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THE EFFECTS OF MULTIMODAL BEHAVIOR G...

LIU, TSANN-LIANG.

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THE EFFECTS OF MULTIMODAL BEHAVIOR GROUP AND LIFE SKILLS GROUP EXPERIENCES ON CHINESE COLLEGE STUDENTS' ANXIETY LEVELS AND DEVELOPMENTAL TASK ACHIEVEMENT.

Record Type:	Electronic resources : Monograph/item
Title/Author:	THE EFFECTS OF MULTIMODAL BEHAVIOR GROUP AND LIFE SKILLS GROUP EXPERIENCES ON CHINESE COLLEGE STUDENTS' ANXIETY LEVELS AND DEVELOPMENTAL TASK ACHIEVEMENT./
Author:	LIU, TSANN-LIANG.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3512.
Contained By:	Dissertation Abstracts International43-11A.
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8308188

THE EFFECTS OF MULTIMODAL BEHAVIOR GROUP AND LIFE SKILLS GROUP EXPERIENCES ON CHINESE COLLEGE STUDENTS' ANXIETY LEVELS AND DEVELOPMENTAL TASK ACHIEVEMENT.
LIU, TSANN-LIANG.

THE EFFECTS OF MULTIMODAL BEHAVIOR GROUP AND LIFE SKILLS GROUP EXPERIENCES ON CHINESE COLLEGE STUDENTS' ANXIETY LEVELS AND DEVELOPMENTAL TASK ACHIEVEMENT. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 145 p.

Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3512.

Thesis (Ph.D.)--University of Georgia, 1982.

The effects of group settings of life-skills training and multimodal behavior therapy on Chinese college students' anxiety levels and developmental task achievement were examined. Students (a total of 48) were randomly assigned to a life-skills group (LSG), a multimodal behavior therapy group (MBG), and a control group. The LSG and MBG groups received eight treatment sessions within seven weeks, but the control group received no treatment. Posttests were administered at the end of the eight treatment sessions and ANOVA was used to analyze the outcomes. Follow-up tests were also administered to experimental group members to test for the real effect of the treatment eight weeks after the experiment was completed. The descriptive posttest and follow-up test data gave evidence of positive therapeutic outcomes for both the LSG and the MBG interventions on the reduction of anxiety and the achievement of three developmental tasks and five developmental subtasks. Significant relationships were found between anxiety levels (KMHQ) and developmental tasks (SDTI-2) on only the task of Developing Mature Interpersonal Relationships and its related subtasks, Intimate Relationships with Opposite Sex and Tolerance. It was concluded that anxiety level and interpersonal relationship development have an inverse relationship. Interactions between sex and treatment were found on two developmental tasks (Developing Autonomy and Developing Purpose) and three developmental subtasks (Instrumental Autonomy, Mature Life-Style Plans, and Mature Career Plans). The data showed that the LSG intervention was better than MBG intervention on the achievement of Intimate Relationships with Opposite Sex, but the MBG intervention was better than the LSG's on the achievement of Emotional Autonomy and Tolerance. Because these two kinds of intervention were adopted in the Chinese society for the first time, some variables were not well controlled, such as experience of leaders, therefore further research is recommended.Subjects--Topical Terms:

2144793
School counseling.

THE EFFECTS OF MULTIMODAL BEHAVIOR GROUP AND LIFE SKILLS GROUP EXPERIENCES ON CHINESE COLLEGE STUDENTS' ANXIETY LEVELS AND DEVELOPMENTAL TASK ACHIEVEMENT.
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245 1 4 $a THE EFFECTS OF MULTIMODAL BEHAVIOR GROUP AND LIFE SKILLS GROUP EXPERIENCES ON CHINESE COLLEGE STUDENTS' ANXIETY LEVELS AND DEVELOPMENTAL TASK ACHIEVEMENT.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1982
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3512.
502 $a Thesis (Ph.D.)--University of Georgia, 1982.
520 $a The effects of group settings of life-skills training and multimodal behavior therapy on Chinese college students' anxiety levels and developmental task achievement were examined. Students (a total of 48) were randomly assigned to a life-skills group (LSG), a multimodal behavior therapy group (MBG), and a control group. The LSG and MBG groups received eight treatment sessions within seven weeks, but the control group received no treatment. Posttests were administered at the end of the eight treatment sessions and ANOVA was used to analyze the outcomes. Follow-up tests were also administered to experimental group members to test for the real effect of the treatment eight weeks after the experiment was completed. The descriptive posttest and follow-up test data gave evidence of positive therapeutic outcomes for both the LSG and the MBG interventions on the reduction of anxiety and the achievement of three developmental tasks and five developmental subtasks. Significant relationships were found between anxiety levels (KMHQ) and developmental tasks (SDTI-2) on only the task of Developing Mature Interpersonal Relationships and its related subtasks, Intimate Relationships with Opposite Sex and Tolerance. It was concluded that anxiety level and interpersonal relationship development have an inverse relationship. Interactions between sex and treatment were found on two developmental tasks (Developing Autonomy and Developing Purpose) and three developmental subtasks (Instrumental Autonomy, Mature Life-Style Plans, and Mature Career Plans). The data showed that the LSG intervention was better than MBG intervention on the achievement of Intimate Relationships with Opposite Sex, but the MBG intervention was better than the LSG's on the achievement of Emotional Autonomy and Tolerance. Because these two kinds of intervention were adopted in the Chinese society for the first time, some variables were not well controlled, such as experience of leaders, therefore further research is recommended.
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793 $a English
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