Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ph.D.)--Brigham Young University. Dept. of Psychology and Special Education, 2006. / Includes bibliographical references (p. 85-94).

Thesis (Ed.D.)--Teachers College, Columbia University, 1969. / Typescript; issued also on microfilm. Sponsor: Albert S. Thompson. Dissertation Committee: Martin J. Bohn, Jr., Kenneth F. Herrold, . Includes bibliographical references.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3242501."

It is only over the last two to three decades that the professional literature has reflected a growing interest in therapeutic humor. The purpose of this project was to design and implement a training workshop in therapeutic humor that would give psychotherapists practical techniques to utilize in their clinical work. This research represented the only attempt known to this author in receiving post-test ratings both from the workshop participants as well as from their clients. Due to the field setting nature of the study, it was of a quasi-experimental design. A total of twenty-one therapists and sixty-one clients participated in the study. The three-hour training covered such therapeutic humor techniques such as joke-sharing to enhance client/therapist rapport, telling jokes and stories with metaphoric messages, and aiding clients to become more aware of life's absurdities. The workshop was given varied mental health settings. Pre-test scores on the Situational Humor Response Questionnaire (SHRQ) and the Revised Questionnaire on the Sense of Humor (RQSH) revealed no significant difference between the clinicians who enrolled in the workshop and those who participated as control subjects. Within the limitations of the design, post-test scores appeared to reveal a significant difference between the workshop and control clinicians, with those who attended the training reporting a higher usage of the humor techniques that were covered. Responses on the client post-tests indicated that patients of the workshop clinicians who took the humor questionnaires in the pre-test reported a higher frequency of humor in their sessions than did the patients of the control clinicians. The two pre-test questionnaires failed to predict which clinicians would be more apt to use therapeutic humor. There was a significant negative correlation between the RQSH sub-scale that measured affective inhibition and clinicians' reports of humor implementation. Among the humor techniques offered in the training, telling metaphoric jokes and stories produced higher frequency reports among experimental subjects.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 1998. / Includes bibliographical references (leaves 69-72).

Thesis (M.Th.(Prakt. teol.))--Universiteit van Pretoria, 2000. / Includes bibliographical references (p. 142-146).

These (Ph.D.)--Capella University, 2008. / Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 92-95). Also issued in print.

Thesis (Ph. D.)--University of North Texas, Aug, 2009. / Title from title page display. Includes bibliographical references.

Attention-Deficit Hyperactivity disorder (ADHD), a persistent pattern of inattention and or hyperactivity-impulsivity, is a growing concern in many school districts because it is estimated to affect as much as 3 percent to 5 percent of the school age population (APA, 1994). The problem is that regardless of the currently accepted methods of treatment such as parent training, family therapy, classroom management, social skills training, and medication therapy, the symptoms of ADHD persist into adolescence at an alarming rate. Children with disorders of behavior exhibit excessive theta brainwave activity compared to normal children (Lubar, 1991). The present study administered a changing criterion treatment protocol, which integrated components of neurofeedback, meditation, and control theory, in order to decrease theta brainwave activity. The purpose of the present study was to explore whether a school system could identify specific profiles of attention with a computerized continuous performance test (CPT), administer an attention enhancement program, and remedy those deficits identified by the CPT. The subjects were 5 male children between the ages of 8 and 10 years who were diagnosed ADHD by their family physicians. Subjects were selected according to their performance on the Test of Variables of Attention (T.O.V.A.), a computerized continuous performance test. Subjects received between 18 and 26 attention enhancement sessions over a four month period during their regular school day. Although the T.O.V.A. showed moderate ability to identify specific profiles of attention, as supported by moderate Pearson correlations between T.O.V.A. impulsivity and ADHDT impulsivity (r = −.58, P < .05) and T.O.V.A. inattention and ADHDT inattention (r = −.63, P < .05), T.O.V.A. performance did not consistently improve after attention training. Although the attention enhancement program was completed within the school, there were many unforseen difficulties and impediments to its successful administration. Secondary dependent measures included the Stroop Color and Word Test, Attention-Deficit Hyperactivity Disorder Test (ADHDT), EEG measures, Parenting Stress Index, and Behavior Rating Profile. The results of these measures were equivocal.