Psychology & Philosophy
Permanent URI for this collectionhttps://hdl.handle.net/11274/15808
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Browsing Psychology & Philosophy by Author "Asbury, Edward"
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Item Development and evaluation of the Key Strategies Rating Questionnaire(2011-05) Kelley, Leslie; Harris, Jeff E.; Fitch, Jenelle; Asbury, EdwardOne major challenge in training counselors is evaluating the effectiveness of training and the assessment of progress. The Key Strategy Rating Questionnaire (KSRQ) assesses counselors' knowledge, confidence, and intended use of interventions from three empirically-supported treatments (Cognitive Therapy, Behavioral Activation, and Emotion-Focused Therapy). This study describes the development and psychometric evaluation of the KSRQ to provide confirmation of internal consistency reliability by means of Cronbach's α, as well as convergent and divergent validity. The KSRQ will be used to provide data regarding the effectiveness of Key Strategies Training (KST), an integrative approach to psychotherapy training.Item Does direct assessment of executive functions predict observed executive dysfunction in a clinical sample of children?: A comparison of latent assessment variables with observer ratings(12/31/2015) Jeane-Leeman, Joseph; Maricle, Denise E.; Miller, Daniel; Asbury, Edward; DeOrnellas, KathyExecutive functions are processes which allow an individual to regulate and direct emotional, cognitive, perceptive, and motor processes to engage in purposeful, goal directed behavior (McCloskey, Perkins, & Van Divner, 2006). Deficits in executive processes are also central to many clinical childhood disorders and difficulties with academic and social learning (Latzman, Elkovitch, Young, & Clark, 2010; Mattison & Mayes, 2012). Despite professional agreement on the importance of executive functioning, there has been considerable debate as to how this construct should be conceptualized and evaluated (Meltzer & Krishman, 2007). The purpose of this research study was to explore the relationship between measurements of executive processes and observer ratings of executive dysfunction in everyday activities. Data from formal assessment instruments from a clinical sample of children 8 to 16 years of age were subjected to an exploratory factor analysis. Latent variables derived from this analysis were used to predict observer ratings of adequate versus impaired executive processes in the sample. Subtests used in analysis of formal assessment were drawn from test batteries commonly used in assessment of children: the Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001a), A Developmental Neuropsychological Battery, Second Edition (NEPSY-II; Korkman, Kirk, & Kemp, 2007a), and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition Normative Update (WJIII COG NU; Woodcock, McGrew, & Mather, 2007). The parent form of the Behavior Rating Inventory of Executive Functioning (BRIEF; Gioia, Isquith, Guy & Kenworthy, 2000a) was used to determine the level of observed executive dysfunction in everyday activities. Results suggest that factors in the clinical sample approximated, but were less differentiated than, current models of executive function suggest. Factors consisted of tasks, which facilitated performance on executive tasks, as well as, tasks that directly measured executive processes. Latent variables derived from the factors were not adequate predictors of observer ratings of executive dysfunction in the overall sample; however, a factor comprising concept formation and working memory was a weak predictor of group membership in Caucasians. The implications of the research for practitioners assessing executive processes in referred children are discussed.Item Measuring dimensions of burnout buffers among psychologists: An exploratory factor analytic, multitrait-multimethod study(2011-08) Paul, Ronald; Fitch, Jenelle; Harris, Jeff E.; Asbury, Edward; DiOrnellas, KathyThis study describes the development and psychometric evaluation of the Buffers Against Burnout among Psychologists Inventory (BABPI). The initial item pool consisted of 80 items that were developed on the basis of prior literature, revised on the basis of expert feedback, and subjected to psychometric scrutiny. Exploratory factor analysis of data from 137 Counseling Psychologists and Counseling Psychology interns yielded a total of 32 items comprising 3 factors of psychologists' buffers against burnout: (a) Normalization and Prevention, (b) Multicultural Values and Awareness, and (c) Strength Based Perspective, with internal consistency reliability estimates ranging from .93 to .96. Convergent and divergent validity were examined with the BABPI's relationship to well-being, social desirability, and burnout. Overall, the present study suggests the BABPI is a reliable and valid measure of buffers against burnout. Implications for theory, training, clinical practice, and future research are discussed.Item The relationship between feminist identity and resiliency in women(2012-08) Ding, Keidy; Mollen, Debra; Stabb, Sally D.; Fitch, Jenelle; Asbury, EdwardAmong women, feminist identity has been associated with their well-being in multiple ways, including both psychological and sexual well-being. Women who self-identify as feminists and/or who are classified as being in the latter stages of feminist identity development (Downing & Roush, 1985) receive benefit from this social identity. Resiliency—defined as the capacity for individuals to bounce back from adversity—shows its positive effect on different aspects of an individual's life, as well. However, scholars have not examined the relationship between these two constructs. The current investigation explored the relationship between feminist identity and resiliency in women. It was hypothesized that feminist self-identification and being in the latter stages of feminist identity development would have a positive and significant relationship with resiliency. Two hundred and eighty diverse women from the community completed the online survey including an author-generated demographic questionnaire, a measure of Feminist Self-Identification (Myaskovsky & Wittig, 1997), the Feminist Identity Composite (Fischer et al., 2000), and the Resilience Scale (Wagnild & Young, 1993). As predicted, results of Pearson-product moment correlations indicated a significant and positive relationship between feminist self-identification and resiliency. Women who self-identified as feminists reported greater resiliency than those who did not identify as feminists. Results of the structural equation modeling partially supported the hypothesis that resiliency is significantly and positively correlated with latter stages of feminist identity development. The passive acceptance stage was negatively and significantly correlated with resiliency. Only the embeddedness-emanation, synthesis, and active commitment stages were positively and significantly correlated with resiliency. Women who were in the latter three stages of feminist identity development demonstrated greater resiliency than women who were in the beginning stage (passive acceptance stage). Additionally, women who both self-identified as feminists and were in the three latter stages of feminist identity development demonstrated greater resiliency than women who self-identified as non-feminists and were in the passive acceptance stage of feminist identity development. Implications for theory, research, and practice were provided.Item Social, behavioral, and academic ramifications of video game playing in college(7/1/2020) Camaganacan, Alexa; Asbury, EdwardThe purpose of this research project is to determine whether video game usage influences the psychological wellbeing of college students. Additionally, this project seeks to understand general technology usage habits among students and whether this affects their school performance. Previous research suggests video games may be used to treat psychological issues such as anxiety. Self-report studies also note that video games have been helpful in certain populations to cope with stress, develop positive social behaviors, and improve on cognitive abilities (Schuurmans et al., 2018; Carras et al., 2018; Nuyens, Kuss, Lopez-Fernandez, & Griffiths, 2019). Since psychological wellbeing is an important factor in academic performance (e.g. Carton & Goodboy, 2015; Punia & Malaviya, 2015), the current study will examine potential relationships between gaming and college GPAs. However, poor habits related to technological usage may lead to negative mental health outcomes. We employed a survey to be completed by college students at Texas Woman’s University. We tested our data using ANOVAs and found that gaming tendencies were not significantly associated with GPA but was associated with negative mental health outcomes and increased issues with boundary management. Our findings may be useful for clinicians in treating addictive gaming tendencies. Future research should examine more diverse student populations.