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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
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
This study examined the relationship that gender in interaction with interpersonal problem type has with outcome in psychotherapy. A sample of 200 individuals, who sought psychotherapy at a counselor training facility, completed the Outcome Questionnaire-45(OQ-45) and the reduced version of the Inventory of Interpersonal Problems (IIP-32). This study was aimed at examining whether gender (male and female), was related to treatment outcome, and whether this relationship was moderated by two interpersonal distress dimensions: dominance and affiliation. A hierarchical regression analyses was performed and indicated that gender did not predict psychotherapy treatment outcome, and neither dominance nor affiliation were moderators of the relationship between gender and outcome in psychotherapy.
ContributorsHoffmann, Nicole (Author) / Tracey, Terence (Thesis advisor) / Kinnier, Richard (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
Believe It! is an animated interactive computer program that delivers cognitive restructuring to adolescent females' irrational career beliefs. It challenges the irrational belief and offers more reasonable alternatives. The current study investigated the potentially differential effects of Asian versus Caucasian animated agents in delivering the treatment to young Chinese American women. The results suggested that the Asian animated agent was not significantly superior to the Caucasian animated agent. Nor was there a significant interaction between level of acculturation and the effects of the animated agents. Ways to modify the Believe It! program for Chinese American users were recommended.
ContributorsZhang, Xue (Author) / Horan, John J (Thesis advisor) / Homer, Judith (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relationship of client pretreatment interpersonal problems (measured by the Inventory of Interpersonal Problems) to the therapeutic alliance (as measured early in treatment by a self report version of the Working Alliance Inventory‐ Short) using multilevel modeling to account for client and counselor variables. Specifically, the correlations of dominance, hostility and cold/distance interpersonal problems with the initial working alliance were investigated. Participants consisted of 144 clients and 44 graduate student counselors at the Counselor Training Center at Arizona State University. The intraclass value of .23 indicated there is a sizable effect, with counselor differences accounting for 23% of the variance in client alliance ratings, supporting the use of multilevel modeling. There was a dominance counselor gender interaction with working alliance scores. Clients who had problems with dominance reported higher working alliance scores with male counselors while clients who had problems with submissiveness reported higher working alliance scores with female counselors. Hostile dominance interpersonal problems were associated with lower initial working alliance scores regardless of counselor gender. Implications for clinical practice are discussed.
ContributorsKrieg, Christina (Author) / Tracey, Terence (Thesis advisor) / Kurpius, Sharon (Committee member) / Glidden-Tracey, Cynthia (Committee member) / Arizona State University (Publisher)
Created2012
Description
The Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one of four sources of efficacy (Bandura, 1977, 1986). Study 2 tested part of the Social Cognitive Career Theory model (Lent et al., 1994) in a sample of 154 student advocates. By conventional standards, the results yielded no support for the SCCT model and suggested the need for an alternative model. Results showed that student performance accomplishments in advocacy are highly related to students' academic outcomes, particularly choice actions. Choice actions were subsequently related to career goals and academic performance. No significant differences were found between documented and undocumented students on any of the variables studied. It was found that student advocates were significantly higher in performance accomplishments in advocacy, academic self-efficacy, choice action, and academic performance in comparison to student non-advocates. Clinical and research implications of these results for the field of counseling psychology were discussed.
ContributorsCadenas, German (Author) / Bernstein, Bianca L. (Thesis advisor) / Kurpius, Sharon E. (Committee member) / Arciniega, Guillermo M. (Committee member) / Arizona State University (Publisher)
Created2013
Description
As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen.
ContributorsWalsh, K. James (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Kemer, Gulsah (Committee member) / Kinnier, Richard T (Committee member) / Arizona State University (Publisher)
Created2013
Description
The Believe It! program developed and evaluated by Kovalski & Horan (1999) was the first interactive, multimedia, psychological-education intervention deployed on the Internet. In a controlled study, the authors reported that the ethnically diverse cartoon models were partially successful in using cognitive restructuring to promote more reasonable career beliefs among Caucasian middle-school young women. It was not clear if the program's lack of efficacy among minority young women was due to computer literacy factors affected by SES. Subsequently, three studies explored the role of matching or mismatching the ethnicity of animated agents in a graphically enhanced program with that of the young women receiving the cognitive restructuring treatment. Each of the studies used the same four outcome measures (Occupational Sex-Role Questionnaire, Believe It Measure, Career Beliefs Inventory, and the Career Myths Scale) before and after matched and mismatched participants received the Believe It! intervention. Webster (2010) analyzed data from African-American participants, Hardy (2011) Latinas, and Zhang (2013) Asian-Americans. The current study examined the matching hypothesis on a sample of ethnically isolated Caucasian young women in a rural setting. The results obtained in the three previous studies are consistent with similar research involving client and counselor dyads (e.g., Cabral & Smith, 2011). The Believe It! program had a clear impact on ethnically matched African-American young women, whereas pairings on ethnicity did not improve outcomes for either Latinas or Asian-Americans. A solitary effect on the Occupation Sex-Role Questionnaire in the current study suggests the hypothesis is worthy of further study.
ContributorsHacker, Robyn (Author) / Horan, John J (Thesis advisor) / Atkinson, Robert (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2014
Description
In recent years, women have made significant advances in traditionally male occupations. Despite this progress, women are still underrepresented in many science, technology, engineering, and mathematics (STEM) fields. Social cognitive career theory (SCCT) and the model of Achievement Related Choices are two widely accepted career development theories. Both theories highlight the importance of self-efficacy and personal factors in career development; yet, neither of them has considered the predictive power of a specific outcome expectation, anticipated work family conflict (AWFC), in relation to the career development of men and women in STEM undergraduate programs. The purpose of this study was to assess the incremental validity of AWFC over and above that of self-efficacy and role salience, in predicting educational and occupational aspirations of undergraduate students in STEM programs at a large southwestern university. The study provides evidence that the factor structure of the AWFC scale does not hold up with the undergraduate population, and this finding was seen as reason to combine the AWFC subscales into one composite score. In a hierarchical multiple regression higher levels of STEM self-efficacy predicted higher intentions to persist in STEM. Role salience, AWFC, and the gender-AWFC interaction were not significantly related to intentions to persist. Although the study does not provide evidence for the incremental validity of AWFC, it does suggest that work-family balance considerations that have been observed in mature STEM populations may not yet be salient for students at the undergraduate level.
ContributorsDawson, Amy (Author) / Bernstein, Bianca L (Thesis advisor) / Homer, Judith (Committee member) / Spanierman, Lisa (Committee member) / Arizona State University (Publisher)
Created2014
Description
Transgender individuals who seek counseling have diverse experiences, identities, and goals. In keeping with contemporary standards of care for counseling transgender individuals, effective counselors have fluid attitudes towards the treatment of transgender clients and are tolerant of diversity among transgender individuals. This paper explores transgender counseling attitudes among first year graduate students in counseling and clinical psychology, and presents results of an exploratory factor analysis of a scale measuring transgender counseling attitudes, provides data on its psychometric properties, and explores its association with counselors' beliefs in sex differences. Results revealed that the rigidity in transgender counseling attitudes scale was valid and reliable. The study found a significant association between belief in sex differences and transgender counseling attitudes. Additionally, sexual orientation moderated this relation such that higher belief in sex differences among heterosexuals was associated with more rigid transgender counseling. Implications and limitations of the study are discussed.
ContributorsGoldstein, Alissa (Author) / Santos, Carlos (Thesis advisor) / Toomey, Russell (Committee member) / Kemer, Gulsah (Committee member) / Arizona State University (Publisher)
Created2014