Michael M. Omizo

Asian Cultural Values, Attitudes toward Seeking Professional Psychological Help, and Willingness to See a Counselor:

The purpose of this study was to examine the relationships among Asian American adherence to Asian cultural values, attitudes toward seeking professional psychological help, and willingness to see a counselor. Based on the data from 242 Asian American college students, the results revealed that adherence to Asian cultural values inversely predicted both attitudes toward seeking professional psychological help and general willingness to see a counselor, above and beyond the effects of related demographic variables. The results also indicated that attitudes toward seeking professional psychological help were a perfect mediator on the relationship between adherence to Asian cultural values and willingness to see a counselor in general and between adherence to Asian values and willingness to see a counselor for personal and health problems in particular.

The Effects of Relaxation and Biofeedback on Attention to Task and Impulsivity among Male Hyperactive Children.

Abstract This study examined the effects of relaxation training and biofeedback on attention to task and on impulsivity as measured by the Matching Familiar Figures Test (MFFT) among 36 hyperactive male children. Subjects who were identified through teacher ratings on the abbreviated Conners’ Behavior Rating Scale were randomly assigned to treatment and control groups. The experimental treatment consisted of three sessions (each session consisting of 2 phases) of relaxation training and biofeedback. There were no significant differences on all pretest measures (baseline electromyographic readings, pretest error on attention task, and pretest latency). However, differences on all these measures became statistically significant (p < .01) with the treatment group improving attention to task scores and decreasing impulsivity scores. When all pretest data, posttest error, students age and teachers rating were controlled for, analysis of covariance results confirmed the significant differences between both gr...

The Effects of Group Counselling on Classroom Behaviour and Self-Concept among Elementary School Learning Disabled Children.

Abstract This study investigated the effects of participation in group counselling sessions on the classroom behaviour and self‐concept of learning disabled (LD) children in elementary school. Sixty LD children were randomly assigned to experimental (n = 30) and control (n= 30) conditions. Participants in the treatment group were divided into three groups and participated in group counselling sessions which met for approximately one hour per week for 10 weeks. Dependent measures included Acting Out and Distractibility from the Walker Problem Behavior Identification Checklistand Personal Self, Social Self, and Intellectual Self from the Primary Self‐Concept Inventory.Results indicated that participation in group counselling sessions improved behaviour in the classroom and enhanced some positive self‐evaluations (Social Self). The intervention appears to be beneficial in improving acting out and distractibility behaviours and one area of self‐concept.

Differences in Ego States, Locus of Control, and Dogmatism between African-American and Anglo-American Undergraduate College Students:

This quasi-experimental study attempted to identify possible differences between African-American (n = 40) and Anglo-American (n = 40) undergraduate college students (ages 17 to 27) relative to personality variables: (1) ego states as measured by the Ego State Questionnaire (ESQ), an experimenter-constructed instrument; (2) locus of control as measured by the Locus of Control Subscale of the Opinion Scale; and (3) dogmatism as measured by the Dogmatism Subscale of the Opinion Scale. A multivariate analysis of covariance (MANCOVA) with the effects of age, sex, and socioeconomic status statistically removed revealed no significant differences between African-American and Anglo-American subjects on the mean vectors of the predictor variables, F(7, 69) = 1.53, p <.17. In other words, there was no statistically significant difference between African-American and Anglo-American undergraduates on any of the ego state, locus of control, or dogmatism measures when the effects of age, gender, and socioeconomic stat...

Relationship of Locus of Control Inventory for Three Achievement Domains (LOCITAD) to Two Other Locus of Control Measures: A Construct Validity Study.

This study examined the relationship between the six scales of Locus of Control for Three Achievement Domains (LOCITAD) and scores on the Nowicki-Strickland Locus of Control Scale and the Rotter Internal-External Scale. Subjects were 140 students (78 boys and 62 girls) who ranged in age from 11-14 years. Results revealed significant correlations between scores on the Nowicki-Strickland Locus of Control Scale and the Success Intellectual Domain (r = -.57, p < .01), Failure Intellectual Domain (r = -.21, p < .05), Success Social Domain (r = -.46, p < .01), Success Physical Domain (r = -.48, p < .01) measures of the LOCITAD. Scores from the Rotter I-E Scale were significantly correlated with the Success Intellectual Domain (r = -.37) and Success Physical Domain (r = -.34) scores of the LOCITAD with both coefficients significant beyond the .01 level. It was concluded that some support for the validity of the LOCITAD was evident. It was recommended that cross-validation investigations be conducted.