This study was an investigation of the different effects of three procedures of human relations training in changing the personality characteristics and attitudes of preservice teachers. The purpose of this study was to determine whether there is a difference between a structured group laboratory experience, a non-structured group counseling experience, and a regular classroom lecture experience on the development of interpersonal attitudes of preservice teachers, and to ascertain the extent to which attitudinal and personality changes take place.

This study compares the impact of group counseling with that of outdoor group experience upon institutionalized adolescents. Limited to subjects between twelve and sixteen years old, the study evaluates behavior, self-esteem, social and personal adjustment, and sociometric choosing. The object of these evaluations is to test the effectiveness of these two approaches to treating disturbed adolescents who had failed to function in a community setting and who might otherwise have lapsed into delinquency. Significant change following group counseling and following outdoor group experience as measured by accrual of points for behavior suggests that both approaches are effective, with group counseling having the greater impact. Also, younger subjects appear to profit more from both group counseling and outdoor group experience. The absence of significant change reflected by standardized instruments creates two questions. Are available instruments normed on basically normal groups appropriate for use with such a unique group of subjects as those in this study? Also, does the intense resistance these subjects demonstrated toward all pencil-and-paper activities negatively affect the accuracy of results from these standardized instruments?

Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.

A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of stay was also a primary variable. In the study of this behavior. The behavior of 282 males, 14 to 17 years of age, whom had been to the juvenile detention facility in Portland, Oregon, was analyzed via three separate instruments. The Behavior Activity Inventory was utilized to obtain daily observations concerning four separate areas of interest. An attitudinal rating scale was devised to obtain the staff’s assessment as to the effects of the study. A questionnaire was utilized in evaluating the children’s opinions regarding the study.

Empowerment for those supporting the bereaved lies in understanding the processes by which meaning is constructed out of a loss. My concern is that models currently underpinning understanding and practice in grief recovery provide limited assistance to loss and grief practioners. These theories, based around set stages and tasks with pre-determined objectives, offer stereotypic "after the event" perspectives on the recovery process. This has value as background information, but in the extreme promotes a clinical, de-personalised approach to uderstanding and support. My experiences over more than a decade of working alongside the suicide-bereaved in particular, suggest that a more enlightened pathway lies with people and their stories. Working in an empathic dialogic relationship, with an emphasis on understanding rather than closure, is more appropriate in assisting those treading the very sensitive, very personal, bereavement path. Furthermore, the narrative grounded approach is more in tune with the processes involved; and more likely to lead to productive outcomes in both the short and long term.The presented model argues that bereavement recovery is a re-educative reconstruction process: trialogic, semiotic sign or symbol related; recognising significant personal autonomous control; genetically or organically activated and driven; dynamic and ongoing; and constructed out of the individual's socio-cultural knowledge base. The model further argues that recovery is best constructed in a climate of empathic understanding and genuine non-judgemental acceptance of the bereaved individual's current perceptual world. In expounding and supporting this model, the tradition of pragmatic educational philosophy has been found useful - in particular, relevant apects of the theories of Carl Rogers, John Dewey, Alfred Shutz and Charles Stanford Peirce.I contend that the proposed model may be applied to all forms of profound loss, however the main context for this research is a Bereaved-by-Suicide Support Group.

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 201-211).

College is a time of pressure and stress for students. The presence of a physical disability can be a factor which lends additional complications and adds to the stress and adjustment difficulties in the college years. In recognition of the stresses and pressures and in response to legislative mandates, colleges are beginning to offer programs of support services for physically disabled students. Although the literature supports such offerings as helpful in the adjustment process, little research has been done to determine effectiveness of support services. The purpose of this study was to assess the effects of two types of support services, Adaptive Physical Education and Group Counseling on the adjustment of physically disabled students as measured by pre and post treatment mean scores on the Tennessee Self Concept Scale and the Rotter Internal-External Locus of Control Scale. Additionally, Goal Attainment Scaling was used with students who participated in a Counseling Group. Subjects were 21 physically disabled volunteers who were students at The University of Arizona, Tucson, during the fall semester 1980. Subjects were divided into three groups: students enrolled in Adaptive Physical Education classes (n = 7), students participating in a semester long counseling group (n = 6), and students who were neither enrolled in Adaptive Physical Education nor participating in a counseling group (n = 8). The experimental treatment consisted of participation in Adaptive Physical Education twice a week over the course of the semester for Group 1. Group 2 participated in a once per week counseling group for 10 weeks. Subjects in the Control Group did not report receiving regular counseling and were not enrolled in Physical Education classes. The Tennessee Self Concept Scale and Rotter I-E Scale were administered to subjects at the beginning and end of the semester. Additionally, subjects in the Counseling Group established and rated themselves on goals as part of the pre and post treatment assessment. This group also rated the group counseling experience at the end of the semester. The study was designed to see if participation in Adaptive Physical Education or Group Counseling would significantly effect the pre and post treatment mean scores on the Tennessee Self Concept Scale and the Rotter I-E Scale. Analysis of variance of the pre and post treatment mean scores for all three groups did not reveal any statistically significant differences in either Self Concept or Locus of Control scores. All students in the Counseling Group reported achieving their goals and reported the group experience to be a positive one. From the evidence gathered in the study, it was concluded that neither Adaptive Physical Education nor Group Counseling have a statistically significant effect on the self concept or locus of control of physically disabled college students. The small numbers of subjects in the three groups may have been a contributing factor in the failure to achieve any statistically significant difference between the three groups. Recommendations include further study of support services with a larger number of subjects over a longer period of time, further research to identify alternate methods of measuring change and further study of other types of support services.

Research shows that women are at higher risk for being victimized simply because of their gender. Women with mental illness living independently are especially vulnerable, since they underreport victimization and underutilize available resources. This study evaluated the benefits of educating women with mental illness about safety and violence. Twenty women utilizing outpatient services at two community mental health centers participated in one of two 12-week groups: 15 received an educational curriculum and 5 a control condition. Outcomes were assessed using pretest and posttest measures of quality of daily life, self-esteem and perceived control over life events, awareness of available resources to them as women, awareness of violence, attitudes about safety, and confidence in abilities to protect themselves. The greatest improvement was in the curriculum women's awareness of resources. Intra-group variability, a small sample size, and other unexpected complications precluded a definitive evaluation of the curriculum, but overall results suggest further research in this area would be beneficial. / Department of Psychological Science

Thesis (D.Ed.)--University of Melbourne, Faculty of Education, 2002. / Typescript (photocopy). Author's name on spine: J.W. Stebbins. Includes bibliographical references (p. 315-328).

Thesis (Ph. D.)--University of Minnesota, 2003. / Includes bibliographical references (leaves 173-187).