Dissertations / Theses on the topic 'Masters; Psychology; OHF'
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Bui, Bang Huy. "Development of algorithms for processing psychology data." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36007/1/36007_Bui_1997.pdf.
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This thesis presents the current analysis technique applied to certain psychology
data and outlines alternative engineering approaches to such analysis.
Current research on panic disorder involves data measurement and analysis
of many physiological, neuro-chemical and psychological variables. Due to the
complexity of and little knowledge about the human body, there are no firm
theories on what actually gives rise to these variables, ie. what results in a rise
in negative cognition or distress level.
Current studies [1, 2] have reported that the patients cognitive responses tend
to be more closely related to the distress level than other quantities and the heart
rate is related to the distress level but on a smaller scale. However, the conclusions
drawn from the results were not definitive. Engineering analysis techniques
carried out indicated that the cognitions of the patients play an important role
in the mechanisms of panic. This thus confirmed the results obtained by current
studies in a more rigorous manner.
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Sobotker, Nicolette Leigh-Ann. "Psychology Masters students’ experiences of conducting supervised research in their non-mother-tongue." University of the Western Cape, 2018. http://hdl.handle.net/11394/6878.
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Magister Artium (Psychology) - MA(Psych)Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.
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Mullins, Tarryn B. "Exploration of Psychology Masters students' subjective experiences of establishing a working alliance with their research supervisor." University of the Western Cape, 2017. http://hdl.handle.net/11394/6279.
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Magister Artium - MA (Psychology)The state of postgraduate studies in South Africa has come under renewed enquiry in recent years as concern is placed on the inconsistency between postgraduate enrolment and graduation rates. The discrepancy between the enrolment and completion rates is attributable to a range of factors. Literature identified the supervisory relationship as an important and significant factor in predicting completion. The establishment of a good working alliance in the beginning of the thesis process has been identified as a crucial task. As a result, it is useful to gain insight into how students set about establishing working relationships with new supervisors and how they rate the quality thereof. The present study was conducted with Psychology Masters students who were in their first semester of the first enrolment in the Community and Health Sciences faculty at the University of the Western Cape. Attachment theory provided the theoretical framework for the study as it posits that the quality of current relationships are a function of early relationship experiences. Thus students were thought to draw on earlier experiences when setting about establishing new relationships such as the supervisory relationship. The study was exploratory and descriptive in nature. Semi-structured interviews were conducted with eleven eligible participants who have been selected purposively. Transcriptions have been subjected to a Thematic Analysis. Ethics clearance has been requested from and granted by the Senate Research Committee and all relevant ethics principles such as, confidentiality, anonymity, voluntary participation and informed consent, have been adhered to. Findings indicated that supervision was a central component for graduate completion, underscoring the importance of early supervisory sessions to form a strong working alliance. Furthermore, the findings indicated that the supervisor's role in providing the expertise and support largely contributed to the success of establishing strong and productive supervisory relationships. Participants perceived strong supervisory relationships as necessary to foster completion of higher degree requirements. The development of a new supervisory relationship activated relational patterns for students that underscored the importance of recognizing the supervisory relationship as a relationship.
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Kline, Seth A. "The Perceived Relevance of Training in Industrial/Organizational Psychology at the Terminal Master's Level." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1369.
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The purpose of this study was to replicate and expand upon the survey research by Erffmeyer and Mendel (1990) on the perceived relevance of graduate training in industrial-organizational (I-O) psychology at the terminal master’s level. A review of the literature discussed core competencies, as well as the advantages of internship experiences and thesis requirements. Results indicated that graduates view their training as well targeted towards knowledge and skills they regard as useful at their internship, first job, and current position. Results also indicated that graduates viewed their internship experiences as highly beneficial and worthwhile experiences, regardless of their supervisor. Results additionally indicated that graduates value the thesis requirement significantly more than current students and view the knowledge, skills, and abilities associated with completing a thesis as high in usefulness. Implications and limitations of these findings are discussed, and directions for future research on master’s level I-O training are discussed.
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Chitanga, Jabulani. "Internalisation of the research supervisor : experiences and perceptions of psychology masters students at a historically disadvantaged university." University of the Western Cape, 2016. http://hdl.handle.net/11394/5245.
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Magister Artium (Psychology) - MA(Psych)Knowledge-based competition within a globalising economy is prompting a fresh consideration of the role of higher education in development and growth. Previously, it was often viewed as an expensive and inefficient public service that largely benefited the wealthy and privileged. It is now understood to make a necessary contribution to the success of national efforts to boost productivity, competitiveness and economic growth. Several governments see universities as engines for change and expansion of prosperity. There is also an increasing recognition that Higher Education has become dominated by a market-driven, consumerist service ethic and that this may have an impact on the style of research output and research supervision that academics adopt for a new knowledge economy. Research education or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. Students in post-graduation degree programmes across the world conduct research projects as a requirement to complete degrees A thesis or dissertation develops the ability to work independently and critically, the ability to develop arguments, and awareness and use of advanced methodological designs that pertain to the student's discipline of study. Thus such learning is argued to be facilitated in the context of research advisement or supervision. Through this process the student might adopt or internalise values and attitudes of the supervisor regarding research. This process is referred to as internalisation of the research supervisor, thereby contributing to the development of the student researchers. The theoretical framework chosen for this study was social constructionism. The aim of this present study was to explore the perceptions and experiences of students in relation to the internalisation of the supervisor that may take place during research supervision. The study utilised in-depth semi-structured interviews to collect data. Eleven participants from various supervisors consented to be part of the study. These were recruited using purposive sampling. The ethics considerations of the study adhered to the guidelines stipulated by Ethics committee of the University. Data was transcribed, and analysed using thematic analysis. The findings of this study indicate factors contributing to internalisation vary depending on aspects such as personalities of both the supervisor and the student, perceived quality of supervision and the supervision process itself. Findings also suggest that internalisation, whether positive or negative, of the research supervisor took place among the participants.
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Ranellucci, John. "Unmasking the academic achievement potential of mastery-approach goals: a mastery-focused intervention." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121332.
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The effects of three interventions developed to boost academic achievement among mastery-oriented students were evaluated on three variables assumed to explain the weak relationship between mastery-approach goals and academic achievement, namely interest-based studying, perceived task difficulty, and social desirability. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and end of the semester, with participants randomly assigned after the first questionnaire to one of three intervention conditions (interest-based studying, perceived task difficulty, or social desirability intervention) or a control condition. Dummy coded sequential multiple regressions showed the only variable to consistently be predicted by the intervention conditions to be interest-based studying, with this effect being moderated by students' prior achievement and mastery-approach goals. Furthermore, none of the interventions had a direct or indirect effect on academic achievement. Results are discussed in terms of their contribution to theory and practice.Les effets de trois interventions développées afin de stimuler la réussite scolaire chez les élèves orientés vers la maîtrise ont été évalués quant à trois variables qui sont considérées comme étant responsable de cet effet, notamment, les intérêts par rapport à l'étude, la difficulté perçue de la tâche, et la désirabilité sociale. Les étudiants de premier cycle (N =177) ont complété les mesures d'auto-évaluation pertinentes au début et à la fin du semestre. À la suite du premier questionnaire, les participants ont été assigné au hasard à l'une des trois conditions d'intervention (les intérêts par rapport à l'étude, la difficulté perçue de la tâche, et la désirabilité sociale) ou un groupe control. Les résultats de régression multiple et successive avec variable muette ont démontré que la seule variable à toujours être prédite par les conditions d'intervention est les intérêts par rapport à l'étude, avec ces effets étant modéré par l'accomplissement académique préalable et les buts de maîtrise.
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Hurter, Kim. "Usefulness of the neo PI-R personality profiles in the selection of psychology master's applicants." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/d1009640.
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Each year, psychology departments across South Africa are faced with the arduous task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational, and Industrial Psychology master’s coursework programmes. Although various criteria are considered in this process, personality has long been considered an important variable in the screening and selection of master’s psychology applicants, and some sort of personality assessment is commonly utilized by selection committees as part of the screening and selection procedures. While there are many different theoretical perspectives on personality and various personality assessment measures available, the Five-Factor Model (FFM) of personality has gained considerable attention over the last decade as a comprehensive and universal conceptualization of a broad trait structure for human personality. Currently, the Revised NEO Personality Inventory (NEO PI-R) is considered to be one of the best commercially available measures of the personality traits proposed by this model. The NEO PI-R provides a comprehensive measure of adult personality, has been extensively researched, and has demonstrated its utility across many different cultures, languages, and contexts. The aim of this study was to explore and describe the personality profiles of short-listed master’s psychology applicants at a higher education institution in South Africa, using the NEO PI-R, in an effort to explore the use of NEO PI-R profiles in the selection of master’s psychology applicants. The study was exploratory descriptive in nature and employed a quantitative research method. The sample of 247 participants was selected according to non-probability convenience sampling and was sourced from an archival research database. As part of the application process at the higher education institution, applicants were required to complete various tests, tasks, and questionnaires. The questionnaires selected for this study included a biographical questionnaire, used to describe the biographical variables of the sample, and the NEO PI-R (Costa & McCrae, 1992), used as a measure of personality. The NEO PI-R has been found to have good validity and reliability, with reliability in particular having being established in the South African context. Descriptive and inferential statistics, including correlations, cluster xiv analysis, and multivariate analysis of variance (ANOVA), were utilized to analyze the data. Key findings revealed that overall, the group of short-listed master’s psychology applicants could be described as being emotionally well-adjusted and sociable, which is in line with previous national and international research. In addition, a cluster analysis revealed three significantly different personality subgroups within the total sample, thus highlighting the heterogeneous nature of this sample of applicants. Each of the three personality subgroups exhibited significantly different personality traits which were judged to be more or less suitable for potential psychologists-in-training. Clusters 1 and 2 exhibited the most desirable personality characteristics in relation to selection into a master’s psychology programme, while Cluster 3 exhibited the least desirable traits. Various classification functions were derived which classified applicants into “selected” and “not selected” groups as well as the three personality subgroups, which could aid selection committees in the future to screen out potentially unsuitable candidates earlier in the selection process. It was concluded that the use of NEO PI-R personality profiles could aid the screening and selection of short-listed master’s psychology applicants.
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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.
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Bowers, Susan P. "Widowed men's self-sufficiency and levels of mastery /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455512.
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Chastan, Mariah M. "Mapping electronic resources to identify regional stakeholders for the Master of Science Degree in Applied Psychology." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005chastanm.pdf.
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Maynard, Brandon W. "From Dawn to Dan: The Journey of Karate Masters." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1495216685379078.
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Pemberton, Haley. "Analyzing Math to Mastery through Randomization of Intervention Components." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807966.
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This study examined the effect of Math to Mastery and a randomized version of Math to Mastery at increasing digits correct per minute (DCPM) for three elementary-aged students. All three students received the standard and randomized version of the math fact fluency intervention, and progress was monitored using an adapted alternating treatments design. Data was collected and student progress was monitored to examine whether the randomized version of Math to Mastery would be just as or more effective than the standard version of Mast the Mastery. Results of the study indicated the standard version of Math to Mastery to be more effective than the randomized version for all three students at increasing digits correct per minute.
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Lutz, Charlotte M. "Women’s Intrasexual Variability in Sexual Psychology and Pain Functioning." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/478.
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The purpose of this study was to examine the relationship between sexual orientation, self-described gender expression and preferred levels of gender expression in romantic partners with ischemic pain performance in healthy young women. It was hypothesized that lesbian and bisexual women would be less sensitive to pain than heterosexual women. It was also hypothesized that regardless of sexual orientation, women who endorse a preference for more feminine romantic partners and who describe themselves as more masculine would report higher pain thresholds, higher pain tolerance, and lower pain intensity levels than women who report attraction to more masculine romantic partners and rate themselves as possessing more feminine dispositions.
A total of 172 women completed multiple assessments of identity and gender expression followed by an ischemic pain task. The study demonstrated that ischemic pain performance is associated with sexual orientation, dispositional gender expression, and preferred gender expression in romantic partners in healthy young women. Compared to heterosexual women, lesbian and bisexual women reported lower pain intensity ratings. Among heterosexual women, attraction to more feminine romantic partners was associated with lower pain intensity ratings early into the ischemic discomfort task, and there was a slight association between self-described masculinity and lower pain intensity ratings for heterosexual women. Similar associations emerged between attraction to more feminine romantic partners and higher pain tolerance in the heterosexual group and for dispositional masculinity and higher pain threshold and tolerance levels in the combined lesbian and bisexual group. These findings provide preliminary support for the hypothesis that, irrespective of biological sex, various other aspects of sexual identity are associated with ischemic pain performance.
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Horan, Jacqueline Anne. "Reading to Mastery : a paraprofessional delivered small group systematic reading intervention informed by the psychology of efficacy development." Thesis, University of East London, 2010. http://roar.uel.ac.uk/3674/.
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Reading to Mastery (R2M) is a one group pre-post design small group supplementary reading intervention delivered by briefly trained paraprofessionals (Teaching Assistants (TAs)) and informed by the psychology of efficacy development (Bandura, 1997, 2001). The R2M intervention focused on teaching the five components of reading (phonics, phonology, fluency, vocabulary and comprehension) in a small group environment to facilitate the development of reader and learner efficacy. TAs delivering the R2M intervention received five half-day training sessions (15 hours). R2M was implemented in two stages over a 22-week period between two and three times a day for a period of 12 minutes each time (Reading Fluency stage) and an additional 20 minutes twice weekly for the final nine weeks (Reading Comprehension stage). In total, the students (N=93), aged between 6-11 years old, received 44 to 66 hours of Reading Fluency, and 6 hours of Reading Comprehension instruction. This study evaluated the outcomes of the R2M intervention using both quantitative and qualitative measures. Student performance was assessed on the standardised measures, Reading Accuracy, Reading Comprehension (Neale, 1997) and Word Recognition British Ability Scales (Elliott, 1996), and a non-standardised measure of High Frequency Sight Vocabulary (SESS, 2004). The Reading Self-Concept (Chapman & Tunmer, 1995) and Myself-as- Learner attitude scales (Burden, 1998) were also used. A MANCOVA was used to assess the effects of R2M on the four achievement measures pre-and post intervention, with gender and chronological age identified as the covariates. Qualitative data was obtained from an inductive thematic analysis of written responses to a questionnaire completed by an opportunity sample of school staff to assess perception of outcomes following participation in the study. Results indicated a statistically significant effect on all four performance measures following participation in the R2M intervention, with chronological age positively correlated with achievement on the four measures. Incomplete data from the attitude scales meant it was not possible to analyse the effects of R2M on student attitudes or draw conclusions about student efficacy. Student outcomes on the performance measures were used to infer the ability of TAs to deliver the R2M programme effectively. Findings of the thematic analysis suggest increased individual efficacy of TAs, as well as indicators of collective or organisational efficacy of schools, in implementing the R2M intervention. Implications for future research and educational psychology practice are discussed.
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Keeley, Jared Wayne Blashfield Roger K. "Analysis of the hierarchical nature of clinicians' organization of mental disorders." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/master's/KEELEY_JARED_29.pdf.
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Sutton, Ann Elizabeth Colquhoun. "Children's comprehension performance prior to mastery of relative clauses." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ37029.pdf.
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Everett, David C. Blashfield Roger K. "Antisocial personality disorder vs. psychopathy an analysis of the literature /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/EVERETT_DAVID_59.pdf.
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Bhaju, Jeshmin O'Leary Virginia E. "A cross-cultural comparison of emotional experience does culture matter? /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/BHAJU_JESHMIN_3.pdf.
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Dagen, Joseph Charles. "Assessing the potential effects of a mastery-based mathematics program on exam performance in an undergraduate psychology statistics course /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447805.
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Thesis (M.A.)--University of Nevada, Reno, 2007."May, 2007." Includes bibliographical references (leaves 49-53). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
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Offord, Yolande. "The subjective experiences of students who withdraw from a directed masters programme in psychology at a historically disadvantaged university : a case study." Thesis, University of the Western Cape, 2016. http://hdl.handle.net/11394/5252.
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Magister Artium (Psychology) - MA(Psych)Neuropsychiatric disorders place a great burden on the South African healthcare system. This burden is compounded by the shortage of integral human resources such as mental health care staff. Directed Masters programmes in Psychology can address this shortage as it is the practicing degree to qualify as a psychologist and subsequently register as such with the Health Professions Council of South Africa (HPCSA). A small group of students are selected into Professional Masters programmes in Psychology each year, but not all students complete their studies as some are either terminated from the programme or choose to self-terminate. There is a lack of systematic exploration of the factors contributing to non-completion due to self termination. The study therefore aimed to explore the experiences of postgraduate students that chose to self-terminate their studies in a directed Masters programme in Psychology and to identify the factors that contributed to such a decision. The study was qualitative and explorative in nature. The sample consisted of four participants who were previously enrolled for a directed Masters programmes in Psychology offered at a historically disadvantaged university in the Western Cape. The Senate Research and Senate Higher Degrees Committees of UWC (Ethics Clearance and Project Registration Number: 15/4/44) granted permission to conduct the study. Relevant ethics principles including informed consent, voluntary participation, confidentiality, and anonymity were adhered to. Data was collected through programme records and semi-structured interviews. Interviews were transcribed and analysed by two researchers using thematic analysis. Data collection and analysis occurred simultaneously until saturation was reached. Trustworthiness of the findings was achieved through continuous interrogation of multiple readings of the data, reflexivity, and external auditing. Findings revealed numerous factors that incorporate personal, programmatic and contextual considerations as motivations to self-terminate from a postgraduate programme, thus pointing to the complexity of the decision-making process within a socially embedded reality. The factors influential in self-termination prior to enrollment include the participants' interest in psychological work, their prior work experience and a need for skills capacitation which served as their motives for enrollment. Upon entry into the programme the participants experienced a disparity between their expectations and the nature and requirements of the programme, which led to a lack of satisfaction with the course. Lack of satisfaction, along with academic, physical and emotional unpreparedness, uncertainty about study choice, and perceived competence were some of the obstacles to academic integration. The dissonance they experienced were further exacerbated during enrollment by other factors such as the availability of financial support, interpersonal dynamics within the cohort group, and personal belief systems. The participants were able to find meaning in the process of self-termination as it led to a heightened pursuit of the realisation of personal goals. Participants have subsequent to their experiences in the programme been using the knowledge that they have gained in both salaried and volunteer positions, thus continuing to contribute to the field of psychology.
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Adams, Lisa Lee. "The utilization of gender, retention, SES and STEEP scores to predict reading mastery." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=666.
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McCarthy, John Matthew. "How do master football coaches develop team confidence?: a study of strategies and conceptualizations in the psychology of collective-efficacy." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32797.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Bandura (1986,1997) asserts that a group's belief in its members' co-joint abilities, or its collective-efficacy, influences the degree to which that group seeks challenging goals, puts forth effort, and persists in the face of adversity. Group leaders serve important functions in the development of successful groups (Yalom, 1995). Since successful coaches are able to consistently demonstrate the ability to mold a group of individuals into a winning team, it is important to understand what methods coaches employ to develop team confidence. The purpose of this study was to understand how master football coaches develop team confidence. The participants for this interview-based, qualitative study included twenty "master" football coaches (6 professional and 14 collegiate). Criteria for inclusion were as follows: each participant had been a head football coach for at least ten years, and had a consistent record of success. Seventeen of the twenty had achieved success with three or more different teams. The findings reveal that these coaches employ a wealth of psychological strategies in different situations to enhance the development of team confidence. Their selective deployment of these strategies takes place throughout a series of developmental tasks, here described as the "Team Confidence Cycle." This includes seven key tasks: 1. Set the Course, 2. Create a Confidence Environment, 3. Promote Mastery, 4. Get Them to Perform, 5. Assess Performance, 6. Stay the Course and 7. Maintain High Performance. In the interviews the coaches revealed that team confidence was essential to their view of how teams achieve success. The constructs of team confidence and success were considered closely intertwined. Promoting mastery experiences, therefore, was primary among those strategies used by the master coaches to build team confidence. A second key strategy was that they pointed out successful experiences to their team(s). These coaches thus placed the greatest importance on "demonstrating ability" and then ensuring that improvement was noted. These findings are in accordance with Bandura (1997). Implications for coaches, especially of youth sport, are outlined in the final chapter.
2031-01-01
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Nell, Erika. "The Effects of a DVD counselling programme in preventing the breakdown of a partner relationships of Master's students in Clinical Psychology." Thesis, University of Limpopo (Medunsa Campus), 2010. http://hdl.handle.net/10386/680.
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Thesis (MSc (Clinical Psychology)) -- University of Limpopo, 2010.The Clinical Psychology training program at the University of Limpopo (Medunsa Campus) is based on the theoretical paradigm of General Systems Theory. The functioning of systems in terms of patterns, structure, organization and relationships can therefore also be applied to the trainee and his/her partner relationship system which is characterized by circular patterns of interaction. Ernst (2008) states that within the context of General Systems theory it became evident that the trainee does not function in isolation but as part of a system. The trainee undergoes significant changes throughout the training year if training is effective and this in turn may also impact on the trainee's partner relationship. This investigation was done to establish the effect of a DVD Counselling Programme on the partner-relationship of the trainee in Clinical Psychology with his/her partner/spouse. This is done in order to provide feedback to the trainers of the Clinical Psychology training at Medunsa. This may also possibly assist in establishing a more scientifically founded aid for the trainees in Msc. Clinical Psychology and their partners/spouses. It was a qualitative research project, in which person centered interviews were held with participants and thematically analyzed by three independent clinicians. The entire research project and findings are contextualized in accordance with General Systems Theory. The results indicated that the DVD had a moderate effect on 4/6 of the sample population that reported that their relationship improved in respect of the nature and quality based on mutual understanding, emotional closeness, obtaining of relational skills, effective communication and awareness regarding the impact of the training year on their relationship. The impact of the DVD was somewhat limited in that not all the participants watched it and the manner iIi which some of the trainees approached their partners/spouses, which may have had an effect on how the DVD is received and experienced.
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Auerbach, Alex. "Impact of Grit on Performance After Mastery- or Performance-Oriented Feedback." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849625/.
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Grit and achievement motivation have been predictors of behavior in academia and military settings (Duckworth, Matthews, Peterson, & Kelly, 2007), but to date, research on their effects on sport performance has been limited. Given grit's predictive role in other performance domains, grit may be influential in athletes' long-term goal attainment, interacting with their achievement motives and leading to better performances. Athletes' trait levels of grit may influence how they understand and respond to messages received within motivational climates from key personnel such as from coaches and teammates. We examined potential moderating effects of grit on the relationship between motivational feedback and high school soccer players (N = 71, Mage = 15.81) performance on a soccer task, their desire to persist in the task, and their choices of task difficulty. We used hierarchical multiple regression to test the main effects of feedback and grit and to determine if grit moderated the effects of feedback on performance. Grit was a significant moderator of the feedback-shooting performance relationship, accounting for 3.9% of variance. Simple slopes analysis revealed a significant effect for low (B = 13.32, SEb = 4.44, p = .004, t = 2.99), but not high, (B = 2.11, SEb = 4.31, p = .63, t = .49), grit on task success. Grit was not a significant moderator of task difficulty selection or task persistence. These results suggest that for those high in grit, feedback about natural ability or hard work is not particularly influential on performance. However, for low grit athletes, type of feedback matters.
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Piatkowska, Jolanta Maria. "The Relationship between Mindfulness and Burnout among Master of Social Work Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1962.
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Social work students frequently endure elevated levels of prolonged stress and psychological affliction that might result in serious consequences, such as development of burnout. Some experts suggest that burnout originates in the exposure to chronic interpersonal stressors in the work environment. Yet, there is emerging evidence suggesting that mindfulness practice might be beneficial in alleviating stress. Thus, the purpose of this exploratory study was to examine the relationship between mindfulness and burnout among Master of Social Work students. Burnout, mindfulness, religiosity, spirituality and their potential relationship were discussed and related to previous scholarly literature. Specifically, this study focused on testing the hypothesis that current MSW students who demonstrate higher levels of mindfulness will report less burnout, regardless of the year in the MSW program and regardless of the years of practice in human services. In addition, the hypothesis that students currently involved in direct social work practice (either outside of the MSW program, in the MSW field placement, or both) experience higher levels of burnout than students not yet practicing was scrutinized. Moreover, the hypothesis that as students progress in their studies they will exhibit progressively more burnout was explored. Finally, one of this study's goals was to explore whether patterns/relationships between the religious and spiritual beliefs and practices predict burnout levels among Master of Social Work students. Participants were mostly non-Hispanic White females, with a mean age of 35, married (or in legally recognized unions), and first year students enrolled full-time in the Direct Human Services track. Two years was the most common length of their experience in human services. They came from the metropolitan Portland area (on-campus students) and other regions of Oregon (off-site students). The mindfulness of the participants was measured with the Five Facets Mindfulness Scale and the levels of their burnout with the Maslach Burnout Inventory. Study results indicated that the more mindful the MSW students were, the less burnout they reported experiencing. A large correlation of mindfulness to reduced burnout (p < .001) was found, a relationship that persisted when controlling for other significant variables through sequential regression analysis. However, neither year in the MSW program, length of practicing in human services, nor religious/spiritual affiliation and practices had any significant influence on burnout among participants. Given the results of this study demonstrated statistically significant relationships between mindfulness and burnout among social work students, it is recommended that appropriate training in mindfulness for the students (and social workers) affected by secondary trauma and burnout should be incorporated in social work education, either as a part of curricula, or in an extra-curricular training program.
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Shaw-Smith, Unique R. "Confining Mastery: Understanding the Influence of Parental Incarceration on Mastery in Young Adulthood." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395595338.
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Connors, Elizabeth. "Mother-infant interaction and the development of mastery motivation in infancy." Thesis, University of Central Lancashire, 1995. http://clok.uclan.ac.uk/20037/.
Full textAbstract:
Infant motivation towards competence or mastery is said to be enhanced by contingent environmental feedback (White, 1959). This theory has been supported by research into the contingent responsiveness of the infant caretaking environment (e.g. Vondra & Belsky, 1989). Other caregiving variables have also been found to contribute such as the provision of sensory stimulation, focusing infant attention and low restrictiveness (Belsky, Goode & Most, 1980, Jennings, Harmon, Morgan, Gaiter & Yarrow, 1979; Yan-ow, Morgan, Jennings, Harmon & Gaiter, 1982). However, findings have been inconsistent. The first aim of the present study was to clari& previous research findings and, more specifically, to determine the importance of contingent experience in the first half year of life to the development of mastery motivation as this period has hitherto been neglected. Secondly, as the experience of social contingencies early in infancy has also been found to be associated with security of infant-caregiver attachment (Ainsworth, Blehar, Waters & Wall, 1978), it was hypothesised that there would be a relationship between infant attachment and mastery motivation. Finally, on the basis of findings that more difficult infants may experience less responsive maternal caregiving (van den Boom, 1989), it was proposed that infant difficultness would also be related to mastery motivation. 55 Mother-infant pairs were observed in everyday home interaction at 3 '/2, 8 and 14 months. Maternal contingent responsiveness, sensitivity, warmth, stimulation, infant attention focusing, restrictions and intrusive/insensitive behaviour were studied in relation to infant social and inanimate interaction. Mothers completed the ICQ (Bates, Freeland & Lounsbury, 1979) as a measure of infant diThcultness at each of the three stages. At 8 and 14 months infant mastery motivation was examined using a standard free-play procedure (Vondra & Belsky, 1991). Finally, infant attachment was measured at 14 months using the Attachment Behaviour Q-sort (Waters, 1987). Findings revealed that maternal contingent responsiveness to infant social initiations and distress, stimulation and focusing infant attention, measured at various stages of the study were positively correlated with aspects of infant mastery motivation measured at 8 and 14 months. Restrictions and intrusive/insensitive behaviour were found to be negatively correlated with infant mastery motivation. Stepwise regression indicated that the most significant predictors of 8 month mastery motivation were maternal warmth measured at 3 '/2 months and stimulation and intrusive/insensitive behaviour measured at 8 months. Responsiveness to infant distress and maternal intrusive/insensitive behaviour, both measured at 3 1/2 months, were found to be significant predictors of 14 month mastery motivation, thus, providing evidence of the importance of contingent responding during the early infancy period. However, intrusive/insensitive behaviour and contingent responsiveness to infant social initiations measured at 14 months were also significant predictors of 14 month mastery motivation. A moderate, but significant relationship was found between infant Attachment Q-sort scores and one measure of 14 month mastery motivation which indicated that more securely attached infants explored at a higher level of sophistication and showed greater pleasure in free-play. Stepwise regression indicated that the strongest predictors of 14 month infant attachment security were maternal warmth measured at 3 1/2 and 14 months and maternal sensitivity measured at 8 months. Contingent responsiveness at 3 1/2 months was not found to be of special significance to the development of secure attachment. Finally, infants rated as more difficult by their mothers performed more poorly along several measures of both 8 and 14 month mastery motivation than infants rated as less difficult. Infants who were perceived as more difficult had experienced higher levels of physical stimulation and more intrusive/insensitive caregiving during the first year. These findings show that infant mastery motivation may be influenced from an early age by both the behaviour of caregivers and by infant dispositional characteristics. Thus, there are important implications for the development of infants who, due to various disabilities, have difficulty in eliciting contingent responses from their caregivers or who, for whatever reason, may be perceived as difficult. The study focused on motivation for mastery of the inanimate environment and it is acknowledged that some infants may instead be predisposed or channelled towards mastery in the social environment. Further research is required to identi& individual differences in mastery orientation and to determine the longer term motivational consequences of early infant experiences.
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Wilson, Kris Anthony. "Philosophical accounts of mind in clinical psychology : reconciling the subjective mind and the objective brain : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology in the University of Canterbury /." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1596.
Full textAbstract:
The problem of reconciling the subjectively known mind with the objectively known brain has puzzled philosophers and scientists for centuries. When attempting to solve this problem in recent times, the focus has been on explaining how the mind is born from the brain, how the two are related, and how we can best understand them. This problem is of particular relevance to clinical psychology because it attempts to both understand and explain pathological presentations by appealing to both subjective personal experience and objective knowledge of the physicality of the brain. In this respect, clinical psychology straddles the gap between mind and brain. This thesis investigates the implications of the mind/brain problem for theory and practice in clinical psychology. Chapter one identifies the tension between knowing the world subjectively and knowing the world objectively and discusses the importance of understanding this tension when investigating the mind/brain problem. Chapter two sets out the foundational concepts of cognitive behavioural approaches in clinical psychology, looking in particular at how cognitive behavioural approaches conceptualise mental events like thoughts and beliefs. It is concluded that while cognitive behavioural approaches to clinical psychology regularly incorporate both mentalistic and physical concepts in its theory and practice, it does not address the inherent problems in their combined use, as revealed by the mind brain/problem. In order to improve the use of mentalistic concepts within the theory and practice of cognitive behaviourally based clinical psychology, chapter three explores the major conceptualisations of mind from the discipline of philosophy of mind. To achieve this improvement, chapter four, suggests that refining of mentalistic concepts in clinical psychology, through the application of philosophical concepts of mind, can be made possible through the use of a framework that captures the different explanatory levels at which the mind/brain operates. The levels-of-explanation framework is put forward for this purpose. Of particular relevance to clinical psychology is the ability to retain the importance of autonomous, subjectively experienced, and causally efficacious mental events, while at the same time, being able to give a realistic account of how these mental events are linked to the physical brain. The levels-of-explanation framework is judged to be a suitable approach with which to achieve this. In chapters five and six, the implications of clinical psychology's use of mentalistic concepts are explored in relation to evidence-based practice and case formulation. It is shown that through a greater understanding of both the nature of mind and the relationship between the mind and the brain, improvements can be made to both the theory and practice of cognitive behaviourally base clinical practice. This is achieved through the application of philosophical concepts of mind, via a levels-of-explanation framework, while both researching and undertaking clinical practice in clinical psychology.
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Swart, Sarah Kerpelman Jennifer L. "Adolescent action-taking associations with identity style, possible selves, and parental support /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/SWART_SARAH_54.pdf.
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Atwood, Kelly Christine. "Creating a community of support for National Guard and Reserve military families /." Full-text of dissertation on the Internet (391 KB), 2009. http://www.lib.jmu.edu//general/etd/2009/Masters/Atwood_KellyC/atwoodkc_masters_11-20-2009.pdf.
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Muñoz, Julie Ann Peters, and Elisa Collins Coronado. "Stress among Master of Social Work students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2459.
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This study explores stress levels among a population of Master of Social Work (MSW) students enrolled at California State University, San Bernardino (CSUSB). It is hypothesized that student stress is related to curriculum, finances, gender, and social roles.
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Gold, Gwen. "The Importance of Family-Systems Theory in Masters-Level School School Counseling Curriculum: A Study of Faculty Perceptions." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5486.
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This study examined the perceptions of Council for Accreditation of Counseling & Related Educational Programs (CACREP) master's-level school counseling program coordinators and faculty members about the importance and relevance of family systems theory and techniques coursework in their program curriculum. Family-systems theory coursework is lacking in two-thirds of those accredited programs, although mandated by their major accrediting body, CACREP. CACREP issued curriculum standards and guidelines to ensure proper training of school-counseling students and the American School Counselor Association--the foundation that expands the image and influence of professional school counselors through advocacy, leadership, collaboration, and systemic change--has issued guidelines for the training and practice of school counselors in family systems. The ASCA goal is to ensure school-counseling professionals are adequately and appropriately trained to work with children and adolescents in the school setting. Participants were 45 chairs, coordinators, or faculty members of master's-level school counseling programs from across the United States who consented to participate. Five factors influenced perceptions of the relevancy of family-systems theory for school-counseling-program respondents: the status of a family-systems course in the school-counseling program (stand-alone or not stand-alone), respondent's role as a coordinator or faculty member, single or double accreditation, formal training in family-systems theory, and attitude about family-systems theory as an enhancement to professional development. Results from other analyses included internal influences, external influences, past and future influences, demographic distinctions, limitations, suggestions for future research, and implications for the field.
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Emery, Alyssa A. "School-Level Implementation of Mastery Goal Structures: A Case Study." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429631710.
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Watts, Richard E. "The Relationship Between Selected Adlerian Personality Constructs and Counselor Effectiveness in a Master's Level Counseling Practicum." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278074/.
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This study was designed to examine the relationship between selected Adlerian personality constructs and counselor effectiveness in a master's level practicum. In addition, the relationship between counselor age and counselor effectiveness was examined.
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Halinski, Katherine Hupfeld. "Predicting beginning master's level counselor effectiveness from personal characteristics and admissions data: An exploratory study." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11038/.
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In this exploratory study of 95 counseling program master's students at a large southwestern public university, students' scores on an admissions Group Interview Sociometric Rating did not correlate with their GRE Analytic Writing (GRE-AW) scores nor their basic skills course instructors' end-of-course assessment of students' counseling-related personality traits (Personality) or mastery of basic counseling skills (Mastery). However, Mastery was predicted by both Personality, with a large effect size, and GRE-AW, with a medium effect size. This study provides promising preliminary evidence that counselor educators may use Counselor Personality Assessment Ratings and GRE-AW scores to screen master's applicants by predicting students' abilities to master basic counseling skills early in their counselor preparation. Limitations of the study and recommendations for future research are discussed.
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Wise, Riley. "The construction of professional identity in early educators with master's degrees." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557360.
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This study examines the professional identities of early educators with master's degrees in the United States. While other democratic nations have begun to move toward fully funded early care and education that offers qualified teachers a living wage, early education in the U.S. continues to be vastly underfunded and inconsistently regulated. Through semi-structured interviews with five teachers I identified specific ways in which highly qualified early educators have constructed professional identities within a marginalized profession. Results indicate that the attainment of a Master's degree in Early Childhood Education [ECE] positively influences teachers' abilities to take a leadership role, reflect critically on the field, and participate within the broader public sphere to enact change. Implications of this study highlight the pivotal role that early educators with master's degrees play in shaping the future of ECE in the U.S.
Keywords: Early Care and Education, professional identity, professional status, reflection, leadership
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Masaya, Miura. "Individual conceptions about the future : comparison of long-term and short-term oriented people." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36273/1/36273_Miura_1994.pdf.
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Having a long-term future orientation is generally considered a socially desirable characteristic. Today, particularly, with the approaching global biological and social problems, the importance of future orientation is being increasingly recognised. In this sense, the introduction of future orientation studies should be seriously considered in education. In fact, there is already such a movement in school education. In order to develop such a program, however, further research in this area is needed. This study is an exploratory study designed to serve as a basis for further research. It contrasts short and long-term future orientated people
with data collected from in-depth interviews with 34 participants. A major difference between short and long-term oriented people is the way each views the present in relation to the future. While short-term oriented people tend to see the present as an end in itself, long-term oriented
people tend to see the present as a compartment leading to the future.
This study found that long-term future oriented people had a more positive outlook towards the present and the future than short-term oriented people. Their attitude seems to be related to the degree of consciousness
concerning the connection between the present and the future. Since longterm oriented people tend to believe that the present is connected to the future in some way, they tend to be more positive when dealing with the
present. The findings showed that short-term oriented people tended to be more concerned with the significant present and/ or immediate future, and this prevented them from developing a long-term view. For long-term
oriented people, there were two major influences on their development of a future orientation. One is the influence of important role-models (that is, long-term oriented people such as parents and peers). The other was crises
which had significant meanings for them. From these findings, two hypothesis can be generated:
1) People can become future-oriented through a learning process based on modelling themselves significant people who have a long-term view.
2) An individual's significant experience or crisis can trigger a long-term future orientation.
It is possible that findings from this study may be applied in education in the interests of dealing with the imminent global environmental crises, and that students may be congnitively trained to link the present and the future as a means of developing a long-term orientation.
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Clise, Madeleine Hill. "Pleasure and Resilience: Keys to Unlocking Veterinary Well-Being." Thesis, 2018. http://hdl.handle.net/2440/131470.
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This item is only available electronically.Despite the rise of positive psychology in recent times, research continues to emphasise the risks and negative outcomes associated with veterinary work. Less is known about the factors associated with resilience and happiness for veterinarians in practice. This review critically analyses the literature on veterinary well-being, job satisfaction and the role of positive emotions at work. Recommendations are presented for exploratory research into the positive aspects of veterinary work, which may facilitate the development of workplace interventions to counter the known risks in the profession.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2018
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Chong, Celine. "The relationship between cue utilisation, state anxiety and prospective memory on performance during a novel task." Thesis, 2019. http://hdl.handle.net/2440/131437.
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This item is only available electronically.The ability to extract, utilise and apply environmental cues is a key component of expert performance. In addition to the capacity for cue utilisation, prospective memory (remembering to do something in the future) is also a critical skill for operators working within these dynamic and multi-tasked environments. Due to the nature of the environment, state anxiety (transient anxiety occurring during a stressful environment) would also impact task performance. In the present study, 30 participants undertook an assessment of cue cutisation and state anxiety, along with prospective memory tasks and a rail control simulation. The appearance of trains in the simulation followed a consistent but undisclosed pattern. The findings from this study suggested that there was no relationship between cue utilisation and state anxiety on task and prospective memory performance. However, the study was hampered by a small sample size. Implications for selection and training were discussed.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2019
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Lucas, Matthew Charles. "A case study on redesigning a business: ReturnToWorkSA’s “Designing our Future”." Thesis, 2018. http://hdl.handle.net/2440/131473.
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This item is only available electronically.This project presents ReturnToWorkSA’s redesign of their organisation. Specifically it outlines (a) the reasons for the redesign; (b) organisational design literature and the theoretical models ReturnToWorkSA used (e.g., functional analysis and lean six sigma methodology); (c) feedback from employees to gauge their thoughts and feelings about the change management approach (d); employee engagement and productivity levels before the redesign and afterwards (2016 and 2018 results); and (e) ReturnToWorkSA’s performance as a business (i.e., ReturnToWorkSA Scheme’s key performance measures before the redesign and afterwards – 2016 and 2018 results). There were 267 ReturnToWorkSA employees impacted by the redesign with 101 employees completing a change readiness survey across three different time points to assess what stage of change they may have been experiencing (i.e., denial, resistance, exploration, commitment). A significant difference was found in employee endorsement of the denial stage of change in comparison to commitment, exploration or resistance between the first survey (when the redesign was announced) and the last survey (when the structure had been finalised). Furthermore, whilst this study did not analyse the relationship between the redesign and other key measures, there were improvements from 2016 (before the redesign) to 2018 (after the redesign) in ReturnToWorkSA’s employee engagement (Utrecht engagement scale), productivity levels (Work Ability Index) and overall business results (Net Promoter Score, return to work/remain at work rates, average premium rate and funding ratio).
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2018
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Howard, Sara. "Preparing for Industrial Collaborative Robots: A Literature Review of Technology Readiness and Acceptance Models." Thesis, 2019. http://hdl.handle.net/2440/131440.
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This item is only available electronically.Collaborative robots (cobots) are an emerging technology that are increasingly being introduced into organisations. However, research investigating employee attitudes towards, or assessment of factors predicting acceptance of cobots is limited. A literature review was conducted to identify reliable and parsimonious models of technology acceptance that would hold relevance when applied to cobots. Understanding and facilitating employee acceptance of such technology is important if the improved productivity, job satisfaction and cost savings associated with its implementation are to be achieved. The Technology Readiness Index (Parasuraman, 2000) and Technology Acceptance Model (Davis, 1989) were considered most appropriate as a starting point to empirically explore cobot acceptance.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2019
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Morelli, Carla. "A Cross-Cultural Investigation of Information Security Awareness (ISA)." Thesis, 2019. http://hdl.handle.net/2440/131443.
Full textAbstract:
This item is only available electronically.The past decade of literature has seen a developing body of research focusing on the role of the employee and the associated individual differences that may influence information security in the workplace. While this research has evoked significant findings which identify a variety of factors that influence individual Information Security Awareness (ISA), the results associated with age and gender have been inconsistent (Hadlington, Popovac, Janicke, Yevseyeva, & Jones, 2018; McCormac et al., 2017). In addition, the rate of security breaches continue to rise, with the behaviours of employees identified as a source of ninety-five percent of security incidents (IMB Global Technology Services, 2014). This highlights the need for a greater focus and understanding on human aspects of information security, particularly concerning national culture, which has been very limited in focus within past research. The challenges to determine the factors contributing to information security prove to be complex. Information security awareness is now attracting more attention from industry, as stakeholders are held accountable for the information with which they work (Kritzinger & Smith, 2009). This review will provide an initial assessment of the literature on ISA, individual differences, and national culture. Industry sector will also be considered.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2019
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Whelan, Stephanie. "Personalities of Preferred Managers and Subordinates." Thesis, 2018. http://hdl.handle.net/2440/131474.
Full textAbstract:
This item is only available electronically.Purpose: This study explored personality traits within the Five Factor Model (FFM) of personality, that characterise managers’ perceptions of the personalities of their preferred managers and subordinates, and the extent to which managers’ own personality influenced their perceptions of those with whom they believe they would work best. Design/methodology/approach: Participating mangers (N=78) completed the Big Five Inventory (BFI; John et al.,1991; John et al., 2008) for themselves, their preferred manager and their preferred subordinate. Participants also provided open-ended rankings of characteristics perceived to be important for their preferred managers and subordinates. Correlation analyses and t-tests were conducted, and all open-ended rankings were coded according to the factors and facets of the Five Factor Model of personality. Findings: Participants preferred managers to be more open and extraverted and less neurotic than subordinates, while preferring subordinates to be more conscientious than managers. In addition to wanting them to be similar to themselves on each of the five factors, participants preferred managers and subordinates who were higher on the socially desirable five factor traits than themselves and lower in neuroticism. Originality/value: The results of this study may be beneficial for developing managers’ awareness of how their own and others’ personalities affect their working relationships. Developing this awareness in management training courses may assist managers to develop more positive working relationships. The methodology utilised to assess personality preferences in this study is a new approach within this area of organisational research.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2018
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Crisp, Michaela. "Dementia in the workplace: Identifying better ways of assessing cognitive functioning." Thesis, 2017. http://hdl.handle.net/2440/131798.
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This item is only available electronically.With a push towards self-sufficiency in retirement and staying at work for longer, there is a growing need to be able to anticipate the cognitive capacity of older workers. This review concerns the dangers of dementia associated with continued employment and considers two broader issues within the organisational context: (i) workers may exit the workforce prematurely due to concerns about cognition (ii) workers may stay at work for longer despite cognitive decline. Current measures used to screen for dementia, such as the MMSE, have limited diagnostic value. A new objective measure, the Cambridge Neuropsychological Test Automated Battery (CANTAB), is explored.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2017
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Duncan, Amy. "Exploration of Workforce Reactions to the NDIS: A Mixed-Methods Study." Thesis, 2019. http://hdl.handle.net/2440/131438.
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This item is only available electronically.The National Disability Insurance Scheme (NDIS) is a new way of funding and delivering disability supports in Australia. The NDIS was developed to address inadequacies in the existing disability service system and has the potential to significantly improve independence and access to appropriate services for people living with disability. The NDIS has been available Australia wide since June 2019, following a three-year implementation period, and continues to grow. Despite the potential for improved outcomes for consumers of disability services, the changes introduced by the NDIS for providers of disability supports are significant. This review provides an overview of the NDIS and the changes for the disability workforce that have been introduced by the reforms. It then analyses the available research regarding workforce experiences of, and attitudes toward, the NDIS, and provides suggestions for further research to continue to improve the implementation of the scheme from a workforce perspective.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2019
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Brown, Georgia. "The relationship between workplace behaviour policies and experiences of workplace bullying." Thesis, 2018. http://hdl.handle.net/2440/131462.
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This item is only available electronically.Workplace bullying is a global phenomenon, associated with significant negative individual and organisational consequences. Workplace behaviour policies represent a commonly promoted prevention and intervention method. However, research examining the relationship between workplace behaviour policies and bullying experiences is limited. Accordingly, this systematic review examined available research in this area, identifying what is known, what remains unknown and the requirements surrounding future research. Results revealed that studies which have attempted to explore the relationship are marked by limitations, significantly restricting their implications. Ultimately, it is unclear whether the presence of a workplace behaviour policy reduces the experience of workplace bullying. The implications of these results are discussed and directions for future research are outlined.
Thesis (M.Psych(Organisational & Human Factors))-- University of Adelaide, School of Psychology, 2018
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Jarrett, Claire. "Developing a Brief Version of a Work Safety Climate Measure for Practical Use in Organisations." Thesis, 2018. http://hdl.handle.net/2440/131472.
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This item is only available electronically.Safety climate, the shared perceptions of policies, practices and procedures for the protection of worker psychological health and safety within an organisation, is recognised as a leading indicator of safety incidents in workplaces. As such, an assessment of work safety climate can be used to identify safety issues and implement strategies to prevent such incidents. However, the ambiguity of the concept has meant that confusion remains over the definition and measurement of safety climate. The Nordic Safety Climate Questionnaire (NOSACQ-50) has previously been recognised as being useful for identifying issues with safety climate and subsequently implementing strategies for improved safety outcomes. A key issue with this questionnaire is its length; the 50 items can be too long for organisations to utilise. Briefer safety climate measures are needed for practical use if they are to provide a means of monitoring the safety climate on a regular basis. This review aims to outline safety climate, differentiating it from safety culture and identifying factors affecting safety climate and its measurement, including a discussion of brief safety climate measures and their benefits.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2018
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Chan, Gloria Wai Yee. "Agent Transparency for Intelligent Target Identification in the Maritime Domain, and its impact on Operator Performance, Workload and Trust." Thesis, 2017. http://hdl.handle.net/2440/131796.
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This item is only available electronically.Objective: To examine how increasing the transparency of an intelligent maritime target identification system impacts on operator performance, workload and trust in the intelligent agent. Background: Previous research has shown that operator accuracy improves with increased transparency of an intelligent agent’s decisions and recommendations. This can be at the cost of increased workload and response time, although this has not been found by all studies. Prior studies have predominately focussed on route planning and navigation, and it is unclear if the benefits of agent transparency would apply to other tasks such as target identification. Method: Twenty seven participants were required to identify a number of tracks based on a set of identification criteria and the recommendation of an intelligent agent at three transparency levels in a repeated-measures design. The intelligent agent generated an identification recommendation for each track with different levels of transparency information displayed and participants were required to determine the identity of the track. For each transparency level, 70% of the recommendations made by the intelligent agent were correct, with incorrect recommendation due to additional information that the agent was not aware of, such as information from the ship’s radar. Participants’ identification accuracy and identification time were measured, and surveys on operator subjective workload and subjective trust in the intelligent agent were collected for each transparency level. Results: The results indicated that increased transparency information improved the operators’ sensitivity to the accuracy of the agent’s decisions and produced a greater tendency Agent Transparency for Intelligent Target Identification 33 to accept the agent’s decision. Increased agent transparency facilitated human-agent teaming without increasing workload or response time when correctly accepting the intelligent agent’s decision, but increased the response time when rejecting incorrect intelligent agent’s decisions. Participants also reported a higher level of trust when the intelligent agent was more transparent. Conclusion: This study shows the ability of agent transparency to improve performance without increasing workload. Greater agent transparency is also beneficial in building operator trust in the agent. Application: The current study can inform the design and use of uninhabited vehicles and intelligent agents in the maritime context for target identification. It also demonstrates that providing greater transparency of intelligent agents can improve human-agent teaming performance for a previously unstudied task and domain, and hence suggests broader applicability for the design of intelligent agents.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2017
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Mason, Holly. "Protection Motivation Theory and Smartphone Security Behaviour: A qualitative investigation." Thesis, 2019. http://hdl.handle.net/2440/131442.
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This item is only available electronically.This review provides an initial assessment of the literature on smartphone reliance and the lack of good security behaviours displayed on smartphones within the general population. Protection Motivation Theory (PMT) is commonly used within information security contexts to investigate why someone might chose to engage in risky smartphone behaviour. There is theoretical support for PMT within both organisational and home settings. However, there is a lack of research within the PMT and smartphone context; therefore, an empirical investigation is warranted. Given the findings of this review, future research should examine user behaviour on smartphones across contexts.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2019
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Palumbo, Lisa. "The impact of mental health, service and transition factors on civilian unemployment in transitioned Australian Defence Force members." Thesis, 2019. http://hdl.handle.net/2440/131444.
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This item is only available electronically.The transition from military to civilian life can be challenging for many service members as they learn to cope with changes in their vocational and personal identity, relationships and differences in civilian workplace expectations. Compared with their civilian peers, veterans are more likely to exhibit greater mental health symptomology. The presence of mental health conditions has been found to exacerbate adjustment difficulties, impacting on civilian reintegration and employment outcomes. Further exploration of the facilitators and barriers impacting transition success is needed to better support our veterans.
Thesis (M.Psych(Organisational & Human Factors)) -- University of Adelaide, School of Psychology, 2019