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- Genre: Masters Thesis
Description
This study examined the role of substance use in the relationship between the working alliance and outcome symptomatology. In this study, two groups of participants were formed: the at risk for substance abuse (ARSA) group consisted of participants who indicated 'almost always,' 'frequently,' 'sometimes,' or 'rarely' on either of two items on the Outcome Questionnaire-45.2 (OQ-45.2) (i.e., the eye-opener item: "After heavy drinking, I need a drink the next morning to get going" and the annoyed item: "I feel annoyed by people who criticize my drinking (or drug use)"). The non-ARSA group consisted of participants who indicated 'never' on both of the eye-opener and annoyed screening items on the OQ-45.2. Data available from a counselor-training center for a client participant sample (n = 68) was used. As part of the usual counselor training center procedures, clients completed questionnaires after their weekly counseling session. The measures included the Working Alliance Inventory and the OQ-45.2. Results revealed no significant differences between the ARSA and non-ARSA groups in working alliance, total outcome symptomology, or in any of the three subscales of symptomatology. Working alliance was not found to be significant in predicting outcome symptomatology in this sample and no moderation effect of substance use on the relationship between working alliance and outcome symptomatology was found. This study was a start into the exploration of the role of substance use in the relationship between working alliance and outcome symptomatology in individual psychotherapy. Further research should be conducted to better understand substance use populations in individual psychotherapy.
ContributorsHachiya, Laura Y (Author) / Bernstein, Bianca (Thesis advisor) / Tran, Giac-Thao (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
The demands and expectations of graduate school can be stressful for any student. Graduate students in a romantic relationship, in particular, contend with both individual and dyadic effects of graduate school stress, as stress has been found to be negatively associated with both individual and relational well-being. Asymmetrical graduate student couples, wherein one partner is in graduate school and the other is not, may be particularly vulnerable to relationship strain because of differences in their experience of graduate school. However, non-student partners can help the graduate student cope with stress through dyadic coping. This study sought to examine whether: a) there were associations between graduate school stress on individual (life satisfaction) and relational (relationship satisfaction) well-being, and b) whether these associations were moderated by positive and negative dyadic coping behaviors. Cross-sectional data from 62 asymmetrical graduate student couples were gathered using an online survey. Data were analyzed using Actor-Partner Interdependence Models (Kenny, Kashy, & Cook 2006). Separate models were conducted to examine overall associations between graduate stress and well-being, and additional analyses were conducted to examine potential moderation effects of perceptions of partner dyadic coping (actor effects) and partner self-reported dyadic coping (partner effects) on the overall associations between stress and life- and relationship satisfaction mentioned above. Results for the overall model suggested that graduate stress is associated with both individual- and relational well-being. Surprisingly, and against prior literature, positive dyadic coping did not buffer the negative association between graduate stress and well-being, and negative dyadic coping did not exacerbate the association. Implications of the findings for future research and for mental health counselors are discussed.
ContributorsSegraves, Megan C (Author) / Randall, Ashley K. (Thesis advisor) / Bernstein, Bianca (Committee member) / Kurpius, Sharon (Committee member) / Arizona State University (Publisher)
Created2017
Description
Personal finances are an essential part of adulthood, yet we find that many Americans have low financial literacy (Financial Industry Regulatory Authority Investor Education Foundation, 2016). This phenomenon is especially true for young adults (18-25 years old) (Lusardi, 2019). Lusardi, Mitchell, and Curto (2009) found that fewer than one-third of young adults possess basic financial knowledge. The present study examined whether financial self-efficacy and financial hardship were moderators between financial literacy and financial anxiety among a young adult sample (18-25 years old; Arnett, 2000). The current study utilized moderated moderation analyses to explore the associations between financial literacy, financial anxiety (i.e., the concern and worry about finances), financial self-efficacy, and financial hardship for young adults( N = 549, 71.6% female, Mage = 20.49). Based on survey data from the Financial and Social Stress Study (Tran & Mintert, n.d.), moderated moderation results show (a) an inverse association between financial literacy and financial anxiety (direct effects) and (b) financial self-efficacy and financial hardship moderate this relationship. Specifically, for young adults experiencing high financial hardship with high financial self-efficacy, there was a strong inverse association between financial literacy and financial anxiety. This study contributes to our knowledge of the vital role of financial literacy and its association with financial anxiety for young adults. Further, these findings highlight financial self-efficacy as a potential factor for mental health providers to consider when working with young adults experiencing high financial hardship.
ContributorsFaison, Alexis Duckett (Author) / Tran, Alisia (Giac-Thao) (Thesis advisor) / Bernstein, Bianca (Committee member) / Robinson-Kurpius, Sharon (Committee member) / Arizona State University (Publisher)
Created2019