Willingness to Accept Limitations and Personal Adjustment

1969 ◽  
Vol 29 (2) ◽  
pp. 425-426 ◽  
Author(s):  
Lewis R. Lieberman
Keyword(s):  
College Students ◽  
Willingness To Accept ◽  
Personal Adjustment

The Willingness to Accept Limitations Scale and the MMPI were administered to 202 male freshman college students to test the hypothesis that Ss low on the former test would appear more deviant on the latter test. The hypothesis was generally confirmed.

Relation of Sexual Behaviors, Values, and Conflict to Avowed Happiness and Personal Adjustment

1968 ◽  
Vol 23 (3_suppl) ◽  
pp. 1075-1086 ◽  
Author(s):  
Howard Miller ◽  
Warner Wilson
Keyword(s):  
College Students ◽  
Sexual Behaviors ◽  
Female College Students ◽  
Questionnaire Study ◽  
Sexual Experiences ◽  
Female College ◽  
Personal Adjustment

A questionnaire study of 68 male and 64 female college students inquired about sexual behaviors (a) experienced, (b) deemed acceptable on a date, (c) deemed acceptable if experienced previously by a fiance(e), (d) revealed to peers, and (e) revealed to parents. High scores on these measures were viewed as indicative of liberality and differences among them as indicative of conflict. These measures of sexual liberality and conflict did not correlate with measures of adjustment, avowed happiness, or religiousness. Tables indicate the per cent of Ss endorsing each item under each set. Ss reported far more sexual experiences than they had ever revealed to a peer or a parent.

The Signs and Significance of Personality Coherence in Personal Stories and Strivings

2018 ◽  
Vol 44 (8) ◽  
pp. 1228-1241 ◽  
Author(s):  
Marc A. Fournier ◽  
Mengxi Dong ◽  
Matthew N. Quitasol ◽  
Nic M. Weststrate ◽  
Stefano I. Di Domenico
Keyword(s):  
College Students ◽  
Performance Measures ◽  
Well Being ◽  
Narrative Coherence ◽  
Autobiographical Memories ◽  
Personal Adjustment ◽  
Personal Stories ◽  
Personal Strivings

The concept of personality coherence refers to the extent of psychological unity and wholeness embodied within each individual. In the present research, we examined the extent to which the narrative, functional, and organismic conceptualizations of personality coherence interrelate, as well as their associations with psychological abilities and personal adjustment. College students ( N = 391) narrated accounts of three personal memories; listed five personal strivings that they subsequently compared and evaluated; completed performance measures of their intelligence, wisdom, and creativity; and rated their hedonic and eudaimonic well-being. Individuals who coherently organized their autobiographical memories were protected against feeling pressured or compelled in their personal strivings and against being steered toward need-detracting futures. Narrative indicators of coherence were otherwise independent of the functional and organismic indicators, although all indicators of personality coherence correlated with personal adjustment. Wisdom and creativity predicted narrative coherence, which partially mediated the associations they demonstrated with eudaimonic well-being.

Comparison of Protesting and Non-Protesting Students

1973 ◽  
Vol 33 (2) ◽  
pp. 543-547
Author(s):  
Carrie Wherry Waters
Keyword(s):  
College Students ◽  
High School ◽  
Academic Achievement ◽  
Business Education ◽  
Fine Arts ◽  
Related Factors ◽  
Personal Counseling ◽  
Personal Adjustment ◽  
Economic Level ◽  
Jewish Students

127 protesting and non-protesting college students were compared on 23 variables assessing ability and achievement, family-related factors, biographical, college-related factors, and personal adjustment. When compared with controls, the protest sample did not differ significantly in ability but was lower in high school and college academic achievement; came from higher socio-economic level homes; had a higher proportion of out-of-state and Jewish students; had more members in areas of fine arts and government/history and fewer in areas of business, education, engineering and science; had more students with past university disciplinary offenses, and a greater number who had obtained personal counseling. These protestors appeared actually more “alienated” than “activist.”

Personal Adjustment Counseling with College Students

1979 ◽  
Vol 24 (3) ◽  
pp. 257-258
Author(s):  
WILLIAM J. CHESTNUT
Keyword(s):  
College Students ◽  
Personal Adjustment

College students’ willingness to accept COVID-19 vaccines

2021 ◽  
pp. 1-9
Author(s):  
Emily K. Brunson ◽  
Rodney E. Rohde ◽  
Lawrence V. Fulton
Keyword(s):  
College Students ◽  
Willingness To Accept

Attitudes toward the Mentally ILL, Knowledge of Mental Illness, and Personal Adjustment

1970 ◽  
Vol 26 (1) ◽  
pp. 47-52 ◽  
Author(s):  
Lewis R. Lieberman
Keyword(s):  
College Students ◽  
Mental Illness ◽  
General Population ◽  
Mentally Ill ◽  
Mental Patient ◽  
Male Students ◽  
Personal Adjustment ◽  
Opinions About Mental Illness ◽  
Test Of Knowledge

2 studies were performed to discover correlates of attitudes toward the mentally ill. In Study I, 121 college students in 3 states were given the Opinions about Mental Illness questionnaire (OMI) and a test of knowledge about mental illness devised by Nunnally. Results showed that the students as a group were better informed about mental illness than the general population. Also, those who were less authoritarian toward the mental patient (as assessed by the OMI) were better informed than the more authoritarian. In Study II, 67 male students were given the OMI and the MMPI. Results showed that those who were less authoritarian on the OMI were more deviant on the MMPI.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Counseling Parents at the Time of Diagnosis: Moving Toward Client-Centered Practice

2020 ◽  
pp. 1-5
Author(s):  
David Luterman
Keyword(s):  
Case History ◽  
Medical Model ◽  
Diagnostic Process ◽  
Separate Entity ◽  
Initial Examination ◽  
Personal Adjustment ◽  
Flow Of Information ◽  
Ultimate Purpose

Purpose The purpose of this article is to present a client-centered model of counseling that integrates information and personal adjustment counseling. Research has indicated that audiologists are more comfortable with counseling that is information based than with personal adjustment counseling. The prevailing model of diagnosis appears to be the medical model in which, first, a case history is taken, then testing and, finally, counseling. This model lends itself to audiologist as expert and the counseling as a separate entity based on information and advice. Further research has indicated parents retain little of the information provided in the initial examination because of their heightened emotions. This article presents a client-centered model of diagnosis in which information is provided within an emotionally safe context, enabling the parents to express their feelings and have the ability to control the flow of information. The ultimate purpose of a client-centered model is to empower parents by making them active participants in the diagnostic process rather than passive recipients. Conclusion The client-centered model has wide implications for the diagnostic process as well as for the training of students.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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