No description available.

The primary purpose of this study was to determine whether or not biofeedback had a differential effect on students' locus of control. A secondary purpose was to determine if subjects were able to acquire skill in raising their skin surface (finger) temperature using simple, inexpensive mercury thermometers in a group setting.Subjects were eleventh and twelfth grade psychology students. The study was conducted during the spring of 1979. Subjects were administered the Nowicki-Strickland Locus of Control Scale for Children as a pre-test. Obtained scores from this measure were divided into a one-third split on ranges of internality. All subjects then received six thermal training sessions over a two week time span. Mercury thermometers were placed on the subjects' index fingers, and autogenic phrases were introduced. During each session of approximately twenty minutes, the subjects recorded their baseline and peak temperatures, Following six treatment sessions, the Nowicki-Strickland Scale was again administered to all subjects. A three by two analysis of variance with repeated measures was employed to determine significant differences between the subjects' pre and post mean raw scores on the locus of control measure and the mean increase in temperature on the initial and final treatment days. Sex differences on locus of control and treatment differential were investigated by means of a two by two analysis of variance with repeated measures. Hypothesis I, which stated no significant difference among the mean scores of the high, middle, and low internal groups on the locus of control measure, was rejected (F= 119.7; p <.01). An F ratio of 12,3 (p <.001) indicated a significant difference between the pre-and post-test mean scores on the locus of control measure, Thus, Hypothesis II was also rejected. Contrasts determined that subjects scoring in the middle one-third range of internality were most affected by the biofeedback training.An F ratio of 15.08 (p.<001) indicated a significant difference between the mean increase in temperature on the initial day of treatment and the same mean increase on the final day. Thus, Hypothesis III was rejected. Hypothesis IV was not rejected as no difference was found among the means of the three groups on the treatment increase measure. Contrasts determined that subjects scoring in the lower one-third range of internality were most successful in increasing temperature.Hypothesis V, which stated no difference between mean scores of males and females., on the locus of control measure was not rejected, An F ratio of 8.68 for the effect of the repeated measure of locus of control was significant at the .05 level across sexes, Contrasts determined that the difference was attributed primarily to female subjects.A significant difference across sexes on the repeated measure of tempeature increase was also found (F= 11,73; p.<01). Contrasts determined a significant F ratio of 11.26 (p-<.05) for males and 5.88 (:p<.05) for females. Thus, males, as a group, and females, as a group, had significant differences between mean temperature increase on the initial and final days.Within the limitations of the present study, several conclusions were made based on the statistical analyses of the data, Biofeedback training did alter one's locus of control, moving the trait in the direction of internality. The subjects did learn to increase their skin surface (finger) temperature using common, inexpensive mercury thermometers in a group setting.Recommendations were made for further study to include replication using an experimental control design, conducting the study over a longer period of time, and using more subjects, possibly elementary-age students.

In 1958, Joseph Wolpe published a formal statement on psychotherapy by reciprocal inhibition. The basis for this statement is simply that two incompatible responses cannot occur at the same time. Relaxation and anxiety are two such incompatible responses.Subsequent to this statement it has been demonstrated that the process of systematic desensitization is an effective means of replacing anxiety responses with relaxation responses. Wolpe argues that a client must be able to induce deep relaxation on cue in order for the process of systematic desensitization to be effective. In order to reach this end subjects are trained in deep muscular relaxation after the method described by Jacobson.After the subject has learned the relaxation response, he is exposed to a graduated series of anxiety producing stimuli. If the relaxation response has been well learned, stimuli which previously have been anxiety arousing will become associated with relaxation. When this has occurred, the debilitating effects of anxiety are removed, and the subject is free to operate in a constructive manner.The purpose of the present study was to investigate the effect of immediate feedback during relaxation training on the process of systematic desensitization. In addition the study undertook an examination of the galvanic skin response record which was collected during relaxation training.It was believed if subjects through feedback could be taught to quickly and deeply induce relaxation that the systematic desensitization process would be improved.A review of the literature included the following areas: 1) traditional systematic desensitization, 2) group systematic desensitization, 3) relaxation training, 4) use of physiological feedback, and 5) standardized hierarchies.Subjects were nineteen students enrolled in introductory speech classes during the first five-week summer session in 1971 at Ball State University. All persons who took part in the study described themselves as experiencing anxiety in the speech giving situation.In pretest and posttest sessions all subjects were administered Paul's adaptation of Gilkinson's Personal Report of Confidence as a Speaker to assess their feelings about performing in the speech situation before a group. In addition, in order to measure general anxiety level, five subtests of the Objective-Analytic Anxiety Battery (1960) published by the Institute for Personality and Ability Testing were administered.Subjects were divided into three groups: Group I received individual relaxation training with feedback of the galvanic skin response followed by group systematic desensitization; Group II received relaxation training without feedback of galvanic skin response followed by group systematic desensitization, and Group III received no treatment.An analysis of covariance was used to assess change in anxiety level as measured by the Personal Report of Confidence as a Speaker and the Objective-Analytic Anxiety Battery. If the analysis of covariance indicated that significant differences did exist, a Scheffe statistic was applied to determine which group differed from which other group or groups.Results indicate that no significant differences existed between groups as measured by the Personal Report of Confidence as a Speaker. On four of the five subtests of the Objective-Analytic Anxiety Battery no significant differences existed. On one subtest which purports to measure anxiety through ergic tension members of both Group I and Group II had a greater reduction (less than the .05 level) than did members of Group III.Discussion of the findings included the fact that although significant differences did not exist on six of the seven measures, there was movement in the hypothesized direction on five of the seven measures. Recommendations for further study were included.

Project (D. Min.)--Trinity Evangelical Divinity School, 1990. / Abstract. Includes bibliographical references (leaves 183-186).

No description available.

No description available.

No description available.

The purpose of the study was to evaluate a growth/awareness group experience by determining the effects of the group on interpersonal personality characteristics of the participants as measured by six selected scales of the California Psychological Inventory (Dominance, Capacity for Status, Sociability, Social Presence, Tolerance, and Good Impression). The two main null hypotheses stated that (1) there would be no differences between the experimental (treatment) group, the informed control group, and the uninformed control groups on the six scales of the California Psychological Inventory, dealing with social interaction and (2) if change occurred, the change would not be sustained over a three month period. Eighteen sub-hypotheses in all were tested statistically with non-parametric Kruskal-Wallis One-Way Analysis of Variance and the Wilcoxon Matched-Pairs Signed Ranks Test.The population of the study included seventeen experimental group participants, who volunteered in response to advertisements and took part in a three day (fifteen hour) growth/awareness group led by three experienced doctoral students in counseling. Two control groups were utilized: (1) an informed control group of twenty-two who knew about the experiment and stated that they would, if they could at a more appropriate time, participate in this or a similar group, and (2) an uninformed control group of twenty-seven who were taken from two university classes and were told nothing about the testing or the experiment. These three groups were not statistically different on their pre-test scores. Neither control group received any treatment.The group or treatment was a combination of exercises used in sensory awareness, sensitivity training, and human relations training groups. The activities were highly to moderately structured with a low to moderate level of threat (encounter or confrontation). The leaders were used as directors, giving instructions and facilitating the execution of the exercises. The leaders did not take an active part in interaction.Six scales of the California Psychological Inventory were administered to all three groups before and after the group experience. Analysis of the data revealed no significant difference between groups at the .05 level of confidence on any of the six scales of the California Psychological Inventory. Experimental group participants were administered the same instrument three months after the last group meeting. Statistical procedures for sustained growth were not significant.

This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations / Doctor of Philosophy (PhD)

No description available.