Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1995. / Source: Dissertation Abstracts International, Volume: 55-11, Section: B, page: 5115. Adviser: William Nasby.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--University of Tulsa, 1992. / Bibliography: leaves 219-240.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4452. Adviser: Thomas J. Huberty.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 134-149).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: William B. Swann and Samuel D. Gosling. Vita. Includes bibliographical references.

Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: James Conway "... in partial fulfillment of the requirements for the degree of Master of Arts in Health Psychology" Includes bibliographical references (leaves 56-67). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: William B. Swann and Samuel D. Gosling. Vita. Includes bibliographical references.

<p> Supervision is an essential component in the development of scientist-practitioner psychologists, and currently one of the primary ways that aspiring professional psychologists develop practical skills and receive training in their field. Although research has demonstrated that supervisors utilize diverse approaches, the literature has not yet identified different supervisor personal styles and the effects that these may have on supervision. This study contributes to the understanding of the personal styles of supervisors by adapting the psychotherapy construct known as the personal style of the therapist (PST) to the assessment of the personal style of the supervisor (PSS). The study focused on developing the scale, evaluating its psychometric properties, and identifying broad similarities and differences in supervisory styles. The result is a 34 item self-report scale that evaluates eight distinct dimensions of a supervisor's personal style. The psychometrics of the measure were evaluated, as well as general tendencies in supervisors' PSS and differences based on demographic characteristics. Findings indicate that supervisors sampled tended to: work within a flexible framework; bring themselves into supervision, either by self-disclosing or revealing their emotional states; think about supervisees in their personal time; be slightly more facilitative than didactic; have a slightly more active approach to managing conflict; and view multicultural issues as central to supervision. PSS differences were found based on supervisor's gender, ethnicity, licensure level, supervision model, psychotherapy model, and hours of supervision provided a week. A discussion of the implications of the findings and possible training uses of the PSS-Q as well as the limitations of the study is included.</p><p>

<p>This study was designed to evaluate the ability of Mind Reading, a computerized program created for individuals with autism spectrum disorders, to improve the emotion recognition abilities of juvenile offenders. Emotion recognition is one component of empathy, a quality that has been shown to be deficient in juvenile offenders. Determining methods to help reduce offending, including investigating whether subcomponents of empathy can be impacted individually, is necessary to help improve the safety of society and to provide effective services to offenders. The study contributed to the body of knowledge related to impacting the behaviors of juvenile offenders. A sample of 13 juveniles offenders was divided into treatment and control groups. Both groups completed pretreatment assessments of empathy and emotion recognition. The treatment group used the Mind Reading program; the control group had treatment as usual. The two control groups were reevaluated after the intervention to determine if the Mind Reading program impacted either overall empathy or emotion recognition skills. The study results did not reach statistical significance as there was not enough power to detect changes. Although not statistically significant, the treatment group demonstrated a trend toward higher levels of emotion recognition, indicating the potential utility of the Mind Reading program and the need for larger studies to further investigate the program?s utility. An individualized, computer-based education/treatment program could potentially provide support to a large number of difficult-to-reach youth.