Medical students experience elevated levels of psychological distress and they are reluctant to seek professional help for mental health problems. They are also reticent to notify authorities about colleagues experiencing psychological distress. Yet, young people are more likely to seek help from peers than from any other source and we know very little about the help that these peers provide to their distressed colleagues. The current research explored medical students’ approaches to colleagues experiencing psychological distress: firstly, to determine whether they notice the distress of colleagues; secondly, to explore what determines consideration to intervene and help colleagues; and thirdly, the range of helping behaviours provided. Comparisons were made with students from other professional tertiary disciplines. Students from all six years of an undergraduate medical course were compared with convenience samples from Psychology, Law and Mechanical Engineering at The University of Adelaide. Students were recruited for one of three studies which employed a variety of measures, including the Kessler Measure of Psychological Distress (K10), a Retrospective Helping Behaviour Instrument (RHBI) and a Hypothetical Helping Behaviour Instrument (HHBI). Psychological distress (as determined by the K10) among the disciplines surveyed (N = 949) was 4.4 times that of age-matched population normative data. Despite this high rate of distress, students consistently rated the distress of their colleagues as significantly lower than the colleagues’ own self ratings. All disciplines were equally inaccurate in detecting the distress of their colleagues. Analysis of hypothetical helping behaviours, in response to a vignette, indicated that medical students offered more help to non-medical students than they did to fellow medical students; however, the quality of help delivered to fellow medical students was superior. Non-medical students offered more help to medical students than they did to students from their own discipline, but the quality of help they offered did not change between the two disciplines. Analysis of the mixed method RHBI indicated that discipline had an effect on the types of help provided to distressed colleagues, the reasons for and for not helping a colleague, and general helping concerns. Three main types of help were provided: social support, academic assistance and therapeutic assistance. Medical students from Year 3 onwards offered a diverse array of helping behaviours, whilst law and mechanical engineering students primarily offered academic support. Help was considered more frequently than it was actually given and reasons for and against providing help were associated with belief or doubt about the benefit of helping, positive or detrimental effects for the helper, the closeness or lack of friendship with the helpee, and confidence to help. This research has improved our understanding of the mechanisms that produce helping behaviour. It has also provided a rich inventory of the type of help offered by the medical students and by other tertiary students. This knowledge is crucial in the development of effective approaches to assisting distressed students, particularly in regards to the theoretical and practical development of peer support programmes. Peer support programmes take into account young peoples’ preferences to speak to peers. Peer support programmes that build on the students’ existing behaviours and resources (those behaviours identified in this research) have an increased chance of acceptance and validity. Such programmes may offer a viable adjunct to formal support services and, more importantly, may have far reaching effects in breaking down the stigma of mental health problems within professions such as Medicine. / Thesis (Ph.D.) -- University of Adelaide, School of Population Health and Clinical Practice, 2009

M.A. (Psychology) / Research investigating the connection between Functional Hemispherical Asymmetry (FHA) and perception of affect in clinical as well as normal populations, is characterised by contradictory findings with regard to the role of the different hemispheres, especially as regards the perception of various valencies of emotions. Although a majority of studies indicates that the right hemisphere (RH) is superior in the perception of all valencies and emotions - positive as well as negative - there are numerous studies indicating a possible differential processing of positive and negative emotions by the hemispheres. Although various researchers try to lay the above contradictory findings and the general lack of consensus at the door of methodological problems/inequalities or error variances, the literature is increasingly pointing to the existence of evidently reliable individual differences between people as regards their hemispherical functioning. The problem investigated in the current study, is to determine the possible role of the organismic variables in FHA, i e variables seated in the individual who is making the observation. In this study, the focus is specifically on the role of sex and the temperament dimension of introversion-extraversion. The objectives of this study are to determine whether there are significant differences in the direction of these hemispherical differences, as well as the relative performance, of groups divided according to sex and temperament characteristics, and whether the relevant organismic variables offer a possible means of explaining the contradictions in research results on FHA and the perception of emotion. In this study, the measuring of FHA is operationalised in terms of the differential performance, measured in terms of accuracy and speed of observation (response latency) of the hemispheres in the perception of different valencies of emotional stimuli (positive versus negative, and approach versus avoidance emotions).. The subject population comprised a group of students selected in terms of sex and temperament (introversion-extraversion). Selection in terms of introversion-extraversion was done on the basis of subjects' performance in the Personality Questionnaire Form B (Schepers, 1991): persons falling in the lower and upper three stanines of the scale respectively were identified as introverts and extraverts. Only right-handed subjects with no history of brain injury were used for the study. Differential hemispherical performance in terms of response accuracy and latency was determined by means of the Divided Visual Field Technique (DVFT). Although the reliability data of this technique are generally not entirely satisfactory when measured in terms of psychometric test standards, an effort was made to enhance the reliability of the technique in this study by controlling specific stimulus and response variables (inter alia the exposure time and the use of both hands for a response) during the experimental design.

D.Phil. (Education) / The study-group in this study focus on the education students of the Rand Afrikaans University (RAU) from 1988-1990. All these students completed the diagnostic testing program of RAU as well as the practical course in didactics. The practical mark in didactics were used to distribute the students into three research sub-groups. This mark reflected the students' didactical skills in a simulated classroom situation. The diagnostic data which was utilised to compile a profile of the study-group consisted of tests for intelligence, aptitude, adaptation, personality and study habits, as well as relevant biographical data. The students' academic achievement in matric was determined by the M-score. The three sub-groups were determined by calculating the average of the groups' practical mark and cut-off points of half a standard deviation on either side of the average. This presupposed a less superior didactical group (Group A) versus a superior didactical group (Group B), utilized for statistical purposes. The calculations did not include the middle group. The entire discussion of the career process selection was based on Super's career choice model. This was done to determine the main contributory factors in selecting teaching as a career. A literature study was made of the teacher and teaching as a career, followed by a discussion of the Importance of the attributes of the excellent teacher, which included more than just good academic achievement. Teaching as a career was also discussed, emphasizing a temporary difference between the practical and theoretical aspects of t118 didactics course, in order to identify which specific attributes contributed to the success in the practical component of the course. A discussion based on literature was done to determine the various psychological tests and questionnaires which were utilized in this study, namely NSGT, SAT, 16-PF, PHSF, 19-FII, SSHAas well as supportive biographical data. The aim of this study was to determine certain psychological aspects which contributed to the success in the practical components of a course in didactics. A career choice is usually made during the late adolescence. In discussing a career choice model, Super (1990) explains various determinants which influence career choice including the geographical origin, personality and contributory aspects of an individual's personality...

This study evaluated the impact of acculturative stress and negative autostereotypes on the level of self-esteem and achievement motivation among subgroups of Hispanic college students. Subjects were classified by generational level as Second-generation (i.e., foreign-born parents), or Other (i.e., first-generation, foreign-born individuals, and third-generation, foreign-born grandparents;). By country/region of origin, subjects were divided into Central-Americans, Puerto-Ricans, Mexican, Mexican-Americans, and South Americans. Results showed that acculturative stress may facilitate loss of self-esteem particularly in Second-generation individuals, while negative autostereotypic attitudes may actually increase the student's level of motivation for achievement, particularly in Mexican-American individuals. Also, country/region of origin overall influenced negative autostereotypic attitudes.

M.Ed. / Please refer to full text to view abstract

This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.

The sociocultural model of eating pathology is an empirically-supported model explaining eating disorder etiology. The model poses that body dissatisfaction and subsequent eating pathology stems from the unrealistic standards formulated by Westernized society. Although the model has strong empirical support, variables within the model do not account for 100% of the variance in disordered eating. Thus, the current researcher attempted to explore potential moderating factors in the sociocultural model of eating disorders that may help to explain variance currently unaccounted for. In particular, the researcher focused on the relationship between sociocultural internalization and body dissatisfaction, given that this relationship has not been previously explored within the literature. Based on theoretical support, the researcher chose several potential variables to test, including perfectionism, neuroticism, body surveillance, and shame. Primary analyses tested each variable for moderating effects using hierarchical moderated regression, but no significant findings were shown. Results of post hoc analyses showed all variables had significant mediating effects, with the exception of self-oriented perfectionism. The discussion section addresses consistency with previous research, limitations of the present study, treatment implications and guidelines for future research.

The primary goal of this project is to provide a unit of instruction that addresses the critical English skills of oracy, writing, and intercultural proficiency. The curriculum features the social-construction-of-knowledge approach and the socioliterate approach. In addition, it includes an emphasis on Mexican-American values, learning styles, and intercultural communication, showing how they are interrelated and how they affect oral and written language proficiency and intercultural communication competence.

This study was designed to determine the prevalence of substance use and risky sexual behaviours among university students in Ethiopia and examine whether personality traits predict substance use and risky sexual behaviours. Using a cross-sectional quantitative design, data were obtained from 2620 undergraduate students selected through stratified multistage sampling. Personality traits were measured through John, Donahue, and Kentle‘s (1991) Big Five Inventories [BFI-44]. Substance use and risky sexual behaviours were assessed using risky behaviour scales adapted from Miller et al. (2004) and Zuckerman and Kuhlman (2000). Statistical analysis was performed using Statistical Package for Social Sciences (SPSS) Version 20 and Analysis of Moment Structure (AMOS) Version 22 software. The findings revealed that 72.18% of the respondents reported that they have used at least one kind of substance in their lifetime and 50.27% of the participants had consumed at least one kind of substance in the past 30 days before the survey. The current prevalence of substance use was 46.3%, 16.1%, 9.9%, 6.8%, and 5.0% for drinking alcohol, chewing khat, smoking shisha, smoking cigarettes and marijuana use respectively. About 40.2% of respondents had sexual intercourse at least once in their lifetime and 25.6% had sex in the past three months before the study. Among sexually active respondents, 35% began sexual intercourse at the age of 17 years old or younger; 64.3% had multiple sexual partners; 53.1% had substance-induced sex, 62.03% had unsafe sex, and 45.3% had casual sex at least once. Males were found to be more at risk of substance use and risky sexual behaviours. Analysis of the structural relation revealed that conscientiousness and agreeableness traits were significant negative predictors and extraversion was a significant positive predictor of substance use and risky sexual behaviours. Neuroticism had a significant direct effect only on substance use. Substance use mediated the effect of personality traits on risky sexual behaviours. There was gender moderation or variation on the effect of personality traits on substance use and risky sexual behaviours. Therefore, the findings may imply that health risk behaviours were highly prevalent among students, which requires special prevention and intervention. Personality traits can be used to identify the vulnerable individuals and design programs aimed at developing behaviours underlying the protective traits. / Psychology / D. Litt. et Phil. (Psychology)

Embarking on a study abroad experience is thought to be a transformational experience for students, and previous researchers have tended to find that the potential benefits of study abroad experiences, including greater conceptual and behavioral intercultural competence, are greater with longer periods abroad. The purpose of this study was to create an intentional learning experience for students who embarked on a short-term study abroad in rural areas of China and to apply faculty intervention of a student development approach to student learning to create a high-impact learning environment for students centered on a service-learning project. This qualitative study gathered primary data from students and instructors during the course through a collection of observation and field notes, student journals, pre- and post-construct tests, and final presentation. Follow-up interviews were conducted 10 months after course completion. Six students participated in this course and study who were from a variety of disciplines and classifications. Five students were female; one was male. Four students were undergraduates; two were graduate students. Student ethnicities included three Caucasians and African American, along with two international students from Mexico and Iran. Key outcomes of this study were that when short-term study abroad faculty members applied creative interventions, students were transformed with regard to their beliefs, perspectives, and behaviors and that when they guided students through a process of reflection and analysis, students exhibited exponential personal development. In addition, the ability to challenge or support students in reaching higher levels of personal development is a privilege that faculty must earn over time and through an authentic demonstration of care for students’ wellbeing. Short-term study abroad faculty members can use the results of this study to maximize the developmental impact of such programs on student participants.