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dc.contributor.advisorMulton, Karen D.
dc.contributor.authorSirridge, Kathryn McLean
dc.date.accessioned2010-10-03T03:59:41Z
dc.date.available2010-10-03T03:59:41Z
dc.date.issued2009-08-16
dc.date.submitted2010
dc.identifier.otherhttp://dissertations.umi.com/ku:10409
dc.identifier.urihttp://hdl.handle.net/1808/6746
dc.description.abstractMany people experience negative feelings associated with life transition but choose not to seek therapy to alleviate stress-related symptoms. The purpose of this study was to examine if role-play techniques, shown to be effective for clinical issues, could also reduce college students' stress and negative affect associated with the adjustment to their first year in college. The study also investigated if differences in emotional processing style moderated the effectiveness of the role-play intervention. Participants were randomly assigned to a role-play intervention, problem-solving intervention, or control group condition. Perceived stress, positive affect, and negative affect were measured before and after the intervention and two weeks following the intervention. The results indicated the role-play intervention was not effective in reducing stress or negative affect. The results also signified that individual differences in emotional processing ability may be a key ingredient in developing intervention strategies that are successful.
dc.format.extent118 pages
dc.language.isoEN
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectPsychology
dc.subjectEmotional intelligence
dc.subjectNegative affect
dc.subjectPsychodrama
dc.subjectRole play
dc.subjectStress
dc.titleTHE EFFICACY OF AN EMOTIONAL ROLE-PLAY INTERVENTION VERSUS A PROBLEM-SOLVING APPROACH ON STRESS LEVELS AND AFFECT EXPERIENCED BY COLLEGE FRESHMAN
dc.typeDissertation
dc.contributor.cmtememberGinsberg, Richard
dc.contributor.cmtememberKrieshok, Tom
dc.contributor.cmtememberMikinski, Tamara
dc.contributor.cmtememberFrey, Bruce
dc.thesis.degreeDisciplinePsychology & Research in Education
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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