Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 286-304).

Thesis (M.S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 53-58).

Thesis (M.S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 52-60).

Thesis (M.S.)--University of Louisville, 2009. / Department of Surgery. Vita. "May 2009." Includes bibliographical references (leaves 59-61).

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (sites viewed on August 10, 2006). PDF text of dissertation: 98 p. : ill. ; 1.16Mb. UMI publication number: AAT 3208087. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (Ph. D.)--University of Wales, Bangor, 2003. / Includes bibliographical references (leaves 203-222).

This study explored educators' experiences of discovering and exploring their metaphors of anger in the schools. Through a visualization and interviews with the researcher, personal metaphors were identified and, in some cases, altered by the participants. Research participants were then asked to describe their experiences of trying to remain conscious of their metaphors while engaging with angry students. The researcher also examined any changes which the participants identified in the attitudes and behaviours of themselves or their students. The process of uncovering and examining one's metaphors as a means of anger management in the schools appears to have been effective for those who participated in this study. By becoming conscious of their metaphorical images of the students, these educators were able to detach themselves emotionally from angry outbursts and alter their views of themselves from that of observers to active agents for change. Uncovering and exploring metaphorical images drew compassion from some educators that had been lost for particular children. They began to look at how they might be reinforcing the children's anger. The participants reported that modifying their own behaviours they were able to reshape those of their students, reducing the intensity of anger in their classrooms and transforming the atmosphere to one which was more relaxed and peaceful. / Graduate

Depression is a global problem, causing disability and economic burden. Many people currently do not obtain treatment. Development of more accessible, cost-effective treatments is essential. An identified mechanism by which depression treatments work is through modifying underlying negative cognitive biases, which mediate changes in mood. A specific negative information-processing bias in depression is a tendency to interpret ambiguous facial expressions as sad rather than happy. The emotion recognition task is a treatment paradigm developed as a cognitive bias modification intervention to target this emotion recognition bias. Previous studies showed promising signs that this novel intervention could modify biases in people with low mood outside of laboratory conditions and potential to increase positive affect within laboratory conditions. The current study built on these developments, aiming to investigate, using a randomised controlled trial with follow-up at 2 and 6 weeks, whether a web-based version of the emotion recognition task could reduce depressive symptoms in addition to modifying emotion recognition biases. An analogue sample of 124 participants with low mood was recruited. Evidence was found that the intervention modified participants’ biases, compared to the control group but there was no evidence of improvement in mood. Study limitations included a high rate of attrition and non-adherence to the intervention. Future recommendations include modifying the intervention to increase acceptability, investigating generalizability of increased positive bias to different stimuli, and identifying consistent reductions in symptoms of depression before examining its efficacy with a clinical population.

Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(工学) / 甲第16407号 / 工博第3488号 / 新制||工||1527(附属図書館) / 29038 / 京都大学大学院工学研究科高分子化学専攻 / (主査)教授 岩田 博夫, 教授 田畑 泰彦, 教授 秋吉 一成 / 学位規則第4条第1項該当