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role of identity in posttraumatic growth and psychological adjustment for adults with cancer
Title
The role of identity in posttraumatic growth and psychological adjustment for adults with cancer.
Creator
Abernathy, Barbara E., College of Education, Department of Counselor Education
Abstract/Description
This mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and...
Show moreThis mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and Centrality of Event Scale (CES). A two-step cluster analysis divided the sample into two clusters based on the integration of cancer into identity: High Cancer Identity Cluster (cancer identity scores above M) with strong cancer identity and Low Cancer Identity Cluster (scores below the M) with a weak or absent cancer identity. HCIC yielded positive and negative subgroups. A discriminant analysis revealed which variables are significant predictors of group membership: PTG factor New Possibilities (Wilks'l = .781, F (1, 119) = 32.834, p = .000), Psychological Adjustment factor Anxious Preoccupation (Wilks' l= .863, F (1, 119) = 18.612, p = .000), Illness Intrusiveness factor Intimate Relationships (Wilks' l= .794, F (1, 119) = 30.348, p = .000), and Illness Perception factor Perceived Life Impact of Cancer (Wilks' l= .783, F (1, 119) = 32.412, p = .000). From the sample, 17 individuals and spouses/partners were interviewed to obtain a deeper understanding of the lived experience of cancer. Qualitative themes of suffering, woundedness, and uncertainty were found. Narrative data corroborated the quantitative data and contributed depth to the analysis. A new Cancer Identity Process Model was offered in which assimilative and accommodative efforts are informed by identity structures., Performing Normalcy is an assimilative process in which stressful life events such as cancer activate automatic behaviors guided by existing identity structures with the goal of reg As dissonance grows over the inability to re-establish valued former identities, negative affect and intrusive rumination prevails. Individuals then utilize accommodative strategies in a process of Constructing Survivorship to either regain valuable aspect of former identities or to create equally valued new ones.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/187204
Subject Headings
Adjustment (Psychology), Cancer, Psychological aspects, Stress management, Identity (Psychology), Mind and body
Format
Document (PDF)
The effect of participation in the “girl talk” program on easing the transition to middle school
Title
The effect of participation in the “girl talk” program on easing the transition to middle school.
Creator
Schietz, Randi J, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
This study measured the impact of a gender-specific school counseling curriculum, “Girl Talk” on: relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. The “Girl Talk” program consists of five sessions and was delivered as part of a comprehensive school counseling program. Fifth grade girls in four elementary schools (N=151) from one large, Southeastern school district participated in the study. Girls at two elementary schools...
Show moreThis study measured the impact of a gender-specific school counseling curriculum, “Girl Talk” on: relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. The “Girl Talk” program consists of five sessions and was delivered as part of a comprehensive school counseling program. Fifth grade girls in four elementary schools (N=151) from one large, Southeastern school district participated in the study. Girls at two elementary schools received the “Girl Talk” program (treatment group; n=85) and their peer counterparts (comparison group; n=66) at the two remaining schools received their regular school counseling program. A series analysis of variance and an analysis of covariance test, using an alpha level of .05, was conducted to determine if statistically significant differences existed between participants' posttest scores by group condition on the Peer Relations Questionnaire (Rigby & Slee, 1993b), My Class Inventory–Short Form Revised (Sink & Spencer, 2005), the Peers and Friends subscales of the Hemingway Measure of Pre-Adolescent Connectedness (Karcher, 2005), and the Social self-efficacy subscale of the Self-Efficacy Questionnaire for Children (Muris, 2001). Statistically significant differences were found in the areas of relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. Partial eta square effect sizes were reported for each measure. The results support the positive impact that school counselors can have when using a systemic, gender-specific classroom guidance curriculum for reducing relational aggression among pre-adolescent girls.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004328, http://purl.flvc.org/fau/fd/FA00004328
Subject Headings
Adolescent psychology, Counseling in elementary education, Educational counseling, Educational sociology, Sex differences (Psychology), Social psychology -- Methodology, Student adjustment
Format
Document (PDF)
The relationship of perceived stress, religious coping styles, and mental health symptoms in university students
Title
The relationship of perceived stress, religious coping styles, and mental health symptoms in university students.
Creator
Chien, Jenny, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
This is the first study to investigate the relationship of perceived stress, religious coping styles, and mental health symptoms in university students within a single, faith- based institution. Students face a variety of stressors that may be directly, indirectly, or not related to the college experience. If these stressors are left unmanaged, there are multiple implications including reduced retention, declines in academic performance, physical health concerns, and mental health symptoms....
Show moreThis is the first study to investigate the relationship of perceived stress, religious coping styles, and mental health symptoms in university students within a single, faith- based institution. Students face a variety of stressors that may be directly, indirectly, or not related to the college experience. If these stressors are left unmanaged, there are multiple implications including reduced retention, declines in academic performance, physical health concerns, and mental health symptoms. University personnel are reporting increases in the number and severity of mental health symptoms presented by university students. This study investigated whether religious coping strategies provide a mediating effect on the relationship between stress and mental health symptoms. The sample was comprised of 209 undergraduate students, between the ages of 18-32, from a single faith-based university.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004356, http://purl.flvc.org/fau/fd/FA00004356
Subject Headings
Adaptation (Psychology), Adjustment (Psychology), College students -- Mental health services, Mental health -- Religious aspects, Stress (Psychology), Stress management, Well being -- Religious aspects
Format
Document (PDF)
effect of a classroom intervention on adolescent wellness, success skills, and academic performance
Title
The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
Creator
Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
Abstract/Description
This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356900
Subject Headings
Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
Format
Document (PDF)