Matching Items (31)
Filtering by
- Creators: Arizona State University
- Creators: Homer, Judith
- Status: Published
Description
Previous research indicates that difficulties in emotion regulation and greater dissociation from one's emotions are often observed among trauma survivors. Further, trauma survivors often show greater negative emotions such as anger, and diminished positive emotions such as happiness. Relatively less is known about the relationship between posttraumatic stress symptoms, dissociation, emotion regulation difficulties, and non-trauma related emotional experiences in daily life. This study examined whether greater reports of posttraumatic stress symptoms, difficulties in emotion regulation, and dissociative tendencies were associated with greater intensity of anger and lower intensity of happiness during a relived emotions task (i.e., recalling and describing autobiographical memories evoking specific emotions). Participants were 50 individuals who had experienced a traumatic event and reported a range of posttraumatic stress symptoms. Participants rated how they felt while recalling specific emotional memories, as well as how they remembered feeling at the time of the event. Results showed that dissociative tendencies was the best predictor of greater intensity of anger and, contrary to the hypothesis, dissociative tendencies was predictive of greater happiness intensity as well. These findings are consistent with previous research indicating a paradoxical effect of heightened anger reactivity among individuals with dissociative tendencies. In addition, researchers have argued that individuals with a history of traumatization do not report lower positive emotional experiences. The present findings may suggest the use of dissociation as a mechanism to avoid certain trauma related emotions (e.g, fear and anxiety), in turn creating heightened experiences of other emotions such as anger and happiness.
ContributorsTorres, Dhannia L (Author) / Robinson Kurpius, Sharon (Thesis advisor) / Roberts, Nicole A. (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
Perceptual learning by means of coherent motion training paradigms has been shown to produce plasticity in lower and higher-level visual systems within the human occipital lobe both supra- and subliminally. However, efficiency of training methods that produce consolidation in the visual system via coherent motion has yet to be experimentally determined. Furthermore, the effects of coherent motion training on reading comprehension, in clinical and normal populations, are still nascent. In the present study, 20 participants were randomly assigned to one of four experimental conditions. Two conditions had a participation requirement of four days while two conditions required eight days of participation. These conditions were further divided into 500 or 1000 trials per day (4 x 500, 4 x 1000, 8 x 500, 8 x 1000). Additional pre-test and post-test days were used to attain timed pre- and post-tests on the Wide Range Achievement Test IV (WRAT IV) reading comprehension battery. Furthermore, a critical flicker fusion threshold (CFFT) score was taken on a macular pigment densitometer on the pre-test and post-test day. Participants showed significant improvement in CFFT levels, WRAT IV reading comprehension, and speed of completion between pre-test and post-test; however, degree of improvement did not vary as a function of training condition. An interaction between training condition and degree of improvement was evident in coherent dot motion contrast scores, with significant training plasticity occurring in the 4 x 1000 and 8 x 500 conditions.
ContributorsGroth, Anthony (Author) / Náñez, José E. (Thesis advisor) / Hall, Deborah (Committee member) / Risko, Evan F. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined four research questions investigating relationships among the experience of trauma, identity development, distress, and positive change. There were 908 participants in the study, ranging in age from 18 to 24 which is known as the period of emerging adulthood. Participants completed an online survey regarding their exposure to trauma and reactions to these experiences. The first research question examined the experience of trauma for the sample. The second question examined group differences among the participant's identity status, gender, and posttraumatic stress disorder (PTSD) diagnostic status on the hypothesized variables. In general, comparisons among the four identity status groups found participants who experienced greater identity exploration (diffused and moratorium) experienced more distress, whereas the identity status groups that reported greater identity commitments (foreclosed and achieved) were associated with positive change. Similar findings were found for PTSD diagnostic status indicating more distress and identity exploration for participants with the diagnosis and more positive change and identity commitments for participants without the diagnosis. Female participants were found to experience more PTS symptoms, centrality of the trauma event, and positive growth than males. Examination of the relationships between trauma severity and posttraumatic growth revealed an inverted U-shaped relationship (quadratic) that was a significant improvement from the linear model. An S-shaped relationship (cubic) was found for the relationship between trauma exposure and posttraumatic growth. Regression analyses found the centrality of the trauma event to one's identity predicted identity distress above and beyond the experience of trauma. In addition, identity distress and the centrality of the trauma contributed to the variance for identity exploration, while only identity distress contributed to identity commitments. Finally, identity development significantly predicted positive change above and beyond, identity distress, centrality of the trauma event, and the experience of trauma. Collectively, these results found both distress and growth to be related to the experience of trauma. Distress within one's identity can contribute to difficulties in the psychosocial stage of identity development among emerging adults. However, the resolution of identity exploration towards commitments to goals, roles, and beliefs, can help trauma survivors experience resilience and growth after stressful experiences.
ContributorsWiley, Rachel (Author) / Robinson-Kurpius, Sharon (Thesis advisor) / Stamm, Jill (Committee member) / Kinnier, Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored several training variables that may contribute to counseling trainees' multicultural counseling self-efficacy and multicultural case conceptualization ability. Specifically, this study aimed to examine the cognitive processes that contribute to multicultural counseling competence (MCC) outcome variables. Clinical experience, multicultural knowledge, and multicultural awareness are assumed to provide the foundation for the development of these outcome variables. The role of how a counselor trainee utilizes this knowledge and awareness in working with diverse populations has not been explored. Diversity cognitive complexity (DCC) quantifies the process by which a counselor thinks about different elements of diversity in a multidimensional manner. The current study examined the role of DCC on the relationship between training variables of direct clinical experience with diverse populations, multicultural knowledge, and multicultural awareness and the two training outcomes (multicultural counseling self-efficacy and multicultural case conceptualization ability). A total of one hundred and sixty-one graduate trainees participated in the study. A series of hypotheses were tested to examine the impact of DCC on the relationship between MCC predictors (multicultural knowledge, multicultural awareness, and direct contact hours with diverse clinical populations) and two MCC outcomes: multicultural counseling self-efficacy and multicultural case conceptualization ability. Hierarchical regression analyses were utilized to test whether DCC mediated or moderated the relationship between the predictors and the outcome variables. Multicultural knowledge and clinical hours with diverse populations were significant predictors of multicultural counseling self-efficacy. Multicultural awareness was a significant predictor of multicultural case conceptualization ability. Diversity cognitive complexity was not a significantly related to any predictor or outcome variable, thus all hypotheses tested were rejected. The results of the current study support graduate programs emphasizing counselor trainees gaining multicultural knowledge and awareness as well as direct clinical experience with diverse clinical populations in an effort to foster MCC. Although diversity cognitive complexity was not significantly related to the predictor or outcome variables in this study, further research is warranted to determine the validity of the measure used to assess DCC. The findings in this study support the need for further research exploring training variables that contribute to multicultural counseling outcomes.
ContributorsRigali-Oiler, Marybeth (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Arciniega, Guillermo M (Committee member) / Nakagawa, Kathryn (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
Eccentric muscle action (ECC) occurs when the force exerted by a working muscle is less than that of an outside resistance. This is characterized by muscle lengthening, despite actin-myosin crossbridge formation. Research has indicated that muscles acting eccentrically are capable of producing more force when compared to muscles acting concentrically. Further, research has shown ECC muscle actions may have different fatigue patterns that CON actions. The purpose of this study was to determine if a) ECC bench press yields greater strength than concentric (CON) as measured by one-repetition maximum (1RM), b) there is a difference between the number of repetitions that can be completed concentrically and eccentrically under the same relative intensities of 1RM (90%, 80%, 70%, 60%), c) a prediction model may be able to predict ECC 1RM from CON 1RM or CON repetitions to fatigue. For this study, 30 healthy males (age = 24.63 + 5.6 years) were tested for 1RM in CON and ECC bench press, as well as the number of repetitions they were able to complete at various intensities of mode-specific 1RM. A mechanical hoist was affixed to a gantry crane and placed over a standard weightlifting bench. The hoist was connected to 45lb plates that were loaded on a standard barbell, which allowed for mechanical raising and lowering of the barbell. For CON repetitions, the weight was mechanically lowered to the chest and the participant pressed it up. For ECC repetitions, the weight was mechanically raised and the participant lowered it. Paired t-tests showed that ECC 1RM was significantly (p < 0.05) greater than CON 1RM (ECC =255.17 + 68.37lbs, CON = 205.83 + 58.43lbs). There was a significant difference (p < 0.05) between the number of repetitions completed at 90% 1RM (CON = 4.57 + 2.21 repetitions, ECC = 7.67 + 3.24 repetitions). There were no differences in repetitions completed at any other intensity 1RM. CON 1RM and the number of repetitions completed with two different absolute loads (130-150lbs and 155-175lbs) concentrically and eccentrically were valid predictors of ECC 1RM. These data indicate that ECC actions yield increased force capabilities than CON actions, there is no difference in the rate of the fatigue, and ECC 1RM may be predicted from various CON tests.
ContributorsKelly, Stephen B., Jr (Author) / Hooker, Steven (Thesis advisor) / Brown, Lee (Committee member) / Buman, Matthew (Committee member) / Gaesser, Glenn (Committee member) / Swan, Pamela (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT This document introduces singers and voice teachers to Dr. Alfred A. Tomatis's listening training method with a particular emphasis on its relevance to singers. After presenting an overview of Tomatis's work in the field of audio-psycho-phonology (circa 1947 through the 1990s) and specific ways that aspects of his theory are relevant to singers' performance skills, this project investigates the impact of listening training on singers by examining published research. The studies described in this document have investigated the impact of listening training on elements of the singer's skill set, including but not limited to measures of vocal quality such as intonation, vocal control, intensity, and sonority, as well as language pronunciation and general musicianship. Anecdotal evidence, presented by performers and their observers, is also considered. The evidence generated by research studies and anecdotal reports strongly favors Tomatis-based listening training as a valid way to improve singers' performance abilities.
ContributorsHurley, Susan Lynn (Author) / Doan, Jerry (Thesis advisor) / Dreyfoos, Dale (Committee member) / Kopta, Anne (Committee member) / Norton, Kay (Committee member) / Thompson, Billie M (Committee member) / Arizona State University (Publisher)
Created2012
Description
The brain is a fundamental target of the stress response that promotes adaptation and survival but the repeated activation of the stress response has the potential alter cognition, emotion, and motivation, key functions of the limbic system. Three structures of the limbic system in particular, the hippocampus, medial prefrontal cortex (mPFC), and amygdala, are of special interest due to documented structural changes and their implication in post-traumatic stress disorder (PTSD). One of many notable chronic stress-induced changes include dendritic arbor restructuring, which reflect plasticity patterns in parallel with the direction of alterations observed in functional imaging studies in PTSD patients. For instance, chronic stress produces dendritic retraction in the hippocampus and mPFC, but dendritic hypertrophy in the amygdala, consistent with functional imaging in patients with PTSD. Some have hypothesized that these limbic region's modifications contribute to one's susceptibility to develop PTSD following a traumatic event. Consequently, we used a familiar chronic stress procedure in a rat model to create a vulnerable brain that might develop traits consistent with PTSD when presented with a challenge. In adult male rats, chronic stress by wire mesh restraint (6h/d/21d) was followed by a variety of behavioral tasks including radial arm water maze (RAWM), fear conditioning and extinction, and fear memory reconsolidation to determine chronic stress effects on behaviors mediated by these limbic structures. In chapter 2, we corroborated past findings that chronic stress caused hippocampal CA3 dendritic retraction. Importantly, we present new findings that CA3 dendritic retraction corresponded with poor spatial memory in the RAWM and that these outcomes reversed after a recovery period. In chapter 3, we also showed that chronic stress impaired mPFC-mediated extinction memory, findings that others have reported. Using carefully assessed behavior, we present new findings that chronic stress impacted nonassociative fear by enhancing contextual fear during extinction that generalized to a new context. Moreover, the generalization behavior corresponded with enhanced functional activation in the hippocampus and amygdala during fear extinction memory retrieval. In chapter 5, we showed for the first time that chronic stress enhanced amygdala functional activation during fear memory retrieval, i.e., reactivation. Moreover, these enhanced fear memories were resistant to protein synthesis interference to disrupt a previously formed memory, called reconsolidation in a novel attempt to weaken chronic stress enhanced traumatic memory. Collectively, these studies demonstrated the plastic and dynamic effects of chronic stress on limbic neurocircuitry implicated in PTSD. We showed that chronic stress created a structural and functional imbalance across the hippocampus, mPFC, and amygdala, which lead to a PTSD-like phenotype with persistent and exaggerated fear following fear conditioning. These behavioral disruptions in conjunction with morphological and functional imaging data reflect a chronic stress-induced imbalance between hippocampal and mPFC regulation in favor of amygdala function overdrive, and supports a novel approach for traumatic memory processing in PTSD.
ContributorsHoffman, Ann (Author) / Conrad, Cheryl D. (Thesis advisor) / Olive, M. Foster (Committee member) / Hammer, Jr., Ronald P. (Committee member) / Sanabria, Federico (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The purpose of this study was to determine the energy cost of four modes of resistance training (push-ups, pull-ups, curl-ups, lunges). Twelve well trained men aged 23.6 (SD=2.84) years were recruited to participate in the study. Each of the 12 men completed three trials of each of the four exercises on one visit to the laboratory lasting slightly over one hour (M=72 min, SD=5.9 min). The oxygen consumption of the men was monitored constantly throughout the trial and data was recorded every five seconds. Mean VO2 values were calculated for each exercise. The values for push-ups (M=11.57 ml/kg/min, SD=1.99), curl-ups (M=10.99 ml/kg/min, SD=1.48), pull-ups (M=10.87 ml/kg/min, SD=2.51), and lunges (M=14.18 ml/kg/min, SD=1.78) were converted to METs (Metabolic Equivalents). The MET values (3.31, 3.14, 3.11, and 4.05 respectively) all fall within the range of moderate intensity activity. The findings of this study show that a single set of any of the above exercises will qualify as a moderate intensity activity and can be used to meet recommendations on daily physical activity.
ContributorsVezina, Jesse (Author) / Ainsworth, Barbara (Thesis advisor) / Campbell, Kathryn (Committee member) / Woodruff, Larry (Committee member) / Arizona State University (Publisher)
Created2011
Description
As many as one-third of OEF/OIF soldiers and combat veterans may be struggling with less visible psychological injuries. Military/veteran students may face heightened difficulties as they are not only adjusting to civilian life but also transitioning to college life. University administrators and staff have been charged to address their transitional needs and to promote their academic success. Despite significant influx in enrollment with the passing of the Post-9/11 GI Bill, research on OEF/OIF service members and veterans in higher education remains limited. Utilizing self-report measures, the current study examined the psychosocial functioning of 323 military/veteran students enrolled at Arizona State University who served at least one combat deployment as part of OEF/OIF. The study further investigated whether enlisting for educational benefits and utilizing campus programs/services were associated with more positive academic persistence decisions. Participants were also asked to rate ASU's programming for military/veteran students as well as suggest campus programs/services to promote their academic success. More PTSD symptoms, depression, anxiety, and anger/aggression were found to be associated with less cultural congruity and lower perceived social support. Cultural congruity and social support were significant predictors of academic persistence decisions. Participants who reported utilizing more campus programs/services also tended to endorse more positive persistence decisions. No significant differences in persistence decisions were found between participants who enlisted in the military for education benefits and those who enlisted for non-educational reasons. Approximately two-thirds reported utilizing academic advising services and Veteran Benefits and Certifications. Library services, financial aid services, and ASU sporting events were the next most frequently utilized. More than 91% rated ASU's programming satisfactory or better. Over 71% of participants indicated that increasing recognition of their military experience would facilitate their academic success. Nearly 40% recommended a military/veteran student lounge and improvements to VA education benefits counseling. Another 30% recommended that ASU provide professional development for faculty/staff on military/veteran readjustment issues, improve the re-enrollment process following deployment/training, offer a veteran-specific orientation, and establish a department or center for military/veteran programming. Findings are discussed in light of Tinto's interactionist model of college student attrition, and implications for university mental health providers are presented.
ContributorsWeber, Dana Joy (Author) / Robinson Kurpius, Sharon E. (Thesis advisor) / Robinson Kurpius, Sharon (Committee member) / Roberts, Nicole (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose for this doctoral action research study was to discover if and how an updated training and development curriculum benefited residential student organization advisers at Arizona State University (ASU). Eleven advisers of residential student organizations completed a pilot training and development program and agreed to participate in a focus group. This program consisted of nine 60-minute workshops as well as a journaling experience. Data was collected through a focus group at the completion of the nine workshops to document the practical value of the training and development program and to determine how prepared advisers were for their professional roles. Study participants named six important themes in understanding the most effective methods for training and developing advisers: interaction among advisers, the experiences of seasoned advisers, the dialogues and other learning techniques, the structure and timing of the training workshops, the training curriculum itself, and the general understanding of how to support students best. Participants also reported practical value in the effectiveness of the program, positive reactions to the overall training curriculum, and mixed perspectives on the value of journaling as a part of the development experience.
ContributorsShapiro, Cory Adam (Author) / Clark, Christopher M. (Thesis advisor) / Wilkinson, Christine Kajikawa (Committee member) / Denke, Mark (Committee member) / Arizona State University (Publisher)
Created2012