Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2001. / Source: Dissertation Abstracts International, Volume: 62-05, Section: B, page: 2510.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2002. / Source: Dissertation Abstracts International, Volume: 63-02, Section: B, page: 1058. Chair: Stephen Hibbard.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2002. / Source: Dissertation Abstracts International, Volume: 63-06, Section: B, page: 3034. Chair: Don Woods.

Thesis (Ph. D.)--Pacific Graduate School of Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-06, Section: B, page: 3438. Adviser: Larry W. Thompson.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: B, page: 4130. Adviser: Susan M. Garnsey. Includes bibliographical references (leaves 65-68) Available on microfilm from Pro Quest Information and Learning.

<p> This study presents a group therapy program for injured athletes recovering from a traumatic physical injury to address and provide coping skills for the trauma-related symptoms athletes may experience post-athletic injury. Eleven expert reviewers in the field of sport psychology, injury rehabilitation, and athletic development reviewed the program and provided feedback regarding the utility, accuracy, organization, applicability, and additional factors. Although reviewers noted traumatic reactions are experienced by a sub-group of athletes, they also generally agreed the group therapy program could aid in clinical work and reduce trauma-related distress experienced by athletes after an injury and provide social support within a safe environment, allowing discussion and sharing of experiences with one another.</p><p>

<p> With many organizations facing the challenge of helping their employees prepare for change, it is important to identify the psychological constructs of employees that positively relate to their readiness for organizational change. The purpose of this quantitative, correlational study was to assess the relationships between psychological capital and its four dimensions (self-efficacy, hope, optimism, and resilience) and readiness for organizational change among behavioral health professionals in one behavioral health organization in the southwestern United States. The theoretical foundation of the study was provided by the psychological capital theory and the readiness for organizational change theory. The researcher collected primary data via online survey from a convenience sample of 101 behavioral health professionals using the CPC-12 and Readiness for Organizational Change Measure (ROCM) instruments. The results of the nonparametric Kendall&rsquo;s tau-b correlation analysis identified statistically significant positive low to medium level correlations of readiness for organizational change with self-efficacy (&tau;<i>_b</i> = .217, <i> p</i> = .003), hope (&tau;<i>_b</i> = .355, <i> p</i> &lt; .001), and resilience (&tau;<i>_b</i> = .236, <i>p</i> = .001). Additional analysis showed a significant correlation between the compound construct of psychological capital and readiness for organizational change (&tau;<i>_b</i> = .271, <i> p</i> &lt; .001). The findings of this study are important to behavioral health and organizational change leadership interested in increasing employee readiness for organizational change through interventions aimed at enhancing employee&rsquo;s psychological capital and providing for their psychological well-being.</p><p>

This research study investigated whether gains in addition and multiplication fact fluency caused gains in subtraction and division fact fluency, as well as gains in other, more complex, grade level math skills. Participants were 22 fourth grade students. The study employed a between groups, pre-post test design with matched control group. Intervention involved an 8-week, home based program, targeting addition and multiplication fact fluency. Intervention methods involved the use of short, timed drills, with immediate graphed feedback of the student's accuracy and speed, as well the use of strategy instruction, untimed practice, and goal setting. Results suggested the intervention had a large and significant effect on increasing addition and multiplication fact fluency within an 8-week intervention period. Evidence of transfer to non-targeted math-facts was found in a medium but non-significant effect on both subtraction and division fact fluency. There was no evidence of transfer on measures of assorted grade-level complex computation problems and assorted grade level applied math problems. Limitations of the study, implications for practice, as well as future directions are discussed.

<p> The thesis investigated debated intelligence theories: Cattell&rsquo;s (1943) &ldquo;Theory of Fluid and Crystallized Intelligence&rdquo; and Gardner&rsquo;s (1983) &ldquo;Theory of M.I.&rdquo; The research asks: Which existing theory-based and hypothetically based measurement models of intelligence fit the measurement data better? How does a traditional vs. modified M.I. Theory measurement model fit? How does a combined measurement model of the theories fit? Participants (n=287) were students (age 18-25) from a top-tier East-Coast university. Approximate statistical power is .90 with effect size of .5 (<i>p</i>&le;.05). Participants were administered the <i>Reynolds Adaptable Intelligence Test and Multiple Intelligence Developmental Assessment Scales</i>. Structural equation modeling revealed better fit for the &ldquo;Theory of Fluid and Crystallized Intelligence&rdquo; data (&chi;²(4) =8.08, <i>p</i>=.09; CMIN/d.f.=2.02; RMSEA= .06; TLI= .98; CFI= .99; IFI=.99; SRMR=.0221). The traditional Theory of M.I.&rdquo; model fit was insupportable (&chi;²(300) =1441.448, <i>p</i>&lt;.000; CMIN/d.f.=4.80; RMSEA= .12; TLI= .61; CFI= .64; IFI=.65; SRMR=.2239), but alternative M.I. models were supported. A correlated M.I. model (&chi;²(264) =569.09, p&lt;.001; CMIN/d.f.=2.16; RMSEA= .06; TLI= .88; CFI= .90; IFI= .91; SRMR=.06) and 4-factor model M.I. with distinct bodily-kinesthetic and musical talent (&chi;²(267) =526.32, p&lt;.001; CMIN/d.f.=2.12; RMSEA= .06; GFI=.91; TLI= .92; CFI= .94; IFI= .94; SRMR=.06) show acceptable to good fit. A M.I. Indicator &amp; R.A.I.T. TII to <i>g</i> SCU Model shows good fit (&chi;²(120) =247.56, p&lt;.001; CMIN/d.f.=2.06; RMSEA= .06; TLI= .89; GFI=.94; CFI= .96; IFI= .96; SRMR=.10). Current findings are further discussed in relation to analogous studies.</p>

<p> Intelligence was defined by early psychometricians as capabilities that could be measured by standardized tests. This definition of intelligence is largely accepted to underlie academic achievement. More recent psychological theory posits a broader definition of human intelligence. The purpose of this study was to investigate the possibility that the historic definition of intelligence could be expanded to include transpersonal capabilities as features of intelligence which contribute to academic achievement. This study utilized a quantitative, descriptive, and correlational method to explore the possibility of relationships between intelligence, as traditionally measured by standardized tests in academic settings, and four other psychological constructs&mdash;multiple intelligences, spiritual intelligence, concept imagery, and empathy. By its nature this type of research is exploratory only and does not reveal causal relationships. One hundred ninety-five English-speaking college undergraduates, 18 to 25 years old, attending university in the United States, were recruited via SurveyMonkey Audience. Data were gathered via Survey Monkey using the following instruments: a demographic questionnaire, the Multiple Intelligence Survey (MIS); The Integrated Spiritual Intelligence Scale (ISIS); the Style of Processing Scale (SOP); and the Toronto Empathy Questionnaire (TEQ). It was hypothesized that higher standardized test scores and GPA would correlate positively with concept imagery (SOP), spiritual intelligence (ISIS), empathy (TEQ), logical-mathematical intelligence (MIS), and linguistic intelligence (MIS). Findings did not support the hypothesized relationships. However, an unpredicted negative correlation, between spiritual intelligence and the ACT and SAT standardized test scores, was found. Further analysis revealed that higher ISIS scores correlated with, and predicted, lower ACT/SAT scores. This research contributes to the limited literature available that investigates the relationship between spiritual intelligence, spiritual beliefs/participation, and academic achievement. Future research is recommended to replicate these findings, and to look for causal and/or directional explanations of the negative correlation between SI and ACT/SAT scores found in this study.</p>