Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 57-60).

Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 220-252).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 164-171).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 172 p. Vita. Includes abstract. Includes bibliographical references (p. 157-162).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Abstract and vita. Includes bibliographical references (leaves 121-125).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. Includes bibliographical references (leaves 96-99).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Abstract and vita. Includes bibliographical references (leaves 121-125).

The paper is a study of the effectiveness of videotape models used to stimulate self-disclosure among subjects in a counseling analogy. In particular, it examines the relative effectiveness of same-sex and opposite-sex models among male and female subjects. A secondary purpose is to discuss the usefulness of such modeling as a precounseling treatment. Twenty-four male and 24 female university students viewed one of four videotape models: same-sex, low-disclosing; same-sex, high-disclosing; opposite-sex, low-disclosing; or opposite-sex, high-disclosing. The subjects were then .v asked to discuss the three topics which were discussed by the models; school life, family life, and social life. Their discussions were scored in three 4-minute periods for number of self-disclosing statements. Subjects also rated the models on four scales: intimacy, masculinity, liking, and psychological adjustment. Modeling high self-disclosure was seen to be effective in stimulating subjects to make more self-disclosing statements in their own discussions. Opposite-sex models of high self-disclosure were more effective than were same-sex models for both male and female subjects. Overall, female subjects self-disclosed more than did males. Erratic rates of self- disclosure over time were observed among subjects who viewed a highly self-disclosing model. Several unpredicted but statistically significant results were obtained, particularly from analyses of variance of the ratings subjects made of the models. These results tended to suggest some evidence of sex-role stereotyping of the models' self-disclosing behavior. The validity of some of the findings from the study was also questioned in the light of these unpredicted results. Suggestion is made for further study; in particular, replication of the study with controls on certain variables is recommended. The paper includes a discussion of the applicability of videotape modeling of self-disclosure as a precounseling treatment. While there are indications that such modeling is effective in an experimental setting, further study of its refinements is suggested. Finally, consideration is given to the ethical implications of such precounseling treatments, particularly for the existential or non-directive counselor. / Education, Faculty of / Graduate

Indiana University-Purdue University Indianapolis (IUPUI) / Self disclosure, or sharing personal details about oneself with another, is an important communication construct that can impact relationship development, workplace satisfaction, mental health, and physical health, among other aspects of an individual’s life (Clevinger, Ablert & Raiche, 2019; Hyman, & McQuitty, 2000; Jourard, 1971; Rosenfeld, Civikly, & Herron, 1979). Much of the research on self disclosure has focused on why people choose to self disclose, how self disclosure impacts relationship development, or the risks individuals experience in regards to self disclosure (Greene, Derlega & Matthews, 2006; Smith & Brunner, 2017). The levels of self disclosure have also been studied (Harper & Harper, 2006; Morton, 1978). What has been overlooked thus far in academic research is the manner which individuals disclose information to one another. The benefits of filling this gap in self disclosure research by establishing self disclosure categories is multi-faceted. First, understanding how individuals self disclose increases the accessibility of self disclosure for non-academic circles. Categorizing self disclosure will provide individuals with the language to talk about how they make themselves known to others. Understanding how individual’s self disclose also creates new opportunities for self disclosure research among the academic realm.