Falcon Commons (Univ. of Texas Permian Basin)
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The Effects of Experiential Therapy on Adolescent Self-Esteem
Get PDFThe present study attempted to determine the effects of Experiential Therapy on emotional intelligence and self-esteem in adjudicated males and females aged 13 to 17. Twenty-four individuals participated in the study and were randomly assigned to either an experimental or control group. It was predicted that participants in the experimental group would display improvements in general self-esteem and emotional intelligence. The individuals in the experimental group received approximately 40 to 45 hours of Experiential Therapy. The control group continued with the normal JCC program. The Culture Free Self-Esteem Inventory 2 (CFSEI-2) and the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-I; YV) were used in a pretest/posttest form to measure various aspects of self-esteem and emotional intelligence. The results indicated that there was a not a significant improvement in general self-esteem or emotional intelligence, however there were significant improvements in the experimental group means in interpersonal skills, positive impression, and general mood while the control group made significant improvements in perception of parental approval.
Past literature supports the theory that Experiential Therapy is an effective means of improving self-esteem, however the results of this study indicate that it is not a sole mean of improving self esteem. Future research should focus on combining experiential therapy with individual therapy where the therapist is also involved in the facilitation of the experiential activities
UTPB Westside view
No full textPicture of the Mesa and Library building with the Cowboy statue and unfinished landscape from the Western viewpoint.https://falconcommons.utpb.edu/utpb-campus/1029/thumbnail.jp
Library / Lecture Center Dedication
No full textPhoto of the dedication plague for the library / lecture center building.https://falconcommons.utpb.edu/utpb-memo/1012/thumbnail.jp
Depth Jumping: A Comparison of the Most Effective Depth Jumping Techniques in the Improvement of Power/Vertical Jumping
Get PDFA four week depth jump training program was conducted to determine if there is a significant difference between bounce drop Jump technique and counter drop jump technique in improving leg power as measured by vertical jumping height. Eleven college females, age 18 to 21, involved in the sport of volleyball and basketball served as subjects in this investigation. Following pre-testing, the subjects were assigned to one of two treatment groups based on the sports they played. Both groups participated in the training two sessions per week. There were no control groups used in this investigation. The subjects in group one (volleyball players) performed drop jumps from depths of 20 to 40 cm using bounce drop jump techniques. The subjects in group two (basketball players) performed drop jumps from heights of 20 and 40 cm boxes using counter drop jump techniques. Both groups performed the same number of jumps each session. Following post testing, data were analyzed by using 2x2 repeated measures analysis of variance. The factors for the 2x2 design were group training (bounce drop jump and counter drop jun^)) by time (pre-post trials). The dependent variables were jump height’s bound flex 10 degrees, bound flex 90 degrees, flex 10 degrees jump, and flex 90 degrees jump. The independent variables were the two jumping techniques; the bounce drop jump technique and the counter drop jump technique. The results of this analysis showed that there were no significant differences found between the training techniques and any of the dependent variables, however, a significant difference was found within the individuals in the dependent variable of bound flex 10 degrees jump height over time
UTPB Under the Rainbow
No full textScenic view of the Mesa and Library buildings under a rainbow.https://falconcommons.utpb.edu/utpb-campus/1047/thumbnail.jp
J. Conrad Dunagan Library East Side
No full textPicture of newly constructed library, trees, and sidewalks from the East side viewpoint.https://falconcommons.utpb.edu/utpb-campus/1016/thumbnail.jp
Snow cover Mesa parking lot
No full textMesa building parking lot covered in snow during the Winter of 2001.https://falconcommons.utpb.edu/utpb-life/1017/thumbnail.jp
Students help truck stuck in snow
No full textStudents help push truck stuck in snow at the Mesa parking lot.https://falconcommons.utpb.edu/utpb-life/1018/thumbnail.jp
Winter Wonderland Cowboy Statue
No full textPicture of snow covered Cowboy Statue during the Winter of 2001.https://falconcommons.utpb.edu/utpb-campus/1027/thumbnail.jp
How Intervention Techniques Altered and Affected Various Teacher and Student Behaviors in a Physical Education Class with the Use of a Mentor Teacher
Get PDFTeaching behavior was assessed in this study over a period of two months in an elementary physical education setting. One non-certified physical education teacher served as the subject. The subject’s teaching behaviors were recorded during eight forty-five minutes classes. The eight sessions were broken down into four cycles with two observations per cycle. Each observation was followed with feedback from the investigator on problem areas. The subject was given suggestions for improvement. Data was accumulated through the use of the Arizona State University Observation Instrument. Variables recorded included event recording for (a) use of first names, (b) pre-instruction, (c) concurrent instruction, (d) post instruction, (e) questioning, (f) positive modeling, (g) negative modeling, (h) hustle, (i) praise, (j) scold, (k) management, and it included duration recording for (a) management time, (b) instruction time, (c) engagement time, and (d) wait time. An ANOVA procedure was utilized to assess the effectiveness of mentoring. Significant differences were also found between the cycles for the categories of praise and post instruction. There was a significant decrease in the use of praise and the use of post instruction throughout the cycles. Significant difference was also found for the teaching behavior category of management. Significantly fewer management comments were made from cycle one to cycle two, three and four