Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 184-191).

This research study was developed to investigate whether a structured discussion group on feelings)in combination with play group counseling can be effective as an intervention approach in working with disadvantaged primary grade children who are exhibiting disruptive classroom behavior. The general nature of the research hypotheses was that developmental play group counseling would not only reduce disruptive behavior of disadvantaged second grade students, but would also help to enhance these students' self concepts and attitudes toward school. None of the six hypotheses were confirmed. Developmental play group counseling did not significantly reduce "classroom disturbance" behavior, improve perceived self image, or improve attitude toward school over periods of time. The data indicated that play group counseling did significantly reduce "classroom disturbance" behavior after seven weeks of treatment, and maintained that general level of improvement eight weeks after the end of the study. The above finding suggested that play group counseling be utilized with disadvantaged early primary grade children who present behavior problems in school.

The problem with which this investigation is concerned is that of the evaluation of the effectiveness of the EPI-C model as a guide to group counseling. The purposes of the study are (1) to determine whether group counseling employing the EPI-C model results in positive gain in self-actualization, and (Z) whether group counseling using the EPI-C model is more effective than a topical discussion group or no treatment at all in producing greater positive change in subject self-actualization. This report concludes that the EPI-C model as a guide to group counseling is effective as a means of increasing reliance on inner support, increasing ascendance levels, emotional stability, and objectivity. The model also produced changes in assessed congruence of the emotional, physical and intellectual self. It demonstrated that the EPI-C model facilitated the growth of individuals on certain dimensions of self -actualization.

This study was designed to determine the diverse practices of group counseling instructors in the delivery of the required experiential group. A small group experience (experiential group) is required of all counseling students in accredited institutions. The accreditation body for counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The experiential group has been considered to be a valuable and integral part of counselor training. However, the group has been controversial because of ethical issues involving dual relationships and the right to privacy. The purpose of this study was to determine how group counseling instructors deliver the experiential group, compare current practices to recommended practices in the literature, and recommend changes based on disparities that may exist. The difference between this study and previous surveys of group counseling instructors is that the sample in this study involves CACREP institutions exclusively and the focus is on CACREP standards rather than the standards of the Association for Specialists in Group Work. The results of the study showed that approximately one third of the instructors surveyed indicated that they also serve as leaders of the experiential group. Many of these instructors who serve as group leaders also indicated that they use the group for gatekeeping. Instructors in this study also indicated that understanding group process was the most important goal of the required experiential group. Personal growth was not ranked highly as a goal of the experiential group.

The purpose of this study was twofold: (a) to determine the therapeutic effectiveness of group counseling with visually-impaired elderly adults, and (b) to provide information concerning the effectiveness of group counseling to practitioners in the field. The study reviewed the literature regarding aging and vision, psychosocial reactions to vision loss, and group counseling with the visually-impaired and the elderly. Twenty subjects, who were above age 65 and had recently experienced a severe loss of vision, were selected to participate in the study. Ten subjects were assigned to an experimental counseling group and 10 subjects were assigned to a no-treatment control group. The experimental group participated in 1-1/2 hour group sessions once a week for 10 weeks. Both the experimental group and the control subjects were administered pre- and post-tests. The tests measured depression, anxiety, self-esteem, and life satisfaction.

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The main ail of this intervention study was to investigate and measure quantitatively the influence of existential group counselling on undergraduate students’ level of meaning and purpose in life, self-esteem and alcohol outcome expectancies. A quantitative research approach was adopted using a pre-test post-test design with an equivalent control group in order to ascertain whether there were any significant differences between the experimental group (n = 21) and the control group (n = 21). The independent variable was existential group counseling and the dependent variables were the undergraduate students’ subjective level of meaning and purpose in life, self-esteem and alcohol outcome expectancies. Forty-two subjects were randomly assigned to either an experimental or control group. Quantitative data was collected using: Purpose in Life test (Crumbaugh & Maholick, 1964), the Self-Esteem Scale (Rosenberg, 1965) and the Alcohol Outcome Expectancy Scale (Leigh and Stacy, 1993). The methods of data analysis were the application of both independent and dependent sample t-tests. The dependent sample t-test results indicated a significant improvement of meaning and purpose in life (t = 3.85, p < 0.01) and alcohol outcome expectancies (t = 4.11, p < 0.01). The subjective level of self-esteem also shows an increase, though not significantly (t = 4.65, p > 0.05). Independent samples t-test results also indicated a significant improvement of meaning and purpose in life (t = 12.82, p < 0.01) as well as alcohol outcome expectancies (t = 9.57, p < 0.01). The study concluded that existential group counselling had a significant effect on undergraduate students’ level of meaning and purpose in life, as well as on alcohol outcome expectancies.

The primary objective was to investigate the effectiveness of short-term group guidance and short-term individual counseling with freshman college students. The design utilizes the method and procedure of comparing similar groups of students who received group guidance, students who received individual counseling, and students who received no counseling or guidance. A comparison of the ratio between self-ratings and objectively evaluated test scores before and after the study served as the basis for determining the effectiveness of the experimental variables.

The problem was the relationship of responses of individuals with demonstrated differences in internal-external reward characteristics and directive, client-centered group counseling techniques.

The purposes of this study were as follows: (1) to ascertain and compare the effect on self-concept, sociometric status including an index of emotional expansiveness, teacher-rated behavior and grades of three group counseling techniques (a structured aural stimulus approach, a structured visual stimulus approach, and an unstructured approach) upon sixth-grade subjects; (2) to compare the subjects involved in these three types of group counseling sessions with subjects in an control group; (3) to compare the differences in effects of the three techniques separately upon girls and upon boys; and (4) to analyze the implications of these findings for elementary school counselors and teachers.

This study was conducted to compare changes in self-concept and dogmatism among high school subjects at three levels of manifest anxiety following group vocational counseling.