Thesis (M.S.)--University of Michigan, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 32-36).

Thesis (M.S.)--University of Michigan, 2006. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 35-41).

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.S.W.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 115-117).

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.S.)--University of Michigan, 2006. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 35-41).

The problem with which this investigation is concerned is that of determining whether utilizing self-help groups for remedial mathematics students would improve their course completion rates, achievement, and attitudes toward learning mathematics. The methods of determining the success/failure of self-help groups in this study were the Z-test from inferences concerning two proportions, the t-test from inferences concerning the difference between two independent means, and the t-test from inferences concerning the difference between two dependent means. The participants of the study were chosen from the students enrolled in "daytime" mathematics classes at Tarrant County Junior College - Northeast Campus, Hurst, Texas. The experiment was conducted over two semesters and the data combined for statistical analysis. There were one hundred four students involved in the study. Fifty-two students comprised each of the experimental and control classes. The term self-help group was utilized to describe a small group of two-to-fifteen people who engaged in discussion of responsibility, standards, confession, lay leadership, and action. The students did not study mathematics in self-help group sessions. The group meetings dealt with anxieties, attitudes, and commitment that may be associated with mathematics in general. To investigate the hypotheses of this study, data was collected to calculate the percentage completion rates, the means of the final exams taken by students, and the differences of the Semantic Differential scores given to students in the experimental class at the beginning and the end of the semester. This data was utilized for statistical analysis to determine if the experiment was successful. The report concludes that self-help groups did not significantly improve course completion rates, achievement, or attitudes of students toward learning mathematics. Forty-four per cent of the students that completed the experimental class participated in self-help groups.

No description available.

Objective(s). An increasing demand exists for psychological interventions to increase recovery from depression and anxiety in people with long-term physical health conditions (LTCs). Guided self-help (GSH) may meet this need, however, there is limited evidence of GSH’s appropriateness for people with LTCs. Design. A mixed-methods study using qualitative interviews with people with stroke and Chronic Obstructive Pulmonary Disease (COPD), and a quantitative survey of professionals who support guided self-help, explored opinions about whether self-help is appropriate, and whether suggested adaptations varied across LTCs. Results. Opinions varied about the appropriateness of standard self-help and adaptations required. Illness beliefs may help explain differences between the two LTCs and individual interviewees. The majority of professionals surveyed felt competent supporting people with LTCs, and reported having access to appropriate self-help material. Conclusions. Recommendations for improving the appropriateness of contents of guided self-help for people with LTCs are provided. Supporting professionals need relevant knowledge and skills to integrate information about the LTC into the intervention, and offer flexible, personalised delivery to support participation.