Browsing by Subject "Group psychotherapy"
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Item A case study of a therapy group for divorced women framed by attachment theory, feminist thought, and a collaborative language systems approach to therapy and practice(Texas Tech University, 2001-05) Kimball, Thomas G.In 1997, two therapists in their doctoral program began a divorced women's group at a Marriage and Family Therapy Clinic. This group of women suffered from emotional trauma related to their experience of divorce. The purpose of this dissertation was to explore how both women and therapists experienced this women's group that dealt with divorce issues. This qualitative case study incorporating ethnographic and phenomenological components was framed by attachment theory, feminist theory (as it applies to therapy), and a collaborative language systems approach to therapy. Within the case study, the researcher investigated emergent patterns from three different perspectives including the women and therapists' experiences of the group processes and their individual experiences within the context of the group. For the initial investigation of group processes, the researcher interviewed two focus groups (three women and four therapists), as well as intensely reviewed videotaped sessions (twelve hours of transition times in the group). Additional tape segments were also viewed by the principle investigator in order to find segments that represented sessions across the life of the group (approximately ten hours of additional therapy). Also, the researcher conducted individual interviews with all of the therapist participants (n=6) and the women participants (n=6). All qualitative data (selected videotaped group sessions, focus group interviews, and individual interviews) were transcribed and analyzed according to the guidelines outlined by Spradley's (1979, 1980) Developmental Research Sequence (DRS). The overall positive experience of the group, the group as a safe place, the collaborative process of the group, and the gender-split of the therapists as important were identified as emerging themes. From an analysis of the group process themes that emerged were the group as a powerful and positive experience, the group as a safe haven, the group's collaborative process, and the benefit of having a gender-split among therapists. Furthermore, the women and therapists identified a number of categories about their individual experiences in the group. They included: the overall positive experience of the participants, group therapy compared to individual therapy, the implications of this group being conducted in a MFT training program, reflections on gender, a male participant entering the group, the termination of the group, and the impact of the researcher as the interviewer. The concluding chapter presents a discussion on how the study's significant themes relate to the predominant theories that were used to frame the study. These theories include: attachment theory, group therapy, feminist ideology, and collaborative language system (CLS). Additionally, implication for using this type of group therapy as an educational instrument in a marriage and family therapy (MFT) programs is addressed by the researcher. Clinical implications, the limitations of the study and the need for future research conclude the document.Item A study of the effects of a marathon and a traditional encounter group experience on self esteem, defensive behavior and mood(Texas Tech University, 1972-08) Sutherland, Steven HNot availableItem Differentiation of group therapy terminators from remainers through the use of the Motivation Analysis Test(Texas Tech University, 1969-05) Trotter, Judith McCoyNot availableItem Differentiation of group therapy terminators from remainers through the use of the Motivation Analysis Test(Texas Tech University, 1969-05) Trotter, Judith McCoyNot availableItem An examination of self-compassion in relation to process group psychotherapy(2009-08) Jannazzo, Eric Stephen; Neff, Kristin; Ainslie, Ricardo C.Recent reviewers of the group psychotherapy literature have called for the introduction of new constructs that may contribute to a deeper understanding of what it is about process groups that make them effective in eliciting change. To this end, this study investigates the potential of a newly defined and operationalized construct known as self-compassion. Drawing on the writings of various scholars of Buddhism, Neff has theorized that self-compassion consists of three main, mutually influential components: self-kindness (the act of being gentle with oneself in instance of pain or failure); mindfulness (holding painful thoughts and feelings in balanced awareness, without over-identifying with them); and common humanity (the perception of one’s experiences as part of the larger human experience). This paper argues that there are strong parallels between each of these three components and existing theory on the mechanisms of change in group psychotherapy. The study was motivated by the belief that preliminary quantitative support for the role of self-compassion in change through groups may highlight the importance of the construct and help orient both group practitioners and group researchers towards a new theoretical lens through which the power of groups may be better understood. 92 subjects were enrolled in the study: 57 in a non-treatment Control condition, and 35 in a Treatment condition. The Control group was comprised of undergraduates from the Educational Psychology Department subject pool at the University of Texas at Austin; the Treatment group was formed by UT undergraduate and graduate students who were enrolled in a process psychotherapy group at the UT Counseling and Mental Health Center. A pre-test/post-test design was employed, with subjects taking identical surveys at baseline (beginning of Fall 2007 semester) and follow-up (end of the same semester). A variety of inferential statistical techniques were utilized, and results indicated that there was a significant relationship between participation in process group psychotherapy and positive mental health outcomes as measured by self-report levels of depression, perceived stress, and happiness; that participation in a therapy group was associated with increased levels of self-compassion; and that as a predictor of mental health outcome in relation to therapy groups, self-compassion was on the whole equivalent to one construct (hope) often cited in the group literature as a powerful therapeutic mechanism, and a more powerful predictor than another (altruism). The overall results offer exciting implications for future research and clinical practice, as they suggest that self-compassion may well serve as an important component of a robust theoretical, organizing lens through which the power of group psychotherapy may be more clearly understood.Item Logoanalysis and guided imagery as group treatments for existential vacuum.(Texas Tech University, 1975-12) Stropko, Andrew JohnNot availableItem Modeling, role-playing, and didactic instructions as facilitators of group-based social training in the retarded(Texas Tech University, 1975-12) Magee, Janna LouThe present investigation is concerned with the acquisition and performance of social skills by the mildly retarded. Successful interpersonal interactions and the use of acceptable social amenities are skills essential to virtually any habilitation program with the retarded. These deficiencies are especially significant given the important role that social behavior plays in vocational success. It is to this specific area—social skills in job performance—that this research is addressed. This study is an investigation into the training of mildly retarded individuals in social skills through the medium of group therapy. The research examines the impact of tlriree treatment approaches (modeling, role-playing, and didactic instruction) on both the behavioral aspects of the group therapy process and subsequent subject performance on an outcome measure.Item Rehabilitation and age: the effect of remotivation therapy on activity level and life satisfaction with institutionalized elderly populations(Texas Tech University, 1977-05) Tate, Philip Allan,Not availableItem Remotivation therapy: a test of a major assumption of the treatment with domiciled, geriatric veterans(Texas Tech University, 1977-05) Greenfield, David Sherman,Not availableItem The effect of an encounter group experience on the role anxiety and therapeutic competence of student therapists(Texas Tech University, 1971-08) Lumpkin, Martin AlanNot availableItem The effect of differential treatments on encounter groups(Texas Tech University, 1972-12) Klein, Richard SNot availableItem The effectiveness of group psychotherapy and study skills training on academic achievement of Mexican American freshmen(Texas Tech University, 1981-05) Barrera, Adolfo RThis study was primarily designed to investigate the effectiveness of a combination of group psychotherapy (behavioral skills training), study skills training and tutoring on the academic achievement of provisionally admitted Mexican American college freshmen. The dependent variable was grade point average (GPA) for the Fall 1980 semester. The principle research hypothesis was that the combined effects of group psychotherapy, study skills training, and tutoring would significantly improve GPA. At Texas Tech University, an applicant who does not qualify for admission under regular freshmen admission guidelines may be admitted on provisional status. Students admitted provisionally are those who do not meet the following entrance requirements: High School Rank of second quartile and SAT composite score of 800 or better or ACT composite score of 19 or better; High School Rank of third quartile and SAT composite score of 900 or better or ACT composite score of 21 or better; or High School Rank of fourth quartile and SAT composite score of 1000 or better or ACT composite score of 23 or better. The subjects were a sample taken from approximately 9 0 first semester Mexican American male and female students of 18 to 21 years of age who were admitted to Texas Tech University on provisional status during the Fall 1980 semester. An additional sample of provisionally admitted subjects was selected from students who were matriculated for the Fall 1979 semester and who participated in Special Services. Potential treatment subjects were contacted by phone or in person during a Summer 1980 Early Registration Conference. Thirty-one students volunteered initially to participate in the Combined Instructional Activities Program (CIAP). The treatment group subjects (n=19) were matched on the variables of high school rank, gender, and college of enrollment with other provisionally admitted students who were also interested in participating in the CIAP but who could not do so due to schedule problems. This latter group constituted the matched control group. At the end of the Fall 198 0 semester, four groups (matched control, n=19; no contact control, n=23; attrition from CIAP control, n=12; Fall 19 7 9 control, n=271 were compared to the treatment group on academic achievement and retention. The treatment group subjects met for a total of 21 hours of group psychotherapy and study skills training. However, only a small number of the treatment subjects availed themselves of tutoring and mathematics/English lab instruction. Due to the lack of experimental control for extraneous variation among the experimental groups, an analysis of covariance which controlled for the effects of verbal ability, performance on the Basic English Essentials Test, and financial aid was used to test for the effects of the CIAP on the academic achievement of the treatment subjects as measured by the dependent variable, GPA. Chi-Square analyses were utilized to test for differences between the treatment group and the other experimental groups on retention as measured by the number of students who matriculated for the Spring 1981 semester. The results indicated that the CIAP did not affect significantly the GPA of provisionally admitted Mexican American freshmen over one semester nor did it affect significantly their attrition across semesters. Either the treatment was not powerful enough or the possible insensitivity of the dependent variable, GPA, could account for the failure to statistically reflect differences between the groups over one semester. However, the differences in GPA between the treatment and the matched control and the attrition from CIAP control groups were in the predicted direction. Further, the CIAP was shown to be effective in facilitating adjustment to the university environment. The treatment subject's evaluations of the CIAP were positive and offered support to the notion that th.e CIAP may have been a worthwhile endeavor for the students. Statistical trends revealed by the analysis of covariance indicated that financial aid and student performance on the BEET test may have affected their GPA's. Contrary to the popular belief that low SES may negatively affect the academic achievement of Mexican Americans, the results of this research suggested the opposite effects at least for the no contact control group. Additionally, the performance on the BEET test of matched control group and attrition from CIAP control group students indicated a negative correlation with their first semester GPA. The secondary intent of this research, that is, the examination of the effectiveness of the CIAP over one semester and the improvement and/or revision of the CIAP was discussed. Based on positive student evaluations of the CIAP, the CIAP did have merit as a treatment strategy to facilitate adjustment to the university environment. A recommendation that provisionally admitted students be introduced to upper level United Mexican American Student Organization members or past CIAP participants to help in this adjustment has been made. In order to establish the CIAP's effectiveness as a treatment strategy for academic achievement a recommendation has been made that this study be replicated and that observations on GPA for all groups be extended for more than one semester. An additional recommendation was that the academic advisement component of the CIAP be initiated during the summer orientation conference for incoming freshmen. Further recommendations were that the tutoring component be expanded to provide free tutoring to all provisionally admitted students, that the mathematics/ English labs be centralized to maximize their utilization, and that the assertion training be presented earlier in the sequence of activities.Item The effectiveness of group psychotherapy in the treatment of academic underachievement in college freshmen(Texas Tech University, 1970-12) Trotter, Harry DarbyNot availableItem The effects of Tavistock conference, encounter-tape, and theme-centered group approaches on certain personality variables(Texas Tech University, 1973-08) Bentham, Jack EdgarThe purpose of this study was to use three group methods or treatments--the Tavistock Conference approach, the Leaderless Encounter Tape approach, and the Theme-Centered Workshop approach-- to investigate the possibility that certain group methods affect behavior in a predictable but diversified manner. If an interaction could be found between treatment effect and personality change and this Interaction were significantly different with regards to both treatment effect and certain types of personality variables, then research conclusions could be drawn concerning differential treatment effects on certain personality variables.Item The experience balance as a predictor of state anxiety and response latency in differing simulated group interactions(Texas Tech University, 1977-05) Prokop, Charles Kent.Item Therapy preparation and its effect on group member behavior.(Texas Tech University, 1975-12) Walter, Colleen ANot available