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1
Yeager, Cynthia Celaine. "Theater and self putting self-concept into play /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1731.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hawley, Caitlin Rose. "Self-Handicapping Play in Mountain Gorillas (Gorilla beringei beringei): How Play Stimulates Emotional Regulation." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579261.
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Play is sometimes considered frivolous and non-functional. Yet social play provides important ontogenetic opportunities for animals to socialize and regulate their behavior in a relaxed setting. Mountain gorillas are shown to self-handicap play behavior in specific contexts. Self-handicapping through movement restriction and to a lesser extent positional vulnerability are mediated by individual size and play pair type (i.e. dyads matched or mismatched in size). Within pairs of mismatched sizes, play behavior significantly differed between small and large subjects. Dyads of matched small players show greater degrees of movement restriction and positional vulnerability compared to mismatched dyads. Large partners highly restrict movement with small partners but do not do so with similarly sized partners. The interactive effect between individual size and pair type greatly impact the degree of self-handicapping in mountain gorillas. Benefits related to emotional regulation through play are discussed.
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Chester, Andrea. "Presenting the self in cyberspace : identity play in moos /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000534.
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Zachariou, Antonia. "Musical play and self-regulation : an exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708961.
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Carpenter, Felicity. "Satire and Self-help: The Satirical Potential of the Self-help Industry." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16159/.
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This thesis combines a play, Getting Betterer all the Time, a satire about self-help, and an exegesis examining the possibilities that self-help offers for satire and why. The self-help industry has evolved into a massive social and economical phenomenon. The scope of self-help is constantly expanding, indicating a society of individuals desperate for help in all facets of life. As this movement has become more prevalent, self-help has attracted criticism for the way it thrives on the exploitation of people's insecurities. By playing to people's aspirations, many self-help practitioners have become wealthy, but there is a danger that some self-help products can have a harmful effect on people, and at best give rise to an insufferable hubris. Consequently, we have witnessed a rise in popular texts that spoof the self-help industry. The excesses of the self-help industry make it an easy target for satire. Self-help is well matched to satire's function to provide social commentary by ridicule of targets causing harm to the well-being of society. Self-help is an appropriate subject for satire because of its focus on social behavior such as modern parenting, consumerism and status anxiety. Self-help, in addition to providing these opportunities for social commentary, also offers much comedic potential.
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Cole, Amy Rose. "Sports Participation and Academic Achievement: Does Self-Efficacy Play a Role?" Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318829.
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This study sought to examine the relations between sports participation, academic achievement, and self-efficacy in high school students. Self-efficacy has been linked to both sports participation and academic achievement, but no study has examined these three variables together. One hundred eleven students from two schools filled out surveys examining their levels of sports participation, academic and athletic self-efficacy, and demographic information. Participating schools provided student GPA information. Results supported the study's first, second, and third hypotheses. Athletes had higher GPAs and academic self-efficacy scores than non-athletes. Additionally, there was evidence for an indirect effect of sports participation on GPA through the mediating variable of academic self-efficacy. Results did not support the study's fourth hypothesis, as there was no significant relation between academic self-efficacy and athletic self-efficacy among athletes in the present study. Results are discussed in relation to the student population and school environment.
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Giordano, Maria A. "Effectiveness of a Child-Centered Self-Reflective Play Therapy Supervision Model." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2531/.
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This study investigated the effectiveness of a child-centered self-reflective play therapy supervision model with master's level counselor education graduate students. Specifically, this research determined if the self-reflective play therapy supervision model facilitated significant change in the master's level play therapists': (a) child-centered attitude; (b) knowledge of child-centered play therapy; and (c) confidence in applying play therapy skills. This study also measured change in the skills of: (d) tracking behavior, (e) reflecting content, (f) reflecting feelings, (g) facilitating decision-making and self-responsibility, (h) facilitating esteem-building and encouragement, (i) encouraging the child to lead, (j) setting limits, (k) ability to be congruent, (l) quality of non-verbal responses and (m) quality of verbal responses.
The experimental group students (N=15) utilized a 15 week self-reflective play therapy supervision model. This model consisted of a manual that reviewed the rationale and utilization of six therapeutic responses of child-centered play therapy, self-assessment forms that were completed after reviewing weekly play therapy session videos and weekly group supervision. The control group (N=15) received supervision during the 15 weeks but did not use the manual or the self-assessment forms. Prior to working with their first client and again at the end of the semester practicum, the play therapy supervisees completed the Play Therapy Attitude-Knowledge-Skills Survey. Each supervisee submitted a pre-tape and a post-tape of a play therapy session during their semester practicum. Four doctoral students rated play therapy session video tapes using the Play Therapy Skills Assessment form. The play therapy session video tapes were assessed by objective raters.
An independent t-test utilizing the gain score as the dependent variable revealed that play therapy supervisees in the experimental group showed a statistically significant increase in their ability to implement the skill of tracking behavior, facilitating decision-making and self-responsibility and facilitating esteem-building and encouragement. In addition, the experimental group supervisees showed a significant increase in the quality of their verbal responses and a marginally significant increase in their ability to reflect content and reflect feelings. Limited statistical significance in the play therapy supervisee's improvement of skills possibly could be attributed to the small sample size and lack of random assignment of participants to the experimental and control group.
The positive trends in the play therapy supervisees increased ability to implement play therapy skills warrants additional research of the self-reflective supervision model.
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Yousef, Dina K. "Group Activity Play Therapy for Preadolescents: Effects on Low Self-Esteem." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862864/.
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Research shows that preadolescent females are more prone to negative self-perceptions than their male counterparts which places them at greater risk of developing mental health problems stemming from low self-image. The purpose of this randomized, controlled outcome study was to examine the effectiveness of group activity play therapy (GAPT) compared to an evidenced based social skills/self-esteem group. Participants were 29 fourth and fifth grade girls in two Title I schools in the southwest U.S. referred by teachers and school counselors as presenting with low self-esteem. Participants identified as 45% Latina, 38% Caucasian, 14% African American, and 3% Asian. Children were randomly assigned to either 16 sessions of GAPT (experimental group; n = 15) or 13 sessions of an evidenced based social skills/self-esteem group intervention (control group; n = 14). Results from a 2 (Group) by 3 (Times) repeated measures ANOVA indicated that, compared to the control group over time, the GAPT group reported statistically significant improvement in self-esteem with a moderate to large treatment effect. Teachers did not report a statistically significant difference between the two groups over time. However, teachers reported noteworthy improvement for children in both treatment groups, with generally stronger improvement for the GAPT group. Overall, results indicate that GAPT may be a promising school-based intervention for preadolescent females suffering with low self-esteem.
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Melia, Francine. "The self at play? : a case study of reification and dereification in the play environment of American college theatre." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397643.
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This case study aims to better understand the process through which a college theatre actor creates and presents a dereified reified "self' (the character(s) they are portraying) in a play environment, and to consider to what extent this process is conscious. In essence, the actor attempts to take nothing for granted, taking apart and examining assumptions and their cultural context. This study posits that the actor is consciously aware of and is able to recognize and manipulate culture to construct a "self' (the character) within a "play universe." This study is unique as it focuses on the actors themselves as the agents of reification as well as dereification as their processes intersect with the director, the script, and eventually the audience. This study also considers the influence of play theory on developing and breaking the "rules" of the created cultural world of the stage play by utilizing the anthropological research methods supplemented with an analysis of the personal journals of cast members. The subject population is a cast of college-age students (18-28 years old), both males (9) and females (8), from Ball State University's Theatre and Dance Department who participated in the fall 2007 production of The Human Faustus Project, directed by Jennifer Blackmer.Department of Anthropology
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Elias, Cynthia L. Berk Laura E. "Self-regulation in young children is there a role for sociodramatic play? /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927768.
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Thesis (Ph. D.)--Illinois State University, 1999.Title from title page screen, viewed July 18, 2006. Dissertation Committee: Laura E. Berk (chair), Paul T. Shallaert, Jayne E. Bucy, Matthew S. Hesson-McInnis, Mark E. Swerdlik. Includes bibliographical references (leaves 97-126) and abstract. Also available in print.
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Andrews, Pamela. "Avatar and Self: A Rhetoric of Identity Mediated Through Collaborative Role-Play." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5757.
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This project responds to a problem in scholarship describing the relationship between virtual avatars and their physical users. In Life on the Screen, Sherry Turkle identifies points of slippage wherein the persona of the avatar becomes conflated with the user's sense of self to create an authentic self predicated on both real and virtual experiences (Turkle 184-5). Although the conflation of the authentic self with the virtual has provided various affordances for serious games or other pedagogical projects such as classrooms hosted through the game Second Life, the processes enabling identification with an avatar have been largely overlooked. This project examines several layers of influence that affect how users play with identity to create successful social performances within an online community connected to a work of fiction. In doing so, the user must consider his or her own motivations for creating a persona, how these motivations will allow the avatar to achieve social acceptance, and how these social performances connect to the scene created by the work of fiction. Using an online role-playing forum based on a work of fiction as a site of analysis, this project will borrow from game studies, dramatism, and identity theory to create a framework for discussing processes through which users identify with their virtual avatars.M.A.
Masters
Writing and Rhetoric
Arts and Humanities
English; Rhetoric and Composition
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Christensen, Jacob Holt. "Space Plug-and-Play Architecture Networking: A Self-Configuring Heterogeneous Network Architecture." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1422.
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The Space Plug-and-Play Architecture (SPA) networking approach outlined in this dissertation is an improvement over the previous approach used by the Satellite Data Model(SDM). The first improvement is the introduction of a SPA network model based on the Open Systems Interconnection (OSI) model. Second, a new addressing and routing scheme is presented, which places the burden of routing on the network infrastructure instead of the network endpoints. These improvements have been implemented in a software infrastructure called the SPA Services Manager (SSM). The SSM was developed under an International Organization for Standardization (ISO) 9001 certified development process, the details of which are presented. A collection of network timing graphs that measure latency and jitter of the SPA network is contained in this dissertation, as well as a runtime memory footprint. The maturity of the development process and these initial performance measurements demonstrate that the SSM is qualified for spaceflight.
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Scott, Michael James. "Self-beliefs in the introductory programming lab and game-based fantasy role-play." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11047.
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It is important for students to engage in adequate deliberate practice in order to develop programming expertise. However, students often encounter anxiety when they begin to learn. This can present a challenge to educators because such anxiety can influence practice behaviour. This thesis situates this challenge within the Control- Value Theory of Achievement Emotions, emphasising a need for domain-specific research and presenting new research tools which can be used to investigate the area. Analysis of data collected from three cohorts of introductory programming students on web programming (2011-12) and robot programming (2012-13 and 2013-14) courses show that programming self-concept and programming aptitude mindset can predict programming anxiety and that programming anxiety is negatively correlated with programming practice. However, levels of anxiety remained consistently high across this period. A method to enrich these psychological constructs through a multimedia-rich learning environment is proposed. Drawing upon the interplay between narrative reinforcement and procedural rhetoric that can be achieved in a fantasy role-play, students' self-concept can be enhanced. A double-blind randomised controlled trial demonstrates promising results, however small effect sizes suggest further research is needed.
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Alfano, Candice Ann. "Does negative self-imagery play a causal role in social phobia among adolescents?" College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2858.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Punchard, Tracy Kathleen. "Art, criticism, and the self, at play in the works of Oscar Wilde." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ38960.pdf.
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Hendel, Helene Chaya. "Effects of Moderate Pressure Massage on Self-Regulation and Play in Preterm Babies." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_ot_student_dissertations/59.
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The purpose of this study was to examine whether mother-administered moderate pressure massage intervention could improve self-regulation, which would result in improvements in play outcomes. It was posited that a child who is self-regulated may be more successful in his/her play and that moderate pressure massage could be an effective tool to improve self-regulation in preterm infants with decreased self-regulation. Participants in the study were five preterm children ranging from 12 to 18 months corrected age and their mothers. The study utilized an A-B nonconcurrent multiple baselines across subjects design in which each participant acted as his/her own control as well as a pretesting and posttesting component with objective measures. Baselines were of varying lengths, ranging from 3 to 7 weeks. Intervention of mother-administered massage was 6 weeks long for all participants. Three objective standardized measures were used in pretesting and posttesting. These measures included the Infant Toddler Social Emotional Assessment to measure self-regulation, the Revised Knox Preschool Play Scale to measure play age, and the Test of Playfulness to measure playfulness. Visual analogue scales, with mother generated behavioral goals related to the three standardized assessments, were scored weekly by the mothers. The results indicated that moderate pressure massage had a calming and regulating effect on the child and resulted in improvements in the child’s play skills and playfulness over the course of the 6 weeks of intervention. The important clinical implications are that this cost-effective, parent-administered technique can positively affect outcomes of improved self-regulation, playfulness, and play skills. In addition, the study contributes important information about the influence of self-regulation on the development of play and playfulness in preterm babies and on mothers’ participation in their baby’s intervention, which contributes to a family-centered approach.
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Odreman, Holldrid Aner. "Videotaped Role-Play Simulation in Teaching Transcultural Self-Efficacy to Interprofessional Healthcare Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1828.
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Increased demand for culturally sensitive healthcare services suggests that interprofessional beginning healthcare students need to gain the necessary cultural competency skills to be successful in delivering positive health outcomes for diverse patients. Bandura's theory of observational learning, Mezirow's theory of transformative learning, and Purnell's and Paulanka's model of cultural competence informed the framework for this research. The purpose of this quasi-experimental quantitative study was to determine the relationship between mode of instruction (observing role models in videotaped role-play simulation) and increased transcultural self-efficacy in cultural competence instruction. A convenience sample of 196 students enrolled in an interprofessional education (IPE) course was randomly assigned at the time of course enrollment to either control or experiment course sections. Pretest and posttest data were collected anonymously through paper-and-pencil administration of the Transcultural Self-Efficacy Tool-Multidisciplinary Healthcare Provider (TSET-MHP). Paired-samples t test showed that students in the intervention group had statistically higher (p < .05) posttest scores in perceived transcultural self-efficacy after observation of standardized patient actors in a videotaped role-play simulation than did students in the control group. These results support the use of videotaped role-play simulation for cultural competence instruction as a means to achieve improved patient care within the culturally diverse population in the healthcare system.
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Oe, Emily Norene. "Comparison of Initial Session Play Therapy Behaviors of Maladjusted and Adjusted Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331993/.
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The initial session play therapy behaviors of maladjusted and adjusted children were compared to investigate the value of children's play for diagnostic purposes. The frequency and the intensity of 13 categories of play behaviors were considered as factors in discriminating maladjusted children from adjusted children. The 15 children in the maladjusted group had been referred by their parents for counseling but had not been in counseling previously, and their teachers had reported that they had exhibited two or more behaviors indicative of emotional disturbance. The 15 children in the adjusted group were rated by their teachers as exhibiting none of the behaviors Indicating emotional disturbance, and their parents recognized no need for counseling. All subjects were 5 to 9 years of age, and the two groups were matched for age and sex. The Play Behaviors Adjustment Rating Scale (PBARS) was used to rate each child's play behaviors in an initial videotaped 36-minute play therapy session. The frequency and the intensity were rated for thirteen play categories: exploratory, incidental, creative or coping, dramatic or role, relationship building, relationship testing, self-accepting, self-rejecting, acceptance of environment, nonacceptance of environment, positive attitudinal, ambivalent attitudinal, and negative attitudinal. The results of the chi-square analysis indicated that maladjusted children exhibited significantly more self-accepting and nonacceptance of environment behaviors as well as more intense dramatic or role behaviors and acceptance of environment behaviors than did adjusted children. Further investigation showed: (a) maladjusted girls expressed dramatic or role behaviors more often and more intensely than maladjusted boys, (b) maladjusted boys showed more self-accepting and nonacceptance of environment behaviors than maladjusted girls, (c) maladjusted boys exhibited more self-accepting behaviors than adjusted boys, (d) adjusted girls expressed more positive attitudinal behaviors than adjusted boys, and (e) adjusted boys engaged in more exploratory play and were more intense in negative attitudinal play than adjusted girls.
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Flanders, Joseph L. "Rough-and-tumble play and the development of externalizing behaviour." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115901.
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Longitudinal research on externalizing disorders has demonstrated that the signs of this form of psychopathology emerge early in life. For example, physically aggressive behaviours can be first observed as early as 18 months of age. Most preschool-aged children develop the self-regulatory abilities to inhibit these problem behaviours and express their aggressive and competitive impulses in alternative, constructive ways. Some children do not develop these abilities and chronic psychosocial difficulties typically result.Several researchers have raised the possibility that Parent-child rough-and-tumble play (RTP) interactions give parents and children an opportunity to develop the child's self-regulatory abilities. Defined here as aggressive behaviours in a play context, RTP often challenges children to modulate their behaviour to ensure their play partner continues to enjoy the activity. In the work that follows, the hypothesis that parent-child RTP can influence the development of behaviour self-regulation is tested.
The first study reported here shows that the frequency of mother-child RTP in the preschool is negatively associated with physical aggression later in development, though this effect depends on the presence of a father figure in the home. The second study validates the Rough-and-Tumble Play Scales (RTPS), designed to facilitate the study of RTP and the development of self-regulation. The third study uses observational techniques to highlight the importance of a dominant father in play interactions. RTP frequency was negatively associated levels of physical aggression in dyads in which the father was relatively more dominant. The reverse was true for dyads in which the father was relatively less dominant. Finally, the fourth study showed that this interaction between father-child RTP frequency and father dominance also predict several other aspects of self-regulatory functioning 5 years later.
RTP is a highly common, natural, and enjoyable activity for many parents and their children. Collectively, these studies also suggest that under the right conditions, parent-child RTP can influence the development of a child's self-regulatory abilities. While further research is needed, these results hold promise for the development of new interventions for children at risk for externalizing problems and their parents.
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Carlson, Elizabeth J. "Even in Arcadia: Conflict, Certainty, and Self-Perception whilst Directing Tom Stoppard's Iconic Play." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/311450.
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TheaterM.F.A.
This thesis is a partial documentation of the process of preparing and rehearsing Temple University Theatre's 2015 production of Tom Stoppard's Arcadia, and the ways in which the process was artistically challenging and personally transformative. It is a demonstration of the manifold procedure of discovering action through language in the rehearsal process, the essential relationship of language to behavior in all collaborative practice and both the embrace of constructive conflict and the fundamental exercise of self-reflection as the primary catalysts for artistic development.
Temple University--Theses
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Kim, Yuna. "Study, Socialize, and Play: Understanding Students’ Multiple Goal Pursuit and Multiple-Goals-Directed Self-Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587486169238009.
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Pigozzo, Julie M. "The effect of game location on self-efficacy and assertive play in women's collegiate soccer." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1306856.
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Several studies conducted on home advantage in sport have focused on game location and performance outcome. The purpose of this study was to examine three components of home advantage, such as the effect that game location has on self-efficacy, a critical psychological state, and assertive play, a critical behavioral state. Participants (N = 21) from one mid-sized, midwest, Division I soccer program completed the Modified State Sport-Confidence Inventory (MSSCI) prior to six home conference games and six away conference games. In addition, all 12-conference games were observed and coded according to four assertive behaviors of soccer players. Data were analyzed using a permutation test and Spearman's Rho with a level of significance set at .05. Results indicated there was no significant difference in self-efficacy between home and away games and no significant difference in assertive play between home and away games. No significance relationship was found for self-efficacy and assertive play. Possible limitations along with recommendations for the future are discussed.School of Physical Education
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Xie, Chunhui "Shay." "The Instagram Playscape: Designers’ Creative Self-expression as Play and Inspiration for Their Professional Practice." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522332514029527.
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Hagan, Micheline S. "On Writing, Playing, and Self Experiencing." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1319816850.
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Semanic-Lauth, Susan. "An investigation of the relationship between playfulness and self-esteem." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39751.
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Crow, Judy C. (Judy Carolyn). "Play Therapy with Low Achievers in Reading." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332263/.
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Play therapy in a school setting was studied to determine its therapeutic effectiveness on students' reading achievement, self-concept, and locus of control. The sample consisted of 24 students in two first grade classes who had been retained because of low achievement in reading. Instruments used in the study were the Gates MacGinite Reading Test, the Piers-Harris Children's Self-Concept Scale, and the Intellectual Achievement Responsibility Questionnaire.
Analysis of covariance, used to test the significance of the difference between the adjusted post-test means of the experimental and control groups, showed that participants in play therapy scored significantly higher in self-concept than did those who were not exposed to treatment. No statistically significant differences were found between the two groups in reading achievement or locus of control.
Since research has shown that low achievers in reading tend to have low self-concepts, it seems reasonable to assume that improved self-concept would be related to improved reading scores. The nature of such a possible relationship needs further study. Recommendations were made for integrating affective components into academic remediation programs, and suggestions for further research were made.
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Carlsson, Fredrik, and Joey Öhman. "AlphaZero to Alpha Hero : A pre-study on Additional Tree Sampling within Self-Play Reinforcement Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259200.
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In self-play reinforcement learning an agent plays games against itself and with the help of hindsight and retrospection improves its policy over time. Using this premise, AlphaZero famously managed to become the strongest known Go, Shogi, and Chess entity by training a deep neural network from data collected solely from self-play. AlphaZero couples this deep neural network with a Monte Carlo Tree Search algorithm that drastically improves the networks initial policy and state evaluation. When training AlphaZero relies on the final outcome of the game for the generation of training labels. By altering the learning target to instead make use of the improved state evaluation acquired after the tree search, the creation of training labels for states exclusively visited by tree search becomes possible. We propose the extension of Additional Tree Sampling that exploits the change of learning target and provide theoretical arguments and counterarguments for the validity of this approach. Further, an empirical analysis is performed on the game Connect Four, which harbors results that justifies the change in learning target. The altered learning target seems to have no negative impact on the final player strength nor on the behavior of the learning algorithm over time. Based on these positive results we encourage further research of Additional Tree Sampling in order to validify or reject the usefulness of this method.I självspelande straffinlärning spelar en agent mot sig själv. Med hjälp av sofistikerade algoritmer och tillbakablickande kan agenten lära sig en bra policy över tid. Denna metod har gjort AlphaZero till världens starkaste spelare i Go, Shogi, och Schack genom att träna ett djupt neuralt nätverk med data samlat enbart från självspel. AlphaZero kombinerar detta djupa neurala nätverk med en Monte Carlo Tree Search-algoritm som kraftigt förstärker nätverkets evaluering av ett bräde. Originalversionen av AlphaZero genererar träningsdata med det slutgiltiga resultatet av ett spel som inlärningsmål. Genom att ändra detta inlärningsmål till resultatet av trädsöket istället, möjliggörs skapandet av träningsdata från bräden som enbart blivit upptäckta genom trädsök. Vi föreslår en utökning, Additional Tree Samling, som utnyttjar denna förändring av inlärningsmål. Detta följs av teoretiska argument för och emot denna utökning av AlphaZero. Vidare utförs en empirisk analys på spelet Fyra i Rad som styrker faktumet att modifieringen av inlärningsmål är rimligt. Det förändrade inlärningsmålet visar inga tecken på att försämra den slutgiltiga spelarens skicklighet eller inlärningsalgoritmens beteende under träning. Vi uppmuntrar, baserat på dessa positiva resultat, ytterligare forskning vad gäller Additional Tree Sampling, för att se huruvida denna metod skulle förändra AlphaZero.
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Lopez, Helen Trevino. "The Effects of a Therapeutic Play Intervention on Hispanic Students' Reading Achievement, Self-Concept, and Behavior." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2712/.
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This study employed a pretest/posttest control group design to investigate the achievement of second grade Hispanic students from a predominantly low socio-economic school in a large metropolitan city. The thirty Hispanic students with the lowest scores on the Gates MacGinitie Reading Test were randomly assigned to the experimental group (n =15) or the control group (n=15). The treatment consisted of 16, 30-minute sessions of play intervention--2 times per week for 8 weeks. The providers of play therapy were school personnel trained in the principles of child-centered play therapy including tracking, reflecting feelings, and setting limits. Instruments were administered to all subjects prior to the 8 week treatment period and in the two-week period following treatment and included the GMRT, the Joseph Pre-School Primary Self-Concept Test (JPPSCST) and the Child Behavior Checklist Teacher Report Form (CBCTRF). Statistical analyses included a (t-test; 2 tail; p > .05), discriminant analysis, and cross validation. The results indicated that children who received play therapy did not achieve notably higher mean scores in reading. However, play therapy did improve the experimental group's self-concept scores and their internal behavior scores, though not significantly. All differences between the experimental and the control groups were within 1 point except the JPPSCST self-concept mean scores were 1.53 in favor of the experimental group. The CBCTRF Internal behavior mean scores were 1.20 in favor of the experimental group indicating a positive trend. The CBCTRF External behavior scores were 2.74 in favor of the control group. None of the differences was statistically significant and the 4 null hypotheses were accepted. The sample size (N =30) suggests the need to exercise caution in interpreting these findings.Further research utilizing a longer time period between pretesting and posttesting is recommended and may provide more definite information regarding the impact of play therapy on children's reading, self-concept, and internal and external behavioral characteristics.
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Shirley, Louisa. "The development of sex-congruent preference in infancy : a longitudinal study." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4526/.
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Gender schematic processing theory suggests that children will use gender knowledge about themselves and others to make 'like me' judgements about others. They will use the behaviour of 'like me' others to create appropriate 'own-sex' schemas which will guide their behaviour. The research presented here examines this main premise of gender schematic processing theory. Because gender schematic processing posits a unitary source for the development of sex-typed behaviour i.e. the development of gender cognitions, the trajectory of development is presumed to be the same for boys and girls. This assumption is also examined in this thesis. The sex-typed preference of sixty infants at 3, 9, and 18 months was studied using measures of duration of attention to simultaneously-presented male/female pictures of peers, toys, and play activities. Self-recognition (thought to be an early manifestation of self-concept) was measured by observing mirror behaviour (rouge test) and through monitoring the infants' preferential looking to their own image paired with that of a same-age, same-sex peer. The infants' gender labelling ability was assessed at eighteen months, and demographic information was collected at each session. The infants showed self-recognition on both measures at eighteen months, but their poor performance at the gender labelling task suggested that their formal understanding of gender identity had not yet developed. The infants as a group did not show sex-typed preferences for attending to peers, or play activities, although same-sex preference was found for male infants in both areas. Despite an apparent lack of gender- related cohnitions, there was a significant sex-congruent preference for toys when the group of infants was tested at eighteen months. The trajectory of development of this sex-typed behaviour was different for male and female infants suggesting that the gender schematic processing model is not adequate in its present form to predict the ontogeny of sex-typed behaviour.
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Najmi, Anjum A. "Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500031/.
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The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand the full range of student interactions and how they constructed knowledge. The research design employed computer-mediated discourse analysis to examine qualitative data. Data was triangulated through constant-comparative coding of student communication in the form of web logs, emails, student assignments, and semi-structured interviews. Review and consensus building was embedded in the process of identifying emerging codes and categories, and used to support emergent inferences before the final themes were identified and mutually agreed upon. Finally, to evaluate the outcome of the instructional design, pre and posttest measures were used among groups using a two-sample t-test. Statistical significance was used to determine changes in learning outcomes while select qualitative codes were examined and reviewed to gauge student satisfaction with the instructional approach. Results indicated substantial qualitative and quantitative differences among the three versions of the course related to self-regulated learning practices and communicative action in particular in terms of student interaction, and knowledge construction. Additional, findings revealed differences in epistemic beliefs about learning, which in turn influenced how students chose to learn. These outcomes are presented and discussed along with the implications for instructional design.
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Rennie, Robyn Lynette. "A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children with Adjustment Problems." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2504/.
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This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions.
The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of 13 children experiencing adjustment problems, received no play therapy intervention over a 12 week period.
An Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses and one subscale hypothesis examining the effectiveness of individual play therapy versus the wait list control group. Specifically, children with adjustment problems in the experimental group exhibited a significant reduction in total behavior problems and a significant reduction in externalizing behavior problems as measured by the Child Behavior Checklist-Parent Form (CBCL). Additionally, an Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses examining the comparison of the effectiveness of individual play therapy versus the group play therapy comparison group from McGuire (1999). Individual play therapy was significantly more effective than group play therapy in helping children maintain an acceptable level of classroom behaviors as perceived by teachers on the Early Childhood Behavior Scale (ECBS).
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Smith, Austin. "Raging in service of the self: exploring a five-year-old boy's aggression within his play therapy." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/254/1/Smith_Austin_MA.pdf.
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This thesis takes the form of an in-depth case study within which the play therapy process of an aggressive 5-year-old boy was explored. The aim of the research was to examine the abundant expressions of aggression that were present within his therapy, and in so doing reflect their rich communicative content and their relevance and purpose in the development of his Self. Object relations theory formed the lens and theoretical context for this research with Winnicott’s contributions and Parens' model of aggression being considered in particular. A detailed data resource of the therapy process was compiled and transposed into narrative form. These narratives were reviewed with a reading guide as a means to facilitate a hermeneutic exploration of the data. The emergent themes were considered against the case data and the current theory, which allowed for their further analysis and development. From this the value of using Parens’ model was considered and deemed useful although limited in its contribution. The analysis and the themes which emerged conveyed how within this case the child’s aggression presented as: a significant feature of his ambivalence towards relationships; a powerful and pervasive protective fantasy of omnipotence; inherently linked to his sense of self and self expression; and as actively involved in his True Self’s hope-filled attempts for an alternative experience. This thesis provides a descriptive account of a challenging case, offering insights into the value and meaningful content of aggressive behaviours, with the intention being to reflect that which is often not easily appreciated or readily observable within such a therapy process, a trace of hope.
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Curry, Erin A. Braswell Gregory S. "The relationship between mother-child mutuality during sociodramatic play, pre-school children's self-regulation, and parenting style." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414130101&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207662368&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2007.Title from title page screen, viewed on Apr. 8, 2008. Dissertation Committee: Gregory S. Braswell (chair), Laura E. Berk, Renee M. Tobin, Connor M Walters. Includes bibliographical references (leaves 70-77) and abstract. Also available in print.
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Powell, Nicola Juliette. "The potential of the therapeutic relationship in dealing with learning disabled children." Thesis, Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-06152005-154202/.
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Farrington, Joanna. "A study investigating the realtionship between parental conflict, self-concept and the roles children play in bullying situations." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497235.
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Bullying in schools is a growing international concern as the consequences of bullying and victimisation have been shown to be far-reaching. With the aim of developing effective anti-bullying interventions, previous research has investigated. The factors situated within the child's family and within the child themselves that are considered to be the causes of childhood bullying. An underdeveloped area in the literature was in relation to the protective characteristics of children who are at risk of bullying, specifically how the characteristics of children mediate or moderate the ettects ot negative tamily experiences on bullying behaviours.
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Devres, Rukiye. "Architecture as a stage for play and self expression : an intervention of public open space in Istanbul, Turkey." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/11237.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1996.Includes bibliographical references (p. 87-88).
People of all races, cultures and religious backgrounds share the need for public places which allow for human interaction and self expression. Unfortunately, in Istanbul, a city of twelve million people where public space has historically been associated with the mosque, historical precedents for secular public places such as this do not exist. Since the decline of the role of religion in social and governmental settings, the mosque courtyard has become primarily a place for ablution, and has lost its quality for gatherings. Yet, today, the city fabric has not changed to accommodate for the space which the mosques provided long ago. As a result, there is a great need for the improvement of public space, and for the making of new public gathering places in Istanbul. This thesis explores the introduction of a public open space into one of the unused sections of the waterfront in Istanbul, and the site for this project is that of the old loading docks and warehouses located across from the Tophane Museum--the historic Ottoman Artillery. The proposed plaza is located at a crossing of many transportational and recreational paths accentuated by the design. As a result the place becomes a nodal point. Self expression and play are the guiding forces behind the program which revolves around a big pool, full of activities, which recognizes water as the life giver to the city of Istanbul.
by Rukiye Devres.
M.Arch.
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Carrillo, Kimberly Ann. "Let's play ... in-group vs. out-group game playing and ostracism in an immersive environment /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Tweedie, Krista Lynne. "Relinquishing knowing and reclaiming being : a heuristic self-search inquiry of becoming a counsellor through learning to tolerate uncertainty by reflecting on experiences in life, counselling practice and research." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15780.
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Previous research emphasises the importance of a counsellor’s ‘way of being’ in determining therapeutic effectiveness and outcome. The capacity to tolerate uncertainty is regarded as an important counsellor attribute. However, failing to show how counsellors learn this, limits the practical relevance of the existing literature for psychotherapy and counselling. This study questions how a counsellor can learn to bring his or her self more fully into relationship with clients and what the implications of this learning process on counselling work are. Central to this study is Levine’s (2002) conception that learning occurs through a willingness to think about experiences, which necessitates facing uncertainty. This thesis argues that the capacity to tolerate uncertainty is an individual learning process and a precondition for a counsellor developing his or her ‘way of being’ or therapeutic ‘use of self’ (Wosket, 1999). In this study, the counselling practitioner-researcher draws on her own learning process to show how reflection on personal issues triggered by experiences of uncertainty, that could obstruct a counsellor’s emotional availability necessary for ‘use of self’, may be a fundamental part of counsellor professional development. A learning process is demonstrated through reflection on five vignettes of experiences of uncertainty from life and counselling practice. Beginning with an inexplicable experience in counselling practice that the counsellor struggles to understand her response to, she wonders how her difficulty with tolerating uncertainty might relate to experiences of uncertainty and learned defences from her childhood and adolescence. Through an experience with a client’s overt uncertainty, the practitioner grasps the difference between trying to tolerate uncertainty and developing this capacity as a ‘way of being’. When creative and play work with a child client challenges use of the counsellor’s defences, her learning moves from a conceptual understanding to an embodied one. She becomes more present and vulnerable with clients allowing for connection with clients and greater depth in counselling work. The practitioner-researcher attributes this personal learning to the six phases of Sela Smith’s (2002) heuristic self-search inquiry that requires immersing in uncertainty, dwelling in the research question and accessing tacit knowledge. This study contributes to a lack of practical literature within psychotherapy and counselling on how counsellors develop their therapeutic ‘use of self’, a way of being that has been linked to effective therapeutic outcome yet only a small number of therapists possess. Although the process and findings of this subjective study cannot be generalised, it aims to stimulate each counsellors’ own reflection on therapeutic ‘use of self’. This study suggests a heuristic self-search framework for a counsellor to confront his or her own relationship to uncertainty as an integral part of professional development beyond what training can provide.
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Blanco, Pedro J. "The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9933/.
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This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed differently from the control group across time according to the pretest and posttest results of the Young Child's Achievement Test (YCAT), the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSAYC), and the Student-Teacher Relationship Scale (STRS). Additionally, partial η2 was calculated to determine practical significance. One hypothesis was retained at the .05 level of significance. Findings indicated that academically at-risk 1st graders who participated in CCPT scored statistically significant higher on academic achievement. Specifically, children assigned to the experimental group demonstrated a statistically significant increase in Early Achievement Composite (p = .03) when compared to children assigned to the no treatment control group. No statistical significant results were found on Self-Concept and Student-Teacher Relationship Stress.
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Blanco, Pedro J. Ray Dee C. "The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9933.
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Lesslie, Linnea, and Michelle Kuba. "I feel different when I play : A study of self esteem and well-being in MMO-playing young adults." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-167028.
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The current study aimed to investigate if there was a difference in self esteem of Swedish young adults when they were playing MMO (Massively Multiplayer Online Games) compared to when they were not playing. Moreover, the purpose was to explore whether any discrepancy in self esteem was associated with well-being and/or the amount of time spent gaming. The sample (N=75) was 19-30 year olds who regularly played MMO. The study consisted of an online survey including the Short Warwick-Edinburgh Mental Well-Being Scale, two versions of the Rosenberg Self Esteem Scale (one directed towards when playing and one towards when not playing) as well as questions concerning gaming habits. The results showed a significant difference in self esteem with a generally lower self esteem when playing compared to when not playing. The results indicated that MMO-playing functions as a separate context, where self esteem manifests differently from otherwise. The group reporting the lowest well-being showed a significant correlation between well-being and the discrepancy. This indicated that people with low well-being may have an increased sensitivity towards a discrepancy in self esteem where it tends to affect well-being negatively. The group that played the most showed a generally larger discrepancy compared to those who played the least. The patterns observed in the study motivate further research regarding why self esteem manifests differently in the MMO-playing context.Studien ämnade att undersöka om det fanns en skillnad i självkänsla hos svenska unga vuxna då de spelande MMO(Massively Multiplayer Online Games) i relation till när de inte spelade. Vidare var syftet med studien att undersöka om någon diskrepans i självkänsla var associerat med välmående och/eller antal timmar de spelade. Urvalet (N=75) bestod av 19-30 åringar som regelbundet spelade MMO. Studien bestod av en online enkät med en Short Warwick-Edinburgh Mental Well-Being Scale och två versioner av Rosenberg Self Esteem Scale (en riktad mot då de spelande och en riktad mot då de inte spelade). Vidare bestod enkäten av frågor gällande spelvanor. Resultatet visade på en signifikant skillnad i självkänsla med en lägre självkänsla då de spelade än då de inte spelade. Resultatet tyder på att MMO-spelande fungerar som ett kontext där självkänsla manifesteras annorlunda. Gruppen som rapporterade lägst välmående visade på en signifikant korrelation mellan välmående och diskrepans. Detta indikerar att människor med lågt välmående kan ha en ökad känslighet för diskrepans i självkänsla, där diskrepansen verkar påverka välmående negativt. Gruppen som spelade mest tenderade vidare att generellt ha en större diskrepans i jämförelse med dom som spelade minst. De mönster som observerats i den aktuella studien motiverar framtida forskning gällande varför självkänsla manifesteras annorlunda i MMO-spelande kontext.
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Hanus, Michael D. "Pay to Play: Effects of Money and Choice on Intrinsic Motivation, Enjoyment, and Self-Esteem in Video Game Players." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338480089.
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Louw, Elsabe. "Gestaltspeltegnieke in die assessering van die pleegkind se eiewaarde in sy middelkinderjare." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04172007-145003.
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Ketterer, Jessica. "Assessing Clinical Competency: The Simulated Patient Assessment and Research Collaboration." NSUWorks, 2014. http://nsuworks.nova.edu/cps_stuetd/96.
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The efficacy of using simulated patients (SPs) to train clinical interviewing skills in pre-practicum- and practicum-level mental health clinicians was evaluated compared to the use of traditional role-play with peers. Participants, regardless of group, engaged in a 15-minute videotaped simulated clinical session with an SP as a pre- and post-test measurement and completed five laboratory sessions, either utilizing role-play with peers or with an SP. Participants' counseling self-efficacy (CSE), measured by the Counseling Self-Estimate Inventory (COSE); state anxiety, measured by the State-Trait Anxiety Inventory, Version Y-1 (STAI Y-1); and self-reflective anxiety, measured by the Fear of Negative Evaluation scale (FNE), were assessed pre- and post-intervention. An inventory to evaluate participants' clinical competency acquisition, the Skills in Psychological Interviewing: Clinical Evaluation Scale (SPICES), was developed for the study. All participants, regardless of group, improved significantly on all measurements except fear of negative evaluation. No differences were observed between groups on outcome variables. However, all participants' pre- and post-test interaction with the SP may account for these improvements. CSE, state anxiety, and fear of negative evaluation were found to account for a small amount of variance in clinical competency acquisition in this study. The piloted SPICES scale exhibited good validity and strong inter-rater reliability estimates. Results support the efficacy of these training methods in decreasing student clinicians' anxiety levels and in increasing students' CSE and skill acquisition; furthermore, a clinical competency measure is introduced.
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Bauman, Shannon. "The importance of self-esteem in learning and behavior in children with exceptionalities and the role magic tricks may play in improving self-esteem and in motivating learning." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/660.
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This paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that self-esteem has no effect on learning and behavior in children with and without exceptionalities. There was no information found that state high self-esteem has a negative effect on learning or motivation in children with exceptionalities or without exceptionalities. Regardless of whether or not one agrees that self-esteem affects learning and behavior in children with exceptionalities, it is important that educators find ways to help all children with exceptionalities, as well as without exceptionalities, improve their self-esteem thereby possibly helping improve learning, behavior, and motivation. One possible way to help raise self-esteem in children with exceptionalities is the use of magic tricks inside and outside the classroom. Incorporating the use of magic tricks in lessons seems to motivate learning. The information on the use of using magic tricks to raise self-esteem is limited to few articles and only one study. While the information on using magic to improve self-esteem in children with exceptionalities is limited, the information collected to date all state positive results using magic tricks to not only raise self-esteem but to also to motivate learning in children with exceptionalities.B.S.
Bachelors
Education and Human Performance
Exceptional Education
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Li, Kee Goh. "The roles self-congruity and country-of-origin play in the product evaluation of global brands : a cross-cultural study /." Title page, table of contents and introduction only, 1998. http://web4.library.adelaide.edu.au/theses/09EC/09ecl6933.pdf.
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Salgado, Roy. "Counseling Children who Speak a Language in which the Counselor is not Fluent: Play Therapy and Counselor Perceived Self-Efficacy." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/25.
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This study investigated 9 variables to determine their relationship to the frequency of use of "Play Therapy" or non- verbal counseling techniques by elementary school counselors as well as their relationship to counselor perceived self-efficacy when counseling children who speak a language in which the counselor is not fluent. The notion of placing an emphasis on "Play Therapy" or non- verbal counseling techniques with such a population has emerged as a possible therapeutic intervention when working with individuals from a cultural background which is different from that of the counselor. Researchers in counseling have noted the importance of providing adequate services to diverse populations including those who do not speak a language in which the counselor is fluent. This study was based on the concept that an elementary school counselor's effectiveness when counseling children who speak a language in which the counselor is not fluent is related to the counselor's level of training in non-verbal counseling techniques, level of training in multicultural counseling, years of counseling experience, professional membership affiliations, fluency in other languages, gender, and grade level in which the counselor works. Statistically significant relationships were found with several of the variables including level of training in play therapy, membership in the Association for Play Therapy and American School Counselor Association, and grade level in which the counselor works. Elementary school counselors and counselor educators can utilize the findings of this study to develop and implement programs that teach play therapy and other non-verbal counseling techniques to elementary school counselors. These experiences may help provide better services to diverse populations including those who speak a language in which the counselor is not fluent.
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Janse, van Rensburg Liza. "The experiences of professionals utilizing sensory–motor play with young children in Gestalt play therapy / Elizabeth Sarah Janse van Rensburg." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7357.
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The aim of this study was to explore and describe the experiences of professionals
utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in
order to provide recommendations for professionals and to create an awareness of the
value of SMP in Gestalt play therapy. Coming from an occupational therapy
background, the researcher became aware of the potential value of utilizing sensorymotor
play in Gestalt play therapy with YC. SMP, being a vital part of the sensory
integration developmental process of YC, promotes body awareness through muscle
movement and control. Awareness is one of the major aims of Gestalt play therapy. All
the senses contribute to YC's awareness, including the frequently unacknowledged
vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental
importance of SMP should be acknowledged and integrated in the therapy process.
Professionals young children working in this field, coming from diverse educational
backgrounds, do not necessarily have the knowledge or experience of the utilization of
SMPwith YC.
A qualitative research approach with a case study research design was adopted in
order to explore and describe the experiences of professionals regarding the utilization
of SMP with YC in Gestalt play therapy, through applied research. The empirical data
was collected by conducting two focus group discussions with professionals from
diverse educational backgrounds. Two main themes with different sub-themes and
categories were identified by analysing the data. The main themes are that participants
are of the opinion that SMP enhances the therapeutic relationship and that SMP has a
self-regulatory function.
The researcher concludes that professionals gained a new awareness regarding the
subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC
can promote and facilitate whole body/mind awareness and integrated healing.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
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Weber, Anke Maria [Verfasser], Miriam [Akademischer Betreuer] Leuchter, and Julia [Akademischer Betreuer] Karbach. "Supporting children’s science knowledge acquisition, science reasoning, and science self-concept through block play / Anke Maria Weber ; Miriam Leuchter, Julia Karbach." Landau : Universität Koblenz-Landau, Campus Landau, 2021. http://d-nb.info/1230798889/34.
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Tang, Wai Yen. "Lose your Self-Control to Video Game Violence: The Dual Impact of Ego Depletion and Violent Video Game Play on Aggression." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338307763.
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