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1976 - 197911990 - 20001

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Subject: search.filters.subject.Self-actualization (Psychology)

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    The relationship of an instrumented T-group and personality changes in self-concept and self-actualization : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1976) Clarke-Woolley, Cheryl
    The effectiveness of a self-administered, instrumented, sensitivity training method (PROCESS) was examined in terms of personality and changes in self-concept and self-actualization. Subjects included thirty-two third-year University students in Psychology, ten Nursing graduates in a University Nursing Studies programme, and five maximum security psychiatric patients. For the students, a marathon approach was used. A Case Study was made with the patients to subjectively compare group development in PROCESS to the developmental stages occurring in leader-led T- and Encounter groups. All three groups showed a decrease in discrepancy between their perceived Actual behaviour and their perceived Preferred behaviour from before to after their group experience. A holdout control procedure was used. The change was primarily accounted for by a change in Actual, and not Preferred behaviour. All three groups increased their mean scores on POI self-actualization scales, but the control groups' mean scores also increased over the experimental period. Women improved more than men in self-concept, but not in self-actualization. The predicted relationships between affiliation motivation and improvements in self-concept and self-actualization did not occur. Subjects with high PRF Affiliation did not improve more than subjects with low Affiliation. The PRF personality variables of Cognitive Structure and Social Recognition were negatively related to the pre- and post-measures, thus contaminating the findings. Rigid thinking and concern about others' attentions were related to lower self- concept and self-actualization scores. Difficulties with the Hawthorne effect, repeated testing with reflective measures, and the relationship of affiliation to Maslow's hierarchy, were discussed. Methodological, ethical, and theoretical problems with the study of self-administered, instrumented sensitivity groups were summarized. Adequate follow-up studies with behavioural criteria for effective changes as a result of experiencing groups seem to be the greatest need. In a subjective analysis of the group development, several stages of Bennis' and Shepard's, Schutz', and Tuckman's theories of group development were observed. PROCESS seems to be an innovative and viable alternative to traditional psychotherapeutic groups, with a more positive orientation, at least for normally intelligent patients as well as being an effective form of sensitivity training for university students.
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    Discovery, a case study on the New Zealand lifeskills and study skills programme for adolescents, and its contribution to adolescent development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2000) McGachie, Catherine Ellen
    This case study examined Discovery, a lifeskills and study skills programme for adolescents, and it's contribution to adolescent development. The Discovery programme was introduced in New Zealand in 1991 through the Global Youth Foundation. Developmental perspectives in adolescence suggest certain tasks and skills need to be achieved in order to reach adulthood. These skills are developed from the maturational demands, and the psychological and social adjustments the teenager needs to make in order to resolve their identity crisis (Erikson, 1968) and achieve their own identity. A review of international educational programmes suggested some of these needs were addressed. A case study on the Discovery programme probed into the programme's development, content and structure. Responses to Discovery from previous participants were also investigated. This study then focused on the 22nd Discovery programme in New Zealand and its contribution to teenage development. This involved an exploration into Discovery's contribution to lifeskills, study skills, coping with challenges and limiting or preventing depression in the adolescent years. The Lifeskills and Study Skills questionnaire (LASS) was developed to examine these aspects. Parent-Adolescent communication was also measured to understand what changes may have taken place between two weeks prior to Discovery and two months after the last day of the programme. The Parent-Adolescent Communication Scale by Barnes and Olson (1982) was used to determine this. The resulting trends in this research showed Discovery positively influenced the participants' development by providing a number of skills which were consistent with developmental perspectives of adolescence. Sections of Discovery were highlighted as important for an adolescent's growth and development and participant changes were since attributed to Discovery. This study showed that Parent-Adolescent communication improved for both the majority of teenagers and their parents. Intrafamily communication also enhanced for more than half the families. Sections of Discovery could also be highlighted as beneficial for coping with challenges and the prevention or limitation of depression in the adolescent years. Overall, Discovery provided the skills and knowledge appropriate for the development of an adolescent. The seven day programme provided the forum for an initiation into adulthood similar to many "rites of passage" formalities. This study highlighted the skills required for adolescents in the New Zealand context and the confirmation of the developmental tasks outlined in Newman and Newman's (1995) "early adolescence". Recommendations from this research strongly supports the need for further research into educational programmes for teenagers. It is also recommended that the Discovery programme continues to be made available to New Zealand teenagers.