This study was designed to investigate the suitability of conducting Adlerian Family Counseling in a home setting. Research hypotheses and corresponding null hypotheses were formulated and additional information was collected through the use of several subjective forms. The subjects of this study were 20 families who requested counseling from Counseling Information and Resource Center for Adults (C.I.R.C.A.) during the 1981 spring semester at The University of Arizona. The counselors were graduate students seeking either a masters or doctorate degree in the Department ofCounseling and Guidance at The University of Arizona. The study consisted of a two-group pretest-posttest experimental design which was used to compare the effectiveness of Adlerian Family Counseling conducted in the home or clinic setting. The subjects were randomly divided into a clinic group and a home group. Each of the ten families in both groups was administered the Adlerian Parental Assessment of Child Behavior Scale (APACBS) during the initial interview and then again after the third, fourth, or fifth counseling session. The pretest score was eventually subtracted from the posttest score to yield a gain score which was used as indication of counseling success. The following subjective evaluation forms were completed after the posttest: Client Satisfaction Scale, Setting Evaluation Form, Counselor Agreement with Literature Form. The correlated t-test was utilized to verify the efficacy of Adlerian Family Counseling when conducted in either setting. The results indicated a significant improvement in the families of both groups. An analysis of covariance was conducted to determine if the home setting yielded better results than the clinic setting and finding no significance the null hypothesis of no difference was retained. An analysis of the additional information revealed that: (1) The clients of both settings were equally satisified with the counseling they received. (2) The counselors expressed an overwhelming preference for the clinic setting. (3) The counselors reported more disadvantages than advantages in the home setting. (4) The counselors generally disagreed with the pro-home-setting arguments found in the literature.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The doll placement technique is a projective instrument which yields objective measures from which inferences may be drawn. Subjects place pairs of dolls to represent social encounters described to them by the experimenter. When the dolls have been placed, the distance between them and the angles at which they stand can serve as a source of information either about the personality of the placer or about the way in which he perceives the relationship between the interactors represented. Most experimental work employing figure placements has used flat felt figures which subjects have mounted on a flannel graph. This method limits an investigator to one dependent variable, the inter-figure distance. However if three dimensional dolls are placed three dependent measures can be derived from a placement, one of distance and two of orientation. It has been demonstrated that a reliable correlation exists between the spatial relations between figures placed by a person and the spatial relationships between real interactors. The theoretical analysis of the determinants of interpersonal distance and orientation in social encounters which has been worked out by students of non-verbal behaviour is therefore able to serve as a basis for the interpretation of the spatial characteristics of doll placements. Previous work with the doll placement technique has concentrated on the distance between dolls. The present study explored the determinants of figure orientations. Firstly an analysis was made of the types of orientation pattern that can occur when two persons are involved in a social encounter. Secondly, an experiment was performed which was designed to explore whether asymmetry in an orientation pattern might act as a cue to determine how individual figures in a pair were perceived. Thirdly, two doll placement studies were performed which were designed to investigate the conditions giving rise to asymmetrical orientation patterns and the determinants of direct and indirect orientations. The confidence or anxiety attributed to an interactor represented by a figure proved to be a major determinant of its spatial position. The results of the study indicate that the use of the angle measures in the analysis of doll placements considerably enhances the value of the technique. It is argued that the doll placement method could be profitably employed both as a clinical instrument and as a research tool for cross-cultural psychology.

陸慧菁. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lu Huijing.

The opening decades of the twentieth century saw the marked rise of three interrelated fields—applied psychology, vocational education, and occupational therapy. This dissertation explores the effects of these emerging fields on architectural modernism, as it turned to perceptual science and vocational bureaucracy as a means to judge not just design but designers. This took shape especially in a field known as psychotechnics, a discipline that blended industrial management with applied psychology and was a central but understudied legacy of the First World War. This research explores the links between architectural design (in practice and pedagogy) and the emergent bureaucracies of vocational placement and occupational therapy in the Soviet Union, the United States, and Germany, showing the sympathies between psychophysiological research (particularly that of Hugo Münsterberg) and the designs and teaching methods of figures like Nikolai Ladovsky, Moisei Ginzburg, Hannes Meyer, and László Moholy-Nagy. In the search for a modernism beyond the formal precepts of the “modern movement,” the architectural laboratory became a central scene of action, grounding architectural production in new models of research that redefined architecture’s status as a discipline. Each chapter traces a particular thread of this encounter between psychotechnics and architecture. Chapter One explores its implications for pedagogy, exploring the influence of applied psychology (explicit and latent) in two much-discussed sites of interwar European architectural education, the Bauhaus in Dessau (particularly under Meyer) and VKhUTEMAS in Moscow, where Ladovsky instituted a Psychotechnical Laboratory of Architecture. Chapter Two asks whether Münsterberg’s psychotechnical work on distinctly urban occupations, notably those having to do with operating vehicles, implies something of a theory of the city, tracing the influence of psychotechnics in projects of urban design, whether by the Soviet ARU or in the planning of the German Autobahn. Chapter Three focuses on an emerging understanding of disability in the years following the First World War, asserting that the new fields of rehabilitation and occupational therapy are unspoken but central participants in shaping the modernisms of figures like Moholy-Nagy. What these episodes illuminate is a vision of an architecture whose modernity is not defined on the visual or technological grounds of the building, but rather in the nature of architectural “work” itself, understood in the aftermath of the First World War on a newly vocational basis.

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