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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Empirical Evidence for the Importance of Conceptualizing Client Strengths

Welfare, Laura E., Farmer, Laura B., Lile, Jesse J. 01 October 2013 (has links)
Case conceptualizations from 120 counselors-in-training and post-master's-level counselors were examined for inclusion of positive and negative client characteristics. Conceptualizations of clients with whom counselors felt effective were more positive than negative, whereas conceptualizations of clients with whom counselors felt less effective were more negative than positive. Differences across counseling specialization, duration of counseling experience, and counselor cognitive complexity were explored.
12

Translating Online Positive Psychology Interventions to Sexual and Gender Minorities: A Systematic Review

Job, Sarah A., Williams, Stacey L. 01 January 2020 (has links)
Sexual and gender minorities (SGM) often face worse health outcomes in comparison with their heterosexual and cisgender counterparts. Positive psychology interventions (PPIs) have the potential to improve these outcomes. In this article we review 130 articles containing online positive psychology interventions and evaluate them based on effect size, length of follow-up, and sample characteristics. Based on these findings applied to the psychological mediation framework (Hatzenbuehler, 2009), we recommend the following interventions be tested in SGM samples: self-compassion, optimism, love, forgiveness, humor, and spirituality. Future research that tailors existing positive psychology interventions to the lived experiences of SGM individuals could ameliorate health disparities.
13

Mental Health and Assessment Tools: Perspectives from Healthcare Workers

Farrauto, Vincent January 2021 (has links)
Background: Research literature suggests that assessment tools are primarily biomedically oriented, prioritizing the assessment of clients’/patients’ problems and deficits. Some literature suggests that assessment tools may be improved with the inclusion of psychosocial content and a focus on clients’/patients’ strengths and values. There is limited research on healthcare workers’ opinions of the assessment tools they use. Purpose: The purpose of this study is to collect data from healthcare workers to see how their opinions on assessment tools may interact with the existing literature. Methods: Healthcare workers of St. Joseph’s Healthcare Hamilton were recruited to complete an online survey comprised of 27 questions asking about the assessment tool they use most. Data was then analysed using descriptive statistics. Findings: Participants generally believe that the assessment tools they use are limited in their engagement with strengths, values, and many relevant biopsychosocial issues, and should increase their engagement with these subjects. Implications: Further research is needed to understand if - like the participants of this study - a larger sample of healthcare workers also feel that the assessment tools they use should change the extent to which they address certain issues. Furthermore, research is needed to understand reasons why healthcare workers may feel this way. / Thesis / Master of Social Work (MSW)
14

A participatory approach to understand what might be most meaningful to people living with dementia in a positive psychology intervention

Jackman, V., Wolverson, E., Clarke, C., Quinn, Catherine 18 January 2024 (has links)
Yes / This study aimed to understand which character strengths are most important for people living with dementia and therefore which strengths-based psychological interventions could be most meaningful and acceptable. A participatory design, utilising Delphi methodology, was incorporated into an iterative three stage framework: (1) literature reviewed for Positive Psychology (PP) interventions and patient public involvement to define the character strengths; (2) modified Delphi (N = 10) identified which character strengths are most important for living with dementia; (3) focus groups (N = 14) explored which PP interventions are most acceptable and meaningful. Qualitative data from the focus groups was analysed using thematic analysis. Love, kindness and humour were deemed the most important character strengths for living with dementia. Qualitative data from the focus groups was captured in three superordinate themes: (1) lack of opportunity not capacity; (2) key considerations of PP interventions for people living with dementia; and (3) potential benefits of PP interventions. Love, kindness and humour come naturally to people with dementia, but people may lack social opportunities to use these strengths. Therefore, a PP intervention promoting positive emotion, social relationships and connection to one's values appears most meaningful and acceptable as this may provide a social context to use and maintain these strengths.
15

Strengths-based development and intention to leave : the role of psychological empowerment and work engagement among teachers / Leigh Edwina Beukes

Beukes, Leigh Edwina January 2015 (has links)
The management of human capital is becoming of great importance. Research on this topic is largely based on talent shortages. In South Africa, considerable attention has been given to the issue of skills shortages, which are also evident in the education environment. The government has exerted many efforts; however, despite these efforts, skills shortages are still prevalent. A definite need for reform and change is necessary, with emphasis on a more positive and combined approach, focusing on strengths use and deficit improvement, psychological empowerment, work engagement and intention to leave. Therefore, the retention of talented employees has been identified as the most important outcome of a positive organisation. The general objective of this study was to determine if the Strengths Use and Deficit Improvement Questionnaire (SUDIQ) and Measuring Empowerment Questionnaire (MEQ) were reliable and valid to administer to educators in South Africa; and whether (a) psychological empowerment mediated the relationship between perceived organisational support for strengths use (POSSU) and work engagement, and between perceived organisational support for deficit improvement (POSDI) and work engagement; and (b) whether work engagement mediated the relationship between psychological empowerment and turnover intention. The study furthermore contributed to positive psychology research, using a combined focus on strengths use and deficit improvement in relation to psychological empowerment in the education sector. A need existed to test the reliability and validity (construct and convergent) of the SUDIQ and the MEQ among educators in the Southern Cape region. A cross-sectional survey was used to reach the objectives of this study. Convenience samples were drawn from educators in the Southern Cape region (N = 271). The results revealed that the SUDIQ scale comprised four factors, namely perceived organisational support for strengths use (POSSU), perceived organisational support for deficit improvement (POSDI), proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI). In the same way, meaning, self-determination, competence and impact were revealed as the four distinct factors of the MEQ. In testing the relationships between the constructs, POSSU correlated practically significantly (medium effect) with all the MEQ constructs. PBSU correlated practically significantly (large effect) with meaning and competence, and practically significantly (medium effect) with self-determination and impact. POSDI, as a construct of the SUDIQ, showed to correlate practically significantly (medium effect) with meaning, competence, self-determination and impact. In the case of PBDI, practically significant correlations (medium effect) were aligned between PBDI and all the constructs of the MEQ. Through this study, it was revealed that POSSU significantly predicted psychological empowerment, but not work engagement. Significant and positive paths were found between POSDI and both psychological empowerment and work engagement. POSDI played a significant role in the prediction of psychological empowerment and work engagement. Furthermore, psychological empowerment played a significant predicting role in work engagement, but not with turnover intention. In the last instance, a significant and negative path was found between work engagement and turnover intention. In terms of the mediation analysis, POSSU indirectly impacted work engagement and intention to leave of educators in the Southern Cape region via psychological empowerment; and POSDI indirectly impacted work engagement and intention to leave of educators in the Southern Cape region via psychological empowerment. Lastly, work engagement was not revealed as a mediator in the relationship between psychological empowerment and intention to leave. A combined focus, incorporating both strengths use and deficit improvement, is a relative new concept and research field. Through this study educators could learn about the benefits of strengths use and deficit improvement and how those could be used to their advantage, especially in becoming more empowered in an education context. Also, this would indeed alert the schools and principals to the benefits of moving away from traditional approaches of focusing on only weaknesses or what was wrong with people, compared to a combined strengths and deficit focus. The results obtained would offer a valuable contribution to research and the limited literature available on this topic. In the South African context, it would be the first study in which the SUDIQ scale had been used in the education sector in the Southern Cape region, examining the extent to which strengths were used and deficits were developed by both employees and the organisation, and how it related to the well-being of educators. Recommendations were made for application and for future research. / MCom (Human Resource Management)--North-West University, Vaal Triangle Campus, 2015.
16

Strengths-based development and intention to leave : the role of psychological empowerment and work engagement among teachers / Leigh Edwina Beukes

Beukes, Leigh Edwina January 2015 (has links)
The management of human capital is becoming of great importance. Research on this topic is largely based on talent shortages. In South Africa, considerable attention has been given to the issue of skills shortages, which are also evident in the education environment. The government has exerted many efforts; however, despite these efforts, skills shortages are still prevalent. A definite need for reform and change is necessary, with emphasis on a more positive and combined approach, focusing on strengths use and deficit improvement, psychological empowerment, work engagement and intention to leave. Therefore, the retention of talented employees has been identified as the most important outcome of a positive organisation. The general objective of this study was to determine if the Strengths Use and Deficit Improvement Questionnaire (SUDIQ) and Measuring Empowerment Questionnaire (MEQ) were reliable and valid to administer to educators in South Africa; and whether (a) psychological empowerment mediated the relationship between perceived organisational support for strengths use (POSSU) and work engagement, and between perceived organisational support for deficit improvement (POSDI) and work engagement; and (b) whether work engagement mediated the relationship between psychological empowerment and turnover intention. The study furthermore contributed to positive psychology research, using a combined focus on strengths use and deficit improvement in relation to psychological empowerment in the education sector. A need existed to test the reliability and validity (construct and convergent) of the SUDIQ and the MEQ among educators in the Southern Cape region. A cross-sectional survey was used to reach the objectives of this study. Convenience samples were drawn from educators in the Southern Cape region (N = 271). The results revealed that the SUDIQ scale comprised four factors, namely perceived organisational support for strengths use (POSSU), perceived organisational support for deficit improvement (POSDI), proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI). In the same way, meaning, self-determination, competence and impact were revealed as the four distinct factors of the MEQ. In testing the relationships between the constructs, POSSU correlated practically significantly (medium effect) with all the MEQ constructs. PBSU correlated practically significantly (large effect) with meaning and competence, and practically significantly (medium effect) with self-determination and impact. POSDI, as a construct of the SUDIQ, showed to correlate practically significantly (medium effect) with meaning, competence, self-determination and impact. In the case of PBDI, practically significant correlations (medium effect) were aligned between PBDI and all the constructs of the MEQ. Through this study, it was revealed that POSSU significantly predicted psychological empowerment, but not work engagement. Significant and positive paths were found between POSDI and both psychological empowerment and work engagement. POSDI played a significant role in the prediction of psychological empowerment and work engagement. Furthermore, psychological empowerment played a significant predicting role in work engagement, but not with turnover intention. In the last instance, a significant and negative path was found between work engagement and turnover intention. In terms of the mediation analysis, POSSU indirectly impacted work engagement and intention to leave of educators in the Southern Cape region via psychological empowerment; and POSDI indirectly impacted work engagement and intention to leave of educators in the Southern Cape region via psychological empowerment. Lastly, work engagement was not revealed as a mediator in the relationship between psychological empowerment and intention to leave. A combined focus, incorporating both strengths use and deficit improvement, is a relative new concept and research field. Through this study educators could learn about the benefits of strengths use and deficit improvement and how those could be used to their advantage, especially in becoming more empowered in an education context. Also, this would indeed alert the schools and principals to the benefits of moving away from traditional approaches of focusing on only weaknesses or what was wrong with people, compared to a combined strengths and deficit focus. The results obtained would offer a valuable contribution to research and the limited literature available on this topic. In the South African context, it would be the first study in which the SUDIQ scale had been used in the education sector in the Southern Cape region, examining the extent to which strengths were used and deficits were developed by both employees and the organisation, and how it related to the well-being of educators. Recommendations were made for application and for future research. / MCom (Human Resource Management)--North-West University, Vaal Triangle Campus, 2015.
17

Avaliação da resistencia ao cisalhamento da resina composta e do cimento de ionomero de vidro na fixação de braquetes metalicos

Valdrighi, Heloisa Cristina 06 October 2002 (has links)
Orientador: Darcy Flavio Nouer, Simonides Consani / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-08-02T02:37:45Z (GMT). No. of bitstreams: 1 Valdrighi_HeloisaCristina_D.pdf: 2776014 bytes, checksum: e51a23872c56c05e6ae98411da802807 (MD5) Previous issue date: 2002 / Resumo: O objetivo desta pesquisa foi avaliar a resistência ao cisalhamento da resina composta e do cimento de ionômero de vidro na fixação de diferentes tipos - de bráquetes metálicos (Morelli, Abzil-Lancer, Dentaurum e GAC). Foram utilizados 120 pré-molares humanos. As faces vestibulares de 80 prémolares receberam condicionamento ácido e os bráquetes foram fixados utilizando Concise Ortodôntico e Transbond XT, enquanto em outros 40 prémolares, os bráquetes foram fixados com Fuji Ortho LC. As amostras foram armazenadas em solução de soro fisiológico a 0,9% a 37°C por 24 horas. Em seguida, foram submetidas ao teste de resistência ao cisalhamento em uma máquina Instron, com velocidade de 0,5mm/min. Os resultados foram submetidos à análise de variância e ao teste de Tukey (p<0,05). Associando sistemas adesivos aos respectivos bráquetes, os resultados mostraram que: a) com o Concise ortodôntico, a resistência (kgf/mm 'POT. 2¿)do bráquete GAC (1,698) foi significantemente maior que os bráquetes Abzil-Lancer (1,353), Dentaurum (1,293) e Morelli (0,828), que apresentou a menor média; b) com o Transbond XT, observou-se que os bráquetes Dentaurum (1,082) e GAC (1,225) apresentaram médias significantemente maiores do que os bráquetes Morelli (0,583) e Abzil-Lancer (0,621); e, c) com o Fuji Ortho LC, não foram observadas diferenças entre as médias dos diferentes bráquetes testados (Morelli=0,301, Abzil-Lancer=0,309, Dentaurum 0,230 e GAC=0,338). Os autores concluíram que o Concise Ortodôntico apresentou maiores valores de resistência ao cisalhamento, seguidos do Transbond XT e Fuji Ortho LC. O bráquete GAC apresentou maior resistência em todos os materiais e o bráquete Morelli a menor resistência / Abstract: The aim of this study was to evaluate the shear bond strength of composites and glass ionomer cement of different metallic brackets bonding (Morelli, Abzil-Lancer, Dentaurum e GAC). One hundred and twenty human premolars were used. For eighty premolars, the vestibular faces were etched and were bonded to enamel surface using Concise Ortho and Transbond XT, whereas in others forty premolars the brackets were bonded with Fuji Ortho LC in the vestibular faces without acid etching. All samples were stored in fisiologic solution 0,9% at 37°C for 24 hours. Afier the sample were submitted to shear bond strength in an Instron at a crosshead speed of 0.5 mm/min. The results were submitted to ANOVA and Tukey's test (p<0.05). Associating adhesives systems to respective brackets, the data indicated that: a) with Concise Ortho, the strengths (kgt/mm¿POT. 2¿) of GAC bracket (1.698) was significant1y higher than Abzil-Lancer (1.353), Dentaurum (1.293) and Morelli (0.828) brackets; b) with Transbond XT, Dentaurum (1.082) and GAC (1.225) brackets showed average higher than Morelli (0.583) and Abzil-Lancer (0.621); and, c) with Fuji Ortho LC, it wasn't showed difference between the average of different brackets tested (Morelli=0.301, Abzil-Lancer=0.309, Dentaurum 0.230 and GAC=0.338). The authors concluded that the Concise Ortho showed highest shear bond strength values followed by Transbond XT and Fuji Ortho LC. The GAC bracket showed higher strength in alI adhesives systems and the Morelli bracket the lowest strength / Doutorado / Doutor em Ortodontia
18

Theoretical and Experimental Linewidth Parameters in the Rotational Spectrum of Nitrogen Dioxide

Moazzen-Ahmadi, Mohamad Nasser 12 1900 (has links)
Contributions to the second order collision efficiency function S ⁽²⁾ (b), used in semiclassical perturbation approaches to pressure broadening of microwave and infrared spectra, due to several leading terms, dipole and quadrupole components, in the expansion of the intermolecular interaction energy are derived by method of irreducible spherical tensor operators for molecules of arbitrary symmetry. Results are given explicitly in terms of dipole and quadrupole line strengths. General expressions for dipole moment line strength in the asymmetric rotor basis as well as quadrupole moment line strength for the special case of molecules with two independent quadrupole moment components are derived. Computer programs for calculating linewidth parameters in the rotational spectrum of ¹⁴NO₂ based on Anderson and Murphy and Boggs theories are presented.
19

中学生の精神的健康に対する強み介入の有効性に関する研究 / チュウガクセイ ノ セイシンテキ ケンコウ ニタイスル ツヨミ カイニュウ ノ ユウコウセイ ニカンスル ケンキュウ

阿部 望, Nozomi Abe 22 March 2021 (has links)
博士(心理学) / Doctor of Philosophy in Psychology / 同志社大学 / Doshisha University
20

Can happiness be taught? The effects on subjective wellbeing of attending a course in positive psychology that includes the practice of multiple interventions.

Ogier-Price, Alison Jane January 2008 (has links)
Previous research has shown that humankind is not becoming happier, and that in fact symptoms of depression continue to rise, despite the belief of many that happiness is the ultimate purpose of human life. The purpose of this study was to investigate whether happiness can be taught through an intervention programme aimed at increasing levels of subjective wellbeing as measured by scales of self-reported happiness and depression. Participants attending a course based on research into Positive Psychology that included the practice of multiple validated interventions made up the experimental group (N=33), and participants in other community education courses made up the control group (N=41). A pre-intervention, post-intervention and follow-up design was used, with participants completing sets of questionnaires designed to test levels of happiness and depression, and additional questionnaires capturing demographic information and signature character strengths. The results of this study suggested that the intervention had a positive effect on increasing happiness and reducing symptoms of depression. The non-randomised groups resulted in a more depressed experimental than control group prior to the intervention. Generally speaking, it was not true that any subgroup benefited more from the intervention than others, nor were happier or more depressed than others. This study appears to support earlier research that found that subjective wellbeing could be increased through education and volitional behaviour. Implications for the findings are discussed in relation to group education and therapeutic intervention both for increasing happiness as well as reducing symptoms of depression.

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