Thesis (M. Psych. Sport. & Ex.)--University of Queensland, 2002. / Includes bibliographical references.

Secondary school students experience high level of stress related to academic issues, e.g. college entrance exam, along side with interpersonal relationship. In this study, a modification of a research on written emotional on college student was carried out on secondary school students to test whether writing about stressful events (1) decreases perceived stress level, (2) improves academic engagement, and (3) improves interpersonal relationship. Forty-six participants were randomized to write for 4 days about either stressful experiences (disclosure group) or time management (control group). Students rated their perceived stress level, academic engagement and interpersonal relationship before the treatment for baseline evaluation, and in the subsequent month for comparison. Results showed that the perceived effectiveness of the emotional disclosure intervention is notably greater in helping the participants to manage stress than the control condition of writing for time management. A significant time effect was shown in perceived stress level, suggesting that participants in both time management and written emotional disclosure conditions showed lowering of perceived stress level over time. However, there was no significant treatment effect for any of the three areas of concern. This study also provides an important finding showing that interpersonal relationship moderated treatment effect; implying that written emotional disclosure is an effective intervention for students who have poor interpersonal relationship. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

M.A., Faculty of Humanities, University of the Witwatersrand 1998

Thesis (M. Soc. Sc.)--University of Hong Kong, 2003.

A new approach to high-field dipole design is being developed at Texas A&M University. The goal of the development is to facilitate the use of high-field conductors (Nb3 and Bi-2212) and to manage Lorentz stress and magnetization so that field strength can be extended to 25 Tesla. The new design incorporates several innovations, including stress management, flux plate suppression of multipoles, and bladder preload. A series of model dipoles is being built and tested to validate and optimize each of these innovations. The second such model dipole, TAMU2, has been completed and was recently tested at Lawrence Berkeley National Laboritory. It achieved 93% of cable short sample limit on the first quench and every subsequent quench and did not suffer from any detectable training. This level of performance corrisponds to currents over 8800 A and a measureable field strength of 4.6 T. Ramp rate studies indicate robust behavior under fast ramping; we interpret this to be a beneficial result of the block coil geometry and the chrome-plated conductor.

Dissertation (MIHM) -- AUT University, 2008. / Includes bibliographical references. Also held in print (83 leaves : ill. ; 30 cm.) in City Campus Theses Collection (T 647.940954 AJG)

Thesis (M.A.)--University of Toledo. / Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Psychology." Includes bibliographical references (leaves 31-35).

Thesis (M.A.) -- Central Connecticut State University, 2009. / Thesis advisor: Rebecca Wood. "... in partial fulfillment of the requirements for the degree of Master of Arts in General Psychology." Includes bibliographical references (leaves 34-40). Abstract available via the World Wide Web.

BACKGROUND: Increasing proportion of students reported high level of mental stress in regards to school environment. Adolescent and young adults often have inadequate abilities and skills to coping with stress-related impairments. Stress management intervention (SMI) is considered as a primary prevention from adverse effect of stress and with potential of increasing coping skills for students. OBJECTIVES: 1) to assess internal and external validity of published SMI among adolescents and young adults and 2) to evaluate the effectiveness on mental health issues considered in included SMIs. METHODS: This is a review of assessing effectiveness of published SMI from database, including PubMed, Medline and PsycINFO, from 2000 to 2012, limited to adolescent and young adult. Data including the country of where study conducted, participants, intervention process and control group, length of follow-up, outcome measures and findings was gained and synthesised. Effect sizes categorised into five groups were calculated. RESULTS: Ten studies were identified. Five studies were comprehensive interventions that consisted of multiplied fundamental types of interventions to variety of outcomes. Three studies narrowed to single fundamental training for intervention and two studies used a specific approach. Concerning Internet-based intervention, three out of ten studies conducted with computer-assisted approach. Most of outcome measurements had positive effect size, in terms of symptoms of stress, coping strategies, cognition functions and academic performance. CONCLUSION: In general, SMI can effectively decrease stress and improve coping skills in adolescent and young adults. Sustainable effect of post-period of stress management programme is satisfactory. The positive effect size of this review could provide evidences and support the efficacy and effectiveness of stress management in adolescents and young adults. / published_or_final_version / Public Health / Master / Master of Public Health

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