Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Stephen Whitney. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 74-80).

published_or_final_version / Behavioral Health / Master / Master of Social Sciences

No description available.

The purpose of this research is to see if people’s motivation can be developed by the practice of the method focusing. The motivational constructs used to reflect the participants sense of motivation is; autonomy and competence. Autonomy is in this study derived from the theory of self-determination and is concerned with the participant’s degree of expressing their personal or autonomous desires, choices and goals (Skinner & Edge, 2002). Competence is in this study, a construct derived from Self-efficacy theory, and is concerned with the participants’ degree of using their capabilities effectively (Bandura, 1997). I have used qualitative methods; more specifically I have been inspired by phenomenology, to explore the common essences of the effects of focusing on their sense of motivation. I have interviewed three participants which have at least completed two levels of focusing. They are thus considered familiar with the essence of focusing, which practically means spending time or listening to a bodily felt issue, experience or problem (Gendlin, 1996). The raw data were analyzed by using a phenomenological reduction which resulted in four themes. The three themes that caught the essence of their experience of motivation were; “I focus on what I can do in my career,” “I am clearer about me in relationship with other people,” and “I want to do this.” The degree of their motivation was discussed with literature from Albert Bandura (1997, 2001), Edvard Deci and Richard Ryan (1985, 2002). The final theme representing their experience of focusing; “I can read what is going on,” was used together with relevant literature from Eugene Gendlin (1996, 2003) to gauge the effect of focusing, on the participants’ sense of motivation. The Findings in this study indicate that there is a positive effect from the practice of focusing on the participants’ motivation. The participants seem to use their competence and autonomy better. Focusing seem to contribute in terms of; higher levels of self-aiding thoughts and feelings, a stronger inward relationship and a stronger control in terms of overcoming negative states and perceived challenges. The participants seem more inclined to  act from personal or autonomous desires and goals and to use relevant competence effectively in social and occupational settings.

No description available.

This study examines ideas of self and self-cultivation as developed during the first half of the Choson Dynasty (1392-1911) by focusing on introductory texts or commentaries, diagrams, or Korean annotations on the Great Learning. Moreover, given that much of this material is pedagogical, how and to whom these ideas were presented will also be examined. The scholars examined here were leading thinkers during the first half of the Choson Dynasty— Kwon Kun (1352-1409) helped introduce and lay the intellectual framework of Ch'eng-Chu Neo-Confucianism in the early period of the Choson Dyansty. T'oegye (1501-1570) is often seen as the foremost Confucian scholar of the Choson period. His ideas served as the foundation of a major school of thought during the Choson Dyansty, the Yongnam school. The last scholar, Yulgok (1536-1584), is also seen as one of the great scholars of the period. His ideas form the basis of the other major school of thought in Korean Neo-Confucianism- the Kiho school. Examining the ideas of these thinkers will reveal how ideas of human nature and self-cultivation developed and changed over the early course of the Choson Dynasty and how and to whom these ideas were presented.

There is no abstract available for this dissertation.

Proceeding from the belief that much human misery is self-inflicted as a result of negative self-statements (Ellis & Harper, 1962), it was felt that emphasis on positive self-thought would represent a significant therapeutic intervention. The purpose of this study was to determine the effect of positive self-statements on self-concept. Since negative self-defeating statements are quite well ingrained, especially within Christian people (Reglin, 1976), it was decided to identify this as the target population. Furthermore, it was felt that cognitive restructuring would require considerable amounts of direction before it would be effective. To accomplish this goal, Frank (1961) and Breger and McGaugh (1967) suggest the need for therapists to consider such methods as hypnosis, suggestion, and relaxation. Therefore, within this study, these methods of restructuring were utilized in an effort to enhance self-concept.The sample consisted of 48 female Christian students enrolled Fall Quarter, 1983 at Ball State University. Twenty three and twenty five subjects were assigned to the experimental and control conditions, respectively. The experimental group was exposed to hypnotically induced positive self-statements. The subjects in the control group did not receive treatment. At the end of the treatment period, all subjects were administered the Tennessee Self-Concept Scale. The Total Positive Score (P) was used as an index of self-concept.The initial hypnotic induction consisted of a procedure suggested by Wolberg (1964) and Barber (1975). The procedure involved (a) deep breathing, (b) progressive muscle relaxation, and (c) visualization of a relaxing scene. After a pause, deepening by means of mental imagery took place in which subjects imagined themselves descending a 10 step escalator. During subsequent sessions, an abbreviated induction procedure was used.The positive self-statements used in this study are those formulated by Barber (1979, 1981), Hartland (1965, 1971), Stanton (1975, 1977), and others (Coleman, 1971; Gorman, 1974;, Maltz, 1960; and Oakley, 1965). The content of these positive self-statements suggested that subjects would feel generally more relaxed and self-confident, more self-reliant and independent,physically stronger and healthier, calmer, more serene and unconcerned by situations. which used to bother them. It was hypothesized that hypnotically induced positive self-statements would have a significant facilitating effect on self-concept in Christian, female college students. The hypothesis was tested using a two-group design and the corresponding parametric "t" test. Analysis of the data clearly indicates the absence of any significant treatment effect.

There is no abstract available for this dissertation.