Log in

Relevant bibliographies by topics / Behavior therapy / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Behavior therapy.

Dissertations / Theses on the topic 'Behavior therapy'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Behavior therapy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Archard, Rachael. "Adolescents' evaluation of dialectical behavior therapy." Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/11393/.

Full text

Abstract:

There is a large amount of research on BPD which highlights the pervasive and distressing nature of this disorder along with its resulting high financial cost to services. Previous research exploring intervention options for BPD have found DBT to beneficial in reducing parasuicidal behaviour and it is acknowledged as the intervention of choice for adults. The research evidence on ‘what works’ for adolescents with BPD is limited, although DBT is an intervention offered in clinical practice. This study aims to contribute to the research on the effectiveness of DBT by exploring adolescents’ experience of receiving this therapy. Five participants took part in the study and verbatim transcripts from their interviews were analysed using Thematic Analysis. The aim of the analysis was to develop understanding on what adolescents found to be the most and least helpful aspects of DBT and to help ascertain whether participants viewed this therapy as effective in reducing their presenting difficulties. Results identified four main themes which were constructed from the data set; ‘Clinical Picture’, ‘Deciding to start DBT’, ‘Evaluation of DBT’ and ‘Change’, with each theme containing between two and six sub-themes. The themes were seen to connect with each other to represent participants’ journey through therapy. Clinical implications of the research indicate that clinicians play an important role in the process of therapy and contribute to both positive and negative experiences. It appears there is a need for clinicians working with this client group to be appropriately trained and skilled to provide flexible care. In addition the findings from the current study suggest DBT did not target the multiple and varied problems the adolescents presented with, resulting in on-going difficulties and high levels of disengagement and drop-out rates. Whilst participants felt the intervention contained positive elements, overall they reported dissatisfaction with the outcome of therapy. Services may therefore need to consider alternative or additional intervention options to target adolescents’ presenting difficulties and help improve their quality of life.

APA, Harvard, Vancouver, ISO, and other styles

2

Lillard, Richard P. "Dialectical behavior therapy a meta-analysis /." Theological Research Exchange Network (TREN), access this title online, 2005. http://www.tren.com/search.cfm?p088-0127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Williams, Jeanne. "A metaphorical analysis of behavior therapy." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Homeyer, Linda. "Play Therapy Behavior of Sexually Abused Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277920/.

Full text

Abstract:

This survey research was designed to identify play therapy behaviors of sexually abused children. A survey instrument was developed from a comprehensive review of the professional literature and the assistance of an expert panel. After a field test, 140 items of play therapy behavior were developed into a survey instrument. The respondent was asked to rate on a Likert scale the frequency of occurrence of these play therapy behaviors of sexually abused children. Each play therapy behavior was rated for the following four groups: Males, 3-6 Years; Females, 3-6 Years; Males, 7-10 Years and Females, 7-10 Years. The entire international membership of the Association of Play Therapy (APT) was used to obtain the largest possible number of viable responses. As anticipated, of the 786 replies, 41% were not seeing sexually abused children in play therapy. In order to insure the most robust findings possible, it was determined to utilize data from the 249 most experienced play therapists (having worked with 16 or more sexually abused children). The typical respondent in this group was a female play therapist, 40-50 years of age, with a Masters degree in Counseling or Social Work.

APA, Harvard, Vancouver, ISO, and other styles

5

Stinson, Jill D. "Got DBT? Dialectical Behavior Therapy in Practice." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7992.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Rosario, Douglas Paul. "Compliance behavior in physical therapy home programs." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1658.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Perry, Lessie Harnisch. "Play Therapy Behavior of Maladjusted and Adjusted Children." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331633/.

Full text

Abstract:

The diagnostic value of children's play was investigated. The question explored was "Can maladjusted children be discriminated from adjusted children through observation of their play therapy behavior?" The play of 15 maladjusted and 15 adjusted children 5 to 10 years of age was compared during an initial 36-minute play therapy session. Three scales of the Play Therapy Observational Instrument (PTOI)—emotional discomfort, social inadequacy, and use of fantasy-- were used to rate the children's play. The children in the maladjusted group were referred by their parents for counseling and their teachers reported the children had exhibited one or more problem behaviors indicative of emotional disturbance. The children in the adjusted group were recommended by their teachers as exhibiting none of the problem behaviors and their parents did not believe their children needed counseling. Discriminant function equations predicted correct group membership for 23 of the 30 children during the second 12-minute time segment and for the entire play session. The analysis showed the play behaviors on the emotional discomfort scale of the PTOI items discriminated maladjusted and adjusted children. During the second and third 12-minute time segments and when all three time segments were combined, maladjusted children's play expressed significantly more dysphoric feelings, conflictual themes, play disruptions, and negative self-disclosing statements than were expressed by the adjusted children (p < .01, .03, .01, respectively). There were no significant differences between the two groups on play behaviors measured by the social inadequacy play and use of fantasy play scales of the PTOI. Positive correlations were found between the children's age and social inadequacy play behaviors and between the social status of the parents' occupations and social inadequacy play behaviors. The results also suggested a negative correlation between the social status of parents' occupations and the use of fantasy play scores. A negative correlation was present between the use of fantasy and the social inadequacy play scores.

APA, Harvard, Vancouver, ISO, and other styles

8

Zuellig, Andrea R. "A comparison of the effect of three therapies on generalized anxiety disordered adults' self-reported internal working models of attachment." Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Zuellig.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Spencer, Sarah. "Rational emotive behavior therapy it's (sic) effectiveness with children /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005spencers.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Reynolds, Shawn Patrick. "Empirical studies of noncompliance to behavioral therapy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0021/NQ27235.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Dobbert, Chloe J. "The Silhouettes of Autism." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/714.

Full text

Abstract:

My passion as a student at the Claremont Colleges is to help children with Autism Spectrum Disorder grow and learn as normal children and to help prepare them for life outside the Autism Center at Claremont McKenna College. In my thesis project, I am exploring the concept of silhouettes through photography and my perceptions of the stories told to me by the children I teach. Esthetically, I am inspired by Kara Walker’s installation of large cutout silhouettes but I am using different mediums to accomplish my project: Artistically, I am inspired by the detailed descriptions of the obsessive stories and information provided to me by the children at the Autism Center. Primarily, I will be using photographs that I have taken of the children and creating silhouetted images of them through Photoshop. Afterwards, I will paint my perceptions of the detailed and creative descriptions of the different information relayed to me by each individual child. Secondary, there will be some life size black cutouts, on black paper, of different imagined scenarios with the children. In the spring, I see this as an installation with many separate pieces that contain different sizes, depth, and simplicity.

APA, Harvard, Vancouver, ISO, and other styles

12

Gaffney, Cyndy. "Where is the therapy in drama therapy when working with children with severely disruptive behavior?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54357.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Lisec, Sara J. "Combining play therapy with behavior modification in child counseling." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lisecs.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Kantor, Anita. "Narrative therapy with adolescent females with eating-disturbed behavior." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51729.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Bosch, Louisa Maria Clementina van den. "Borderline personality disorder, substance abuse, and dialectical behavior therapy." [Lisse : Amsterdam : Swets & Zeitlinger] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/67403.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Gollan, Jackie K. "Posttreatment predictors of depression relapse following cognitive behavior therapy /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

CATLIN, CASEY CHRISTIE. "THERAPIST DIRECTIVENESS AND HOMEWORK COMPLIANCE IN COGNITIVE BEHAVIOR THERAPY." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190434.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Strong, Judy L. "NORMALIZING ASSESSMENT TO FACILITATE PEAK - A VERBAL BEHAVIOR THERAPY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1591.

Full text

Abstract:

The PEAK Relational Training System's Direct Training Module was examined to determine age appropriate development norm ages in which to compare to persons with disabilities. Fifty-one typically developing children between ages of 2-18 were scored for the PEAK direct training assessment module by novel implementers (parents, caregivers) as well as professional educational teachers and administrators. Assessment implementation brought scores from fourteen different adult individuals and fifty-one different children's assessment forms for this study. The inter-rater reliability showed consistency of results with the relationship between Peak and age. Inter-rater agreement had a high degree of agreement through the same age, male or female, grade levels with student assessments on the PEAK rating pyramid. These subjective reports may be related and have one advantage that data results may be displayed conveniently in graphical form. The results suggest that there was no correlation between PEAK Total Scores and sex with R-Squared of .49, and produced a significant fit to the data (p < .001). Total PEAK by Age Group with an One Way Anova being: F(4,45) = 23.57, p < .001 suggest that the differences between ages in terms of PEAK total Score was significant.

APA, Harvard, Vancouver, ISO, and other styles

19

Zsembery, Celeste Lloyd. "Rhetoric in Dialectical Behavior Therapy: Healing Minds Through Argumentation." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3093.

Full text

Abstract:

The fields of psychology and rhetoric share the goal of improving human mental health and behavior through persuasion. This thesis traces the history of rhetoric and psychology theory, focusing on the parallel theories of Nienkamp's internal rhetoric and Herman's dialogical self. Both theories model the human mind as having multiple psyches that actively interact to interpret human experience and project human behavior. I conclude with a case study of anorexic patients using ethos, pathos, and logos in dialectical behavior therapy (DBT), arguing that principles of rhetoric can help patients with mental disorders cognitively realign their thinking more effectively than drug treatments can.

APA, Harvard, Vancouver, ISO, and other styles

20

Alexander, Helen. "Coping with Sickle Cell Disease Using Cognitive Behavior Therapy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5157.

Full text

Abstract:

This project focused on identifying the best evidence available on the use of cognitive behavior therapy (CBT) for pediatric patients and families with sickle cell disease (SCD) to improve their coping skills with pain management. This resulted from an identified gap in nursing practice regarding psychosocial support for this subset of hospitalized pediatric patients. The practice-focused question was whether there was evidence in the literature on the use of CBT techniques to improve parental coping skills with children who have chronic and life-threatening illness that could be utilized with sickle cell disease. The theory of stress and coping guided the underpinnings of the study process. The Johns Hopkins Nursing evidence-based practice model (JHNEBP) was the framework for this project. A systematic review was conducted utilizing research-based articles from the major healthcare databases. The original search resulted in over 12,000 articles. This pool was further refined based upon a link between the pediatric population with chronic or life-threatening conditions and family coping skills. This was further narrowed down based on the use of social-cognitive therapy and coping skills. This process resulted in 6 research articles on the use of CBT with the target population. An evaluation of these studies found evidence that CBT can improve parental coping skills. Nursing support for parental coping with SCD has the positive social impact of decreased parental stress and improved quality of life for both the child and the family unit.

APA, Harvard, Vancouver, ISO, and other styles

21

English, Carie L. "Effects of familiar versus unfamiliar therapists on responding in the analog functional analysis." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2401.

Full text

Abstract:

Thesis (M.A.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains [iii], 53 p. : ill. Includes abstract. Includes bibliographical references (p. 33-38).

APA, Harvard, Vancouver, ISO, and other styles

22

Ritzi, Rochelle M. "Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804984/.

Full text

Abstract:

Play therapists use children’s natural symbolic play as a method of mental health treatment (Landreth, 2012). Meta-analysis research has demonstrated the effectiveness of treating children with play therapy (Bratton, Ray, Rhine, & Jones, 2005), and child-centered play therapy (CCPT) has proven to be an effective treatment for children with externalizing behaviors such as aggression and other disruptive behavior (Bratton & Ray, 2000; Bratton et al., 2005). Some studies have demonstrated the effectiveness of brief and short-term CCPT, such as twice weekly within two to three months (Blanco & Ray, 2011; Shen, 2002) and when delivered in an intensive format, conducting 12 sessions within three weeks (Jones & Landreth, 2002). In this current study, I sought to determine the effectiveness of intensive CCPT with children identified as having externalizing problem behaviors. Participants were recruited from public schools in the urban area of Darwin, Northern Territory, Australia area. A total of 24 participants completed the study: 18 boys and 6 girls aged 6 to 9 years old (M = 7); 17 Australian Caucasians, 1 English (UK) Caucasian, 1 Asian, 3 Hispanic/Latino, and 2 Biracial. Participants were randomly assigned: 12 to the experimental group and 12 to the wait-list control group. Children in the experimental group received 20 intensive CCPT sessions: twice daily for 10 days. For each child participant, a parent completed the Child Behavior Checklist (CBCL) and a teacher completed the CBCL Teacher’s Report Form (TRF) three times: at pretest, posttest, and one-week follow-up. Mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significant and η2 calculation to assess practical significance. Follow-up results indicated a statistically significant interaction effect on CBCL Externalizing score, F (2, 44) = 14.747, p < .001, with a large effect size of η2 = .277. Results also indicated a statistically significant interaction effect on the TRF Externalizing score, F (2, 44) = 4.042, p = .024, with a large effect size of η2 = .135. Therefore, both parents and teachers indicated that children with externalizing behaviors who received intensive CCPT showed a significant decrease in those behaviors. The results of this study indicate that when time and financial resources call for short-term, intensive CCPT for children with problematic externalizing behaviors, practitioners may use it with confidence that its effectiveness has been demonstrated through this research.

APA, Harvard, Vancouver, ISO, and other styles

23

Schmidt, Henry. "Perceptions of the therapeutic relationship and the prediction of suicidal behavior in dialectical behavior therapy /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9067.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Packman, Jill. "Group activity therapy with learning disabled preadolescents exhibiting behavior problems." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.

Full text

Abstract:

This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental group (n=12) and to the control group (n=12). The treatment group preadolescents were divided into groups of three and participated in group activity therapy one hour per week for 12 weeks. The participants were assigned to groups according to individual needs and personality traits. The control group received no treatment during the study. Pre and post test data were collected from parents using the Child Behavior Checklist (CBC) and the Behavior Assessment Scale for Children (BASC). Analysis of Covariate (ANCOVA) was utilized to determine statistical significance between the treatment group and the control group on the post-test means for each hypothesis. In each case, the post-test specified in each hypothesis was used as the dependent variable and the pre-test as the covariate. Specifically, the preadolescents in the treatment group showed statistically significant decreases in total behavior problems on the BASC (p=.05) and decreases in internalizing problems on both the BASC and CBC (p=.03, p=.05, respectively). While not statistically significant, positive trends were noted on the CBC total behavior scale (p=.08) and on the CBC externalizing scale (p=.09). In addition, Cohen's d effect size was calculated for each hypothesis and post hoc analysis of the subscales to determine practical significance of the treatment on the experimental group when compared to the control group. A large treatment effect size was found on the BASC (d=.91) and CBC (d=.82) total behavior problems scales and on the BASC (d=1.03) and CBC (d=.90) internalizing problems scales. A moderate to large treatment effect size (d=.78) was found on the CBC externalizing problems scale and a medium treatment effect size (d=.53) was found on the BASC externalizing problems scale. Qualitative data was also examined to determine clinical significance of the intervention. This study determined that group activity therapy is an effective intervention for preadolescents diagnosed with a learning disability.

APA, Harvard, Vancouver, ISO, and other styles

25

Hoff, Alexandra Louise. "Targeting Parental Overcontrol in Cognitive Behavior Therapy for Anxious Youth." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475616.

Full text

Abstract:

Psychology
Ph.D.
Many parent factors have been associated with child anxiety, and researchers have examined how parents may be most beneficially involved in cognitive behavior therapy (CBT) for anxious youth. Results have been mixed as to whether parent CBT, family CBT, and parent interventions addressing parental anxiety or overcontrol have an added benefit over youth-focused CBT. The present study compared (a) a parent group intervention targeting autonomy granting, (b) a parent CBT skills group, and (c) a parent support control group, all provided in conjunction with individual CBT for anxious youth ages 7 to 17. Randomly assigned group conditions, as well as variance in overall parent attendance across conditions, were examined as predictors of change in parenting behaviors and in child anxiety. No significant differences in youth anxiety outcomes were found across parent group conditions, and parental beliefs and involvement improved most for the support control group. However, youth whose parents attended more group sessions showed a significantly greater decrease in anxiety severity than youth whose parents attended fewer (0, 1) sessions, which was mediated by a significantly greater decrease in parental avoidance of child anxiety. The results suggest that additional parent participation in treatment may have an added benefit, even with an unstructured support group format, but do not offer clarity about the benefit of targeted interventions for parents.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

26

Stehn, Molly. "Dialectical Behavior Therapy Skills Group as Facilitator of Relational Growth." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397477538.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Enwefa, R., S. Enwefa, and Arnold Ph D. Nyarambi. "Speech-Language, Nutrition, and Behavior Therapy for Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Bergqvist, Mirja. "Vad medveten närvaro kan betyda i dialektisk beteendeterapi : Fem patienters och fyra behandlares perspektiv." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6096.

Full text

Abstract:

För att undersöka vad medveten närvaro kan betyda i dialektisk beteendeterapi (DBT) meningskoncentrerades nio intervjuer. Medveten närvaro hade en positiv betydelse för samtliga deltagare. Det centrala för deltagarna var färdigheterna observera och en sak i taget. Färdigheterna hjälpte patienterna att stanna upp i ett negativt händelseförlopp. Behandlarna menade att medveten närvaro hjälpte vid stressrelaterade situationer. Samtliga deltagare underströk betydelsen av färdighetsträningen i grupp och praktiska övningar. Det fanns ett tydligt behov av att förenkla teorin kring medveten närvaro i DBT samt att medveten närvaro behövde få ett större utrymme. Om medveten närvaro kan hjälpa patienter i DBT att stanna upp i ett destruktivt händelseförlopp så är det en verkan av stor betydelse för patienterna såväl som för anhöriga och sjukvården.

APA, Harvard, Vancouver, ISO, and other styles

29

Comer, Janet Mary 1944. "DEVELOPMENT OF A SEMANTIC DIFFERENTIAL PROFILE FOR THE ANGER THERAPY MODEL." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275548.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Judd, Daniel K. "Agentive Theory As Therapy: An Outcome Study." BYU ScholarsArchive, 1987. https://scholarsarchive.byu.edu/etd/5888.

Full text

Abstract:

The present study evaluated the efficacy of a four-week seminar which emphasized the principles of Agentive Theory. This theory, which is compatible with theories of a phenomenological/ existential perspective, was first developed by C. T. Warner, an American philosopher. Agentive Theorists/Therapists emphasize that our negative emotions, ie., depression, anger, etc. , are assertions or judgments we make and not merely feelings we are responsible for controlling or expressing. Forty-eight outpatients who sought help with personal/emotional problems from a department of behavioral medicine were assigned to either a treatment or waiting-list control Group. Following a four-week treatment phase, the treatment group was shown to have made significantly greater improvement than the waiting-list control group with respect to general mental health, somatization, depression, anxiety, hostility, phobic anxiety, psychoticism, anger, and guilt.

APA, Harvard, Vancouver, ISO, and other styles

31

Durrant, Sarah L. "Characteristics of Children With Behavior Disorders Who Drop Out of Therapy." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278887/.

Full text

Abstract:

The purpose of this study was to examine the characteristics that distinguish children with behavior disorders who drop out of psychotherapy treatment from those who remain in treatment. The sample included 379 children (268 male and 111 female) who were diagnosed with a behavior disorder at Dallas County Mental Health/Mental Retardation (MH/MR), a community mental health clinic in Dallas, Texas. The results indicated that certain characteristics increased the likelihood that a child would drop out of therapy, including reliance on aid, the presence of maternal psychopathology, and more severe externalizing and internalizing behaviors. This study also found that younger children with behavior disorders had a greater probability of dropping out of treatment. Minority status, gender, parent marital status, and referral source were not found to be associated with dropping out of treatment. Future studies should focus on specific interventions that clinicians could employ to deter premature termination from treatment.

APA, Harvard, Vancouver, ISO, and other styles

32

Jeon, Sangchoon. "Factors associated with time to resolution of pain and fatigue among cancer patients undergoing chemotherapy in a cognitive behavioral intervention group." Diss., Connect to online resource - MSU authorized users, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

33

Bannon, Erin E. "The Efficacy of Acceptance Based Behavior Therapy Versus Cognitive Therapy for Test Anxiety and Working Memory Performance." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510866677089178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Rassau, Anoushka. "Effects of synchronous chat-based on-line cognitive behavior therapy on study related anxiety and behavior." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1067.

Full text

Abstract:

Very little research is currently available about therapy conducted in chat-based Internet environments. Most of the existing research concerns therapy delivered via email or on-line support groups. For this reason, this review first presents an overview of literature concerning practical issues relevant to Internet-based therapy in general and then presents a review of the research that is available regarding therapy provided in chat-based Internet environments. The literature reviewed in this paper has been obtained from several on-line databases and Internet search engines. The available research on chat-based therapy has produced mainly anecdotal or inconclusive results. There is a need for controlled research that more clearly displays the relationship between an intervention provided in a chat environment and the participants' problems.

APA, Harvard, Vancouver, ISO, and other styles

35

Meaden, Ann. "The experience of rational emotive behaviour therapy." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113730.

Full text

Abstract:

The literature review produced for this thesis systematically analysed qualitative studies of cognitive therapy using a methodology checklist and a meta-synthesis technique. Ten papers which used qualitative analysis to look at clients’ experiences of Cognitive Behavioural Therapy (CBT) met the selection criteria. Seven themes emerged. Three were linked to a therapeutic relationships theme; the trusted listener, power and authority and others like me. Four were linked to the impact of cognitive therapy theme; empowering information, analysing the problem, thinking differently and doing things differently. It was concluded that future research should focus on the components of cognitive therapy and that differences in technique between CBT and Rational Emotive Behaviour Therapy (REBT) should be explored via a qualitative study of clients’ experiences of REBT. A qualitative approach was taken to look at clients’ experiences of REBT. Seven participants were interviewed using a semi-structured interview guide and the resulting transcripts were analysed using interpretive phenomenological analysis. Three themes emerged: one which looked at what it was like to have mental health problems; a second, which looked at clients’ expectations and experiences of the more technical aspects of therapy, and a third which examined the therapeutic relationship. All of the participants appeared to value therapy. However, the extent to which they knew about and used the theory and philosophy of REBT varied greatly. These results suggest that further research needs to be carried out which looks at how people benefit from therapy as clients views may differ from those of therapists. A critical appraisal of the research process was written using the REBT model to reflect the experience of producing the thesis.

APA, Harvard, Vancouver, ISO, and other styles

36

Wayland, Leigh Ann Louise. "Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38096.

Full text

Abstract:

The purpose of the present study was to compare the effectiveness of three indirect models of service delivery in treating children with externalizing and internalizing behavior problems: the highly individualized behavioral consultation model (CBC); minimal consultation with videotape therapy (GVT); and self-administered videotape therapy only (VT). This study also sought to ascertain whether parent and teacher consultation increases parental involvement in their children's education. Specifically, the relationship between perceived self-efficacy and mothers' involvement in their children's education was examined. Thirty-five preschool and elementary school children, their mothers, and teachers were assigned to one of the three treatment conditions. An A-B repeated measures group research design was used to analyze the effectiveness of consultation. Outcome variables included mothers' and teachers' direct observation of target behavior, their ratings of social skills, internalizing, externalizing, and general problem behaviors, and an observational measure of child deviance behaviors and parenting skills. Results indicated that children's target behaviors improved from baseline to treatment in all three treatment conditions. Overall, children's social skills increased and behavior problems decreased over the course of treatment. Pretreatment and posttreatment self-efficacy was assessed via rating scales. Although results suggest that parent and teacher self-efficacy did not change as a result of treatment, self-efficacy ratings were associated with more hours of mother involvement in educational activities per week. These results are discussed in light of their practical and theoretical implications.

APA, Harvard, Vancouver, ISO, and other styles

37

Wilson, Alyssa N. "Behavioral and neurological investigations into pathological gambling as a behavioral addiction." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/524.

Full text

Abstract:

The current set of three proposed experiments focused on integrating neurological and behavioral levels of analysis in the context of pathological gambling. A thoroughgoing analysis on previous gambling research was explored and discussed in the first four chapters. Specifically, this analysis outlines: similarities between pathological gambling and other substance addictions, new technological advances (i.e. functional magnetic resonance imaging), verbal behavior in general and its role in pathological gambling specifically, and treatment assessments and interventions. Three experiments were then developed and designed based on the outcomes suggested by the literature review. Experiment I determined the effectiveness of the Gambling Functional Assessment (GFA; Dixon & Johnson, 2007) as a clinically relevant gambling assessment tool. Experiment II also investigated neurological differences between pathological gamblers. Similar to other behavioral and substance addictions, limbic and cortical brain systems are activated during gambling related tasks and activities. However, as gambling pathology increases, brain activation in these regions have been reported to decrease, and it is unclear how pathological gamblers brain activation patterns differ across function maintaining gambling (i.e. attention, escape, sensory, and tangible maintaining functions). Therefore, Experiment II built upon the findings of Experiment I by contrasting brain activation images from the two highest maintaining functions of play, as indicated by the GFA. Concomitantly, Experiment III assessed function based assessment and treatment of pathological gamblers, by comparing brief 30 min exposure to function based or non- function based Acceptance and Commitment Therapy for gamblers. Results from both studies suggested differences in brain activation patterns, yet similarities across subjective closeness to win ratings of the slot machine. Furthermore, brain activation patterns did not change following function based therapy, while subjective ratings in the function based treatment group decreased. Implications for brain-behavior relationships both in a gambling context and in relation to behavior therapy will be discussed.

APA, Harvard, Vancouver, ISO, and other styles

38

Riopel, Mary Anne. "Promoting professional behavior in physical therapist students : use of standardized patient feedback." Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_pt_stuetd/37.

Full text

Abstract:

Background: Entry-level physical therapist (PT) students receive feedback on professional behavior performance from academic and clinical faculty members. Literature is lacking on the impact that verbal feedback from standardized patients (SPs) may have on student learning of professional behavior in PT students. Purpose: The primary aim of this study was to examine the use of SP feedback as a strategy for professional behavior development. A secondary purpose was to describe the perspectives of PT students on the influence of SP feedback on clinical interactions and professional behavior during a full-time clinical experience. Participants: A sample of convenience identified 13 PT students out of a potential 44 students in an entry-level DPT program prior to initiation of their first full-time clinical experience. Participants were excluded if they had prior experiences with SPs or had completed a full-time clinical experience. Methods: A mixed methods design combined a randomized experimental design and qualitative phenomenological approach. Using 2 standardized patient scenarios, the experimental group received SP verbal feedback and written rubric assessment, whereas the comparison group received written rubric assessment alone. Outcome measures included the Modified Standardized Patient Satisfaction Questionnaire (MSPSQ), Professional Behaviors Assessment (PBA), and Professionalism Physical Therapy Core Values Assessment (PPTCVA). This study utilized phenomenological inquiry to examine the perspectives of students receiving SP feedback using reflective journaling, focus groups, and a one-on-one interview. Results: Quantitative data analysis included pre and post intervention comparisons of MSPSQ rubric assessment scores, PBA scores, and PPTCVA scores. No quantitative statistically significant differences were found on these outcome measures with the exception of the excellence domain, although trends for changes in performance were noted. Students’ perspectives on receiving SP feedback after SP case scenarios identified 4 themes. The themes of seeing through the patient’s eyes and hearing an objective truth were observed in both the verbal feedback and no verbal feedback groups. Differences existed in how feedback was received between the 2 groups. The theme of promotion of self-efficacy of professional behaviors was only perceived by the verbal feedback group. Significance: Limited research exists on the impact of SP verbal feedback with the use of a standardized rubric on PT student professional behavior. This study provides preliminary evidence on the value of this educational strategy in development of professional behaviors in PT students. Research with a larger sample size may be indicated to study this educational method further.

APA, Harvard, Vancouver, ISO, and other styles

39

McKnight, Debra Gayle. "Breaking Accidental Behavior Chains." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28453/.

Full text

Abstract:

Accidental behavior chains are a common problem in dog training. Many handlers inadvertently reinforce undesirable behaviors. The behavior analytic literature already contains articles describing methods of breaking chains; however, those methods either are not used in dog training for practical purposes or are ineffective in dog training. This experiment investigated two ways to break a behavior chain, including extending the chain and introducing a delay into the chain. The results of extending the chain showed that it is possible to decrease the target behavior using this method, but it was not eliminated in this study. Adding a delay into the behavior chain resulted in a quick elimination of the target behavior.

APA, Harvard, Vancouver, ISO, and other styles

40

Amin, Jennifer, and Sanna Forslund. "Cognitive Behavior Therapy for Multiple Chemical Sensitivity: A Single CaseExperimental Design." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73356.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Meng, Yuxin. "Alleviating Anxiety of Asthmatic Children: Engaging Design into Cognitive Behavior Therapy." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1471347666.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

黃浪詞 and Long-chi Rinna Wong. "Using process research to identify stress-alleviating helpful events in stress inoculation training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976797.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Bays, Laren. "Opinions about sex offenders' progress in therapy." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4290.

Full text

Abstract:

Sex offenders are often required by the court to enter therapy and receive help so they can stop deviant sexual behaviors. Mental health professionals must have some means of evaluating a mandated client's progress in therapy, however, there are currently no valid criteria available. A survey form was developed containing 73 items which professionals identified as having possible utility in evaluating progress.

APA, Harvard, Vancouver, ISO, and other styles

44

Butts, Taylor L. "Animal-Assisted Therapy to Increase Independent Reading forChildren with Autism Spectrum Disorder." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7754.

Full text

Abstract:

Animal Assisted Therapy (AAT) has become a popular intervention for the health and behavioral community as evidenced by media attention. The research that has been done on AAT has been mostly qualitative and anecdotal. The current study adds to the literature on AAT by collecting quantitative data on AAT. A multiple baseline design across three participants was used to evaluate the independent reading duration under a baseline condition (no dog present) and a non-contingent access to dog condition (which simulated how dog therapy is typically conducted). If reading did not increase during the non-contingent dog condition, a contingent access to the dog condition was implemented to determine if the participants would engage in increased reading duration to earn access to the dog. In this study, noncontingent access to the therapy dog resulted in increased reading duration for two of the participants. One participant showed variable results in the noncontingent phase and required the introduction of the contingent dog phase, which resulted in increases in reading duration.

APA, Harvard, Vancouver, ISO, and other styles

45

Killmeyer, Mary. "Communication Between Primary Care Providers and Medical Family Therapists: Reducing Barriers to Collaborative Care." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/6.

Full text

Abstract:

A review of the research related to Medical Family Therapy demonstrates that the inclusion of marriage and family therapists as part of the healthcare team offers benefits such as decreased utilization of healthcare, decreased costs, increased positive outcomes for patients and healthcare systems. However, studies demonstrate the difficulty with communication between providers limiting access to marriage and family therapists. Results of this study identified benefits to working with medical family therapists including broadening the understanding and using a collaborative effort to help the patient improve and get better. Participants also identified barriers to collaboration such as the lack of knowledge of and access to MedFTs, their inclusion in the system, MDs finding value in the MedFT profession, and that the communication process is lacking. Further need for improved communication at the referral and follow-up stages in collaborative practices is shown. In order to move more toward collaborative practices, PCPs and MedFTs need to develop and disseminate training on treatment notes, communication, team meetings, and continuance of collaborative work with one another.

APA, Harvard, Vancouver, ISO, and other styles

46

Cornelissen, Jeremy. "Pharmacological assessment of adjuncts to enhance mu-opioid receptor agonist antinociception in male rhesus monkeys: Does one + one = three?" VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6115.

Full text

Abstract:

Mu-opioid receptor (MOR) agonists are effective agents for pain management, but are also limited by a number of undesirable effects. One approach to enhance the therapeutic effects and minimize the undesirable effects of MOR agonists may be to combine MOR agonists with an adjunct targeting a different receptor system. This targeted medical approach, known as “combination therapy”, aims to augment the desired effects of the MOR agonist (i.e. antinociception) and/or diminish the undesirable deleterious side effects of the MOR agonist. This dissertation investigated the utility of this approach in an assay of thermal nociception and schedule-controlled responding in male rhesus monkeys with three aims. One aim determined the utility of N-methyl D-aspartate (NMDA) receptor antagonists to selectively enhance MOR agonist antinociception. A second identified the pharmacological determinants of antinociceptive interactions between a nociceptin opioid peptide (NOP) receptor agonist and MOR agonists. A third aim investigated the potential for fixed-proportion mixtures of a competitive MOR antagonist and MOR agonist to manipulate antinociceptive efficacy. Experimental results did not support the utility of NMDA antagonists as adjuncts to selectively enhance MOR agonist antinociception. Furthermore, the antinociceptive interactions between a NOP agonist and MOR agonists were modest and occurred under a narrow range of conditions. Finally, fixed proportion MOR antagonist-agonist mixtures were effective in manipulating antinociceptive in vivo efficacy. In conclusion, this dissertation does not provide strong empirical evidence that a combination therapy approach will result in clinically effective and selective enhancement of MOR agonist analgesia. The dissertation concludes with proposed strategies and novel preclinical methods to enhance preclinical-to-clinical translation of effective candidate analgesics.

APA, Harvard, Vancouver, ISO, and other styles

47

Meany-Walen, Kristin K. "Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30494/.

Full text

Abstract:

Approximately 20% of children experience serious mental health problems severe enough to meet diagnosis criteria, and less than one third of these children receive the services they need. Identifying effective school-based counseling interventions provides a viable and accessible solution, especially for families with financial barriers. This randomized, controlled outcome study examined the effectiveness of Adlerian play therapy (AdPT) compared to reading mentoring (RM) with 58 kindergarten through third grade students who qualified with clinical levels of disruptive behavior in the classroom. Participants were identified as 48% Latino, 33% European American, and 19% African American. Approximately four-fifths of participants were male. Children were randomly assigned to AdPT (experimental group) or RM (active control group) for 16 sessions of treatment. Children in both groups participated in twice weekly, individual, 30-minute interventions that took place in their schools. Results from a two (group) by two (repeated measures) split plot ANOVA indicated that, compared to the RM group over time, the AdPT group demonstrated statistically significant improvement on (a) disruptive behaviors in the classroom, as directly observed by objective raters and as reported by teachers, and (b) stress in the teacher-child relationship, as reported by teachers. Teachers and observers were blinded to children's treatment group assignment. AdPT demonstrated moderate to large effect sizes on all measures, indicating the practical significance of treatment. Further, 72% of children receiving AdPT improved from clinical/borderline levels of disruptive behavior problems to more normative functioning post-intervention, demonstrating the clinical significance of results. Whereas further research is warranted, results from this preliminary study are promising and support the use of AdPT in elementary schools to meet the needs of children exhibiting disruptive classroom behavior.

APA, Harvard, Vancouver, ISO, and other styles

48

Cormier, Brandie. "Attachment theory and art therapy : indications of attachment in the art therapy of two children with disruptive behavior disorders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ47742.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Cappe, Robin Elyse. "A comparative outcome study for the treatment of social avoidance : does training in helping skills add to a behavioural strategy?" Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25545.

Full text

Abstract:

Traditionally, research regarding social skills training has emphasized deficits in specific skill components, rather than process skills, such as being sensitive to another's behaviour. In the present study, Human Relations Training (HRT) was adapted to the treatment of socially avoidant members of the community. Training in HRT consisted of defining, modeling and practising skills of attending, empathy, self-disclosure and respect. It was expected that training in these process-like skills would encourage a focus of attention away from the self and towards the other, which in turn, may abate anxiety and foster social effectiveness. Following a stringent screening process, 52 persons (26 male, 26 female) were randomly assigned to one of three conditions: Graduated exposure plus progressive relaxation (Condition I); Graduated exposure plus progressive relaxation plus HRT (Condition II); or a Waiting list condition. Subjects in the two treatment conditions received eight weekly, two-hour training sessions in groups. The results indicated that subjects in both treatment conditions improved in the predicted direction more than those in the waiting list condition, as assessed by twenty of twenty-one dependent measures. Subjects in both treatment conditions improved significantly more than those in the waiting list condition on self-reported well-being, global skill and comfort, and functional impairment. This difference was not corroborated by objective raters. Those in the HRT condition improved significantly more than those in Condition I on several self-report measures. This improvement of HRT subjects could not be clearly attributed to an other-directed focus of attention. There was no evidence of gender differences. After three months, participants had maintained positive changes made at post assessment, but had not improved significantly since then. However, those in the HRT condition reported that they were engaging in a broader range of social activities and with greater frequency than those in Condition I. It was concluded that both treatment conditions evidenced greater improvement than those who received no treatment, as assessed by self-report measures. Further, the addition of an HRT component to a behavioural strategy proved somewhat beneficial to the well- being and social effectiveness of subjects.
Arts, Faculty of
Psychology, Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

50

Finn, Amber N. O'Connor Brian C. "Widening the lens an interdisciplinary approach to examining the effect of exposure therapy on public speaking state anxiety /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3975.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!