EFFECTS OF A BIOFEEDBACK MONITORED, GUIDED IMAGERY-BASED GROUP COUNSELING APPROACH ON POST-DIVORCE ADJUSTMENT
The purpose of this study was to research and develop a more effective method of facilitating post-divorce adjustment in a group of recently separated/divorced female subjects (Ss) by augmenting a personal growth-type divorce adjustment seminar developed by Fisher (1976) with a biofeedback monitored imagery-based programmed relaxation training module. The study sample consisted of twenty-six female Ss who were assigned to one of three groups in simple chronological order of responding to the seminar advertisement. Group A (n = 9) was given a ten week personal growth seminar (n = 9) based on the text Rebuilding When Your Relationship Ends. Groups B (n = 7) and C (n = 10) received the same ten session seminar augmented with a biofeedback relaxation training module designed to teach relaxation skills and to enhance self-concept. The study utilized Purdue University Counseling Center faculties, staff and Ph.D. graduate school students and compared the degree of post-divorce adjustment of the three experimental groups as measured by the FDAS (Fisher, 1976), the LES (Sarason, Johnson & Siegel, 1978), the DES (Cormier & Hackney), and the M-C SDS (Crowne & Marlowe, 1968). Pre- and Post-measurements indicated a significant B main effect for time (testing occasion) at the .05 level for total scores on the FDAS (p. < .0000), the LES (p. < .0091) and the DES (p. < .0039) thus showing generalized change from pre- to post-measures for all three treatment groups. Of particular interest in this study were the presence of significant interaction effects (groups x testing occasion) on the FDAS "total" score (p. < .0245), and sub-scale scores "self-worth" (p. < .0345), "anger" (p. < .0124) and "social self-worth (p. < .0488). Similarly, a significant difference occurred on DES interaction effects as follows: Negative economic stress (p. < .0324), total economic stress (p. < .0092), total social stress (p. < .0499), positive parenting stress (p. < .0024) and total of the sub-scale total stresses (p. < .0083). Analysis of interaction differences indicated that the biofeedback augmented groups were the sources of variance that contributed to the significant effect. Finally, analysis of GSR session means indicated both groups achieved mean instrument deflections of greater than three points, successfully controlling GSR.
Academic guidance counseling
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