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Háskólinn í Reykjavík > Samfélagssvið / School of Social Sciences > BSc Viðskiptadeild / Department of Business Administration >

Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/22494

Titill: 
  • Cognitive Behavioral Intervention for Trauma in Schools (CBITS): Improving academic performance among college students with PTSD symptoms
Námsstig: 
  • Bakkalár
Útdráttur: 
  • Útdráttur er á ensku

    Children from the age of 10-15 years old receiving the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) have shown reduction in PTSD symptoms, and in some cases improvements in academic performance. Potentially, CBITS could also be effective to improve academic performance among university students. This study aims to test that hypothesis with a sample of 28 students from Methodist University, Fayetteville North Carolina. Students were randomly assigned to either experimental group, which received CBITS, or control group who did not receive therapy. The effectiveness was measured with self-reports and teacher evaluations using the Weiss Functional Impairment Rating Scale – Self Report (WFIRs-s) before and after the therapy, as well as through comparing participant’s midterm and final grades. The results suggest that CBITS can improve academic performance among college students with PTSD symptoms, according to their self-reports (p < 0,05) and teacher evaluations (p < 0,05). However, no significant improvements were detected for student’s GPA (p > 0,05). The differences between the experimental group and the control group were significant for GPA and self-reports but not for teacher evaluations. These findings indicate that CBITS can be effective to increase academic performances, but it is important to examine this relationship further.
    Key words: The Cognitive Behavioral Intervention for Trauma in Schools (CBITS), PTSD, college students, academic performance

  • Börn á aldrinum 10-15 ára sem hljóta Cognitive Behavioral Intervention for Trauma in Schools (CBITS) hafa sýnt fram á færri einkenni áfallastreituröskunar og í sumum tilfellum betri námsárangur eftir meðferðina. Hugsanlega getur CBITS einnig reynst áhrifarík til þess að auka námsárangur háskólanema með einkenni áfallastreituröskunar. Tilgangur rannsóknarinnar var að skoða þau mögulegu áhrif með úrtaki sem innihélt 28 háskólanema frá Methodist University í Fayetteville, Norður Karolínu. Námsárangur nemendanna var mældur fyrir og eftir meðferðina með sjálfsmati og kennaramati, auk samanburðar á miðannar- og lokaeinkunnum. Niðurstöðurnar benda til þess að CBITS geti aukið námsárangur meðal háskólanema með einkenni áfallastreituröskunar samkvæmt sjálfmati þeirra (p < 0,05) og kennslumati (p < 0,05). Hins vegar var ekki martækur munur á einkunnum nemenda fyrir og eftir meðferðina (p > 0,05). Marktækur munur var á milli tilrauna- og samanburðarhóps samkvæmt einkunnum og sjálfsmati (p < 0,05), en ekki kennslumati (p > 0,05). Þrátt fyrir að núverandi rannsókn sýni fram á að CBITS geti mögulega aukið námsárangur háskólanema eru frekari rannsóknir á þessu sviði mikilvægar.
    Lykilhugtök: The Cognitive Behavioral Intervention for Trauma in Schools (CBITS), áfallastreituröskun, háskólanemendur, námsárangur

Samþykkt: 
  • 24.8.2015
URI: 
  • http://hdl.handle.net/1946/22494


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