dc.contributor.advisor | Barth, Timothy M. | |
dc.contributor.advisor | Dansereau, Donald F. | |
dc.contributor.author | Kreitler, Crystal Mata | en_US |
dc.date.accessioned | 2014-07-22T18:48:17Z | |
dc.date.available | 2014-07-22T18:48:17Z | |
dc.date.created | 2011 | en_US |
dc.date.issued | 2011 | en_US |
dc.identifier | etd-05042011-105748 | en_US |
dc.identifier | umi-10202 | en_US |
dc.identifier | cat-001676044 | en_US |
dc.identifier.uri | https://repository.tcu.edu/handle/116099117/4326 | |
dc.description.abstract | Many individuals have difficulty with problem-solving and coping, a phenomenon often exacerbated by excessive rumination over past trauma, and worry about the future. The present study examined the impact of a "fill-in-the-node" spatial display that guides participants through a systematic written examination of alternatives and action plans for managing difficult experiences in the future. The use of this cognitive tool will be combined with a session of problem-based writing (Pennebaker, 1996), a method commonly used to cope with past traumatic experiences. A group given the combination of one session of problem-based writing followed by a second session using the cognitive tool ACED IT was compared with a group receiving two sessions of past-oriented problem-based writing, a group given an initial session of past-oriented problem-based writing followed by a session of future-oriented problem-based writing, and with a group given no treatment. The results revealed that participants that completed two sessions of past-oriented problem-based writing reported less rumination and avoidant behavior than participants that completed future-oriented problem-based writing or control questionnaires. Additionally, participants in the past-oriented problem-based writing were also less likely to report a tendency to re-experience trauma than those who completed a future-oriented session or control questionnaires. Finally, participants that completed ACED IT reported a greater likelihood to revise their future coping strategies and include others in future coping than participants in all other groups. | |
dc.format.medium | Format: Online | en_US |
dc.language.iso | eng | en_US |
dc.publisher | [Fort Worth, Tex.] : Texas Christian University, | en_US |
dc.relation.ispartof | Texas Christian University dissertation | en_US |
dc.relation.ispartof | UMI thesis. | en_US |
dc.relation.ispartof | Texas Christian University dissertation. | en_US |
dc.relation.requires | Mode of access: World Wide Web. | en_US |
dc.relation.requires | System requirements: Adobe Acrobat reader. | en_US |
dc.subject.lcsh | Problem solving. | en_US |
dc.subject.lcsh | Adjustment (Psychology) | en_US |
dc.subject.lcsh | Stress (Psychology) | en_US |
dc.subject.lcsh | Creative writing Therapeutic use. | en_US |
dc.title | Evaluation of a cognitive tool for enhanced problem-solving and coping | en_US |
dc.type | Text | en_US |
etd.degree.department | Department of Psychology | |
etd.degree.level | Doctoral | |
local.college | College of Science and Engineering | |
local.department | Psychology | |
local.academicunit | Department of Psychology | |
dc.type.genre | Dissertation | |
local.subjectarea | Psychology | |
etd.degree.name | Doctor of Philosophy | |
etd.degree.grantor | Texas Christian University | |