members on a constructed Likert format psychological safety questionnaire of three attributional categories: self, other members, and leader. The study utilized group members (n = 44) and group leaders (n = 4) participating in laboratory groups as a part of a counseling related masters curriculum. The questionnaires were filled out on the first, eighth (middle), and fourteenth (last) sessions. Hierarchies for characteristics and attribution were constructed by using a summing procedure of the Likert responses. Results on the attribution of psychological safety by group members showed a consistent pattern over the three time measures. Group members reported leaders as the most attributed to facilitating psychological safety, other members as second, and self as least attributed to facilitate psychological safety. Group leaders showed no apparent agreement between groups, but each group leader attributed psychological safety consistently over time within one's own group. Results on the characteristics of psychological safety yielded a comprehensive list of characteristics, arranged in hierarchical format, as reported by both group members and leaders. Results indicated that psychological safety has some core concepts in each of the attributional categories. For group members, the characteristics of "warmth and support" and "active listening" were stable across every attributional category and time measure. For group leaders, "self disclosing feelings", "warmth and support", and "responding in an emotional, feeling manner" were reported in every time measure and attributional category. Characteristics that had a negative effect on psychological safety and recommendations for future research were also discussed.

Of the eight hundred Ball State University freshman and sophomore students surveyed to determine the incidence of those who identified themselves as test anxious, approximately thirty percent indicated that they suffered from test anxiety. The thirty-eight students who agreed to participate in the experiment and were included in the final data analysis were students at Ball State University, Winter Quarter, 1970-1971, and described themselves as test anxious to the point of suffering moderate to severe discomfort in test-taking situations.After pre-testing, subjects in Group I (traditional SD) and Group II (modified SD) received two hours' relaxation training and visual imagery training, after which they underwent SD in the following manner: Group I received SD based on Wolpe's model. That is, while in a relaxed state they were exposed to a standard hierarchy based on items from the Suinn Test Anxiety Behavior Scale. Group I did not proceed to a new hierarchy item if more than one person indicated more than minimal anxiety after four exposures the item. In the six desensitization sessions, Group I was exposed to 13 of the 17 hierarchy items. Group II proceeded through the same standard hierarchy under the same conditions, but at a predetermined rate without repeating any items. They were exposed to the 17 hierarchy items in six sessions.Group III received relaxation training only with no presentation of hierarchy items. Group IV received no to treatment.A multi-factor analysis of variance was computed for pre- and post-test scores on the three measures for the four groups. Posteriori orthogonal comparisons were made for contrasts showing significant differences. Both methods of desensitization as well as relaxation training were effective in significantly reducing test anxiety as reflected by subjects' post-treatment STABS scores. All three experimental groups experienced significately greater reduction of test anxiety than the control group: Group II, F 31.1564; Group III, F 12.0813; and Group I, 6.0133. Group I and Group III were not significantly different from each other in terms of test anxiety reduction. However, Group II experienced significantly greater reduction of test anxiety than Group I as measured by mean difference STABS scores (F 9.7996).Significant changes did. not occur in scores in the other two measures used in the study, with one exception. There were no significant differences in pre- and post-test scores on the general anxiety measure (TMAS) for any of the groups. Group I showed a significant loss on the scholastic achievement measure, and the trend for the other groups was toward loss rather than gain. The reasons for this are not clear, but some possibilities are listed in the text of the dissertation.The results of the study indicate that the three experimental techniques for treatment of test anxiety as measured by the STABS were viable treatment methods. The modified SD method (Group II) appeared to be superior to the other two treatment methods in effectiveness.

Thesis (Ph. D.)--Oregon State University, 1980. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.