Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 147-156).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 8, 2007). PDF text: 105, [31] p. : ill. UMI publication number: AAT 3216335. Includes bibliographical references. Also available in microfilm and microfiche format.

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

SYFTE: Jag har i mitt yrke erfarit att många elever upplever skolan som stressande. Studier stöder denna iakttagelse och visar att för många tonåringar är skolan den i särklass största stressfaktorn. Vidare ökar stressrelaterade sjukdomar bland vuxna kraftigt. Detta gav mig en ide att inom skolans ram försöka agera preventivt och inspirerad av coachning och kognitiv beteendeterapi satte jag samman en kurs. Här undersökte jag huruvida träning i mental kompetens; kunskap om kroppens känslosystem, språk för känslor, stresshantering och problemlösningsstrategier, skulle kunna ge elever större känsla av beredskap för att hantera livet i ett modern komplext samhälle och därmed en högre livskvalitet. METOD: Innan och efter kursen utvärderades elevernas förmåga att hantera för dem stressiga situationer samt aktionsberedskap i situationer som kräver handling. Under kursens gång gjordes kontinuerliga utvärderingar och dessutom genomfördes en muntlig och skriftlig utvärdering vid kursens slut. Vidare förde jag en personlig loggbok där för mig viktiga iakttagelser noterades. RESULTAT: Eleverna visade avsevärd förbättring av de undersökta kompetenserna. Dessutom upplevde så gott som samtliga att kursen behandlat för dem viktiga saker och att de kände sig psykiskt starkare av kursen. SLUTSATS: Undersökningen visar att det på kort tid går att avsevärt höja elevers förmågor inom mental kompetens. Skolan bör undersöka huruvida undervisning i mental kompetens bör ingå i den ordinarie undervisningen.

Syftet med studien var att se om det är möjligt att påverka resultatet på en kognitiv uppgift beroende på hur uppgiften presenteras. Är det möjligt att före ett test som kräver mental ansträngning genomföra en kort mental träning/förändring av inställning och på så sätt få ett bättre resultat på testet? Påverkar positiva eller negativa tankar prestationsförmågan? Undersökningen utfördes i två delmoment. Första delen av undersökningen var en enkät som användes för att undersöka studenternas attributioner inför ett prov. Andra delen av undersökningen var ett kvasiexperiment i form av ett minnestest uppdelat på två grupper vars uppdelning skedde med hjälp av enkätsvaren. Den ena gruppen fick ett peptalk inför testet, den andra gruppen fick presenterat hur svårt testet var. Resultatet från undersökningen visar inte att peptalk fungerar för att förbättra den kognitiva förmågan. Sambanden mellan hur individens attribution påverkar individens förmåga av kognitiv prestation har med denna undersökning inte kunnat säkerställas. Däremot antyder undersökningen att det är viktigt att ha kontroll på en experimentsituation.

This essay is a qualitative research analysis that aims to increase knowledge and understanding of how people with mental disorder be treated in Sweden. It also includes a short comparison with China when it comes to treating people with mental disorders. According to the Mental Health Global Action Program of WHO number of people suffering from the mental disorders is expected to reach 450 million people worldwide. Statistics released by the Chinese Centre for Disease Control and Prevention in 2009 showed that mental disorder in China affects a population of over 100 million people, of which 16 million are severely ill. People with mental disorders cannot be described as one single group; there is a wide range of different state of illness, including the depression, and patients with schizophrenia. One could even add other mental handicapped groups. These patients inflict severe burden upon their families and as well as the society. They have diseased emotional expressions what ‘normal’ people are not endowed with, so that they are somehow misunderstood, to be more exact, they are not accepted. They can neither integrate in society nor break away from it; they are put in a great quandary, and have no choice but to live marginalized and secluded from society.

Older adults experience a variety of cognitive and physical declines as they age. Consequently, these changes can impact mobility and mental health (i.e., depression). Studies have suggested a relationship between driving habits changes (in particular, driving cessation) and depression (Fonda, Wallace & Herzog, 2001; Marottoli et al., 1997). Very little research has been conducted to examine the relationship between depression and other mobility changes in treated and untreated community dwelling older adults. Older drivers who ranged in age from 65 to 91 with a mean age of 73 completed the Center for Epidemiologic Studies Depression Scale (CES-D) (Radloff, 1977), Life Space Questionnaire (LSQ) (Stalvey, Owlsley, Sloane, and Ball, 1999) and a health questionnaire, including medication usage. Mobility measures used from the LSQ were life space (i.e., have you been to places outside your neighborhood?) and driving space (i.e., have you driven to places outside your neighborhood?). Analyses of covariance revealed that either the presence of depression or the taking of antidepressant medication reduces driving mobility but not life space mobility.

Depression is a disorder that can affect every aspect of one's life, ranging from physical health issues to interpersonal relationship difficulties. Therefore, it is imperative that the depressive symptoms of college students be identified, evaluated, and treated. Self-report measures are a common technique to identify depressive symptomatology in individuals and assist in diagnosis and treatment. Existing measures are often used as a criterion by which to validate the psychometric properties and effectiveness of newly designed, self-report measures. The purpose of this investigation was to explore the concurrent validity of a newly published self-report measure of depression, the Clinical Assessment of Depression (CAD; Bracken & Howell, 2004) with an existing measure, the Beck Depression Inventory-Second Edition (BDI-II; Beck, Steer, & Brown, 1996). The sample used for this investigation consisted of 125 college students (38 males and 87 females) ranging in age from 18 to 52 years. Internal consistencies for the sample were computed for the BDI-II and the CAD and were found to be in the acceptable range with computed coefficient alphas from r - .87 to .97. Significant, moderate to strong positive correlations were found between the CAD total score and the CAD subscales with the BDI-II total score and ranged from .55 to .97. This study also investigated gender differences on both measures. Independent f-tests were computed and found no significant difference between male and female mean scores on either the CAD or the BDI-II. Classification consistency between the CAD diagnosis of depression and the BDI-II diagnosis of depression using the BDI-II as the criterion was 82%. The measures have high consistency when identifying individuals as falling within a clinically significant diagnostic category of depression. Overall, results indicate that the CAD is a valid measure of depressive symptomatology in college students.

According to Higgins's (1987) self-discrepancy theory, an individual's selfesteem is based upon fulfilling one's self-expectations or the expectations of significant others (e.g., spouse or parent). Failure to live up to these expectations results in greater levels of depression, anxiety, and lower self-esteem. Previous research has also found that those low in Snyder and Gangestad's (1986) self-monitoring construct are more influenced by their own expectations, while those high in self-monitoring are more influenced by others' expectations. It was predicted that Christians who are low in self-monitoring will have greater levels of depression and anxiety and lower self-esteem if they fail to fulfill their own religious expectations, whereas Christians who are high in self-monitoring would have greater levels of depression and anxiety and lower self-esteem if they fail to meet the religious expectations of significant others. As predicted, for low self-monitors actuakideal religious self-discrepancies led to increased negative affect, but actuakother discrepancies did not. For high self-monitors, however, neither actuakideal nor actuakother self-discrepancies led to increased negative affect.

This research explored personality correlates of social cohesion. Groups of two were given a task to perform that required cooperation between the two team members. This task exposed each team member to the other's personality. Upon completion of the task, the individual perceptions of social cohesion were assessed by each individual. We hypothesized that extraversion, emotional stability, and agreeableness of one team member will correlate positively with the other team member's perception of social cohesion. These hypotheses were not supported. However an exploratory analysis showed that an individual's level of extraversion and conscientiousness were positively correlated to that same individual's cohesion rating. Additionally, an individual's level of neuroticism was negatively correlated with that same individual's cohesion rating.