Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves [100]-109.

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The Old Curiosity Shop, Charles Dickens' fourth novel, has been given little serious critical attention by modern scholars. The purpose of this study was to analyze the novel, ignoring the accepted prejudices against it and establishing it as a complex artistic creation.The organization of the study rests on the thesis that after Master Humphrey, the narrator of the first three chapters, dismisses himself from the story, the novel divides into four sections each focused on one of the four major characters--Nell, Kit, Quilp, and Dick. The sections are not divided in the novel, but are complexly interwoven with the sections presenting different views of the major themes of the novel.Master Humrhrey's three-chapter introduction to the novel sets the plots of the four sections in motion and establishes the major concerns of the novel—alienation, creativity, and materialism. More important, Master Humphrey is the only artist whose consciousness is penetrated while he is in the act of creating.Nell’s section contains the most lengthy treatment of the major themes, but does not present the novel’s and as with Nell, his self-imposed, alienation ends in death. The similarity between Mrs. Quilp anid Nell, and Nell, Mrs. Quilp's enjoyment of her suffering combine to raise the doubt that Nell's problems are imposed externally. Quilp's creativity is reflected in his ability to appear differently to different people around him. He recreates himself constantly.Dick Swiveller's progression from a morally careless rogue to a caring hero is the triumph of the novel, and his section contains the novel's solutions to the thematic problems. Unlike Nell, Kit, and Quilp, who retreat from society, Dick searches for companionship. He and the Marchioness solve the problem of alienation by finding each other. He also presents a compromise between the greed of Quilp and the grandfather and Nell's renunciation of material goods with his theory that money simply makes things more pleasant. Dick is the greatest creative artist in the novel for be uses his imagination to create a refuge for himself and his friends within an alien world. He creates through imaginative power the haven which Nell cannot find in her flight.

The purpose of this research was to compare the effects of massed or marathon group experiences upon personal growth with the effects of spaced group experiences upon personal growth, The between group comparison was tested in terms of fourteen null hypotheses pertaining to the fourteen subscales of the Personal Orientation Inventory. One additional null hypothesis pertained to the discrepancy between perceived actual self and perceived ideal self, as measured by the Interpersonal Check List.Subjects for the study were students in Educational Psychology classes at Ball State University. All of the subjects were volunteers who chose the experimental groups in lieu of other types of group experiences normally provided through their classes. The final samples, utilized in the analysis of the data, consisted of 92 students.All subjects used in the study were pre-tested, using the Personal Orientation Inventory and the Interpersonal Check List. One week following the pre-testing, 46 subjects, utilized in the final analysis of the data, entered group process under the direction of leaderless tapes. These 46 students experienced group process in five two-hour sessions with an interval of one week between sessions. Each student had perfect attendance, thus assuring equal group process time with the massed leaderless group. The other 46 subjects experienced massed leaderless tape group processing. They met under the direction of the same leaderless tapes, with the exception that all five sessions were combined into one marathon session of ten hours. For both massed and spaced group samples, individual group size ranged from six to eight subjects.Post-testing was administered immediately following termination of group process in both experimental groups. Again, the Personal Orientation Inventory and the Interpersonal Check List were given to the subjects. The pre- and posttest results were hand-scored and an analysis of covariance was utilized to test the fifteen null hypotheses. With the level of significance established at the .05 level, analysis of the data revealed that no significant difference existed between Groups on any of the subscales of the Personal Orientation Inventory or on discrepancy between perceived actual self and perceived ideal self, as measured by the Interpersonal Check List. All fifteen null hypotheses were accented. It was concluded that, using this group approach, the massing or spacing of process time makes no significant difference in terms of growth of subjects as measured by the criterion instruments. On the basis of the results of this study, ten recommendations, alone with their precipitating rationales, were offered.

This study sought to determine the effect of a marathon experience upon counseling trainees. An attempt was made to bring forth evidence of support or non-support for the use of marathons in a counselor training program. The meaningfulness of this study lies with the question of whether the marathon experience changed counselor effectiveness.

Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006. / "June 2006". A thesis is submitted in fulfilment of the requirements for the degree Postgraduate Diploma of Psychology, Faculty of Life and Social Sciences, Swinburne University of Technology - 2006. Typescript.

Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Psychology. Title from title-page of electronic thesis. Bibliography: leaves 126-132.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Clark and Wells (1995) constructed a comprehensive cognitive model of social phobic behaviour, in terms of which social phobic behaviour is activated and maintained by a system consisting of negative thoughts and beliefs, anxiety s)mptoms, avoidance and safety behaviours, and processing of self as a social object. The interaction of these elements creates a series of vicious circles which escalate and which keep the phobic individual in a state of chronic -disability, either because they chronically avoid significant social situations or because they find themselves incapacitated by anxiety when they enter them. The Clark and Wells (1995) treatment programme is designed to alleviate the social phobia by targeting the components that form the vicious maintenance cycle and replacing these by new patterns of cognition and behaviour. This treatment programme was designed for individual treatment, and the present study adapted it to a group format. Seven social phobic university students participated in the adapted group treatment format over the course of 13, 2-hour group sessions. Regular assessment of participants' response to the programme was carried out weekly and at two follow-up assessments, with the use of a series of questionnaires. In addition, sessions were audio taped and videotaped, facilitators took notes during sessions and keep records made by participants of their homework exercises. Individual case studies were written for all participants (including two non-completers) in which case narratives were juxtaposed against their responses to each of the self-report questionnaires. These we used as a basis for evaluating the validity of the Clark and Wells theoretical model and in examining the effectiveness of the treatment programme in bringing to awareness and interrupting the cycles that maintained the phobic behaviour. It is concluded that the group programme showed evidence of being very effective and, a group treatment manual was constructed so that it can be employed clinically and in future research.

M.A.