The current study was designed to test the theory that daily exposure to humorous material would reduce depressive symptoms. Thirty-eight undergraduate students endorsing depressive symptoms were randomly assigned to either a humor or comparison group. Dependent variables were scores on the Beck Depression Inventory, the Social Activities Scale from the Interpersonal Events Schedule, and the Positive and Negative Daily Affect Schedule. The humor group intervention consisted of take-home videotaped recordings of humorous materials. The comparison group intervention consisted of take-home video taped recordings of educational materials with motivational themes. Results indicated that subjects in both groups exhibited significant reductions in depressive symptoms. However, subjects in the humor group showed significant increases in social activities and daily affectual gains, while the comparison group subjects showed no such changes. Plausible reasons for the current findings as well as implications are discussed.

xiii, 79 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / The role of humor among teachers in schools has not received much research attention. The purpose of this study was to explore teachers' perceptions of the uses and effects of humor in the naturalistic setting of an elementary school. A qualitative exploratory case study was conducted. Twenty participants from one school completed a survey on uses and effects of humor, and a focus group was conducted with five of the survey participants. Results were transcribed and coded using the constant comparative coding methods, and themes were developed and compared to the scant prior research findings on the topic. Findings identified a group of teachers who used humor mostly to provide stress relief for themselves and each other and to alleviate some of the stresses associated with teaching young children. Participants also reported the use of humor in sharing stories and events that occurred in the school workplace. Findings also included consistent perceived positive effects from the use of humor in building collegial relationships, in providing rejuvenation, and in preventing burn-out. Teachers reported using humor in positive and productive ways and enjoying positive and productive results. Overall, study participants were in strong agreement in regards to uses and effects of humor in their school workplace. As this was an exploratory study, further research is needed in additional school settings to explore reliability in regards to uses and effects of humor in other schools and with other mixes of teachers. As the scant previous research has shown a correlation between positive collegial relationships and good school climate and improved student learning, it would also be beneficial to conduct additional studies on the role of humor among staff in regards to student achievement. / Adviser: Diane M. Dunlap