Open Access. Powered by Scholars. Published by Universities.®
- Publication
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Can Procrastination Be Effective? A Study Of White-Collar Employees And University Students, Richard Hicks, James Storey
Can Procrastination Be Effective? A Study Of White-Collar Employees And University Students, Richard Hicks, James Storey
Richard Hicks
No abstract provided.
Comorbidity Of Anxiety-Depression Among Australian University Students: Implications For Student Counsellors, Vicki Bitsika, Christopher Sharpley
Comorbidity Of Anxiety-Depression Among Australian University Students: Implications For Student Counsellors, Vicki Bitsika, Christopher Sharpley
Vicki Bitsika
The incidence, factor structure and scale item differences in anxiety-depression comorbidity were investigated in a sample of Australian university students defined according to the presence of anxiety and/or depression. The incidence of anxiety-depression comorbidity was over 32%, about four times that for anxiety or depression alone. Participants with comorbidity had significantly higher Selfrating Anxiety Scale (SAS) and Self-rating Depression Scale (SDS) total and factor scores than those with anxiety or depression alone. The major differences between the comorbid and unitary disordered subgroups were for self-disintegration and autonomic arousal. Comorbidity of anxiety and depression is a more serious disorder than either …
"But I'M Not Really Bad": Using An Idiographic Versus A Nomothetic Approach To Understand The Reasons For Difficult Behaviour In Children, Vicki Bitsika
Vicki Bitsika
The number of students who are identified as experiencing behavioural difficulties in the mainstream school setting is growing. However, current efforts by teachers to address these behavioural difficulties are seriously limited because of lack of training in the procedures for assessing and working with difficult behaviour. This paper will argue that the apparent failure of traditional "behaviour modification" in producing positive changes in difficult behaviour lies in its prescriptive application of general strategies to specific student problems. This approach to behaviour change is ineffective because it is not based on an understanding of the reasons for difficult behaviour. The functional …