scholarly journals Testing the Impact of Brief Counseling on Non-Urgent Client Self-Esteem, Social Connectedness, Recommending Their University and Active Alumnus Intent

2018 ◽  
Vol 8 (2) ◽  
pp. 29
Author(s):  
Gary Blau ◽  
John DiMino ◽  
Allyce Barron ◽  
Kathleen Davis ◽  
Kelly Grace ◽  
...  
Keyword(s):  
Social Connectedness ◽  
Self Esteem ◽  
Control Group ◽  
University Counseling Center ◽  
University Counseling ◽  
Brief Counseling ◽  
Median Period ◽  
Business Undergraduates ◽  
The University ◽  
The Impact

The purpose of this study was to test brief counseling impact on four outcomes. Two outcomes, self-esteem and social connectedness, were more typical for a University Counseling Center (UCC) to address. However, two other outcomes were more related to a university’s academic mission, i.e., recommending the university and active alumnus intent. Using a longitudinal sample of 60 matched non-urgent undergraduate clients at a UCC, brief counseling increased all four outcomes: social connectedness, self-esteem, recommending the university, and active alumnus intent. For this study, brief counseling was defined as a median of three counseling sessions after intake (range 1 to 8) over a median period of six weeks (range 4 to 10 weeks). In addition, these scale means were compared to a control group of business undergraduates not in counseling. The counseled sample at Time 2 compared favorably to the non-counseled sample on recommending the university and active alumnus intent. To better support its students’ success and university enrollments, UCCs need to consider new avenues to promote their advocacy by gathering data more directly connected to a university’s mission.

The Impact of Domestic Violence on Women’s Self-Attitude in Kazakhstan

2020 ◽  
pp. 77-83
Author(s):  
Zhanna Kalmatayeva
Keyword(s):  
Domestic Violence ◽  
Quantitative Research ◽  
Self Esteem ◽  
Self Report ◽  
Control Group ◽  
Personality Research ◽  
Attitude Test ◽  
The Difference ◽  
Student’S T ◽  
The Impact

The purpose of the article was to study the problems of domestic violence of women and its consequences in Kazakhstan. The analysis of the results of the study of self-attitude and self-esteem of women subjected to domestic violence. Revealed there is a correlation between the level of self-attitude of domestic violence victims and the non-differentiated I-concept. 140 women participated in the present study, 70 women are control group which not subjected to domestic violence and 70 women of them who have currently reported domestic violence in the Crisis Center "Umit" in Nur-Sultan in the period from November 2017 to October 2019. Quantitative research method was used in terms of survey model by implementing a psychological test “The self-attitude test questionnaire (SA)” that assesses self-relation, differentiated by self-esteem, self-sympathy, self-interest, and expectations of self-reliance of participants. Also, during the study was used personal questionnaire “Who am I?” a variant of non-standardized self-report, approaching the projective methods of personality research. Descriptive statistics were used to analyze the answers in terms of their levels of the participants’ self-esteem and self-relation and further, since it was revealed according to the results reflect the difference in the two groups by the values obtained from these scales, the Student's t-test for independent groups was used [2] was used to reveal whether there is any correlation between the components of the scale. The obtained results can be used to interventions and training of family for counselors in order to promote women's self-esteem and self-relation.

The Effectiveness of Group Acceptance and Commitment Therapy and Cognitive Therapy on Alexithymia and Marital Boredom, Case study: Women Affected by Marital Infidelity in Mashhad, Iran

2022 ◽  
Author(s):  
Maryam Sadeghi ◽  
Naeimeh Moheb ◽  
Marziyeh Alivandi Vafa
Keyword(s):  
Cognitive Therapy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Double Blind Study ◽  
University Counseling Center ◽  
Double Blind ◽  
University Counseling ◽  
Acceptance And Commitment ◽  
Marital Infidelity ◽  
The Mean

Introduction: The aim of current paper was to compare the effectiveness of acceptance and commitment group therapy (ACT) and group cognitive therapy (GCT) on Alexithymia and marital boredom (MB) among women affected by marital infidelity in Mashhad. Method: This clinical trial was a double- blind study with a pretest-posttest design in which two intervention groups and one control group were investigated. The study performed on women who realized their spouse infidelity and referred to Azad University Counseling Center in Mashhad in 2018. The sample consisted of 30 women who were selected by purposive sampling and were randomly assigned to two intervention groups and a control group (n=10 per group). The intervention groups were put under ACT training (twelve 90-minute sessions) and GCT training (twelve 90-minute sessions), but the control group did not receive any intervention. Data was obtained by the Toronto Alexithymia Scale-20 and Pines Marital Boredom Scale and was analyzed by multivariate analysis of covariance with SPSS (version 22) software. Results: The results showed a significant reduction in the mean score of MB in the ACT group, also there was a significant reduction in the mean score of Alexithymia in the GCT group (P <0.05). So comparing both therapies, ACT was more influential on reducing marital boredom whereas GCT was more effective on reducing alexithymia. Conclusion: Although both intervention methods were effective on Alexithymia and Marital Boredom in women affected by marital infidelity, it was demonstrated that ACT and GCT have more effect on Marital Boredom and Alexithymia, respectively.

scholarly journals The Impact of Rhetorical Argumentation on Achieving the Mastery of Fluency and Accuracy in Communicative Competence: A Case Study of 2 nd Year Students at the University Des Frères Mentouri, Constantine

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Abderrahim Bouderbane
Keyword(s):  
Communicative Competence ◽  
Classroom Interaction ◽  
Control Group ◽  
Procedural Fluency ◽  
Language Knowledge ◽  
Problematic Issue ◽  
Rhetorical Argumentation ◽  
The University ◽  
The Impact

The present study is a comparison between the impact of rhetorical argumentation and narrating stories on students’ fluency and accuracy in communicative competence. We aimed at evaluating the usefulness and suitability of these tasks, and their efficiency when it comes to teaching fluency and accuracy by analysing the direct effects of the tasks on the indices of fluency and accuracy. The problematic issue in this research investigates the effects of the task rhetorical argumentation, and whether it is an important task that teachers should rely on it in teaching speaking in academic contexts. The sample is composed of 65 students which are divided in between 30 students in the control group and 35 students in experimental group. The data was collected by a test which was used to evaluate three main areas which are: classroom interaction, topic knowledge and language knowledge. The results of the experiment show that there are two types of fluency which are procedural and automatic. Rhetorical argumentation can be used to develop procedural fluency, and not automatic since the task is considered as difficult and students were not familiar with it.

Finding One’s Voice: Recovering from Trauma

2013 ◽  
Author(s):  
SuEllen Hamkins
Keyword(s):  
Medical Record ◽  
Counseling Center ◽  
African Woman ◽  
Depression And Anxiety ◽  
University Counseling Center ◽  
Waiting Room ◽  
University Counseling ◽  
Psychiatric Hospitalizations ◽  
One Year ◽  
The University

Vivian Owusu, a stunning twenty-one-year-old African woman who grew up in Ghana, was about to walk out of the university counseling center when I went to the waiting room to get her for our initial appointment. Her first psychiatric provider had retired a year after meeting her and her next one took a different job six months later, so I was her third psychiatrist in less than a year. Vivian had not shown for her first two appointments with me and now, due to a double-booking error that was my fault, I was thirty minutes late. I apologized and asked if she had time to stay and meet with me. I could see her anger and agitation. “I suppose.” Irritated but still poised, Vivian followed me down the hall to my office. What an unfortunate beginning, I thought, feeling harried. We had been short-staff ed for months and I had been squeezing patients in as best I could, feeling like I wasn’t doing my best work. Vivian settled herself upright on my couch and looked at me coolly. She had big dark eyes, flawless brown skin, beautifully braided hair, a button nose, and a hostile expression. In response to my questions, she told me she was a junior, pre-law. She hadn’t slept for three or four days. Depression had been plaguing her and she had been having thoughts of killing herself. Her expression of hostility briefly showed a trace of sadness. “I don’t trust people,” she said. “I take things personally and I get annoyed.” She often felt emotionally volatile and easily got upset with people if she felt they were rejecting her. I had skimmed her medical record prior to the appointment and saw that she had had multiple emergency contacts with our clinicians and two psychiatric hospitalizations, the second five months earlier. She said she wasn’t having suicidal thoughts currently and would call us if she did. What she wanted from me was a refill of medicines she was taking to help with the depression and anxiety.

Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students

2017 ◽  
Vol 19 (2) ◽  
pp. 145-158 ◽  
Author(s):  
Fared Jdaitawi Turki ◽  
Malek Jdaitawi ◽  
Hani Sheta
Keyword(s):  
Social Learning ◽  
University Students ◽  
Achievement Motivation ◽  
Social Connectedness ◽  
Student Adjustment ◽  
Male And Female ◽  
University Environment ◽  
The University ◽  
The Impact ◽  
The Relationship

Although some attention has been given to student issues at university, the literature on the relationship between social connectedness, achievement motivation and emotional-social learning with student adjustment is relatively limited. Therefore, this study investigates the impact of social connectedness, achievement motivation and emotional-social learning upon the adjustment of students in a university context. In addition, this study looks into the differences in achievement motivation and emotional-social learning levels between the genders. The sample comprised 240 university students, both male and female. According to the findings, the relationship between the study variables does not significantly differ between genders. Emotional-social learning is significant in terms of predicting the adjustment. Furthermore, gender differences were noted in terms of emotional-social learning levels, but not in terms of achievement motivation and social connectedness. The study explores implications of the significance of emotional-social learning in the university environment and makes recommendations in light of these implications.

scholarly journals Effects of cognitive cehavioral play therapy techniques on low self-esteem among students

Konselor ◽  
2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Merikan Aren ◽  
Aruna Rauna Duamit
Keyword(s):  
University Students ◽  
Play Therapy ◽  
Self Esteem ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Group Counselling ◽  
Significant Difference ◽  
The University ◽  
And Control ◽  
Experimental Group

This study aims to determined the effects of Cognitive Behavioral Play Therapy (CBPT) techniques on low self-esteem among UNIMAS Students. More specifically, this study identified the effects of Cognitive Behavioral Play Therapy (CBPT) techniques in experimental group at pretest and posttest on low self-esteem among UNIMAS students and to identified the effects of Cognitive Behavioral Play Therapy (CBPT) techniques in control group at pretest and posttest on low self-esteem among UNIMAS students. A case study design is distributed questionnaire called as Rosenberg Self-Esteem Scale (RSES) and counselling sessions. Purposive sampling is used to get the most suitable respondents for this study. The findings of this study have revealed there were significant difference at pretest and posttest among respondents in experimental group and control group which were respondents in experimental group increased their level of self-esteem, while there were respondents decreased their level of self-esteem in control group. Counselling sessions utilizing Cognitive Behavioral Play Therapy (CBPT) techniques have increased the level of self-esteem among UNIMAS students in experimental group who attended the group counselling sessions because they have low level of self-esteem. All the dialogues that been stated by the client in the counselling sessions about their self-esteem can be related to respondents’ personality, cognitive, behavior, emotions and actions. The findings of this study have implications towards University students and counsellor. As for the university students, they gained insight, understanding and knowledge the importance of having good level of self-esteem. For the counsellor, counsellor being helpful, trusted and skillful which after utilized the CBPT techniques, they gained new skills and knowledge on that particular therapy.

scholarly journals The Effect of Protein Supplementation and Nutrition Counselling on Protein Catabolic Rates Among Persons with End-Stage Renal Disease on Maintenance Haemodialysis (P12-035-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Patrice Prout ◽  
Selby Nichols
Keyword(s):  
Nutrition Education ◽  
West Indies ◽  
Protein Supplementation ◽  
Control Group ◽  
The West ◽  
Maintenance Haemodialysis ◽  
Biochemical Variables ◽  
Significant Difference ◽  
The University ◽  
The Impact

Abstract Objectives To compare the impact of protein supplementation versus nutrition education/counselling on protein intakes (indexed by normalized protein catabolic rates (nPCR)) among persons on maintenance haemodialysis. Methods An intervention study design was employed in this investigation. Participating dialysis centers were randomly selected and persons attending those centers were invited to participate in the study. Participants had anthropometry and biochemical variables recorded at baseline and on two occasion 1 month apart during each of the interventions. Persons in the intervention group (IVG) received a supplement containing 36 grams of whey protein daily for 6 weeks in. Following a 2-week washout period, they received personalized weekly nutrition education/counselling for an additional 6 weeks. The control group (NIVG) did not receive any supplementation or nutrition education/counselling. Both groups received received the routine facility care. Participation was voluntary. The study was approved by the Ethics Committee, The University of The West Indies. Results Sixty-eight persons (IVG = 32; NIVG = 36) participated in the study. There was no significant difference in the mean nPCR between IVG and NIVG at baseline (0.84 ± 0.17 vs. 0.84 ± 0.17 mg/kg; P = 0.76). IVG had significantly higher mean nPCR than NIVG during protein supplementation (0.95 ± 0.21 vs. 0.78 ± 0.15 mg/kg; P < 0.001) and nutritional education/counselling (0.87 ± 0.17 vs. 0.79 ± 0.18 mg/kg; P = 0.02 phases of the study. Among IVG, protein supplementation (+Δ 12.8 ± 3.0 mg/kg (±S.E.) but not nutrition education/counselling (+Δ 2.8 ± 2.7 mg/kg; P = 0.32) resulted in a significant increase in mean nPCR compared to baseline.with no significant changes in biochemical variables. Conclusions Among participants nPCR increased significantly with protein supplementation but not nutrition education/counselling without adversely affecting biochemical variables. Funding Sources Grant and Publication Fund, The University of The West Indies.

Changing University Students’ Alcohol Culture with a web-based intervention: Clustered Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Jane Greve ◽  
Rune Vammen Lesner ◽  
Stefan Bastholm Andrade
Keyword(s):  
Alcohol Consumption ◽  
University Students ◽  
Alcohol Intake ◽  
Intervention Group ◽  
Control Group ◽  
First Year Students ◽  
Personal Benefit ◽  
Drinking Culture ◽  
The University ◽  
The Impact

BACKGROUND In most Western countries, excessive alcohol intake among university students is a cause of concern. The majority of students view drinking as a cornerstone of university life, and many find it difficult to go against the dominant drinking culture. While digital health interventions have been shown to reduce drinking among university students, no intervention has been aimed at changing the overall university drinking culture. This intervention provided the students with tools that helped them make pre-commitment strategies and change their views on the social norms that prevent excessive alcohol intake. OBJECTIVE Our objective is to evaluate the impact of an intervention aimed at reducing the excessive drinking culture among Danish university students. As a secondary outcome, we measured the impact of the intervention on two individual motivational factors for participating in the drinking culture at the university: alcohol consumption as both a personal benefit and a facilitator of socialization. METHODS To evaluate the impact of the intervention, we conducted a cluster randomized controlled experiment among university students at Aarhus University. The students were stratified by gender and self-reported binge drinking. Each student was assigned to either a control or an intervention group. A baseline questionnaire was sent to the participants when school started in September 2019, and a follow-up questionnaire was sent out two months later. The primary outcomes were measured with the Alcohol Use Disorder Identification Test (questions 1-3). To examine the mechanisms underlying the effect, we analyzed two motivational factors for participating in the drinking culture at the university: alcohol consumption as both and a personal benefit and a facilitator of socialization. RESULTS In total 961 students signed up, and 509 of them completed the follow-up questionnaire. Compared to the students in the control group, the students in the intervention group had a 15.8% (P<.001) reduction on their monthly level of alcohol intake two months after the intervention. The result is driven by a large effect on male and first-year students. The intervention had no effect on binge drinking, alcohol addiction, or severely harmful alcohol consumption. Our results also showed that while the students in the intervention group found it less difficult to say “no” to drinking there were no difference in the assessment of being part of the student environment between the students in the intervention and control Group. CONCLUSIONS The intervention had a significant and reducing impact on the students’ monthly alcohol intake. That the effect of the intervention was largest among the young and first-year students, who will be the responsible for the drinking culture at the University in the coming years, suggest that small nudging-based interventions can potentially have significant long-term beneficial effects. CLINICALTRIAL American Economic Association’s registry for randomized trials with RCT ID: AEARCTR-0004703. https://www.socialscienceregistry.org/trials/4703.

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