Dissertations / Theses on the topic 'Gender and Self Acceptance Program'
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Kelson, Joshua Norman. "Evaluating 'FearLess': An online self-help program for anxiety." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/16895.
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Anxiety is a common mental health condition that can be severely debilitating. Psychological treatment with Acceptance and Commitment Therapy (ACT) can avert the onset of anxiety disorders and the high cost of impairment. However, many people do not, or cannot, receive face to face psychological treatment. Barriers can include geographic location, lack of money, social stigma, and shortage of mental health professionals. To help overcome such barriers, web-based interventions that deliver mental health information and skill training online have been developed in recent years. However, most interventions to date have been based on Cognitive-Behaviour Therapy with less known about alternate therapy models. The present research first conducted a systematic review on the use of online ACT interventions for anxiety treatment. Significant reductions on anxiety measures were reported across most studies. However, there were no online ACT programs developed for the Australian population. An open trial pilot study on the efficacy and usability of a new Australian developed online ACT program for anxiety symptoms called ‘FearLess’ was then conducted. Forty young Australian adults (aged 18-25) completed the program with no therapist guidance over two weeks. Measures of system usability were taken alongside self-rated levels of depression, anxiety, stress and psychological flexibility at pre-test, post-test and 2-week follow-up. System usability was rated above average and significant improvements were found on all mental health measures from pre-test to follow-up, except for stress. These results warrant further scrutiny in a clinical randomised controlled trial on the intervention.
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Trzepacz, Angie M. "PEER ACCEPTANCE AND SELF-PERCEPTIONS IN CHILDREN: THE IMPACT OF GENDER AND RACE." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989252512.
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Bygrave, Marcia Kaye. "Race, Gender, and Retention in a Diabetes Self-Management Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5837.
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Diabetes has quickly become an epidemic in the United States and affects all genders and races. Some ethnic groups are at greater risk for being diagnosed and face devastating health consequences due to poor diabetes self-management. Diabetes self-management education (DSME) is considered to be a positive step toward patient self-efficacy and diabetes management. The benefits of diabetes self-management education can only be realized if patients diagnosed with diabetes not only enroll, but complete the program. The purpose of this research study was to investigate the association between race and gender and dropout rates among participants enrolled in a DSME program. Archival data from a DSME were collected for 352 participants enrolled in the program. A multiple logistic regression was used to analyze whether independent variables of race and gender were predictors of dropout rates. Chi-square was used to explore if there was an association between race and gender and drop-out rates. Results revealed that there was no statistically significant association between race and gender and dropout rates from participants in a DSME program. Positive implications for social change include exploring the reasons participants choose to drop-out of a DSME program and potentially identify those at risk for droppoing out due to challenges and barriers.
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Sheeley, Amy Elizabeth. "Dietary restraint, self-efficacy, and gender differences in weight loss program participants /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3186920.
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Colt, Sharie Lee. "Impact of parental attachment on identity and self-acceptance in homosexual males." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2051.
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Preiss, Amy E. "The Development of a Management Training Program Using Adlerian Theoretical Principles." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278373/.
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This study was designed to determine whether participation in an eight hour training program based on Adlerian theoretical principles would influence managerial attitudes. The effects of the training curriculum on three attitudinal dimensions were investigated: leadership style, acceptance of self and others and level of dogmatism. It was hypothesized that Adlerian training would increase the development of managerial human relations competence. Eighty-one managers participated in the study. The experimental group, comprised of 40 line managers, received eight hours of Adlerian training conducted in two one-half day sessions. The training was both didactic and experiential in content and contained modules on lifestyles/management styles, conflict resolution, effective communication strategies and understanding personality dynamics. The control group, comprised of 41 managers, did not receive training but participated in the pre-testing and post-testing process. Managers completed The Leadership Opinion Questionnaire, The Acceptance of Self and Others Questionnaire, and The Rokeach Dogmatism Scale, prior to the first training session and again two weeks after the final training session. A one-way analysis of covariance revealed a significant difference between the experimental and control groups on both the Consideration and Structure dimensions of the Leadership Opinion Questionnaire. This suggests that managers in the experimental group demonstrated a more participative and less authoritarian management style two weeks after training was completed. No significant differences were found between the two groups on managers' level of dogmatism or acceptance of self and others.
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Munsie, Steven D. "Multi-dimensional self-concept in junior high school students : issues of gender, intelligence and program effects." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56766.
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This study investigated levels of general, academic, and social self-concept in junior high school children. The effects of Gender, IQ and achievement level, as well as type of program were also considered in relation to self-concept.Subjects were 85 students in grades 7 and 8 attending a large comprehensive high school, 40 of whom participated in a specialized Talented and Gifted (TAG) program. The remaining 45 were drawn from the regular school population and constituted a comparison group. Measurements included the Piers-Harris Childrens' Self-Concept scale and the Otis-Lennon Mental Ability Test.
Results indicated no significant differences between groups on measures of general or social self-concept. On measures of academic self-concept, TAG students scored significantly higher than students from the regular program. With regard to gender effects, no significant differences emerged between males and females on measures of self-concept. Finally, no significant differences were determined on measures of self-concept between TAG participants scoring higher on measures of IQ and achievement and those scoring lower. Educational implications and suggestions for future research are discussed.
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Shannon-Baker, Peggy A. "Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447690476.
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Roach, Anthony. "A biblical program for building new self-love in African American males and fathers." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Reynolds, Brigid. "The Winnipeg Credit Circle program, addressing gender-specific barriers to self-employment and creating an environment for transformatory potential." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/MQ32230.pdf.
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Reid, Michael Hubert. "Integrating Trust and Computer Self-Efficacy into the Technology Acceptance Model: Their Impact on Customers' Use of Banking Information Systems in Jamaica." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/283.
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In recent times, there has been a rapid increase in technological initiatives to promote electronic commerce. Delivery of services via the Internet or other remote computing technology now represents the trend for most organizations. In keeping with market trends, the banking industry in Jamaica and other countries worldwide have also adapted a variety of technological initiatives to enhance the delivery of services to remote customers. As these trends continue, there is heightened interest in information systems (IS) research to understand the factors that motivate or encourage individuals to use these technologies. This situation exists because interactions in these environments are significantly different from the traditional face to face settings.
The original Technology Acceptance Model (TAM) has long been studied, modified, and extended by IS researchers as a classical model for understanding individual's intention to use (IU) an IS. According to TAM, IU an IS is based on two constructs: perceived ease of use (PEOU) and perceived usefulness (PU). Researchers have identified other factors such as trust (TRST) and computer self-efficacy (CSE) that impact an individual's IU an IS. In this predictive study, the researcher examined the integration of TRST and CSE into TAM and their overall impact on customers' intentions to use banking information systems (BIS) in Jamaica.
A 32-item Web-based survey instrument was used to collect data from 374 customers of three major banks in Jamaica. A revised TAM model was proposed and SPSS's AMOS 7.0 statistical package was used to perform data analysis and model fit testing based on structural equation modeling (SEM). Results showed that while CSE did not significantly predict TRST and PEOU, it significantly predicted PU. Additionally, TRST significantly predicted both PEOU and PU, and PEOU positively predicted PU and attitude (ATT) towards BIS. Furthermore, PU was a significant predictor of ATT and IU, and ATT significantly impacted IU. The findings also revealed that only TRST varied significantly across males and females and the original TAM had a slightly better fit than the revised TAM. The research laid the foundation for future exploratory studies of TAM in specialized contexts such as BIS in Jamaica.
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Andersson, Henrik, and Mikael Nilsson. "INTERNET-BASED MINDFULNESS-ACCEPTANCE-COMMITMENT IN SPORTS: A RANDOMISED CONTROLLED TRIAL." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159893.
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The psychological aspects of sports is crucial for performance and important for sustaining good mental health. Despite this, efforts to improve those aspects are surprisingly rare and partly due to stigmatization of help-seeking together with lack of time and economic resources. However, in recent decades much research on internet-based interventions have been conducted. Also, a growing body of empirical support for the Mindfulness-Acceptance-Commitment approach (MAC) related to enhancement in performance and mental health in sports has emerged. This study was the first to explore the effects of internet-based MAC, which was conducted with the digital self-care programme ACTSPORT with or without feedback. Of 193 participants (aged 18 - 71, from 40 different sports on a variety of levels) who were randomly assigned to feedback, non-feedback and waitlist group, 125 completed the study. The results showed that participants who completed ACTSPORT with feedback experienced significantly enhanced performance, reduced performance anxiety and improved mental health, which included higher quality of life and less symptoms of depression. These improvements were predicted by significant improvements in acceptance and dispositional mindfulness. A larger effect was found for participants with feedback which indicated that some support is preferable. In conclusion, the present study indicate that internet-based interventions in sport may be effective, time-saving, cost-effective, flexible and available means for both enhancement in performance and aspects of mental health.De psykologiska faktorerna inom idrott är avgörande för prestation och viktiga för att upprätthålla god mental hälsa. Trots detta är ansträngningar för att förbättra dessa faktorer förvånansvärt sällsynta. Det beror bland annat på att det råder ett stigma kring att söka hjälp samt brist på tid och ekonomiska resurser. De senaste decennierna har det genomförts en stor mängd forskning på internetbaserade interventioner. Dessutom har Mindfulness-Acceptance-Commitment approach (MAC) fått en ökad mängd empiriskt stöd gällande förbättring i prestation och mental hälsa inom idrott. Föreliggande studie är den första i sitt slag att undersöka effekten av internetbaserad MAC, vilken genomfördes med det digitala självhjälpsprogrammet ACTSPORT med eller utan feedback. Av 193 deltagare (ålder 18 - 71, i 40 olika sporter på alla nivåer) som randomiserades till tre grupper med feedback, utan feedback eller väntelista, fullföljde 125 deltagare studien. Resultaten visade att deltagare som fullföljde ACTSPORT med feedback upplevde signifikant förbättrad prestation, minskad prestationsångest såväl som förbättrad mental hälsa vilket inkluderade högre livskvalité och minskade depressionssymtom. Detta visade sig kunna prediceras av signifikanta förbättringar i acceptans och dispositionell mindfulness. En större effekt sågs för deltagarna i gruppen med feedback vilket indikerade att ett visst stöd är fördelaktigt. Slutsatser från studien är att internetbaserade interventioner inom idrott kan vara effektiva, tidsbesparande, kostnadseffektiva, flexibla och tillgängliga medel för att både öka prestation och aspekter av mental hälsa.
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Vance, Jeffrey Michael. "Self-definition and College Adaptation in Students From the Ronald E. McNair Postbaccalaureate Achievement Program." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822821/.
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While a great deal of psychological research is conducted on college students, less has been done on their adaptation to college. These young adults, as they develop ego identity and differentiate themselves from parents and families, must adjust to the social and academic environment of college. Psychosocial adjustment predicts college retention better than academic predictors do. First generation college students face greater than typical challenges adapting to college. The Ronald E. McNair Post-Baccalaureate Achievement Program exists to aid first generation, lower income undergraduate student who wish to pursue a doctoral degree. Self-definition scored from thematic apperceptive technique stories reflects an individual’s relative freedom from social role constraint. This study examined the role of self-definition and familial understanding and acceptance in this population as predictors of successful adaptation to college. While neither was found to be a significant predictor, family understanding and acceptance was found to be a more defining characteristic of this sample than was self-definition. This suggests that when social support is sufficient, individuals do not need to rely on self-definition.
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Hill, Adrienne C. "Spatial Awarishness: Queer Women and the Politics of Fat Embodiment." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1257110459.
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Emmelin, Maria. "Self-rated health in public health evaluation." Doctoral thesis, Umeå : Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-226.
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Green, Tetaime Sherie. "Resiliency of Students Who Failed the State of Texas Assessments of Academic Readiness Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6569.
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The purpose of this study was to investigate former high school students' resilience following the administration of the State of Texas Assessments of Academic Readiness (STAAR) exam based on the comparison of male and female students who passed the STAAR exam the first time and those who failed it at least 2 times. This study fills a gap in the literature by offering additional data and increased knowledge about the relationship of resiliency to school performance. A total of 133 adults aged 18-29 years who had been enrolled in 3 high schools in a large metropolitan area in Texas were referred by the Texas Education Agency to complete the Resilience Scale online survey. A cross-sectional survey based on Resiliency Scale scores was used to quantify the degree of individual resilience, considered as a positive personality characteristic that enhances individual adaptations. The data were analyzed using 2-way (2 X 2) ANOVA with 3 dependent variables (Resiliency Scale [overall resiliency, personal competency, and acceptance of life and self]), and STAAR passing grouping and gender (male or female) serving as the independent variables. Results indicated that there were no differences between males and females or between students who passed the STAAR the first time and those who failed the STAAR at least 2 times on the dependent variables of reliance, competency, and acceptance of life and self. Positive social change may result from encouraging the teaching of other coping skills and interventions for those who experience failure on high-stakes tests.
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Grafford, Josefin, and Josefin Hansson. "Development Initiatives’ Impact on Women’s Empowerment : A Field Study on a Business Training and Microcredit Program in Kenya." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-278392.
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The primary goal of development organizations is poverty reduction, but their initiatives have in recent years also been recognized as a potential tool in empowering women and raising their status. Previous knowledge on the topic is largely based in an understanding of empowerment that seems to miss or overlook limitations and impacts of initiatives which authors with a more feminist view on empowerment address. Thus, this thesis aims to increase the understanding of women’s empowerment in relation to development initiatives. A case study focusing on women who had previously participated in the business training and microcredit program of an NGO in Nairobi, Kenya was conducted. The study shows that through development organizations’ various initiatives women can be empowered on a personal and a collective level. For instance, the women’s self-confidence has increased and they see themselves as entitled to do things on their own, such as running a business. Further, through coming together as a group they gain access to new spaces and agency to act on their collective interests. However, little evidence of women’s empowerment on a relational level is seen. The study also shows that there are economic and gender-related barriers constraining the empowerment process.Utvecklingsorganisationers primära mål är att minska fattigdom, men deras initiativ har på senare tid också kommit att erkännas som ett potentiellt verktyg för att främja kvinnors egenmakt och höja deras status. Tidigare kunskap om kopplingen mellan egenmakt och organisationers initiativ utgår i stor utsträckning från en förståelse av begreppet egenmakt som verkar missa eller förbise vissa begränsningar och effekter av initiativen, som andra med en mer feministisk syn på egenmakt lyckas belysa. Syftet med denna uppsats är därför att öka förståelsen för kvinnors egenmakt i förhållande till utvecklingsinitiativ och den har utförts som en fallstudie fokuserad på kvinnor som tidigare deltagit i ett entreprenörskaps- och mikrokreditprogram hos en ideell organisation i Nairobi, Kenya. Studien visar att genom organisationers olika initiativ kan kvinnors egenmakt stärkas på ett personligt och ett kollektivt plan. Bland annat har kvinnornas självförtroende ökat och de ser sin rätt att göra saker på egen hand, såsom att driva ett företag. Genom att samlas som grupp får kvinnorna dessutom tillgång till nya utrymmen och möjligheter att agera på sina kollektiva intressen. I studien ses emellertid svaga tecken på kvinnors egenmakt inom äktenskapet. Slutligen visar studien att det finns ekonomiska och könsrelaterade barriärer som begränsar utvecklingen av kvinnors egenmakt.
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Pearson, A. Fiona. "Making Education Work: The Effects of Welfare Reform on the Educational Goals and Experiences of TANF Participants." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04122006-130648/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Wendy Simonds, committee chair; Ralph LaRossa, Charles A. Gallagher, committee members. Electronic text (289 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 246-275).
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Lin, Yu-lun, and 林祐綸. "The impact of self-efficacy and gender differences in technology acceptance model: An example of MOOCs." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5r444b.
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碩士國立中央大學
資訊工程學系
102
MOOCs is an open online course which is rising of foreign universities recently. It becomes a famous online learning platform because people can learn in all age, educational background, location and time. Previous scholars believe that new emerging learning technology platform, of which technology acceptance (TAM) is particularly important for students or teachers. While scholars have suggested that the self-efficacy have an impact on intention to use and TAM model. Moreover, previous studies indicate that gender difference also influence technology acceptance and using IT systems have certain gender difference. Therefore, this study added self-efficacy and gender difference to TAM model, and proposing a new research model to remeasure the students’ technology acceptance on MOOCs platform. Then, we use regression analysis to observe the influence of self-efficacy and gender difference on TAM model. The results showed that eight hypotheses proposed in this study are supported, and these eight hypotheses were self-efficacy and perceived ease of use will have a significant impact on perceived usefulness, self-efficacy will have a significant impact on perceived ease of use, self-efficacy, perceived usefulness and perceived ease of use will have a significant impact on the attitude, attitude will have a significant impact on the intended use, and self-efficacy will have a significant impact on the intention to use. The results shows that self-efficacy have certain influence on technology acceptance of MOOCs, and self-efficacy and attitude are the two factors that affecting the intention to use. And it is found that no gender difference on adopting the NCUx platform or not.
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Uppal, Baljinder Kaur. "A comparison of self-acceptance among counselor education Master's Degree students at the beginning, practicum level, and graduation from their program of studies." 2007. http://etd1.library.duq.edu/theses/available/etd-07102007-135903/.
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簡大為. "Explore the relationships among mathematics literacy, achievement, anxiety and self-efficacy in gender and study program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/43435965906813907871.
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Segura, Tatiana Borisovna 1974. "Defining self : negotiating cultural, gender, and ethnic identity in a short-term study abroad program in Russia." 2008. http://hdl.handle.net/2152/18286.
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Study abroad programs are a common component of many foreign language programs across the United States. Of these university-based study abroad programs, short-term language-focused programs are becoming increasingly popular in the United States. Despite the growing popularity of short-term study abroad programs, there is little research on students’ sociocultural experiences under these short, intensive language-immersion conditions. Relatively few studies have addressed the issue of gender in the study abroad context. Brecht et al. in their longitudinal study on the effects of a study abroad stay on language proficiency gains in Russian found that gender was one of the significant predictors of language learning. The impact of gender on the process of second language and culture acquisition becomes particularly important in countries like Russia where perception and construction of gender roles is very different from that in the United States. These gender-related differences may cause students to have negative attitudes towards the Russian language and culture. Students belonging to ethnic minorities have different study abroad experiences from students who belong to the ethnic majority or mainstream culture. In the rise of terrorist attacks administered by Chechen separatists on the territory of Russia in the past several years, native Russians are becoming less tolerant with representatives of ethnic minorities and therefore, more suspicious and hostile towards individuals with non-Caucasian features. Being constantly racially-profiled can turn an otherwise pleasant language and culture learning experience into a nightmare. A better understanding of how race and ethnicity affect learning processes in a study abroad setting will result in rethinking of how learners’ differences (and the outcomes of those differences) enter the formal language teaching curriculum. The present study investigates how American college students visiting Russia on a five-week-long study abroad program perceive and describe their cultural, gender, and ethnic experiences. The results of this ethnographic case study are analyzed through the lens of critical theory that argues that human society is essentially oppressive and that societal inequality is reproduced through the dominant ideology.text
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(9810728), Morwenna Kirwan. "The associations between sport commitment, explanatory style, physical self-concept and athlete selection and acceptance in a cycling talent identification program." Thesis, 2008. https://figshare.com/articles/thesis/The_associations_between_sport_commitment_explanatory_style_physical_self-concept_and_athlete_selection_and_acceptance_in_a_cycling_talent_identification_program/20011094.
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The purpose of this study was to determine if anthropometric, performance and psychological measures could predict selection and acceptance of participants in a Talent Identification (TID) program for cycling. Participants (n = 72; male = 46; female = 26; age = 15.4 ± 2.0 yrs) underwent measurements of height, body mass, maximal aerobic power, sprint running speed, leg power, sport commitment, explanatory style and physical self-concept. Discriminant function analysis was used to determine which of these variables related to both selection and acceptance into the cycling TID squad. Maximal aerobic power, running speed, and leg power made significant (p <.05) contributions to selection into the TID program. Sport commitment was predictive of accepting the invitation into the TID program. The results suggest that although physical performance capacities were predictive of selection into the TID squad, sport commitment was the greatest predictor of acceptance. The findings suggest the importance of considering psychological measures in the initial phase of a TID program.
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Hung, Hsin-Hwa, and 洪新華. "The Effect of Self-efficacy and Gender on Scratch Program Learning-A Case of Junior High School Student." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u58t44.
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碩士健行科技大學
國際企業經營系碩士在職專班
105
Scratch is a brand new graphical programming language developed by the MIT (Massachusetts Institute of Technology), which is suitable for the programming beginners. During the Scratch learning, learners can get a high-level logical thinking, so that using Scratch allows beginners such as young students to understand the logic of programming and how to creatively build a program. However, there are few researches simultaneously discussing the impacts of gender difference and computer self-efficacy on learning performance of Scratch. Therefore this research attempts to address these issues. The survey questionnaires were carried out by 308 8th- grade students, after 14-week Scratch program lessons. The statistical results found that gender does not significantly influence overall learning performance, but significantly influences the detailed instructions (e.g. loop instructions). Computer self-efficacy significantly influences the overall learning performance. But there is no interaction between gender and computer self-efficacy. Some implications limitations are also given.
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Carvalho, Sérgio Andrade. "Of Pain and Suffering: exploring the role of psychological processes in chronic pain, and development of a compassionate acceptance program for pain management (COMP.ACT)." Doctoral thesis, 2021. http://hdl.handle.net/10316/93850.
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Tese de doutoramento em Psicologia, especialidade em Psicologia Clínica, apresentada à Faculdade de Psicologia e
de Ciências da Educação da Universidade de CoimbraIntroduction: Chronic pain is a debilitating medical condition with a detrimental impact on patients quality of life, functioning and mental health. In addition to pain itself, psychopathological symptoms usually co-occur and contribute to the nefariousness and pervasiveness of chronic pain. The study of psychological factors contributing to chronic pain has been fueled by scientific advances in clinical psychology, particularly in cognitive and behavioral approaches. Mindfulness, acceptance and compassion-based approaches have recently helped shift the focus of therapy from the elimination of symptoms and maladaptive cognitions, to the overall cultivation of an open, aware and self-compassionate stance to personal suffering, while fostering commitment to valued action. However, although these approaches seem to be valuable tools to chronic pain management, their core processes present conceptual overlap (e.g., by sharing core elements, such as mindful awareness and acceptance), thus raising concerns regarding their unique contribution to chronic pain. The current thesis aimed to study the uniqueness and interconnection between mindfulness-, acceptance- and compassion-related processes in chronic pain, through four main routes: 1) to develop and/or validate adequate assessment tools; 2) to explore patterns of associations between psychological processes, pain outputs and depressive symptoms; 3) to examine risk and protective psychological factors associated with the development of depressive symptoms; 4) to develop and pilot test the efficacy of a Compassionate Acceptance and Committment Therapy (COMP.ACT), and examine the added value of (self)compassion in ACT for chronic pain. Methods: The present thesis comprises 10 empirical studies, including 2 psychometric studies, 5 cross-sectional studies, 2 time-lagged studies, and 1 clinical study. These were performed in convenience samples of adult women with musculoskeletal chronic pain, as well as of adult men and women from the general population. Recruitment was conducted online and in a chronic pain healthcare unit. Data was collected through self-report measures. Results: The psychometric studies showed that i) the Valuing Questionnaire (VQ) presents good psychometric properties and its original factor structure was confirmed; ii) the Perceived Validation and Criticism in Pain Questionnaire (PVCPQ) is a psychometrically valid two-factor measure of perceived validation and criticism by signficant others when experiencing pain, and PVCPQ contributes to functional impairment beyond pain, background variables and other related psychological processes. Cross-sectional studies showed that iii) self-compassion is more strongly (negatively) associated with depressive symptoms than mindful awareness, and activity engagement mediates this relationship; iv) self-compassion buffers the mediator effect of cognitive fusion between pain intensity and depression; v) rumination and obstructions to valued living mediate the negative association between mindful awareness and depression; vi) self-compassion relates to social safeness through less fears of receiving compassion from others; vii) uncompassionate self-responding is a strong contributor to depression. Time-lagged studies showed that viii) cognitive fusion is a predictor of the trajectory of depression beyond pain intensity and impairment, and ix) self-compassion prospectively predicts depression. The clinical study showed that x) COMP.ACT did not significantly differ from ACT-only, both were acceptable, and COMP.ACT seemed to result in more valued living. Conclusions: Overall, these studies suggest that, more than pain intensity and functional impairment, psychological processes contribute significantly to depression in chronic pain, which suggests the importance of targeting psychological processes, and not only focus on reducing pain in pain management programs. Self-compassion seems to be an especially protective factor against depression in chronic pain, which suggests the usefulness of integrating compassion-inducing practices in chronic pain management programs.
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Brás, Cláudia Levezinho. "A relação entre a perceção de aceitação-rejeição parental e o género,autoconceito e autoestima de adolescentes." Master's thesis, 2018. http://hdl.handle.net/10400.12/6679.
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Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.Tendo como base a teoria da Aceitação-Rejeição Parental (PARTheory) de Rohner (2005), os objetivos deste estudo consistiram em analisar o efeito do género na perceção de proximidade parental e, também, a relação entre a perceção de aceitação parental e a autoestima e autoconceito dos adolescentes. Participaram neste estudo 139 alunos do 7º, 8º, e 9º anos de escolaridade, de uma escola da região de Lisboa. Para avaliar a perceção de proximidade parental foram utilizadas duas escalas, a “Perceção da atitude da mãe (PAM)” e a “Perceção da atitude do pai (PAP)”. Para avaliar o autoconceito e autoestima foi utilizada a escala “Como é que eu sou”. Os resultados permitiram constatar que, em relação à aceitação e rejeição materna, não existem diferenças significativas entre géneros. No entanto, no que concerne à perceção de aceitação, e também rejeição paterna, já se verificam diferenças significativas entre os géneros, sendo que os adolescentes do género masculino se percecionam com níveis mais elevados de aceitação paterna; e os adolescentes do género feminino com níveis mais elevados de rejeição paterna. Constatou-se, ainda, a existência de correlações significativas positivas entre o autoconceito não académico e a perceção de aceitação parental; e entre a autoestima e a perceção de aceitação parental.
Based on Rohner’s (2005) Parental Acceptance-Rejection Theory, this study sought to analyze whether the level of perception of parental proximity differs according to the gender of the adolescent and also the impact of the perception of parental acceptance in the self-esteem and the self-concept of the adolescents. To this end, 139 students from the 7th, 8th and 9th grades of a school in the Lisbon region were questioned. A mother's attitude perception (MAP) and a father’s attitude perception (FAP) scales were used, as well as a scale of self-concept and self-esteem, in order to evaluate perception of parental proximity and self-esteem and self-concept, respectively. The results regarding both the perception of maternal acceptance and maternal rejection show no significant diferences between genders. On the contrary, significant diferences are emphasized between adolescents of the female gender and the masculine gender, concerning the perception of paternal acceptance, concluding that the highest levels in the perception of parental acceptance correspond to the male adolescents, and also, regarding the perception of paternal rejection, where adolescents of the feminine gender perceive themselves with the highest levels of paternal rejection. It was also verified the existence of significant positive correlations between the non-academic self-concept and the perception of parental acceptance and between the self-esteem and the parental acceptance perception.
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Koekemoer, Leonie. "Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng." Diss., 2018. http://hdl.handle.net/10500/26247.
Full textAbstract:
The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school.
A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure.
An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure.
Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships.Psychology of Education
M. Ed. (Psychology of Education)