Kognitiv beteendeterapi (KBT) har mest evidens vid social fobi, och på senare år har även guidad självhjälp baserad på KBT visat goda resultat. Acceptance and commitment therapy (ACT) är en del av den tredje vågens KBT och har visat lovande resultat vid ångestsyndrom. Företrädare för ACT har varnat för riskerna med tekniker för att utmana negativa automatiska tankar. Studien syftar till att med en single case experimentell design med multipel baslinje (N=9) studera effekterna av kognitiv omstrukturering (KO) och kognitiv defusion (KD) i form av guidad självhjälp på social ångest, socialt undvikande, psykologisk flexibilitet, defusion, samt frekvens av och trovärdighet hos negativa automatiska tankar. Resultaten visade att KO och KD inte enbart påverkade de processer som teorierna predicerar utan även den andra behandlingens processer.

Numerous ways to meta-analyze single-case data have been proposed in the literature, however, consensus on the most appropriate method has not been reached. One method that has been proposed involves multilevel modeling. This study used Monte Carlo methods to examine the appropriateness of Van den Noortgate and Onghena's (2008) raw data multilevel modeling approach to the meta-analysis of single-case data. Specifically, the study examined the fixed effects (i.e., the overall average baseline level and the overall average treatment effect) and the variance components (e.g., the between person within study variance in the average baseline level, the between study variance in the overall average baseline level, the between person within study variance in the average treatment effect) in a three level multilevel model (repeated observations nested within individuals nested within studies). More specifically, bias of point estimates, confidence interval coverage rates, and interval widths were examined as a function of specific design and data factors. Factors investigated included (a) number of primary studies per meta-analysis, (b) modal number of participants per primary study, (c) modal series length per primary study, (d) level of autocorrelation, and (3) variances of the error terms. The results of this study suggest that the degree to which the findings of this study are supportive of using Van den Noortgate and Onghena's (2008) raw data multilevel modeling approach to meta-analyzing single-case data depends on the particular effect of interest. Estimates of the fixed effects tended to be unbiased and produced confidence intervals that tended to overcover but came close to the nominal level as level-3 sample size increased. Conversely, estimates of the variance components tended to be biased and the confidence intervals for those estimates were inaccurate.

A generalized design-comparable effect size modeling and estimation for multiple baseline designs across individuals has been proposed and evaluated by Restricted Maximum Likelihood method in a hierarchical linear model using R. This report evaluates the exact approach of the modeling and estimation by SAS. Three models (MB3, MB4 and MB5) with same fixed effects and different random effects are estimated by PROC MIXED procedure with REML method. The unadjusted size and adjusted effect size are then calculated by matrix operation package PROC IML. The estimations for the fixed effects of the three models are similar to each other and to that of R. The variance components estimated by the two software packages are fairly close for MB3 and MB4, but the results are different for MB5 which exhibits boundary conditions for variance-covariance matrix. This result suggests that the nlme library in R works differently than the PROC MIXEDREML method in SAS under extreme conditions. / text

Research indicates the potential utility of schools as sites for service delivery of mental health interventions. The application of solution-focused brief therapy (SFBT) within the school domain is reflected in the child psychotherapy literature. Findings on the use of SFBT in school settings suggest that it may be well suited to school contexts given its time-efficient, goal-directed, and strengths-based behavioral approach. The primary purpose of this study was to determine the effectiveness of SFBT with at-risk youth in an alternative school setting. The researcher utilized a multiple case study design to examine the impact of a 6-session SFBT intervention on adolescent behavioral outcomes. Six students were randomized to one of three baseline conditions and received the SFBT intervention following baseline data collection. Data were obtained from multiple raters at baseline, posttest, and 6-week follow-up. In addition, students completed self-reported ratings at the beginning of each SFBT intervention session. Data were evaluated using non-regression approaches and visual analyses. Preliminary results indicated that four out of six students exhibited reliable change (6-point increase in post-ORS mean scores), and four out of the six students demonstrated clinically significant change (baseline ORS mean scores below the adolescent clinical cutoff of <28). Results also indicated a decrease in total problem behavior scores at posttest for all informants on a normed assessment of emotional and behavioral functioning. Follow-up data were collected for four out of six students, and results suggested that this decrease in ratings was maintained or decreased further across all raters for three out of the four student participants. Overall, preliminary results indicated the potential utility of SFBT with at-risk youth in an alternative school environment. Strengths and limitations of the current study, as well as additional research aims (e.g., impact of therapist alliance, fidelity monitoring in SFBT) and future research areas are also presented.

Sustainable development is an eternal topic and the enterprise’ sustainability provides the answer. Furthermore, emerging market’s sustainable development is frequently mentioned recently due to the serious pollution and waste due to the blind pursuit of higher GDP (Colm, 2012). This paper aims to find out the drivers and barriers of green supply chain management (GSCM) implementation; and figure out how to strengthen the relationship between green purchasing (GP) and GSCM based on the single-case study of Guitang Group. Combining the qualitative and quantitative method, we try to explore and describe the influence on GSCM development caused by the specific background of China. Based on the suggestions of how to strengthen the relationships between GP and GSCM, it will be more efficient for us to find a suitable way for manufacturing industrial companies in China to achieve the path from green purchasing to green supply chain management.

Hierarchical Linear Modeling (HLM) sample size recommendations are mostly made with traditional group-design research in mind, as HLM as been used almost exclusively in group-design studies. Single-case research can benefit from utilizing hierarchical linear growth modeling, but sample size recommendations for growth modeling with HLM are scarce and generally do not consider the sample size combinations typical in single-case research. The purpose of this Monte Carlo simulation study was to expand sample size research in hierarchical linear growth modeling to suit single-case designs by testing larger level-1 sample sizes (N1), ranging from 10 to 80, and smaller level-2 sample sizes (N2), from 5 to 35, under the presence of autocorrelation to investigate bias and power. Estimates for the fixed effects were good for all tested sample-size combinations, irrespective of the strengths of the predictor-outcome correlations or the level of autocorrelation. Such low sample sizes, however, especially in the presence of autocorrelation, produced neither good estimates of the variances nor adequate power rates. Power rates were at least adequate for conditions in which N2 = 20 and N1 = 80 or N2 = 25 and N1 = 50 when the squared autocorrelation was .25.Conditions with lower autocorrelation provided adequate or high power for conditions with N2 = 15 and N1 = 50. In addition, conditions with high autocorrelation produced less than perfect power rates to detect the level-1 variance.

The purpose of this study was to research the therapeutic outcomes achieved by a five year-old boy with Asperger Syndrome (AS), by means of non-directive processes of child centred play therapy (CCP) and sand tray play therapy (STP). In this investigative-descriptive qualitative research design, a saturated, holistic, intrinsic single case study was used as research method. The therapeutic process, events and outcomes of a unique single case within the context of AS, non-directive play therapy and the interactional-pattern analysis (IPA), are described. This study was motivated by the fact that the researcher disposed of data for a unique single case study that could contribute meaningfully to the need for a research database that describes effective therapeutic interventions and outcomes with children with AS. From the perspective of Rogerian person-centred theory (RPT), the literature study focused on an integrated discussion of AS, CCP and STP by means of 17 interpersonal variables of the interactional-pattern analysis (IPA). The following data sources was investigated: interviews with parents and teachers; CCP-sessions of J recorded on video; photos of some of J’s STP-sessions and the therapists’ process notes. Triangulation was used to evaluate the various categories of therapeutic outcomes from different viewpoints and to give meaning to them. The conclusions indicated that this boy with AS had used the non-directive processes of CCP and STP to achieve various therapeutic outcomes in the areas of: imaginary play; dramatic play; social interaction with the therapist, parents, family, teachers, his peer group and with strangers; traumatic experiences during visits to the doctor and bath times; identification, expressing and regulating emotions; and minimising acting out behaviour. Therapeutic outcomes have been demonstrated in 8 IPA-variables, namely: empathy, defining of relationships, potential to evoke acceptance or rejection, sincere interest and congruent conduct, control, emotional distance, problem solving and aspects relating to the presenting problem. The conclusion was reached that the conduct of the boy with AS as well as his mother and the therapist, played a mutual role in achieving his therapeutic outcomes within the 17 IPA-variables. The unstructured process of the non-directive play (CCP and STP) was utilised by a young child with AS to achieve therapeutic outcomes that relate to his everyday existence. A final conclusion is that involving the boy’s mother in his therapy and utilising an adapted Filial play program, enabled the mother to make emotional contact with her son and to diminish conflict between them. Guidelines for therapists are suggested with regard to non-directive responding in therapeutic contexts as found in this study. Furthermore, the contribution of this research to Psychology as science and discipline, is presented. Limitations of this study are indicated and recommendations for further research are made. / Thesis (Ph.D. (Psigologie))--North-West University, Vaal Triangle Campus, 2013

Navtech är en internationell leverantör av flygoperationella produkter. Det här examensarbetet utfördes på en av deras produktionsavdelning som kallas Aircraft Performance, i Stockholm. Arbetet består av framtagning av en manual till en mjukvaruprodukt. Produkten är ett program som beräknar och presenterar flygprestandainformation för start och landning. Programmet tillhandahålls med två användarmanualer, Userguide och Prepages. Dessa manualer beskriver hur programmet fungerar och hur det presenterade flygprestandainformation skall användas. Företaget har funnit ett behov av att förbättra innehållet av dessa två manualerna och vill ha hjälp med att skapa en ny, enhetlig och lättanvänd manual. För det har upptäckts att manualerna som tillhandahålls till kunderna inte alltid innehåller all grundläggande information om programmet och lett till att kunderna behöver kontakta Aircraft Performance kundsupport för hjälp och vägledning. Förutom att den nya manualen skulle vara enhetlig ville företaget att innehållet skulle vara generellt och fungera som en grundmall. Detta för att den sedan kunna anpassas efter varje nytt specifikt program. Den nya framtagna manualen har fått namnet Aircraft Performance Manual. För att informationen skall vara konsekvent i hela Aircraft Performance Manual för ett specifikt program har riktlinjer, kallad Developer guidelines, tagits fram under examensarbetet. De beskriver steg för steg vilken information som behöver anpassas för programmet. Denna rapport är en studie av programmets funktionaliteter och manualernas innebörd (Userguide och Prepages) samt Navtechs interna dokumenter som också är relaterad till programmet. Rapporten presenterar resultatet av det första upplägget av Aircraft Performance Manual, som är godkänd av Geneth Daley, Product Manager på Aircraft Performance avdelningen. I och med att Aircraft Performance Manual har blivit ett mycket stort dokument har vissa delar i denna lämnats med förslag till vidare utveckling och bearbetning. Detta är presenterad i slutet av rapporten. / Navtech is an international supplier of flight operational products. This thesis is performed in one of their production department called Aircraft Performance, in Stockholm. The work consists of development of a manual to a software product. The software calculates and presents aircraft performance information for takeoff and landing. The software is provided with two user manuals called Userguide and Prepages. These manuals supply information of how the software works and how to apply the flight performance information. The company has found needs of improving the contents in these manuals and needs help to develop a new and uniform manual that is easy-to-use. It has been discovered that the manuals which have been provided to customers does not always consist of all fundamental information about the software. The consequence of this has led customers to contact Aircraft Performance customer service for help and guidance. In addition to have a uniform manual, the company wants it to be generic and be used as a basic template. The reason is to be able to customize it for every new specific software. The newly developed manual is called Aircraft Performance Manual. To be able to maintain consistent information in the Aircraft Performance Manual for specific software a guideline, called Developer guidelines, has been created during the thesis work. It describes step by step which information needs to be customized for the software. This report consist study of the software functionality, the purpose of the manuals (Userguide and Prepages) and Navtechs internal documentations which also contains information related to the software. The report presents the first edition of the Aircraft Performance Manual, which is approved by Geneth Daley, the Product Manager of Aircraft Performance department. Because Aircraft Performance Manual has become a huge document, some parts have been left out with suggestions for further development och processing. They are presented in the end of this report.

Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education. Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.

Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education. Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.