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THE EFFECTIVENESS OF "DELIVERING UNFAVORABLE NEWS TO PATIENTS DIAGNOSED WITH CANCER" TRAINING PROGRAM FOR ONCOLOGISTS IN UZBEKISTAN
Title
THE EFFECTIVENESS OF "DELIVERING UNFAVORABLE NEWS TO PATIENTS DIAGNOSED WITH CANCER" TRAINING PROGRAM FOR ONCOLOGISTS IN UZBEKISTAN.
Creator
Hundley, Gulnora, Robinson, Edward H., University of Central Florida
Abstract / Description
Effective physician-patient communication is primary to successful medical consultation and encourages a collaborative interactional process between patient and doctor. Collaborative communication, rather than one-way authoritarian, physician-led medical interview, is significant in navigating difficult circumstances such as delivering "bad news" to patients diagnosed with cancer. Additionally, the potential psychological effects of breaking bad news in an abrupt and insensitive manner can be...
Show moreEffective physician-patient communication is primary to successful medical consultation and encourages a collaborative interactional process between patient and doctor. Collaborative communication, rather than one-way authoritarian, physician-led medical interview, is significant in navigating difficult circumstances such as delivering "bad news" to patients diagnosed with cancer. Additionally, the potential psychological effects of breaking bad news in an abrupt and insensitive manner can be devastating and long-lasting for both the patient and his or her family. The topic of delivering unfavorable news to patients is an issue that many medical professionals find to be challenging and is now getting the attention of medical professionals in many countries, including the former Soviet Union (FSU) republics. The limited literature on communication skills in oncology in the FSU republics supports that the physician-patient communication style is perceived as significantly physician-oriented rather than patient-oriented. More specifically, the Soviet medical education system, as well as post-graduate medical education, has placed little to no emphasis on physician-patient communication training. Physician-oriented communication leads to patients being less forthcoming and open regarding their own feelings about being diagnosed with cancer, which may exacerbate the overall communication problem. The purpose of this study was to investigate the effectiveness of the training program "Delivering Unfavorable News to Patients Diagnosed with Cancer" (Baile et al., 2000) conducted in Uzbekistan, one of the FSU republics. A total of 50 oncologists from the National Oncology Center of Uzbekistan (N = 50, n = 25 , n = 25 ) completed Self-Efficacy, Interpersonal skills (FIRO-B), Empathy (JSPE), and Physician Belief (PBS), and demographic instruments before, immediately after, and then two weeks after the training intervention. Results of MANOVA and bivariate statistical analyses revealed significant differences in self-efficacy, empathy, and PBS scores within the experimental group, but not within the control group, from pre-test to post-test. The follow-up data analysis suggested that participants maintained the level of change that occurred immediately after the training intervention.
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Date Issued
2008
Identifier
CFE0002043, ucf:47596
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002043
THE MEDIATING ROLE OF RESILIENCE IN THE RELATIONSHIP BETWEEN ATTACHMENT STYLE AND SYMPTOMS OF DEPRESSION AND ANXIETY
Title
THE MEDIATING ROLE OF RESILIENCE IN THE RELATIONSHIP BETWEEN ATTACHMENT STYLE AND SYMPTOMS OF DEPRESSION AND ANXIETY.
Creator
Jurgensen, Melanie, Renk, Kimberly, Hundley, Gulnora, University of Central Florida
Abstract / Description
Although previous research has identified a relationship between insecure attachment styles and symptoms of depression and anxiety, evidence regarding the mechanisms of action driving this relationship has been lacking. Consequently, the current study examined the mediating role of resilience in the relationship between insecure attachment styles (i.e. anxious-avoidant, anxious-ambivalent, helpless-disorganized and frightened-disorganized) and symptoms of depression and anxiety. The current...
Show moreAlthough previous research has identified a relationship between insecure attachment styles and symptoms of depression and anxiety, evidence regarding the mechanisms of action driving this relationship has been lacking. Consequently, the current study examined the mediating role of resilience in the relationship between insecure attachment styles (i.e. anxious-avoidant, anxious-ambivalent, helpless-disorganized and frightened-disorganized) and symptoms of depression and anxiety. The current study included a sample of 182 participants (i.e., 87 men and 95 women) who completed six questionnaires that assessed each participants' relationship with their caregivers during their childhood, present symptoms of depression and anxiety, and their resilience. Correlational analyses indicated significant relationships among the variables being studied. The formation of an insecure attachment during childhood predicted significantly symptoms of depression and anxiety in adulthood in both men and women. More specifically, the relationship between anxious-avoidant and anxious-ambivalent with symptoms of depression was partially mediated by resilience for men. There were no significant mediation for symptoms of anxiety for me. Within the women population, resilience served as a partial mediator in the relationship between anxious-ambivalent attachment and depression as well as in the relationship between frightened-disorganized attachment and anxiety. Such findings suggested that resilience could act as a protective factor against symptoms of depression and anxiety. These results demonstrated the importance for promoting resilience, especially for individuals who formed insecure attachments during childhood. The importance of studying the relationships among these variables is discussed further.
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Date Issued
2019
Identifier
CFH2000564, ucf:45610
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000564
An Exploratory Analysis of a Five Minute Speech Sample of Mothers of Children with Selective Mutism
Title
An Exploratory Analysis of a Five Minute Speech Sample of Mothers of Children with Selective Mutism.
Creator
Kovac, Lisa, Culp, Anne, Hundley, Gulnora, Szente, Judit, Renk, Kimberly, University of Central Florida
Abstract / Description
Selective mutism (SM), an anxiety disorder wherein children have difficulty speaking or communicating when they are uncomfortable, is relevant for the early childhood population as symptoms often manifest upon school entry (Steinhausen (&) Juzi, 1996) and early treatment leads to better treatment prognosis (Oerbeck, Stein, Wentzel-Larsen, Langsrud (&) Kristensen, 2014). Bergman, Gonzalez, Piacentini and Keller, (2013) utilized an integrative behavioral treatment for children (ages 4-8) with...
Show moreSelective mutism (SM), an anxiety disorder wherein children have difficulty speaking or communicating when they are uncomfortable, is relevant for the early childhood population as symptoms often manifest upon school entry (Steinhausen (&) Juzi, 1996) and early treatment leads to better treatment prognosis (Oerbeck, Stein, Wentzel-Larsen, Langsrud (&) Kristensen, 2014). Bergman, Gonzalez, Piacentini and Keller, (2013) utilized an integrative behavioral treatment for children (ages 4-8) with SM and reported a 75% treatment responder status after 24 weeks of therapy. Their mothers are the focus of this study.This exploratory study examined the content of Five Minute Speech Samples at baseline and end of treatment condition for 9 mothers whose children had participated in the randomized controlled trial. Via a content analysis of language samples, this study examined emergent themes and a priori codes of Expressed Emotion (a construct associated with a variety of disorders) and parental overcontrol (a construct associated with the development and maintenance of anxiety disorders). Results revealed five categories of content expressed by mothers: (a) child characteristics (b) child's activities, (c) relationships with others, (d) difficulties other than SM, and (e) thoughts related to SM. Analysis revealed mothers who had children with SM had higher levels of expressed emotion and emotional overinvolvement than samples of mothers of children without SM. The implication of this finding is unknown and is a direction for future research. Overcontrol was overtly present in one mother and subtle in other mothers. Levels of expressed emotion largely remained unchanged over the course of treatment. Overall, information garnered from giving mothers the five minutes speech sample provides insight for therapists to design intervention. Giving the mothers a chance to discuss their views and experiences with their children is valuable in determining the behavioral and emotional support they need as they parent their child with SM.
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Date Issued
2018
Identifier
CFE0007033, ucf:51990
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007033
Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation
Title
Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation.
Creator
Scott, Samantha, Beidel, Deborah, Rapport, Mark, Cassisi, Jeffrey, Hundley, Gulnora, University of Central Florida
Abstract / Description
To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups....
Show moreTo determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of emotion regulation theory as it pertains to children with social phobia/selective mutism. The results indicate that children with SM show elevated arousal and emotional reactivity across all interaction segments relative to other children. Unique affective, behavioral and physiological responses occur between and within groups in relation to situational demands. The temporal sequencing of behavioral and physiological responses suggests that behavioral deficits may be related to underutilized and/or deficient physiological response systems and that not speaking represents a primitive avoidance strategy by children with SM to regulate extreme physiological arousal.
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Date Issued
2012
Identifier
CFE0004438, ucf:49348
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004438
The use of a Phototherapy Intervention to Foster Empathy, Self-Awareness, and Self-Disclosure in Counselors-in-training using the Personal Growth Group
Title
The use of a Phototherapy Intervention to Foster Empathy, Self-Awareness, and Self-Disclosure in Counselors-in-training using the Personal Growth Group.
Creator
Wilkes, Christopher, Hagedorn, William, Young, Mark, Hundley, Gulnora, Xu, Lihua, University of Central Florida
Abstract / Description
The researcher set out to investigate the effectiveness of a specific phototherapy intervention on counselor-in-training's empathy, self-awareness, and self-disclosure development through participation in a personal growth group using Davis' (1980) Interpersonal Reactivity Index (IRI) Govern and Marsch's (2001) Situational Self-Awareness Scale, and behavioral observations. The study also explored the relationship between the three factors. The study looked to see if there was a difference in...
Show moreThe researcher set out to investigate the effectiveness of a specific phototherapy intervention on counselor-in-training's empathy, self-awareness, and self-disclosure development through participation in a personal growth group using Davis' (1980) Interpersonal Reactivity Index (IRI) Govern and Marsch's (2001) Situational Self-Awareness Scale, and behavioral observations. The study also explored the relationship between the three factors. The study looked to see if there was a difference in the change over time between the group receiving the phototherapy intervention and those participants who did not receive the intervention. The data was collected and measured through a (a) repeated measures MANOVA, (b) independent samples t-test, and (c) Pearson product correlation. The study used 41 participants who were currently enrolled in a group counseling course at a CACREP-accredited master's program in the Southeast. The students were either on a marriage and family, mental health, or school track. Both the treatment and the comparison group consisted of four groups and met weekly for a total of 10 meetings. Each group used a manualized treatment developed by the researcher with the treatment group incorporating the use of images. The findings showed that the phototherapy intervention did not have a significant impact on affective empathy or self-awareness when compared to the comparison group. Cognitive empathy showed a significant difference between the two groups over the course of the study. There was no difference between the observations of self-disclosure for the treatment and comparison groups, and the factors of empathy, self-awareness, and self-disclosure were not correlated. The results did show a significant change for both groups when looking at self-awareness. As a whole the study attempted to fill a gap in the literature surrounding how the factors of empathy, self-awareness, and self-disclosure are taught in counselor training programs and proposed next steps for future studies.
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Date Issued
2012
Identifier
CFE0004461, ucf:49323
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004461
A Phenomenological Investigation of the Lived Experiences of African American Adults in Individual Mental Health Counseling
Title
A Phenomenological Investigation of the Lived Experiences of African American Adults in Individual Mental Health Counseling.
Creator
Martin, Jessica, Boote, David, Hundley, Gulnora, Robinson, Edward, Hopp, Carolyn, University of Central Florida
Abstract / Description
African Americans continue to access non-emergency mental health care at a lower rate than White Americans, despite have equal risk for mental health issues. Currently, literature in counseling focuses on this deficit and why African Americans do not attend counseling, as opposed to those African Americans who do choose to go into counseling. The purpose of this heuristic phenomenological study was to investigate the lived experiences of adult African American mental health counseling clients...
Show moreAfrican Americans continue to access non-emergency mental health care at a lower rate than White Americans, despite have equal risk for mental health issues. Currently, literature in counseling focuses on this deficit and why African Americans do not attend counseling, as opposed to those African Americans who do choose to go into counseling. The purpose of this heuristic phenomenological study was to investigate the lived experiences of adult African American mental health counseling clients. Two types of purposive sampling, criterion and snowball, were used to identify and recruit participants. Six African American women were selected for inclusion in this study. Data for this study were collected through two face-to-face audio-recorded interviews with each participant, a demographics questionnaire and researcher field notes.Experiences and meanings identified in this study included: Navigating Crisis, Stigma of Counseling, Counselor and Client Relationship and Acceptance of Self and Others. This study adds a counter-narrative to the counselor literature that highlights African Americans who do choose to become counseling clients, their experiences, and the meanings they take away from that experience.
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Date Issued
2015
Identifier
CFE0005838, ucf:50928
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005838
Development and Validation of the Client Ratings of Counselor Competence: Applying the Rasch Measurement Model
Title
Development and Validation of the Client Ratings of Counselor Competence: Applying the Rasch Measurement Model.
Creator
Jo, Hang, Jones, Dayle, Robinson, Edward, Hundley, Gulnora, Bai, Haiyan, University of Central Florida
Abstract / Description
An important part of becoming a counselor is developing strong counselor competence, particularly for counselors-in-training. Thus, the main goal in counselor education is to develop students' competence to be capable to practice as a professional counselor. Assessing the competence of counselors-in-training remains the primary focus in counselor education and supervision (Bernard (&) Goodyear, 2014; McAuliffe (&) Eriksen, 2011; Swank (&) Lambie, 2012). There have been various attempts to...
Show moreAn important part of becoming a counselor is developing strong counselor competence, particularly for counselors-in-training. Thus, the main goal in counselor education is to develop students' competence to be capable to practice as a professional counselor. Assessing the competence of counselors-in-training remains the primary focus in counselor education and supervision (Bernard (&) Goodyear, 2014; McAuliffe (&) Eriksen, 2011; Swank (&) Lambie, 2012). There have been various attempts to measure the true construct of counselor competence (e.g., Hughes, 2014; Swank, Lambie, (&) Witta, 2012; Urbani, Smith et al., 2002). Those attempts tried to involve diverse voices around counselor competence in more comprehensive ways. Although there are numerous measures assessing supervisor ratings of counselor competence, there is still a lack of clients' voice in assessing counselor competence and performance in counselor education literature. In particular, there has been a deficit of direct measures to assess counselor competence by clients (Tate et al., 2014). Therefore, a new client-rated scale of counselor competence is required to provide invaluable information for enhancing a counselor's own professional competence as well as the quality of counselor preparation programs. The purpose of this study is to assess the psychometric properties using a Rasch model on a newly developed client-rated scale of counselor competence, named Client Ratings of Counselor Competence (CRCC). For this purpose of this study, the CRCC was developed, following the procedures for a scale development that the Rasch measurement model proposed. The development process consisted of (a) defining hierarchical attributes of what to measure, (b) generating a pool of items corresponding to the defined attributes, (c) determining the scale-type of measurement, (d) expert reviewing, (f) conducting a field test to a research sample, (g) evaluating the items using Rasch analysis, and (h) determining the final scale. Specifically, the initial pool of 85 items was generated and reduced to 36 items through expert review and a pilot test. The participants in this study were 84 adult clients who received counseling service from counselor trainees in a community counseling center. This study investigated diverse aspects of validity in the 36-item CRCC using the Rasch model, following the guideline by Wolfe and Smith (2007). In specific, content evidence, substantive evidence, structural evidence, generalizability, and interpretability evidence were investigated with the results of the Rasch analysis. The result showed that negatively worded items were commonly misfitted to the model. The rating scale analysis result showed that a 3-point rating scale format could be more appropriate than the current 4-point scale. In addition, the investigation of item difficulty hierarchy perceived by clients were mostly consistent with the assumed hierarchical structure in the test specification, empirically supporting microskills hierarchy (Ivey et al., 2013). The dimensionality analysis result showed the presence of possible additional dimension in the current CRCC. The reliability level of CRCC was acceptable as well as some bad items functioning differently across gender were detected with the DIF analysis. Additionally, the practicum level counselors-in-training in this study showed higher level of competence above the level that the current CRCC items could measure. Lastly, implications of the study, limitations, and future research were discussed. Some implications of the findings include: (a) the use of the Rasch model to assess the psychometric properties of the CRCC scale can make the developing instrument more valid and reliable, overcoming the major weakness of the classical test theory; (b) item difficulty level in the Rasch analysis can be a useful tool to empirically demonstrate whether a theoretical concept or model, especially with hierarchical or developmental structure, exists with real data; (c) the item-person map in the Rasch model can provide useful information for evaluating the instruments as well as interpreting the test scores; and (d) after more revisions and further validation studies, the CRCC could be utilized as additional assessment when counselor educators want to assess whether the trainees develop the competence above the expected level, especially from clients' perspective.
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Date Issued
2016
Identifier
CFE0006466, ucf:51419
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006466
Predicting the development of counselor self-efficacy in counselors-in-training during their first semester in practicum using embedded, rich media in a distributed learning environment.
Title
Predicting the development of counselor self-efficacy in counselors-in-training during their first semester in practicum using embedded, rich media in a distributed learning environment.
Creator
Super, John, Young, Mark, Hundley, Gulnora, Hagedorn, William, Ieva, Kara, University of Central Florida
Abstract / Description
The first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test...
Show moreThe first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test how well they fit into the field of counseling (O'Connell (&) Smith, 2005). Additionally, if counselor educators do not fully understand the process counselors in training develop counselor self-efficacy, they may be overlooking opportunities to educate a new generation of counselors or using their time, energy and resources in areas that may not be the most efficient in counselor development. The purpose of this study was to examine the effect of an embedded, rich-media distributed learning environment added to practicum had on the development of counselor self-efficacy, reduction of anxiety and effect on treatment outcomes for counselors in training in their first semester of practicum. This study found the use of distributed learning to extend education beyond the classroom significantly and positively affected the development of counselor self-efficacy, had mixed statistical results on the reduction of anxiety and did not have an affect on treatment outcome. Furthermore, the study used hierarchical linear modeling to see if the characteristics of individual practicums affected the three main constructs, the results did not find a significant effect from the groups.The results of the study produced several implications for counseling. First, if counselor educators help counselors in training become more aware of counselor self-efficacy, the students can better understand how the construct affects their anxiety, their comfort with expanding or improving their clinical skills and the approach they take to a client, session or treatment plan. A second implication is that using an embedded, rich-media learning environment may help the counselors in training to develop their clinical skills. The results of this study imply that utilizing technology and discussions beyond the classroom is beneficial for (a) increasing the students' counselor self-efficacy, (b) normalizing the emotions the students may experience and (c) improving the methods for development through vicarious learning. Also, as technology continues to evolve and as education continues to adapt by integrating technology into the classrooms, counselor educators should begin exploring how to best use technology to teach students during practicum. Traditionally, based on the nature of counseling, practicum has been an interpersonal experience, but the results of the current study imply the methods of extending learning beyond the traditional class time is beneficial. Finally, as counselor educators strive to increase students' counselor self-efficacy early in practicum, in an environment that contains anxiety and self-doubt (Bernard (&) Goodyear, 2009; Cashwell (&) Dooley, 2001) using vicarious learning through video and online discussions can assist in accomplishing the goal.
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Date Issued
2013
Identifier
CFE0004758, ucf:49762
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004758
Exploring the influence of stigma, level of trauma, and social support on the experience of posttraumatic growth in adults living with HIV
Title
Exploring the influence of stigma, level of trauma, and social support on the experience of posttraumatic growth in adults living with HIV.
Creator
Zeligman, Melissa, Hagedorn, William, Barden, Sejal, Hundley, Gulnora, Xu, Lihua, University of Central Florida
Abstract / Description
The present study investigated the influence of HIV-related stigma, social support, and impact of HIV diagnosis on posttraumatic growth (PTG) in adults living with HIV (N = 126). In addition, the study aimed to identify if social support moderated the relationship between stigma and PTG. Lastly, the study attempted to determine how impactful receiving an HIV diagnosis was to the sample. One hundred and twenty-six adults living with HIV within the state of Florida (41% response rate)...
Show moreThe present study investigated the influence of HIV-related stigma, social support, and impact of HIV diagnosis on posttraumatic growth (PTG) in adults living with HIV (N = 126). In addition, the study aimed to identify if social support moderated the relationship between stigma and PTG. Lastly, the study attempted to determine how impactful receiving an HIV diagnosis was to the sample. One hundred and twenty-six adults living with HIV within the state of Florida (41% response rate) participated in the research. Participants were recruited from a series of support groups and HIV focused agencies throughout the state, and responded through face to face survey administration. Each assessment packet consisted of the following assessments: (a) Posttraumatic Growth Inventory; [PTGI], Tedeschi (&) Calhoun, 1996, (b) Multidimensional Scale of Perceived Social Support; [MSPSS], Zimet, Dahlem, Zimet, (&) Farley, 1988, (c) Berger HIV Stigma Scale; Berger, Ferrans, (&) Lashley, 2001, (d) Impact of Event Scale [IES-R . Weiss (&) Marmar, 1996], (e) Reynolds Short Form Social Desirability Scale; Reynolds, 1982, and (f) a demographic questionnaire. Multiple regression analysis was used to determine whether the independent variables were predictive of the outcome of PTG. Findings from the study revealed that each of the predictor variables (i.e., stigma, social support, and impact of diagnosis) contributed significantly (p(<).05) to the model, and accounted for 12% of the variance in PTGI scores. In examining the moderating presence of social support between stigma and PTG, there was no found significant interaction between stigma and social support. Significant differences in PTG scores were also identified amongst differing demographic groups, specifically participant ethnicity and religious orientation. Findings also revealed that 38.5% of the sample reported their HIV diagnosis as so impactful that they would likely qualify for a clinical diagnosis of posttraumatic stress disorder (PTSD). Furthermore, a detailed discussion of previous literature, study procedures and methodology, counselor implications, counselor educator implications, and recommendations for future research are discussed.
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Date Issued
2014
Identifier
CFE0005285, ucf:50563
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005285
Using Technology in the Treatment of Selective Mutism: The Incorporation of Mobile Applications
Title
Using Technology in the Treatment of Selective Mutism: The Incorporation of Mobile Applications.
Creator
Bunnell, Brian, Beidel, Deborah, Rapport, Mark, Neer, Sandra, Hundley, Gulnora, University of Central Florida
Abstract / Description
Selective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation...
Show moreSelective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation examined the utility of mobile applications during the behavioral treatment of SM as well as the effect of using mobile applications on child-reported and physiological indicators of anxious responding. Results indicated that children made remarkable treatment gains in just two treatment sessions (i.e., spoke to the clinician within 22 minutes of treatment and held five, five-minute conversations with additional adults during a second session) regardless of modality of delivery (using mobile applications, other activities, or reinforcement alone). Children shaped to speak with the inclusion of mobile applications reported less anxiety and exhibited decreased physiological anxious distress during treatment. The utility of mobile applications during the treatment of SM is discussed in addition to areas for future research (e.g., mobile-based treatment dissemination initiatives).
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Date Issued
2015
Identifier
CFE0005767, ucf:50087
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005767
The Impact of a Neurofeedback Training Intervention on College Students' Levels of Anxiety, Stress, Depression, and Cortisol
Title
The Impact of a Neurofeedback Training Intervention on College Students' Levels of Anxiety, Stress, Depression, and Cortisol.
Creator
McKinzie, Caitlyn, Lambie, Glenn, Hundley, Gulnora, Taylor, Dalena, Bai, Haiyan, University of Central Florida
Abstract / Description
Anxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an...
Show moreAnxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an innovative intervention to treat anxiety, depression, and stress as it is designed to regulate brain processes in an effort to increase more effective brain functioning. A quasi-experimental, nonequivalent control group design was utilized to determine differences between treatment group and waitlist control group participants' anxiety, stress, and depression scores at four time points as measured by the: (a) Beck Anxiety Inventory [BAI] (Beck, Epstein, Brown, (&) Steer, 1988); (b) Beck Depression Inventory, Second Edition [BDI-II] (Beck, Steer, (&) Brown, 1996); (c) Perceived Stress Scale [PSS] (Cohen, Kamarck, (&) Mermelstein, 1983); and (d) Social Anxiety Thought questionnaire [SAT] (Hartman, 1984). Furthermore, cortisol testing was used through assessment of saliva samples using Salimetrics Enzyme-Linked Immunosorbent Assay (ELISA). Key findings for the current investigation include: (a) a marginally significant (p = .051) difference between treatment group and control group participants' PSS (partial ?2 = .093), BDI-II (partial ?2 = .089), and SAT (partial ?2 = .052) scores over time; (b) no significance difference among participant demographics between treatment group and control group assessment scores over time; (c) no significance between treatment group and control group assessment scores and salivary cortisol levels over time; and (d) a negative relationship between the control group participants' salivary cortisol levels at pre-test on the BAI, PSS, and SAT. Finally, results are compared to previous studies. Limitations and implications as well as areas for future research are explored.
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Date Issued
2018
Identifier
CFE0007052, ucf:51973
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007052
An investigation of master's level counselor education admissions criteria: The predictive validity of undergraduate achievement and aptitude on the attainment of counseling competence.
Title
An investigation of master's level counselor education admissions criteria: The predictive validity of undergraduate achievement and aptitude on the attainment of counseling competence.
Creator
Kendrick, Emma, Hagedorn, William, Hundley, Gulnora, Lambie, Glenn, Robinson, Edward, Ieva, Kara, University of Central Florida
Abstract / Description
The goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling...
Show moreThe goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling skills, professional dispositions, and professional behaviors. Three types of correlational analyses (Multiple-linear Regression, Pearson Product Moment, and Canonical) were used to test the relationships between the variables and subscales. Overall, significant models were produced in areas consistent with past research: GRE and UGPA scores show a relationship to CPCE scores but not the CCS skills assessment. The author concluded that counselor educators should review their admissions criteria and ensure that the value that they place on the GRE and UGPA criteria is backed by research. Recommendations for future research should focus on the use of alternate admissions criteria which assess applicants for personal characteristics and other qualities considered necessary for a counselor to be successful.
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Date Issued
2012
Identifier
CFE0004395, ucf:49364
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004395
An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
Title
An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
Creator
Harris, Shaywanna, Lambie, Glenn, Hundley, Gulnora, Kelchner, Viki, Bai, Haiyan, University of Central Florida
Abstract / Description
College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased...
Show moreCollege students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p (<) .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.
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Date Issued
2017
Identifier
CFE0006600, ucf:51271
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006600
The contribution of educators' levels of inspiration and compassion for others to their degree of burnout
Title
The contribution of educators' levels of inspiration and compassion for others to their degree of burnout.
Creator
Bierbrauer, Samuel, Lambie, Glenn, Barden, Sejal, Hundley, Gulnora, Taylor, Dalena, Witta, Eleanor, University of Central Florida
Abstract / Description
This study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, (&) Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of...
Show moreThis study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, (&) Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of burnout (as measured by the three components of burnout [emotional exhaustion, depersonalization, personal accomplishment] on the Maslach Burnout Inventory (-) Educator Survey; MBI-ES; Maslach, et al., 1996). In addition, the investigation examined the relationship between educators' levels of inspiration, compassion for others, and burnout and their reported demographic information (e.g., age, years of experience, type of school, etc.). A review of the literature along with empirical support for the tested theoretical model of the three constructs of interest (educator inspiration, compassion for others, and burnout) is presented. A correlational research design was used to investigate the hypothesized structural model and exploratory research questions (Tabachnick (&) Fidell, 2012). Structural equation modeling (SEM) was used to test the hypothesized structural model. The results found an acceptable model fit with these data. Specifically, the results yielded statistically significant relationship between educator inspiration and burnout, with educator inspiration accounting for approximately 17%, 15%, and 33% of variance in emotional exhaustion, depersonalization, and personal accomplishment, respectively. Study limitations and implications of this study are discussed.
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Date Issued
2017
Identifier
CFE0006721, ucf:51886
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006721
An Exploration of the Relationships Between Supervisees' Perceptions of Facilitative Conditions in Supervision, Clients' Perceptions of Facilitative Conditions in Counseling, and Client Outcomes
Title
An Exploration of the Relationships Between Supervisees' Perceptions of Facilitative Conditions in Supervision, Clients' Perceptions of Facilitative Conditions in Counseling, and Client Outcomes.
Creator
Bell, Chastity, Robinson, Edward, Hagedorn, William, Hundley, Gulnora, Hayes, Burnice, Brumfield, Kristy, University of Central Florida
Abstract / Description
The counseling relationship has long been considered an essential part of the foundation of positive client outcomes in counseling. While many factors play a role in the therapeutic relationship, the facilitative conditions of empathy, unconditional positive regard, and genuineness have been the most-researched components of the Person-Centered construct of the therapeutic relationship. The supervisory relationship parallels the therapeutic relationship in many ways, and as the therapeutic...
Show moreThe counseling relationship has long been considered an essential part of the foundation of positive client outcomes in counseling. While many factors play a role in the therapeutic relationship, the facilitative conditions of empathy, unconditional positive regard, and genuineness have been the most-researched components of the Person-Centered construct of the therapeutic relationship. The supervisory relationship parallels the therapeutic relationship in many ways, and as the therapeutic relationship is critical to counseling, the supervisory relationship is foundational to effective supervision. While the facilitative conditions are empirically proven to contribute to positive client outcomes within the therapeutic relationship, the role of the counselor's supervisory relationship has been largely unexplored in its association to client outcomes. The purpose of this study was to determine if there is a relationship between the facilitative conditions perceived by the client during counseling, and the facilitative conditions perceived by the counselor-in-training during supervision. Additionally, these variables were tested for their ability to predict client outcomes.The sample of this study consisted of 88 clients and 55 counselors-in-training at a large university in the southeastern United States. Both clients and counselors-in-training completed two instruments to ascertain the quality of their counseling and supervision relationships. The Outcomes Questionnaire-45 was utilized to collect client outcomes data. Results validate a correlation between the client's perception of the therapeutic relationship and client outcomes, however there appears to be no relationship between the supervisory relationship and client outcomes. Further results of the study and limitations were discussed.
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Date Issued
2013
Identifier
CFE0004812, ucf:49741
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004812
The Development of the Counselor Intuition Scale
Title
The Development of the Counselor Intuition Scale.
Creator
Fox, Jesse, Hagedorn, William, Sivo, Stephen, Young, Mark, Hundley, Gulnora, University of Central Florida
Abstract / Description
Intuition is an important aspect of counseling, several revered counselors have either attested to the powers of their intuition or have had such powers attributed to them by their contemporaries. Moreover, many counselors believe that their intuition is more influential in their work with clients than are evidence-based practices (EBPs). However, the academy criticizes intuition for its susceptibility to cognitive errors and its poor performance when compared to statistical methods. In...
Show moreIntuition is an important aspect of counseling, several revered counselors have either attested to the powers of their intuition or have had such powers attributed to them by their contemporaries. Moreover, many counselors believe that their intuition is more influential in their work with clients than are evidence-based practices (EBPs). However, the academy criticizes intuition for its susceptibility to cognitive errors and its poor performance when compared to statistical methods. In addition, the exact nature of intuition's role in counseling is largely unknown. Therefore, its contribution to client outcomes is equally a mystery, making it difficult for counselors to justify their reliance on its powers. Until this study, counselor intuition has been regarded as a, more or less, phantom construct in need of evidence to even suggest that it does in fact exist. Therefore, the purpose of this study was to develop the Counselor Intuition Scale (CIS).The construction of the CIS began by adapting the methodology of instruments already in existence and whose purpose was to measure interpersonal and emotional sensitivity. The construction of the CIS began by creating a series of 39 video segments (lasting approximately two minutes each) depicting a client discussing a presenting problem. The video segments were then reviewed by two rounds of counseling experts (N = 45) whose intuitive responses to the clients featured in the CIS were used to create the criterion responses of the instrument. The expert responses were analyzed using Q-Methodology, the results of which suggested that the counseling experts approached the clients from a unidimensional perspective, which the researcher named (")counselor intuition.(") The expert ratings were also analyzed using generalizability theory to assess the consistency of expert responses, the results of which suggested that interrater reliability was excellent, ranging from .88 to .85. Lastly, the experts identified 263 criterion responses that can be used for the future development of the instrument. The implications of the study's findings, as well as the recommendations for future research are discussed.
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Date Issued
2013
Identifier
CFE0004842, ucf:49697
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004842