Efficacy of Emotional Writing among College Students those have Primary Psychological Disorders

2012 ◽  
Author(s):  
Jai Singh Yadav ◽  
Samiksha kau
Keyword(s):  
College Students ◽  
Psychological Disorders ◽  
Emotional Writing

Lateral Preference and Students' Worries: A Correlation

1989 ◽  
Vol 65 (2) ◽  
pp. 496-498 ◽  
Author(s):  
Kathleen M. Dillon
Keyword(s):  
College Students ◽  
Psychological Disorders ◽  
Female College Students ◽  
Lateral Preference ◽  
Female College ◽  
Left Handedness ◽  
Male College ◽  
Clinical Populations ◽  
Male College Students

A significant correlation was found between left-sided lateral preference as measured by the General Laterality subtest of the Lateral Preference Schedule and scores on the Student Worry Survey for 34 male college students but not for 44 female college students ( M age = 19.9 yr.). This finding is consistent with other studies done with clinical populations showing correlations between left-handedness in males and various psychological disorders.

College students beliefs about psychological disorders and demographic correlates

2006 ◽  
Author(s):  
Will H. Canu ◽  
Tara L. Morrow ◽  
Daniel L. W. Pope ◽  
Lia R. Bartnicki ◽  
Nicole K. Schatz
Keyword(s):  
College Students ◽  
Psychological Disorders ◽  
Demographic Correlates

Effectiveness of Virtual Environment Desensitization in the Treatment of Agoraphobia

1996 ◽  
Vol 5 (3) ◽  
pp. 346-352 ◽  
Author(s):  
Max M. North ◽  
Sarah M. North ◽  
Joseph R. Coble
Keyword(s):  
College Students ◽  
Virtual Environment ◽  
Psychological Disorders ◽  
The Other ◽  
Control Group ◽  
Steady Improvement ◽  
Undergraduate College Students ◽  
Experimental Group

The primary purpose of this study was to investigate the effectiveness of virtual environment technology in the area of psychotherapy. In particular, this study investigated the effectiveness of virtual environment desensitization (VED) in the treatment of agoraphobia (fear of being in places or situations from which escape might be difficult or embarrassing). Sixty undergraduate college students served as subjects. Thirty subjects served in the experimental group and the other 30 served as a control group. Subjects' degree of fear/anxiety was measured using two instruments, the Attitude Towards Agoraphobia Questionnaire (ATAQ) and the Subjective Units of Discomfort Scale (SUDS). Only subjects in the experimental group were exposed to the VED treatment. The scores of the control group did not change significantly, while both ATAQ and SUDS scores decreased significantly for the experimental group. The average SUDS scores of the experimental group decreased steadily across sessions, indicating steady improvement with treatment. It is hoped that this research will be a first step toward the utilization of virtual environment technology in providing more effective, economical, and confidential treatment of psychological disorders.

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.

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.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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