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Order Number 8717636
Physiological, psychological, and behavioral effects of aerobic exercise and cognitive experiential therapy on juvenile delinquent males
Friday, William Wells, Ph.D.
The Ohio State University, 1987
Copyright ©1987 by Friday, William Wells. All rights reserved.
UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106
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Physiological, Psychological, and Behavioral Effects of
Aerobic Exercise and Cognitive Experiential Therapy
on Juvenile Delinquent Males
DISSERTATION
Presented in Partial Fulfillment of the Requirements for
the Degree Doctor of Philosophy in the Graduate
School of the Ohio State University
By
William Wells Friday, B.A., M.A.
t t * t *
The Ohio State University
1987
Dissertation Committee: Approved by
Donald J. Tosi
Pamela S . Wise
Richard C. Kelsey Ady^Zer Pamela S. Highlen College of Education ©1987
WILLIAM WELLS FRIDAY
All Rights Reserved This dissertation is dedicated to our Heavenly Father, the giver of all good gifts.
11 ACKNOWLEDGEMENTS
This project is the product of the labor of many people. The author deeply appreciates the assistance of these friends although he accepts full responsibility for all errors within these pages.
First to be recognized is my committee chairman Dr. Donald Tosi with whom I have studied since the Fall of 1979. His intellectual creativity, patience, and energetic schedule made it a pleasure and challenge to sit under him during these last eight years. Also crucial to the production of an intelligible manuscript was Dr. Pamela Wise who read and reread one rough draft after another, and helped the author separate out the irrelevant and focus the ideas presented. The other members of the committee. Dr. Pamela Highlen and Dr. Richard Kelsey, provided many useful and helpful criticisms in addition to encouragement and support. Thanks to Mr. Offer Wiseman for statistical consultation. It has been a privilege to associate with this group of scholars.
Second, the author appreciates the courtesy of J. B. Lippincott Company and Western Psychological Services for their permission to use copyrighted material from Dr. Donald Tosi’s chapter in Clinical Hypnosis (p. 165-167) and Drs. Piers’ and Harris’ Children’s Self-Concept Scale respectively. Also, thanks are due to Dr. Stephen Nowicki for information he provided concerning the Nowicki- Strickland Locus of Control Scale.
Third, the author would like to express his deep appreciation to the administration and staff of Buckeye Youth Center who played such a vital role in the production of this research study. Those people named below showed great insight and practical sense in working with the students of Buckeye Youth Center. Their help, comments, and criticisms served as a major practical education in working with young people. Ann Swilinger, former deputy superintendent, let me through the front gate and provided the initial support that allowed the research project to take root. Mr. John Carter, director of group life, continued to support the project, encouraged the staff to
iii participate in the many aspects of the program, and gave many practical suggestions. Ms. Ruby Weems spent many hours participating in the exercise groups, monitoring the behavior of the students and encouraging students with a stern and caring spirit. Mr. Ted Bryant was an important source of support and advice concerning the format, organization, and language of the relaxation-cognitive restructuring tapes. The organization of youth leaders to assist in the daily operation of the program was primarily coordinated by Mr. Ted Riggers and his group of supervisors: Mr. Quincy Dunn, Ms. Thiesta Howard, Ms. Mildred Robinson, Ms. Bobbie Gentry, Mr. James Dorton, and Mr. Bobby Pritchett. Many an evening was spent with these people planning how to overcome the many problems presented by the program. Mr. Tom Hampton and his staff at Cardinal Hall provided many challenging suggestions to improve the quality of the program. The use of the facilities of the Recreation Department were graciously provided by Mr. Frank Watson and the recreation/activities staff; thanks also to Mr. Ed Stewart, Ms. Bo Miller and Ms. Helen Walton. The facilities used for the parties were provided by Mr. and Mrs. Floyd Watson whose kindness and energy will not be forgotten. The youth leaders, as described in Chapter 3, were a group of human service professionals whose day-to- day support and participation will remain with the author as an important memory of the project: Mr. Caneral Jackson, Mr. Tom Bennett, Mr. Gary Burke, Mr. Dan Woods, Mr. Greg Dyer, Mr. Willie McKinney, Mr. John Holland, Mr. James Garrison, Mr. Robert Jackson, Mr. Ernest Fugate Ms. Janet Willis, Ms. Debbie Stewart, Mr. Elijah Ernest. Thank you all so much! Thanks also to the nursing staff for their help in taking physiological measures.
The task of managing the word processing of this document was done by Mrs. Jane Parsons. Her dedication to producing a visually pleasing and accurate rendering of many drafts and revisions of this document was of prime importance. Her power of organization and willingness to put this document ahead of other potentially more profitable ventures is greatly appreciated.
The contributions of the members of my spiritual family at Jireh House deserve special mention. The prayers of support and guidance by Pastor William Ethridge, the elders, member of the praise and worship group, and membership of the church added great meaning and depth to many victories that helped me complete my graduate studies and this final written document. Likewise, the support of many friends and colleagues helped me though the process of my masters and doctoral programs: Mr. Mark Davis, Dr. Donald McGee, Dr. Russell Lewis, Dr. Robert Coover,
iv Dr. Harold Pepinski, and the staff and clients at Southwest Community Mental Health Centers and Parsons Avenue Medical Clinic to name only a few. Thanks to you all.
Finally, to my wife Roslyn I gratefully acknowledge the love without which all the work would have been much less enjoyable and meaningful— sharing these last few years with you has been a great blessing and I look forward to many more years of life together with you. To my son Andrew, I recognize a debt for time, attention and resources that has not been available to you during your first few years; I look forward to our having more time to grow and enjoy. To my parents William and Louise Friday and my wife’s parents James and Jane Crowell I give thanks for the lifetime of giving to their children that have made it possible for my wife and me to be nurtured, educated, and inspired to keep working to achieve worthwhile goals. I thank you all from the bottom of my heart. VITA
December 29, 1950 ...... Born - Denver,Colorado
1976 ...... B.A., Ohio State University Columbus, Ohio
1978 ...... Inpatient Case Manager Columbus Area Mental Health St. Ann’s Hospital Columbus, Ohio
1978-1982 ...... Residential Treatment Counselor and House Manager Southwest Community Mental Health Center, Columbus, Ohio
1981 ...... M.A., Ohio State University Columbus, Ohio
1983-1985 ...... Psychology Assistant Day Treatment Program Southwest Community Mental Health Center, Columbus, Ohio
1983-1984 ...... Research Psychology Intern Ohio State University and Riverside Methodist Hospital Columbus, Ohio
1984-1985 ...... Psychology Intern Educational and Psychological Development, Inc. Columbus, Ohio
1985-1987 ...... Psychology Intern Parsons Avenue Medical Clinic Columbus, Ohio
VI Fields of Study
Pyschotherapy and Counseling Practice and Research ...... Donald J. Tosi Psychodiagnostic Testing ...... Henry Leland Neuropsychology ...... Donald R. Myer
VI1 TABLE OF CONTENTS
ACKNOWLEDGEMENTS ...... iii
VITA ...... vi
LIST OF TABLES ...... xii
LIST OF FIGURES ...... xv
CHAPTER PAGE
1. INTRODUCTION ...... 1
Introduction ...... 1 Overview of the Juvenile Delinquent Population ...... 3 Intervention Strategy: Rational Stage- Directed Hypnotherapy (RSDH) ...... 6 Intervention Strategy: Aerobic Exercise .. 7 Statement of the Problem...... 9 Purpose of the Study ...... 11 Hypotheses ...... 12 Definition of Terms ...... 13 Limitations of the Study ...... 13 Organizational Plan ...... 16
2. REVIEW OF RELATED LITERATURE ...... 18
Introduction...... 18 Theoretical Background: Cognitive Experiential Therapy (CET) and RSDH ..... 20 Rational Emotive Therapy and RSDH ...... 31 Cognitive Behavioral Theories and RSDH ... 32 CET and Changing Awareness ...... 34 CET/RSDH and Social Influences ...... 37 CET/RSDH Stages as a Theraputic Strategy . 38 RSDH Techniques and Evaluation of Treatment ...... 38 RSDH-CET Summary ...... 40
Vlll CHAPTER PAGE
RSDH: Current Studies ...... 40 Theoretical Background: Aerobic Exercise . 43 Aerobic Exercise: Current Studies ...... 44 Theoretical Background: Self Concept .... 48 Self-Concept and Juvenile Delinquency: Contemporary Research ...... 53 Theoretical Background; Locus of Control . 54 Locus of Control and Juvenile Delinquency: Contemporary Research ...... 61 Summary of Chapter II ...... 63
METHOD ...... 65
Introduction ...... 65 Selection of Dependent Variables Physiological Variables of Physical Fitness ..... 67 Resting Pulse ...... 70 Active to Resting Pulse ...... 71 Blood Pressure ...... 72 Psychological Variables ...... 74 Nowicki-Strickland Locus of Control Scale ...... 74 NSLOC Psychometric Properties .... 76 Piers-Harris Self Concept Scale ..... 78 PHSC Psychometric Properties .... 81 Behavioral Variable: Behavioral Points Total ...... 83 Sample Selection ...... 83 Sample Characteristics ...... 84 Selection and Participation ...... 87 Treatment Conditions and Formats ...... 88 Location of Treatment Activities .... 89 Group Leaders ...... 89 Treatment Programs ...... 91 Aerobic Exercise/Rational Stage- Directed Hypnotherapy Group ...... 91 Aerobic Exercise and Basketball Group 91 Rational Stage-Directed Hypnotherapy Group ...... 92 Control Group ...... 92 Statistical Methods ...... 92 Summary ...... 94
ix CHAPTER PAGE
4. ANALYSIS OF THE DATA ...... 95 Introduction ...... 95 Pretreatment Analysis: MANOVA ...... 96 Strategy for Analysis of the Data: Physiological, Psychological, and Behavioral DV Classes ...... 97 Physiological DVs: Descriptive Statistics 98 MANOVA: Physiological DVs ...... 105 Discriminant Function Analysis: Physiological DVs ...... 105 Null Hypothesis 1 Rejected ...... 106 Psychological DVs: Descriptive Statistics 107 MANOVA: Psychological DVs ...... 109 Discriminant Function Analysis: Psychological DVs ...... 109 Null Hypothesis 2 Rejected ...... Ill ANOVA: Behavioral DV ...... 112 Null Hypothesis 3 Retained ...... 114 Exploratory Univariate Analyses: Physiological Variables ...... 115 Resting Pulse ...... 115 Active to Resting Pulse ...... 116 Systolic Blood Pressure ...... 118 Diastolic Blood Pressure ...... 119 Exploratory Univariate Analysis: Psychological Variables ...... 120 Locus of Control ...... 120 Piers-Harris SC Scale ...... 124 Summary of Chapter 4 ...... 127
5. SUMMARY AND CONCLUSIONS ...... 128 Discussion of Results ...... 130 Conclusions ...... 134 Recommendations ...... 139 Summary of Chapter V ...... 142
APPENDICES
Dependent Variable Component Scores by Subject ID and Group Across Time ...... 144 CHAPTER PAGE
APPENDICES (Continued)
B. Frequencies of Dependent Variables by Group and Time ...... 145
C. Discriminant Function Analysis with Centroid Plots ...... 148
D. Means and ANOVAS of Dependent Variables by Race, Treatment Group and Time ...... 149
E. ANOVA of Attendance by Treatment Group ..... 150
F. RSDH Sessions 1-8 Tape Format Transcriptions ...... 151
G. Aerobic Exercise Workout Format Plans ...... 191
H. Nowicki-Strickland Locus of Control Scale .. 196
I. Piers-Harris Children’s Self-Concept Scale ...... 199
J. Behavioral Points Total Award Program ...... 202
BIBLIOGRAPHY ...... 211
XI LIST OF TABLES
TABLE PAGE
1. Rational Stage-Directed Hypnotherapy Experiential Themes...... 23
2. Example of Rational Stage-Directed Hypnotherapy Elaborated ABCDE Model of Behavior ...... 24
3. Rational Stage-Directed Hypnotherapy Cognitive Symbolic Operations ...... 26
4. Stages of Rational Stage-Directed Hypnotherapy ...... 27
5. Effects of Aerobic Exercise on Self-Concept (SC) ...... 47
6. Sample Characteristics for the Four Treatment Groups (Means) ...... 84
7. Sample Characteristics for the Four Trent;., iit Groups (Frequencies) ...... 85
8. Pretreatment Multivariate Analysis of Variance ...... 96
9. Effects of Rational Stage-Directed Hypnotherapy on Self-Concept and Locus of Control Cognitive Orientation ...... 42
10. Mean, Standard Deviation, and Range of Resting Pulse by Treatment Group and Time ...... 98
11. Mean, Standard Deviation, and Range of Active to Resting Pulse by Treatment Group and Time ...... 99
12. Mean, Standard Deviation, and Range of Systolic Blood Pressure by Treatment Group and Time .. 99
13. Mean, Standard Deviation, and Range of Diastolic Blood Pressure by Treatment Group and Time .. 100
xii TABLE PAGE
14. MANOVA of Physiological Dependent Variables by Treatment Group and Time ...... 106
15. Discriminant Function Analysis of Physiological Dependent Variables by Treatment Group ..... 107
16. Mean, Standard Deviation, and Range of Nowicki-Strickland Locus of Control Scale by Treatment Group and Time ...... 108
17. Mean, Standard Deviation, and Range of Piers- Harris Children's Self-Concept Scale by Treatment Group and Time ...... 108
18. MANOVA of Psychological Dependent Variables by Treatment Group and Time ...... 110
19. Discriminant Function Analysis of Psychological Dependent Variables by Treatment ...... Ill
20. Mean, Standard Deviation, and Range of Behavioral Points Total By Treatment Group and Time ...... 114
21. ANOVA of Behavioral Points Total by Treatment Group and Time ...... 114
22. ANOVA of Resting Pulse by Treatment Group and Time ...... 116
23. ANOVA of Active to Resting Pulse by Treatment Group and Time ...... 117
24. ANOVA of Systolic Blood Pressure by Treatment Group and Time ...... 119
25. ANOVA of Diastolic Blood Pressure by Treatment Group and Time ...... 120
26. ANOVA of Nowicki-Strickland Locus of Control Scale by Treatment Group and Time ...... 124
xiix TABLE PAGE
27. ANOVA of Piers-Harris Children’s Self-Concept Scale by Treatment Group and Time ...... 125
XIV LIST OF FIGURES
FIGURE PAGE
1. Rational Stage Directed Hypnotherapy ABCDE Model of Behavior ...... 22
2. Time-Awareness Continuum ...... 34
3. ARSDH Experimental Design ...... 66
4. Illustration of Two Recovery From Exercise Pulse Rates ...... 72
5. Mean Behavioral Points Total by Treatment Group Group at Posttreatment ...... 101
6. Mean Resting Pulse by Treatment Group and Time ...... 102
7. Mean Active to Resting Pulse by Treatment Group and Time ...... 103
8. Mean Systolic Blood Pressure by Treatment Group and Time ...... 104
9. Mean Diastolic Blood Pressure by Treatment Group and Time ...... 113
10. Mean Nowicki-Strickland Locus of Control Scale by Treatment Group and Time ...... 122
11. Mean Piers-Harris Children’s Self-Concept Scale by Treatment Group and Time ...... 126
XV CHAPTER 1
INTRODUCTION
This study investigated the effects of cognitive
experiential therapy (CET) combined with aerobic exercise
on cardiovascular fitness, self-concept, locus of control
orientation and behavior with juvenile delinquent (JD)
boys. This chapter provides an introduction to the study.
The chapter will cover an overview of the JD population,
the theraputic intervention model, the need for and purpose of the study (including the research questions),
the hypotheses investigated, the definition of
terms, the limitations of this study, and the
organization of the remainder of the study.
The combination of aerobic exercise and rational
stage-directed hypnotherapy (ARSDH) is a cognitive
experiential strategy that may offer significant psychosocial and health benefits to a population that has
traditionally been at risk for developing significant behavior, academic, and health problems. Juvenile delinquence is a complex behavioral phenomenon of social
alienation, aggressive behavior, academic failure, and drug/alcohol dependency which develops over a period of
time. Juvenile delinquence is multi-level (socioeconomic,
1 2 family/peer relationships, intrapsychic) in nature
(Rutter & Griller, 1985). It may range between mild
(i.e., short term acting-out, truancy, destruction of property, substance abuse, and petty thievery) and severe
(i.e., chronic violence, destruction and theft of property, and substance addiction) forms (Jenkins, 1985).
While many past investigators have treated delinquency as a unitary construct, the work of several researchers
(Quay, 1964, 1972; Offer et al., 1979) suggests that there are several dimensions of delinquent behavior. (Jenkins,
1985; Schwartz & Johnson, 1985).
Results of most short-term interventions have been disappointing because of limitations of the theoretical models attempting to explain and treat the juvenile delinquence problem (Martinson, 1974; Schwartz & Johnson,
1985). While there are a variety of taxonomic and etiologic models, there are two fundamental problems with which JD’s struggle: a sense of personal worthlessness and a sense of personal limitation to influence the outcome of events in their lives.
Cognitive experiential therapy is a system which incorporates cognitive restructuring, relaxation/imagery, and developmental stages (Tosi, 1987). RSDH theory integrates cognitive, affective, physiological and environmental events into a systems model of behavior. 3
RSDH attempts to build an understanding of the model of
behavior and to develop specific strategies to increase the
person’s sense of inherent value and confidence in his
ability to influence behavioral outcomes. The ARSDH model
investigated in this study proposes to expand upon and test
the model developed by Tosi to provide a rationale for the
treatment intervention of the JD.
Overview of the Juvenile Delinquent Population
This study of the effects of ARSDH was conducted
with a group of juvenile delinquent subjects who were
committed to a state correctional facility because of
their extensive arrest records. The term juvenile
delinquent (JD) is used primarily by legal and
sociological professionals to refer to persons
manifesting illegal behaviors reflecting multidimensional patterns of maladjustment. The JD has either committed a
criminal act which would be classified as a misdemeanor or felony or commited a status violation that would not be forbidden to adults (i.e., running away from home or being truant from school) but would be considered illegal
for a person of minor age. The JD is a person under age eighteen who experiences chronic behavior problems
through the acting out of aggressive impulses, the violation of laws, rules, and regulations, and the
tendancy to deny personal responsibility for his/her behavior (Berkowitz, 1962; Jenkins, 1985). Theories of juvenile delinquency can be classified as sociological (Cohen, 1955; Merton, 1857; Cloward &
Ohlin, 1969), psychodynamic (Aichorn, 1935; Abrahamsen,
1944; Halleck, 1971), social learning (Bandura &
Walters, 1963; Sutherland & Cressey, 1978), cognitive
(Kohlberg, 1969), and biological (Rutter, 1972; Mednick
& Schulsinger, 1977; Rowe & Osgood, 1984). Presently,
None of these theories has fully explained the diversity of empirical findings on the population (Schwartz
& Johnson, 1985).
The JD population was appropriate for this type of study for a number of reasons. First, aerobic exercise is a natural vehicle to help reduce excess energy and stress which are frequent problems in the JD population. The relaxation exercises coupled with exercise may help the JD to experience a level of relaxation that is deeper than relaxation exercises alone to more effectively cope with stress. Aerobic exercise and RSDH may also help develop self-confidence and self-control in the JD.
Second, the problem of juvenile delinquency has risen rapidly since the 1960's, and it constitutes a serious social problem with possible profound consequences. For example, Strasberg (1978) states that teenage crime rose 140% (property crimes) and 293%
(violent crimes) between 1960 and 1976.
Next, criminal activity, drug/alcohol abuse, school 5 behavior/learning problems tend to be associated with poor self-concept and external locus of control cognitive orientation. Several studies indicate that there is a strong relationship between juvenile delinquency and poor self-concept (Reckless et al.,1956; Epstein, 1962;
Lefeber, 1965). Investigators have also linked juvenile delinquency with the adolescent’s perceived inability to influence the outcome of events in his life (Eitzen,
1974; Brannigan, 1977; DeLange et al., 1981).
In terms of research practice, this population tends to be under-researched and under-served (Jenkins, 1985).
The institutional setting helps to standardize effects of environment and diet that are often difficult to control.
Because of their age and generally higher level of fitness, this group of subjects is at relatively low risk for health problems (esp. cardiovascular complications) that might result from the treatment. The formats of exercise and relaxation presented with the latest in popular music are generally acceptable among youth and help create an atmosphere of accepting multicultural diversity which aids in reducing social alienation. Finally, the program might serve as a secondary prevention- intervention model that is readily adaptable to adolescents still in the community who might be at risk to become delinquent (Schwartz & Johnson, 1985, p. 404). 6
Intervention Strategy—
Rational Stage-Directed Hypnotherapy
RSDH has been developed from a variety of theoretical constructs which focus on the relationship between cognition, affect, and behavior. The therapeutic elements include conceptualization of the problem in the patient’s mind, trying out behavioral strategies based on a conceptualization of the problem in the patient's mind, modifying cognitions, and producing self-acceptance and new behaviors. The model utilized in this study is the rational stage-directed hypnotherapy (RSDH) approach as developed by Tosi (1980). The model utilized in this study attempts to help the subjects self-induce a comfortably deep state of relaxation and does not attempt to go into deeper states of hypnosis.
The effectiveness of rational stage-directed hypnotherapy has been studied with reference to a wide variety of physical, psychological and behavioral disorders including hypertension (Rudy et al., 1977; Tosi et al., 1980), self-concept and psychological distress
(Reardon & Tosi, 1977), nonassertion (Gwynne et al.,
1978), migraine headache (Howard et al., 1982), and depression (Reardon, et al. 1977; Fuller, 1982).
As of August 1986, researchers have published more than 2500 studies on the effects of exercise and 1000 studies of cognitive behavioral therapy including RSDH. 7
None of these studies have examined aerobic exercise
combined with RSDH. The ÂRSDH model in this research
study is unique at present.
Intervention Strategy— Aerobic Exercise
Aerobic exercise is a type of exercise that requires
the utilization of oxygen for energy production. It is
that activity which causes the body to increase its
glucose/oxygen metabolism up to a given individual level
and maintain about 75% of that metabolic level for 20 to
30 minutes in order to stimulate the cardiovascular,
pulmonary, and other organ systems and promote more efficient operation of these systems (Costil; 1981).
Aerobic exercise is known to improve cardiovascular
function (Adams, 1977). Evidence is accumulating
that aerobic exercise positively affects mood (Folkins
& Amsterdam, 1977; Simons et al., 1985). The evidence that aerobic exercise can improve cognitive function or modify behavior is still unclear (Folkins & Sime, 1981).
Aerobic exercise has been demonstrated to improve self-concept (Folkins & Sime, 1981; Hughes, 1984).
Exercise generally and aerobic exercise specifically is a treatment modality that has become more popular in the last ten years as a potential adjunct treatment of a variety of problems including depression (Simons et al.,1985; Kavanaugh et al.,1977), anxiety (de Vries,
1968; Hanson, 1971; Young, 1977; Smith 1984), psychotic 8 behavior (Dodson & Mullins, 1969), substance abuse
(Murphy et al., 1972; Gary & Guthrie 1972), poor self- concept (Collingwood ,1972; Hanson & Nedde, 1974;
Mauser & Reynolds, 1977; Hilyer & Mitchell,1979), and cardiovascular disease (Scheurer & Tyson, 1977).
Aerobic exercise stimulates the sympathetic nervous system and creates a state of hyperarousal (deVries,
1976; p.266) which, when combined with relaxation techniques and their stimulation of the parasympathetic nervous system (Benson, 1974; p.37; Hoffman et al., 1982) creates an enriched mind-brain environment in which cognitive experiential therapy (RSDH) can be practised by the student, client, or patient. These activities stimulate subcortical CNS systems (ex., hypothalamus) which have a fundamental role in the regulation of behavior.
Based on four years of previous experience with the
ARSDH model, the author has hypothesized that the experience of extending physical and motivational limits through the aerobic exercise activity can result in the participant’s feeling more positive about his ability to change and grow stronger by making a commitment to a systematic program. Concentration of attention on achieving exercise goals and following relaxation sequences may increase the participant’s experience of and confidence in his ability to achieve success in more complicated psychotheraputic activities. The pleasure or "high" which 9 is felt by exercisers, being even more pronounced with the addition of relaxation exercises, is a highly reinforcing condition which will encourage continuation of the process.
The relationship that one exerciser can build with participation in an exercise group can serve as a model of successful social performance. These elements may synergistically combine to boost the participant’s confidence that the benefit/risk ratio in cognitive therapy warrants devoting the energy output and commitment required for successful therapy. These elements may encourage more positive outcomes in cognitive experiential psychotherapy.
The aerobic exercise model is based on the ideas that the activity level of the person’s autonomic, limbic, and cortical nervous systems are very influential in the person’s psychosocial functioning; that aerobic exercise stimulates the sympathetic-limbic-cerebral cortical subsystems while relaxation (RSDH) stimulates the parasympathetic-limbic-cerebral cortical subsystems of the central nervous system; and that exercise and relaxation promote internal (physiological) and external
(psychosocial) adjustment.
Statement of the Problem
The lack of research concerning the efficacy of aerobic exercise combined with rational stage-directed hypnotherapy in the treatment of problems associated with 10 juvenile delinquency has provided the impetus for this research study.
In spite of all the research done in the area of juvenile delinquency, few answers to the important questions about intervention emerge. Martinson (1974) reviewed the previous counseling intervention studies and concluded that there was no one treatment modality that provided evidence of a reduction of repeated criminal behaviors by juvenile offenders.
Palmer (1979) and Rutter and Griller (1984) critique
Martinson for his search for a universal cause-effect in the development and maintenance of criminal behavior.
Palmer demonstrates that the heterogeneity of the studies and subjects demand a more specific analytic process which focuses on particular subject groups and intervention strategies. Rutter and Griller (1984, p.361) suggest that some of the problems of the behavioral sciences with regard to juvenile delinquence intervention evaluation studies are due to methodological and theoretical weaknesses. Palmer (1979), Rutter and
Griller (1984), and Konecni (1984) recommend that outcome studies of interventions with JDs be multifactorial in both independent and dependent variables. Limitations imposed by time, money, and research personnel will limit the complexity of the present study’s design and methodology. 11
Purpose of the Study
The intent of this study was to examine the impact of
the ARSDH program on cardiovascular, self-concept, locus
of control and behavioral indicators in an institutional
population of juvenile delinquents. This study sought to
address one primary research question. Does the
combination of aerobic exercise and rational stage-
directed hypnotherapy programs have a more potent effect
on cardiovascular, psychological, and behavioral
dependent variables than either aerobic exercise or
cognitive experiential therapy programs alone?
It was proposed in this study that the combination of
aerobic exercise and rational stage-directed hypnotherapy
leads to positive adjustment by developing improved
cardiovascular fitness, impulse control, cognitive style change, and self-concept. Cardiovascular fitness was
considered as the representation of CNS stimulation and the extending of physical limits. Improvement in self- concept and change of cognitive style was considered an indication that the participant felt positive about himself and more able to effect personal change. Higher behavioral points earnings reflected better impulse control and more appropriate social behaviors. These gains were specifically measured by cardiovascular fitness,
self-concept, locus of control, and points earned for appropriate behavior. 12
The independent variables are four levels of treatment group (ARSDH, AE, RSDH, and Control) and the times at which repeated measures were gathered
(pretreatment; posttreatment, and follow-up). The dependent variables were cardiovascular fitness (resting pulse, active to resting pulse, systolic blood pressure, and diastolic blood pressure) which were gathered at all three times, psychological adjustment (self-concept and internal-external locus of control) which were gathered at pre- and posttreatment, and behavioral adjustment
(behavioral points total) which was gathered at posttreament only.
Hypotheses
The hypotheses of this research study reflected the fact that the dependent variables were not gathered at all three times. The first theoretical hypothesis predicted that cardiovascular variables would change significantly from pre- to posttreatment and return to baseline (after a two-week hiatus of the exercise program) at followup in the aerobic exercise groups only.
The second theoretical hypothesis predicted that there would be significant changes in psychological variables from pre- to posttreatment in the three treatment groups.
The third theoretical hypothesis predicted significant differences in the behavioral variable at posttreatment in the three treatment groups. The three statistical 13
hypotheses of the study stated in the null form and
tested at the .05 level are:
1) Ho: Regular participation (>.75) in the combined ARSDH program, or the aerobic exercise (AE) program will not result in significant interaction in cardiovascular dependent variables between treatment group and time differences when compared to the RSDH and Control conditions from pretreatment to followup.
2) Ho: Regular participation in the ARSDH program, the AE program, or the RSDH program will not result in significant differences when compared to the control condition in the psychological variables from pre- to posttreatment.
3) Ho: Regular participation in the ARSDH program, the AE program, or the RSDH program will not result in significant differences when compared to the control condition in the behavioral variable at posttreatment.
Definition of Terms
Cardiovascular System (CVS) — The heart, arteries, veins, surrounding muscles, and connective tissue which transports blood and metabolic material around the body. (Stegemann; 1981)
Locus of Control (LOC) -- LOC refers to whether individuals perceive that reinforcement depends upon their own behavior or attributes, versus whether they perceive it as being controlled by forces outside of them, possibly independent of their own actions. Persons are said to believe that external control of reinforcement of their behaviors is due to chance, fate, powerful others, complex and unpredictable environmental forces rather than their own behaviors or characteristics. (Rotter; 1966)
Self— Concept (SC) — James' term that refers to the set of perceptions of the self. It includes all of the individual’s evaluations of his organism and relationships, by which he tends to order and interpret his internal and external experiences.
Limitations of the Study
There are six limitations of this research study. 14
First, the formats chosen for the intervention programs are based on one of many aerobic exercise formats. The AE format in this study was not inclusive of all of the ideas concerning exercise. This study did not attempt to convey the idea that all types of exercise lead to the benefits that result from participation in aerobic exercise. The model used in this study (the YMCA’s PULSE program) was aerobically sound, but it was only one of many types of exercise. The results of this intervention program can only be compared to other programs with some consideration as to the similarity of the methods of the various programs. Likewise, other methods to induce relaxation and cognitive therapy may prove equally or more effective. Care must be taken to compare programs that share common goals and methodology.
The second limitation involved the self-concept instrument. Because the intent of the instrument is clear responses are open to unconscious and conscious distortion. Also, the normative information is based on a small homogenous sample (Piers & Harris; 1983, p.5).
The third limitation of the study was the fact that there is an inherent limit to the benefits of the program during eight weeks as compared to sixteen, twenty-four, or fifty two weeks. Originally, the program was intended to last fourteen weeks with a two week follow-up to test 15 for the program "fitness effect." The two week non exercise period provided an indication as to whether or not the exercise program resulted in a significant improvement in cardiovascular function; Cooper (1968) has demonstrated that a two week lay off from an exercise program of less than six month duration results in a return to baseline cardiovascular function. During the trial period (Fall, 1984), the author noticed that quite a few of the volunteers were being released after three months of their six month sentences. In order to minimize losses of subjects to this early release system, the ARSDH program was shortened to eight weeks with a two week followup.
The fourth limitation of the study was the procedure used to assign the subjects to their groups. True random assignment of subjects to treatment group was not followed. There are inherent ethical limits within an institution which prevent random selection of subjects. A multivariate analysis of variance (MANOVA) of the pre-treatment criterion variables (height, weight, age, SES, resting pulse, active to resting pulse, diastolic blood pressure, systolic blood pressure, self concept, perceived locus of control) by treatment group revealed no significant pretreatment differences between groups. Thus, the groups were essentially equivalent on these measured variables before the ARSDH program began. 16
An inspection of the pretreatment MANOVA (Chapter 4) would lead one to believe that the homogeneity of this population allow reasonable confidence that the assumptions underlying the principle of random assignment have not been significantly compromised. The implications of this problem will be given further discussion in Chapters 3,
4, and 5.
The fifth limitation of the study was the lack of follow-up at three, six, or twelve months to test for the robustness of the participants' gains. Follow-up was not practical for this study due to limits of time and money.
Due to the fact that participants came from all quadrants of the state of Ohio, personal contact for follow-up information was finally considered impractical at this time.
The sixth limitation of the study was the lack of control for subject expectancy generally and relaxation suseptability specifically. The research literature now strongly suggests (Hughes, 1984) that subject expectancy is a potentially important variable which can help predict which types of students, clients, and patients can be helped by the ARSDH approach.
Organizational Plan
The remainder of the research study is organized as follows:
The second chapter examines the relevant literature. 17
The theories and research that attempt to explain the effects of cognitive experiential therapy (RSDH) and aerobic exercise are cited and integrated into an approach to the treatment of juvenile delinquent behavior. These interventions are considered with reference to the constructs of physical fitness, self concept, and locus of control to study a new approach to the problem of juvenile delinquency.
The third chapter describes the methodology of the study. The experimental design, conditions of the institutional environment, demographics of the population sample, the reliability and validity of the measures, the structuring of the treatment groups and data collection are discussed.
The analysis of the data is the subject of the fourth chapter. Chapter five seeks to assimilate the discussion of the analyses of the data into some conclusions concerning the study's hypotheses and how these results relate to the theory underlying the study.
An evaluation of the study’s methods will lead to a set of recommendations concerning the revision and implementa tion of the program for further experimental testing. CHAPTER 2
REVIEW OF RELATED LITERATURE
Introduction
The intent of this research study is to measure the
effects of an eight-week aerobic exercise/rational stage
directed hypnotherapy (ARSDH) program on cardiovascular
fitness, self-concept, locus of control, and appropriate
behavior (within an institution) of male juvenile
delinquents. The evidence presented in this chapter
attempts to support the idea that combining aerobic
exercise and RSDH into a psychotherapy program is a
practical and useful strategy. ARSDH may help participants build more positive relationships based on a more positive and rational assessment of attitudes about
self and others. Also, ARSDH may help the JD develop
awareness of the connections between emotions, beliefs, and behavior that lead to desired or undesired outcomes. Thus,
the participant gains more self-control and builds positive
self-concept. The literature does not reveal research
studies which have explored the efficacy of the combination
of aerobic exercise and RSDH on any population.
The literature review attempts, in the following
sections, to identify theoretical contracts that help to
18 19 explain the empirical observations. In this case, the theoretical constructs are developed primarily from the
RSDH and aerobic exercise models.
Following the discussion of the theoretical constructs of cognitive experiential therapy (RSDH), and aerobic exercise, there will be an examination of the empirical literature of these two components. While there are no studies analogous to the ARSDH program, there are studies of the components’ effects on the dependent variables of this study. These studies will aid in the evaluation of the research questions and results of this study. The literature supports the idea that participation in aerobic exercise results in improved physical fitness and self-concept. Relaxation/hypnosis techniques, as used in RSDH, appear to lead to reduced anxiety and muscle tension, improved perceived ability to handle stress, and a more positive self-concept. The RSDH model demonstrates a potential for enhancement of the psychotherapy process, by helping the individual understand how various components of the mind-body system interact to produce behavior. RSDH also attempts to aid the client-practitioner to conceptualize a process of changing behavior and to develop cognitively mediated internalized control over behavioral responses to internal and external processes. 20
In order to obtain the most reliable and valid analysis of studies covering the ARSDH's two treatment components, limits were placed on studies to be examined. Reviews of the individual treatment components
(i.e., exercise and RSDH) were confined to studies with true experimental designs, random assignment, at least ten subjects per cell, and self-concept or locus of control as a dependent variable.
The final sections of the literature review examines the theoretical basis of the self-concept and locus of control dependent variable constructs and explains why they are of use in this study.
Theoretical Background;
Cognitive Experiential Therapy and
Rational Stage-Directed Hypnotherapy
Rational Stage-Directed Hypnotherapy (RSDH), as developed by Tosi (Boutin & Tosi, 1979; Tosi, 1980) is a cognitive experiential psychotherapy approach which assumes that cognition, influenced by the effects of hypnosis/relaxation, is subject to profound change as it proceeds through a number of content and process stages. RSDH further proposes that as cognition is modified or restructured, other systems including cardiovascular (Rudy & Tosi, 1980; Tosi & Rudy,
1982), musculoskelatal (Howard, Reardon, & Tosi, 1982), and gastrointestinal (Judah,1983) systems, are influenced 21
in their operation. RSDH is a dynamic systems model which
recognizes the reciprocal influence of social and
physiological forces in the production of behavior within
a developmental context (see FIGURE 1 and TABLE 1).
The purpose of the relaxed state is to facilitate
the modification of the individual's awareness of self
within the context of life experience— behavior can be as
much a function of past experience as a response to
present circumstances. Drawing from other research in the
areas of selective attention and subliminal perception,
RSDH postulates that unconscious processes are subject to
the influence of diverse, laterally specialized cerebral
and subcortical (i.e., affective and memory) opera
tions. RSDH proposes to significantly influence how
a person perceives and attends to a stimulus. RSDH
characterizes the person as a system within a system:
A (activating event), B (cognitive responses), C
(affective responses), D (physiological responses), and E
(behavioral responses) which are mutually interactive
(TABLE 2). RSDH attempts to expand the person’s awareness of the self-systems’ various levels of perceptual
activities and how these percepts may be influenced or
altered in the production of conceptual activities
TABLE 3). RSDH recognizes that the expansion of awareness and change of the self-system is a complex process that occurs within six hypothesized operational stages that 22
f \ \ I 1 \V y/
, A - SITUATIONAL CONDITIONS («i, «%, «%, #»)
B - COGNITIVE FUNCTIONS (b;, b%, bj, b»)
C - AFFECTIVE RESPONSES (ci. Ci* c,. c%)
D - PBTSIOLOCICAL RESPONSES (d;, d%, dj, id,,)
E - BEHAVIORAL RESPONSES («}, C)>
Figure 1 Rational Stage-Directed Hypnotherapy ABCDE Model of Behavior 23
are dynamic (i.e., progressing and regressing) and usually, though not always, likely to begin at the relatively simple learning stage (called "awareness") and end in the stabilization of new behaviors (Tosi &
Baisden, 1984) (TABLE 4). The next sections will outline
TABLE 1.— Rational Stage Directed Hypnotherapy Experiential Themes
A — Refers to an event or set of events (al, a2, aS, a4, etc.,) occurring in the internal or external environ ment of a person related to a present, past or future time occuring along an awareness and time continuum (see FIGURE 2, page 24).
B — Refers to a set of cognitive responses (bl, b2, bS, b 4 , etc.,) to an event or set of events (al, a2, aS, a4, etc.,) internal or external, along an awareness and time continuum.
C -- Refers to a related set of affective responses (cl, c2, c3, c4, etc.,) to B about A along an awareness and time continuum.
D -- Refers to a set of physiological responses (dl, d2, dS, d4, etc.,) or concomitants of C occurring along an awareness and time continuum.
E — Refers to a set of overt or covert actions or behavioral possibilities (el, e2, eS, e4, etc.,) toward A occurring along an awareness and time continuum.
(from Tosi, 1981) 24
TABLE 2.— Example of Rational Stage-Directed Hypnotherapy Elaborated ABCDE Model of Behavior
A. Event Mike is on his way to school when he realizes that today he is supposed to go to see his probation officer and he has skipped school once this week.
B . Cognitive Bl Mike evaluates the situation with the Responses thought: "This is awful... why should I have go through this humiliation...."
B2 "This probation officer doesn't understand me or even like me...."
B3 "I must be a real loser to have been caught...."
B4 Mike engages in a self-defeating coping strategy of denial of responsibility with the thought: "This day is going to be a waste.... I can’t really think about school today... I can’t stand to be put down by that jerk... I am just a failure no matter what...."
B5 Mike decides to skip school and "get high" at Greg’s house (Greg has already dropped out of school)
Af f ective Cl Anger Responses C2 Other-contempt C3 Self-Contempt C4 Anxiety
Physio- Dl Increased Blood Pressure logical D2 Increased Pulse Rate Responses D3 Peripheral Vasodialation D4 Increased Norepinephrine Production (Nervousness) 25
TABLE 2 (Cont'd)
E. Behavioral El Mike goes to Greg's house, complains Responses that "Nobody understands what I ’m going through."
E2 Smokes "Crack"
E3 Turns Up Stereo "We Don't Need No Education" from "The Wall" by Pink Floyd.
E4 Stays away from home until he sobers up.
(from Tosi, 1981) 26
TABLE 3.— Rational Stage-Directed Hypnotherapy Cognitive Symbolic Operations
Bl — Appraisal of events
B2 -- Appraisal of response to event
B3 — Generalized appraisal of self system
B4 -- Cognitive-symbolic coping strategies
1) Dissassociation-association
2) Appraisal of response to event
3) Denial-regression-suppression-projection
4) Logical-critical-divergent thinking
5) Imagination
6) Distortion
a. Mislabelling
b. Overgeneralization
c. Arbitrary Inference
d. Magnification/minimization
e. Selective Abstraction
f. Cognitive Polarization (either-or)
7) Descructive/Constructive behavioral approach- avoidance options
8) Proliferation
(from Tosi, 1981) 27
TABLE 4.— Stages of Rational Stage-Directed Hypnotherapy
Awareness
In this first stage clients are introduced to healthier conditions which oppose self-defeating thoughts, feelings, physiological responses and behavior. Self observation and monitoring are given special emphasis, leading the person to discriminate between adaptive and maladaptive behavior patterns. The focus is upon cognitive functioning. The therapist assists the client: 1) to redirect attention to new information about the self and the behavior modifying processes; 2) to consider interrelationships among cognitive, affective, physiological, behavioral and social processes; and 3) to consider possible courses of action as well as goals.
Awareness may be passive-reflective or active-subjective. Passive-reflective awareness utilizes the human ability to be conscious of self and to treat the self as object. Essentially, one becomes an observer of one's thoughts, feelings, body responses and behavior. This form of awareness is somewhat dissociative in that one views oneself as a camera might, from a distance, but the attention here is selectively focused on relevant themes as described within the ABCDE framework.
Active awareness, on the other hand, implies a more subjective participation in thought, feelings, and action— a greater involvement with self and environment in the immediate moment. Where passive-reflective awareness is dissociative, active-subjective awareness is associative and integrative. As experienced, it seems to be characterized by an integration of thought, affect, bodily response and behavior analogous to what is referred to as the "gestalt" experience.
Reflective awareness gives perspective to subjective experience. Both serve different purposes and both need to be addressed in a theraputic learning process. 28
TABLE 4.--(Cont'd)
Exploration
In the second stage clients are encouraged to experiment with ideas derived from therapy. Both in the imagination, via hypnosis/imagery and in "safe" real life situations, cognitive restructuring skills can be applied and consequences experienced and evaluated. Self-exploration reinforces the development and expansion of self- awareness, but in this stage awareness is directed to more realistic and concrete matters.
Cognitively, exploration involves the directing of attention to psychological content occurring in each quadrant of the awareness and time continua. The therapist can guide the client’s focus of attention to specific areas of concern, or can suggest free movement within the experiential life space until some ABCD or E event becomes figurai and demands its own attention. This type of cognitive operation, termed divergent thinking by Guilford (1967), is heavily emphasized in the exploration stage. It is multi-directional, as opposed to the linear or convergent thinking generally used in problem solving. The hypnotic modality facilitates divergent operations by: 1) maximizing awareness along several levels of brain functioning; 2) maximizing focused attention and concentration; and 3) minimizing distraction and interference from other sources of stimuli.
Commitment
After giving full consideration to new information and skills learned in the first two stages, the client reaches a point of commitment to implement constructive action. This stage is often accompanied by mixed emotions and high anxiety. Commitment implies choice, decision and risk; the decision to change is weighed against the costs and rewards of old and familiar behavior. Some clients may terminate, some may develop psycho-somatic symptoms— all require patience and acceptance on the part of the therapist, as well as encouragement to take constructive, positive action. 29
TABLE 4.— (Cont'd)
Decisions made at this stage are, after all, ones that the client has determined to have some probability of success. Furthermore, empirical validation is available in real life situations. Possibilities only glimpsed in earlier stages come within reach, as individuals sense movement to higher and more integrated levels of functioning. The stage of commitment serves as the threshold for a heightened motivation that tends to be realized in the following stage, via the implementation of responsible actions that impact on both the environment and the self. Commitment is an act of the intellect that gives full consideration to emotional, physiological, behavioral and social consequences.
Implementation
Implementation, the fourth stage, implies deliberate and constructive use of cognitive/behavioral skills that are being developed. Commitments need to be translated into situationally appropriate action if they are to be reinforced, maintained, and generalized to other situations. Desirable social consequences are self reinforcing, and tend to increase further participation in the therapeutic learning both inside and outside the relationship.
While cognitive experiential therapy makes extensive use of imagery and hypnosis, steps need to be taken to ensure that behaviors occurring in the imagination also occur in the real life. Implementation of constructive actions often requires significant effort.
Internalization
The fifth stage, internalization, is characterized by integration of more constructive thoughts, feelings, bodily responses and behavior into self-system to the point where they operate more naturally to the person. 30
TABLE 4.— (Cont'd)
Aronfreed states "Concepts of internalization... rest very heavily on the extraordinary ability of human beings to acquire cognitive structures with which they can process information about their behavior and their environment." While integrated behavioral patterns appear to be internalized under certain stimulus conditions, such as therapy, some form of médiational bridging is required if outcomes of significant value are to be maintained. Luria (1976) suggests that verbal-semantic labels serve as those bridges and later activate responses in a manner that is integrative and natural. Such semantic labeling of affective, physiological and behavioral responses may occur at levels below the threshold of awareness.
The RSDH approach is predicated on the belief that internalization is facilitated when an individual has had extensive opportunity: 1) to become aware of the relationships among the response sets described in the ABODE framework; 2) to explore these relationships via hypnothsis/imagery; 3) to make more conscious choices to discriminate among functional and dysfunctional tendencies; and 4) to implement constructive action. The degree of internalization of what has been learned through these stages is dependent upon the extent to which awareness has been expanded to include material that had previously existed below the threshold of awareness--thus building those mediational and verbal- semantic bridges noted by Aronfreed and Luria.
Behavior Stablization
The final stage of experience, behavioral stablization, is evidenced when behavioral changes realized through the preceeding stages become more frequent and permanent. Personal and social development continue, but now are based on new experiential themes and patterns that become the foundation for more constructive actions in the future.
(quoted from Tosi & Baisden, 1984; p.165-167) 31
the theoretical background of RSDH and briefly elaborate the process stages and techniques of the procedure.
Rational Emotive Therapy and Rational
Stage-Directed Hypnotherapy
One of the foundations of RSDH is Albert Ellis’
Rational Emotive Therapy (RET). Ellis (1962) first proposed a simple model of behavior which tied cognition, emotion, and behavior into a system. Ellis stated that activating events (A) led to the arousal of cognitive processes or beliefs (B) which then result in emotional reactions and behavioral cdnsequences (C). Ellis (1984) has expanded his ABC model to include affect (new C), more rational evaluation of the situation or disputation of irrational beliefs (D), and new cognitive-affective- behavior effect (E). He has also explicitly recognized that thoughts, emotions, and behaviors are interactive:
"A central thesis of rational-emotive therapy (RET) and cognitive behavor therapy (CBT) is that the terms "cognition", "emotion", and "behavior" are not disparate or separate aspects of human functioning, but that they are overlapping and interacting processes. Probably, no such thing as "pure" or "absolute" thought, feeling, or action exists. Thoughts or evaluations...are almost invariably accompanied by and interact with actions.... Similarly, feelings...lead to thoughts ... and to actions.... and actions ... lead to thoughts...and to feelings." (Ellis, 1984; cited in Bernard, 1984; p.215)
Thoughts, especially thoughts about the self, are seen by Ellis as a primary influence on emotions and 32 motivation of behavior. As self-rejection, based on overgeneralizations that cannot be proven, is a common thought pattern of the depressive person, Ellis argues that self-acceptance, based on the inherent value of human existance, is the most effective strategy to achieve emotional health. Also important is the development of the capacity to identify and eliminate dogmatic and rigidly held irrational beliefs that lead to perceptual distortions that produce emotionally disturbing consequences. The client is encouraged to interrupt these irrational thought patterns with strong counterbeliefs that lead to more appropriate emotional responses and desirable behavioral responses (Tosi,
1987).
Cognitive-Behavioral Theories and RSDH
Several cognitive behavioral theorists have developed models which lend support for RSDH. Lazarus
(1976) has developed the idea of multimodal therapy which combines the elements of exercise, relaxation, cognitive therapy, and imagery. Lazarus uses the BASICID (behavior, affect, sensation, imagery, cognition, and drugs (drugs representing physiological processes)) framework to organize an approach to behavior change which may use any effective modality while maintaining an awareness of the importance of each aspect of the individiual client's
BASICID. Lazarus (1984) has recently begun to emphasize 33 the power of imagery in the process of cognitive evaluation of fear and anxiety. Lazarus' ideas have not as yet been empirically tested and replicated by other researchers.
Meichenbaum (1985, p.273) suggests that a basic premise of cognitive behavioral theory (CBT) is that one cannot change behavior without first changing one’s awareness about one’s behavior. He states that one must realize that thoughts, feelings, and images are internally and externally reciprocally mediating.
External events may influence internal dynamics and internal dynamics may influence external behavior. Also,
Meichenbaum asserts that helping the individual to engage in experiments in which he is the subject, to interpret automatic thought processes, to examine belief systems for flaws, to formulate goals and evaluate their realization, and to prepare for and cope with failure and success are the major elements of CBT. The next few sections will specify how RSDH addresses the issues of changing awareness, accounting for social influences on behavior, planning a theraputic strategy of behavioral change, and utilizing techniques that help to accomplish theraputic goals. 34
Cognitive Experiential Therapy (CET)
and Changing Awareness
An essential element of cognitive experiential
theory, as represented by RSDH, is the idea that time and
levels of awareness exist on a two dimensional continuum
(FIGURE 2). The RSDH practitioner is encouraged to travel
freely along the time/awareness continuum.
conscious processes * * * * p a s t ------p r e s e n t------future * * * * unconscious processes
FIGURE 2 Rational Stage-Directed Hypnotherapy Time/Awareness Continuum
Tosi (Tosi & Baisden, 1984) proposes that cognitive distortion, maintained by irrational beliefs
systems, is a defensive process often developed early in life to avoid emotional distress. The literature on
selective attention (reviewed by Shevrin & Dickman
(1980)) and subliminal perception (Kostandov &
Arzumanov, 1977; Shevrin, 1978) points to important 35 cognitive processes that are influenced by emotional evaluation.
Gazzaniga (1985) presents evidence from neuro psychology, perception, and social psychology sources to support the idea that the brain is organized in functional modules whose activités are often operating in parallel outside the person’s awareness. While these module’s interactions usually work together on aspects of a problem to provide the foundation for the direction of many subconscious (ex., hormonal and autonomic systems) and conscious processes, hypothesized verbal modules may act in contradictory fashion to make interpretations of cognitions, emotions, and behaviors which are contradictory, illogical, or distorted. The verbalized interpretations of actions (called beliefs by the author) may need to be adjusted to provide short term relief from cognitive dissonance resulting from the clash of belief and behavior. Beliefs are tested and retested, at least in theory, with reference to actual behaviors.
Cognitive experiential theory, drawing on work of
Galin (1974), Watzlawick (1978), Graham & Pernicano
(1979), Chen et al., (1981), Barnett (1981), and Wall
(1984), proposes a "rational" continuum that includes the operations of both major halves of the brain which allows each half to influence the operations of the other. Thus, the verbal, analytical, and creative properties of each 36
half of the cerebrum can work together, via hypnosis,
toward a more life-enhancing, self-controlling
relationship:
"Since the brain may be divided into right and left brain is it conceivable that consciousness can transcend either brain, observe both operations, and ultimately serve to unify them. Perhaps a meta-language or meta- semantic bridge may be constructed using hypnosis most probably lighter states as a foundation and words or language that bridges the rational, logical, analytic and imagerie, emotive, and synthetic." (Tosi, 1987; p. 11)
Cognitive experiential theory, drawing upon the work of Arieti(1963), Fromm (1973), Maultsby (1984), and Luria
(1976), redefines cognition and emotion as interactive systems which may function to enhance and facilitate human growth or debilitate the life processes.
Rationality becomes a metasystem which includes sensory, perceptive, and conceptual parts that are unified in the term consciousness:
"Reason may thus be viewed as a dynamic process serving as a means through which a person may act in logical and critical ways, on their innermost thoughts, emotions, bodily resposnses, behavior, and the environment for the purpose of achieving a sense of well-being and freedom of thought and action." (Tosi, 1987; p. 9)
Tosi (Tosi & Baisden, 1984) proposes that through the use of hypnosis, RSDH promotes increased awareness of emotional and physiological processes. Hypnosis fosters the learning of focused attention which allows the
individual to direct his/her attention to behavioral processes above or below the previous awareness threshold 37 and to ignore distractions which might interfere with cognitive therapy. Hypnosis is hypothesized (Kroger,
1977; Tosi, 1980) to integrate cortical and sub-cortical systems. Hypnosis is a process which can be characterized as a combination of concentration, focused awareness, reflective thought, relaxation, and selective attention or inattention. Awareness can be directed toward or away from information or facts within the person or the environment.
Thus, RSDH can aid in gaining access to more of the individual’s creative potential. Also, expanded awareness of the levels of cognition can aid in developing more congruence between the cognitive/affective processes.
Finally, RSDH is a technique which allows for self induced benefits that can be expanded upon by the individual with additional practice.
CET/RSDH and Social Influences
Like RET, RSDH postulates that cognition has the power to profoundly influence affective, physiological, and behavioral functions of the person. RSDH also recognizes the importance of the social environment in the origin of human behavior (Tosi, 1979; Tosi &
Baisden, 1984). The work of Mooney (1963), Arieti (1963),
Luria (1976), and Bandura (1982) are cited as influential in the person-environment paradigm that underlies Tosi’s 38
expanded ABODE model of behavior. Tosi emphasises that RSDH
is not an internally or externally focused model, but
that both internal and environmental (esp. social)
systems interact to produce behavior.
CET/RSDH Stages as a Theraputic Strategy
RSDH suggests a framework of 6 stages to conceptual
ize the change process in counseling. Quarante (1971)
originally developed the stage concept that was later
modified and operationalized by Tosi (1974) and Tosi
& Marzella (1975). The six stages are awareness,
exploration, commitment, implementation, internalization,
and behavior stabilization (see TABLE 4 for a more" detailed description of the stages). The ABODE process of behavior is examined and explored along the time- awareness continuum relative to the developmental stage at which the client is functioning. Again, hypnosis helps
the person establish the theraputic melieu within which a variety of imagery and restructuring can take place. The
stages aid the practioner and therapist to assess and evaluate the progress the client is making. The stages are not seen as a rigid framework, but rather as a model
representing a developmental process within counseling.
RSDH Techniques and Evaluation of Treatment
To properly evaluate the effectiveness of the RSDH approach, Tosi recommends (Tosi & Baisden, 1984) that
the therapist and/or researcher utilize standardized 39
assessment instruments, physiological measures, and
behavioral records (esp. those maintained by the client).
This allows for a holistic view of the presenting
problem(s) and provides feedback on progress to both the
therapist and the client.
The induction of hypnosis is preceded by a
definition of hypnosis within the RSDH model to allay the
anxiety and misconceptions that the client may have.
Next, induction begins with deep rhythmic breathing and
suggestion of the formula inhale relaxation/exhale
tension. Progressive muscle relaxation and backwards counting are added for deepening of the relaxation effect. The suggestion of the integration of the mind and body to facilitate the increase of awareness set the stage for the introduction of the stage concepts, the
ABODE model of behavior, and the definition of irrational beliefs. The client is led thiuugh a number of examples of how the ABODE model has worked in his/her life and then is taught how to modify the process of behavior by using more rational beliefs and developing more conscious control over physiological processes. The client is encouraged to practice these techniques daily and is given suggestions that practice will lead to mastery of the change process. Following the practice developed by
Ellis’ (1962), Tosi recommends that the RSDH therapist and client decide on regular homework assignments to 40 further the client’s comprehension of the ABODE process within the time-awareness continuum and reinforce the process begun in the therapy sessions.
CET/RSDH Summary
To summarize, RSDH is a cognitive experiential therapeutic approach which hypothesizes an active hypnotic-relaxation response, a variety of levels of conscious processes to be worked upon, an interactive model of behavior which includes cognitive/affective/- physiological/behavioral elements, and a developmental stage orientation within which to evaluate the counseling process. RSDH attempts to encourage client participation in education, assessment, and evaluation of treatment. These elements combine to address the themes of worthlessness and powerlessness in the JD population.
RSDH: Current Studies
The empirical evidence that the RSDH model provides significant therapeutic potential has been explored by four controlled experimental research studies. Reardon
(1976) and Fuller (1981) studied the effects of RSDH on self-concept. Black (1982) and Judah (1983) examined RSDH with reference to changes in locus of control cognitive structure.
TABLE 5 illustrates the impact of RSDH on self- concept and locus of control in the four studies mentioned above. The studies provide limited support for 41
the proposition that RSDH increases self-concept and a
tendency toward internal locus of control cognitive
orientation in clinical populations. All of the studies
utilize at least 6 sessions. Each uses the same factorial
design, the same RSDH treatment model, the same control
conditions, and very similar treatment protocols.
The similarity of methods in the RSDH research studies
strengthens the the conclusion that RSDH treatment
positively affects self-concept and cognitive style.
Another strength in the RSDH studies is their focus on
specific aspects of populations (i.e., self-concept)
rather than the vague or overly general topics. Three of
these studies (Reardon, 1976; Fuller, 1981; Judah, 1983)
found that the RSDH treatment had a strong followup
effect a month (Reardon, 1976; Fuller, 1981) and 6-8
weeks after treatment. This points to an arguably strong
treatment effect.
The RSDH studies also have some limitations. First,
the numbers of subjects in each study were very low.
Next, there was no control over such potentially
important variables as time of day the treatments were delivered (Fuller, 1981; Judah, 1983), medication vs. no medication confounding (Judah, 1983), the extent of
subjects’ understanding of the RSDH concepts (Fuller,
1981), and the possible presentation of an incomplete
RSDH program (Black, 1982). 42
TABLE 5.— Effects of Rational Stage-Directed Hypnotherapy On Self-Concept and Locus of Control Cognitive Orientation
ac/uoc 9C/L0C Tt Effect Author py« studied Peunetreted
Reardon 32 f a m l a Pitta Rsni va. RSm - T e a (1976) adoleaoent T9C3 R S n vs. Others-No inatitutionallaad P l a o A o vs. Jto m Control, 6 weeks, 6 aeaaiona
Puller 32 geriatric Pitta lam vs. RSm - T e a (1981) auralag hoaa T9CS Hjrpnoaia vs. Cthers-No population Cog. Reatruct. w/depreaaicn NT Control, 8 weeks, 8 aaasiona
Black 32 oollega CSB-III R S m vs. ■ R S m - N o (1982) atudenta (LOC) Hrpnoaia vs. Othera-No Cog. Reatruct. (TT Control, 7 weeks, 7 sessions
Judah 26 adult RSDH va. R Sm-Yea (1983) duodenal Baliefa Hjrpnoaia vs. Othera-No ulcer SuTvejr Qig.Reatruot. patients ms-iii NT Control, (LOC) 8-10 weeks, 7 sessions
To summarize, these four well»designed experimental
studies appear to indicate that the hybrid RSDH treatment
can lead to increased self-concept and internal locus of
control cognitive orientation when compared to cognitive
restructuring and hypnosis only therapies. The low number
of subjects in all the studies dilutes the results'
statistical power and reduces the control over
potentially confounding variables. A curious outcome of 43 these studies was the generally poor theraputic effects of the comparison treatment groups when compared to the no treament control groups. One may conclude that either the comparison treatments were poorly executed, relatively useless in terms of treatment effect, or that the low number of subjects tended to increase the regression effects. Despite these limits, the RSDH model provides a useful vehicle for the study of psychotherapy outcome.
Theoretical Background: Aerobic Exercise
Aerobic exercise (AE) is generally considered to be an activity that leads to improved cardiovascular function and physical fitness (Cooper, 1968; deVries,1985 ; Shepard, 1985). AE has been hypothesized to be an activity that also leads to improved psychosocial function. Thus far, reviews of the literature by Folkins
& Sime (1981) and Hughes (1984) support the notion that
AE does lead to improved self-image, that the research studies of AE seem to be generally lacking in strong methodological foundations, and that the theoretical mediators of psychological benefits of AE are not well developed.
Folkins & Sime (1981) endorse Lazarus’ cognitive theoretical model. Lazarus (1972; 1975) proposes that physical fitness and relaxation training can be seen as examples of procedures which reduce somatic distress. 44
Benefits of physical fitness and relaxation training are influenced by the subject’s cognitive appraisals.
Lazarus concludes that physical fitness and relaxation training enhance practitioners’ interaction with the environment. The ARC program seeks to build on
Tosi’s RSDH model which also emphasizes the importance of interactions between various levels of cognitions, emotions, and social learning behavior.
Hughes (1984) cites the psychological and physiological theoretical models which attempt to explain the benfits of exercise . He does not endorse any model, as he remains unconvinced by the evidence presented in the research literature. Hughes recommends that researchers attempt to specify more clearly the individuals and disorders for which AE is beneficial, the best method for prescribing the treatment, and the reasons why the treatment is effective.
AE: Current Studies
TABLE 6 presents the six AE research studies that employed true experimental designs, achieved fitness effects in the AE groups, and utilized self-concept dependent variable measures. Three of the studies employed children, one study used adolescents, another examined college students, and one utilized adults as subjects. While a wide variety of populations have been tested, much remains to be done to fully develop the 45 answer to the questions raised in this study.
The results of the studies presented in Table 6 seem to indicate that the activity of AE results in an improvement in self-concept. The formats of the exercise programs generally involve running. While running would not be indicated for people who are experiencing any one of a number of physical limitations, this format seems appropriate for populations in good physical health.
These studies illustrate a commitment to better experimental designs and an awareness of the need to examine CV effects to document that physical fitness improvements have been achieved.
These studies still lack several important ingredients. First, the measures of CV fitness should be standardized in order to permit direct comparisons between the results of various studies. For example,
Hilyer et al. (1982) utilized pulse rate for 30 seconds after a 5 minute ride on a bicycle ergometer or during the last 30 seconds of the ride. Smith’s (1984) measure of CV fitness consisted of a 9 1/2 minute run. Gary &
Guthrie (1972) used recumbent resting pulse, standing pulse, exercise pulse rate, and time for exercise pulse rate to return to standing pulse rate. The ARC program utilizes a multiple measure approach. This allows for comparison of the major CV measures without depending on expensive laboratory equipment in a field setting. Also, 46
the ARC program arranged for physiological measures to be
gathered at the same times pre- and posttreatment and
according to the same proceedures in each case.
Next, the exercise programs should be standardized
to allow for more accurate assessment and comparison of
the intensity and duration of the treatment programs.
Gary & Guthrie (1972) reported that their subjects
jogged a mile-course 5 days per week for 4 weeks or until
20 miles had been reached. McGowan et al. (1974) directed
his exercise program to meet once per week, 45 minutes
per session, for ten weeks. Hilyer et al., (1982) also
utilized a 5 day per week program in which the treatment
lasted 1 1/2 hours per day for 20 weeks. There is room
for a great deal of variability between programs. The
ARSDH program implemented a protocol developed by the
YMCA (i.e., "PULSE" program), which lasted as long as was
practical given the institutional time limits.
In the one study presented above that self-concept was not improved significantly when compared to the other
conditions (Smith, 1984), one must take into account that
the programs only met once per week for ten weeks. Thus,
the significant improvement in the AE group’s performance
on the nine minute run, compared to that of the other
groups, may not have actually constituted a significant
CV fitness effect. Alternatively, it is possible that
the AE groups’ fitness gains may not have been more 47 significant an influence on self-concept than the fitness gains (sit and reach) achieved by the members of the Yoga group. The small number of subjects per cell may have also influenced the outcome of the analysis. The ARSDH program had at least thirty subjects per cell in order to minimize loss of statistical significance due to lower numbers of subjects.
TABLE 6.— Effects of Aerobic Exercise on Self-Concept (SC)
Pra-Poat C u d l o - v u c u l a r 9C Pitnau Salf-oonoept TK tothor» kwimtlon Kffeeta PV SUidlad Dealan M ù s i
Cary & Outhria 36 atoh Jourard Body n a n i n t 20 (1972) aala adult Oathexla Scala milaa va. Inpattanta oontrol, 4 weeka
MoOowan at al. 37 7th grada Pitta TSCS r u m i n g * (1974) boya aporta va. oontrol, 18 u K k a
rlartineck at al. 344 l-5th Hartlneck* phya.ad. (1978) grada chlldran Zalchoualqr aC3 for control, Children 10 Maeka
Hilyer k 120 oollega yea Pitta TSCS n a m i n g * Hitchall (1979) atudenta cotaiaeling va. running va. control, 10 waeka
Hilyer et al. 43 aala yea Oooparoaith naailng + (1982) Juvenile Self-Bateea wt.lifting * Dolinquenta Inventory coimaeling 15-18 yaara va. phya.ad. program, 20 weeka
smith 39 4-Sth Piare-Harria itaming va. (1984) grade children Children’a yoga va. oca control, 10 I 48
Thus, in attempting to determine whether ARSDH is a
superior psychotherapy program for JDs, one element of
ARSDH, namely AE, can be viewed as a positive component
in terms of its tendency to help participants develop
greater physical fitness and a more positive self-image.
Theoretical Background; Self-Concept
The self-concept construct can be traced to William
James (1890) in the psychological literaure and Charles
Cooley (1902) in the sociological literature. James'
treatment (1890, 1910) of the topic of the self is among
the most comprehensive in that he addresses the problems
of stream of consciousness, memory’s impact on self,
delusions, multiple personality, hyponsis’ effect on self- knowledge, and mediumship-possession. Acknowledging that
several of these topics were outside the realm of natural
science, and maintaining that these phenomena (i.e., delusions, hypnosis, and mediumship-possession) require explanation before the self can be truely understood,
James focused on internalized cognitive awareness of the
self and the self in relation to others. Self-esteem is
seen as an equation resulting from action: 49
"With no attempt there can be no failure; with no failure, no humiliation. So our self-feeling in this world depends entirely on what we back ourselves to be and do. It is determined by the ratio of our actualities to our own supposed potentialities; a fraction of which our pretensions are the denominator and the numerator our success: thus success self-esteem — ————————————————— . pretensions
Such a fraction may be increased as well by diminishing the denominator as by increasing the numerator." (James, 1910; p.187)
Charles Cooley, a founder of the symbolic interactionsist sociology school, also emphasized the cognitive process motivated by affect within the context of relationships with others: "The thing that moves us to pride or shame is not the mere mechanical reflection of ourselves, but an imputed sentiment..." (Mead, 1934; cited in Reardon, 1976, p.17). The symbolic interactionists anticipated the cognitive-behavioral and social-learning thinkers in their focus on interpreted meaning resulting from positive-negative reactions of others. Cognition and affect within a social culture seems to be a common thread of many great pyschological theorists.
Glueck and Glueck (1941, 1950, 1962, 1970, 1974), were the first investigators of juvenile delinquency to attempt large scale longitudinal reasearch. They utilized correlational techniques to quantify profiles of JDs.
They found that poor self-concept is an important 50 variable in the question of the development of the JD.
One of the early and striking factors found by these reasearchers was the JDs’ poor verbal and reasoning skills which they felt contributed to poor school performance and subsequent poor self-concept. Glueck and
Glueck’s research also proposed a link between parental behavior and the JD’s development of self-concept. They found that the JDs, compared to matched "low-risk" teens from high crime neighborhoods, lived in families with parents who had more serious physical, intellectual, and behavioral problems (especially alcohol abuse, criminal behavior, "immorality," divorce, separation, and absence of parents). The parents of the JDs also tended to exhibit less warmth, affection, and sympathy toward their children. These parents tended to be less organized, less routine-oriented, and less consistent in discipline.
Finally, the JD’s families tended to be locked into dependence on the welfare system which often perpetuates poverty and many outside controls of family process. All of these factors contribute to the psychosocial process of poor self-concept development which leads to JDs’ alienation from family and later from society. Later studies (Hetherington & Martin, 1979; Moore & Arthur,
1983) tend to agree with these conclusions.
The next group of JD self-concept studies of note were those of Reckless and Dinitz (Reckless & Dinitz, 51
1956; Reckless & Dinitz, 1957; Lively at al., 1962;
Reckless & Dinitz, 1967; Reckless & Dinitz, 1972).
The basic questions asked in these studies were, why does a person facing a given set of circumstances that may appear to put him at risk of becoming a JD while another person facing the same or nearly identical set of circumstances (perhaps within the same family) take another path— one toward becoming a JD, the the other away from delinquency? Also, does the tendency toward becoming a JD stablize over time or does it open to change? Is there a factor (or factors) that can be useful to predict whether or not a person is likely to become a JD? If so, are there treatment strategies that might aid in the reduction of JD behavior?
These authors and their associates proposed that self-concept is one of the most tangible components that serves to insulate from or propell toward JD behavior.
The Lively et al., (1962) study reported that self- concept, as measured by the California Personality
Inventory appeared to be stable during age 12-15 years for children of a wide cross-section of demographic variables. They demonstrated (Reckless & Dinitz, 1967) that "good" teens after 4 years follow-up, continued to have little or no trouble with the juvenile justice system, attended school' regularly, and performed better in school than a set of matched "bad" teens. The authors 52 concluded that self-concept was one of the most reliable and valid predictors of JD behavior and that various means of improving self-concept would offer the best chance to reduce delinquency.
They do concede (Reckless & Dinitz, 1972) that the task of raising self-concept is difficult in that cognitive, affective, family, peer, and other social forces interact within the person to produce self-concept over time. The task of self-concept change requires a substantial commitment from the individual toward goals which translate into a more positive feeling about himself, his worth as a person, and his ability ability to achieve other goals in the future. Reckless & Dinitz
(1972) describe a psychoeducational approach to JD counseling which failed to achieve a reduction in JD behavior. They explain the failure of the program as due in part to its heavy emphasis on reading which failed to excite enthusiasm or commitment from the high risk students. One problem of the program was the average one year disadvantage in reading skills of of the high risk group. Another possible problem was the emphasis on topics which may have had a middle-class bias (i.e., the work ethic, the advantages of school, the beneficial/helpful role of police in society) while the students were all from economically disadvantaged neighborhoods. 53
Self-Concept and Juvenile Delinquency:
Contemporary Research
Fitts (1969; 1972a; 1972b) applied experimental methods to the quantification of personality constructs.
He began in the early 1960’s to demonstrate that self-
concept is a central and critical variable in human behavior. He also tried to show that an adequate measure
of the self- concept would contribute to solving the criterion problem in personality theory of behavioral
science (Fitts, 1972a;p.3).
In Self-Concept and Delinquency Fitts (1969) presents evidence from a large number of studies using the Tennessee Self-Concept Scale which demonstrates the utility of the self-concept construct as a means of understanding the JD. Fitt’s (1969) data suggests that the "typical" delinquent dislikes himself particularly with regard to his behavior, his moral/ethical standards, and his family relationships. The degree of self perceived maladjustment is reminiscent of a person with a personality disorder who finds it difficult to cope with life because of a low tolerance for stress, frustration, and rejection.
Fitts (1969) states that there are sub-groups within the population of JDs, based on his own and others’ studies, although he simply categorizes them as first 54 offenders and recidivists; the work of Quay (1964; 1972) and Offer et al., (1979) suggests that there may be reason to brake down the categories of JD personality further.
Fitts cites several studies which demonstrate that self- concept is a relatively stable personality characteristic in the JD population, both over time (Taylor, 1955) and across cultures (Kim, 1967; LaMarche, 1968; deAlvarez &
Barrientos, 1969; Zoriel & Shaked, 1970). He also states that there is no evidence that race or SES per se plays a role in determining anti-social behavior (1972a) of young people. While these studies tend to agree with
Fitts’ basic points about the relationship between low self-concept and JD behavior, there seems to be a lack of evidence to support a termination of JD behavior. One important variable in this regard is the attitudes of the reference group of the JD. The values of the reference group appear to be a key to explaining how a person can have a history of illegal behavior and an elevated self- concept. The role of culture or subcultures in the development and maintenance of self-concept is not given further treatment by Fitts. This is certainly an important issue that merits further study.
Theoretical Background: Locus of Control
Locus of control (LOG) is a construct which attempts to measure objectively the concepts of expectancy, reinforcement value, and psychological situation as 55
developed by Rotter and his colleagues (Rotter, 1954;
Chance, 1959; Rotter, 1966; Rotter, Chance, & Phares,
1972; Strickland &' Nowicki, 1974; Phares, 1976; Celini
& Kantorowski, 1982). LOC is a significant construct because it helps to explain why in certain cases (i.e., in
external LOC cognitive orientation) reinforcement will
not have the predicted effect on learning.
Rotter (1966) defines locus of control as follows:
"When a reinforcement is perceived by the subject as following some action of his own but not being entirely contingent upon his action, then, in our culture, it is perceived as the result of luck, chance, fate, as under the control of powerful others, or as unpredictable because of the great complexity of the forces surrounding him. When the event is interpreted in this way by an individual, we have labeled this a belief in external control. If the person perceives that the event is contingent upon his own behavior or his own relatively permanent characteristics, we have termed this a belief in internal control." (p.l)
The key words of this definition are perceive,
contingent, and reinforcement. The reinforcement, reward, or positive outcome may or may not be dependent on circumstances under the control of the individual. The perception or belief that the individual can or cannot generally significantly influence the outcome of events
is the basis of the LOC construct. Thus, people who are more external in perceived LOC tend to be more compliant, conforming, and persuasible; people more internal in perceived LOC tend to seek more information about the environment and issues that effect them. Both types tend 56 to attribute behavior of others in the same way as to themselves (Phares & Wilson, 1972). Internals tend to be more achievement oriented (Lefcourt, 1972) and more likely to engage in social change activities (Davis &
Phares, 1967). Internals tend to perceive threatening situations as a challenge to achieve control (Houston,
1972).
The perception of control is based in large measure on the individual’s experience in past situations. Rotter
(Rotter et al., 1972, p. 41) has developed an equation
(2.1) to represent this idea:
f(E’+GEr+GEpsl+GEps2+...GEpsn)
Esl= ------(2.1)
f(Nsl)
In this formula Esl is the expectancy of outcome of the present situation; the present expectancy is a function of previous experience in the same situation (E’), experiences generalized from other related situations
(GEr), and a variety of problem-solving generalized expectancies (GEpsl+...GEpsn) all divided by the number of previous experiences the individual has had in a given situation (Nsl). The effects of generalized expectancies are hypothesized to be greatest when the person has had little prior experience in a given situation. Phares
(1984, p.507) defines LOC as a continuum rather than a typology. 57
Phares (1957) was one of the early investigators to
study the effects on expectancy of skill/chance factors
in the outcome of tasks. Results of his study indicated
that changes in expectancy were greater in skill than in
chance conditions. The more perceived control attainable
(i.e., skill) by the person, the more positive outcomes
were predicted for participants. Presumably, more self-
confidence leads to more commitment and effort to a task which should lead to more positive outcomes.
Aronfreed (1968) has developed a detailed account,
from a wide variety of theoretical perspectives, of the
social influences on the development of internal/external
LOC and control of behavior. He identifies socioeconomic
status (SES), sex role, and the given society’s
technological development as three important influences on the individual’s LOC orientation.
The SES dimension is simply the higher the person’s status the greater is his perceived power to determine and evaluate his own actions, and also act on his environment; the lower the person’s status, the more necessary is his response to externally controlled determinants and consequences of his actions. Attitudes about LOC are communicated partially through values in the person’s family system and partially through his direct experience. Aronfreed recognizes that the multiple dimensions of status potentially available to a person 58
may not be translated into a univariate LOC attitude, but
that the generalized LOC orientation relates to the
attribution of values given to his status by the
individual. Phares (1976) has reviewed more recent
evidence, and his conclusions agree with Aronfreed. The
nature of cause and effect is unclear though in that LOC
and self-concept measures of young people of all SES and
racial groups appear quite similar until high school. The
life experience of the individual as it relates to the
family system’s experiences, beliefs, and values appear
to be relevant to the person’s LOC orientation.
Aronfreed summarizes a great deal of literature on
child rearing and points to a general relationship
between SES, parental attitudes concerning discipline,
and the development of cognitive orientations toward the
control of conduct. Higher SES parents are seen as more
likely to attempt to induce an internal governor in their
children, while lower SES parents are oriented to
sensitizing their children to the externally imposed punative consequences of their behavior.
Likewise, the resolution of inappropriate behavior
is seen by Aronfreed as more often self-critical on the part of higher SES children, while lower SES children are more likely to seek external sources of responsibility and justification for their actions. There also appears
to be a relationship between the frequency of observing 59
physical punishment and the tendency toward physically
aggressive behavior. Again, sensitization to external
punishment, found to be more likely in lower SES
families, seems to lead to more external LOC orientation.
Lind (1985) similarly sees cognitive development as
a primary factor to "weaken conditioned limits between
stimuli and socially disapproved responses, or... to
lessen "negative" affects (hate, envy, aggression) and to
strengthen "positive" affects (love, justice, guilt,
shame)." The person-social environmental process of
development can aid in the transition from heteronomy to
autonomy. Lind tends to label externally oriented affects
as negative and internally oriented affects as positive.
Several authors have also concluded that externals
report more inconsistency in parental discipline
techniques (Davis & Phares, 1969) and more conflict between parent’s disciplinary attitudes (Shore, 1967;
Davis, 1969) than those scoring higher on the internal
LOC continuum. This appears to verify another dynamic in
the more or less predictable world of the child and adolescent. Nowicki & Schneewind (1982) investigated
the relationship between family ecological variables and
LOC in American and German 12 and 18 year old children.
The internally oriented children reported that they perceived their families as organized, having low 60 conflict, valuing individual expression, active,
independent, and valuing shared recreation and cultural activities.
Phares (1984, p.508) points out that LOC beliefs are only one factor in the complex set of factors that determine behavior. He maintains that since LOC may be of relatively great or little importance in a given behavior, other constructs should be systematically integrated into a model of behavior. Mischel (1973) has identified three perspectives in personality study: 1) envirnomental conditions which modify subject's behavior
(i.e., learning theory, classical conditioning, modeling);
2) internal systems which alter behavior (information processing, constructs, expectancies); and 3) phenomenological interpretations (thoughts, feelings, wishes). While present theory tends to specialize in only one area, the new personality theories must incorporate all three. Mischel postulates that cognitive social learning theory moves in that direction. Cognitive social learning theory emphasizes self-other interaction which continuously changes for each individual. The RSDH model has attempted to begin this integrative process.
ARSDH attempts, in the context of a group format, to help the individual create a successful track record of extending physical limits (endurance, strength, flexibility, and recovery) and increasing the ability to 61
self-induce relaxation. As the individual’s motivation to
participate in the whole program increases with the
success experienced in the first two program phases, it
is hoped that he will choose to participate in the
cognitive therapy phase which examines a model of
behavior and problem-solving expectancies within a
framework for change.
Locus of Control and Juvenile Delinquency Research:
Contemporary Research
The research of LOC cognitive orientation in the JD
population is growing at present. One correlational study
(Martin, 1975) examined the relationship between external
LOC and problem behaviors in 38 eighth grade pre
delinquent and delinquent children. The subjects were given the Nowicki-Strickland LOC (NSLOC) scale. The author reports an R2 correlation of .31 between problem behavior and total external LOC scores. Friedberg (1982) reported a correlational study of 24 status offenders in which self-concept and LOC were compared. He found a negative correlation (r=-.62) between SC and external
LOC.
Duke & Fenbagen (1975) compared the LOC scores of
18 delinquent females to 20 non-delinquent females. The results indicated that the delinquent females were more externally oriented and distanced from others. Martinez et al., (1979) and Kimchy & Sayer (1980) state similar 62 findings regarding their study of JDs compared to normal juveniles. Parrott & Strongman (1984) compared LOC and academic achievement responsibility attitudes of delinquent and non-delinquent juveniles. Delinquents' responses were oriented to more external LOC and less responsibility for academic success.
Eitzen (1974) describes the impact of a behavior modification program on LOC orientation of delinquent boys. The NSLOC scale was given to 21 boys in the BM treatment and 21 control delinquents. The results showed that the BM treatment significantly increased in internal
LOC orientation.
Ollendick & Hersen (1979) conducted a study of a behavior modicification program on 70 institutionalized
JDs. The authors found a positive correlation between external LOC and number of arrests (r=.24); JDs with higher external LOC scores received longer sentences than more internally oriented JDs (F=6.83); JDs with higher
LOC scores tended to lose significantly greater points for more serious (F=6.45) and less serious (F=4.23) infractions of institutional rules; JDs in the higher external LOC group were more likely to have further difficulties with law breaking after release (X2=4.53).
The authors concluded that treatment programs for JDs should try to help the JD move from external to more internal LOC. 63
Ollendick et al., (1980) examined the effects of a
social skills program on LOC orientaton of 27 JDs. The authors found that JDS in the social skills training
group had a greater decrease in external LOC orientation
than those in the comparison groups. Hunter & Purcell
(1984) discuss the effects of an outpatient plus 10 day camp program versus a 3 week outward bound program on a
group of 20 "troubled" adolescents. Both groups reported decreases in external LOC scores on the NSLOC scale.
The results of these studies, though very limited in
scope, suggest that JDs are more externally oriented than non-JDs, that behavior problems are correlated with external LOC orientation, and that there may be a
relationship between successful treatment of JDs and a change from more external to more internal LOC orientation.
Summary of Chapter Two
This chapter has presented the theoretical foundations of cognitive experiential therapy and the
Rational State-Directed Hypnotherapy models. The foundations of aerobic exercise as a theraputic modality for the improvement of self-concept and locus of control have been developed. The research literature concerning the effects of aerobic exercise and RSDH on self-concept and locus of control have been reviewed separately.
Finally, the self-concept and locus of control constructs 64
have been examined generally and especially as they
relate to the juvenile delinquent population. Thus, the
rationale for the choice of treatments and dependent variables for the subject population of this study has been explained. The specifics of the research method will be detailed in the next chapter. CHAPTER 3
METHOD
Introduction
This chapter will describe the research method and
statistical procedures used to analyze the data in this
study. This chapter will also contain an examination of
the experimental design, the experimental instruments, the
sample population, the group leaders, the treatment program, and a summary of the chapter.
The "true experimental design" format (Campbell &
Stanley; 1963) was chosen for the study in order to provide
the most powerful and meaningful results. A "between subject" format was chosen due to the time limit of the
subject’s stay in the institution (Kazdin; 1980). A 4 X 3 factorial with four treatment levels and three repeated measures within subjectsa design was employed to investi gate the effects of aerobic exercise, rational stage- directed hypnotherapy, and the combination of the two approaches on a set of physiological, psychological, and behavioral-dependent variables over time. The study was conducted to determine the effectiveness of the treatment programs to decrease resting pulse, diastolic and systolic
65 66
blood pressure, and pulse recovery after exercise. Also,
the study attempted to assess the treatment's ability to
produce an increase in subjects' internal locus of control,
positive self-concept, and behavior adjustment as opera
tionally defined by scores on the Nowicki Strickland Locus
of Control Scale, the Piers-Harris Children's Self-Concept
Scale, and points on the behavioral points total scale.
The design consisted of four treatment groups: (1) aerobic exercise/rational stage-directed hypnotherapy, (2) aerobic exercise/basketball, (3) rational stage-directed hypnotherapy, and (4) no treatment control (FIGURE 3).
Physiological Dvs Physiological Dvs Physiological Dvs Psychological Dvs Psycholo^cal Dvs ARSm Only Behavioral Dvs " " AE
RSDH
MTC
ARSIîI= Aerobic Exercise 4 ESIH; AD= Aerobic Exercise + Basketball; RSEH= Rational Stage-Directed Hypnotherapy; NTC= Mo Treatment Control Group.
Figure 3 ARSDH Experimental Design 67
The dependent variables for this study were pre-,
post-, and followup measures on physiological variables
(resting pulse, active to resting pulse,systolic blood
pressure, and diastolic blood pressure); pre- and post
measures were taken on the psychological variables (Piers-
Harris Childrens’ Self-Concept Scale and Nowicki-Strickland
Locus of Control Scale); daily points were recorded of
subjects’ appropriate behaviors by the staff and the behavioral total points earned in an eight-week period while participating in the program represents the behavior adjustment at the posttreatment time.
Dependent variables were collected as follows.
Psychological instruments and agreement forms were filled out by the subjects on the Thursday prior to entry to or exit from the program. Physiological data were recorded by nursing staff on Saturdays or Sundays one to two hours after supper during the volunteers’ recreational reward period. As stated above, behavior points were recorded by direct care staff and in-house school teachers on a daily basis; points were totaled at the end of the subjects’ eight weeks in the program.
Selection of Dependent Variables
Physiological Variables of Physical Fitness Training
A central theorem of the program model is that cells, groups of cells, organs, etc., function as bodily systems that utilize energy: 68
"The immediate basis of human movement is the coupling of energy stored in certain high-energy phosphate bonds (adenosine triphosphate, ATP; creatine phosphate, CP) to the contractile proteins of skeletal muscle (actin and myosin)." (Shepard; 1977, page 56)
"Sustained physical activity thus demands the replenishment of phosphate bonds. In the presence of oxygen, energy is made available through a breakdown of foodstuffs to carbon dioxide and water." (Shepard; 1977, page 57)
The various nutrients, oxygen, amino acids, and fuel
(energy) going into the cell allow the burning of energy and result in the production of a variety of substances that might activate or deactivate some other part of the central nervous system, for example, which may be activat ing/deactivating cells in very close proximity (i.e., neurotransmitters) or in distant cells/cell groups (i.e., hormones). Waste and unusuable byproducts must be flushed from the body systems into the ecosystems to make way for the continuation of the cycle. The body’s capacity to move quantities of nutrients and waste are determined by the limits of the circulation system. The primary components of this system are the pump (heart) and the transport network (circulatory system). Thus, heart rate and blood pressure were chosen as the primary physiological indicat ors of the subjects’ response to the treatment.
The definitions of physical fitness are numerous and have various degrees of complexity. Morehouse & Miller
(1976) define physical fitness as: 69
"...the quality of the whole body in terms of its state of adaptation to physical activity. A physically fit person is not overly fat, has a strong skeleton, has neuromuscular strength, has strong connective tissues, and has good circulo- respiratory endurance." "(An unfit person is one who has deadapted to physical activity because of a lack of exercise. His proportion of fat to other tissues is often high, his skeleton is fragile, he is weak, and he has poor stamina. His body quality has deteriorated so that he has poor ability to perform movement function.)" "Fitness relates to a task; it does not describe a state of health." (Page 225)
Shepard (1977, page 4-6), deVries (1980), and Morehouse &
Miller (1976, page 225-228) also suggest that the term
"physical fitness" must be more narrowly defined— do we mean strength fitness (muscle strength/endurance), aerobic fitness (O2 uptake), cardiac fitness (strength of the heart), or psychological fitness (mental/emotional ability to handle requirements of a task).
Cardiovascular fitness was selected as the operational criterion of "fitness" on the recommendation of Folkins and
Sime (1981). The cardiovascular system is a good subsystem to focus on for several reasons. First, as a representa tive of general fitness, the cardiovascular system supplies all bodily tissues with the necessities for life (espe cially O 2 and glucose). Second, the cardiovascular system has an extensive interaction with the central nervous system via the autonomic nervous system.
The procedure of selection of physiological variables of cardiovascular fitness was somewhat difficult in that 70 the author was forced to utilize the most inexpensive, quickly executed, and simplest methods by manpower and financial limits. DeVries (1980) and Shepard (1977) recommend that the researcher gather cardiovascular (i.e., heart rate from an electrocardiogram), pulmonary (i.e., oxygen uptake and carbon dioxide exhalation), and blood pressure data. The methods needed to acquire this type data are either invasive or require expensive equipment and medical supervision--neither of which were practicable in this case. Invasive technology is probably not appropriate for adolescents.
As the intentions of this study are to get a general idea of cardiovascular fitness with minimal financial, equipment, and time resources, the author decided to limit the measures to resting pulse, active to resting pulse, systolic blood pressure, and diastolic blood pressure.
This seemed reasonable based on deVries’ (1980, p. 254) assertion that the equation Heart Rate X Blood Pressure
Systolic divided by 100 "has been well correlated with myocardial O 2 consumption and, therefore, reflects the work of the heart at each level of exertion".
Resting Pulse (RP)
The resting pulse represents the beating of the heart while the body is at rest. The resting heart rate is a measure of cardiovascular efficiency. A relatively low number of beats being necessary to move a given volume of 71
blood at a given pressure must be more powerful/efficient
(per unit of energy used) than a case where more beats are
necessary to move the same volume of blood at the same
pressure.
Active to Resting Pulse (ARP)
The "active to resting pulse" (step test) is another measure of cardiovascular function which indicates how quickly the cardiovascular system can recover from a standardized exercise stress level. Shepard (1977, page
120-122), Saffrit (1986, page 250-254), and Johnson (1986,
Chapter 7) describe the important considerations of step
testing: while least desirable in terms of accuracy
(deVries; 1980, page 262), the step test is seen as the simplest acceptable measure of cardiovascular activity.
Standardization of methods across subjects (especially height of steps and rhythm at which subjects step) is achieved in this study by requiring subjects to do some maximal exercise (two paces per step, thirty steps per minute) for three minutes on a four-step staircase in the students dormitory; the subjects’ pulse was then taken for one minute. This recovery from exercise pulse count represents the mathematical function of the heart’s capacity to return to a normal slower pulse rhythm (see
FIGURE 4). The lower the recovery from exercise pulse number indicates quicker recovery and greater strength of the heart to return to a normal resting pulse. Thus, while 72 more sophisticated physiological techniques would be desirable, reasonably meaningful information has been gathered.
121
w 100
15 25 55 *0’ j6 B"
n n HtcTtij f*or CT rilMM Cfod CT r i ln t u
Figure ♦ Illustretlon of Two Recovery from Exercise Pulse Rstes
Blood Pressure
The other dependent measures, systolic and diastolic blood pressure represent the volume of blood flow in the brachial artery when the heart is pumping and then at rest respectively (deVries; 1980, page 138). As mentioned 73
earlier, the systolic blood pressure X heart rate repre
sents the output activity of the heart (deVries; 1980, page
130). The diastolic pressure represents the cumulative
pumping action of the various muscles and other tissues while the heart rests (deVries; 1980, page 143).
Blood pressure is influenced by variables like age,
sex, emotional state, time of day, nutritional state, and
posture. Age, sex, time of day, nutritional state, and posture were controlled in the experiment by the environ mental limits of the institutional setting for the testing protocol. In the present study, emotional state was controlled to some extent by the fact that the subjects were all examined just prior to a reward activity period which allowed them their choice of swimming, basketball, or movies--this reward period tended to render the subjects cooperative and feeling relatively positive.
As stated before, systolic blood pressure is not exactly measuring arterial pressure; however, it is a reliable non-invasive indication of arterial pressure
(deVries; 1980, page 146). "Specifically, systolic blood pressure is the pressure required to occlude the brachial artery and is noted by listening to the flow of blood below the jff" (deVries; 1980, page 144). DeVries presents a range graph which illustrates the range of systolic pressure as a function of age (deVries; 1980, page 145). 74
Psychological Variables
The ARSDH study utilizes two self-report personality instruments: the Piers-Harris Children’s Self-Concept
Scale and the Nowicki-Strickland Internal/External Locus of
Control Scale. These instruments were chosen because they represented two complimentary personality constructs: self-concept and internal/external locus of control.
Nowicki (1984) cites thirty-four studies which examine the relationship between self-concept and locus of control.
Both instruments have been used with adolescent delinquent populations and have been found by reviewers to have reasonably good validity and reliability (Allie, 1976; p.
512). Specific validity and reliability results will be given later.
Nowicki-Strickland Locus of Control Scale (NSLOC)
Description
The NSLOC (1973) is a fifth grade reading level, forty item self-report questionnaire designed to assess the construct of locus of control of reinforcement in children and adolescents. Rotter (1966) has defined locus of control of reinforcement as the perception of a connection between one’s action and its consequences. Items describe reinforcement situations across interpersonal and motiva tional areas such as affiliation, achievement, and depend ence. Items on the scale are scored in either positive or 75
negative direction to reflect the individual's external
locus of control perceptual cognitive style.
While not specifically warned by the authors, the
investigator was cautious about the potential problems of
uncooperativeness, hostility, cognitive disorganization/-
distortion, and low verbal ability due to bilingual background, organic impairment, or moderate/severe mental
retardation. As mentioned above, care was taken to
investigate the institution’s screening process to assure
that reasonable homogeneity of subject demographics was the case in this study.
As of 1984, there have been 387 studies examining aspects of the NSLOC with a wide variety of populations.
Thus, the authors speak with some measure of confidence concerning the properties of the scale. Nowicki (1984) states that the internal locus of control perceptual style on the NSLOC has been found to correlate "moderately but significantly" with higher social class, higher academic achievement, and a tendency to persistence at a wide variety of tasks. The NSLOC has been studied in relation to various constitutional conditions. Higher external locus of control has been found in subjects with the following disabilities: mental retardation, cerebral palsy, dislexia, physical handicaps, chronic physical illness, deafness, hyperactivity, cleft palet, blindness, and emotional disturbance. Nowicki and Strickland cite a 76
1974 study by Thomas (1974) r^-paring responses by 2,000
institutionalized emotionally disturbed children and 1500
controls which indicated that the disturbed children had
more external responses than the control group members.
Twenty studies have been conducted as of 1987 concerning
juvenile delinquency and have found juvenile delinquents
more externally oriented. Conceptional relationships have
been demonstrated between higher locus of control and
higher self-esteem, self-concept, moral development,
honesty, leadership, lower anxiety, and less interpersonal distancing in children and adolescents.
NSLOC Psychometric Properties
The norms for the children’s NSLOC were obtained by using a sample of 152 male and female children ranging from
third through ninth grades. The ethnic character of the sample is not specified by the authors. The reviewers
(Allie, 1976, p. 554; Mirels, 1977) characterize the qualities of the NSLOC scale as a reasonably reliable measure that does seem to have two factors (helplessness in interpersonal relationships and helplessness over things).
The test-retest reliability during a six-week period was .75 for the 54 children in the 12 to 15 year old group.
Subsequent studies found similar test-retest values. The internal consistency estimates were calculated using the split half method, corrected by Spearman-Brown method were reported by Nowicki and Strickland (1973) as .74 for 77 students in ninth through eleventh grades; the authors assert that since the test is additive and items are not comparable, the split half reliabilities tend to under estimate the true internal consistency of the scale.
Standard error of measurement is not reported.
Validity studies reported by the authors are dis criminant in construct types. The authors reported that studies comparing locus of control and desirability and locus of control and intelligence test scores were found to be non-significant correlations. Scores were not signifi cantly different when analyzed by sex. These findings have been confirmed by other researchers.
In terms of construct validity, the NSLOC correlates
"moderately" with other measures of locus of control: the
Intellectual Achievement Responsibility Scale (Crandall,
Katovsky, Crandall, 1965) (R=.51, R %=.25, N=?) and the
Bialer-Cromwell Scale (R-.41, R2=.16, N=29--ninth through eleventh grade children). These correlations appear to be in the low moderate range. Nowicki and Strickland (1973) found "moderately" significant relationships between internal orientation and higher social class, higher academic achievement, and ethnically white students. The conclusions regarding internal locus of control orientation and higher academic achievement were supported by studies of Danish, Hungarian, and Mexican-American students. As previously stated, higher internal locus of control 78
correlates positively with higher self-esteem, higher self-
concept, popularity, leadership, lower anxiety, higher
consistency, and increased warmth with other people. Thus,
while the psychometric properties are not especially
strong, the NSLOC scale seems to be a reasonably good
instrument to use in this type study.
Piers-Harris Self-Concept Scale (PHSC)
Description
The PHSC is an 80-item self report questionnaire designed to assess how children and adolescents feel about
themselves. The reading difficulty is assumed to be at the
third grade level. The scale may be administered to groups. Self-concept as assessed by this instrument, is defined as a relatively stable set of self-attitudes reflecting both a description and an evaluation of the individual’s behavior and attitude. Items on the scale are scored in either a positive or negative direction to reflect this self-evaluative dimension. A high score on this scale suggests a relatively positive self-evaluation, whereas a low score suggests a relatively negative self- evaluation. The PHSC focuses on children’s conscious self perceptions rather than attempting to infer how they feel about themselves from their behaviors or the attributions of others. Thus, this definition is consistent with what
Wiley (1974; 1979)) refers to as a phenomenological view of 79
"self-concept" and, as used in the manual, is interchange
able with the terms self-esteem and self-regard (Piers &
Harris; 1984, page 1).
Some cautions regarding interpretation are recommended
by the authors. In order to guard against "false positive"
findings of poor self-concept, the user is advised to
cautiously consider only those scores at the sixteenth
percentile or below (i.e., total score of 38) as indicative
of "poor self-concept". The authors also recommend that
some discretion be used by the investigator to rule out
potential problems of uncooperativeness, hostility, cognitive disorganization/distortion, and low verbal ability due to bilingual background, organic impairment, or moderate/severe mental retardation.
These concerns were investigated during the three- month trial period of the study. The author observed several groups of volunteers filling out the forms; staff were available to answer questions. Judging by the cooperation of the subjects, the completeness of the
answers (i.e., all questions were answered), the body
language of the subjects, and the reward given for full
cooperation, the author believes that the subjects’ answers
represent accurate responses based on reasonable comprehen
sion of the items. The sample, as discussed in more depth
later in the chapter, was a reasonably homogenous group of males aged 15 to 19 years. These subjects had no previous 80
history of severe mental or emotional disorders, a fairly
extensive history of non-violent antisocial behavior, and
the cognitive ability to function at the eighth through
twelfth grade level (though again some caution would be
advised in generalizing what the actual academic achieve
ment level of the subjects might be).
The authors assert that studies comparing the PHSC
self-concept scores of various racial and cultural groups
found no significant differences between groups. Within
group differences, however, have appeared in various
studies which seems to indicate that the life experiences
of each individual (and cognitive/behavioral theorists
would say the interpretation of these experiences) seem to
be a major factor in the development of self-concept.
Studies attempting to correlate PHSC scores of self-
concept with age, grade, sex, intelligence, achievement,
and socio-economic status have been inconclusive due to a
combination of methodological heterogeneity and the
relatively low number of such studies cited by the authors.
The authors are somewhat hesitant to generalize concerning
connections between self-concept and other constructs. As
of 1984, the authors specified that the PHSC is in need of
further research to refine the analysis and clarify the
answers to these questions.
In the development of the PHSC, Piers and Harris were particularly interested in designing a quick screening 81
device that could "evaluate alternative intervention
strategies, investigate the relationship between self-
concept and other traits or behaviors (e.g., empathy,
teenage pregnancy, drug use), and monitor changes in self-
concept over time. In addition, the scale has been used to
adjust the fundamental questions about the nature of
children’s self-evaluative attitude and their possible
antecedents." (Piers & Harris; 1980, page 3)
PHSC Psychometric Properties
The norms of the PHSC were obtained using several
groups of 1695 male and female children in seven locations.
The children ranged in age from 12 to 18 years. The ethnic
population of the standardizing group was primarily white.
Despite the small sample size and narrow range of multi
cultural sampling, the PHSC is said by Piers and Harris,
Wiley (1974), and Bentley (1971) to be psychometrically adequate and to possess sufficient validity to apply to multi-cultural groups. The authors also state that the unitary concept self-concept has 6 subscales on this
instrument; however, Bentley (1971) maintains that the size of the instrument as unidimensional is probably preferable.
The authors state further that the issue of internal consistency is not adequately covered in the manual.
Bentley (1971) does call the manual accurate and cautious.
The test-retest reliability ranges from .42 (over an eight-month interval) to .96 (over a one-month interval). 82
The median test-retest reliability for the thirteen studies reviewed by the authors was .73 (Piers & Harris; 1981, page
54). The test-retest reliability being lower is indicated when the standard deviation of the sample is small.
Internal consistency ranges from .88 to .93 in the six studies cited (page 56). The standard error of measurement
(SDv-l-r) is plus or minus four points on the scale.
"Changes in group means on a retest (up to 5 points) have been found to be consistently in the direction of a higher score (more positive self- concept) even if no treatment or manipulation has taken place. Although difficult to interpret, such findings are not unusual in this area. It has been suggested that increasing familiarity with the items might account for the change, but in any case, it re-emphasizes the importance of using a control group before making claims regarding any changes in self-concept in a group receiving treatment."
(Piers & Harris; 1984, page 57)
The validity of the PHSC has been estimated in a number of empirical studies. Content validity has been refined by beginning with Jerslid’s (1952) early work on children’s self-concept, especially "just me, myself" and
"personality, character, inner resources, emotional tendencies". The authors have also found significant relationships between SC scores, teacher and peer ratings
(p. 58); significant relationships have been found between
PHSC and other SC instruments (p. 59). Construct validity has been examined in relation to other measures of person ality characteristics, and measures of behavior range .04 to .69, median equals .49 (p. 60). 83
Behavioral Variable: Behavioral Points Total
Behavioral Points Total was the institutional system
which kept track of the students’ behavior within the
institution. The behavioral points total was the total
points each subject has earned daily over the eight weeks
of participation in the program (see Appendix J for
explanation of the BPT system). The behavior points can be
added by any number of direct care staff (i.e., teachers,
recreation therapists, youth leaders, supervisors). The
points were tracked by the youth leaders of the subjects’
residential area, totaled by an evening supervisor, and held for office use by the secretary of the Director of
Group Life. A "perfect week" point total is 135 points.
Thus, the maximum total possible point earning was 1080 points for the entire program. The BPT was seen as a measure of behavioral adjustment to the rules and regula tions of the institution.
Sample Selection
The 178 student volunteers used in this study were chosen from among youth sentenced to the Ohio Youth
Commission’s correctional facility called Buckeye Youth
Center. The time period of the study was January 1 to
November 14, 1985. Mortality due to early release or expulsion due to repeated rule violations brought the
sample number to 130 persons. The institution is designed
to handle students ranging in age from 14 to 18 years. As 84 stated earlier, these students were committed for a variety of property and drug related crimes. Although not sen tenced for violent crimes, 75 percent of the youth in the sample admitted at the pretreatment time that they fight a lot on their self-concept scale answer sheets.
Sample Characteristics
The frequency of the phenomena is the initial level of analysis. TABLES 7 and 8 introduce the values of the dependent variables arranged by treatment group (see
Appendix B for frequencies by group and by time). The frequencies and means form the basic specimen to be examined. The 130 subjects ranged in age from 14 to 19 years. The subjects’ academic grade level ranged from 8th
(IS) to 12th (lOSs). Their heights ranged from 61 to 78 inches.
TABLt T.«9a*plc Ch»raet*ri>llc* for Iti* Four Treatment Oroupa IHcana)
ABSDHAE JBSDMHTC
Varlablca M sp M 8p M M SO
A(c (yra.) 16.79 0.79 17.13 0.84 16.96 0.88 16.60 0.73
Height (Ina.) 67.76 X.7S 67.76 2.85 67.60 3.80 67.16 2.15
Weight (Iba.t 144.96 18.2 147.55 19.6 158.87 13.7 144.36 14.37
Grade 10.12 0.78 . 10.38 1.01 10.24 0.79 10.00 0.98
Their weights ranged from 110 to 214 lbs. The race of the
subjects included 65 percent white students and 35 percent
black students. The socioeconomic status (SES) of the
sample was 65 percent middle SES students (income $12,000 - 85
50,000 per year), and 35 percent lower SES students
($12,000 or less per year). Eighty-six percent of the subjects were from cities of 50,000 or more people (home environment-urban/rural) (UR/RU).
T A B U #.--Sample Ckaractarlatlca tor tka Four Treatment Groupe (Percentage Frcquenclea)
Variable# ARSDH AE RSDH HTC
Race (White/Black) .66/.33 .80/.50 .63/.37 .80/.20
SES (Middle/Lower) .70/,30 .62/.68 .63/.37 .67/.33
Home Environment #4/.16 .85/.05 .86/.12 .77/.23 (UR/RU1
Thus, the subjects were adolescent males (primarily white, primarily middle class, primarily from urban home environ ments). The breakdown by group indicates that black students formed the highest percentage of the AE group and were least represented in the control group. The students from rural home environments were most represented in the control group and least represented in the AE group. As demonstrated in the test for initial differences (TABLE 9), none of these differences was statistically significant.
The physiological profiles (see Appendix B) indicate that the fitness level of the subjects varied greatly.
Many of the subjects were habitual cigarette smokers. It is expected that the withdrawal of cigarettes upon entering the institution had an impact on physiological and psycho logical stress levels. The subjects’ resting pulse (RP) 86 varied from 52 to 130 beats per minute (MM); active to resting pulse (ARP) ranged from a low of 97 MM to a high of
167 MM. Their diastolic blood pressures varied from 42 MM to 92 MM. Their systolic blood pressures ranged from 86 MM to 140 MM. Thus, the subjects’ cardiovascular measures showed that they had individual strengths and weaknesses that varied substantially. While the use of tobacco was not examined specifically in this study, it is expected that smokers entered the program with elevated pulse and blood pressure.
The psychological profiles (see Appendix B ) indicate that the subjects’ self-concept varied from very low (5 points) to very high (78 points). The top 50 percent of the PHSC scores ranged from 59 to 78 out of a possible 80 points; thus, the subjects’ PHSC scores were fairly high.
The NSLOC scores ranged from 2 to 30 out of a possible 40 points. The top 50 percent of the NSLOC scores were 15 points to 2 points; thus, the top 50 percent scored fairly strongly in the direction of internal locus of control.
Due to the number of subjects (N=130), it was not feasible to conduct formal statistical analyses with race as an independent variable. Since race is obviously an important factor in the design, implementation, and evaluation of any program for juvenile delinquents, an informal analysis by group, race and time is included in Appendix D. 87
Selection and Participation
The student volunteers were selected in their second
residential week on the basis of weekly availability of at
least three position openings per group. Volunteers were
assigned according to a process of drawing numbers from a
hat. The students included in the sample participated in
at least 75 percent of the 24 sessions of the eight-week
program. Participants were subject to restriction from
involvement in the program by the staff on the basis of
inappropriate behavior during the entire day. Each session
for all groups lasted 50 minutes. The program was con
ducted on Mondays, Wednesdays, and Fridays during the time
period between school and dinner (4:30 p.m. - 5:20 p.m.).
In order to be sure that the requirement of 75%
attendance for subjects to be included in the analysis did
not result in differential loss of potency favoring certain groups, an ANOVA was run to test for between group differ
ences. Appendix E presents the ANOVA plus Tukey HSD
results. There was no significant difference between the
treatment groups ; the Group 4 result indicates that control group members were always present in their no treatment group.
Treatment Conditions and Formats
The content of the treatment sessions was suggested by; A) the YMCA Pulse Lesson Plan (aerobic exercise groups) (Golding et al., 1982); B) staff suggestion 88
(basketball as exercise-socialization activity); C)
Benson’s relaxation response procedure (relaxation group)
(Benson; 1972); D) Tosi’s RSDH model (Tosi, 1984) of
irrational ideas (based on Ellis’ (1974) ABODE model of
irrational beliefs leading to self-defeating behaviors);
and E) staff and student suggestions about specific musical and verbal content of the relaxation/cognitive restructur
ing and exercise tapes prepared for the study.
During the pilot period, the author discovered that certain types of musical and verbal styles were enthusias
tically accepted or vehemently rejected by the students.
Acceptance by the students was a very tricky and at times unstable process in that the range for acceptability for members of each cultural group was narrow and the tolerance for different types of music was low; "new" music was favored over "old" music. The author found that a fairly strict and alternation of "black" and "white" current music was acceptable as background for both the exercise and relaxation/cognitive restructuring modalities. The exercise was generally quick and lively while the relaxa tion/cognitive restructuring music was generally slow and more contemplative (at least in the opinion of the author and the students who reviewed the tapes for critiquing pur poses ) . 89
Location of Treatment Activities
The treatment activities took place (with some minor
variations during a summer renovation period of four weeks)
in the institution’s gymnasium building. The exercise
groups were conducted in the gym. The rational stage- directed hypnotherapy group was conducted in the chapel.
The combined exercise/rational stage-directed hypnotherapy group spent the first 30 minutes in the gym and the final
20 minutes in a hallway between the gym and the chapel.
Group Leaders
While the groups’ treatment program was tape recorded, group leaders were assigned to maintain security (while transporting subjects on foot), order, and keep group members from disrupting the process of the programs. The group leaders were assigned from a pool of regular program staff by the duty officer. .
Some group members attempted to switch (and/or steal) program tapes, disappear into bathrooms to "sneak smoke"
(i.e., smoke cigarette butts that were found in the grounds or in trash cans), fight/pick on each other, report to the wrong group (especially the exercise basketball group), hide behind curtains in the chapel, play basketball before the appropriate time, talk during the RSDH sessions, and not maintain the highest possible pace during the aerobic exercise program. 90
The staff participants were 12 male and 3 female
"youth leaders" age 20 to 60 years. The demographic balance of the staff participating was approximately 88 percent black/12 percent white. The staff had an average of two years of experience in the position of youth leader although 33 percent were newly hired into the institution at the time they were participating as group leaders.
In the opinion of the author, the presence of regular program staff to supervise the subjects was an invaluable aid ip structuring the operation of the sessions as there was assured continuity between the research program and the institution. The participation of the staff implied tacit support of the program. Subjects knew their cooperation
(or lack thereof) would be duly noted by their day-to-day supervisors. The more experienced staff were able to spot subjects with potential behavior problems before they got out of hand and speak to the subjects in order to get them to consider the possible consequences of inappropriate actions or encourage discouraged group members to keep trying. The subjects were less likely to successfully
"con" or test the group leaders. Thus, much time/energy was saved by the reduced gaming of the subjects. There were no major fights, escapes, or injuries thanks to the diligent efforts of the group leaders. 91
Treatment Programs
Aerobic Exercise/Rational Stage-Directed Hypnotherapy Group
The group uses the 30-minute YMCA PULSE (People Using
Life Saving Exercises) aerobic exercise model (see Lesson
Plan in Appendix G) followed by a 15-minute cognitive
experiential therapy period that includes the RSDH model
combining relaxation with positive imagery/thoughts and an
examination of the ABODE model originated by Ellis (1974)
and developed by Tosi (1981). The PULSE program is
designed to increase cardiovascular endurance, joint/tendon
flexibility (to decrease the chance of injury), and muscular strength. The relaxation period is designed to
help ARSDH group members get more relaxed more quickly, to
feel more positive about themselves and to develop a
greater capacity to concentrate on some self-empowering
thoughts which will lead to more positive behaviors by
these group members (see Appendix F for relaxation proto col ) .
Aerobic Exercise and Basketball Group
The exercise comparison group consists of the same 30- minute aerobic exercise program of the ARSDH condition and a 15-minute period featuring basketball (the cardiovascular
system is not continuously stimulated during the basketball portion of the group, the O 2 level in the blood supply is often significantly reduced due to lower oxygen utilization by the less active body than during aerobic exercise). 92
This activity group provides an exercise comparison with the ARSDH group.
Rational Stage-Directed Hypnotherapy Group
This group is a 45-minute cognitive experiential program based on Tosi’s RSDH format— this also serves as the basic model for the program of relaxation in the ARSDH group. (See Appendix F for protocols).
Control Group
The fourth condition is a no-treatment control group.
Group members will be encouraged to carry out such activi ties as reading, listening to music, writing, and watching television. The group members will be involved in activi ties that normally happen during their free periods while in their residential living area. This group will control for a maturation history, regression to the mean, testing effects, and selection-maturation interaction.
Statistical Methods
Data collected in this study were analyzed in a four X three factorial (four between and three within) multivari ate analysis of variance with repeated measures design.
The treatment groups are considered as the between subject factor while the repeated measures are considered a within subjects factor. Pretreatment differences were examined by running a multivariate analysis of variance (MANOVA) on each treatment group subjects’ score on the four physio- 93 logical, two psychological variables, and demographic attributes.
Kirkpatrick and Albenoni (1982, p. 87) suggest that the course of statistical analysis should be MANOVA followed by ANOVA and then Discriminant Function Analysis
(DFA) on means of variables whose F ratios are significant at the P < .05 level.
Treatment trends emerging between groups across pre- and post-trials were examined visually and graphically.
The behavioral variable ("behavioral points total") was analyzed between groups for main effects and effects of time using ANOVA and DFA.
The physiological variables were gathered at pretreat ment, posttreatment, and followup to determine the sub jects’ response to the eight-week aerobic exercise program and a two-week layoff from exercise. The psychological variables were gathered at pretreatment and posttreatment only because the author felt that the subjects’ resistance to filling out the instruments at pretreatment, posttreat ment, and followup might result in distortion of the self- report. The behavioral variable was gathered at post treatment only because the subjects had earned no points by the time they entered the program. Due to the fact that the dependent variables were not all gathered at pre-, posttreatment, and followup times (FIGURE 3), the variables 94 were analyzed by physiological, psychological, and be havioral class using MANOVA and DFA methods.
Summary
The third chapter has presented the method used in the
ARC experimental study. Topics covered include the selection of the dependent variables, sample selection of participants, group leaders, treatment groups, and statistical analysis strategy. CHAPTER 4
ANALYSIS OF THE DATA
Introduction
This chapter presents the analysis of the data. The analysis of the data was done to test the hypothesis presented in Chapter 1. The subject’s physiological and psychological test results and behavioral points ratings were compared to assess the impact of the treatment groups on the dependent variables.
The hypotheses were tested by multivariate analysis of variance (MANOVA) and one-between, one-within subjects factorial univariate analysis of variance (ANOVA) proced ures. The between-subject variable is treatments groups:
Aerobic Exercise/ RSDH, Aerobic Exercise/Basketball (AE),
Rational Stage-directed Hypnotherapy (RSDH), and Control
Group. The within-subject variable is repeated measures.
Physiological variables (resting pulse, active to resting pulse, systolic blood pressure, and diastolic blood pressure) were measured at pre-, post-, and followup treatment intervals to determine the cardiovascular
"fitness effect" of the treatment (esp. aerobic exercise) programs (see "aerobic exercise" in Chapter 2). Psycho logical measures (PHSC and NSLOC) were taken at pre- and
95 96
post-treatment t ’-.es to examine the effects of the treat
ment programs on subjects’ self-concept and internal/-
external locus of control cognitive orientation. The
behavioral measure ("behavioral points total") was the
eight-week total sum of points earned by each subject for
appropriate behavior as defined by the institution.
Pretreatment Analysis: Multivariate Analysis of Variance
A multivariate analysis of variance (MANOVA)was
performed on the pretreatment scores of each of six demographic and six criterion variables to test for initial
significant differences between treatment groups. The univariate which had the highest ^ value (race) was not
statistically significant (p < .09). No significant differences were found between groups (see TABLE 9). Thus, while the assignment of subjects was not random in the strictest sense of the terra, the groups were essentially homogeneous before the treatment program began.
TABU MANOVA Analjrata of Pra-TraatBCnt Boor#* to T#*t for Initial Difference* B*tw#en Group*' P-Ratio Value* for Dependent Variable*
Dependent Variable MANOVA
HI NT ACE BES RACE UR/RU RP ARP BPSYS BPDIA NSLOC PHSC F P
.74 2.44 .17 2.16 1.40 .70 1.14 .73 1.26 .46 .00 1.23 .16 97
Strategy for Analysis of the Data:
Physiological. Psychological, and Behavioral DV Classes
As indicated in Chapter 1 and near the end of Chapter
3, the analysis of the dependent variables will be sepa
rated into physiological, psychological, and behavioral
classes. Because of limitations imposed by the subjects
and the site, the author was not able to gather psychologi
cal and behavioral measures at pre-, posttreatment, and
followup times. Typically, these dependent measures would
all be taken at the same times and then combined in the
analysis. Since that method was not followed in this
study, the analysis will be performed on each dependent variable class separately. Thus, the physiological vari
ables (RP, ARP, BPSYS, BPDIA) will be analyzed at pre-, posttreatment, and followup times with MANOVA followed by multiple discrimanant function analysis (DFA). The psychological variables (NSLOC and PHSC) will be analyzed at pre- and posttreatment times with MANOVA followed by
DFA. The behavioral variable (BPT) will be analyzed at posttreatment only using ANOVA and DFA. Hypotheses 1, 2, and 3 refer to the separated analyses. 98
Physiological Dependent Variables:
Descriptive Statistics
TABLES 10, 11, 12, and 13 present the descriptive statistics for the physiological dependent variables.
FIGURES 5, 6, 7, and 8 illustrate the mean changes for these variables by group and by time. The individual
ANOVAs will be included in a separate section following the main analyses of the physiological, psychological, and behavioral dependent variables.
TABLE 10.— Mean, Standard Deviation, Range of Resting Pulse (RP) by Tx Group and Time
Group Pre Post F-1
1. ARSDH M=78.0 82.0 n=33 SD=12.4 12.5 10.7 Range=62-114 58-110 64-112
2. AE M=80.5 73.0 78.8 n=34 SD=14.5 11.3 13.5 Range=52-122 56-112 56-114
3. RSDH M=83.9 81.0 83.4 n=33 SD=14.3 10.3 11.3 Range=62-130 60-106 65-122
4. NTC M=80.9 80.9 81.7 n=40 SD=11.0 10.6 10.6 Range=60-108 60-110 58-108 99
TABLE 11.--Mean, Standard Deviation, and Range of Active to Resting Pulse (ARP) by Treatment Group and Time
Group Pre Post Followup 1. ARSDH M=131.6 109.3 123.6 n=33 SD=12.8 14.5 15.7 Range=100-156 85-143 95-160
2. AE M=129.1 107.1 122.8 n=34 SD=12.4 12.0 12.0 Range=100-162 85-127 94-149
3. RSDH M=126.8 126.3 128.9 n=33 SD=12.5 15.1 13.9 Range=102-167 88-163 97-165
4. NTC M=124 . 4 123.2 125.1 n=30 SD=13.3 13.8 11.6 Range=92-148 90-149 96-150
TABLE 12.— Mean, Standard Deviation, and Range of Systolic Blood Pressure (SYSBP) by Treatment Group and Time
Group Pre Post Followup 1. ARSDH M=112 114.3 113.5 n=33 SD=10.0 6.5 67 Rangé=90-134 98-130 96-124
2. AE M=110.4 115.2 113.2 n=33 SD=13.0 12.3 9.8 Range=86-140 92-166 100-136
3. RSDH M=113.8 114.4 114.3 n=34 12.7 10.6 11.0 Range=9D-132 96-132 94-132
4. NTC M=114.3 117.2 117.3 n = 30 SD=9.9 8.5 9.3 Range=100-138 104-142 104-140 100
TABLE 13.— Mean, Standard Deviation, and Range of Diastolic Blood Pressure (DIABP) by Treatment Group and Time
Group Pre Post Followup 1. ARSDHD M=67.2 71.2 69.3 n=33 SD=10.6 8.7 9.8 Range=42-85 48-82 40-82
2. AE M=69.6 72.4 70.6 n=34 SD=11.6 9.1 9.9 Range=42-90 52-90 50-86
3. RSDH M=70.9 72.2 72.1 n=33 SD=12.0 10.9 10.0 Range=50-90 52-92 56-94
4. TC M=72.5 74.5 74.2 n=30 SD=11.1 10.2 9.6 Range=4-29 50-94 56-92 101
I# 1.2 i.« l.l * I1.2 2 1 S.O
uctNDt SMjr *-»m I t 2 • « l'ARSDH 2*AE 3*RSIW 4*NTC
Figure 5 Mean Resting Pulse by Treatment Group and Time 102
tü.H
II7.S
IIS.O
IIZ.S'
I07.S
IDS.p- 1.0 l.l l.< l.t l .f 1.0 l.l l.t 1.0 1 I K uctMi cour I M-a 1 A..É-* % l'MtSDH 2-AE 3*RS0H 4-HTC Figure 6 Mean Active to Resting Pulse by Treatment Group and Time 103
StSBP
in.o-
iic.o-
115.5
115.0'
11*5
II*.0'
III.5
IIS.O-
112.5
112.0
111.5-
111. 0-
110.5-
1.0 1.2 1.0 1 .0 2.0 S.l t.l 5.0 IIM . UUNOi «*» 1 » 2 I-MISDH 2-AE . 3-RSDH •' 4-NTC
Figure 7 Mean Systolic Blood Pressure by Treatment Group and Time 104
DIABr
7S
72
71
70
(1
SB
BS a.t I.B I.B IB1.0 I.l 1.0 UK LEUNOi tm jr #-*-» I . 1 B I'ARSDH Z AE 3«RS0H ««NTC Figure 8 Mean Diastolic Blood Pressure by Treatment Group and Time 105
MANOVA: Physiological Dependent Variables
The results of the MANOVA operation are produced in
TABLE 14. The MANOVA indicates that overall interaction effects (group and time) were found for the repeated measures with significance at the p<.001 level. This analysis was then followed by DFA.
Discriminant Function Analysis:
Physiological Dependent Variables
The next step in the analysis is presented with the use of the DFA method of regression analysis. The results show (TABLE 15) that 141 (.36) of the subject observations were correctly placed in their true group by the primary discriminant function equation. The AE group (group 2) was the most accurately predicted (.55), followed by the RSDH group (group 3) (.37), and the ARSDH (group 1) and NTC
(group 4) groups (.26).
Using the canonical discriminant functions technique, three functions were identified to account for the variance among the observations. The first equation had an eigen value of 0.07 and accounted for 0.59 percent of the variance; however, the chi squared test result was 15.88 with a significance of 0.19. The second equation had an eigenvalue of 0.05 which accounted for 0.39 of the variance; the chi squared test was 6.57 with a significance of 0.36. The group centroids also (canonical discriminant 106 functions 1 & 2 evaluated at group means) indicate maximum separation between groups 1 (ARSDH), 4 (NTC), and groups 2
(AE) and 4 (NTC). Thus, the procedure was only moderately successful in distinguishing the treatment groups using this technique (see Appendix C for a complete listing of the numerical values and centroid plots).
TABLE 14.— MANOVA of Physiological Dependent Variables : HP, ARP, SYSBP, and DIABP by Time
Source DF F P
Treatment Group (A) 3 1.16 . 3097
Time (B) 2 27.10 .0001*
A X B 6 7.24 .0001*
* p < .05
Null Hypothesis 1 Rejected
The above levels of significance were derived using
Hotelling-Lawley Trace procedure. Since a treatment group
X time interaction was found, the null hypothesis number 1 from Chapter 1 was rejected. Examination of the univariate results demonstrates the effect of the aerobic exercise formats in the ARSDH and AE groups. The DFA provided no additional useful information concerning the effects of the treatments on the physiological variables. 107
TABLE 15.— Discriminant Function Analysis (DFA) of Physio logical Dependent Variables at Pre- Post- and Followup Times: Number of Observations and Percents Classified by Treatment Group
Actual Treatment Predicted Treatment Group Group 1 2 3 4 TOTAL
1 25 37 30 5 97 25.77 38.14 30.93 5.15 100.00
2 18 56 18 10 102 17.65 54.90 17.65 9.80 100.00
3 21 23 37 20 101 20.79 22.77 36.63 19.80 100.00
4 13 27 27 23 90 14.44 30.00 30.00 25.56 100.00
Total 77 143 112 58 390 19.74 36.67 28.72 14.87 100.00
Total Percent of "Grouped" Cases Correctly Classified = .!
1=ARSDH 2=AE 3=RSDH 4=NTControl
Psychological Dependent Variables:
Descriptive Statistics
TABLES 16 and 17 present the descriptive statistics for the psychological dependent variables. The individual
ANOVAs will be included in a separate section following the main analysis of the behavioral dependent variable. 108
TABLE 16.— Mean, Standard Deviation, and Range of Nowicki- Strickland Locus of Control (NSLOC) by Treatment Group and Time
Group Pre Post 1. ARSDH M=13.8 10.8 n=33 ^ = 6 . 5 6.0 Range=2-26 1-22
2. AE M=14.8 13.4 n=34 SD=5.9 5.4 Range=6-30 4-24
3. RSDH M=15.1 12.7 n=33 SD=5.3 5.1 Range=6-27 6-24
4. NTC M=13 . 6 12.9 n=30 SD=5.8 5.9 Range=4-29 2-25
TABLE 17.- -Mean, Standard Deviation, and Range of Piers- Harris Children’s Self-Concept Scale (PHSC) by Treatment Group and Time
Group Pre Post 1. ARSDH M=52 57.9 n=33 SD=16.6 15.6 Range=5-76 6-77
2, AE M=55 59.9 n = 34 SD=15.1 12.8 Range=29-78 30-76
3. RSDH M=57.1 61.7 n=33 SD=13.1 10.4 Range=21-72 29-73
4. NTC M=57.0 59.8 n=30 SD=11.4 12.4 Range=27-76 19-76 109
MANOVA; Psychological Dependent Variables
The results of the MANOVA operation are produced in
TABLE 18. The MANOVA indicates that an overall time effect
was found for the repeated measures with significance at
the p<.001 level. The significant interaction indicates
the prospect of important findings. This analysis was then
followed by DFA.
Discriminant Function Analysis:
Psychological Dependent Variables
The next step in the analysis is presented with the
use of the DFA method of regression analysis. The results
show (TABLE 19) that 84 (.32) of the subject observations
were correctly placed in their true group by the primary
discriminant function equation. The ARSDH group (group 1)
was the most accurately predicted (.55), followed by the
RSDH group (group 3) (.50), the AE group (group 2) (.27),
and the NTC group (group 4) (.00).
Using the canonical discriminant functions technique,
two functions were identified to account for the variance
among the observations. The first equation had an eigen
value of 0.05 and accounted for 0.90 percent of the
variance; however, the chi squared test result was 7.16 with a significance of 0.30. The second equation had an
eigenvalue of 0.006 which accounted for 0.10 of the variance; the chi squared test was 0.75 with a significance 110 of 0.68. The group centroids also {canonical discriminant functions 1 & 2 evaluated at group means) indicate maximum separation between groups 1 (ARSDH) and 3 (RSDH). Thus, the procedure was again only moderately successful in distinguishing the treatment groups using this technique
(see Appendix C for a complete listing of the numerical values and centroid plots).
TABLE 18.— MANOVA of Psychological Dependent Variables: NSLOC and PHSC by Time
Source DF F P
Treatment Group (A) 3 1 .69 .1250
Time (B) 1" 23.61 .0001*
A X B 3 1 .30 .2567
* p < .05 Ill
TABLE 19.— Discriminant Function Analysis (DFA) of Psycho logical Dependent Variables at Pre- Post- and Followup Times: Number of Observations and Percents Classified by Treatment Group
Actual Treatment Predicted Treatment Group Group 1 2 3 4 TOTAL
1 36 14 16 0 66 54.55 21.21 24.24 0.00 100.00
2 25 15 28 0 68 36.76 22.06 41.18 0.00 100.00
3 18 15 33 0 66 27 .27 22.73 50.00 0.00 100.00
4 25 17 18 0 60 41.67 28.33 30.00 0.00 100.00
Total 104 61 95 0 260 40.00 23.46 36.54 0.00 100.00
Total Percent of "Grouped" Cases Correctly Classified = .32
1=ARSDH 2=AE 3=RSDH 4=NTControl
Null Hypothesis 2 Rejected
The above level of significance was derived using the
Hotelling-Lawley Trace procedure. Since a time effect was found, the null hypothesis 2 from Chapter 1 was rejected.
Examination of the univariate results demonstrates the effects of aerobic exercise and cognitive experiential therapy in the ARSDH, AE, and RSDH groups. The DFA 112
provided no additional useful information concerning the
effects of the treatments on the psychological variables.
ANOVA: Behavioral Variable
The behavioral points total (BPT) is the total number
of points needed for a perfect behavior score minus the
points subtracted for inappropriate behavior during the
subjects’ eight weeks in the program; points are added for
behavior which is helpful, "above and beyond the call".
TABLE 20 presents the means, standard deviations, and
ranges for BPT. TABLE 21 gives the ANOVA values for the
simple main effects of treatment group at posttreatment
only. FIGURE 9 illustrates the mean BPT for each group.
TABLES 20 and 21 indicate that the ARSDH, AE, and RSDH group members had the lowest points earned of all groups while the control group had the highest BPT. This result
is the opposite of all the other findings. 113
BPT 1010
ion
1000
#05
•to
#05
#00
#K
#70
#05
#00
■1 .2 1.0 1.0 2.0 2 0 * 0 TIKE UKMOi tWP I - I #4»:# 0 0 I'AKSOH 2 AE 3'RSOH «•NIC
Figure 9 Mean Behavioral Points Total by Treatment Group at Posttreatment 114
TABLE 20.— Mean, Standard Deviation, and Range of Be havioral Points Total (BPT) by Treatment Group and Time
Post Group 1 M= 957.6 ARSDH SD= 146.5 n=33 Ranges 632-1100
Group 2 M= 993.9 AE SD= 88.1 n=34 Ranges 819-1100
Group 3 Ms 990.4 RSDH SDs 118.3 n=33 Ranges 635-1110
Group 4 Ms 1010 NTC SDs 191.9 n=30 Ranges 404-1110
TABLE 21.— ANOVA of BPT Analyzed for Treatment Group Simpli Main Effects at Post-Treatment Time
Source DF SS MS F P
Treatment Group (A) 3 46482.75 15494.25 .79 .50
Subjects within A 125 2437988. 74 19503.90 (S/A)
Total 128 2484471.50
Null Hypothesis 3 Retained
The above levels of significance were derived using the Hotelling-Lawley Trace Procedure. The null hypothesis
3 stated in Chapter 1 was not rejected. There were no 115
statistical differences between the groups. The DFA was
not performed.
Exploratory Univariate Analysis:
Physiological Variables
Resting Pulse (RP)
Resting pulse is a general indicator of the condition
ing of the cardiovascular system (CVS) at rest.
TABLE 23 illustrates the univariate significance level
of resting pulse by the treatment groups and time. The
percent of variance explained by the treatment groups is
referred to in this study as R* value. In this case,
R2=,86 for the "treatment groups over time model".
The mean resting pulse appears to have been positively
influenced in the aerobic exercise groups only; these values returned to baseline after a two-week hiatus from exercise. Thus, the group X time interaction indicated that certain groups changed significantly over time.
The aerobic exercise treatment groups made significant changes over time. The group X time effect showed a
significant F value (p < .008). When inspected for changes over time (see FIGURE 5, p. 101), the mean RP’s of the aerobic exercise groups made the most significant changes when compared with the non-exercise conditions at post
treatment time. Thus, the PULSE program appears to have produced a significant decrease in exercising subjects’
resting pulse. 116
TABLE 22.— ANOVA of RP Analyzed for Treatment Group Effects by Time
Source DF SS F P
Treatment Group (A) 3 1475.3 1.34 .2625
S/A 128 46882.5 11.40 .0001*
Time (B) 2 1291.5 18.91 .0001*
A X B 6 573.5 2.97 .0080*
S/A X B 250 58353.3
Total 389
R2 = .86 * p < .05
Active to Resting Pulse (ARP)
This variable attempts to measure the response of the heart to a three-minute step test exercise followed by complete cessation of movement. The number of beats in the
first minute after exercise indicates a measure of the
strength of the heart in that a relatively strong heart will recover relatively quickly (and thus produce fewer beats) during the standard minute measuring period. A
relatively weak heart, on the contrary, would continue to beat more quickly for a longer period (and thus produce a greater number of beats) during the standard measurement period of one minute. 117
The means, standard deviations, and ranges of ARP are indicated in TABLE 11. The exercise groups showed a mean change from 130.35 (pre) to 108.18 (post) to 123.15
(followup) beats per minute while the non-exercise groups showed a mean change from 125.68 (pre) to 124.80 (post) to
127.13 (followup) beats per minute. The mean and indi vidual results (see FIGURE 6, p. 102) appear significantly decreased in aerobic exercise groups while the inactive groups showed no significant changes. The ANOVA for the effects of treatment by group and time is presented in
TABLE 23. The results indicate a significant treatment group X time interaction (p < .001).
TABLE 23.--ANOVA for ARP by Treatment Groups by Times
Source DF SS MS F P
Treatment Group (A) 3 3168.60 550.73 2.43 .0674
Subjects within 128 55128.81 9.20 .0001* Group (S/A)
Time (B) 2 9897.39 99.02 .0001*
A X B 6 7504.99 26.43 .0001*
S/A X B 250 1118 47.31
Total 389
Rz = .86 * p < .05 118
The recovery rate of the aerobic exercise groups return essentially to the baseline levels and all groups were not significantly different two weeks after the program ended. Thus, one can see a second indication that cardiovascular activity has been influenced by the aerobic exercise conditions while non-exercise conditions showed no significant changes during the ten-week program.
Systolic Blood Pressure (SYSBP)
Systolic blood pressure is an indication of arterial pressure at the level of the heart being maintained by the beating heart while the subject is at rest.
As stated before, systolic blood pressure is not exactly measuring arterial pressure; however, it is a reliable non-invasive indication of arterial pressure
(deVries; 1980, page 146). "Specifically, systolic blood pressure is the pressure required to occlude the brachial artery and is noted by listening to the flow of blood below the cuff" (deVries; 1980, page 144). DeVries presents a range graph which illustrates the range of systolic pressure as a function of age (deVries; 1980, page 145).
The mean, standard deviation, and range of SYSBP values are indicated in TABLE 12 (see also FIGURE 7, p.
103). TABLE 24 indicates that when the time factor is partialled out along with the time X group interaction and error terms, time accounts for significant between-group
SYSBP changes. Again, the time factor accounts for a 119 significant proportion of variance indicating that the treatment conditions resulted in significant SYSBP changes between times 1 (pre-), 2 (post-eight weeks program), and
3 (followup-two weeks later).
TABLE 24.— ANOVA for SYSBP Analyzed for Treatment Group Effects by Time
Source DF SS MS F P
Treatment Group (A) 3 577.33 247.50 .47 .5319
Subjects within 128 33177.75 9.37 .0001* Group (S/A)
Time (B) 2 444.97 7.97 .0001*
A X B 6 192.37 1.16 .3288
S/A X B 250 6914.40 27.65
Total 389 41317.82
Rs = .83 T p < .05
Diastolic Blood Pressure (DIABP)
Diastolic blood pressure is recorded as the pressure being maintained at the brachial artery when the heart is not beating (deVries; 1980, page 144). The individual values were sorted by treatment group.
TABLE 13 indicates the values of means, standard deviations, and range of the groups (see also FIGURE 8, p.
104). The ANOVA of DIABP for effects of time and time X treatment group interaction (TABLE 25) again points to a 120 significant influence of the time in treatment effects.
The greatest variance for DIABP is within group. This appears to indicate that the exercise programs did signifi cantly impact on diastolic blood pressure although not as much as in the cases of the other physiological variables.
TABLE 25.— ANOVA for DIABP Analyzed for Treatment Group Effects by Time
Source DF SS MS F P
Treatment Group (A) 3 1008.57 266.04 1.21 .3076
Subjects within 128 35486.66 13.60 .0001* Group (S/A)
Time (B) 2 411.87 10.11 .0001*
A X B 6 98.64 .81 .5654
S/A X B 250 5094.67 20.37
Total 389 42074.87
Rz = .87 * p < .05
Exploratory Univariate Analysis:
Psychological Dependent Variables
Locus of Control
The Nowicki-Strickland Locus of Control Scale (NSLOC) is a forty-question instrument designed to measure the experimental subjects’ level of external locus of control.
NSLOC is based on Rotter’s (1966) construct "locus of control"--see definitions, Chapter 1, page 12. TABLE 16 displays the mean, standard deviation, and range values for 121 the groups by time. In the case of psychological variables
(NSLOC and PHSC) the measures were collected at pre- and posttreatment times. The author assumed that there would be minimal change in these variables in two weeks followup.
FIGURE 10 illustrates the mean changes by groups over time as described by the numerical results. TABLE 16 il lustrates that the greatest changes were measured in groups
1 and 3, the aerobic exercise/RSDH and RSDH groups. 122
NSLOC
IS.O-
11.1
1: # n.s
15.2
12.9
12.6
12.0
11.7
11.1
11.1
10.6 1.0 1.2" 1.1 1.6 2.6 2.2 2 6 2.6 9.0 1 I K LtCEKOi emur *-»-» i 2 I'MtSOH 2*AE 3-RSOH 4-NTC
Figure 10 Mean Nowicki-Strickland.Locus of Control Scale by Treatment Group and Time 123
The largest differences were the drop by 3 points in
the NSLOC scores in Group 1 and the 2.4 point drop in Group
3. The drops did not produce an overall significant
treatment main effect; they did produce a significant time
factor effect which indicates that within groups dif
ferences over time accounted for much of the variance. For
this variable, groups 1 and 3 seem to be producing most of
the effect— these are the groups engaged in cognitive
experiential therapy.
The ANOVA by time procedure (TABLE 26) produced a time
factor with significant results. This result points to
effects within subjects over time. Also, a relationship between the construct locus of control and the construct of
RSDH has been tentatively established. This area will be discussed further later. These results point to a rela
tionship between placement in treatment group and changes
in locus of control orientation. The most significant
changes were most often made by the combined aerobic
exercise and RSDH group. 124
TABLE 26.— ANOVA for NSLOC Analyzed for Treatment Group Effects by Time
Source DF SS MS F P
Treatment Group (A) 3 707.89 326.28 .72 .5445
(S/A) 126 41223.86 7.39 .0001*
Time (B) 1 1355.74 30.63 .0001*
A X B 3 79.61 .60 .6205
S/A X B 126 44.26
Total 259
Rz = .88 * g < .05
The no-treatment control group did make some improve ment which shows that the general institutional program is having a positive overall influence on juvenile delin quents’ cognitive orientation. However, the most significant improvements were reported for the group combining exercise and RSDH. Again, this points to the potential positive effects on social/personal cognitive patterns by the combination of the two programs.
Piers-Harris Self-Concept Scale
The PHSCS is a sixty-question instrument designed to measure the person’s overall self-concept. The PHSCS is based on Jerslid’s (1952) idea that self-concept is a quantifiable construct. 125
The means, standard deviations, and range values
(TABLE 17) indicate that the treatment groups emphasizing aerobic exercise made the greatest mean improvement; again, the combined ARSDH group had the greatest overall improve ment. The mean treatment group changes by time are illustrated in FIGURE 11.
When examining the effects of time on the ANOVA (TABLE
27), there are again indications that the variable time accounts for a significant portion of the variance. As as been true with other dependent variables, the within subject variance is significant and the treatment group by time interaction is nearly significant. The most signifi cant changes were again, in the exercise groups.
TABLE 27.--ANOVA for PHSC Analyzed for Treatment Group Effects by Time
Source DF SS MS F P
Treatment Group (A) 3 128.19 59.41 .72 .5459
(S/A) 126 7488.59 8.29 .0001*
Time (B) 1 232.75 31.63 .0001*
A X B 3 52.45 2.44 .0663
S/A X B 126 909.78 7 .16
Total 259 8804.78
Rz = .89 * p < .05 126
rtisc
so
ST
S2
to 1.0 1.2 1.0 2.1
LEGCNOi CWr I • — ►2 I'MSDH 2>AE .34S0N 4«NTC
Figure 11 Mean Piers-Harris Children's Self-Concept Scale by Treatment Group and Time 127
Summary of Chapter 4
This chapter has presented the analysis of the data generated by the gathering and statistical analysis of the dependent variables. Topics covered included frequency distributions-demographic data, pretreatment analysis
(multivariate analysis of variance), multivariate analysis of variance (MANOVA) for overall effects, discriminant function analysis (DFA), and univariate analysis of variance for each of the dependent variables in the study.
Discussion and further analysis of these results will follow in the final chapter. CHAPTER 5
SUMMARY AND CONCLUSIONS
This study evaluated the physiological, psycho logical, and behavioral effects of aerobic exercise combined with cognitive experiential therapy. The theraputic model employed was Rational Stage-Directed
Hypnotherapy (RSDH) as developed by Tosi (1980). Seven dependent variables were evaluated: four physiological measures of cardiovascular fitness (resting pulse (RP) active to resting pulse (ARP), systolic blood pressure
(SYSBP) and diastolic blood pressure (DIABP)); two standardized self-report instruments (Nowicki-Strickland
Locus of Control Scale (NSLOC) and Piers-Harris Self-
Concept Scale (PHSC)), and a measure of behavioral adjustment (Behavior Points Total (BPT)).
One hundred thirty volunteers from a population of institutionalized JDs from Buckeye Youth Center served as subjects for the study. A pretreatment multivariate analysis of variance indicated no significant diferences between groups.
A 4 X 3 factorial design with repeated measures was used to analyze the data. There were four treatment
128 129
levels (ARSDH, Aerobic Excercise/Basketball, RSDH, and
Control). The four physiological variables were gathered
at three time periods (pre-, posttreatment, and
followup); the two psychological measures were gathered
at pre- and posttreatment; the behavioral adjustment
score was the total points earned by posttreatment.
The statistical design required the use of the
following tests: 1) multivariate analysis of variance
(MANOVA) to analyze overall group, time, and group X time
interaction effects; 2) discriminant function analysis
(DFA) was used to examine the degree to which subjects' dependent variable values could predict treatment group membership; 3) analysis of variance (ANOVA) was used to analyze univariate factors.
Utilizing the MANOVA, significant overall group X time interaction effects for physiological dependent variables and time effects for psychological dependent variables were observed. Thus, null hypotheses numbers 1 and 2 from Chapter I were rejected. Since the ANOVA for the behavioral variable by group at posttreatment was not significant the third null hypothesis was retained.
The discriminant function analysis (DFA) revealed that physiological and psychological DVs could be used to predict 32 and 36 percent respectively of the subjects’
treatment group memberships. Group mean (centroid) plots 130
and chi square analysis of the discriminant functions
indicated non-significant results.
ANOVA demonstrated significant treatment X time
interaction effects on variables RP and ARP. Significant
time effects were found on RP, ARP, SYSBP, DIABP, NSLOC,
and PHSC variables. As mentioned above, the dependent
variable ARP showed nearly significant group main
effects.
Discussion of Results
The MANOVA indicated that the treatment groups made
significant physiological and psychological improvements
over time. Visual inspection of the individual variables
show that the aerobic groups (ARSDH and AE) accounted for
the physiological DV improvements. The cognitive
experiential groups (ARSDH and RSDH) appear to have made
the most significant changes on the locus of control
variable, while all three treatment groups and the control
group experienced improved self-concept.
The ANOVA showed significant findings for RP, ARP,
SYSBP, and DIABP (physiological), and NSLOC and PHSC
(psychological) measures. No significant differences were
found for the behavioral measure (BPT). All the
significant interaction findings involved the treatment
groups except the no-treatment control group. Variability due to therapist was controlled by having all cognitive experiential therapy (RSDH) sessions led by a taped 131
series. All aerobic exercise conditions were conducted by
a group of youth leaders who were assigned by the
institution’s supervisors.
Cardiovascular efficiency, as represented by the
four dependent variables utilized in this study, showed
significant improvements in the groups which included
aerobic exercise as part of the treatment format. Non
exercising groups evidenced no significant changes in the
cardiovascular measures. This suggests that the PULSE
model is an appropriate cardiovascular conditioning
program for this age group. As predicted, a two week lay
off from exercise was sufficient to reverse the
cardiovascular effects achieved during the eight week
ARSDH program. All groups’ mean cardiovascular
measurements were comparable to the pretreatment values
at the followup time.
The total locus of control score (NSLOC), which
represents a measure of the person’s perception of his
ability to influence the outcome of events in his life,
showed a significant change (treament X time interaction)
in the internal direction. This effect appeared to be most pronounced in the RSDH treatment groups, especially
the aerobic exercise/RSDH group. Thus, while all groups’ mean NSLOC scores moved in the direction of increased
internal LOC (i.e., greater sense of personal control over
life outcomes or reinforcements), the RSDH treatment 132 groups appeared to stimulate a greater cognitive awareness of the connection between the person’s behavioral choices and the outcome of that behavior. This change of awareness presumably means the subjects now feel more responsible for their behavior. The emphasis in the RSDH program on the connection between thoughts/beliefs, feelings, physiological changes, and the behavioral outcome appears compatible with the change in LOC orientation. The cognitive experiential therapy
(CET) model’s proposed alteration, through relaxation, of the person’s awareness of how behavior is manifest and how it can gradually be changed presents a possible means of helping the JD population to change their thinking about themselves. CET may also be able to influence how members of the JD population think about other people and how faulty thinking (i.e., irrational beliefs) leads them to have problems in relationships with others. The combination of aerobic exercise with GET may amplify the effects of this counseling approach for some JDs.
The subjects’ mean total self-concept score on the
PHSC, a measure of the person’s overall self-esteem, showed a significant change (treatment X time interaction) in the positive direction. All of the groups
(including the no treatment control group) showed improvements in self-concept with the ARSDH group reporting the greatest and the NTC group indicating the 133
smallest SC changes. The presence of the institution’s
treatment philosophy which places responsibility on the
individual student, sets specific expectations, and
promises predictable consequences for success and failure
seems to have a positive effect on self-concept.
The behavioral points total, representing the
construct of appropriate behavior, showed no
significantly better outcome for any treatment group. The
control group members had the best BPT scores. This
result indicates that ARSDH, AE, or RSDH did not lead to
greater overall positive behavior within the institution.
This result may be due to the fact that the regular
institutional program is designed to encourage the
students to follow the rules and regulations developed by
the staff, and the control group may have simply
responded to this system more effectively. The ARSDH, AE, and RSDH group members may have had more difficulty coping with the limits of the institutional program due to their being encouraged to try new strategies of
interpersonal behavior (ARSDH and RSDH groups), or to
t..ink of themselves as gaining special privileges to
leave the dormitory to listen to music, exercise, play basketball (AE), or attend the special reward groups, or
some combination of these aspects of the research program. 134
Other possible explanations included the lack of reliability of the BPT measure (i.e., too much potential for subjectivity in the awarding of points) and the low number of subjects within each treatment group. Thus, the actual behavioral adjustment of the subjects may not have been measured. Or, the best adjusted subjects might have been more frequently assigned to the control group as an artifact of the group assignment process. The very high mean points of the control group (1010 out of a possible
1080 points = 94 percent compliance) tends to reinforce the possibility that the control group was awarded an artificially high number of points. A measure of interrater reliability would be helpful to control for rater bias. Thus, more effort must be made to control for these factors if the BPT can be seen as a useful dependent variable.
Conclusions
Several conclusions may be drawn regarding the data of this study taking into consideration the limitations of the study as enumerated in Chapter 1. Even though statistically significant treatment effects were not observed, visual inspection of the results revealed the possibility of certain trends.
The combination ARSDH group had the greatest overall improvements in ARP, DIABP, NSLOC, and PHSC variables.
The aerobic exercise (AE) group had the greatest overall 135
improvements in RP and SYSBP dependent variables; the AE
group came in second on the PHSC variable. The RSDH came
in a close second to the ARSDH group in the NSLOC
dependent variable. Thus, the exercise groups tended to
show the best improvements in cardiovasular function while cognitive experiential therapy groups showed the greatest changes in locus of control orientation. ARSDH,
AE , RSDH, and NTC, in this study, showed similar patterns of improved self-concept.
The lack of stronger trends may, in part, be due to the fact that this model was employed over a brief time period with an extremely difficult population for the first time. Defining appropriate limits within which subjects could act out and remain in the program was a challenge in that testing limits was a major source of entertainment for these youths; perhaps the investigator’s inexperience in the beginning of the program led to the inclusion or exclusion of subjects who may have been given too much or too little chance to adjust to the demands of the research study. Limits and constraints dictated by the demands of the institutiton (i.e., scheduling of facilitities, rewards, staff) may have significantly impacted the program from time to time.
The tape format used in the RSDH and ARSDH groups might have been a problem in that subject control over the pacing of the treatment was minimized. The control 136
over experimenter variablility and economy provided by
the use of prerecorded tape may not have allowed for the
achievement of the depth of relaxation effect possible
when a skilled practitioner can use live subject feedback
to induce the RSDH relaxation protocol.
The complexity of the RSDH model might well have
been too great for the subjects in this population to
assimilate in the period of eight weeks. The process of
internalization, a most difficult step of the six stages
in the RSDH model even under the most favorable
circumstances, must be expected to take a considerable
period of time for young people who have been chronically
maladjusted.
The experimental methodology employed in this study
may not have been the most appropriate for this program
for several reasons. First, truely random selection from members of the population is not possible in this setting
due to ethical constraints. Voluntary participaton is
required for this type of research.
Second, it is possible that some significant changes
in certain subjects were washed out by a lack of change
in other subjects. Quay (1969), Offer et al., (1979), and
Jenkins (1985) present evidence that there are personality subtypes in the JD population which might be a factor in determining the success which a particular individual might be expected to experience from the types 137
of programs used in this study. Perhaps focusing on
smaller groups or single cases and utilizing a within
subjects design would be more helpful in determining what
sorts of psychological and behavioral changes take place
over a longer period of time for certain types of
subjects.
Since these subjects, like many adolescents, are
greatly influenced in their cognitive appraisals by the
process of comparison between self and others, gains in
fitness or positive feelings/thoughts about self are
subject to positive or negative exaggeration. Also,
there may be more reliable and valid measures of
fitness, self-concept, and locus of control that may be
used in future studies. Therefore, these conclusions must
be interpreted very cautiously due to the limitations
cited in Chapter 1 and the potential cultural biases in
the psychological instruments. While some effort was made by the authors of the psychological instruments to address the issue of multicultural influences on the
tests, more documented investigation in this area seems necessary.
These conclusions are subject to the limitations of
the subjects’ age, sex, and general personality and behavior problems. Generalization to other populations would not be appropriate. 138
Several questions regarding ARSDH were generated as
a result of this study. First, what is the importance of
race as a dependent variable in this population? A
breakdown of the race factor (Appendix D) indicates that
race of the subject may have been an important influence
on physiological (RP, ARP), psychological (NSLOC), and behavioral variables for this sample of the JD population.
This may point to critical differences between racial and cultural groups that need to be taken into account by
future research or may simply be a result of problems with the dependent measures. There is also a question about the appropriateness of the locus of control measure as re flector of cognitive personality function in a society that does not afford equal opportunities to all racial and cultural groups. Further thought and research will be required to answer these questions.
Several questions await further investigation: What
is the importance of initial levels of physical fitness, self-concept, or cognitive style on response to ARSDH or
RSDH? Next, what is the optimal rate of presentation of
ideas for members of this population? And, how does the depth of the relaxation effect the subject's response to or assimilation of the ideas presented in the treatment program? To be most effective does RSDH demand increased or decreased cognitive activity? Finally, what is the effect of expectancy on the outcome of RSDH treatment? 139
Recommendations
The recommendations for future research are suggested to improve the design, methodology, and evaluation of this study of the effects of the ARSDH program.
First, should the experimental design format be retained, the procedures should be modified to include the gathering of all dependent measures at pre-, posttreatment, and followup times. This would allow the use of residual- ized change scores which is a more efficient statistical procedure to control for many possible sources of variabil ity. Also, as previously mentioned, consideration of alternative designs might allow for more meaningful experimental and programmatic results. A program evalua tion model might make more sense in institutional environ ments while a within subjects model might be possible for a full-year school setting.
Second, the sample size is too small. To do the comparisons that might be helpful (i.e., race, SES, subject expectancy, initial fitness/ self-concept/locus of control, history of crime/drug abuse, degree of family dysfuntion) five hundred subjects would be required to have twenty subjects per cell with various sets of comparative factors. Alternatively, the program might benefit from a change to a within subjects design over a longer period of time. This change might help to address 140
questions concerning how the personalities of JDs with
high levels of suspicion and alienation from society might be modified by this treatment approach.
Third, the exercise format might be adjusted for
low and high intensity aerobic workouts to determine
which types of activity levels help which types of
people. Another format comparison might be made between
aerobic and anaerobic exercise conditions— many of the
subjects of this study requested weight-lifting
activities. Also, the period of time for the program
could be extended in order to study the effects of an
aerobic exercise over a longer period of time.
Fourth, the cognitive experiential therapy aspects of
the program could be modified to examine a variety of
CET techniques to be applied to specific problems (i.e.,
temper, self-concept, stress management, sports skills,
academic/language skills). The RSDH program is a program
which requires longer periods of time to integrate the
complex of ideas.
Fifth, the range of offenses might be expanded to
see if the ARSDH program could be successful with JDs
with more serious behavior problems.
Sixth, the physiological, psychological, and
behavioral variables should be followed up at six-month
and one-year intervals to determine if the components of
the treatments are being continued by the subjects after 141 they leave the institution and whether the beneficial effects have had influence at home, work, and school.
This might be accomplished by limiting the geographic area of subjects to the counties including and immediately surrounding Franklin county.
Seventh, the psychological instruments need to be more thoroughly tested for within- and between-group multicultural differences. It is possible that new instruments which might be designed with reference to multicultural orientation could give an even more accurate picture of self-concept and cognitive style{s).
Also, there must be a control for those with an overly conforming institutional personality who may function quite well inside the institution while continuing to have adjustment difficulties in the community.
Eighth, the physiological instruments used to evaluate cardiovascular fitness need to be improved in terms of reliability, cost, and ease with which they can be used in field testing.
Ninth, a longer period of time in the institution before beginning the treatment program (i.e., one or two weeks) might allow subjects a little more time to adjust to the institution and a chance to earn some pretreatment behavioral points.
Tenth, there should be more care taken to ensure that the cognitive restructuring program of CET corresponds more 142
closely to the outcome measures to ensure that change
effects are being more accurately measured. Also, there is
a need for the behavioral measures to be conceptually tied
together more closely with affective and cognitive
measures. Process as well as outcome measures should be
integrated into the design.
Eleventh, more attention needs to be paid to the
effects of the tapes which are being used for the
relaxation-cognitive restructuring to ensure that if the
whole tape is not used, the segments are more nearly
equivalent.
Summary of Chapter 5
In spite of the study’s limitations, there appears
to be a possible potential benefit to cardiovascular
function, self-concept, and locus of control orientation
in JDs resulting from the therapeutic approach which combines aerobic exercise and cognitive experiential therapy.
The lack of extended followup in physiological, psychological, and behavioral variables fails to demonstrate the robustness of these improvements. The physiological followup indicates that, on average, the cardiovascular benefits of aerobic exercise are lost two weeks after the individual ceases to be involved in an exercise fitness program. 143
Clearly, as stated previously, more research on
these components and their interactions with various
personality and behavioral variables are essential before
any conclusions can be drawn.
The individual person desiring to derive benefits
from these types of programs will probably have to be willing to make a substantial commitment to the fitness
and cognitive psychotherapeutic components in order to derive meaningful benefits. As has been found in all
the JD treatment research, simplistic approaches lead to relatively less effective results. 144
Appendix A Dependent Variable Component Scores by Subject ID, Group and Time
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J Loi 3 i 1 1 ï u5 172 17 b 60 98 110 60 10 311 1 1 t : i l ll l ¥ ~ .• 5 i.)3 3 1 2 2 3 V‘3 ISO 11 5 b2 132 106 70 11 1104 • # # • 174167 »4 lu 4 3 2 i fo lü 9 il db 142 120 80 10 3 l l # # ##17 33 33 >•3 1)3 3 i 2 1 4 66 156 XI 1 82 131“"130 84 12 *1’028' # # # # 10033 / *6 1U6 3 1 2 1 3 ü7 154 17 5 68 122 102 64 10 1104 • « • # 17 4167 > V IJV 3 2 1 2 3 65 158 17 7 72 119 1X0 74 10 1104 • • • • 17 58 33 108 3 1 2 1 4 66 158 16 10 74 125 108 72_^9 1028 8333 >3 1U9 3 i 2 i 3 65 12V 17 13 o4 141 13 û ^ 4 n 0 ll u 4 I 17 8333“ t ü l l u 3 l 1 1 6 9 ib ü i / 4 72 129 118 76 10 1125 # • ##1733 33 r 1 111 l 1 i 3 03 150 le 0 62 137 ll o 76 9 617 • # • • 18 5000 il ll4i 3 i 2 1 f>7 149 13 11 74 121 116 74 9 1125 • « # # 159167 iS 113 3 i 2 2 4 69 153 15 5 '84 138“ U7~B2^0~"31X # .# 15T4I67 i 4 114 2 2 1 2 V4 107 18 3 72 126 122 84 11 805 • • # # 18 2500 (3 113 3 2 2 1 .1 66 156 17 5 68 123 104 62 10 701 # ###17 4167 i (> 116 3 2 i i 3 73 170 17 i l 74 97 120 80 11 906 • • • • 17 9167 1 V 117 3 1 2 2 4 06 139 16 4 74 117' 114 "BÎT- 9-11-05 # # ##1633 33“ / ô llh J 1 4 66 144 16 63 13 3 130 90 9 8Ü5 5000 i V 119 3 2 1 1 •2 64 IP? 15 io 78 129 128 60 9 1105 # # # # 158333 iO > 2 ù 5000 >1 iH ï 3 i i i 4 OS i l l i l 3 84 liâ iio-iz-To -iSB& - 66 67“ ■i ù ill 3 2 2 1 2 69 151 16 1 104 124 110 64 9 1028 08 33 .'3 ilà 3 1 2 1 4 67 131 17 d 76 116 112 64 11 1125 # •# # 1 76667 >4 12:4 3 1 2 1 4 ol 151 17 4 94 128 104 64 10 708 # # •# 1 7 33 33 i > 1Z3 1 1 4 03 154 16 7 62 130 126 ES' 10 - 311 “ 16 5833 o»> Llo 3 2 1 1 4 /I 17 / 17 10 84 115 106 56 11 1021 * * ##1783 33 r. f iZY P 1 2 2 ot 103 17 6 76 128 102 64 lü 708 #••#175000 ,ü lia 3 i 2 4 66 154 17 1 J c4 102 110 72 11 7 29 # # # 1 7 83 33 >9 ik9 3 1 1 i 3 63 148 13 3 64 145 132 'BZ' 11 ■* 3 i r “ “ i^r"'#" 1825 00“ 130 3 i 2 1 4 71 155 16 5 66 135 106 62 10 819 '#### 164167 145 Appendix B Frequencies of Dependent Variables by Group and Time 4 ZM- a » 50?SSES5rî=r— » i g w a a w a i .•^s î ^ ^ ïSssSj' ^ «ÎU"' ■’^VwSu'^e Î !»■" s V* “vi^ ^;-l '—rrs------TIME-1 GRUP-1 F^BQl«M«r_CüeLEEeQ___EEEiL&Nl__tV!Lf^RC ENT______0 30. 3 0 3 .0 3 03.0 3 .0 3 0 6. 061 9 .0 9 19. 19 Z 1:818 21.21218.182 It8I8 2 4 .24 2 3 >030 2 7 .2 2 3 3 .0 3 0 30. 303 3 3 .3 3 3 It 818 367364 1:818 3 .0 3 0 4 5 .4 9 9 3TD3D 4 8 .4 8 5 3 .0 3 0 5 1 .9 1 5 3 .0 3 0 94.54 9 3 .0 3 0 9 7 .5 7 6 3VU30 GO.606 3 .0 3 0 6 3 .6 3 6 3 .0 3 0 6 6 .6 6 7 6 9 .6 9 7 . 0 J 72 .7 2 7 7 5 .7 6 8 1:818 7 8 .7 6 8 8 1 .8 1 8 k818 84.848 7 .8 7 9 1:818 0 .9 0 9 3 .0 3 0 9 3 .9 3 9 3TXJ30 9 6 7 9 7 0 - 3 .0 3 0 100.000 KACE FREOUENCy CUM FREQ PEHCEWT CUM PERCENT 6 6 .6 6 7 66.66 7 li II 3 3 .3 3 3 100.000 "SIS--- FffETDEmrr— CWTTRED -- PEITCEWT cdttperceht 10 3 0 .3 0 3 3 0 .3 0 3 33 6 9 .6 9 7 100.000 UP PU . FREQUENCY CUH FREQ PERCENT CUM PERCENT 28 28 8 4 .8 48 8 4 .8 4 8 l b .1 5 2 "ITO7DOO- ' ' K . t TIME'l GRUP-1 HI FREQUENCY CUM FREQ PERCENT CUM PERC EN I _____ 9.C91 9 . 091 6.C 61 6.C 61 21.212 33. 33 3 4 5 .4 ) 5 iliiil 5 7 .5 7 6 9 .0 9 1 6 6 .6 6 7 II E l .618 12.121 9 3 .9 3 9 3 .0 3 0 9 6.970 I I 3 .0 3 0 100.000 U1 FREQUENCY CUM FREQ PERCENT CUM PERCENT 3 .0 3 0 3 .0 3 0 -- 2~ - 3 .0 3 0 6 .0 6 1 ? ii:îl? I -4 - 3 .0 3 0 Ji- 3 0 .3 0 3 3 3 .3 3 3 -BTOEir1:81? 3 .0 3 0 3 .0 3 0 3 .0 3 0 5 7 .576 I -37TJ30' COW 606 3 .0 3 0 63» 636 3 .0 3 0 66.667 3 .0 3 0 6 9 .6 9 7 b . Obi — 75.758* 6 .0 6 1 6 1 .8 1 8 3 .0 3 0 8 4 .8 4 8 3 .0 3 0 8 7 .8 7 9 b .O b l — 93W939- 3 .0 3 0 9 6 .9 7 0 IIT 3 .0 3 0 100.000 1R FREQUENCY—TUMTREQ----- PERCENT CUM PERCENT 15 4 4 12.121 12.121 16 13 17 39. 394 5 1.515 ... 3,. 3y,. 11 ■■■■30 9 0 .909 . 18 3 33 9 .0 9 1 100.000 ,— , ------16:06 ■SÜND»Tr’SEPTEHB‘ER '7',19d . T1HE=1 GRtP=l KU FREQUENCY CUH_ F REQ PERCENT CUM_ PERC ENT I 6 l b . 1*2 13. 1*2 Z 24.242 — 4- IB.IbZ’9 .091 3.C30 ~ W . V z i n 6 .0 6 1 78.788 30 12.121 VO. 909 -f- -7.-C3CT - '9 3 .9 3 9 3.C30 9 6 .9 /0 \î 1 ! 3 . 030 100.000 62 1 1 3 .0 3 0 3 .0 3 0 1 2 3 .0 3 0 6 .0 6 1 4 ------6TC61------12.121 11 1 5 3,030 l b . 152 1 6 3 ,030 13*182 1 7 3,030 21.212 1 ti 3 , L3U 24.24 2 1 9 3.030 27.273 -I- 3 12 9,0 9 1 36. 364 _2___ 14 6,061 42.424 - 17 ■ 9.C91 ------31.513 3 20 9 . C91 60. 60 6 2 22 6,06) 6 6 .66 7 I 23 3,C .J 69.69 7 1 3 26 9,091 78.788 I 27 3,030 81.818 1 28 3 , 030 . 84.848 2 30 6 . 061 90. 909 ■ r 3 1 '" ------3 ,0 3 0 ------T93.939 ill 1 32 3, C3Ü 96.970 114 1 33 3,C30 100.000 ---- 51H5----- 1 6 : Û6 SONDÏY, SEPTEHffEin 7 “ 19 J TlM E 'l GRUP*1 R8CCV FRe.CUENCY.....CUM.F.REO___PERCENT___CUM PERCENT 1 C J 1 1 3,030 3.03 J 112 2 3 6,061 9.0 9 1 1 18 ______1 4 3,030 12.121 120 5 ■ 3 ,0 3 0 " 15.152 122 2 7 6,061 21,212 125 1 6 3,CiO 24.24 2 126 1 9 3.C30 27. 273 127 10 r,T 3 o ------30.303 1 2o 4 14 12,121 .42.424 129 3 17 9,091 51.613 1 . . . ____1 18 3,030 54.54 5 132 21 9,091" ■ ■■ 63.636 1 33 1 22 3,030 66.667 1 34 1 23 3.C30 69.69 7 136 _____1 24 3,030 72. 72 7 137 ------2 6"------'^,rc6i------73.733 1 45 1 27 3 ,0 3 0 81. 818 147 2 29 6.061 87.879 Itu 1 30 3,030 90.909 ■ 156 3 9,0 9 1 100.000 8PUIA FREQUENCY CUM FREQ PERCENT CUM PERCENT ■ 9 0 " - 1 ■■'5VÜ3Q- 3 .0 3 0 S2 1 2 3,030 6. Ot> 1 56 1 3 3 ,030 9 .0 9 1 ICO 1 4 3,030 12.12 1 ■ iC4 ■ "1 - 5 • 3 , C3Ü 15. 152 1C5 1 6 3,030 18.162 1C6 1 7 3,030 21.212 ica 4 11 12,121 _ 33. 333 . 110 - -'5 16 15,152 43.465 112 3 19 9 .0 9 1 57. 576 1 16 4 23 12,121 69.69 ( 118 1 2 4 3,030 . 72. 72 7 _ 120 3 2 / 9,091 81.818 122 I 28 3,030 84. 84 8 124 1 29 3 : 030 8 7.879 1 25 . ___j 30 3,030 9J.9J9 128 ' ...... 3 1 " " ------3 .0 3 0 ------93.93 9 130' 1 32 3,030 9b.97 0 134 1 33 3 . 030 lUO.000 ------çyS...... ' 16:06 ^W0fff7'5EPT EHftR'Ti" 19 8 T1HE«1 GRUP»1 UPSYS . ,FRtfiUENCy,_ CUHJREtI PERÇ.F,NT._CUH. PERCENT 1 1 3 .0 3 0 3*030 3 6 .061 9 .0 9 1 11 1 4 3.030 12*121 58 4 8 12.121 24*242 ta 3 11 9 .0 9 1 33*333 62 2 13 6*061 39.394 64 1 14 3*030 42.424 66 ■ " 16 6 *1T61 48.485 68 1 i l 3. 030 51*515 10 ' 5 22 15*152 66* 66 7 72 1 23 3 * 030 69.697 74 1 24 ■ "3*030 7 2 .7 2 7 78 2 26 6*061 78. 788 60 5 31 15.152 93.939 62 1 32 3 .0 3 0 96*97 0 ■ Eb 1 ^3 3 p 030 ICO. ÜOO GRACE FREQUENCY CUM FREQ PERCENT CUM PERCENT ■■ 9 b 6 10 19 25 57.576 75.73 8 11 6 31 18.182 93.939 . .1 8 — — ----.?------______33______6.C 61... 100* 000 UAIE FReOUENCY CUM FKEÜ PERCENT CUM PERCENT 1C6 2 2 6 *061 6 .0 6 1 ~ r 2 6*061 2 ? 6 . 061 ^ZÎ'AU 1 8 3*030 24*242 Z “ 6*061" *30.303 1 3*020 33. 33 3 il5C6 1 3 .0 3 0 36*364 3*030 ¥ "6*1061" 610 t 6*061 616 1 18 3*030 54.54 5 1 3*030 57.576 in -3" Vz- 9.091 66. 667 8 19 2 6*061 7Z.Y2 7 « . 16:06 5DHÜinmEPrEHBEft‘7; 19f TIrtE=l 6RUP=1 LCC /Re«l)ENCY._ CUHJ.REQ PERCENT CUM PERCENT 1 3.C30 3*03 0 3 0. ,061 9. 091 6 9 .0 9 1 18*18 2 "8 ■""8" "?7C6I" 9 1? 39.39 4 J i i ! : i 31.515 13 II- ' 54.54 5 16 . 6 b .66 7 ‘üiir 75. 7b 8 3*030 73. 788 " 3 * 0 3 0 ' — 81. 818 I- 6 .0 6 1 87.879 3*030 90.909 6*061 96.97 0 I I " 3 *030* 'ICO. 00 0 HTbl FREQUENCY CUM FRtQ PERCENT CUM PERCENT - -Q i 1 3 * C3Ü 3* 03 0 1 lü 11 30.303 33*333 2 22 33 66 * 667 100.000 PTS2 'FRt'OUENCr CÜMFF.H3'...... PERCENT" CUM'PERCENT 41 1 1 3*030 3. 030 82 1 2 _____3*C 30_ 6* Ob 1 123 1 3 3.C30 ------9 .0 9 1 l ï i 1 4 3*030 12.121 l t 4 1 5 3*030 15*152 I t7 ____ 1 ...... ______6,._, 3 . €30 18*142 1£2 ...... 3*C^0 ------21*212 l i 3 2 9 6*061 27. T3 1€9 2 11 6*061 33* 333 1 HO ______1 _____ 12 3 . C30 36* 364 1S5 ------n “ "------3;C30 " ------39* 394 197 1 14 3.030 42.424 is d 1 15 3*030 45*455 2C2 1 16 3*030 48.485 2C3 1 17" • -- 3*€30 ■ 51*515 ZC4 2 19 6 . €61 57*576 2C5 1 20 3*030 60* 60b 2Cb 1 21 3* €30 63* 63 6 2C7 1 22 ------3.030“ ' 66.66 7 2C8 1 23 3 .0 3 0 69*69 7 2C9 1 24 3.030 72*72 7 211 _ 1 25 3*030 75.75 8 216 ------2 6"' ------3*030“ ------78.78 8 ■ 220 1 27 3.0 30 81.818 221 2 29 6*061 87*87 9 222 1 30 3*C30 90.909 ■ 223 ------3 * ■ ------3 J------9 .0 9 1 " ------ICO.000 r / r s ------"16:06 SllNl)SY7""SEPrEffffER~7r'198f HME=1 GRUP=1 PTS3 EREGUENCY.. CyH.,FR,EO, .. .PERCENT,._CUH PERCENT.. 113 1 1 3 .0 3 0 3 .0 3 0 129 1 2 3 .0 3 0 6 .0 6 1 ______I 3 3.0 3 0 9. 091 166 1 4 3.030 12.121 l.iO 1 3 3 .0 3 0 15.152 1 ______ SA"S 16:06 S0K0SY7‘SEPTEHB'EirTr'l9 8(, TIME=1 GRUP=1 TUTdU_ , FR tUUENCY... ..CUM.FKEQ„_PERCENL. CUM 623 1 1 3.C30 3 .0 3 0 085 I 2 3.C30 6. 061 7C6 ____ 1___ _ 3 3.C30 7 17 ...... 4 3 ;0 3 0 '” 759 1 5 3.C30 i i ! l ‘ 771 1 6 3*030 8 2d . . _ , „ 8 ___ 6.C61 8 (4 ■ -3-.C30'~ i i i f i 810 1 10 3 . C3Ü 3»«3J3 917 1 11 3.C30 33.333 924 1 12 3.C3Ü 36. 36 4 922 1 ...... 13------" 3 / 0 2 0 " 39.394 9 88 1 14 3.C30 42.4^4 989 1 15 3.C3Ù 45.46b lOCo ____ 1 ...... 16 3*020 43.48 6 101 6 ■ 17 ...... 5'. C30 51.515 1024 1 lb 3.C3Ü 1026 i 19 3 . CiO 1131 ______1______2 0 3 .0 3 0 60. 60 6 1032 * 22 6 .0 6 1 “ 66.667 1040 1 23 3 • 030 1064 1 24 3 . C30 n ’.iV( 1067 „1 25 3.C30 I j (5 1 26 ' " i . C J O " 10 78 1 2 7 3.C20 81.818 1J 8o 1 2 8 3 . 020 84. 848 1106 _3.0_____ 6 . Cbl 90.90 9 1110 -3 .0 3 0 " 93.939 1149 1 32 3*030 96.970 i l e a 1 33 3 .0 3 0 100,00 0 IS3Ù FREQUENCY CUIi FREa ■" -PERCEKT" CUM ■J 19 19 57.576 1)7.57 6 1 . ____14_____ 33 42 .424 100.000 ; TKNG FREQUENCY CUM FREQ PERCENT CUM 0 10 10 30.303 30.30 3 1 23 3 3 ...... 69.697 100. 000 IGVU FREQUENCY CUM FREÜ PERCENT CUM 0 ...... 23 ...... ~ 2 3 ------69/697 ~ “ 69 .6 9 7 1 10 33 30.303 lo o . 000 IL87U FRÉÜUENCY^ -CUM.,F.R£0... PERCENT^ CUM 17 17 51.515 b l. 515 1 16 33 4 8.485 ICO. 00 0 1 6:06 5 ONOST",-SEPTEMBER- 7 , 198 TIME=1 GRUP=1 INcKVS PReaUENCY CUM FREQ PERCENT CUM PERCENT 0 23 23 69.CV7 (j9.69 7 1 10 33 30.303 luO.OJO IG IT kb 9 9 27. 273 27.273 1 29 ______33______103.000 ILKKfc FREQUENCY CUM FREQ PERCENT CUM PERCENT B7.976 57. 5 76 -il -33- 92.929 103.003 ISLEEP FREQUENCY CUM FREQ PERCENT CUM PERCENT 51V 515' 51.515 1 n 1 1 98.965 131). OOO IUI\H9P ..FRtQUENÇ Y_. C.UFLFJJQ___ !'.ERCJNT__CUM..PEf'CEN T 98.98 3 ICO.000 IPEP FRcQCETJCV' ’COKTREQ PERCENT CUM PERCENT 39 .394 29.394 JL J i 60.606 10). 000 IFlGhT FREQUENCY CUM FRtQ PERCENT CUM PERCENT 78 . 788 78.788 II" 21.212 ICO.000 1 lEFP FREQUENCY CUN FREQ PERCENT CUM PcKCcNF 51 .5 1 ? - 51.515 u i r 98.985 ICO. 000 lFc«R FREQUENCY cun FREQ PERCENT CUM PERCENT 69.697 69.69 7 II 3 6 .3 0 3 160. 000 1THB9D FREQUENCY CUM FREQ- PERCENT CUM PERCENT 6 9.697 69.69 7 it ÏÎ .3 0.303_ ICO. 000 1 CUUU FREQUENCY CUM F RED PERCENT CUM PERCENT 9 12. 121 -29 "3 3 e flE 7 9 "100.000 SS3 ■ 6 :06 "ÎÜNÜATÏ-SEPTEHBER^T",' 191 T1ME=1 GKUP=1 SCICT FREQUENCY, CUM_FREQ . . PERCENT . CUM PERCENT 1 1 3.C30 3.03 J 1 2 3 . C3 J 6 . 06 1 31 1 • 3 3.C3Ü . 9. 091 . .. 32 I 4 3 • 030 12.121 33 1 b 3.030 15. 15 2 34 1 6 3.C30 18. 182 35 1 ______7„_. 3.C30 21.212 3Ô 3.C30 24.242 42 1 9 3.C3Ü 27.273 44 2 11 0 • Obi 33. 333 4t) ______1...... _ 12 3.C30 36. 3b4 --- i"3— 3 IC30 ' ■ 39. 394 51 2 lb 6.061 45.455 54 2 17 6 .061 51.515 bl> 1 18 3 .0 3 0 54. 54 5 56 ---20 ■■■■------6 .C 6 I------60. 6Ô6 60 1 21 3.030 63.63 6 61 1 22 3.C30 66. 6b 7 . Cb. 3 9:5 9.C91 ?5.7b8 67 27 6 . Cbi 81.818 66 29 6 . Obi 87.879 69 1 30 3 .0 3 0 90.909 ll ______1______31 3.030 93.939 Vb 33------6 . Obi------ICO.Oj j A ll FREQUENCY CUN F KEW PERCENT CUM PtRCtN T j - - 0 ' ------3 .“030 3 .0 3 0 lb 4 5 12.121 15.152 16 i 6 3.030 13.18 2 7 8 1 7 3 .0 3 0 21.212 79 ■ 2 .. 9 6.C61 ------27.273 12 I 11 6 . Cbl 33.333 fib 4 lb 12.121 45.455 fiV ______4 _ 19 12.121 57.576 68 ---25-“ ------1 2 .1 2 1 ------69.69 7 6 9 2 25 6 . 061 75. 758 SO 2 27 6.061 81.818 SI 3 0 9.091 90.909 S2 " i 31 ------3 .0 3 0 - ' 93.939 S j 1 32 3.030 96.970 Sb 1 33 3.C30 ICO.000 ------ ■ ----- • ------— - -- - ""SÂ5 16:06 SfffroïYÏ~StPTEHSEfr'77"1986 TIME =1 6Rl)P = l ACE EREOUENCY__.Cm_FKEO___ PER CENT_CUM_ PERCENT i S EL FCCN R Tr«!EN C r~C TJH FREO " PERCENT CUH PERCENT 3 .0 3 0 rivili’ 51.515ÆIII b7.a?9|5 . 7ob "3T" -IC O . 0 00 ------5Ï Î 1 6 :06 SIJNDAYrSEPTEM6Eftn'7“ 198l- T1M£=1 &RUP=2 1C FKECUtNCY ^CUM_FHEQ_„„ PERCENT CUM PERCENT t 1 1 2 .9 4 1 2.941 ) 2 2 . 941 5 .862 ___ 1______3 2.9 4 1 __ 8 .8 2 4 4 2 .9 4 1 11.765 1 5 2 .9 4 1 14.706 1 6 2 .9 4 1 1 7 .6 4 / i 1 7 2 .9 4 1 20.588 ■ 1— - “ 8 ------' Z . 941— 2 3.529 1 9 2 .941 2 6 .4 /1 1 10 2 .941 29.412 11____ 2 . 941 32. 353 4Ù i ■ ------21. 941 — " 35c. ?94 1 13 2 .9 4 1 36.235 1 14 2.9 4 1 4 1 .1 /6 48 . J1 15 2 .9 4 1 44. 118 49 1 6 ' . 2 . 941 47.059 50 I 1 7 2 .941 50.00 J 1 18 2 .941 52.941 1 9 2 .941 55.882 ...... 2 0------2 .9 4 1 - — 58.824 1 1 2 1 2 . 941 61. 765 I 22 2 . '4 1 64. 70 6 1 2 3 2 .941 6 7 .6 4 ) I ...... 24 2 .9 4 1 70.588 1 25 2 .941 92 1 26 2 .941 1 _ . . 2 7__ 2 .9 4 1 . 26 2 .9 4 1 1 29 2 .9 4 1 1 30 2 .941 __I______3l___ 2 .941 91. 176 ------2 2 941 ----- '9 4 . 1 1 8 1 33 2 .9 4 1 97.03 9 1 3 4 2 .9 4 1 l U J .003 kACEIII ' FREÙUENCY ' COM FRE8"'PERCENT 'CUM PERCENT 17 lY 50. COO 60.000 17 3 4 ...... 50 . COO . _ . 100. OOo StS IREOliENCY CUM FKtO PERCENT CUM PtRCENI 38 .2 3 5 38.235 il 6 1 .7 6 5 ICO.OoO UPFU EREOUENCY . CUII FREO PERCENT CUM PERCENT i?r 3 2 ' 94.118 94.118 2 34 5 . 882 10). 00 0 SAS 16:06 SUNÜSTt SÏPTÈHBER’ ï , 1986 TlHE-1 GRUP=2 H FRdQUEHCT . CUM. P KEQ PEkC.ÊNI_CUM, P.ERCEN I 2 .941 63 11 . 765 L941 8 20 . 588 44.118 14 . 706 38.824 2g - 588 .882 -85l294 I- 5 .8 8 2 2 .9 4 1 97. 03 9 I 1 ' 100.000 Ml • FRÊÜUENCY CUH FREO PERCENT CUHPERCENT ZT941- 2.941 3.882 8 .8 2 4 14.706 6 -Ÿ.-Wi- — 17.64 7 7 2 .9 4 1 20.388 9 26.471 — -}? • 1'Vï il 38% 235 44% 118 55.882 1i 1 : t 64 . 70 6 67.64 7 1 : » •73.529 2 .9 4 1 5 .8 8 2 91.176 II 2.941 94. 118 ÎeI 1 97.059 2C0 “103.000 IR fREOUENCY CUH FREO PERCENT CUH PERCENT 15 “ 4“ ir “11.-765“ - “ 11.765 6 17.647 29.412 iV 18 52.941 82.353 97.05 9 19 -II- “^2“2941— 100.000 ÎÂS 16:06 SUNüAY", “SePTEH6ER“ 77“I986 T lH E 'l GRUP«2 FC FREOUENCY. ,CUH. FREO____PERCENT_.CUH. PERCENT 1 3 3 14.706 14.706 2 8 13 23.529 38.23 5 3 .6 ,19 __17 .647 __55.882 4 3 22 6. 627» 64. 706 3 3 23 8.E24 73.529 6 2 27 5.862 79.412 i 2 29 85. 294 à ...2 ---- ^ï~ —— 91.176 9 1 32 2 .941 94.118 il 2 3 4 5 .882 100. 030 PLI' FRc UUEn CY CUH FREO— “TERCENT CU8TPERCENT 52 1 1 2.941 2.941 64 2 ..... 3 5.882 8.824 68 “6 --- 8.824 “ 17.64 7 7u 4 10 11 . 765 29.412 72 3 13 8.824 38.235 Ib 5 18 14 . 706 52.941 7a 19 7.941 55.882 80 2 21 5.882 61.765 82 1 22 2.941 64 . 70 6 84 __ 1______23 2.941 67.64 7 Co 24------2.941““ 70.588 9o 2b 5.882 76.471 92 2 28 5 . 882 82.3)3 94 1 29 2 . 941 85.294 96 1 30 2.941 88.23 5 ICO 1 31 2 .941 91.176 162 1 32 2.941 94. 118 110 _ __ 1 ...... 33 2.941 97.059 122 34------2.941 “ ---- 100. 000 — Çi‘S~ — 16:06 SUNüAYT'IÎEPTEHtrER“77~I9èé T IH E 'l GRUP=2 KfcCCV _FKELU6NCY. tUM FNEQ_^.PERCENT ._CUH PERCENT ICO 2 5.882 5.882 U ü i 3 2.9 4 1 8 .8 2 4 114. 4 2.941 11.765 116 6 5 .8 8 2 1 7 .6 4 7 116 1 7 2 . 941 20.58 8 l ^ ------1 6 :Ô6 SUNOAVf SEPTÏrTBÉR 7 , i486 T1HE=1 GRUP»2 fl PS TtS , ^.HREaU.ENCÏ_CUH_FJ M : ■ 4 - — i i . l o 6 4Cb 3 a 8.8 2 4 23.52 9 4^9 2 10 5 .8 6 2 29.412 3 13 8 .824 38.235 bC j 1------14------2 . 9 4 1 ------41 .1 7 6 D 10 1 1 b 2 .9 4 1 44.118 6 J1 3 16 8 .824 52.941 VCl 1 19 2_.941 ______5 5.882 b J2 2 21 5 .8 8 2 61.765 b l9 1 22 2.9 4 1 64 . 70 6 626 3 2b . 8.824 73.52 9 621 1 .... - 2 6 2 .941 76.471 9C9 - 8.824 85.294 V ]b 4 33 11. 765 97. 05 9 12:0 1 34 2 . 941 lo o . 000 SAS 1 6 :0 6 SUNWY, SEPTEMBER 1986 1 IME = 1 GKUP*2 Lie EREQUENCY_ CUM_FREQ___ PEKCENT_CUH PERLEN 1 6 2 2 5 .8 8 2 5 .8 8 2 1 3 2.9 4 1 3 .8 2 4 5 5.Ç62 14.70 6 9 11.765 26.471 4 13 11.765 38.23 5 2 15 5.882 44.118 2 17 5 .8 8 2 50. 00 0 II ...... 2 ...... ■ 19 ■ 5TEf,2 ■ '55.882 2 21 5 .8 8 2 61.765 i? 1 2 2 2.941 o4. 706 2 24 5.862 70.588 - - 2 7------— 67824 79.412 2 29 5 .8 6 2 85 .2 9 4 1 30 2.941 88.235 ...... 1______31 2 .9 4 1 91 .1 7 6 3 2 ' 27941 - 9 4 .1 1 8 1 33 2 .941 97.05 9 I 1 34 2 .9 4 1 100. 000 t>T S1 " FR EWENCÏ— CUfrFREO------PEUCENT CUK PERCEMT 13 38.235 38.23 5 JL ______61. 765_ 100. 000 ---- Tffï---- "16:06 S üHD»Y~SÏPTEHe‘ER“ 1 986 T1HE»1 6RUP=2 p r s 2 . 8RE.ÇVEMCY__C01L.FR6Q ____ perceiht _. cuh _ PERCENT 12U 1 1 2 .941 2.941 125 1 2 2 .9 4 1 5. 68 2 133 1 3 2 .9 4 1 . 8 .8 2 4 148 1 4 2 .9 4 1 11.765 162 1 6 2 .941 14.706 165 1 6 2 .941 17.64 7 170 1 7 2 .941 20.588 175 ■ 2.941 '23.52 9 lc2 1 9 2.941 26.471 165 1 10 2 .941 29.412 168 1 11 2 .941 32.35 3 191 1 12 2 . 941 35.294 192 2 14 5.882 41.176 193 , 1 15 2 .9 4 1 44.11 8 194 1 16 2 .9 4 1 47.059 l9ü ------1 ------17 2 . ^ 4 r ■ ■ 50. 000 197 1 18 2 .941 52.941 2 64 2 20 5 .8 8 2 58.824 2 lu 1 21 2.941 61. 76 5 2 11 1 22 2 . 941 64. 706 2 13 1 23 2 .9 4 1 6 7.647 2 14 1 24 2 .9 4 1 70. 588 2 lu . .2. ______26______5 .8 8 2 76.471 '2 1 7 — 5 .8 8 2 ------52. 35 3 220 1 29 2 .941 85. 29 4 222 3 32 8 .8 2 4 94.118 2 23------^ 1 ------2 33 ^------2.941 97.05 9 224 ----2 .9 4 1 ------100.000 16:06'TimDHY7"SEPTWeTR“77 191 TIME*! * 6RUP=2 PI S3 FRe.Cy|.HCY_._CUH_F_R_tQ, _PE_RCENT__CUM PERCENL _ 1 1 2 .9 4 1 , 2.9 4 1 1 2 2 .9 4 1 5 .8 8 2 1 3 2 .9 4 1 ,8 .8 2 4 . 1 4 2 .941 1 1 .7 6 6 - II 1 5 2.941 14.706 . ISO 1 6 2 .9 4 1 17.64 7 1 7 2 .9 4 1 ...... __ 20.588 1 ■ 1 B 2 .941 23.52 9 1 9 2.941 26.471 3 12 8 .8 2 4 35.29 4 1 13 2.941 38.23 6 --- T * 1 4 ' 2.-941 “41.176 1 15 2 .9 4 1 4 4.118 2 17 6 .8 8 2 50.000 1 18 2 .941 62.941 ■ ...... 2 " - 2 0 ■■ 5 .8 6 2 58.824 1 21 2.941 61.765 1 22 2 .941 64. 706 ? 24 6 .8 8 2 70.58 8 ..... 2 26 6 .8 8 2 76.471 1 27 2 .9 4 1 79.412 1 28 2.941 82.35 3 2 30 6 .8 8 2 83.236 I -----1 1 .7 6 6 ------1oo . 00 0 ------5X5------1 6 : 06'"5tiRr)XY7'SEPT EM B E R " ? 19 i T1HE=1 GRUP*2 PT S4 FREQUENCY. CUM FREO PERCENT CUM PERCENT, 2 0 1 1 2 .9 4 1 2 .9 4 1 1^1 1 2 2 .941 5.832 124 1 3 2 .941 8 .82 4 147 4 ■ 2.941 ,11.76 5 156 1 5 2.941 '14.70 6 163 1 6 2 .941 17.64 7 167 1 ______7 __ 2 .941 20.588 173 ------2 2941 ----- “ 23.529 174 1 9 2 .9 4 1 2b. 4 7 1 1 99 1 10 2 .941 29.412 2C1 2 1 2 6.6E2 35.294 2C2 - ■ 13 ------2 .9 4 1 ------33.235 2C5 1 14 2 .941 41.176 2 06 1 15 2 .941 44.118 207 ______1 ...... 16 2 .9 4 1 4 7 .0 ,9 2 10 ------21 ■ ■ 14 1 706 - ' 61.765 211 1 22 2 .941 64 • 6 2 13 1 23 2 .9 4 1 67.64 I 214 1 24 2 .9 4 1 2 1 6 “ 1 25 2 7941 7 3 .5 2 9 2 18 1 26 2.941 76.471 219 2 28 6 .8 8 2 6 2 .3 )3 220 _____ 1 29 2 .9 4 1 85.29 4 281 “ ------30— ------2 .?41 ------88.23 5 223 1 31 2 .941 9 1 .1 /6 284 3 34 8 .824 103.ÛJÜ 16:06 SiraiSry7~5EPT EHBBTTÏ^ig8( TIHE=1 GRUP»2 TUTiL FREGUENCY CUM FREQ _PERCE_N_T_JUH .PERCENT...... 1 • 1 2 .9 4 1 2 .9 4 1 1 2 2 .941 5.882 3 2 .941 8.32 4 4 2 .941 11.765 866 1 5 2.941 14.73 6 868 1 6 2 .9 4 1 17.64 7 1 7 2.941 20.588 9C7 1 8 2.941 23.52 9 1 9 2.941 26.471 1 10 2.941 29.412 1 11 2 . 941 3 2 .3 )3 li 1 12 2.941 35.294 1 13 2.941 38.235 1 14 2 .9 4 1 41.176 1 15 - g '9 4 1 44.118 311 1 16 2 .9 4 1 — 47.059 10 CJ 1 17 2 .9 4 1 50.030 i o n 1 18 2 .9 4 1 52.941 1 19. 2.941 55.88 2 1014 1 20 2.941 58.824 1018 1 21 2.941 61.76 5 loiy 1 22 2.941 64.736 1 23 2 .9 4 1 67.64 7 1 2 -r 2.941 70.55 8 Big 1 25 2 .9 4 1 73.529 1J44 1 26 2.941 76.471 1 27 2.941 79.412 1 28 2 .9 4 1 827353 ' - i » i 1 29 2.941 85.29 4 1062 1 30 2 .9 4 1 88.23 5 ______1____ 31 2.941 91.176 - ■ -32----- 27941 - 9 4 . 1 1 8 1 33 2 .9 4 1 97. 0 )9 h\i 1 34 2.941 100.030 iS/sD’ FREGUENCy-“ CUH'TREQ PERDENT CUM PERCENT - 0 24 24 70.588 73.588 1 10_ 34____ _ 29.412 . 103. 000 15 1K66 FREGUENCY CUM FREQ PERCENT CUM PERCENT 0 6 6 17.647 17.64 7 1 -...... 28 - 827 353 1 0 0 .0 3 0 IGVU FREQUENCY CUH FREQ PERCENT CUM PERCENT - 27 0 T T -■—T9.-4IZ- - 797412 1 7 34 20 . 588 100.03 0 ------Sa5------' 16:06 SUNDAY, SEPTEMBER 7 , 1981 T1HE=1 GRUP=2 tUUB«0 FREaUENCY „CUH^FREQ.__PEfiCENT___CUH PERCENT Cl 5 0 . COO 50.000 1 i l ïl 50 • OuO ICO.OOO iNtRVS ■ fREGUENCY" CT3H*TRFQ' ^ER-CEFn— CUH~PERC EM T 64 $ 706 64. 73 6 II 35.244 103.033 IGiThu FRc'jUFNCY CUMFREU PERCEMT CUM PERCENT 44.118 44.118 1 “19 “74“ '5 5 .E 6 2 “ 100. 000 ILK8Ê FREGUENCY CUH FREO PERCENT CUH PERCENT 1 3 38 .2 3 5 - 23.235 21 11 61.765 1 GO.003 ISLEEP FREGUENCY CUH FREO PERCENT CUM PERCEN [ 'Û 35.294 35.294 1 22 ÏI 64 . 706 103. 030 lUNri/iP FRcGUEMGY-'CuTT'FTiEO PERCEITT — CUTE PERCENT 24 24 70.568 70.58 8 J0_ 34 ^??412_ 1 00.030 IPEP FREGUENCY CUH FREQ PERCENT CUH PERCENT 14.736 1 -■29 -3 i- -1 0 3 .0 0 3 IF IGU FREGUENCY CUH FREO PERCENT CUH PERCENT 677647 “ 67.64 7 i r i r 32.353 1,03.000 ITEPP FREGUENCY . CUH FREQ PERCENT CUH PERCEN[ 38.235 38.235 61.765 103.003 I FEAR FREQUENCY- CUM FREQ -PERCENT— CUM PERCENT 24 24 70.588 70.588 10 7_4_ 29.412_ 100.00 3 ITFBiO FREGUENCY CUM FREQ PERCENT CUM PcRCENT 20 56.624 58.82 4 14 -II- -4 1.176“ 100.030 16:06 SUNDAY,"5EPTÏHEER“7r 1986 t Ïh Ë = Ï ^ GSUP.= 2 I GOGO FRECUENCY.. CUM_FREO. PERCENT. _CUM PERCENT Ü 4 4 11. 763 11. 7o5 1 30 34 66 .235 100.000 SCTCT~ PERCENT 29 1 2.941 34 2 5.882 8.82 4 25 2 SrE£2 14.706 26 2 5 . 862 20.568 27 1 2.941 23.52 9 29.412 42 ----- 12------5.882 45 ■ ■ 2T941 32.35 3 46 1 2.941 35.294 48 1 2.941 38.235 50 1 2.941 41.176 54 * ■■ " 3 8VE24 50.00 0 56 1 2 . 941 52.941 to 3 6.824 65 1 2 . 941 67 -----1^ 2 ; 941 67.64 7 69 3 a .824 26.4 71 70 1 2.941 79.412 7 2 ------f - - 88.235 73 2 5 .862 94. 118 74 1 2.941 97.03 9 7 8 _____ 1 2 . 941 100.00 0 Air FKËflUENCY CUH FREO PERCENT CUH PERCENT ...... 4 ______4 ___ 11.765 11.765 ------8 .0 2 4 ------■ 20.583 1 8 2.941 23.529 i 1 9 2.941 26.471 5 14 14 . 706 41.17 6 , 16 ■■■■■ 5 2882 47. 05 9 11 2 18 5.8 8 2 52.941 1 19 2.941 55.88 2 4 23 11.765 67.64 7 'û - 2 ------^ 5 ------5 .8 8 2 ------73.52 9 1 26 2 .9 4 1 76.471 S3 3 29 8 .824 65.294 1 30 2 .941 8 8.235 ------11------2.941 91.176 11 1 32 2.941 94.118 Sb 1 33 2.941 97.059 S 9 . 34 .2 -9 4 1 ...... 100.000 ---- ÎÎTS---- 1 6 :06 SÜRTJÏYT^EPT EMgER"TTT:986 TIHE=1 GRUP=2 AGE . ______. FRFCUENCY._C.UM_FR.EQ.___PERCENT___CUM PERCENT 15 .5 1 1 2.941 2.941 15 .58333 1 2 2 .941 5.882 i5 .fi Lb 6 7 1 3 2.941 - . 8.324 15.91667 ' 4 2 .941 11.7o5 16 .1 66 6 7 2 6 5.882 17.647 1 6 .2 5 2, 8 5.8 8 2 23.529 16 .32333 ____ 1 . 9 2.941 _ 26. 471 16.91667 .....— i c — ------Z-.941 29.412 17 .08 333 2 1 2 5 0 682 35.29 4 17 .1 66 67 4 16 11 . 765 47.059 1 7 .2 5 ______4 ...... 20 11.765 58.824 17.33333 ------21— ------2 .941 ------6 1.765 17 .4 16 6 7 3 24 8.8 2 4 70. 58 8 17 .5 1 25 2.941 73 . 52 9 17 .583 33 ____1 _____ 26 2.941 76.471 17.66667 27 2.941 79.412 1 7. 75 1 28 2 .941 62. 35 3 18.08333 2 30 5.882 88.23 5 10 .1 6667 2 32 8 .862 94.118 18.33333 ' 1 2 .941 97. 059 19.0 83 33 1 34 2.941 100.000 StLFCCN FRECUENCY CUM FREO PERCENT CUM PERCENT 3 1 1 2.941 2.941 5 11 32 . 353 35.29 4 6 5 ______i 7 14 . 706 50.000 7 25 23.529 73.52 9 8 2 27 5.882 79.412 9 3 30 8.824 88.235 10 3 33 8.824 97.05 9 12 1 * 3 4 ------2.941 - 100.000 ------STTS— ------1 6 :06 S'OWyT'StPTEHffPn',' 19 8 T1HE=1 GRUP=3 K . FKe0UE.NCY_. CUH„FREQ_^PERCENT _CUM_PERCENT b 1 1 3.C30 3*030 iü 1 2 3.0 3 0 6*061 1 3 3.C3Û 9 .0 9 1 16 1 4 3*030 12; 121 22 1 5 3*030 15*152 1 6 3.030 18*132 26 1 7 3*030 21*212 ...... 2h I a 3 . CiU 24*24 2 2y 1 9 3.C30 27*273 ib 1 10 3*030 30.303 iti_ 1 11 3.C3CJ 33*333 43 1 12 3*030 ...... " 36.364 ' ' bü 1 13 3*030 39*394 56 1 14 3.030 42*424 57 1______15 3*030 45*455 61 3 * 030 ------43*435 64 1 17 3.C30 51.515 c6 1 16 3*030 54*54 5 7J,. 1 19 3.C3Û 57*576 75 2U 3 * 030 60* 6o 6 ci 1 21 3*030 63 * 636 tb 1 22 3*030 66* 66 7 89 ..1. 23 3*030 69* 69 V -? 4 3 ; 030 ------72.72 7 99 1 25 3*030 75*738 iC3 1 26 3*030 78* 788 1CÔ ______1______27 3*030 81.818 1C7 2 8 3.C 30 ------34*848 iC9 1 29 3*030 87.87 9 i l l 1 30 3*030 90.909 116 1 31 3*030 93*939 127 — 3Z* ------3VC30''------96*970 129 1 33 3*030 100*010 kACt_ _ FREWLEN.CY_ .CUH„FR£Ü_ PERCENT CUH PERCENT 1 21 21 63*636 63*636 2 12 33 36*364 ICO.000 SES FRE2UENCr- CUM FREtl------TERCFRT 'CUH PERCENT 1 12 12 36.369 36.369 2______21______33______63^636______lOJ.OJO UPFU FRECUENCY CUM FREQ PERCENT CUM PERCENT 1 29 29 87.879 87.87 9 2------9 ------3 3~------12 i 121------1 0 0 .0 0 0 ' 57S5 1 6 :0 6 S UNÏÏ*T7^5HPTEMErCT'T T 'ig 81 TlM E 'l GRUP=3 FRÊÜUENCY : CUH_FREQ_ PERCENT CUM PERCENT 61 1 1 3.C30 3 .0 3 0 62 2 3 6*061 9.0 9 1 1 4 3.C30 12*121 . .. 64 2 b 6 * Obi 18.182 65 4 10 12.121 30.30 3 66 4 14 12.121 42*424 67 ______4 ___ 18 ___ 12*121 54.54 5 68 “19 V152 6 9 .6 9 7 ' ■ 69 2 25 6 * 061 75.738 U 1 26 3 * 'J30 73. 738 i t 28 6*061 84. 848 <3 ■ 3Z 12*121 ■ 96.97 0 tb 1 33 3.C30 100. 000 Hi FRECUENCY CUM FREQ ..PERCENT _..CUM PERCENT 1 JC 1 1 3.C30 3.03 0 112 1 2 3 *030 6. 06 1 1^0 1 3 3*030 9 .0 9 1 122 1 4 3 * 030 12.121 ■ 124 1 5 3*030 15.15 2 130 1 6 3*030 18. 182 131 _____1______7 _ 3 . 030 21.212 132 ■"“”3.030" “ 24.24 2 135 I 9 3 . 030 27.273 137 2 11 6 .061 33.333 128 12 3*030 36.364 1 39 13 3*030 39.394 ...... 140 2 15 6.C61 45.455 142 1 16 3*030 48.48 5 145 4 20 12*121 60.606 146 I 21 • • 3.C30 63.636 148 1 22 3.0 3 0 66.60 7 154 1 23 3.C30 69.69 7 l t 6 ______1____ 24 3 * 030 72. 12 7 158 ...... — 25----- — 3*030- " 75.758 160 1 26 3 .030 73. 78 8 161 1 .2 7 3*030 81.818 164 1 28 3.Û30 84.84 8 i 70 1 2 9 .... • " 5 .030 ■ 67.879 1 75 1 30 3.C30 90.90 9 161 1 31 3.C30 93.939 167 1 32 3 . 030 96.970 614 1 ■ ■ — 33------3 .0 3 0 ‘ ICO.OOO 'IH FREQUENCY CUM FREO PERCENT CUM PERCENT 15 ■ 3 - --3----- 9.C 9I 9 .0 9 1 10 10 13 30.303 39.394 17 15 28 k b . 455 84.848 IS 5 33 15.152 100.030 ^ ----- 1 6 ;06' STODaY7“SÎPTEHEHR“7 r i9 f T IH E 'l 6RUP=3 PC FR6aiJENCY_. CUTLFKEO __,PERC.ENT _CUM 0 1 1 3 . 030 1 4 5 12.121 I 7 12 21.212 36.364 3 6 IB 18.182 — 54.545 4 B 26 24 . 242 78.786 5 3 29 9 .0 9 1 87.879 7 1 30 3 .0 3 0 901.93 9 — 8 — ...... 1' 81 3 .0 3 0 “ 95. 939 9 1 32 3 .0 3 0 96.97 0 13 1 33 3 .0 3 0 100.030 62 1 1 3 .0 3 0 3 .0 3 0 64 1 2 3 .0 3 0 ,$ '0 6 1 . 6 8 ------2 4 6 . Ô61 12.121 69 1 5 3 . 030 15.15 2 7 3 2 7 6 .0 6 1 21.212 2 9 6 .0 6 1 27. 27 3 - 74j!? - 1 10 3 . 030 30. 303 76 1 11 3.030 33. 333 78 1 12 3 .0 3 0 36.36 4 60 . ... 3 J . .. . 15 9.091 45.455 52 T 6 3.1:30 43.485 64 3 19 9.091 57.576 66 2 21 6 .0 6 1 63. 636 68 4 25 12.121 75.75 8 92 J 2 6 3 . 030 73.788 96 2 28 6.061 84.848 1C2 1 29 . 3.030 . 8 7 .8 7 9 1C3 1 30 3 .0 3 0 90.90 9 1C4------3 2 6 . 061 957 97 0 “ 13u 1 33 3 . 030 100. 000 -----STTS 1 6 : Û6TUNDAV, SEPTEHBER“ 7V “ 19C HHE=1 GRUP = 3 SECLV i^kECIUENCY _CM_FRE(J^.___PE^C_ENT,_CUM_PERCENT...... 1C2 1 1 3 . 030 3 .0 3 0 109 1 2 3.C30 6.061 114 c 4 6 .061 12.121 115 1 ■ ■ 5 2r.C30 l b .l b 2 117 2 7 6.C6I 21.212 113 2 9 6 .C 6 I 27.273 122 2 11 6.061 33.333 124 ------1 5— • - 45.455 125 3 18 9 .0 9 1 54.54b 12 7 1 19 3 .0 3 0 57. b 7 6 128 ] 3 .0 3 0 6 0 .6 J 6 129 - 4 9 3 . C3U 63.63 6 130 4 2b 12.121 75. 758 132 1 26 3.030 78.788 135 1 2 7 3 .0 3 0 81.818 136 ^ * -B'.TOl- ■' 57.879 137 1 jkO 3 .030 9 0 .9J9 143 1 31 3 . 030 93.93 1 156 1 32 3.C30 96.97 0 167 ...... 1 3 3 3 . 030 100.000 3PU1A FREÜUENCY CUM FREQ PERCENT CUM PERCENT 90 ■ — I " ------1----- " ' 3VC30 ...... 3 .0 3 0 ' • — ' ----- •- —...... Sn 1 2 3 . 030 6. 061 98 3 b 9 .0 9 1 15.132 ICO 2 . .. .y.7 , 6 .0 6 1 21.212 102 ■ 2------...... 6 .0 6 1 ------27.273 ...... 104 ] 10 3.030 30.30 3 105 1 IX 3 . 030 33.333 106 1 12 3 .0 3 0 36. 3o4 110 ------If; ' ” 72.121' ■ 45.48 5 112 2 Id 6 . COI 54.54 5 118 2 20 6.C61 60. 6 J 6 120 ? 22 6 .0 6 1 6b.6b 7 126 2 24 6.C6I 72.727 123 4 28 12.121 84. 84 8 130 4 32 12.121 96.970 1 . 3A_. 3 .030 ICO0ÜOO ------55 s------16 : Û6 S OiraSYrîEPTEHB ER“77 19 81 TlME'l GRUP=3 BPS ÏS FREMENCY_ CUMJFJ^ÊQ____PmCJM_CM.H_P.ERCEN I 50 2 2 6 .0 6 1 6 .0 6 1 52 1 3 3.030 9 .0 9 1 58 1 4 3 .030 12,121 .. 60 5 9 15.152 27.273 62 1 10 3 .0 3 0 30.30 3 64 4 14 12.121 42.424 66 2 16 6 . 061 48.485 72 9 .0 9 1 57.576 78 2 2 I 6 .0 6 1 6 3.636 60 3 24 9 .091 72.72 7 c2 ______2 ______26 6.061 73. 78 8 64 12.121 90.90 9 68 1 31 3.0 3 0 93 .9 3 9 90 2 33 6 .0 6 1 1 0 0 .0 0 U GRACE ■fRFCUEFTCY" CüirFREO“ “ PERXFin— CUM PERCENT 9 6 6 18.182 18.182 10 14 20 42.424 60.60 0 11 .....IZ 32 36 . 364 96.97 0 12 1 33 3 .0 3 0 100. 000 UA1E FREOOENCY__ CUM_FREQ_ _.per c.ent __ çu.h PERCENT 1 23 1 1 3.030 3 .0 3 0 127 1 2 3.030 6 .0 6 1 408 1 3 3 .0 3 0 9 .0 9 1 422 1 4 3.030 12.121 4 29 3 7 9.091 21.212 506 1 8 3 .0 3 0 2 4.242 5 20 ______1______9 3 .0 3 0 2 7 .2 7 3 527 ------1 0------■ 3VC30 3 0 .3 0 3 " ■ 610 3 13 9 . 091 39.39 4 624 4 17 12.121 5 1.515 . 701 1 18 3 .0 3 0 54.54 5 805 1 - 19 3 .0 3 0 "577576 806 1 20 3 .0 3 0 . 60.60 6 819 2 22 6.061 66.66 7 820 2 24 6.061 72.72 7 326 - - -6" ~- -30----- ■ 16 .1 8 2 - 90.90 9 909 2 32 6 . 061 96.97 0 12ÔJ 1 33 3 .0 3 0 100.000 ------553------16:06 SUNDAY'rSEPTEHBtR~m98( T1HE=1 GRUP«3 LCC FREÜUENCY CUM_FREO__ PERCENT CUH PERCENT _ 6 1 1 3 . 030 3 .0 3 0 7 1 2 3 .030 6.06 1 9 3 3 .030 9 .0 9 1 _ 10 1 . i r . i z r 21.212 11 3 10 9 .0 9 1 3 0.30 3 12 2 12 6 .0 6 1 36.36 4 13 __2 _____ 14 6.0 6 1 42.424 14 ------1 7 ------97091 51.515 15 3 20 9 . 091 60.6 0 6 16 2 22 6.061 66. 66 7 17 _____ 2 ______24 6.061 (2.72 7 _ 18 25 " 3 . 0 3 0 75.758 19 . 1 26 3 .0 3 0 78.788 20 2 28 6 . 061 84.848 21 _____1 ______29 3 .0 3 0 87.87 9 22 30 j.CaO " "90.90 9 25 1 31 3 . 030 93.93 9 27 2 33 6 .0 6 1 100. 00 0 PT51 " FRECUENCT" CUM'FREO" 0 1 1 3 .0 3 0 3 .0 3 0 1 6 7 18. 182 21.212 2 ■ ■ 76 78.788 100.000 PTS2 FRECUENCY CUH FREO PERCENT CUM PERCENT 155 1 2 3.030 6.061 156 1 3 3.030 9.091 15 ( 1 4 3 . 030 12.121 ItO ...... 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PERCENT CUH PERCENT . 635 1 1 3 .0 3 0 3 .0 3 0 6 72 1 2 3.0 3 0 6 . 06 1 7 Î2 ______1____ 3 3 .0 3 0 9 ,0 9 1 ...... 865 4 3 .0 3 0 12.121 869 1 5 3 .0 3 0 lb . 13 2 9C6 1 6 3 .0 3 0 18.132 917 1 7 3 .0 3 0 21.212 922 " 1 ------3 .0 3 0 — 24.242 9 52 1 9 3 . 030 27.27 3 9 65 1 10 3 .0 3 0 30.30 3 9 66 ______1 11 3.030 33.33 3 9 71 ------3 .0 3 0 — 36.364 995 1 13 3 .0 3 0 39. 39 4 10 CO 1 14 3.030 42.424 IOC r _____1 _____ lb 3 .0 3 0 45.43 5 l'jC8 ------16 — ------3 7 030 - 48.485 1922 1 17 3 . 030 51.515 10 1 18 3.030 54.34 5 10 29 1 ... . 2019 - 3.030 57.376 1034 1 3 .0 3 0 “ 60^60 6------1048 1 21 3 .0 3 0 63.636 1053 2 23 6 .0 6 1 69.69 7 10 6 J 1 24 3 .0 3 0 72.72 7 AJt2 1 ...... 29— ------3 . 0 3 0 “ 75.758 1 j 77 1 2b 3.030 78.7(18 10 /9 1 2 7 3 .0 3 0 81. 818 i09o 1 28 3 .0 3 0 84.848 11 C8 1 ------2 9 3 . 030 “ 87. 879 1110 3 32 9.091 96.970 1115 1 33 3 .030 ICO.OOO ISüO FREQUENCY " CUM FREQ “ 'PERCENT— CUH PERCENT “ Ü 22 22 66.667 66. 66 7 1 ______11____ 33 33 ..333 „10 J. 000._____ ISTKFt FREQUENCY CUM FREQ PERCENT CUM PERCENT G 10 10 30.303 30.33 3 1 25 3.1 6 9 .6 9 7 100.00 3 ICVU FRECUENCY CUM FREQ PERCENT CUM PERCENT 0 77 77 ------81“.“H18— 81.813 1 6 33 18.182 100.030 lOÜQ^Ü FREQUENCY CUM FREQ ...percent CUM PERCENT J 7.2 22 66 .667 66. 66 7 1 11 33 33. 333 103. 00 0 ------SAS 1 6 : ü 6 STINDATTSEPTEMBEFni 198 TIM Ë'l GRUP»3 INtRVS , FREQUENCY CUH FREO PERCENT CUH PERCENT C 5 1 .b i ) 1 ïl i] ICO.OOO IGITBB U 51.515 51.515 ^ 1 n ïl 48.485 ICO. 000. ILKFE FRECUENCY CUM FREO PERCENT CUH PERCENT 16 48.485 48.48 5 — 517515" ICO7000 ISLEEP FRECUENCY CUH FREO PERCENT CUH PERCENT "277773" — 27; 273 72. 727 100.000 lUNHAP FRECUENCY CUM FRcü PER C E NT CUM PERC EN T 57.576 U n 100. 000 IPEP " FRECÜENCY"~~CWTWQ PcKCFNT CDKTÊRCENT 8 24.242 24.242 1 33 75 .758 100.000 IFIGFT. FREQUENCY PERCENT CUM PERCENT .31 100.00081.818 ITERP FREQUENCY CUH FREO PERCENT CUM PERCENT — 427'474' "427424" IT 57.576 100.00 0 IFEAR FREQUENCY CUM FREQ PERCENT CUM PERCENT 75 . 758 15.758 24.242 ICO.OOO ITHBAD FREQUENCY"" CUM-PREQ"— PERCENT— CUH PERCENT 21 63.636 63. 636 IÏ 33_ 36.364 lOO.OOO 1 OULU FRECUENCY CUM FREO PERCENT CUM PERCENT 1 1__ 3.€30 3. 030 "32" "33" "967370" " 100.000 ------5 3 5 ------"16:06""SUmiAYrSEPTEHB ER "T ri9 8 T IH E 'l CRUP»3 5CTCT FREQUENCY., . CUM F REO _ „PERCEHI_,_ÇUM. PERCENT 21 1 1 3 . 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C61 84.848 S3 2 30 6 .0 6 1 SO. 909 So 2 32 6 .0 6 1 96.970 S9 ' • ‘1‘ 3 3 ...... •” 3.C30 100. 000 — ------— ------“ 1 6 :û 6 ‘T0HDST7“ SEPTEHffER“ 7 r i 9 £ T1KE*1 GRÜP=<3 ACit FRECUENCY, CUM FREQ___ PERCENT _CUH PERCENT lb.0H5ii 1 1 3.C30 3.030 13.1666/ 2 3 6.061 9.011 16 .1 66 6 /______2 ______5 6 » 061______13. 13 2 1 6 .2 5 3 a 9.091 24.24 2 16.33333 4 12 12.121 36.364 16.4 1 6 6 7 1 13 3.030 39.39 4 17.08333 2 15 6 .0 6 1 4 ^ ^ 5 5 17 .1 6 6 6 7 2 1 / 6 . 061 5 1 .5 1 5 1 ?. 23 ? 19 6 . 061 57. 576 17.3 3333 3 22 9.091 66.667 17 .41667 2 24 6 . 061 72.72 7 17 .58323 1 ZT 3.030 /5.75 8 17 .6 6 6 6 / 1 26 3 .0 3 0 78. 78 8 1 7 .7 5 1 27 3 .0 3 0 81 .3 1 8 1 /.3 3333 _____ 1 ____ 28 3.030 84.84 8 18 ------2 g------3 7 0 3 0 ------57.87 9 18.08333 1 30 3 . 030 9 0.909 18.1 66 6 / 1 31 3 .0 3 0 93 .9 3 9 1 8 . 23 1 32 3 .0 3 0 96 .9 7 0 18.33333 I 33 3 .0 3 0 1007 000 SELFCCN FRECUENCY CUM FREQ PERCENT CUM PERCENT ------'3 —2— — 6 .0 6 1 - - 6 .0 6 1 4 3 3 9.091 15. 152 3 6 11 18.182 33.333 5 16 15.152 43.48 5 7 ...... 7 23 21.212 6 9 .6 9 7 8 6 29 18.182 8 7 .8 7 9 9 2 31 6 .0 6 1 93 . 939 JO 1 32 3.030 96.97 0 1 33 3 . C3O ■ — ICO.OOO 75TS------1 6 :06“ SUTHTAY7“5EPTEHBER' T1ME=1 GRUP=4 1C FRECUENCY .CUM ,FREO_. .PERCENT _ CUM PERC EN T 3 1 1 3 . 333 3.333 14 1 2 3.333 6.66 7 17 1 ______3___ 3.333 10. J JO 19 3 .3 3 3 - 13; 333 • 2I 1 5 3.333 16.66 7 32 1 6 3 .3 3 3 20.000 45 ...... 1_____ 7 3.333 23.333 51 S -3V333" “ 26.667 52 1 V 3.333 30. 000 53 1 1Û 3.333 33.333 59 ______1...... 3.333 36.66 7 63 - H12 ■3.333 -4 0 .0 0 0 ' 6 7 1 13 3 .3 3 3 43.333 72 1 14 3 .3 3 3 46.66 7 , 88 ...... 1 ____ 15 3 . 333 50.000 54 ----- 1 6 — ------3 ;333 ■ 53.333 5 / 1 J 7 3.333 36.Ob 7 ICO 1 Ih 3 . 333 60. 00 0 IC j 1 19 3 .3 3 3 63.333 1C8 ...... 1 ...... 20 3.333 66.66 7 113 1 2 1 3.3 3 3 70.000 117 1 3.333 73.333 1 18 1 23 3.333 76.66 7 121 ■ - - 1...... 2 4 ' ' .....— 32333- "80.000 123 1 25 3 .3 3 3 83.333 124 1 26 3.333 6 6 .6b 7 125 1 _ — - 2 y7 3 .3 3 3 90 .0 0 0 126 1 3.333 93.333" 123 1 29 3.333 96.6b7 1 20 1 3C 3 .333 100. UOO RACE ■ FRECUENCY CÜMT-REQ' -PERCENT'—CUM PERCENT 1 24 24 fiO.CUÜ , 8 0 .OJO , 2 ______6 ______2U..C_0P_ ICO.000 SES FRECUENCY CUH FREO PERCENT CUM PERCENT 1 10. » 10g 33.333 33.333 2 10 66.667 100.030 OH 1-0 FRECUENCY CUH FREO PERCENT CUM PERCENT ------1 -23 ...... Z3 “76 ; 667 76.66 7 2 7 30 23.333 1Ü0. OJO 16 :ü6 S Ü NTHYrTEPTEHBER'^ 19 8 6 T1HE = 1^^^GrÜp=4 HT FREflUENCY CVH.FREQ__.PERCENT__ CUH. PERCENT 3 .3 3 3 lü.UUO fcî? l u »CUÜ 20.00U 66 ■73T333" ~«;333" 5 6 .6 6 7 73.333 9 0 .030 ;î67" — 96.607 I î 3 .3 3 3 ICO.030 FRE_ÇUENCY_ .CUM FREO PERCENT CUM PERCENT 115 1 1 3 .3 3 3 3. 333 l l d 1 2 3.333 6.66 7 120 ______1______3 3 .333 10. 000 12 3 ' ■ - ■ 4 ■■ 3.333 . ' 13.333 ' 128 1 5 3 .3 3 3 16. 66 7 130 1 6 3.333 20.OoO 1 3 ' 1 7 3.333 23.333 139 1 à 3 . 333 26. 667 140 3 11 10.000 36. 66 7 142 1 12 3.333 40.000 143 1 13 3 .3 3 3 43.333 145 ■ I T 37133—------4 6 .667 146 1 15 3.333 50.000 147 1 16 3.333 53.333 .148 1 17 3 .333 56. 66 7 150 4 21 13 . 333 '0 . 000 1 :1 1 22 3.333 73.333 152 1 23 3.333 76.66 7 153 1 24 3 .3 3 3 80. 000 154 2 £0 U.667 867 667 ■ 153 1 27 3 .353 90.000 183 1 28 3.333 93.333 1 iü _____1______29 3 .333 96. 66 7 178 30 ■■ 3.333 ■ 100.000 YR FRECUENCY CUM FREO PERCENT CUM PERCENT .... 3 . 333- ■ 14 1 1 ------■ 3 .333 13 4 5 13.333 16.66 7 lu 13 18 4 3 . 333 60.00 0 17 12 30 40 . 000 100.000 ---- TKS----- 1 6 :06'SUKD%YT3EPTEMFER 7 T 1 9 8 6 T1HE=1 GRUP=4 FC^ . FRECUENCY. CUM..FREQ PERCENT_„ CUM. PERCENT 1 3 3 1 0 . COQ 1 0.000 2 5 8 16 » 66 7 2o.Ô6 / 3 2 10 33. 333 4 6 16 zct.i :üo ~ 53.333 5 2 18 6 # 667 6 0 .0 0 0 u 4 22 13.333 73.333 1 1 23 3 .3 3 3 7 6 .6 6 i ■ '“ IT.TOO ..... B6.66 7 ■ 9 2 28 6.667 93. 333 i : 2 30 6 • 667 IQüi OUO PULS FREQUENCY CUM FREO -PERCENT— COfTPERCENT------^ tu 1 1 3 .3 3 3 3 .3 3 3 64 1 2 3 .3 3 3 6.6 6 7 66 -----6 .6 6 7 ■■ 13.333 iü 1 5 3 . 333 16.66 7 72 3 8 1 0 .COU 26.66 / 76 _ 3 11 10.cou 3 6 .bb 7 l7 1 . 12 3 .3 3 3 ' 4U.UUU 78 1 13 3.333 4 3 .333 80 1 14 3.333 46.6b 7 62 5 19 16.667 63.333 c4 1 0 . COU '------73.333 65 1 23 3.333 Ï 6 .667 88 2 25 6 . 667 63.333 50 1 26 3 .333 86.60 t 52 3 .3 3 3 ...... 90.000 ICO 1 28 3 .333 93.333 1C4 1 29 3 .3 3 3 9 6 .667 1C8 1 30 3 .333 lUO.OOO ...... ■ ------■ . 5^/rs----- 16:06“5TIHDaYri5EPTEHSER '7V 19 TIM E'l GRUP=4 KECCV . FREGUENCY . CUH.FREG. ._.p.er.cent _ cum . PERCENT 92 1 1 3.333 3 .3 3 3 ICO 1 2 3.333 6. 66 7 . 1Ç2 1 3 3.333 10.OJO 112 1 4 3 # 333 13.333 114 1 5 3.333 16.667 l l ü 2 7 6 .6 6 7 23. 33 3 IIV 2 9 6 . 667 3 0 .0 0 0 118 TO - "■ 3.333 ■■ ■ ■' 33. 333 120 3 13 10.CÜÜ 43.333 124 1 14 3.3 3 3 4 6 .6 6 / 1 26 ______1______15 3.333 50.000 126 18 10.000 60.000 1 2/ 2 20 6 . 667 66.667 120 1 21 3.333 70. 000 135 ■ 2 23 6.667 76.667 1 3 6 ------1 - -74 ■3. .-333 ■*50.000 137 . 1 25 3.333 83.333 138 1 26 3 .3 3 3 8 6.66 7 . 1 4 2 , 1 27 3.333 SJ.OOO 143 1 2 r 3 .3 3 3 93 ;3 3 3 145 1 29 3 .3 3 3 96.66 7 148 1 30 3.333 100.000 8 Pul A ■TRtia'ENCY- CUH "FPEff" p ER CEîrr"XüFr perc Efj t ICO 3 3 10. coo 10. 000 1C4 3 () 10. coo 20 .0 0 0 1 C6 I "V 3.333 23.33 3 .■ CB 9 6 .6 6 7 30 . 000 110 5 14 16.667 46.667 1 1 2 _ 16 6 .6 6 7 53.33 3 115 I T 3 . 333 56. 667 116 2 IS b . 667 63.333 118 3 10.000 73.33 3 120 1 22 3.333 76.667 122 ■ ■ ■ 1 3.333 80.000 124 1 25 3.333 83.333 126 1 26 3 .3 3 3 86.66 7 128 ______Z...... 28 6 . 667 93.333 134" 2 9 ------3.333------96.66 7 136 1 30 3.333 lUU.OOO “ STTS------16:05“EUNiaY7^EPTEHffER~77“19 TIHE*1 GRUP'A IPSVS EKECUENCY_ CUM PERCENT CUM PERCENT 1 1 3.333 3.333 t4 1 2 3 .3 3 3 6. 66 7 to 5 ? 16.667 _23.333 62 1 e 3.333 26.66 7 64 1 9 3.333 30.000 66 1 10 3 .3 3 3 33.333 70 ______4______14 _ 13.333 46 .6 6 7 7 2 — T .3 3 3 ------~ 50. 000 ■ 74 1 16 3.333 53.333 7u 3 19 1 0 . COO 63.33 3 8Ü ______3 22 10.000 73.33 3 €2~ *23 3".“333 /6. 6Ô7' ■ 84 4 27 13.333 90.000 86 1 28 3 .3 3 3 9 3.333 4J 1 29 3 .3 3 3 96.66 7 S2 1 5 0 3.333 TOO. 000 KALE FRELULNCY CUM FKEQ PERCENT CUH PERCENT ■5 ' 1 1 3 . 333 3 .3 3 3 9 9 10 3 0 . COO 33.33 3 iC 11 21 36.667 70.000 11 ______7 _____ 28 23.333 93.333 ■ 12 jO------“ 6 .6 6 7 ------TOO. 000 ■ UA lU FRECUENCY CUM FREQ PERCENT CUH PERCENT 311 ...... 1 ...... r " 3.333 3.333 “ 429 1 2 3.333 6.66 7 2 4 6 .667 13.333 52? ______2...... 6 .6 6 7 20.000 603 ■3.333 23. 333 6I-J 3 iü 1 0 . OOO 33. 333 Oil 1 11 3 .333 36. 66 7 3 12 4 15 13.333 50. 00 0 819 2 ------I T ■ 6-.T67 5 6 .6b 7 8^6 3 20 10.000 66.66 7 82 7 2 22 6 .6 6 7 73. 333 902 1 23 3.333 76.66 7 9C9 2 25 ‘ ‘6.667 83. 333 916 7 2? 6.667 90. 00 0 1230 3 3Ü lü.C üu I CO. 00 0 ------5 Î T ------lb :0 6 'S T )N m Y ; SEPTEMBER 7 , 1' 1IME=1 6RUP=4 LCC FRECUENCY ,CUH.FREQ__ .PERCENt_,CUM PERCENT 4 1 1 3 . 333 3.3 3 3 5 2 5 6 # 667 10.000 1 2 5 6.6 6 7 .16.66 7...... " '8 ■ 1 0 3 .333 20..OOo 9 1 7 3 .3 3 3 23.333 10 3 10 10.000 33.33 3 12 3 13 10.000 43.333 13 1 14 3.333 4 6 . od 7 14 3 1 / 10.000 56.667 16 4 21 13.333 70.00 0 In 1 22 3.333 73.33 3 ■ 17 1 23 3 .3 3 3 ^ 76. 66 7 18 1 24 3.333 80.000 19 2 26 6 . 667 86. 66 7 2C 1 27 3.333 90. 000 21 ------2 R ------3T333------93.333 . 24 1 29 3.333 96.66 / 29 1 30 3.333 ICO.OOO PT! I FRFQUEWnr'CUfr 0 1 1 3.3 3 3 3 .3 3 3 -p- _16 . 667 20.000 30- èoizotr CO. 500 P(£2 TKECUENCY CUK FKEO PERCENT CUM PERCENT 19 1 T' - 3 . 3 3 3 83 1 2 6. 66 7 84 1 3 10. 000 1C6 4 111 41 - 186 2 I 6.6 6 7 195 1 b 3.233 sliggi 2CÎ 1 9 30.00 0 2C9 1 ' 3 3 . 3 3 3 213 1 36.66 7 216 4 a s . 333 60. 000 217 1 3.333 63.333 218 '10*C00~ 63.3 3 3 2 19 2 6 .6 6 7 70.000 22Ü 3 10 . COO 60.000 2 /1 2 Î! 6 . 667 66.66i 222 ■ 1 " 3 . 3 3 3 " ■ 90.000 223 1 3 .3 3 3 93.333 224 2 ¥ 6 « 607 ICO. 00 0 ------^"5------1 6 :06-srm A YTSEPT EMB ER ^ , 1 TIME» I 6RUP=4 PTS2. FRECUtNCY_.CU«_FREU PE R U NT CUH PERCENT. 4i 1 3.333 3.333 2 3.333 6.66/ .3 |_..333 iO. 000. ii 8 3.333 26.66 7 ff! ------"9 ------31333...... ■ 30. 000 10 3.333 33. 33 3 11 3.3 3 3 36.66 7 12 3. 3 33 40.00 0 ...... 13 ------3V333------43. 33 3" 14 3.333 46.66 7 15 3.333 50.000 17 6.667 56.66 7 ------IE 3V333T~------60.00 0 2 0 6 .667 bbtbol 2 4 13.333 80.000 2f. 13 . 333 53.33 3 1 35 5T6E7 150.00 0 PIS'i FREOU NCY CUM HREÙPERCENT CUM PERCENT '3V333— 3. 33 3 10*6# 000 b& 7 3.333_ 13. 333. 158 ...... 5 3.-333 16.66 7 186 6 3.333 20.000 192 7 3.333 23.333 1 9 4 ______8 3.333 26. 66 7 2C0 3.333 33.000 2C1 11 6 . 67)7 3 6 .6b 7 205 12 3.333 4 J . 00U 20? ____ 13 3.333 43.333_ 2C8 3.333 46. 667 209 16 6 . 667 Ü3.333 212 , 17 3.333 66. 66 7 2 13 ______1 8 _____ 3.333 60.000 214 . 3 .3 3 3 ...... 63. 333 215 2 l 6.667 70. 00 0 216 22 3.333 73. 333 2 18 83 3.333 76. 66 / 220 ...... -6.667- 83.333 221 26 3.333 66.65 7 2 22 28 6.667 93.333 223 29 3.333 96.667 224 ------■ ■ 30 -3.333 ■ 1100. 000 16:06 SOHDSTT^-EPTEHBW T , V TIME=1 CRUP«4 TCT/L __FREOUENCY_ CUM_PREQ_ PERCENT CUM PERCENT 111 1 1 3 .3 3 3 3 .3 3 3 4C4 1 2 3 .3 3 3 6. 66 / ,6 26 .. . J1 3 3 .3 3 3 10. 000 667 4 3 . 3 3 3 ^ 13.33 3" 865 1 5 3 .3 3 3 16. 66 7 8 16 1 6 3 .3 3 3 20.000 a 79 1 7 3 .3 3 3 2 3 .3 3 3 921 ■ - I ...... h "3 .333"" 2 6 .6b / 985 1 9 3 .3 3 3 30. 000 969 1 10 3 .3 3 3 33.333 1010 1 11 3 .3 3 3 36.66 7 10-4 1 12 3 .3 3 3 43. 030 1061 1 13 3 .3 3 3 43 .3 3 3 1065 1 14 3 .3 3 3 46. 66 7 10 71 1 15 3.333 50.000 10 72 2 1 / 6 . 667 56. 66 / 10 (5 1 18 3.333 60. poo IJ 77 2 20 6 .6 6 7 66. 66 7 -.iO tJ., 1 21 3 .3 3 3 70.00 0 10E5 1 22 3 .3 3 3 /3. 33 3 1068 1 23 3 .3 3 3 76.66 7 10 96 1 24 3.3 3 3 80. 00 0 1098 1 25 3 .3 3 3 8 3.33 3 IICG 2 / ...... 6 .6 6 7 93.0 0 0 UC7 1 28 3 .3 3 3 93.33 3 l i l l 1 29 3 .3 3 3 96. 66 / 15/2 - ...... 1. 30 3 .3 3 3 100. 000 1S«U FREUUENCY CUH ERGO PERCENT CUM PERCENT _ 63 .333 63.333 i? -if -36 ."567^ ICO.OOO ISIRhG ERdUUEHCY CUH FREQ PERCENT CUM PERCENT ■'5 1571567” 1 6 .6 6 7 25 30 8 3.333 100.000 IGYU FRECUENCY CUM FREO PERCENT__.CUM PERCENT 25 63.333 83.333 Ï 30 16.667 100. 00 0 ]D08fD FREQUENCY' 16 53.333 53 .3 3 3 _30_ 4 6 .6 6 7 _ _ 100. 000. FRECUENCY CUM FREQ PERCENT CUH PERCENT 19 19 63.333 63.333 II -m- “367667" "100. 000 ------m ------16106 SUN0tf7 SEPTEHffER"!, 1' T1ME = 1 GRUP = 4 IGITKB. FREQUENCY CUII.FREQ _ PERCENT__ CUM PERCENT 4 3.333 43. 333 il 5 6 .6 6 / 1 00. 00 0 IIKFE - FRE^UEMCY "CKHTRR PEPCENT-"CUH'PERCENT 17 56.667 56. 66 7 .13. 3 0 43.333_ 100.000 ISLEEP FREQUENCY CUM FREO PERCENT CUH PERCENT 23.333 23. 333 ' 1 "23 "3& "767661 "100. 000 lUNH/P FRECUENCY CUM FREO PERCENT CUM PERCENT "IF; 60•coo ■' 60. 000 1 12 1 ? ; AO.COO lo o . 000 IPEP . _F.RE CUE.NC Y_ ,_CJJH_F R.EQ PERCENT CUH PERC EN T. 0 6 6 20.000 20.000 1 24 3C 6 0.000 100.00 0 IF IGF I FRÊGL' êîmCV CUIÎ TKcu" " 1 ERCENT " CUM PERCENT 23 76.667 76. 66 7 30 23 . 3 33 l UJ. OJU_ llE FP FRECUENCY CUH FREQ PERCENT CUM PERCENT 60 .0 0 0 60.00 0 -if if ICO.OOO IFE^K FKfcCUbMCY CUM FREO PEkCEMT CUM PERCENT 0 24 ~BOTOM “ 80 .0 0 0 1 6 I f 20.000 ICO. 000 1 THb^D FREQUENCY . CUM FRfiQ PERCENT _CUH PERCENT 0 20 61) . 667 66.66 7 1 10 33.333 100.000 I COCO FRECUENCY ‘CUM FREQ • -PERCENT CUM PERCENT' 1 30 30 100.000 100.000 TIHE*1 * GRUP«4 SC r c i fRE.euENcy_cuH_F.Rea percent cuh _ percen t , 4 l:EI 1:1^1 I — I - % § S 3 — 46% 6 6 $ II_ 6 .6 6 7 II ■ 37733 ~ let 6b 7— 646 j 10*000 66#73.OJ 6 60 7 6 3 .3 J3 # — 8 6 .6 6 7 ------1 I - k B ! loot 00 3-- AIT fRESUENCY CUH FREQ PERCENT CUM PERCENT 3; 33 3 3 ’ 333 6. 66 7 IF JJ 9 3.333 100.00 0 SX5 1 6 :0 6 -3 UNDAY, SEPTEMBER“ T," 191 TIME«1 GRUP«4 AGE . _ FRE.eUENCY. ..C.UHJ.REQ.,___PERCENT, CUM PERCENT 14.8 33-3 1 1 3 .333 3 .3 3 3 I'J .1 666 1 1 Z 3 .3 3 3 6. 6d 7 , . _16.6 3 3.333 10.000 16.68333 1 4 3.333 13.333 1 5.3 3333 1 5 3.333 16.66 7 16.3 83 33 1 6 3 .3 3 3 ZO. 000 16 .1 66 6 i ______1_____ 7 3 .3 3 3 Z3.333 1 6 . i3 a 3V333- 26.66 7 16.3 63 33 4 12 13.333 40.000 1 6.4 16 6/ 1 13 3.333 43.333 , • , 1» 2 15 6 .667 50.000 16.68667 1 16 3 .3 3 3 53.333 lo .V b Z 18 6 . 667 60. 000 17.08333 Z 20 6.667 66.66 7 1 7 .1 6 6 6 / ______3 ____ 23 10.000 76.66 7 1 7 .1 5 Z4 3 1 j 33“ 80.000 1/ .33333 2 26 6 .667 8 6 .6 6 / 17.4166/ 1 2 7 3.333 90.000 , , .1 7 .5 1 28 3.333 93.333 17 .66667 z 30 6 . 66/ 100.000 SELFCCN FRECUENCY CUH FREQ PERCENT CUM PERCENT 4 "4...... ------1 3 .T 3 3 - —...... 13.333 3 / 1 0 . COO 23.333 8 15 26.667 50.000 6 21 20.000 70. 000 8 5 26 1 6 .6 6 7 ^ 86.66 7 9 Z 28 6 . 667 93.333 10 1 29 3.333 96. 6b / 12 ...... ,1 ______40____ . 3 .3 3 3 ,100.000 146 Appendix B (Continued) Frequencies of Dependent Variables by Group and Time ...... ------SA“5...... ■ '16:06“5WD*TrSEPTEHBER 7, 19. T1HE*2 GRUP»1 I t F.Ree.UE.NCY_ CUH FREO _PE.RCENT_ CU&PERCENT...... _. 1 1 1 ■ 3 .0 3 0 3 .0 3 0 c 1 2 3 .030 6# Ob i ... _ 4 1 3 ^.030 9.091 7 I 4 3 .0 3 0 12.121 ■ ...... 6 1 5 . 3 .0 3 0 la .l b Z 9 1 6 3.030 18.182 25 1 7 3.0 3 0 21.212 ...... 3 0 " 1 E 3 . 030 '2 4 .2 4 2 33 1 9 3.030 27.270 35 1 10 3 .030 30. 303 27 1 11 3.030 33. 33 3 41 ■ 1 12 3.D30 3b.3b4 ------42 1 13 3 .0 3 0 39.39 4 4b 1 14 3.030 42.424 54 15 3.030 45.455 55 ■ 16 - - 3 .0 3 0 " " 48.48 5 eo 1 17 3 .0 3 0 51.515 b2 1 lb 3.030 54.54 5 . . . 69.. 1 19 3.030 57.5/6 69 1 20 3.030 60.606 """ ...... Î3 1 21 3.030 63.636 74 1 22 3.030 66. 66 7 ...... 77 g .... 1 23 ..... 3.0303 ■■ 69.69 7 ■ 1 24 t l J 25 3.030 75. 75 3 54 1 26 3.030 78.738 S7 1 27 3.030 81.816 53 1 28 3 .0 3 0 ■■ " 8 4 .8 4 8 * ------55 1 29 3.030 87.8/9 5b 1 30 3.030 90.909 1C2 1 31 3.030 93.939 1C4 ■' ■....3.030 ■ 96.9/0 ----- 1 l3 1 33 3.030 lUO.OJO RA-tE HREQI.IE.NCY CUM FREO PERCENT CUM PfcRCENT 1 22 22 66.6 6 7 66. 66 7 2 11 33 33 . 333 100.000 "S E S " TREOBEHCy- CUH^FKtO ^— PERCFNT— COH'PERCENT ...... 1 10 ,’.C 30.303 30.303 _____2 23 33 69.697 100.000 UPPU FREflUENCY CUM FREQ PERCENT CUM PERCENT - 1 _ 28 28 84 . 848 84.848 2 F 33 15. 152 100.000 ■ Sirs ' 16 :06“SUfniSyr3HPTEHÏER“77'191 TIME*2 GRUP^l hf ... PRE.QUENCY__.C.gri_F.RE«___ Pe_RX.ENT__CUH PERCENT...... 63 2 2 b # Obi 6 .0 6 1 64 2 4 6 . Cbl 12. 121 - // 9.Ç91 2 1 .2 1 2 ...... 66 4 11 12.121 33.33 3 t l 4 15 12.121 45.455 68 2 17 6.061 5 1.515 69 ...... 22. 15.152 66. 66 7 tC 2T 15 . 152 81.618 ' ' ll 4 31 12.121 93.939 7 2 1 32 3.030 95.970 7 3 . . 33 3 . 030 100.000 _ HI FRECUENCY CUH FREQ PERCENT CUH PERCENT l i a 1 _ . 1 3.0 3 0 3 .0 3 0 2 3 . 6 . Cbl ■ 9 .0 9 1 122 1 4 3.030 12. 121 12 7 3 7 9.091 21.212 1:4 1 Ê 3 . 030 24.24 2 135 1 9 3.C30 27.273 13 1 1 10 3.030 30.303 138 1 11 3 .030 33.33 3 142 ...... 2 _ _ 13___ 6.061 39.394 143 1 14 3 . 030 ' 42.42 4 144 1 15 5.030 4b. 465 145 1 16 3.030. 48.485 148 17 3 .030 51.515 150 18 5.030 54.54 5 153 1 19 3 .0 3 0 57.576 154 1 20 3 .0 3 0 60. 606 157 22 6 .061 66. 66 7 160 23 3 .0 3 0 " 6 9 .6 9 7 163 1 24 3.030 72. 72 7 165 1 25 3.030 ,75.75 6 167 - 1 26 3.0,30 73 . 7 8 8 168 i 27 3.030 31.618 169 1 28 3 .0 3 0 84. 646 1 70 1 29 3.030 87. 879 173 1 30 3.030 90.90 9 16v ...... " 3 2 — 6.061 "96.970 163 1 33 3.030 100. OJO TH FReul'ENCy_^ „ CUH .FREÜ PERCENT CUM PERCENT___ 15 4 9 12.121 12.121 16 12 16 36.364 48.46 5 17 13 . 29 39.394 87.879 l8 ■ ■■■' 4 ■■■"...... '3 3" ' 12.121 100.000 T1ME=2^^&KUP=1 1 6 ;ü 6 T ü fiîW Y r“StPTEMôER"7V 19 PC .„PRtQHENCY._.CUM„PRfQ HERCmT_CUM_PERCEN T Ü 3.C50 3 .0 3 0 1 3 .0 3 0 6. Obi b 6 181182 U'Mî Î 3 .0 3 0 78.788 ”6'*'061 — 84.848 12.121 96.970 y ¥ 3.0 3 0 100.000 te 1 1 -3.030 3.030 64 _ 2______3 6.061 9.091 6 6 ---- 4“" 3.030' " 1 2 . 1 2 1 66 1 5 3 . 030 15.15 2 7C 4 9 12.121 27.27 3 . _ b 14 15.152 42.424 13 1 ib 3 • 030 45.455 14 1 16 3.030 48.485 lb 1 17 3.030 51.515 1 6 ______4 21 12.121 63.636 te 1 ■ 22 3. U30 66.66 7 CÜ 2 24 6 . 061 72. 72 7 E2 1 25 3 .0 3 0 7b .7 b 8 .. 6 6 ______2 27 6.061 8i.81d Ed 1 28 3.030 84. 848 SJ 2 30 6 .0 6 1 90.909 ICfc 1 31 3 .0 3 0 - 93.939 n o ______2 33 6 .0 6 1 ICO.OOO ------STTS------16 : O é m J H D îm E P T EHffER "7, ■ 19 TII1E=2 GRIIP=1 RhCCV FRECUENCY _ CUHFREO^ _ PERCENT __CUH PERCENT . fcb 1 1 3 .0 3 0 3. 03 J fcd 2 3 6.061 9.091 92 1 4 3.030 12.121 94 • ...... 5 ■ . 3 .0 30 15.152 ■" ‘ b • 1 6 3.030 18.182 ICO 1 ? 3 .0 3 0 21.212 IC i 2 9 6 .0 6 1 2 7 .2 /3 1C2 - 5 ------1 4 ------15". 152 42.424 ICb 16 6.0 6 1 48.43b ICO 1 17 3.C3Ü 51.51b ‘ Cb 2 19 6 .0 6 1 57. 576 112 ------2 "■ "21 '6*.06I 63.636 - 114 2 23 6 . 061 b9.69 7 l i b 1 24 3 . 030 72. 727 116 - ^5 3.030 75.758 1 I t t 6 ' 3 2030 ' - ...... 78.73 8 1 20 2 2'd 6.0 6 1 34. 648 1^4 1 2 9 3.030 37.8/9 1:2 1 30 3.C30 90. 909 124 "3T ..... 3 .0 3 0 9 3.939 ■ 142 1 32 3 . C30 9 6.970 143 1 33 3 .0 3 0 100. 000 OTDIA FRECi.TîvCï Clin' r r.uC’ PERCENT'- CUM' PERCENT \t 1 1 3.C30 3. 03 0 116 2 6 .0 6 1 9.091 ICf 4” 3 2030 " 12.121 ICO 3 7 9 .0 9 1 21.212 110 b 12 15.152 36.364 112 ______3. 15 9 .0 9 1 45.455 114 ...... 1 7 ------6.C 61------51.515 i lo 3 2 U 9 .0 9 1 60.60 6 1 16 2 22 6.C61 66. 6b 7 1 20 ______9 _____ 3 1 27.273 93.939 124 ■ ‘3 2 ' 3.G 30 " • 96.97 0 ' 120 1 33 3 .0 3 0 100. 000 ------■------■ - ■ 16:06 SDRTOYT'SEPTEHBER 'Ji 19( T1ME=2^**6RUP«1 BPSlfS freoiiencv _ .CUM_FRE(L._ pe b c e _nt _CUH_ PERC ENT 46 1 1 3 .0 3 0 3 .03 0 52 1 2 3 .0 3 0 6. 06 1 , t c 2 4 6.061 12.121 tz 2 6 6 .0 6 1 18.18 2 64 3 9 9 .0 9 1 2 7.273 66 1 10 3.030 30.30 3 66 1 ■ 11 3.030 33. 33 3 70 ...... 3 ■ 14 g . o g r ------42.424 IZ 3 17 9 .0 9 1 b l . b l b 74 3 20 9.091 60. 606 <6 2 22 6.061 66.66 7 (8 2~ 24 6 .0 6 1 ...... /2 .7 2 T 66 8 32 24 . 242 9 6 .9 /0 62 1 33 3 .0 3 0 100. 000 GRACE ■ FREQUENCY— CUH FREO------PERCENT-----CUfT PERC ENT 9 6 6 18.182 18. 182 16 19 2b 5 7 .b /6 78.73 8 11 6 31 18.182 93.939 12 2 33 6.061 100.000 U l t FREGUENCY CUM FREO „_PEKCENT__CUH. PERCENT 2 2b 4 4 12.121 12.121 3C4 1 b 3 .0 3 0 15.152 312 6 3.030 13.18 2 319 / ^.030 21.212 32b 2 9 6.061 27.27 3 422 1 10 3.030 30.303 42b ______1...... _ 11 3.030 33. 33 3 6C1 - - 3.030 36.36 4 617 2 14 6.061 42.42 4 624 1 15 3 .0 3 0 4 b .465 ■ /C l ______1 ______16 3.030 48.48 5 - 7C8' 17 ...... 3.030 511515 7C9 1 18 3.030 54.54 5 /IS 2 20 6.061 60. 606 bCb ______3 _____ 23 9.091 69.69 / 10C7 ^ 6 T .0 9 1 ------73.738 1614 2 28 6 . 061 84.84 3 1021 2 30 6 .0 6 1 90. 90 9 11C4 2 32 6 . 061 96.970 1110 1 - 33 "SiUSO" 100.000 ' 57fS ~ 1 6 :6 6 SUNDAY; SEPTEHBER“ 7T 191 TIHE=2 GRUP=1 LCC , FREQUENCY CUM f-'REO _.PERCENL __CUM PERCENT 1 1 1 3 .0 3 0 3 .0 3 0 3 1 2 3 . :3ü 6. 06 1 4 5 9 .0 9 1 15.152 5 V 6 # 061 6 9 6 .0 6 1 7 I 12,121 39. 394 8 i i 6 .0 6 1 _ 45.455 9 '6 . C61 51.515 10 9 .0 9 1 60.606 z 6.C61 6 6 .6u / ib^ l i 9 .0 9 1 - ' S ' 758 3 .0 3 0 78. 78 8 3 .0 3 0 81.818 3 .0 3 0 8 4.848 ------I s 9 .091 ------93.939 n 5 2------3.-030' 96. 970 .2 i 33 3 .0 3 0 ICO. JJO Pt 51 hRÉClitNCY CUM FREO PERCENT CUM .P ercent 0 1 3 .0 3 0 1 48.465 2 i î . ÏI ^ 4 8 . 485 lO J. 000 PT 52 FREQUENCY CUM FREQ PERCENT CUM PERCENT 33 PT53 FREQUENCY CUM FREQ PERCENT CUM PERCENT , 33 ••, PT54 FREQUENCY CUH FREQ PERCENT CUM PERCENT 33 5TS 16:06'SWtWr,'SEPTEMBER''7, 19 1 IHE=2 GRÜP=1 TUTfL , FRECUENCY CUH FREQ PERCENT -CUM. PERCENT 1 622 1 1 3 . 125 3 .1 2 5 _6E3 1 , 2 3 . 125 6 . 2 ,0 , 7C6 1 3 3. 125 9.375 717 1 4 3.125 12.500 759 1 5 3.125 15.62 5 7 71 1 6 3 .1 2 5 1 8 .7 ,0 8 26 2 b 6.75[T 25.OJO...... 874 1 9 3. 125 28.12 5 UEO 1 10 3 .1 2 5 31.250 917 11 3 .1 2 5 34.375 924 12 3 .1 2 5 37. 500 9E2 1 13 3.125 40.62 5 9E8 1 14 3.125 43.750 9E9 1 15... - 3 .1 2 5 46.875 10 C6 16 - ■'50.030 ...... 1016 1 17 3. 125 53.125 1024 1 18 3 .1 2 5 56. 2 ,0 1 19 3 . 125 59.375 - 1031 1 20. 3 . 125 62.500 1032 2 22 6.250 68.750 1)40 1 23 3.125 71.875 10E4 1 24 3 .1 2 5 75.000 10(5 1 25 3 . 125^ 73.12 5 10 78 1 26 3 .125 81.25 0 10E5 1 2 7 3 . 125 84.375 llC b , 2 29 6 .2 5 0 90.62 5 m e 1 30 3 . 125 ■■ 93.75 0 1149 1 31 3 .1 2 5 96.875 1168 1 32 3 .1 2 6 ICO. 000 IS3D ----FREQUENCY CUFT'FRcQ"-----PERCENI CUM PERCENT " C 22 22 66 . 667 66.66 7 _ .....1- .3-3___ 33.333 100.000 IS 1KFG FREQUENCY CUM FREQ PERCENT CUM PERCENT 0 ______5______5 15. 152 15.152 ------1 T 3 ---- 84." 84 8 - ICJ.OOO IGVU FREQUENCY CUM FREQ PERCENT CUM PERCENT ------0 “28-— 84 ."848 84.848 1 ^5 33 15.152 100.000 10 0810 _ F R EQUEN CY__C UM__F_REQ__. per_cent _ _CUM_-PEKCENT,..... c 19 19 57 .5 7 6 57. 576 1 14 33 4 2.424 100.000 ------s x s ------:------1 6 :06"5Ufiü7rY7"SEPT EHB ER~? 19 TIHE=2 GRUP.I INtRVS rHE.GUENCV__CUM_FKEQ __PERCfN1L_CUM__MRCENT -ib 7S.7S8 75.758 U a 24 . 242 1UÜ.ÜÜ0 IGIThb ” FRECUENCY~T0FrFRB3"' 51.515 51.515 JI J i 48 .4 8 5 1 JO. OJO ILK f t EREaUENCV CUN FRcU PERCENT CUM PERCENT 9 27. 273 ^ 1 24 53—— 72T727------100.000 ' JSLEÊP FRECUENCY CUH FREQ PERCENT CUM PERCENT — S' — 24-7742--- 24.242 25 33 Y d .7S)8 100. OOo lUKHfP _FAeCUfcNCY.. CUM FREQ PERCENT CUM PERCENT 66*667 66*667 ll if 33*333 100*000 IPEP ~ FJr^XUCTCY’ -CUFT'FRtQ PFRCFNT CUM PERCENT 4 4 12*121 12*121 29 33 87* P?9 ICO* 000 ir iO r î FRÊÜUENCY CUM FREQ PERCENT CUM PERCENT 30 90 .9 0 9 90.909 51 T.-C9T' 100.000 IThFF FREQIENCY CUM FREQ PERCENT CUM PERCENT 19' 57.576 14 IT 100.000 1FE3R FRECUENCY CUM^FREQ. PERCENT CUM PERCEN! 28 26 78 . 788 78. 78 8 I 33 21.212 ICO. 00 0 ITHB3D FREQUENCY CUM'FREQ" PERCENT— CUH PERCENT 29 29 8 7 .8 7 9 87.879 4 _33. 12.121 ICO.OOO IfcuLU FRECUENCY CUH FREQ PERCENT CUM PERCENT 2 2 6 .0 6 1 6. 081 31 ~TT~ "937 939' 107. OJO 16 !56"^TmüïY7^EPTîHtfHR~r,' 19 a TIME *2 GRUP'1 ■ SCTCT FREQUENCY - CUH_F_REQ___ PERCENT ._CUH. PERCENT 6 1 1 3 .0 3 0 3 .0 3 0 i l 1 2 3.0 3 0 6 .0 6 1 _ -0,7. 1 3 3.030 9 .0 9 1 . i6 I A 3.733(T 12.121 42 1 5 3.030 15.152 43 1 6 3 . 030 18.182 44 1 7 3 .0 3 0 21.212 . ■ ----- 45 1 ------b 3T03(T 24.24 2 SC 1 9 3 .0 3 0 27. 273 t l 1 10 3.030 30.303 64 2 12 6 .061 36.36 4 - ...... 59 1 13 3 .0 3 0 39.394 60 3 16 9.091 48.485 61 2 18 6 .0 6 1 54.545 - 62 3 21 9 .0 9 1 63. 636 I “ 22 ' 3.T3Ü 66. 66 7 6i 1 23 3.030 69. 69 7 (0 1 24 3.0 3 0 72. 72 7 ll 1 25 3.030 75. 75 8 72 2 2 7 6 .0 6 1 81. 818 73 1 28 3 .0 3 0 84.848 74 2 30 6.061 90.909 76 1 31 3.0 3 0 93.93 9 77 2 33 6.C61. 100.300 A7T FREQUENCY CUM FREO PERCENT CUM PERCENT . “ 33 ■■ ••. AGE FREQUENCY CUM FREO PERCENT CUM PERCENT 15 .33333 ■“ 7 ' 2 6 . 061 ' 6. 061 lb .4 16 6 7 1 3 3 . 030 9.0 9 1 lb .b 1 4 3.030 12.121 1 6 .2 5 _ 1 5 3.030 15.152 16 .4 1667 6 - 3 .0 3 0 ' 18.18 2 - 16 .5 3 9 9.091 27.273 1 6 .7 b 2 11 6 .0 6 1 33.333 1 6.83333 4_ . 15 12.121 45.455 16.91667 ...... 1 3 .C 3 0 ‘ 48.48 5 17 1 1 1 3.030 51.515 1 7 .2 5 3 20 . 9.091 60.606 17 .33333 ______6______2 6______18.182 78.788 17.4 1 6 6 7 '3.030 81.818 ' 17 b 1 ■ 28 3.0 3 0 84.848 17.56333 1 29 3 .0 3 0 87.879 18.08333 ______1____ 30 3.030 90.909 1 8 .2 5 ' 32 6 . CBI ' 96.970 " ■ 18 .5 1 33 3 .0 3 0 ICO. 000 ...... —— --5ÏÏ------'1 6 :0 6 “ 19 a TIME=2 CRUP'l S EL FC t N FREQUENCY CUM FREO PERCENT CUM, PERC ENT 4 2 2 6 . CM 6.061 b 9 11 2V.2V3 33.333 6 9 20 60. 60 6 4 ■ 24 “ 7Z.727 d 5 29 ## 8 ?.8 7 9 y 3 32 9 .0 9 1 96.970 11 1 33 3 .0 3 0 100. 000 :— ------— ------1 6 :06"STJNMYr SEPT EMBER "7, 19 TIME =2 GRUP=2 1C FHEJIUENCY . CUM_F R m _^PtR C EH J CUM PERCEN I D 1 1 2 .9 4 1 2 .9 4 1 11 1 2 2 .9 4 1 5 .8 8 2 13 1 3 2.941 8 .8 2 4 15 1 4 2.941 1 1 .7 6 5 ...... 18 1 5 . 2 .9 4 1 14.706 20 1 6 2 .9 4 1 17.64 7 23 1 7 2 .9 4 1 20.588 27 1 ...... fc 2.941 23.52 9 -•I 1 9 2.941 26. 47 1 34 1 10 2 .9 4 1 29.412 39 11 2.941 32.333 _ 40 12 2.9 4 1 35.294 44 1 13 2.9 4 1 38.23 5 47 1 14 2.9 4 1 41.176 48 1 15 2.9 4 1 44. 118 49 I i b Z Z941 47.05 9 58 1 17 2.9 4 1 50.000 65 1 18 2.9 4 1 52.941 <1 1 19 2.941 55.882 10 1 20 T Z 9 4 r 58.824 79 1 21 2 .9 4 1 61. 76 5 80 ■ 1 22 2.941 64 . 70 6 82 .. ___ 1 23 2 .9 4 1 67.64 7 £ 6 ------24 2.941 70 .5 8 8 91 1 25 2.941 73.52 9 92 1 26 2.941 76.471 98 1 27 2 .9 4 1 79.412 IC l 1 28 2 .941 82.35 3 110 1 29 2 .9 4 1 85.29 4 112 1 30 2 .9 4 1 88.235 114 1 31 2 .9 4 1 91. 176 119 I ' 32 2 .9 4 ! 94.113 ' 120 1 33 2.941 97.059 122 1 34 2.941 100.000 RACE — TREOUENCY“ CUTTFREQ PERCENT CON PERCENT 50.000 50.000 ÏI 50.000 100.000 SES FREQUENCY CUM FREQ PERCENT CUM PERCENT 3A13-- — eivres"38 . 235 100.00038.23 5 UP PU FREaUENCY CUM FREQ PERCENT CUM PERCENT 3 2 ...... “ 94. 118 IT ICO. 00 0 SAS 16:0S 'SVKDAYr^EPTEHBER^T, 19 TIME=2 GRUP= 2 FT . -FRFQUENCY.-..CUN-F.R.EÇL- -PERCENT— -CUM PERCENT 62 1 1 2 .9 4 1 2 .9 4 1 63 2 3 5 .8 8 2 8 .8 2 4 64 2 5 .8 8 2 14. 706 66 8 8.824^ 23.529 67 5 13 14.706 38.23 5 68 6 19 17.647 55. 88 2 69 8 ____ 27 23.529 79.412 70 29 ■ 5 .8 8 2 — " 55.29 4 (1 2 31 5.862 91. 17b <2 1 32 2.941 94. 118 , Î3 1 33 2.941 97.059 74 - " 3ij 2 . 94l 1 0 0 .0 0 0 ” H 1 FREQUENCY CUM FREQ PERCENT CUM PERCENT ------115 ------j ------j------— z r 9 4 i ~ " 2 . 9 4 1 "" 128 1 2 2 .9 4 1 5.8 8 2 129 1 3 2 .9 4 1 8 .8 2 4 6 8.8 2 4 17.64 7 .1136 0 " 7 2 .9 4 1 " 20.588 138 9 5 .8 8 2 26.471 139 11 5 .6 8 2 32.35 3 140 ...... _ 1 ____ 12 2.9 4 1 35.294 142 ■ 13 ■ ■ . 2.-941 " 38.23 5 14b 1 14 2.941 41.176 14b 1 15 2 .9 4 1 44.118 .-ISO 20 14 . 7 06 58.82 4 155 21 2 . 941 61. 76 5 156 23 5.882 67.64 7 161 1 24 2 .9 4 1 70.588 162 1 ... 25 2 .9 4 1 73.52 9 169 .....Z .? 4 I • 76.471 1 <0 1 2 7 2 .9 4 1 79.412 1 <3 1 28 2 .9 4 1 8 2.333 176 1 29 2 .941 8 5.294 176 30 "Z.941 88. 235 182 1 31 2.941 91. 1 /6 185 1 32 2 .9 4 1 94. 118 198 1 ______3 3_____ 2.9 4 1 ■ 97. 059 2 15 — 2 .9 4 1 — 100. 00 0 YH frequency CUM FREQ PERCENT CUM PERCENT ------j ------15 ...... - 3 - --- B". BZ4— 8 .8 2 4 16 6 9 17.64 7 26.471 1 1 19 28 55.882 82. 353 16 5 3 3 14.706 97. 05 9 19 1 ■"3 4------2 .9 4 1 — IC O .000 "‘SS’S------16;06~5WÜ*rr SEPTEMBER 7, i TIME =2 GRUP» 2 PC; FREeUENCY... CtM_ FREQ ^PERCENT __CUM PERCENT 1 2 2 6 . 882 6 .8 8 2 3I 6 7, 14 .706 20.588 -- 41 8 15 23.529 44.118 I h 21 17 «647 61.765 61 3 24 8 .8 2 4 70.58 8 Î1 3 27 8.824 79.412 1 • 2 29 6 .8 8 2 8 5 .294 1 1 6 .8 8 2 91.176 1 2 33 5 .8 8 2 97.06 9 1Ï 1 34 2 .9 4 1 1 0 0.000 PULS1------FREQUENCY COM" —CUH'PERCENT------1 1 1 2 .9 4 1 2 .9 4 1 1______1______2 2 .9 4 1 5 .8 8 2 i 4 1TBB2 ------11.765 1 5 2.941 14.706 IS1 1 6 2.941 17.647 1 7 13 20.588 38.23 5 1 3 ■ ■ ■ 16 8 .8 24 47.05 9 1 4 20 11.765 58.324 : 1 21 2 . 9.41 61.76 5 1 3 24 - ;?G24 70. 58 8 1 2 26T 5 .1 8 2 76 . 471 1 1 2 7 2 .9 4 1 79.412 : 2 29 5 .8 8 2 85.294 1 1 60 2.941 88.23 5 - - Iy 1 2 32 6.882 ' ■ ■ 94.118 ■ 1 1 33 2.941 97.059 1 34 2.941 100.000 ---- STS---- 16i06TÜNWTÏ~SHPTEHffER-r; i TIME»2 GRUP*2 RECCV____FR£.CUENO._ CUH_FREU._PERCE?LT CUM PERCENT 2 .941 2 .9 4 1 2.941 11.76S 14.736 20.6681 7 .6 4 t 23.32 9 32.36 3 36.294 47.36 9 52.941 5 8.824 61.76 5 70. 588 76.471 79.412 8 . 824 9 1 .1 7 6 9 4 . 11 8 i 76 97.05 9 103. 000 iPUlA __ FREQUENCY__.CU_H_FR_F0.. PERCENT CUM PERCENT 92 1 1 2 .9 4 1 2 .9 4 1 ICO 1 2 2.941 6.88 2 1C2 2 4 5.882 11.766 1 C6 • - '8 .8 2 4 “ 20.538 ■ 1 Cfc 3 10 8 .8 2 4 2 9.412 110 4 14 11 .766 41.17 6 1 12 2 1 6 5 .862 47 .059 1 16 17 2 .9 4 1 " '5 0 .0 0 0 118 5 22 14.706 64. 706 120 7 29 20.588 85.294 122 2 31 5 .8 8 2 91. 176 1-0 ' ■ 3 3 " ' ' ■ 5 .8 8 2 ' 97.059 166 1 34 2 .941 ICO. 000 ------^ ------1 6 :06 "S ONOTTiTSEPT EHffERHf 7“19 Bl TIME'2 GRUPrZ BPSTS .. FRE9VENCY_ CUM F_RJO PERCENT _CUM PERCENT 1 1 2 .9 4 1 2.941 1 2 2.941 5 .8 8 2 2 4 3 .8 8 2 .. 11.76 5 .. I d 2 .9 4 1 14. 706 2 7 5 .8 8 2 20.588 2 9 5 .8 8 2 26.471 I 3 12 8.824 .55.294 3 ■ ■ ■ 1 5 8 .8 2 4 44. 118 2 17 5 .8 8 2 60.000 Ü 3 20 8 .8 2 4 58.82 4 3 23 8 .8 2 4 67.64 7 24 2 .9 4 1 70 .5 8 8 4 28 11.765 82.33 3 4 32 11 . 765 9 4.118 1 33 2 .9 4 1 9 7 .0 ,9 1 1 34 2 .9 4 1 100. 00 0 GWACE FREuUENtY CUM FKEfl PERCENT CUM PERCENT ------^ H 8 23.529 237 529 " 10 18 29.412 52.941 11 29 32.353 85.294 JÎ 6 34 14.706 100.000 UA1E FREOUENCY CUM FREO PERCENT CUM PERCENT 3 3 8 .8 2 4 8 .8 2 4 --3C4 2 b 5 .8 8 2 14. 706 1 6 2 .9 4 1 17.64 7 3 9 8 .8 2 4 26.471 2 11 32.35 3 3 14 ' 6 . 824 41.176 1 13 2 .941 44. 118 2 I 7 5 .8 8 2 . 50. 000 2 19 5.862 55.88 2 , ^“823 1 20 2 .941 58.824 iOI C i 2 22 5.8 8 2 64.706 iU14 1 23 2.9 4 1 67.64 7 3 26 8 .8 2 4 76.471 -- 27— - 2.941 - ■ 79.412 ■ ii 2 29 5 .8 8 2 85.294 1 30 2 .9 4 1 88.23 5 ill! 4 34 11.765 100.000 57TS------:------1 6 :06“ SUm JATTSEPTEHBER” 7 r i 9 8 T1ME=2 GKUP»2 LCC FREUUENCY .. CUM_FREQ____PERCENT__ CUM PERCENT , 4 2 2 5 .8 8 2 5 .8 8 2 6 2 4 5 .882 11.765 1 1 5 2.941 14.706 ■ 8 2 - 7 5 .8 8 2 20. 588 9 ? 9 5 .8 8 2 26.471 10 1 10 2 .9 4 1 29.412 11 4 14 11.765 41.176 12 --15------5.-882— 47.05 9 14 2 18 5 .8 8 2 52.941 15 5 23 14 . 706 67.64 7 lu _____ 1...... 24 2.941 70. 588 17 ------2 6 “ —------5T882— ------76 .4 7 1 18 3 29 8.824 85.294 20 1 30 2.941 88.23 5 21 _ 1 ...... 31 2 .941 91.176 • 22 - ' 3 ? ...... r.9 4 1 ------94.113 24 2 34 5.882 loo. OOO PI 51 . FREQUENCY CUM FREQ PERCENT CUM PERCENT 1 15 15 44.118 44.118 2 19 34 55.882 1 00.000 PTS2 FREQUENCY- CUN FREO — PER CENT— CUM PERCENT . 34 ... PT53 FREQUENCY CUM FREQ------PER CENT----CUM P ERCENT . 34 ... FT 54 FREQUENCY CUM FREQ- PERCENT CUM PERCENT • 34 • • • SAS------1 6 :0 6 'SUNDAY, SEPTEHBtR i 1 IME=2 G«UP=2 TUT AL FRECUENCY CUii FREO , PERCENT CUM PERCENT 619 1 1 2.941 2.941 0 23 1 2 2.941 5.882 329 1 _____ 3 2.941 6.824 856 4 Z.T41 11.76 5 868 1 5 2.941 14.706 96 1 1 6 2.941 17.64 / 914 1 ...... 7 2.941 2).588 943 1 ■"2.941' 23.529 9 53 1 9 2.941 20.4/1 95j 1 l'3 2.941 29.412 959 1 11 2.941 32.33 3 962 ' 1 12------" 2 .941" 35.294 962 1 13 2.941 33.23 5 ■ 998 i 14 2.941 41.1/6 1JC3 1 15 2.941 44. 118 1010 1 16 2.941 47.059 1011 1 17 2.941 59. 00 0 1013 1 1 S 2.941 52.941 1014 1 ____ 19 2.941 53. 88 2 1016 ------2 0 ' " -----27941- 58.62 4 1019 1 21 2.941 ül. /ü5 10 21 1 22 2.941 64. 706 10 26 1 23 2.941 67.64 / 10 36 1 24------2.941 70.538 1044 1 25 2.941 73.589 1)46 1 2 6 2.941 76.4/1 1051 .... _ 1 ______2 7 2.941 <9.412 1056 -----2.941" 82. 353 10 6 2 1 29 2.941 83.29 4 1066 1 30 2.941 83.235 1094 1 31 2.941 91. 176 13 96 I " 3 2 ' ' 2.941 ' 94.118 llC l 1 33 2 .941 9/. 03 9 1214 1 34 2 .941 100. 00 0 ISAO' ■ FRECUENCY-“CUM FREQ PERCENT" CUM PERCENT 0 29 29 85.294 85.294 1 5 .. .. 34. 14. 706 100.000 9 iRFt FRECUENCY CUM F NEC PERCENT CUM PERCcN r 0 4 4 11 . 765 11. 763 1 30 ...... "34 86.235 ICO. 000 lOVU FRECUENCY CUM FREQ PERCENT CUM PERCENT ù 2P 2E ■ ■ E2.353" 82.353 i 6 Ji4 IV . 647 l'JJ.OJO ■ SAS------16:06' SUNDAY, SEPTEMBER IIME=2 GRUP»2 IùlBAü IKECUENCY CUM FREO PERCENT CUM PÜRCEN ï ^2. ib3 b2.3d 5 IV.647 1 \JJ. J j iNEKVi HRffCtENCY ~CL‘M FRCOPERCENT CUM PERCENT U 24 70.568 70. 58 3 i 10 34 29.412 lO .OJO 11, II Kd PERCENT euH PchCcNÏ 2 j i>7 • 547 6/t 64 / 1 11 34 32.353 ICO. 000 J LK^c ERtfcUtNCy CUM F PEU PERCENT CUM PERCENT a 5 5 14.706 14.70 6 1 2V fcb.294 lOJ.OJO ibLtcP FRtUUtiNCY CUM F Ki-Ü_ _PfckÇFNT_ CUM PERCENT 5 14.706 I4.yjb ?V 34 85.294 100. ojo FRELUlNCY CuM PRE'v PERCENT CUM PERCENT 24 ?4 70.588 10. 66 e 10 ,d4 _ZY.412 10 7. UJ0 IPEP FRcüUENCY CUM FKtU PERCENT CUM PERCENT 4 344 1 11.;o. 76600 0 IF RF7 FRELIÆUCY CUM F FEU PERCENT CUM PERCtNI : i 61.765 61.765 04 36.235 100.000 ITEFP FREQUENCY CUM FREO PERCENT CUM PERCENT 14 1 4 41. 1 16 Ri. 116 i ;o 56. F 24 loi. <10 1 IFEAR FRECUENCY CUM FREQ PERCENT CUM PERCENT V 31 51.176 51.1/6 1 34 6.E24 10'). 30 0 irhd^ü FRE4UKNCY CUM FREO PERCENT CUM PtRCENÎ 21 i 1 19. 412 79.412 1 7 54 ' 20.5EC 100.030 16:06 SUNDAY, SEPTEMBER 7, 1 IlHt=2 &«UP=2 IGÜCÜ _ FREUUtNCY CUH.F REO .. PER CENT^CUH PERCEN T 2 i 6.E62 5.882 32 34 V4.118 lO'J. 000 SCTCT FREQUENCY ' CÎIH FT?EQ“ PERCENT CUM PERCENT 20 1 1 2.941 2.941 'i 4 8.P24 " 2 ...... £, ...... 5.P6Z“ H i 64 7 4 a I 7 2.441 /iS 1 H 2.441 1 9 2.441 26.471 I2 ■ 3 12 ■ ‘' 8 . “824 i 13 2.941 ÉN 2 lb b.Rfcl i lb 2.941 ...... ifi 5.882 cb 1 iV 2.441 to 3 2 2 8. «24 64. 706 1 23 2.441 . ..3 ------26...... 8i824 -76:471 1 2 7 2.941 79.412 1 2« 2.441 82.36 3 2 3 0 5.882 • 2 ...... 3 2 ...... 5.F82 94:1^8 ii 2.941 97. 06 9 1 j)3 :g 1 34 2.941 1 30.000 ATT FREOIENCY- CUH-FREO — PERCENT CUM PERCENT SAS------16 :0 6 'SUNDAY, SEPTEMBER 7, 1 TIME-2 UKUP«2 AGE FKdOtE' FREO PERCENT CUM PERCENT ib .bt-bt / 1 1 2 . 441 2.441 1 j. > 1) 1 2 2.441 5.632 1 3 2 .441 6.624 16.J8333 1 ~ 4 “ ...... 2.9 4 1 " 11.765 10.33323 2 6 5.862 17.647 i b .4 16 fc / 2 8 5 . 862 23.529 it) • b ] 9 2.941 26.471 i7 0 o 3 i3 1 1: 2.941 • 29.412 1 /. CJ 12 5.662 35.244 i/..)33 3 3 4 11 11.765 4 7. J34 1 f *4 lo c » 4 cM 11 . 7c5 36.824 17 .5 1 21 ' 2.941 61.765 iY.jd333 3 24 6.324 70. 566 i ( #666c 7 1 25 2 .941 >3.52? 17.75 1 2 6 2.441 76.4/1 17.32333 1 27 2.941 79.412 1 / 16 6 f 1 6b. 2.941 o2 .So 3 1 b. t j Ç 3 0 5.662 66.235 i c . 333 33 3 2 5 . F.82 94. Ufa 13 .5 I -33 ------2 .941~ “97.059 1 V. Î5 1 3 4 2.441 1 J3.00J SclFCCR FREQUENCY FRcQ PERCENT cun PERCENT 4 5 14 . 706 14. 70 6 f' 1? 23 . 529 36. 23 3 if' 2 3 29.412 o7. 647 7 f> ...... 29 17.647 35.29 4 6 2 31 5. £82 91.176 'J 33 5 . 882 97.069 6 1 3 4 2 .941 iuO. 000 16:06 SUNDAY, SEPTEMBER 7, 198( I1HE=^ GRUP=3 u FKECUENCY CUM F REO_ _ PERCENT,__CUM PERCEN T 1 3.030 3.03 J i u 2 3. C30 6* Oo 1 3 3.030 9.091 il ------6 3TC3CT 9 3.030 6 3.030 i i i i i r kb Ï 3.030 .. E------3^iT30“ 6 3.030 i 10 3.C30 30.303 id 11 3.030 33. 33 3 12 ------3.030“ “36.36 4 13 3.030 39.394 14 3.030 42.424 19 3.030 45.499 gi ■ 16 ...... 5.C3Û 43.485 c4 11 3.C30 91.515 16 3.030 54.549 19 3.030 91.9 io ------2 0------3".1I30“ “ 60.606 63.63 6 I H l:g|8 66. 66 7 2 4...... 1 ‘ clo^ 72*72? i9 3.030 26 3.030 181 786 2 1 3.030 61.018 ------3.050“ 2 9 3.030 3 0 3.030 90.909 II 31 3.030 93.93 9 HI 3 2 3. 030 96.970 ich 3 3 3.030 100.000 KACt Pf^ECL N t r . cuh ..f.reo „_ pei TIME«2^'^^UP'3 16:06“ SUNDAY “,“ SEPT EMBER “7, 19 81 n F-îc HItENCY _CUH._F„Rt«_ PEKCfcKT. _ CUM PERCENT t i 1 1 3. G 30 J. 030 1 3.0 30 6. Uo 1 C4 3 y , 9.C91 -k V k 'il 63 4 9 12.121 27.273 6o 3 12 9.091 36.38 4 fcV 6 1« 18.182 94.549 6b 5 _ 23 It). 132 69.69 7 69 2 5 fwC6I 75.755 7 1 1 2 6 3. C3U 78. 788 'm 2Ü 6 . 061 84. 84 8 > J 4 32 12.121 90.97 0 7d 1 ■■ 33 3.C30 100.030 W1 FK13ÜUENCY c m FKtQ PERCENT CUM PERCENT H i 1 ' ■ 1 ..... 3.C30 3.030 1 u 1 2 3 • C30 6. Oo i lie I 3 3.C3Ü 9. 091 12c 1 4 3.030 12.121 1^9 1 ...... 5 - - ..... 3.C30 15.15 2 1 32 1 6 3.030 13. 182 134 1 7 3.030 21.212 i 3o 2 9 6 .061 27.27 3 141 1 1 C " 3. 030 30. 3j 3 1 i 11 3.C30 33.33 3 i 4 j 2 1 3 6. 061 39.39 4 1 4 i 3 16 9.091 48. 48 5 14d 1 - 17* 3.C3Û 51.515 1:1 1 18 3. 030 94.54 9 1 19 3. 030 57.5 76 lb j 2 21 6 . C61 63.636 154 I - 22" 3.C30 66. 66 7 1 bo 1 23 2 . 030 69.69 7 1 :d 1 24 3.C30 72. 72 7 i 6u 2 / 6 h • C61 78. 78 3 166 1 ■ 27 3.C30 81.818 icy 1 28 3.C30 84. 84 8 i ii 1 29 3.C30 87.879 1 n 1 3C 3.C33 90.909 it J 1 31 3.C3Û 93.93 9 1 c4 I 32 3. 0 30 96.97 0 i Si 1 .> J 3.030 1 00. OOO Yh FRcCUENCY CUM FREQ PERCFNT CUM PERCENT i*j 3 3 9.C91 9.091 16 10 13 30.303 39. 39 4 J / 14 ? ! 42.424 61.516 lo {' 33 18.182 1 60. Op 0 ------SA‘S~" 16:06 SUNOAŸ'rSePTEMBÈR 77 1986 TIME=2 GRUP"3 KU 1 FREO___.PERCENT^. J 1 3.030 3.03) 2 3.030 6.06 1 i 6 12.121 18. 18 2 4 13 ^ 1 . 2 1 2 "39.394 5 19 18.182 6 .27 24.242 %::IS Ï 30 9.091 9 " 3 1 ------"3.030 lu 32 3 . C jO 96.97 0 11 33 3.C3Ü 1 CO. 000 PULS FREQUENCY CUFTFREQ PERCENT V"CUH PERCENT 61 1 3.030 3.030 64 3.030 6.061 j 3.C30 9.091 5 6 • 061 S Û.C61 33.33 3 " 6 .0 6 1 ' 1 12.121 9.CV1 60.6J 6 Sl 3.C30 63.636 Cb 3.C50 66.6o 7 CO 6 • CÔ1 <2.72 / 030 <6. 73 6 I CVl 34.84 8 030 ■ 87.879 C30 90.90 9 II C61 96.970 166i 03 C30 100.000 SAS ------16:06 SUKDAYr"SÊPTeMBER'7; i966 T |M6=2 Gf 8 Pi) 14 FRt'JL' NCY ÀkE.U___ PERCENT CUM PERCENr 1 3.C30 3.030 2 3.C30 6.0ol 6 12.121 18.182 ■cj ■ - 9.C91 27.275 ii1 to 1 0 3.030 30. 30 3 1 2 6 .061 3o. 364 14 6 . C()l 42.424 1 < 9.C91 51.515 ii 18 3.C30 54.54 5 19 3.C30 57.576 20 3.C3Û 6j . 606 25 15.152 75.756 ii 4.6 3.C30 <6. 78 8 i kC 9.C:V1 87.87 9 - 2 « . C;9i 90.97 0 5 3 3.C30 100. 000 Si s------16:06 SUNDAY r SEPT EMBER 7 /1 9 6 6 TIME=2 GRUP= 3 BHSYS FREOUENCY. CUM FREO__ PERCENT _.CUM PERCENT il 1 1 3 . C3J 3.030 1 2 3 . 030 6. 08 1 t j _____4____ t 12 .121 18. 18 2 a 1-6.061 24; 242 3 11 9. 091 33.333 to 2 13 6.061 39.39 4 _____2____ 15 6.061 45.455 - 17-- ■ 6.061’ "51.515 ■ I’ 3 20 V.CVl 60.60 6 2 22 6.061 66. 60 7 ____5 ____ 2 7 15.152 81.818 , ..... -28 3.030' 84.84 8 2 30 6.061 90.909 2 32 6 . 061 96.970 100.000 I 1 33 _...._._.3-Q30 ükACe FRECUENCY CUM FREQ PERCENT CUM PERCENT 9 6 6 18.182 18.13 2 - i/i 20 ■ 42.424' "60.606------12 32 36.364 96.970 ii 1 33 3.030 100.000 CAlb FREOUENCY'■ CUFi"FT ÎÀS------16:06 SUNDAYT^EPTEMBER IV 1986 TIHE*2 ' &RUP=3 r.uiiDs') LCC FREQUENCY CUM FREU PERCENT CUM PERCENT 6 2 2 6.C61 ’ 6. 06 1 1 3 5 9.091 15. 152 J 5 10 15.152 30.303 9 2------1 z— 6.C61 ------36.36 4 lu 2 14 6. 061 42.42 4 il 2 16 6.061 48. 4b5 2 ■ 18 6 . 061 54.545 13 2 2 0 6 . 061 60.60 6 14 1 2 1 3.030 63. 636 j; 4 2 5 12 .121 Vo. Vp8 1 2 6 3. 030 ÏH. 788 1 2 7 ■ 3.030 81.818 1 28 3.030 84. 84 3 ii 2 30 6 . 061 90.90 9 1 31 3.030 93. 939 ii 1 32 3.C3Û 96.970 24 1 33 3.030 100.000 HfSl H lENCY, CUM FRtU_ ^PERCENT ...CUM PERCENT C 1 1 3. 030 3.030 1 8 9 24.242 27.27 3 2 >4 33. 72.727 100.000 PI 52 PKcOIjENCY CUM FREO PERCENT CUM PERCENT PT53 FKcOUENCY CUM FREO PERCENT CUM PERCENT 3 3 . . . . PI £4 FRECUENCY CUM FREO PERCENT CUM PERCENT . 33 . .. _ . - • STSif---- lb:u6 'SUN0AY,~SEPTEMBER 7, 19» TIME=2 GRUP«3 TUTAL FREQUENCY CUM FREQ PERCENT . CUM PERCENT 625 1 1 3.C30 3.330 Ü (2 1 2 3.C30 6. 06 1 7 (2 3.C30 9.091 . 865 4 • 3.030 12.121 869 1 5 3.030 15.15 2 ■1C6 1 b 3.030 18.18 2 917 1 ______7____ 3.030 21.212 9 52 ...... 3 . 030— ------24.24 2 ■ 965 1 9 3.030 27.2 73 9 6u 1 10 ■ 3.030 30. 30 3 9(1 1 11 3.030 33.33 3 992 -1 ------12------...... 3. 030 ' 36. 36 4 995 1 13 3.030 39.394 lOCO 1 14 3.030 42.424 IOC 7 1 15 3.030 45.4b5 10 CE 1 16 3.030 ' ...... 48.485 10 C2 1 17 3.030 51.515 1027 1 18 3.030 . 54.545 1029 19 3.C3Ù 57.576 1024 20 3.030 bO. 60 6 1046 1 21 3.030 63. 63 6 1053 2 23 6.061 69. 69 7 106C 1 ...... 24 _ 3.030 72.72 7 1062 1 25 ■ 3.030 75. 75 8 10 7 ( 1 26 3.030 (8. 788 10 (9 1 27 3.030 81.818 10 96 26 3.C3Û 84.848 1168 ...... i — 29 3 .0 3 0 ...... 87.379 lllC 3 32 9. 091 96.97 0 1115 1 33 3.030 ICO. 000 ISAC FREQUENCY CUM FREQ PER CENT " CUM PERCENT 24 24 72 .727 72.72 7 1 . 9 ______33______2 7 .. 273 100.000 ilRhC FRECUENCY CUM FREQ PERCENT CUM PERCENT 0 2 2 6.061 6. 06 1 1 31 33 “ 93.939 " 100.030 ICVU FREQUENCY CUN FREQ PERCENT CUM PERCENT 0 ■ 31 31------93.939 ------93. 93 9 1 2 33 6.061 100 . 000 IC81I1 FREQUENCY CUM FREW . PERCENT _CUM PERCENT 24 24 72.727 72.727 1 9 33 27.273 100. 00 3 16:U6 SUNDAY, SEPTEMBER 7 , 19E tII1E*2^*\K UP: 3 inekvs ereuuency cum hreu percent . cum percent 33 lÜO.72. J72 JJ 7 ICITRb PRECUENCY CUM FREO " PERCENT^ CUM PERCENT 63•636 63# 636 II 3o • 364 1 SjO # JO ILKKL J-^cüUtNCY CUH 6K5U PhKCbM CUM PcKCc'^l 21 .212 21.212 1 26 33 76.766 lOj. 00 0 ISLEEP FKEttUENCY CUM FREQ PERCENT CUM PckCErJT 4 4 12.121 12. 12 1 29 33 67.6 79 lOJ.Jo ) 1UNH3P f-KcLUENCY CUM F,RtÜ _ PEKCcMT CUM HhRCcNt 76.768 76. ion 21.212 luo. 33 J IPEP FRECUENCY CUM FREO PERCENT CUM PCRCcvIT V 7 21.212 21.212 26 33 hij . ? bU i'j J. 3J J IFIGHT FRECUENCY CUM FREQ PERCENT CUM PLRCENT 27 El.»i8 »1. «18 6 IP.1S2 1C3.0J J IlcPP EREEUENCY CUM PP.EU PtkCtM CUM PcRCcNF 15 45.A55 45.45 5 1 IB 11 54.595 lliJ. Û J ) IEEOk FRECUENCY CUM F RES PERCENT CUM PERCcN T V 29 2 9 K.H'l') 1 4 J5 12.121 ITPE7U FRECUENCY CUM FREJ PERCENT CUM PERCENT 25 75. (58 (3. (58 8 II 24 . 242 luu. ‘Jj U I LULU FRECUENCY CUM FREQ PERLLI.l CUN PERCEim I C 1 i.i.iO 3. 03 J 1 32 33 96 .970 ICO. 00 0 lo:Ob SURDSyrSEPTEHBER ~7, i'‘F> TIME =2 GRUP*3 SCTIT FRECUENCY _ CUM FREQ., PERCENT ,_CUH. PcRCENT 1 3.C3Û 3. 030 12 I 3.C3Ü 6. 06 L 3 «030 -I- ~3'."C30’ "i2*.iar 6 6. €61 id. idZ I 6 6.061 9 — .13.333 6 . Ohi 36. 364 V . 4j.43 6 i y4. 6 — 57.576 3.C3U 6’j. 636 03.636Vb.y^d 66.C61 • o/.31.618 8/V I 3.03Ü yj.yjy 3.030 93.93V II -ii- '6.C 6I~ I CO. 06 0 AIT FRECUENCY CUM FREQ PERCENT CUM Pt«CENr . 33 " - . AGE FRECUENCY CUM FRl-U PERCENT CUM Pht^Cki'il ------1----- 15.25 - I------X."C30' ■ 3.030 15.33333 2 3 6 .061 9. 09 I 16.33333 2 5 Ù . C61 16. 16*4166/ 3 8 9.091 24.Z4^ 16 . 5 4 12 12.121 36. 3ü4 16*56335 1 13 3.030 39. 39 4 1 V. i 5 2 15 6. 061 43.4jp 17.33535 2 _ 17_ _ ___ 6.,v6l 61.516 17.41667 2 19 6 • C61 57.3/6 17 .5 3 22 9.C91 66.66 t 17.58533 2 24 6 . Obi 72. 72 7 1 7. 75 1 25 3. 030 7a. 7ad 17 .3 33 55 1 26 3 . Call 73. 73 3 17 .91667 1 2 7 3.030 fi.tilfa 16 1 28 3.030 34. 37*6 13.166 6 7 1 29 _j _____3. 030 67. 37 6 16. 25 1 - 30 3. 030 9J. 9J9 18.35355 1 31 3.030 93.93 9 18.416 6 7 1 32 3.030 96.970 18 ,5 1 . . 33 ... . 3.030 11>3. 00 J 16:06 SÜNÛÏ¥T-fePrEMBER~T,' i9t, TIME'2 GRUP=3 SfcLFCCN FREQUENCY CUM FREQ. _ PERCENT . CUM PERCENT 4 12.12 1 39. 39 4 69.697 - 78.76 3 H- 90.90 9 4 12.121 10 3 li 9 . 091 ICO. OJO 16:ùb SWIKYTSEPTEMt)ER V, 19m TIHE = 2 GRUP: 4 1C FRECUENCY. CUM FREQ _ PERCENT CUM PERCENT 3 3.3i3 3.333 3.333 b.biil I? “ 37333 I3I 333 3.333 16.b6( 3.333 2U.0JJ 7 4:311----- 33:33# I 9 3.333 33.UJJ 3.333 33.333 3.333 Jb.6o/ il - 3i533------40.030 3.333 43.3J3 3.333 4b.6b7 3.333 50.OJO 3,-233------53.333 I 3 . 333 bf>. o6 f 3.333 bJ.JJO _ 3.333_____ 63.333 3.333 66.ÔÔ 7 3.333 70.000/3.333 4 : m - .. i 3.333 U3.3J3 3.333 Eu. 60 / 3.333 ____ VJ.JJJ “ 3.333------93.333 I 3.333 96.637 ! 30 3.333 ICO.'JJJ RACE FRECUENCY” CUM FREQ PERCENT “ CUM PERCENT 1 24 24 6Ü.CÜÜ 69.OJO 2 . 6 _____ 30 2Ü.CU0. 1 CO. 000 SES FREQUENCY CUM FREQ PERCENT CUM percent 1 10 10 33.333 33.333 2 20 30 ■ 66 ■ 667 1:0. 00 0 LPFU FRECUENCY CUM FREQ PERCENT CUM PERCENT 1 23 23 76.667 - - ■ 76.667 2 7 30 23.333 100.JOÜ “ SAS 16:06 SUNUAYf SEPTEMBER 7~i 19Bi TIHE*2 GRUP'4 FT FRECUENCY CUM FREQ PERCENT. CUM PERCENT to 1 1 3.333 3.333 14 2 3 6 # 667 10.JOJ 60 3 , 6 _ 10.000_ 20.OOJ 66 6 12 20.000 ■ 40.000 6/ 5 17 16.667 56.66/ 6U 6 22 16 .667 /3.3J3 69 5 27 16.667 90.000 U 2 - 29 6 .667 9b.667 <2 1 30 3.333 100.00 0 HI FRECUENCY COM f.RE^ , PERCENT CUM PERCcN f 1 3.333 3.333 2 6. 66 7 3 10. 000 4 1:111 13.333 b 16.6 b / 6 20.000 II 3. 333 '1 0 . COO' 14d 6 .667 40.000 43.333 56.6660. s)00 7 II 63.33 3 ‘III3.333 66.6b ? it / /6.Oo f 86.6683.333i 90.00 0 93.333 I 96. 667 I dU 3.333 100. 000 yn FRECUENCY CUM FREO _ PERCENT _ CUM PERCcN f J5 4 4 13.333 13.333 J6 18 46.667 60.000 17 30 40.000 100. 000 ■------sis‘------16:06 SUNDSY7'SEPTEM6ER 77 llfcF TIME «2 GRUP'4 CO FRESUENCY CUM FRE8_ . PERCENT CUM PERCENT 0 2 2 6.667 6* 66 7 1 1 3 3.333 10.000 5 6.667 _16.667 -I— 10 16.667 33.333 2 12 6.667 40.000 bI 6 18 20.000 60.000 y 20 6.667 66.667 8 I ■ 24 - 13.333 80.000 1 25 3.333 83.333 10 3 28 10.000 V3.333 II . 2 -..-3 0..______6 .6 6 7 ____ 160.000 PULS FREQUENCY CUM FREO PERCENT CUM PERCENT 1 1 3.333 3.333 tl 1 ...... 2 ...... 3 ' 333 6.667 1 3 3.333 lo.uoo 1 4 3.333 13.333 ...... 3 _____ V 10.000 23. 333 — '8 ------■-----3.333 ------26.6b7 2 10 6 . 667 33.333 3 13 lO.OOU 43.333 I 2 15 6 . 667 _____ 50.000 33 3 18 lO.COO 60. 00 0 3 21 10.000 fO. 000 1 22 3.333 73.33 3 bb ...... 1_____ 23 3.333 ?6. 66 1 ------26 — — 10.000 ------86.66 7 1 27 3.233 90.000 1 28 3.333 93.333 1 29 3.333 96.6b7 i i 1 30 •" 3.333 ...... 100.000 16:06 SÜNÜÀY7“Stf>T EMBER-’r r 10E6 TIHE=2 GRUP'4 KtCCV FRECUENCY . CUM F NEC PERCENT CUM PERCENT 3.333 3.33 3 4^ 3.333 6. 60 T 10. OJO M m ' 13.333 6 7 3 I 333 ^3:333 ii 16.000 i3 13. 000 MS (> I b). 000 3 , 33.333 3' 333 36#06 7 ' 70.OJO 73.333 3.333 76* 6b ? 6 . 6b7 63.333 3.333 66.66 i 14ÙII 6 .667 Vi.333 146 3.333 V6.66 ? 14V I 3.333 1 Ù0. OO J bPOlA FReUUENCY CUM FRcQ PERCENT CUM PERCENT 1 1 ,3.333 3.333 2 j 6 . bb7 10. OJO 3 6 10 . .>J0 2 j. J J 0 7 13 23.333 43.333 1 14 3.333 46.66 / 3 17 ...... 10.000 - 56.66 ? 1 la 3.333 60.OJO 4 22 13.333 73. 33 3 2 24 6 . 667 eo .o jo 4 2 8 - 13.333 93.333 1 29 3 .333 9 6. 6b ? I 1 30 3.333 I'Jv). jJU ÜPSTS JENCY CUM FREO PERCENT CUM PERCENT 50 1 1 3.333 3.333 1 2 3.333 6. 6b ? 4 6 13.333 20.ÜJJ to 1 Ï 3.333 23. 33 3 to 1 e 3.333 26* 6u i 3 1 1 10.000 36. 6o ? 3 14 ' 1 0 .COO 46.667 ii 2 1 6 6 .66 / 53. 333 /o 1 17 3.333 56.66 ? CÜ 4 21 13.333 70. j j y C,/ 2 3 o . C'bl 7Ô • t'o 7 fc4 3 26 10 • t vU 6 6 .oo i 66 1 ^ T 3.333 9J. :JJ t8 2 2 9 6 . 6t.y S4 1 - 3 0 ■' ■■ 3 .333 ■'■ 100.00) 1 6 :06 "S UNUA y ,"rEPT£PBt"R“77"f9 06“ 14, T1HE'2^^^GRUP=9 GRACE FREeUENCV _.CUM_FREQ.._.PERCENT _ CUM PERCENT 6 9 30 ! OOO 33% 33 3 "231333 ■" 93^333 z f 6 • 6o / 100. 00 0 DATE FRtGUENCY _ ..CUM FREQ„_ _PERCENT_....CUM PERCcN r 3 3 , 10 . COO 10.OJO 1 4 3.333 13. 333 1 ______Ü____ 3.333 lb .66 7 ...... 2 6.667 23.333 2 9 6.667 30. ÙOO 1 10 '3.333 33.333 «I 3 13 1 0 .OUO 43.333 bCo 1 ------1 4 ...... 3 .3 3 3 ' ...... 46.66 7 lOCf 4 10 13.333 60. OJO 3 21 10 .COO YJ.OJ J 2 23 6.667 76.66 / m l 2 2 5 ■ 6.667 ■■ 63.333 11 C3 \ 26 3.333 66.66 1 11 CA 1 27 3.333 90.000 1110 1 28 _ „ 3.333 ...... 93.333 1111 5 ------3C 6.667 IwJ.JJO LCC FRECUENCY CUM FREO PERCENT CUM PERCENT 2... 6.667“...... ’ 6iô67 1 3 3.233 10.000 6 2 b 6*667 16.66 7 1 6 3.333 20.JOO 1 ...... 7 3. 333' ...... 23. 333 I 3 10 10.000 33. 333 2 12 6 .667 4 j. JO J i ‘ b ...... 1 / 16.667 66.66 7 14 1ft ■ " 3.333 '6 0 .0 0 0 Id 2 20 6 • 667 66.6b 7 io 1 21 3.333 70.000 2 23 6.667 76.6b7 1 * 24 ...... 3.333 60. 00 0 1 2b 3.233 83.333 1 2 b 3.233 86.6o 7 I 2 2ft 6.667 93.333 1 ‘ ' 29 3.333 - 96.667 i 1 30 3.233 100.000 p r s i lUENCY . CUM FREQ PERCENT CUM PERCENT 1 b b 16.667 16.6b 7 I Zb 30 83.233 100. 000 ------SAS 16:06 S UNUA y , "SEPTEHtfHR "“T n o f fc“ 14 T1HE=2 GRUP=4 PI 52 FRECUENCY CUM FREO PERCENT CUM PERCENT 20 PI 53 FRECUENCY .CUM F REN. ..PER.CEM CUM PtRCEN I 30 PI 54 FRECUENCY CUM FREO PERCENT CUM PERCENI 20 TUI HE FRECUENCY CUM EREU _ _PEKCFhr CUM HtRCdH I 4C4 1 3.333 3.333 6 2b 2 3.333 b. 66 7 o t I 3 3.333 10.OJO 6 CO 4 3.333 13.333 6 ,6 6 3.333 16.00 7 6 3.233 2 0 .JJÙ IÎÎ 7 3.383 23. 33 3 6 " ...... 3.333 26.66 7 9C9 9 3.333 30.U0J 1JIJ 1C 3.333 33.33 3 IJ j4 11 3.333 36.66 7 ivCl 12 3.233 4J.OJO 10 ID 13 3.3:3 4 3. Di 3 10 fi 14 3.333 46.60 7 iO'U* 16 6 . b6? ‘33.333 10 <5 17 ■ 3.333" 56.6o 7 lo i y 19 6.667 63.333 ijt'j 20 3.333 66.667 iJt'j 21 3.233 70.000 1J io 22 3.533 73.333 10 ‘.o 23 3.333 7b.6b 7 10‘ici 24 3.833 80.000 11 CO 2 6 6 .667 :>7>. 66 / 27 3.333 ‘io. 000 29 6 . 66 7 96. Ob 7 mi 30 3.333 1 JO. 000 16 20 TREÛU NCY CUM FRlQ PERCn-iT CUM PERCENT 2 24 ftO.000 60. 'JJ'J 30 2 0 .COO lUO.OJJ ISIRhG FRECUENCY CUM FREQ PERCENT CUM PERCENT 6 6 20.000 20. 000 24 30 60 » 000 ICO.0)0 SAS 1 6 : 0 6 S U N Ü A Y , SEPT END ER V , 1 9 K 6 riHE»2 GRUP= 4 l&VU FRECUENCY._CUH. FREQ. PERCENT. _CUH PERCENT 28 93.333 93.33 3 i 2 il • Û67 1 OO. yJ'J lUüB/ID FKEùUENCY^CUM FREiT— PERCEKr ~CUfrPERCEHT' 66•kb7 tib . 6b 7 33.333,. lao.üoo INERVS FREQUENCY CUM FREQ PERCENT CUM PERCENT ü loloüû■ _,70.'JQJlau. üjQ IfclTKB FREOUENCY. CUM FREQ PERCENT CUM PERCENT 56.667 56.667 il ~ïl 43.333 lOQ.'JJJ ILKFEFR E QUE N C Y__ CUM. F.R.EQ______PERCENT ÇUMJiERCEN I, 43.333 43.333 il U t6.66Y 1UÜ.Ü3J JSLttP PRtnJUENCY CUN PRtü PEkClNT CUH HcKCcMf 6 6 20.ÜÜÜ 23.33J 1 ?4 .30.. 00.0 .. . I Ü ). JJJ lUNHiP FRECUENCY CUH FREQ PERCENT CUM PERCENT ù 22 13. 333 1 26! 667 lOJ.030 IHtP FREQUENCY CUM FREQ PERCENT CUH PERCENT a 9 9 ■ 30.000 30.000 1 21 30 7 0 .COU lÙO.O'JJ IFIGF.T FREQUENCY CUM FREQ PERCENT CUH PERCEiTI 25 83.333 33.33 3 1 5 16.66? l',JJ. OJO 1 TEPP FREQUENCY CUM FREQ PERCENT CUM PERCENT &O.COO 50. OJO il 13 ,60.000 100.000 FKtOUtNCY CUMFRcü PhkCCM CUM Ptt^CfcN T vo.cuo VO. JJ .•) 30 " 10‘. 000 ICO. 000 16:i)b SUNOAY, SEPTEMBER 7 ,^:9 Bu T1ME*2^*^GRUP»4 ITHÙdU FREQUENCY CUM FREQ .. PERCENT CUM PtRCENÎ c 25 25 f3.233 83.33 3 1 5 3U lo • f;b / 1 JJ. 00J I büLL FREQUENCY ' CUM FREQ - PERCENT CUM PERCENT 0 1 1 3.333 3.333 1 29 3C .. 96.66 7 1LJ.000 i L r i. r FREQUENCY CUM FREQ PEKLtNF tUM PtKCcNf 19 1 __ 1 ____ 3.333 . 3. 333_ :ü 1 3.333 6. bb V 42 1 3 . 3 .333 10. 00 0 4o I 4 3.333 13. 333. 4fc 1 b 3.333 16.6b 7 1 ii 3.333 :o.oo j 1 1 3 .333 20.33 3 b4 1 t 3 .333 26.6 b 7 t:6 1 V 3.333 3U. 00 0 tt 1 ...... 1Û ■ 3.333 ~ "33.333 56 1 11 3.333 Ob. 6b 7 60 3 14 10. COO 46.66 7 61 1 15 . . . 3.333 50.000 62 1 16 3 . 333 53. 33 3 64 1 1 ( 3.323 5b.6 6 { Cd 1 le 3.333 61. 000 6b 1 19 3.333 63.333 6V 21 ------6.667 " 70.000 68 1 22 3.333 73. 33 3 69 2 24 6 .667 dO.00 0 èO 1 25 3.333 83.333 72 2 2 7 ■ 6.667 90.0)0. 7 3 1 28 3.333 93.33 3 f 4 1 29 3 .333 9b. Ob 7 VO 1 . ..3C ____ 3.:-33 .. iuj. 00 J AU FREQUENCY CUM FREO PERCENT CUM PERCENi • 30 • bÂS TIME«2 G«tP= 4 . AGÊ F«eGU£NCr_CUM FRcQ PERCENT CUM PERCENT Jb 1 1 3. 333 3.333 15.Ü 33J 1 2 3 . 333 19. 6b / Ib «bi'bC t 1 3 3.333 _.1).00 ) 15. Vb 1 4 ' '-----3.333 13.333 16 1 b 3.333 16*66r 16. ib I 6 3.333 20.JJÜ 16.33333 1 ; ______7...... 3.333 23.3ii 16.41061 — 3'. 333 26*66 7 16 .5 4 1? 13.333 40* jJO 16.36633 1 13 3.333 43*333 16 .6t6o> 2 ib 7) . 7,6 i bü.'JOO 16.63333 1 ------16------— 3V333‘ 53.333 16 .V 16 61 2 18 6.66 7 60*000 l ï .06333 1 19 3.333 63*333 1 r.ïb 1 20 3.333 66*66 7 17 .33333 3 ...... 23 ...... 10.000 76* 6b 7 17.4 16 61 1 24 3.333 IV). oju 13 .6 2 26 6.6o7 66*o6 / 17.31.3 33 1 ______2 7_____ 3. 333 9 ). 00 J 17.66667 -----3.333 93*333 17.3 33 33 2 30 6 . 667 iüo* 00 J SELFCtN FReOUËNCY „CUM FREQ._ PERCENT . CUM PtRCENÎ 3 1 3.333 4 4 1 0 .COû 13.333 b 46. 667 60.000 'I 16.667 76.66 7 7 3 10. coo 66. 66 7 6 ? 6.667 93.333 9 X I 3.333 9b. 66 7 10 1 30 '3 .3 3 3 103.000 ---- - ...... — SÀ<------16:06 bUNUAY, SEPTEMBER TIME*3 GRUP ai I [ fRcUt'ENCY CUM FREÜ PERCENT CUM PCRCENT 1 1 3*226 3.226 1 3 .226 0. 4p 2 1 3---- 3.726 9.677 — 3*226- 32.90 3 1 b 3.226 16. 129 9 1 6 3*226 19.333 2b i ? 3.226 22.561 £ "3.226 1 9 3. 2<6 29.032 J 1C 3 * 226 32.238 1 i 1 3.276 33.484 1 2 ------.....3*226 35. 710 1 13 3*226 41.933 4o 1 14 3.226 43.161 1 15 3 * 226 43* 36 7 16 " 3..226 • 31*613 te 1 1? i é U t 34.53 9 eu 1 i£ 3.226 36. Ou 3 cy 1 19 3.226 61.290 2 0------3*226 64.516 1 21 3*226 67. 742 il 1 22 3 . 226 70.968 7o 1 23 3.226 74* 19 4 èi 24 3 * 22o 77*419 1 2b 3 * 226 60.ü4 3 c ? i 26 3.226 83.6/1 stj 1 ______27 3.226 67.09 7 "28 ...... 3.226" 90.32 3 1 29 3*226 98. 546 1 3C 3. 226 96*774 ii 31. 3*226 100. OOü kA Ce FkEÙL'tNCY CUM FRtU PERCENT LU H PERCENT i 21 2 1 67.742 07.742 Z 31 ■ 32*253 1 :0.000 bcb FREGUtNCY CUM FRèQ PERLENT CUM PERCENT 10 32.755 32.255 21 31 6/ . /42 1 J. Go 0 LPPU FKhUUtNCY CUM FKtü PERCENT LU 11 pi'.wcEN r 2 Y 27 C7-C97 8 7.09 7 4 31 12.903 ICO. OJO 147 Appendix B (Continued) Frequencies of Dependent Variables m. U 4 \ •m .-cr '4 0 ) % .. W» vx>t, ‘J « .r%9<à SAS------16:06 SUNOAYr SEPTEMBER 7, TIME =3 6RUP=1 n FKÉQUENCY, CUM FREO___P ERCENT. _ CUM PERCENT t i 2 2 6 ■ A 52 6.A32 b4 2 4 6.A52 12.93 3 6d 3 7 9.677 22.581 66 3 10 9.677" ------32.258 t7 14 12.903 A5. lo 1 fc3 16 6.A52 51.613 69 4 20 12 .903 6A.516 70 2 5 ■ 16.120 ------20.6A5 71 4 29 12 . 9C3 93. 5A8 1 30 3.226 9o.77A 7 j .31 ... 3.226. ______1 yO. OO J W1 fréüuéncy CUM FRE'J PERCENT CUH PERCENT 118 1 1 3.226 3.22b 1 i.2 3 ■ C..A52 5.677 1 A 3 .226 12.933 li? 2 (1 6.A52 19.3)5 1^8 ...... 7____ 3.22b 22.381 134 ----- 3. 226" ------25.806 135 1 S 3.226 29.032 138 1 10 3 .226 32.258 140 1 11 3.226 35.A8A 143 ■ 1^ 3 . 226 38.710 144 3 15 9.677 A3. 33 7 1 49 1 16 3.226 51.613 11)4 16 6.A52 58. Oü3 155 ------19 ------" 3.226" ------61.290 i til I 20 3.226 6A.51b 162 1 21 3.226 67. 7A2 164 1 ... 22 3.226 70.968 166 " 3 . 2 2 6 -----7A.19A 1 to 1 ^ A 3 .226 77. Al9 169 1 2b 3 .226 60.6A3 171 1 2k 3. 226 63.871 1 72 2 7 3.226 87.09 7 i V4 1 28 3.226 90. 32 3 161 1 29 3.226 93.5A8 162 1 30 3.226 96.77A 164 31 ■' 3.22b lôO. OoO Yk FKEüUENCY CUH FREO PERLENT CUH PcRCEN T 15 A------"12.903 12.903 16 10 lA 32 . 258 A3, lo i 1 / 14 28 A5.161 50. 32 3 18 3 31 9.677 1 UO. 000 -----— ------. SAS i 6 :o6 SUMOAYrSEPTEHHEÏi "TTl'îti- TIME =3 GRUP'l PU FREQUENCY CUM FREQ PERCENT CUM PERCENT 0 1 1 3 .226 3. 226 i 1 2 3.266 6. 43 2 2 1 3____ 3. :'3b 9.07 7 3 1 3.22b 12.903 A 9 13 29.032 Al.935 4 17 12.963 54.83 9 b 6 23 19.355 74.194 2 ‘ 25 6.A52 30. 64 3 à 1 26 3.226 83. 871 10 3 29 9.6 77 53. 54 8 11 ____2 ______31 ____.6.452.. lüO.U'JJ JLS FREQUENCY CUM FREO PERCENT CUH PERCENT 6A 1 1 3.226 3.226 l6 2 " 3 6.452 9.677 7 2 A 7 12.Su3 22.58 1 <4 1 8 3 . 226 25.80o 75 1 9 3. 226 29.032 2 I l ....------6 .452"------35.484 78 1 12 3.226 38. 710 8 0 3 15 9.67 7 48. 38 7 82 2 17 6.452 54. 839 8 3 2 19 6.452 61.29 0 84 1 20 3 .226 64.516 E cj 2 22 6.452 70.96 8 l:b 2 2 4 6.452 77.419 90 1 25 - " " 3 .226 " 80.64 5 91 1 26 3 .226 83.871 92 1 2 7 3.226 87.09 7 S3 1 28 3.226 90.32 3 98 1 29 3 .226 93.54 8 1C2 1 30 3.22b 96. 774 112 1 31 3 . 226 1 JO. 00 0 ...... SA s l6:o6 SUnMYI ÎEPTeHiîER 1, 19 »t T1M6=3 GRUP»1 KtCtV FRgUUÊNCY. CUM F REU. _ PEKChNT . CUM PERCENT S3 1 3.326 4 9.6 7/ lliujj - p . ^ïz’Ali 8 33. tiJb 5 1 1 - 29. 03 2 il- 43.33 7 I 16 31.613 — 6ÎI29& 70. 968 74. 19 4 77.419 I 13.236 1 80.64 3 iÛ 90. 32 3 I 93.34 8 ïti 96. 77 4 ïVi -IS- 1:0.000 ttPUlA FREüUENLY CUM FHcQ PERCENT CUM l'cRCEN I _ ...... ------3 . 226 3.226 ------1 2 3.226 6.432 1 3 3. 226 9.677 1 _ 4 ____ 3.226 12.903 9.677 22.531 4 i l 12 .903 33.434 4 15 12.903 48. 33 7 4 19 12 . 903 61.290 6.452" :" 67.74 2 1 22 3.226 70.968 4 26 12.903 83.871 3 29 9.677 93.34 3 1 3C 3.226 96.774 I 1 31 3.226 lu)* j j ù ------SAS------16:00 SUNÜAY.'SEPTEHBER'7, 19S0 1 TIHE=3 GRUP= 8FSÏS FRtüUENCY CUM FREO . PERCENT CUM PERCENr 40 1 1 3 .226 Î.22 0 34 1 3 .226 6.452 6 J _ t _____ 15 , 355 25,ajfc 62 ~ 3 .2 2 6 “ ' 29.032 64 1 1C 3 • 226 32.238 66 l i 5 * 6 yy 41.93 5 1 14 3 .226 4 5 .lo i 1 5 ...... 3 .726 48. 53 7 4 1 *3 12 . 50 3 oi,2vO 4 Z2 12 .903 /4.19 4 78 1 24 3 .220 yy.419 60 5 2 5 ' 16 .129 93.548 62 2 31 . 6 .452 l ô ü . JJÙ GRACE FREOUENCY CUM FREQ PERCENT CUM PERCENT 9 5 c. 10 .129 16.129 10 la 23 56 .065 74.194 6 2^ 15 .355 93.54 8 ii Z ■ 31------6 .452 “ICO.OOO UA1E FREQUENCY CUM FREO PERCENT CUM PERCENT 3 U 4 4 12. <103 12.903 1 5 3.226 16.12 9 1 t 5.226 19.31)5 1 V 3.226 22.551 1 “ 3 .226 25.806 1 9 3.226 29.032 2 11 6.452 35.484 1 12 3.226 33. 710 2 14 - ...... 6.452 45.161 1 1 5 3.226 48. / 1 16 3.226 51.613 1 17 3.226 54. 63 9 2 19 ------6.452 ' 61.290 aI 19 3 22 ■ 9.6 7/ /'J. 9od 10^1 3 25 9.6/7 ao.64 5 1j2Ü 2 27 6.452 67. 09 / 11C4 1 2c 3.276 90.323 llCb 1 2 9 3.226 93.548 lilû 2 5l 0 .452 1vJ.ÜJ J LCC lUENCY CUM FREO ■ PERCENT CUM PERCENT 31 . - • PT51 iUENCY CUM FREO " PERCENT CUH PERCENT 31 •. . 1 b :UG S uN'OAY rSEP T EHB ER Ï, 191F TIME=3 GRUP=1 PT S2 FRESUENCY. CUM FREQ__PERCENT, _CUM PERCEN T ■ 31 • • # HTSJ FREQUENCY , CUM FREQ PERCENT CUM PERCEN I • 31 • • • PTS4 FREQUENCY CUM FREQ__PERCENT___CUM _PERCEN T • 31 • • • TLT3L FREQUENCY , CUM,,F.REO__PER.CENT_CUM_PERCEN I • 31 * # • ISfD FREQUENCY CUM FREQ__. PERCENT CUM PERCENT • 31 • • • ISTRNfc FREQUENCY, _CUM_FREQ___PERCENT___^CUF,_P6RCEN I • 31 # # • ICVU FREQUENCY., CUM FREQ PERCENT CUM PERCENT • 31 • » • IUUB3U FREQUENCY,__CUM F_REQ__PERCENT___CUM,PERCtNT • 31 • • • INERVS FREQUENCY CUMFREQ . PERCENT CUM PERCENT • 31 • • ■ IGITFB FREQUENCY CUM F REQ,_ PERCENT . CUM PERCEN I • 31 • • • ILKFE FREQUENCY CUM FREQ PERCENT CUM PEkCtNT • 31 # # • ISLEEP FREQUENCY CUM FREQ,, .PEkCENT-, CUM PERCENT • 31 • • • IUNH3P FREQUENCY CUM FREO PERCENT CUM PERCENT • 31 • • • .SAS------lG:Ub SUNÜÂy ; SEPTEMBER 7, 191C TIME'S GRUP:‘1 IPEP FREQUENCY CUM FREQ . PERCENT CUM PERCENT . 31 ... IF ICFT FREQUENCY CUM FREQ... PERCENT . CUM PERCEN( . 31 ... 1 TcFF FREQUENCY CUM FREQ _ PERCENT CUM PERCEN r • 31 .•• IFc/ik FREQUENCY CUH FREQ... PERCENT. CUM Percent . 31 ... ITHU3U FREQUENCY CUM FREQ . PERCENT CUM PERCEN I . 31 ... 1 cucn FREQUENCY. ,CUM FREQ___.PFKCF.NT CUM PERCENr . 31 ... SCTCT FREQUENCY CUH FREQ . PERCENT CUM PERCEN 1 . ■ 31 ..• ATT FREQUENCY , CUM. F R.EQ___ PERCENT _.CUM PERCENr . 31 ... AGE FREQUENCY CUM FREQ PERCENT CUM PERCEN r 13.3 33 33 2 2 6 .432 6.43 6 l3 .b 2 4 6.432 12.933 IG .3^333 1 3 3 .226 lb. 12 9 16 .3 3 8 9.677 25. 63b 16 .66333 1 9 3 . 226 29.03 2 16.8 33 33 3 12 9.677 38. 713 16.91667 2 14 6.432 43. lo 1 17 1 15 3.22b 43. 3 b 1 17 .363 33 1 16 3 .226 bl. Ill 6 1 7. 3b 1 17 3 . 226 34. 83 V 17 .3 33 33 3 22 16. 129 70. 96o 17.41667 4 26 12.903 83.371 1 7 .b 1 27 3.226 87. 09 7 17 .6666 i 1 28 3.226 90. 32 3 18.16667 1 29 3.226 93. 34 8 18.33333 1 3C 3.226 96.77 4 18.3 63 33 1 j 1 3 .226 100.00 0 16:06 iuNUAYrStPfEMBER 77 I'K i TlMe=3^*^0HUP=l SELFCCN FREOUENCY CUM FREO . PERCENT CUM PERCENT 31 16:06 SUN0AY7'SîPTEMBER 77 l9Fi TIHE'3^* CRUP«2 JC FREQUENCY CUM FREQ PERCENT . CUM PcRCENT 0 1 1 2.941 2.941 11 1 2 2.941 5. 3d la 1...... 2 .941 M. 024 lb ------2.941- 11.765 lii 1 5 2 .941 14. /Ou iC 1 6 2.941 17.64/ 2 j 1 7 2.941 20.53« 2 1 2.941 23. 52 9 ;i 1 9 2.941 26.4/1 t't 1 10 2 ,941 29.412 jb 1 11 2 .941 32. 3d .3 40 12 ^ ------2.941 '35.204 44 1 13 2.941 3o.23b 4V 1 14 2.941 41.1/U 40 1 15 2 .941 44.lltt 49 1 16 2.941 47.Ob 9 bo 1 1 7 2.941 D'J. J'O J 6a 1 JH 2 .941 32.941 f 1 1 19 2.941 bb.6d2 >6 1 2 C ■ 2.941 58. 82 4 1 21 2.941 61. 76 5 £J 1 22 2.941 64. /O 6 62 1 23 2.941 Ù/.64 Ï o6 24 2.941 70.535 Si 1 2b 2 .941 /3.b2 9 S2 1 26 2 .941 /6.4/1 S8 . 1 2 7 2.941 79.412 ICl 28 ' ------2.941 87.353 1 lU 1 29 2.941 85.29 4 112 1 30 2.941 88.235 114 1 31 2.941 91. 1 / 6 119 1 3Z ■ 2.941 94. 115 12 0 1 33 2.941 9/. )D i 122 1 34 2.941 1 :j . 00 j (ACE FREQUENCY CUM FREQ' PERCENT CUH PERCENT 1 17 17 5 0 .COO bU.OOO 2 17 34 50.COO ICO.OOO ScS FKEQUENCY cun FREQ PERCENÎ cur. PERCENT 1 13 13 38.235 38.235 2 11 34 61.765 ICO.000 JPPU FREQUENCY CUM FREW PERCENT CUM PERCENT 1 32 32 94.1 IE 94.lie 2 2 3 4 5. -E2 100.JOO 16:U6 SÛüüJTT'Se'TfHttPR T , 19at TIHfc=3^^^GRUP»2 n FREOUENCY. CUH FREO . ..PERCENT.. CUH PERCENT 82 1 1 2.941 2.941 83 2 3 6.862 3.624 84 2 5 5 . 862 14.736 _ _ bô •3 6,. P24 23.52 9 8? 5 ' 13 14.706 30.235 8b 6 19 17.647 55.682 89 ,8 ____ 27 23.629 79.412 70 ...... '29 — - 5 .8 8 2 “ 85.294 71 2 31 6.862 91.1/6 <2 1 32 2.941 94. 110 i3 ...... 1 . 33 2.941 97.05 9 74 " 3 4 ------2.941 ICO.000 W1 FREOUENCY CUM FREQ PERCENT CUM PcRCENT 115 I ' 1 - 2.941 - 2.941 128 1 2 2 .941 5. 68 2 1 29 1 3 2.941 8. 32 4 1-0 1...... 4______2 .941 11.76 5 131 2.941 14.706 122 1 6 2.941 17.64/ 12 V 1 7 2.941 20.588 1 28 3 1C 8.824 29.412 14U l 12 6 . 862 35.2/4 144 1 13 2 .941 38.23 5 146 1 14 2.941 41.1/6 149 1 1.5 2.941 44.118 . 150 2 I f 6.882 60. 000 151 1 18 2 .941 52.941 152 2 20 6.862 56.82 4 153 1 21 2 .941 61. 76 5 156 1 2 2 2.941 ■ 64.706 i 5 f 1 23 2 .941 67.64 7 1 80 1 24 2.941 70.588 181 1 25 2.941 73.52 9 169 1 ------26 2.941" 76.4/1 1 73 1 27 2.941 79.412 1 74 1 28 2.941 82.35 3 i 75 1 29 2 .941 85.294 180 1 30 2.941 68.23 5 itz 1 31 2 .941 91.1/6 187 1 32 . 2.941 94. 118 2Co 1 33 2.941 97. 05 9 217 1 34 ■ 2.941 100.000 YK FREOUENCY CUH FREO PERCENT CUH PERCENT 15 3 3 ' ■ 8.824 ' 8.324 lo 6 9 17.647 26.4/1 i 7 Ib 2 7 62.941 74.412 ik 6 3 3 17.647 97. 05 9 19 1 — - 34 — - 2.941 - 100.000 T lMt«3^*^GRUP‘2 16:36 SUNB/ry. ’SEPTEMBfR T, 19ht Pü FRECUENCY CUM FREQ PERCENT _CUM PERCENT ù 1 1 2 .941 2. 941 1 1 2 2 . 441 5. 882 3 3 t. .824 l4 . 70 6 4 l î ------"“ 17.647 32.35 3 D 7 12 20 . 586 52. 941 6 7 25 20.568 73. 52 4 V 27 5.882 79.412 6 2 5" 2.941 82.35 3 V 3C 5 .8.62 üH . 23 5 ] J 3 33 F .824 47. 05 9 U 34 2 .941 loi). 00 0 FULb FRECUENCY CUM FREO PERCENT CUH PERCENT 2 5.662 b. Ü6/ 3 2.941 3 • 6 Z '* c6 4 2.941 ll./ôb C f 5 2 .941 14.7^v 7 5.662 Z'.J. ikb a — 2.941 ------23. 529' 12 11.765 35. 294 U 17 14.706 5Ü.OJO 18 . 2.941 52.941 2Ü 5.882 53.824 k ù 2 1 2 .941 ki.7b> k/ 23 5 .612 6/.64 i c4 25 5 .862 /3.5Z9 fc6 2 7 " 5 . Paz 79.412 29 5. £82 85.294 30 2 .941 88. 23 5 31 2.441 91. W6 i2% 3 2 2.941 ..... 94. 113 33 2 .941 9V. 03 9 iï? 34 2 . 941 1 C J. J00 1 h:Ô6‘ SUNÜAVSÊPI EHBFK i, 1 T!HE=3*^^UP = 2 RtCCV FRECUENCY CUH FREO __ PERCENT, -CUM PERCENT (4 2 2 i.882 5.682 Hô 1 3 2.941 8.824 ICI 1 4 2.941 11.765 l iü 2 3TEE2 17.647 118 2 e i.882 23.529 I £\i 2 10 i.882 29.412 l i l . 21 11 2.941 32.353 122 ------i z ----- 2.941“ 55.294 i 24 3 l i a . 824 44. 118 123 1 16 2 .941 47. 35 9 126 4 _ ____2 C____ l l . l b i 58.32 4 127 i ------2V94I~ 61.76 5 12b 2 l i i.882 67.647 • 129 4 21 l l . l b i 79.412 120 1 28 2.941 82.353 122 1 2 <3 2.941“ B5« 294 124 3 32 8.824 V4.iib 123 1 33 2.941 97.0?9 149 1 34 2.941 lüO. OJ J BHUXA FREOUENCY CUH FREQ PERCENT CUM PERCENT ICO ...... _ 4 ______4__ 11.165 11.76b 1C2 ------5.862 17.b4 7 1C4 3 « 8.824 iO .4 / i 1 Cb 13 11 .165 36.23 b 52.941 1 lü ___b __------18 14.1Ù6 114 iq------2.941“ 55.682 116 2 21 5.862 61. /5 b 1 Ib 2 23 5.862 67.647 120 5 28 14.1(16 62.353 122 1 29 2.941 55.29 4 124 i 30 2 .941 Ü8.23P 12b 2 32 5.882 V4. a 8 122 1 33 2 .941 V7.0p4 126 1 34 " 2.941 100. OOO . - - lù :ü b 5ÜNl)AY,"SEPrEMP.ER V, llH E -3 GRUP=2 BPSTS FRECUENCY CUH FKÊQ PERCENT^ COM PERCENT 2 2 b.fcFZ b. 632 b3 1 3 2.941 y. .92 4 tù 1 4 2 .^41 11. /o3 b o t, 2 .9 4 1 " • 14. 706 LU ? V b.8E2 20.538 6 9 b.F62 2(3.47 1 64 2 11 b.E82 3 2 .3b3 Ce 1 12 2 .9 4 1 ' 35.29 4 f J 1 13 ^ .941 35. 23b 72 6 19 17.647 bi>. ob2 #4 2 2l b .fb 2 Cl.7u 3 76 • 3 24 8.F24 - 70.58 3 7 b 2 26 b.E82 76.471 to 5 31 14.706 91.176 64 1 32 2.941 94. 118 fcü 2 .3 4 5.£62 " ICO. OOO GKALE FRECUENCY CUM FRFü PEKCENT CUM PERCENT ------g - 9 8 23.529 23.529 lû 10 18 29.412 52.941 il 11 29 32.3b3 bb. 294 12 . b .. 34 14.706 1 ü J. 00 0 UAIt FRECUENCY CUM FKfiÜ PERLENT CUM PERL EN 1 2 11 _ 1g 1 2.941 2-941 311 - 3 ------5 .6 8 2 ' 3.624 31b 2 5 b.682 14.706 429 1 6 2.941 17.64 7 6 17 3 9 8.6 24 26.471 7CB 2 11 5.862 72. 333 b Cb 3 14 8.624 41.176 612 1 15 2 .941 44. 118 6 19 2 1? b.6F2 b'O. 03Ü 620 2 19 5.682 55.882 9C6 1 20 2.941 53.82 4 1021 2 22 5.682 64.706 iJ 2 b 1 23 2.941 67.64 / 11 C4 2 25 5.862 73. 52 9 llCb 2 2 1 b.EB2 (9.412 1116 2 29 b.bb2 6b- 29 4 1124 1 3 0 2.941 88. 23 b 1125 4 34 11.765 100. 00 0 LCC FRECUENCY CUH FREQ PERCENT CUM PERCENr 35 2 1 1 100 COO 100.00 0 ------SAS------16:06 SUNDArrSEPreHBEft“77~I98( TIMERS GRUP*2 PTSl EKEaUENCY CUH FKEQ . PERCENT CUM PERCENT • 34 • • • PTU EREaUENCY__.CUM_FREd PEkCENT_CU^ PERC EN T_ '______e 34 • • m PTS3 HRECUENCY CUH FREO PERCENT__CUH .PERCEN F ______• 34 • • • PTS4 FKEUUENCY_ CUH F.REÜ___PERCENY CUM PË»C£Nr______• 34 • • • TOTFL FRECUENCY CUM FREO PERCENT CUH PERCÊNl • 34 # # # ISAU FRECUENCY_CUM_F.REÇ PERCENT__LU,1_PERCEN1 ______» 34 • • • ISTKhG FKtQUENCY. CUMF REQ , . ,PEkCENT CUM PERCENT • 3)4 • • • iGVU f-KEttUtNCY ,CUM FREU PERCENT,. CUM PLRCEN f ...... • 34 • * • lOCQfU FREQUENCY. CUM F RËO,... PERCENT^ CUH. PERCEN T INERVS lREOUENCY._.CUH.FREQ_PERÇgNT CUM PERCENl . .______ lÜlTHB FREOUENCY CUM FREO PERCENT CUH PERCENT ______• 34 • • • ILKFE FREQUENCY _CUM_F.REU_____PERCENT CUM PERCENT .______• ■ 34 e * # ISLEEP FREQUENCY CUM FREO _ PERCENT CUM PERCENT______. • 34 • • # . .. . 16:06 SUNOAVrTÉPTEHBER TT'IOEfc T IM E '3 CRUP*2 lUNHAP FREQUENCY CUH F R E Q .P E R C E N T CUH PERCENT • 34 • • # IPEP FREQUENCY CUM F REU.... PbPC En T...... CUM PcRCENi ... • 34 • • » I F IG F I FREQUENCY CUM FREO. PERCENT . CUM PERCENl • 34 • • • n - F P f r e q u e n c y cum F REU PERCENT CUM PERCENl______ I F E iR FREQUENCY CUM FREO PERCENT CUH PERCENT • 34 • • • IThdFU FREQUENCY CUM FREQ .PERCENT CUM PERCEN I ...... I tüCU FREQUENCY CUM FREO PERCENT CUH PERCENT • 34 • • # scrcT Fr e q u e n c y . cun. FREO.. . p e r c e n t .,. CUH p e r c e n t ______ • 34 • • • A IT FREOUENCY CUM FREO PERCENT CUH PERCENT • 34 • • # 16:0Û SUNIJAV, SEPTEHBW Jiw TlHt*3^*^GRUP»2 AGE FRECUENCY .CUM.FKEQ,., PERCENT CUM PERCENT l b .83333 2 2 5.882 5.682 lb.916tr 1 3 2.941 6.624 16.38333 1 ...... 4 ____ 2 . 941 11.765 16.33333 1 2.941 14.706 16.41667 1 6 2 .941 17.647 i c . P 3 9 8 .824 26.481 i /.2b 2 11 5.862 32.353 17.33333 3 ...... 14 6.824 41.176 17.4166/ 4 io 11 . SAS 16:06 S UNUA y biV lo* TIHE»31 GRUP'.3 U FKEGUENCY 1 FKEO _PERCENT CUH PERCENT t> 1 2.837 2.63 1 lu 2 2.837 3. 714 12 3 2.157 6.37 1 4 2.E57 11.429 5 2.857 14. 266 » 6 2.83 7 17.143 7 2.837 20.OJO c 2.837 22.357 I! 9 2 .857 25. 714 10 2 .857 26. 57 1 11 2..:37 31.429 1 2 .....- 2 , £57 34.286 13 2 .857 37. 143 b4 14 2 .657 40.OJO 13 2.857 42.657 16 2.857 45.714 cl 17 2.857 46.571 LA 18 2.85 7 51.429 19 2.8 37 54. 266 K 2 0 ...... - — 2 .857 - 57. 14 3 21 2 .857 60. OJO . 22 2.857 62.857 Ü 23 2.857 65.714 2 4 2.857 66. 5 71 S.I 23 2 .837 71.42 9 Sj 26 2.857 74. 266 SV 2 7 2.857 77.14 3 28 ------2.857 60.000 29 2.857 62.65 7 !» 30 2 .837 85. 714 3 1 2 .637 66.571 ÜÎ 3: 2 ..-57 91.42 9 i JO 33 2.857 94. 26 6 1 i. t 34 2 .857 97. 14 3 33 2 .857 1 jO. J J 0 kACc FKEÜUENCY 1 FREU PERCENT CUH PERCENT 1 22 62.85 7 62. 85 7 2 35 37.143 100. 00 0 SES FKEUUtNtY 1 FREO PEk CENI CUM l-'ERCEN r 12 34.286 34. 28 6 35 65. 714 1 00. JJO UP HU FRECUENCY 1 FREQ PERCENT CUM PERCEN r 1 30 30 8,5 . 714 85. 714 33 14 . 266 1 Ul. OJO “SAS’ 16:06 SUflUAYr’SEPTEflBER 7“ i9 e 6 l. TIME =3 GRUP=3 El ERÉ«UENCY„ CUH FKEO PERCENT __CUH PERCENT cl 1 1 2.857 2.55 7 1 2 2 . 857 5. 714 6 ,8.571 14.28 6 3 8 ■ -8 .5 7 1 ------— 22.857 13 14.266 37.14 3 19 17.143 54. 28 6 I 5 24 14.286 63.571 ■ 3 ------27 - - - P . 571------"■ 77.14 3 1 28 2.857 80. Uü J Z 30 5.714 65.714 4 34 11 .429 97.14 3 i 1 ..... 3 5 ------2 . 857 ------100.030 Kl FRtüUENCY CUM FRcQ PERCENT CUM PERCENl 1 1 857 2 85 7 1 2 2 857 5 714 1 3 2 157 d 571 4 2 657 11 42 9 i — 5------2 857 ~ ------14 23 6 1 6 2 857 17 14 3 1 7 2 857 20 uou 9 5 714 25 714 ! lu 657 28 571 1 11 2 857 31 42 9 13 5 714 37 143 14 2 657 40 00 J 15 “ 2 8 5 7 '“ — 42 85 7 i 17 5 714 48 571 ï 18 2 857 51 42 9 19 2 857 54 286 1 21 ” ■5 714 61 00 0 1 22 2 857 62 83 7 2 24 5 714 68 571 25 2 857 71 42 9 i 1 ------2 1 26 £57 " 74 286 28 5 714 80 00 0 1îi: 60 i 2 9 2 857 82 83 7 1 30 2 857 85 714 1 31 ...... 2 £57 68 571 1 32 2 £57 91 42 9 lis 1 33 2 857 94 28 6 34 2 25 7 97 14 3 i » i - 35 ------2 857 ------100 000 YK FREQUENCY CUM FREO PERCENT CUM PERCENT 3 B.E71 3.571 16 31 40. OJO AU . COO OJ.jJü U M zv * c vu ICO.JJJ " SAS------16:06 S UN ÙA Y r'SEPT EM6 ER "1936 1 TIME=i GRUP=3 ML FREQUENCY CUM FREQ _ PEKCENI CUM PERCENl 0 1 1 2. £57 2. 85 7 i 4 5 11.429 14. 28 6 4 4 9 11.429 25. 714 b 10 19 28.571 54. 236 6 6 25 17.143 71.42 9 i 4 29 11.429 62.837 6 2 31 5 . 714 88.571 V 1 2 2 2 .£57 91.42 9 J‘J 2 34 5 . 714 97.14 3 11 1 35 2.857 1 V 0 . UJ'J PULS FREQUENCY CUM FREQ “■ PERCENT CUM PERCENT 1 2.£57 2.85 7 es 2 2 .85 7 5.714 4 5.714 11.429 7 8.571 30. 00 0 a 10 6.571 28.57 1 l à 11 2 .857 31.429 'lü 13“ ------5.714“ 37.14 3 17 11.429 48.571 n 21 11.429 60.000 Eb 24 8 .5 71 68.571 to 25 2 . 857 71.42 9 SJ 2 7 5.714 7 7.14 3 SZ 3 0 6.5(1 65. 714 S 4 32 5. (14 91.42 9 Sb 33 2. £57 94. 28 6 34 2 .£37 9 7. 14 3 35 2 .657 100. 000 SAS 16:0£. SUNÜAY," StPTEHBtR ï, IIHË = 3 liKUP=3 RbCCV FREGUENCY CUH FRÉQ PERCENT. _CUM PERCENT S7 1 1 2.837 2.83 7 lie 1 2 2.837 3.714 ii<; ______2______4 3 . 714 11.429 113 ------5------— 2 .857 ------r " 14.286"" 114 1 6 2.837 17.14 3 116 1 7 2.837 20.000 l i s _____ 1 _____ 8 2.837 22.83 7 120 ....9 “■ . 6 57 "" 23.714 122 1 10 2.837 28.37 1 124 3 13 8.571 37.143 126 ______3 16 8.371 45. 714 127 ■ 17" 2.637 48.571 126 3 20 8.571 37.14 3 liO 2 22 5.714 62.85 7 132 2 ...... 2 4 _____ 3. 714 68.3/1 133 1 ■ 2.857 71.429 133 1 26 2.83» 74.286 137 1 27 2.837 77.143 138 28 2.837 80. 00 0 139 """2 9 2.657 ~ 82.857 141 1 30 2.837 83.714 143 1 31 2.837 08.371 143 1 32 2.837 91.429 152 1 . 2:|------"'2.837 94.236 160 1 34 2.837 9 7.14 3 163 1 33 2.837 100.000 BPOIA FREGUENCY""CUMFREQ— PERCENT— CUH PERCENT " 54 1 1 2.857 2.857 ICO 1 2 2.657 5.714 1C2 "6 ...... p ---- " "17. 143------22.85 7 1C6 2 10 3. 714 28.371 1C6 2 12 5. 714 34. 286 110 6 18 17.143 31.42 9 112 2 " 20 5.714------57.143 118 1 21 2.637 60. 00 0 120 3 24 B.571 68.5/1 122 1 2b 2.837 71.429 124 I 26 ■ 2.657 74.28 6 126 3 2 9 8.5 71 82.83 7 128 2 31 3 . 714 83.37 1 130 1 3 2 2.837 91.429 132 3 ...... 3 5 ------8.571 ------100.000 Ib ;jô SUNCAYV' SEPTEH BW rr'l'U . T 1HE*J^*^GRUP*3 BFSYS FREQUENCY CUH FREO PERCENT _ CUM PtRCEN1 ic 1 1 2.657 2.23 7 53 2 3 3.714 3.3/1 60 3 6 8.5 71 17.143 62 3 ------g-"- "" "8.571 25.714 64 2 11 5.714 31.42 9 66 2 13 5.714 37.143 68 3 16 8.671 45. 714 70 1 17 2.657 45.571 12 1 18 2.837 31.42 9 74 2 20 3 . 714 37.143 7U 2 22 3. 714 82.83 / cû 5 27 14. 286 77.14 3 62 3 30 8.6Ï1 85. 714 64 3 33 8.3 71 94.286 ta 1 34 • 2.837 97.14 3 94 1 35 - 2 .657 ICO.0)0 GRACE FREGUENCY CUM FREO PERCENT CUM PERCENT S 7 ...... ------7------ZOiCOO------""20.00 0 10 15 22 42 .837 62.837 11 12 34 • 34.286 97.143 12 1 îS._ _ 2.837 1)0.000 LAlt FREGUENCY CUH FREQ PERCENT CUM PERCeN I 4 1 1 2.837 2.83 7 311 1 2 2.857 5.714 463 1 3 2.837 8.57 1 617 1 4 2.837 11.429 7C1 1 3 2.857 14.286 7Cô 3 ■ B" 8.571 22.85 7 715 1 9 2.8 37 23. 714 722 1 2.837 28.371 729 1 î 1 2.837 31.429 8C3 .1 12 " 2.857 34.286 819 3 15 8.571 42.83 7 9C2 4 19 11.429 34.286 9C6 1 20 2.837 37.14 3 1015 1 21 2.857 60.0)0 10 2c 2 23 3 . 714 63.714 1029 3 2 6 8. 3(1 (4.286 1104 6 3 2 17.143 91.429 1118 2 34 5.714 97.14 3 1124 1 35 2.637 10).000 LCC FREQUENCY CUM FREO PERCENT LUM PERCcNl 34 13 1 1 1 OC. cou 1:0. 00 ) sÀS ■- 16.-06 SUNDAY, SEPTEHB-ER“ 77'19e?“ 17; TIHË=3 6RUP=3 AGE CUM FREQ PERCENT CUM PERCEN f lb.3jJ'3 1 2.837 2.85 7 Ib.AlGtr 3 3 . 714 6.371 2.837 11.429 16.3;373 ------B4------16 *4 16 6 7 -----11.429 - 22.35 7 16 .6 11 8.S71 31.429 16.56333 12 2 .837 . 34. 236 16.6 66 6 7 13 2.837 37. 143 16. / j 14 ^ 2.£57 4). 03 j 1 7. 75 16 3 . 714 45. 714 17 .3 33 36 17 2.637 48.571 17.41667 13 3. 714 34.286 17 .3 21 ------5.114 - 60.003 17.36333 24 8.5 71 68. 57 1 17.6 6667 25 2.837 71.42 9 17.3 3333 27 3.714 77.143 17.9166 7 ' 2fl Z.E57 80.030 16 2 3 2.P3 7 82.8,7 16. 73 31 3 . 714 68.371 16.33333 32 2.837 91. 42 9 16.4 166 7 ------3A------5.714“ 97.14 3 16 .3 33 2.857 100. 030 StLFCCN EREOU CUH FREQ .. PERCENT CUH PERCEN1 ' SAS 16:U6 SUNDAY , SEPTEMbCR '7, ' 19 66 17u TIME'S GRUP'4 1 i FREGUENCY CUM FREO PERCENT CUM PERCENT 1 1 3.233 3. 33 P 14 1 2 3.333 1,. 66 7 1 7 1 3 _3.333 1 J. JJ 1 1 4 3.333 13. 333 n 1 3 3.333 16.667 1 6 3.333 20. 009 4P 1 7 3.333 23.333 3i 1 8 3 .333 26. 66 7 LL 1 3.3 33 3j . Ooo bJ 1 10 3.333 33.33 3 tzV 1 1 1 3.333 36.6o 7 t-3 1 12 "3.333 49.000 i7 1 13 3.333 43. 333 1 1 4 3.333 46. 66 7 1 13 3.333 50. JoO 1 1 6 3.333 33. 333 1 17 3 . 333 56. ou 7 iU 1 18 3.333 63. 000 1 lD 1 19 3 .333 63. 333 1 Cb 1 - 2 0 3.333 66. 66 7 1 2 1 3..333 70. 000 1 22 3.333 73. 333 iiû 1 23 3 . 333 76. ôo 7 L iL 1 24 3.333 80. Oo 0 1 ii 1 23 3.333 83.333 i ^4 1 26 3.3 33 c6. o6 7 i 1 27 3.333 90.oO 0 i/6 28 ------3.333 93. 333 1 29 3.333 96.66 7 1 30 3.333 1 00. 00 0 KA Cl: 8RECUEHCY CUM FREQ PERCENT CUH PERCENT 24 2 4 80.6 00 63. Oo0 6 36 2O..C00 163.003 St FREQUENCY CUM FREO PERCENT CUH PERCENT 10 10 33.333 _ 33. 333 20 30 66•667 i jô. 009 UHFU FREGUENCY CUH FREQ PERCENT CUM PERCENT 23 23 76.667 76.667 7 30 23.333 100. 000 SAS ' 16:06 SUNÛAŸ, SEPTEMBER IVBt TIME=3 GRUP=4 ET fREiJU NCY CUH FREQ . .PERCENT ._ CUH PERCENi/ 1 3 • 333 3.333 3 6 • 667 10.00 0 . S 6 « (67 16.66 4 lE 23.333 40*UJ) 16 13.333 53.333 22 20 . CUO 73*333 2 ( 16.667 93*OJO - 29 — ...... 6 . £6T— '...... 96.667 3C 3.333 lüJ.OJÜ M III EKEOU NCY CUM FREü PERCENT__CUM PERCEN f 1 3.333 3.333 7 3.333 6.66 / 3 3*333 10.030 4 '■...... 3.333 ...... 13.333 5 3.333 16.66/ 6 3. 333 2 J.ü.)0 ï 3.333 23.333 — g — '3.333 " 26.66 7 II 10 6.667 33*333 II 3*333 36. 66 i 12 _3.?33 40. 00 0 13 3.333 43. 33 3 16 lO.COü 53.33 3 18 6 .667 60.000 II 19 3*233 ______63. 33 3 ' 20 ------3.333 66* 66 / 23 10.000 /6* 66 7 24 3*333 . MO. 00 0 ill 25 3.333 63.333 iti 26 - ...... 3.333 ------66.66 7 2 / 3.233 90.00U 28 3. 333 93.333 29 3.333 96 * Ou / lii *30 3.333 ------100.000 YR FREUUENCY M FKEO PERCENT CUM PERCEN 1 15 4 4 '13.333 15.333 17 43.333 PÔ.6o / il 30 43.333 1 JO.OO'J T1ME-J^*^GRUP«'» 16:06 SUhÙAYr'SEPTEMBEK 6t PU lUENCY CUM FREO PERCENT CUM PERCENT 3 3 10.COU 10. 0 >0 1 1 4 3.333 13.333 4 3 7 10 • v'UÜ 23.333 5 b 12 16.667 ■ 40.00 0 6 5 17 16.667 5ô#667 i 3 20 10.CUO 66* 6b 7 j 4 _ 24 13.333 MO. OoO 9 26 6.667 8'). bu f iu 3 29 lO.C-JÜ 11 i 3 0 3.333 i JJ. JJJ PULS lUENCY LUM FREO ^ PERCENT CUM PERCENT 58 1 1 3.233 3.333 62 1 2 3. 333 6. 6f> 7 1 3 3.533 lO.ûj-0 2 5 6 . 66 7 16.ob 7 il 3 fi lu . Cou 2b.ü67 <6 2 lu 6 . CCY 33. 333 1------3.333" ■ 26.6b7 is 2 13 6.667 43* 333 td 2 15 6 . èb 7 bU. 00 0 tà 1 16 3.333 53.333 6 4 4 2U 13.23^ ob »6u7 tü b 2b 111 . 66 i «;3.33 3 1 2 6 3 . 233 dû.667 1 27 3.333 90.JJJ Si) 1 * 28 ■■ ------3.333" 93.333 1 29 3.333 96.6o 7 ica 1 30 3.333 ICO.OJJ ...... SAS ■ U :u 6 SUNüÀTf SË^PreMb'tk" 7f' l9o6 riH E = 3 GRÜP»A RtCCV FREUUENCY CUM .FRÉ«..„..PERCtNT..__CUM_ PERCENT 1 3.333 J.3 JJ iC2 2 3.333 4 6 . ( 67 ..13-p3 . 5 3.333 16 • 66 y 7 6.667 23.333 8 3.333 26.b6 y 9 3.333 30. 00'J ‘1C "■'■3.333 ■ ;3. 33 3 1 1 3.333 36» 66 y 12 3.333 AO.JJ J 13 3.333 43#333 1 4 ------3.333------46.66/ 15 3.333 30? ÔOO 16 3.333 33.333 I 1 7 3.333 66.6o y i t ------...... 3.333 60.0J0 2 2 13.333 73. 33 3 23 3.333 16*6 6 / 24 3.333 HJ# 00J “ 25------3.333 ■63.33 3 26 3.333 6 6 » 66 y 27 3.333 90*000 140 28 . 3.333 . S3. 33 3 III 2 9 3. 333 S6. 66 7 31) 3.333 luO. JJ J OkUlA H SÀS" 16:06 SUNUAV; SEPTEMBER 7, 16h< TIME*3 GRL'P»4 BPSYS FRtCUENCY CUH FREQ PERCENT . CUH PERCENT 1 1 3.333 i . i i i e J 2 6.(67 10.000 b 6 . 6l> 7 u». üü ( 7 6. tu? 23. 333 2 9 6 . 667 30. 00 J 2 11 6 .667 36.66 7 5 16 16. (c7 53.333 2 16 ■" ■ 6.667 t ). 3o j kü 2 3 16.(67 76. 6a 7 k2 1 24 3. 3-*3 ko.00 3 2 2 6 6 . (u7 66.667 1 2 7 ------■" 3.333 90.00 0 1 28 3.333 93.33 3 1 29 3.333 96. 66 7 92 1 3 0 ____ . .. 3.333 160.000 GHACt tRtCLENCY CUH FREQ PEKCCmT CUH PERCENT 1 1 ____ . 3.333 3.333 9 9 10 30. COO 33.333 11 21 36. 66 7 70.000 lî 7 2 8 23.333 93.333 u .2 . 30. ..__6 .667 1 00"000 LA 1c. FREUUENCY CUH FREO PERCENT CUM PERCENT 3 3 16.(00 10. 30 0 1 4 ""■ 3 .333 13.33 3 1 5 3.333 lu. 66 7 2 7 6.667 23. 333 2 9 6.667 39. 000 !i 1 lû ■■■" 3.333 33. 33 3 e. 1 2 0 J V 3 1.1 lü .CUO 43.333 d 20 1 14 3 . 333 47). 6ü 7 1021 4 18 13.333 60. JOO iJià 3 21 lu. COO 7u. ÔOO il C4 1 22 3.333 73. 33 3 3 25 10.600 63.333 1 26 3.333 86 . 6 0 7 1 2 7 3.233 90.9)0 Hi4iii! 1 2k 3.333 93. 33 3 11 ib 2 aC 6 .66 7 lu J. JOO LCC FREQUENCY CUH FP.EQ PERCENT CUM PERCENT 30 . . . PI SI FREQUENCY CUH FREQ PERCENT CUM percent 30 •• • ■------SAS— ...... iLî'Ji S0HBÏY7~SEPTgMBeft"“7, TlHb = 3 ÜKUP'4 p r ; / FREQUENCY^ CUM FREO PERCENT CUM PERCENT » 30 # • * PTiJ FREtlUENCY ..CUMJRECl PERCENT CUM PERCENT ______• 30 • • • PTS4 FREUUENCY CUM.FREO. PERCENT,. CUH PERCENT • 30 • ■ • • ruTAL FREUUENCY .CUM.FREü_____PERLENT__CUH,PERCENT______« 30 # # # ISAU FREUUENCY CUM FREU,, PERCENT, . CUM PERCEN T , 20 . • iSIRFG FREUUENCY _.CUH.F REO____ P.kR.C.CNT__ÇUH .PERC EN T .. ______• 30 • • # lEVU FREQUENCY....CUM FREO____PERCENT..,CUM PERCENT ...... • 30 # * • 1ÜÙ82U frequency .., CUM.F,REO_..PERCENT CUM_PERCENT ______• 30 # * • INeRVS FREQUENCY CUM.FREO percent CUH percent ______• 30 « # ■ IGirhü FREUUENCY, CUM..FREO,.,PERCENT CUM PERCENT ______• 30 • • # ILKFE FREQUENCY CUMFREQ .PERCENT CUM PERCENT • 30 • • » ISLEEP FREQUENCY CUM FREO .PERCE NT,, CUM. PERCENT ______• 30 • • # 1UNH2P FREQUENCY CUM FREU PERCENT CUM PERCENT .... • 30 • • • s'AS" i g :06 sunTjaVTsêptembér “'7, ] ‘)K T1ME=3 GRUP»4 IPEP FREQUENCY CUM FREQ PERCENT CUM PERCENT • 30 • • • IFICET FREQUENCY CUM FREO. .PEKcENT CuM PERCENT • 30 • • • I TcFP FREQUENCY CUMFREQ PERCENT CUM PERCENT • 30 a ■ • 1 FEAR FREQUENCY CUM FREQ____PERCENT ...CUM PcRCENI • 30 • • # ITH03U FREQUENCY CUH FREQ PERCENT . ..CUM PERCEN I • 30 • • # IUÜCU FREQUENCY CUM FREQPERCENT.„CUM PERCEN I • 30 • , • ■ • SCTCI FREQUENCY CUM FREQ PERCENT CUM PERCENT • 30 ■ • • AIT FREQUENCY CUM.FREO...PERCENT ..CUM PERCENT • 30 • • • AGE FREUUENCY CUM FREQ . PERCENT CUM PERCENT it) 1 1 3 . 333 3.33J it) .416b/ 1 2 3.333 6. 6d 7 It,, fb 2 . 4 .. . 6.667 13. 333 16 1 5 3.333 16.667 1 6 .3 J J Ü 1 6 3.333 20.000 16 .4 iü è 7 2 8 6 .667 26» 06 7 lu .6 3 11 1 0 .COO 56.66 7 16 *t> 63 53 2 13 (> . ( t> 7 43. 33 3 16.6666/ 2 1 b 6 .f tV 6 0 .O J) 16.33333 1 16 3.333 33. 33 3 16.91667 1 17 3.333 36.06 / 37 1 18 3.333 6 0 .OJO 17.06333 1 19 3.333 6 3 .53 3 17 .33333 2 21 6.66 7 /O. 00iO 17.4166/ 2 23 6 .667 76. 60 7 l/.t) 2 25 6 » 6(>7 85.333 17.30333 1 26 3.333 86.no 7 17 .6 66 6 7 2 2b 6 • 66 7 93,33 3 17.85333 2 30._ . 6 , 6 6 7 _ lUJ.JJO 148 Appendix C Discriminant Function Analysis with Centroid Plots J ^ WL “f&Sffi Av i > s' <"1- S, f:6 V' '" ^ A 7^' '' ft f 22 APP C7 11:10:11 &Îve5S?tÎ'" IBM 30810 nvs FOR MVS 1NE OMIC STATE UNIVERSITY LICENSE NUMBER 965 USE INFU OVERVlEh FLA MERE INFORMATICN ON: • INCllDE - TO BRING IN COMMAND FILES « IMPROVEMENTS IN: • AUICRECOOE*- lo S ttC C E ^ S T R IN G w l NUMBERS : • DROP ULCUMENTS * 1 0 GET SAS 0ATA«INININ.LAST2 FILE CALLED INININ.LAST2 : DATE AND TIME: 22 APR 87 11110:11 8 5 .1 6 OPIGINA^lNG^lNSTAlLATION: htiU ?îsrÊNîîiRSîÎY* FILE LABEL: INPUT v a r ia el es : ACTIVE FILE J DISCRIMINANT CR0UP5>CRUPI1,4 1 / VARIABLES* PULS RECOV BPOlA BPSYS/ .v A iriiV iu THERE ARE 15822BC EYTES OF MEMORY AVAILABLE. THE LARGEST CCNTICUOLS AREA HAS 1582280 8TTES. SINCE ANALYSIS* NAS EMITTED FOR THE FIRST ANALYSIS ALL VARIABLES ON THE VARIABLES* LIST RILL 8E ENTERED AT LEVEL 1 . THIS LISCRIMINANT ANALYSIS RECU1RES 25296 I 24.7K) BYTES OF WORKSPACE. 22 APR 67 SPSS-1 RELEASE 2 .2 FOR IBM MVS 1 1 :1 0 :1 4 THE OHll STATE UNIVERSITY IBM 30810 MVS DISCRIMINANT ANALYSIS ON GRELPS DEFINED BY CROP 130 (UHNEIGHTEDI CASES WERE PROCESSED. C CF THESE WERE EICLUOEO FROM THE ANALYSIS. 130 lUHHEIGKTEDI CASES WILL BE USED IN THE ANALYSIS. NUMBER CF CASES BY GROUP NUMBER CF CASES CRUP UNWEIGHTED WEIGHTED LABEL 3 3 .0 I 3 4 .0 I I |g:8 TOTAL 130 1 3 0 .0 GROUP MEANS GRUP PULS RECOV BPOIA BPSYS 1 B4.181E2 131.6C606 112.60606 67.18182 2 60.52941 129.14706 110.41176 69.64706 3 E3.E7E79 126.81SIB 113.78788 70.90909 4 E0.E66C7 124.43333 114.30000 72.53333 TOTAL 62.3E462 128.09231 112.72308 70.00769 GROUP STANDARC CEVIATIONS GRUP PULS RECOV BPOIA BPSYS 1 12.43597 10.11478 10.62266 2 14.50023 13.00377 3 14.33692 iliiis l 12.73224 4 10.98505 13.31497 9.96252 11.10369 TOTAL 13.15700 12.8 8 6 7 7 11.55171 11.38100 22 APR 87 11:10:14 THE^OHIC^SïÂlE UNIVERSITY^" 30810 MVS POOLED NITHIN-GRCUPS COVARIANCE MATRIX WITH 126 DECREES OF FREEDOM PULS RECOV BPOIA BPSYS PULS 162.8763 M liill 0.7S086?S 128.7528 POOLED MITHIN-CRCLPS CORRELATION MATRIX PILS RECOV BPOIA BPSYS PULS 1.00000 RECOV 1.00000 BPOIA 0.11364 1.00000 BPSYS -0.19691 0.00546 0.73938 1.00000 CORRELATIONS RHC8 CANNOT BE CCMPUTED ARE PRINTED AS 99.0. MILKS' LAMBDA lU-STATISTlCl AND UNIVARIATE F-RATIC WITH 3 AND 126 DECREES CF FREEDOM VARIABLE BILKS' LAMBDA SIGNIFICANCE PULS 0.98359 0.7006 RECOV 0.95797 1.843 î:mt BPOIA 0.98292 BPSYS 0.97C91 î:mi 22 APR 87 SFSS-X RELEASE 2.2 FOR IBM MVS 11:10:14 THE OHIO STATE UNIVERSITY IBM 3081D MVS COVARIANCE MATRIX FOR GROUP PULS RECOV BPOIA BPSYS PULS 154.6534 RECOV 50.19686 165.8087 BPOIA -20.17614 -6.566288 BPSYS -0.2840909 -15.33239 112.8409 COVARIANCE MATRIX FOR GROUP 2, PULS RECOV BPDIA BPSYS PULS 210.2567 RECOV 89.07130 BPOIA -45.13369 169.0980 BPSYS -54.59537 0.114C820 108.0891 133.9323 COVARIANCE MATRIX FOR GROUP PULS RECOV BPDIA BPSYS PULS 205.5473 RECOV -11.27273 155.5909 BPDIA -51.15152 9.053977 BPSYS -36.38636 -10.57955 144.2727 COVARIANCE MATRIX FOR GROUP PULS RECOV BPDIA BPSYS PULS 120.6713 RECOV 34.74943 177.2885 BPDIA -18.78621 14 .07241 99.25172 BPSYS -25 .58161 31 .89885 89.42069 123.2920 22 APR 87 SPSS-X RELEASE 2.2 FOR lEH MVS 11:10:14 THE OhIC STATE UNIVERSITV* IBM 30810 MVS TOTAL COVARIANCE MATRIX WITH 129 DECREES OF FREEDOM POLS RECOV BPDIA BPSYS PULS 173.1067 42.15802 -32.53608 1I^95§!I 133.4421 BPSYS -3C.4836C -4.310793 96.43626 129.5271 îî:fg ? ir ÎSPo'iilf^HSIi gNÎvE:S?Tf=" ""iBM 3081D — - — — — - — — DISCRIMINANT ANALYSIS ON CROUPS DEFINED BY CROP ANALYSIS NUMBER 1 DIRECT method : ALL VARIABLES PASSING THE TOLERANCE TEST ARE ENTERED. MINIMUM TCLERANCE LEVEL...... 0.00100 CANONICAL DISCRIMINANT FUNCTIONS MAXIMUM NUMBER CF FUNCTIONS...... 3 MINIMUM CUMULATIVE PERCENT OF VARIANCE... 100.00 MAXIMUM SIGNIFICANCE OF MILKS' LAMBDA.... 1.0000 PRIOR PROBABILITIES GROUP PRIOR LABEL 1 0.25385 2 0.26154 3 0.25385 4 0.23077 TOTAL 1.00000 CLASSIFICATION FUNCTION COEFFICIENTS (FISHER’S LINEAR DISCRIMINANT FUNCTIONS! GRUP . I 2 PULS 0.52074C0 0.497B532 0.5303037 0.5161506 RECOV 0.5770842 0.5747269 0.5467956 0.5368710 BPDIA 0.9653382 0.8948336 0.9484662 0.9365877 BPSYS -0.9137025E-01 -0.2421465E-01 -0.4730397E-01 -C.2890116E-01 (CONSTANT) -112.5456 -107.0561 -110.5683 -108.2162 22 APR 87 SPSS-X RELEASE 2.2 FOR lEH MVS 11:10:15 THE OHIC STATE UNIVERSITY IBM 30810 MVS CANONICAL DISCRIMINANT FUNCTIONS PERCENT OF CUMULATIVE CANONICAL : AFTER FUNCTION EIGENVALUE VARIANCE PERCENT CORRELATION : FUNCTION 0 0.8806334 12 0.07738 58.96 58.96 0.2679912 : 1 0.9487736 6^5731 6 0.05124 98.01 ' 0.2207871 : 2 0.9973935 0.32624 2 39 0.00261 100.00 0.0510537 : « MARKS THE 3 CANONICAL DISCRIMINANT FUNCTIONS REMAINING IN THE standardized CANONICAL DISCRIMINANT FUNCTICN COEFFICIENTS FUNC 1 FUNC 2 FUNC 3 PULS 0.02734 0.68510 0.81705 . 0.67839 0.09081 0.43496 r . i u v i -0.72103 BPSYS -0.93749 -0.69850 0.69691 STRUCTIRE MATRIX: POOLED NITHIN-EROUPS CORRELATIONS BETWEEN DISCRIMINATING VARIABLES (VARIABLES ORDERED BY SIZE CF CCRR*LATION®Hl^HiN*’^UNciïéN)**^ FUNCTIONS FUNC 1 FUNC 2 FUNC 3 RECOV 0.72938* -0.22504 0.21251 BPSYS -0.61751* 0.09418 0.00340 BPDIA -0.18723 0.52817* -0.37838 PULS 0.28046 0.41078 0.86348* H^UNSTANDAROIZED CANONICAL DISCRIMINANT FUNCTION COEFFICIENTS FUNC 1 FUNC 2 FUNC 3 PULS 0.20706S4E-02 0.5188981E-01 RECOV 0.5315541E-01 -0.4167021E-01 BPDIA 0.3T534S5E-01 0.1085994 BPSYS -0.8262CE4E-01 -0.6155819E-01 (CONSTANT) -5.426362 -6.869402 l-3.295608 l i i i i 22 APR 87 SPSS-X RELEASE 2.2 FOR IBM MVS 11:10:15 THE OHIC STATE UNIVERSITY IBM 30810 MVS ^CANONICAL DISCRIMINANT FUNCTIONS EVALUATED AT GROUP MEANS (GROUP CENTROIOSi GROUP FUNC 1 FUNC 2 FUNC 3 0.41S58 0.10809 -0.03006 -0.00473 -0.36903 -0.09914 0.19077 ol072^1 -0.34112 0.08948 -0.06297 TEST CF EQUALITY CF CRCLP COVARIANCE MATRICES USING BOX'S M THE RANKS AND NATURAL LOGARITHMS CF DETERMINANTS PRINTED ARE THOSE OF THE GROUP COVARIANCE MATRICES. GROUP LABEL RANK LCC DETERMINANT 1 18.900560 2 18.944055 3 19.157778 18.123539 POOLED WITH IN-GROUPS COVARIANCE MATRIX 19.061044 BOX'S M AFPRtXlMATE F DEGREES OF FREEDOM SIGNIFICANCE 33.088 1.0393 30, 42900.4 0.4067 SYMBOLS USED IN TERRITORIAL MAP SYMBOL GROUP LABEL GROUP CENTROIDS 22 APR El SPSS-X RELEASE 2.2 FOR IBM MVS ------11:10:16 TEE OKIE STA7E UNIVERSITY IBM 30810 MVS TERRITORIAL MAP « INDICATES A CROUP CENTROID (ASSUMING All FUACTIONS BUT THE FIRST THD ARE ZERO) CAECNICAl DISCRIMINANT FUNCTION 1 -A.O -3.1 -2.0 -1.0 .0 1.0 2 .0 3.0 4.0 i I r i F s ’•“! * «ÎJI • ...... • i i ‘ • ' ' — , ; : ! % ! S 2 . 0 + ■* + 44I3 + + 331 + ♦ + i ! “th I P I I 1 4433 31 1 N 1 .0 } 4 4 î||| 4 Ip 4 4 4 ------} ! i % . . ! ...... -I 1 :1 : : l i ' I - I - 2 .0 4 444222 4 4 4 4 4222111 4 4 — i I -4 .0 + ♦ -4.0 -3.C -2.0 -1.0 .0 1.0 2.0 3.0 4.0 22 APR 87 SPSS-X RELEASE 2.2 FOR IBM MVS, 1 1 :1 0 :1 7 THE OHIC STATE UNIVERSITY IBM 30810 MVS ALL-GROUPS SCATTERPLCT - • INDICATES A GROUP CENTROID CANCNICAL DISCRIMINANT FUNCTION 1 OUT -3.C -2.0 -1.0 .0 1.0 2.0 3.0 OUT X- CUT ■*x 3.0 3 1 2.0 13 1.0 K\ 2 134 2 ^221 1 2 ' 3- 3! p ^ 3 1 y i 2 ^ 4 ,3 2 « 3 1 3 - 1.0 43 1 2 ^^ 4 11 ' 4 4 - 2 . 0 ^ 2 3 ! ! -3.0 + I 1 OUT X { ouï “3 .0 -2.0 -1.0 1.0 2.0 3.0 5ut 22 APR 87 SPSS-X RELEASE 2.2 FOR lEK MVS 11:10:17 7HE OHIC STATE UNIVERSITY IBM 30810 MVS tRCLP « INDICATES A GROUP CENTROID CANCNICAL CISCRIMINANT FUNCTION 1 OUT -3.C -2.0 -1.0 .0 1.0 2.0 3.0 OUT X- LUT X 3.C C NA 0 r 2.0 Ï L V 1.0 I Î 1 H 1 1 A A T 1 1 1 F -1 .0 U 11 N -2 .0 -3.0 I OLT X X- CUT -3.C -2.0 -1 .0 1.0 2.0 3.0 OUT 22 APR 87 SPSS-X RELEASE 2.2 FOR IBM MVS 11:10:17 THE OHIC STATE UNIVERSITY IBM 30810 MVS GROUP « INDICATES A GROUP CENTROID CANCNICAL DISCRIMINANT FUNCTION 1 CUT. -3 .C -2.0 -1.0 .0 1.0 2. 3.0 OUT OUT X 3.0 2.0 1.0 2 22 -1 .0 -2 .0 -3.0 } OUT X ouï -3.C -2.0 -1.0 1.0 2.0 3.0 ’ out 22 APR 87 SPSS-X RELEASE 2.2 FOR IBM MVS 11:10:17 THE OHll STATE UNIVERSITY IBM 30810 MVS 6RCLP • INDICATES A GROUP CENTROID CANCNICAL DISCRIMINANT FUNCTION 1 OUT -3.0 -2.0 -1.0 .0 1.0 2.0 3.0 OUT X- OLT X ■*x 3.0 C A g N1 2.0 C A L ? 1.0 5 6 33 A 1 3 3 3 3 N A N ' '^3 T -1.0 3 3 C N -2 .0 -3.0 OLT X .** CUÎ- -3.0 -2.0 -1.0 .0 1.0 2.0 3.0 OUT 22 APR £7 SPSS-X RELEASE 2.2 FOR IBM MVS 11:10:17 THE CHIC STATE UNIVERSITY IBM 30610 MVS GRllP • INDICATES A GROUP CENTROID CANONICAL DISCRIMINANT FUNCTION 1 CUT -3.0 -2.0 -1.0 .0 1.0 2.0 3.0 OUT OLT X*'I I 3.0 + I I 2.0 4 4 1.0 4 4 4 4 A 4 4 4 4 4*4 4 4 44 4 4 i1 -1.0 + 1 1 1 i -2 .0 4 1I 1 1 ] -3.0 + 1 } 1 I OUT X X X- CUT -3 .0 -2.0 -1.0 .0 1.0 2.0 3.0 OUT 22 APR 67 SPSS-X RELEASE 2.2 FOR IBM MVS 11:10:17 THE OHIC STATE UNIVERSITY IBM 30810 MVS CLASSIFICATIOR RESULTS - NO. OF PREDICTED GROUP MEMBERSHIP ___ACTUAL GROUP CASES 2 3 4 GROUP 1 33 9 sa I sx 27.3% 9.1% 9.!% GROUP 2 34 5 32^4% 47%% 5.9% 14.7% GROUP 3 33 7 21.2% 33%% 30%% 15.2% - GROUP 4 30 9 10.0% 23.1% 36%% 30.0% PERCENT CF ■CREUPED* CASES CORRECTLY CLASSIFIED: 40.17% CLASSIFICATION PRCCESSINO SUMMARY 130 CASES HERE PROCESSED. 0 CASES HEREkERE EXCLUDED FDRFDL ______MISSING OR _ OUT-OF-RANGE ______GROUP CODES._ - 0 CASES HA6 AT LEAST ONE MlSSIN6,0ISCfiIMINATIN6 VARIABLE. 130 CASES kERE USED FOR PRINTED OUTPUT. XX UCB DISCRIMINANT ANALYSIS OK GROUPS DEFINED BY GRUP 130 (UKKEIGHTED) CASES WILL BE USED IN THE ANALYSIS. NUMBER CF CASES BY GROUP NUMBER OF CASES GRUP UNWEIGHTED WEIGHTED LABEL 11:8 I I 18:8 TOTAL 130 130.0 GROUP MEANS GRUP LCC SCTOT 13.EA8A8 52.00000 14.7S41Z 55.00000 15.06061 57.06061 ■ I 13.63333 57.00000. TOTAL 14.35385 55.22308 GROUP STANDARD CEVIATIONS GRUP log ____ SCTOT_____ i'j.nîî à TOTAL 5.64935 14.22808 22 APR 87 SFSS-X RELEASE 2.2 FOR IBM MVS 11:28:21 THE OHIC STATE UNIVERSITY IBM 3081D MVS POOLED H1THIN-GR0UP5 COVARIANCE MATRIX WITH 126 DEGREES OF FREEDOM LOG SCTOT LOG 34.65593 SCTOT -48.93 74 7 202.8879 POOLED MTHIN-GROUPS CORRELATION MATRIX LCC SCTOT LOG 1.00000 SCTOT -0.58361 1.00000 CORRELATIONS WHICH CANNOT BE COMPUTED ARE PRINTED AS 99.0. WILKS' LAMBDA (U-STAT1STICI AND UNIVARIATE F-RATIO WITH 3 AND 126 DEGREES CF FREEDOM VARIABLE WILKS' LAMBDA SIGNIFICANCE LOG 0.96933 0.4528 0.7158 SCTOT 0.97691 0.9047 0.4409 COVARIANCE MATRIX FOR GROUP LOG SCTOT LOG 41.75758 SCTOT -57.93750 274.3125 22 APR 87 “ SPSS-X RELEASE 2.2 "FORnBH HVr------:------11:28:21 THE OHIC STATE UNIVERSITY . IBM 30810 HVS _ . _ _ DISCRIMINANT ANALYSIS OH GROUPS DEFINED BY GRUP,______,______ NUMBER CF CASES BY GROUP------NUMBER OF CASES CRUP UNNEIGHTED NEICMTEO. LABEL .4I 30 II 30.0~ tlif ------' TOTAL 130 130.0 GROUP MEANS GRUP LCC SCTOT J iaIisaiI --JiioSooo' 3 15.06061 57.06061 A 13.63333 57.00000, TOTAL 14.35385 ------55^22 308- GROUP STANDARD CEVIATIONS ------ GRUP „ LOC______SCTOJL _ . J i 5.34588 13.10281 A 5l?8633 I i Ia SIo V TOTAL 5.84935 14.22808 I. 22 APR 87 SFSS-X RELEASE 2.2" FOR IBM MVS " “ 11:28:21 -THE OHIC STATE UNIVERSITY IBM 30810 MVS POOLED NITMIN-GROUPS COVARIANCE MATRIX HITH _ , 126 DECREES OF FREEDOM •' LOC SCTOT LOC 34.65592 ' ------^ ...... L SCTOT -48.93747 202.8879 POOLED kITMIN-CROUPS CORRELATION MATRIX , LCC SCTOT LOC 1.00000 SCTOT -0.58 361 ------1.00000------' CORRELATIONS NHICK CANNOT BE COMPUTED ARE PRINTED AS 99.0. WILKS' LAMBDA CU-STAT 1ST !C 1 AND UNIVARIATE. F-RATIO HITH 3 AND 126 DEGREES CF FREEDOM VARIABLE kllKS" LAMBDA F SIGNIFICANCE LOC 0.98933 0.4528 0.7158 SCTOT 0.97891 0.9047 0.4409 COVARIANCE MATRIX FCR GROUP 1, ’ LOC SCTCT LOC 41.75758 ------, SCTOT -57.93750 274.3125 22 APR 87 SPSS-X RELEASE 2»2 FOR 7EM MVS 11:28:21 THE OHIC STATE UNIVERSITY IBH 3081D HVS CCVARIANCE MATRIX FCR CROUP______2 , LOC SCTOT LOC 34.65330 SCTOT -56.96970 226.6667 COVARIANCE MATRIX FCR CROUP 3, LOC SCTOT LOC 28.62121 SCTOT -39.59754 ...... 171.6837 — COVARIANCE MATRIX FCR GROUP 4, LOC SCTOT------LOC 33.48161 SCTOT -40.17241 131.4483 ___ TOTAL COVARIANCE RATRIX HITH 129 DECREES OF FREEDOM , LOC _ 5CT0T______LOC 34.21491 SCTOT -47.37412 202.4382 ! L 5 ? ? 2 r 2n ! v E^??tΫ" "«IBM^lO MVS — — — • DISCRIMINANT ANALYSIS ON GROLPS DEFINED BY GRliP ______ ANALYSIS NUMBER 1 . ' . . L ______DIRECT KETHDDt ALL VARIABLES PASSING THE TOLERANCE TEST ARE ENTERED. MINIMUM TCLERANCE LEVEL . 0.00100 ...... CANONICAL DISCRIMINANT FUNCTIONS MAXIMUM NUMBER CF FUNCTIONS...... 2 MINIMUM CUMULATIVE PERCENT OF VARIANCE... 100.00 MAXIMUM SIGNIFICANCE OF NILKS’ LAMBDA.... 1.0000 PRIOR PROBABILITIES ...... CROUP PRIOR LABEL . ' 2 ol26154 3 0.25385 4 0.23077 . ______. ______TOTAL 1.00000 CLASSIFICATION FUNCTICN COEFFICIENTS • (FISHER'S LINEAR CISCRIMINANT FUNCTICNSI % , oisSISIII o U l V i i n «ilIliiS oilJISSIi (CDNSTANTI -23.27356 -26.02393 “27.57314 -25.87821 c 22 APR 67 SPSS-X RELEASE 2.2'“ FDR~IBH-HVS“ ------11:28:21 THE OHIC STATE UNIVERSITY IBH 30810 HVS CANONICAL DISCRIMINANT FUNCTIONS FUNCTICN EIGENVALUE ^’vARlANCE*^ ™PERCENT^ CORRELATION 1 FUNCTI&I WILKS' LAHBOA CHI-SOUAREO O.F. S 1 0 0.VA4716A 7 .1 B 5 7 6 1* 0.05225 89.76 ------8 9 ; 7 6 ~ ~ 0 .2228367 " » ------1 0.9960776 ------0676866 2 2* 0.00596 10.26 100.00 0.0769572 I # HARKS THE 2 CANCNICAL OISCRIHINANT FUNCTICNS REHAINTNG IN THE ANALYSIS.______ StANDARDIZEO CANONICAL DISCRIHINANT FUNCTICN COEFFICIENTS______FINC I FUNC 2 SCTOT------i l i S l s l — -0 I39750 ------:------ STRUCTURE MATRIX: ' POOLED NITHIN-CROLPS CORRELATIONS JETNEEN DISCRIHINATI« (VARIABLES ORCERECEY SIZE'CFCCRRELATION NITHlN FUNCTION I...... FINC 1 FUNC 2 LOC 0.32279 -----^ 0.966676 ------SCTOT 0.58C18 -0.81669# UNSTANDARDIZED CANONICAL DISCRIHINANT FUNCTION COEFFICIENTS FUNC 1_____ FUNC_2______LOC 0.1703811 0.1213679 SCTOT 0.8182885E-01 - 0 . 2790699E-01 (CONSTANT) -6.966666 -0.2009857 22 APR 87 SPSS-X RELEASE 2.2 FOR IBH HVS ...... 1 1 : 28 :21 THE OHIC STATE UNIVERSITY IBH 30810 MVS CANONICAL DISCRIHINANT FUNCTIONS EVALUATED AT GROUP MEANS ( GROUP CENTROIDS) GROUP FUNC 1 FUNC ^ 2 ----- 1 -0.36966 0.02661 3 o ! 27C78 olo3650 ...... 6 0.02266 -0.13706 TEST CF EQUALITY CF GROUP COVARIANCE FATRICES USING BOX'S M THE RANKS AND NATURAL LOGARITHMS OF DETERMINANTS PRINTED ARE THOSE OF THE GROUP CCVARIANCE HATRICES. _ GROUP LABEL RANK LCC OETERMNANT 1 2 8.999356 2 2------8.635810 ------6 2 719328% — 2 - -8.66I692 BOX'S M APPRCXIHATE F DEGREES CF FREEDOM SIGNIFICANCE 7.5652 0.81623 ______9 , ______175199.3. 0.6030 ______ SYMBOLS USED IN TERRITORIAL MAP SYMBOL GROUP LABEL I I « GROUP CENTROIDS 22 APR B7 SPSS-X RELEASE 2.2 FOR IBH MVS 11:2B:21 THE OHll STATE HNIVERSITT IBM 30610 HVS TERRITORIAL HAP «'INDICATES A CROUP CENTROID CANCNICAL DISCRIMINANT FUNCTION 1 -4.0 -3.0 -2 .0 - 1 . 0 .0 1 . 0 2 . 3.0 —4.0 4 C 4.0 12 A ' i; s N 1 C 3.0 223f ♦ A L I f ? I 2.0 ? IMi • 1.0 ? f UF CN -1 .0 k4433 - 2.0 -3.0 44433 ?4 -4.0 ,ll! 4433 -4 -3.0 -2.0 - 1.0 APR fc? II :28:23 infOHIcMlATE UNIVERSItI IBM 3081D HVS ALL-CROIPS SCATTERPLCT - « INDICATES A CROUP CENTROID CANCNICAL DISCRIMINANT FUNCTION 1 CUT -3.C - 1.0 3.0 OUT X- i:S - ^:S- ■»- OIT X Ï I + 3.0 I I 2.0 I 142 1.0 t 3 i 4 1 22 4 V r 3 4 43 ' ^3 3' 11 3 2 - 1.0 - 2.0 -3.0 1 CUT X _ OUT -3.0 -2.0 -1 .0 1.0 2.0 3.0 OUT 22 APR «7 SPSS-X RELEASE 2.2 - FOR-IBH MVS------11:28:23 ThE OHIO STATE UNIVERSITY IBM 30810 HVS CRCUP ______• INDICATES A CROUP CENTROID CANCNICAL DISCRIMINANT FUNCTION 1 OUT ■3.C -2.0 -1:0 ■ iO 1.0 2.0 3.0 OUT OUT X* 3.0 2.0 1-- 1.0 1 1 1 1 .0 + 11 - 1.0 4 1 } - 2.0 4 Ii It “3.0 + V i OUT X - L OUT -3.0 -2 .0 - 1 . 0 1.0 2.0 3.0 01lUT V APR 87 SPSS-X RELEASE 2.2 FOR-IBM MVS------; II 28:23 THE OHIC STATE UNIVERSITY IBM 30810 HVS GROUP 2 ______• INDICATES A CROUP CENTROID CANONICAL DISCRIMINANT FUNCTION 1 OUT -3.0 - 2.0 -1 .0 1.0 2.0 3.0 OUT X- OtT X I 3.0 4 I • 2 2.0 4 i 22 1.0 4 22_ .oi • — 2 2 2 2 2 - 1.0 2 2 - 2 . 0 -3.0 I OUT X -a. CUT -3 .0 -2.0 -1.0 .0 1.0 2.0 3.0 OUT 22 APR 87 SPSS-X RELEASE 2.2 FOR IBM MVS ‘ " 11:28:23 THE OHIC STATE UNIVERS.ITY IBM 30810 HVS CRCUP : __ - * IMOICATES A GROUP CEMTROID CAKONICAL DISCRIMINANT FUNCTION 1 OUT -3.0 - 2.0 - 1.0 1.0 2.0 3.0 OUT X- CIT X 3.0 C A N 2.0 + fL 1.0 3 S C 3 \ ? 3IT- 3 3 F - 1.0 3 U N 3 3 -2 .0 -3 .0 OUT i X— OUT -3.0 -2.Ô -1.6 .0 1.0 2.0 3.0 OUT APR 87 n. 28:23 IBM 30810 HVS GROUP • INDICATES A CROUP CENTROID CANONICAL DISCRIMINANT FUNCTION 1 -3.0 -2.0 -1.0 .0 1.0 2.0 3.0 OUT CUTX OUT X 3.0 ♦ C A ------Î- s N I 2.0 c 1.0 4 4-- 4 4 4 4 4 4 • 4 - ' 4 4 _ _ r - 1.0 4 4 4 - r -2 .0 — ♦— —i I— ■»1 -3 .0 I — I— Î I OUT 0 -3.0 -2.0 -1.0 1 . 0 2%o 3.0 OUT 22 APR 6Ï SPSS-X RELEASE 2.2 FOR"IBM MVS------11:28:23 THE CHIC STATE UNIVERSITY IBM 30810 HVS CLASSIFICATION RESULTS - PREDICTED GROUP M|M8ERSMIP ___ACTUAL GROUP______" U i l l CROUP 1 . 33 4ei§% 15.2% 21.1% 15.2% GROUP 2 ...... ■ ------3A 4 ■ “ i i r 8.1% 44Îl% 11.8% GROUP 3 ._33 8 ------24.2% ------v . i x — 51%% — 15.2% GROUP 4 30 10 6 9 5 33.3% 20.0% 30.0%______16.1% PERCENT OF ■GRCUPED* CASES CORRECTLY CLASSIFIED: 31.54% CLASSIFICATION PRCCESSINC SUMMARY "2 i m i g5g2G2l2"F0RI FOR M1SSINC OR OUT-OF-RANCE CROUP CODES. 0 CASES MAC AT LEAST ONE MISSlNC CISCRIHINATINC VARIABLE. 130 CASES MERE USEO FOR PRINTED OUTPUT. 149 Appendix D Means and ANOVAs of Dependent — ------2Z;i7-TUES0At, GENERAL LINEAR NODELS PROCEDURE DEPENCEKT VARKELE: FILÎ 5CLRCE • CF SIR CF SGIARES KEAN SQUARE F VALUE PR > F R-SQUA ECCEL 134 '3 41SIV25279644- -Z591?3651341- — 5 .-41- 050001- 0.8525 ERRCR 125 5595.55335140 47.96162686 ROOT USE CtRRECTED TCTAl 255 4C787.24È153E5 6592586651 SCURCE______CF. TYPE I SS F VALUE PR) F CF TYPE 111 SS O.COOl 3 ! 0.C889 GFUP6RACE 3 42.11748922 0.8253 I IC(GRUP«RACE) 1 2 2 -31{12i2E7I2016 fill O.COOl 122 1180.44615385 O.COOl J1052.98195787 l i l i 7 IKE 3 I llU î : m 1 TESTS CF HYPCTFESES USING TEE TYPE.Ill KS FOR ICIGRtP«RACEI AS AN ERROR TERK SCURCE CF TYPE III SS F VALUE PR > F 1C42.41111824 1.34 0.2651 — -127587985226- 0.49 054842- CFIPDRACE 43.17148922 0.06 0.9828 SIS------22Y17-70ES0AT, GENERAL LINEAR KOOELS PROCEOIRE DEFENDENT VARIABLE: FECCV SCURCE OF SLR CF SCIARES KEAN SQUARE F VALUE PR ) F R-SQUA MCCEL 134 56C27.32CI8246 -418.11432977- 6546 "050001 - 05813E ERROR 125 PC86.568219C6 64.69254623 ROOT USE CCRFECTED TOTAL 259 64113.88846154 -85TJ431676T- SCURCE _ OF ______TYP_E_I_SS_ F_ VALUE P R ) F OF TYPE III SS I fioil’îivBii? \t:îî O.COOl G( TESTS CF HYPCTFESES USING TFE TYPE III KS FCR ICICRUPVRACEI AS AN_ERRpR__TERR SCURCE CF TYPE III SS F VALUE PR ) F 2.35 0.C753 .... iiiilslliifii" -3 .87: 050513 GRUP9RACE 186.369(4619 0.22 0.8848 _..L 22:17 TUESDAY: GENERAI LINEAR MODELS FRCCECLRE C t P E M T E M VARI/IELE: EF5ÏS SCURCE CF SIF CF SCIARES MEAN SQUARE F VALLE PR > F R-S8I MCDEL 134 25141.221E60E8 ■ :...... 192. 09867060 " 6.72 0.811 ERROR 125 2E7C.99352373 28. 56794819 ROOT MSE CCRREfTEC TOTAL 259 29312.21538462 5.34489927 SCURCE CF TYPE I SS F VALUE PR ) F ____OF TYPE III SS GRUP 3 (08.766454J3 7.10 O.C002 3 RACE 1 820.177869,6 28.71 O.COOl 1 CRUPtRACE 3 191.39246383 2.23 0.0876 3 llillis IC(GRl,F»RACE) 122 23568.87859689 6.76 O.COCl 122 -73568.17859689 Y IHE 1 4C8.75384615 14.31 O.COC2 1 CRUPCYIRE 65.17975456 0.76 0.5183 3 RACEOIIRE 1 78.C7287556 2.73 0.1008 1 TESTS CF HYPCTFESES USING TFE 7YPE III MS FCR IC( CRLP4RACE1 AS AN ERROR TERM SCURCE CF TYPE III SS F VALUE PR > F GRUP 3 579.56363C77 1.00 0.3954 RACE ------1 711.673C2094 ------3.68 0.0573------GRUP«RACE 3 191.39246383 0.33 0.8035 22:17 TUESDAY GENERAL LINEAR MODELS PRGCEELRE OEFENDEM VARIABLE: ERCIA SCURCE CF SUF CF SCUARES MEAN SQUARE F VALUE PR > F R-SQI MCCEL 134 24C82.85995359 179. 72283547 ...... 3.89 ■ 0.0001 0*£0i ERRCR 125 5768.04389256 46 . 14435114 ROOT MSE CCRRECTEC TOTAL 259 2985C.90384615 6.79296335 SCURCE CF TYPE 1 SS F VALUE PR ) F OF TYPE III SS 1 0.0981 2 4 I3 I O.COCl GRUP«RACE I 0.80 0.4976 \ 110.36426532 ICCGRUFCRACE: 122 21921.49743761 3.89 0.0001 122 T IMF 1 «11.26538462 O.C034 1 I ■{ill \ TESTS CF HYPCTFESES ISING TFE TYPE III MS FCR IDCCRUP«RACEI AS AN ERRCR TERM SCURCE CF TYPE 111 SS F VALUE PR > F GRUP 618.79595C63 1.15 0.3326 RACE 1 1147.9C62C4C3 6.39 0.0128 GFUP8RACE 3 110.36426532 0.20 0.8930 ------ y 22:17 iUESDAI GENERAL LINEAR MODELS PRCCECLRE DEFENDENT VARIABLE: irc SCURCE CF SIF CF SCIARES KEAL SeUARE F VALLE PR ) F R-SC HCCEL 134 79C2.91930363 58.97700973 8il7 OïOOOl 0.89 ERROR 125 901.86531175 7.21492249 R007 USE CCFPECTEC TOTAL 259 8FC4.78*61538 -2i68606078 SCURCE CF ____TYPE 1 SS VALUE PR > F OF TTPE 111 SS GfUP 3 128.19397367 0.C0Ç8 RACE 1 46.89321081 O.CÎ20 GEIF«RACE 3 58.48863602 !:H 0.C484 |[(GRCF*FACEI 122 7383.20879488 8.39 O.COOl -7383.20879488 T I PE 1 23?.75384615 O.COCl J 1 196.84241183 GFLFeTIFE 51.45622515 0.C6C9 3 52.95249363 R.ACEfTllE 1 C.92461695 1 i ! ! 0.(210 1 0.92461695 TESTS CF HYPCTFESES ISlkC TFE TYPE 111 FS FCR ID ( ERIJP4RACEI AS AN ERROR TERP SCL'RCE CF TYPE III SS F VALUE P R ) F tflP 169.C779teC3 0.93 0.42(9 RACE 59i95122816 0.99 0.3216 CFUPeRACE 5E.4ECE36C2 0.32 0.8093 22:17 TUESDAY GENERAL LINEAR MODELS PRCCECLRE DEPENCFNT variable : ÎCTCT SCLRCE CF SIF CF SCIARES FEAN SQUARE F VALLE PR ) F R-SO MODEL 134 4 3396.88306180 323. 85733628 7.26 040001 0.88 ERROR 125 5575.87078435 44. 60696627 ROOT FSE CCRFEC7EC TOTAL 259 48972.75384615 6.67884468 SCLRCE DF TYPE 1 SS F VALUE PR ) F CF TYPE 111 SS GRIP 3 707.89217057 5.29 0.0018 3 705.01319825 RACE 1 2387.56833790 53.52 O.COOl 1 2341.23946629 GRLP4RACE 43.71466758 0=33 0=8061 3 43.71466758 ICIGFLFARACE) 122 38(92.57867010 7.13 0.0001 122 38792.57867010 T IRE 1 1384.61538462 31.04 O.COOl 1 1207.37266512 CRIP»T IR E 3 79.61384890 0 .59 0.6195 3 80.46565457 RACE4TIRE 1 C.89998213 0.02 0.8873 1 0.89998213 TESTS CF 1HYPCTFESES USING TFE TYPE II I FS FCR ID( GRLP4RACE) AS AN ERROR TERF SCLRCE CF TYPE III SS F VALUE P R ) F CROP 3 (05.01319825 0.74 0.5307 RACE 1 2341.23946629 7.36 0.0076 GRUP»RACE 3 43.71466758 0.05 0.9869 22:17 7UESDA1 GENERAL LINEAR MODELS PROCEDIRE OEFtNPEKT VARIABLE: TCTfl SCLRCE CF SIM CF SCIARES MEAN SCUARE F VALLE P R ) F R-SOI BCCEL 134 5<3CIS1.18EnS71 ■42016735213567 5.91 OtOOOI 0.(6 EFRClR 125 B89216.7522B1B4 7113#73401825 ROOT FSE CCRFECtED TCTAl 259 e519407i93E4ei54 84734295476 SCLRCE DE TYPE. I SS______F VALUE______PR ) F DF TYPE 111 SS 1 *^^^4159256(79 0 Io7 ol7864 Hhuiunnii GFLPORACE 3 10E74C.403S8C74 5.10 0.C023 108748.40398074 IC(CRUF*RACE) 122 543C7C4.11904764 6.26 O.COCl J 5430704.11904757 1 IMt 1 19C57.9(461538 2.68 0.1042 GHP«TUE 3 17031.342924 72 0.80 0.4972 RACEï'TlME 1 11374.92C178C4 1.60 0.2084 i 11374.92017804 TESTS CF HVPCTMESES ISING TME TYPE 111 MS FCR IDCCRIPARACE1 AS AN ERROR TERM SCLRCE CF TYPE 111 SS F VALLE PR ) F 31179.C3642229 0.23 RACE 5505.96562850 0.12 GFLPeRACE 108748.4039(074 0.81 0.4883 22:17 TUESDAY GENERAL LINEAR MODELS PRDCEDLRE TCKEY'S STL RCTE ------ AIPMA.0.05 DF*122 HSE«259.617 FARNINC: CELL SIZES ARE NOT ECLAL. HARMONIC MEAN CF CELL S12ES«64.8555 MEANS NITM TME SAME LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY GROUPING MEAN N GRUP 82.424 66 3 81.091 66 1 80.683 60 4 _ 76.779 68 2 ------22*17 7UES04\ GENERAL LINEAR HOOELS PROCECURE 55&toZIZEaE2B'c2°ZEEI:"lt2ES.64.e555 PEAKS SAME LETTER ARE NOT SIGNIFICANTLV DIFFERENT. TLKEY GRCLFING MEAN N GRUP A 126.545 66 3 A 123.817 60 4 A 120.425 66 1 118.122 68 2 ------SAS...... ■ 22:17 TUESCA1 GENERAL LINEAR NOBELS PRCCECLRE ALFPA'0.05 CF«122 HSE*193.188 ------ VAFMNCt CELL SIZES ARE NOT ECLAL. HARLOKIC MEAN CF CELL SI2ES*CC.8S55 MEANS NITP TME SAME LETTER ARE NOT SIGNIFICANTLY OIFFEREN^N______TLKEY GRCLFING MEAN N GRUP A 73.523 60 4 ______A 71.545 66 3 A ______71.015 68 ,2 ______A 65.167 66 1 ------22517 7UESDA1, GENERfl LINEAR MODELS PROCEDURE TfREl • S-STUDEN71 ZED EAKGE CHSOI TEST FCR VARIABLE: BPDIA------2CiScZEIZA&M'ESt:A'BScaZS:TipE'S!"iS;B;"A%SE:S5SB SlZSa ------*IPHA=0.0S“ 0F*122 “ MSE»17Çî684 ------fîi!i;[fi^sïêl:VPi^SNÎ^SSPSillÏE52tîiî?*‘«^ - 5;ktc2!ZEg;:S:ce°ZEf:*StzEs..4.B5,: ------FEAhS kITF TME SAME LETTER ARE NOT SICNIFICAMLY DIFFERENT. TLKEY (RCUPING MEAA K CRUP A 115.7SC 60 4______A 114.076 66 3 ______A______113^47( 66 1______A 112.824 68 2 - 22:17 TUESDAY, GENERAL LINEAR MODELS PROCEDURE TIKEY'S STUDENTÎZEC RANGE IHSD) TEST FCR VARIABLE: LOC------NtTE: THIS TEST CONTROLS TME TYPE I EXFERIMENTMISE ERROR RATE, BUT GENERALLY MAS A HIGHER TYPE II ERROR RATE THAN REGNO ALPHA.0.05 DF'122 MSE«60i5l81 NARMNC: CELL SIZES ARE NOT ECLAL. ^ HARMONIC MEAN OF CELL SIZES«64.B555 MEANS RITM TME SAME LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY CRCUFING MEAN N GRUP A 14.118 68 2 A ■ ■------A 13.875 66 3 A 13.283 60 4______A 12.318 66 1 22:17 TUESDATr NAY 267-1987 1‘ GENERAL LINEAR MODELS PROCEDURE TtKEY'S SIltENHÎEO RANGE (USD) TES1 FOR VARIABLE: SCtOT /LPPA»0.0! DF»I22--MSE»3n^S72------; ^îf5i;î#S\êiVPi£SRÎW?(liÊÎE5«îî§6i'“ ' NARKING: CELL SIZES ARE KOI ECUAL^------HARMONIC MEAN CF CELL SIZES«64.B555 lEANS NIIF THE SARE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKET GROUPING MEAN N GRUP A 59.394 66 3 _ A 58.4CC 60 4 A ______57.441 68 2______A 54.970 66 1 22:17 TUESDAYf-MAY 26, 1987— 1Î GENERAL LINEAR MODELS PROCEDURE TCKEY'S STICENTIZEC RANGE CHSOI TEST FCR VARIABLE: TOTAL NCTE; th is te s t CONTRCLS the type I EXPERIMENTNISÉ ERRORckkuk RATE,* * ic , EOT GENERALLY MAS A HIGHER TYPE II ERROR RATE THAN REGNO /LFMA«0.05 0F«122 MSE«44514 ------fî^îJïÉSÏêl:ïPiE£NÎ’ëîPPI^IP?E5«lïlîî-‘«' E ARN INC; CELL SIZES ARE NOT ECUAL. HARMONIC MEAN OF CELL SIZES'64.8555 MEANS HIM THE SAME LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY (RCUPING MEAN N GRUP 994.13 60 4 9E9.39 66 3 976.99 68 2 960.80 66 1 ------S*S------2Z:i7 TUES0/Hi-MY~26f— 1S87 GENERAL LINEAR MODELS PRCCECLRE 11 KEY'S SnCENYIZEC RANGE (USD) TEST FOR VARIABLE: PULS AlPKA'O.OS Df«122 MSE"259veiT------;;ai;Efistgk%;,EENi'B?;Ma2Gi!ESiti:T:'"°* PARKING: CELL SIZES ARE NOT EtUALt HARMONIC MEAN CF CELL SI2ES>118.802 PEAKS NITK THE SANE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY CRCUPINC MEAN N RACE A______^__81.024 _____168 ___1______A 7E.84E 02 2 ------SAS 22:17 TUESDAY# MAY 26, 1087 GENERAL LINEAR MODELS PROCEDURE TlKEY'S STICENTIZEC RANGE IHSDI TEST FCR VARIABLE: RECOY BLITHIS ■ ALFHA-O.CS 0F»122 MSE»28t.ET IV .... HARKING: CELL SIZES ARE NOT EttA l. KARHGNIG MEAN CF CELL SI2ES*118.802 PEAKS KITH THE SAME LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY GROUPING MEAN N RACE A 124.018 168 1 B 118.783 02 2 ------SAS "...... -...... —22:11 TUESOAIï-UAY-26»— 1987 GENERAL LINEAR MODELS PRCCECLRE IIKEY'S S1LCEN112EC RANGE (HSDI TES! RCR VARIABLE: BPSVS ALPPA'0.0! "0R*122 MSE»192flB8 ------fSn#{rsïêWPlïSKnîfP?JIIÉ?E5îtfl8?'®"‘’ karmng : cell s u e s are noi eclal » - - HARMONIC MEAN CF CELL S12ES«118.B92 MEANS HIM TME SAME LETIER ARE N01 SIGNIFICANILY BIFFERENT. TLKEY GROUPING MEAN N RACE A 72 38C 92 2 A 7C.1C1 168 1 SAS ------22:17 TUESDAY? MAY 26f 1987 GENERAL LINEAR MODELS PRDCEDLRE TIKEY'S STLEENTI2EC RANGE IMSD) TEST FCR VARIABLE: 8P0IA flFMA'0.0! DF»I22 _MSE»179.tBA Ml MARKING: CELL SI2ES ARE NOT ECLAL. HARMONIC MEAN DF CELL S12ES«118.892 MEANS NITM THE SAME LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TIKEY GROUPING MEAN N RACE A 116.424 92 2 B 112.642 168 1 ------SAS------22:1? SUESDAIr MAY 26f-1987 GENERAL LINEAR MODELS PRCCECLRE TIKEY'S STICENTIZEC RANCE (NSDI TEST FCR VARIABLE: LOC "['E: 2lî]^S^i2ALTY^fS^sVll!GSETTipi*î^'’IEmjlE^?8gR 22254 AlPPA«O.OE~ 0P»122~MSE*6ti5181------;?;i;Egis?gtÿ;iEENi'K?;e2a25eE5!!s#?3'"°° 5g5^osiPSElîK"or2t5r2izEs.iii^2------MEANS NITN TNE SANE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY GRCUPING MEAN N RACE A 13 655 168 1 A 12.551 52 2 ------SAS 22:1? TUESDAYi MAY 26* 1587 GENERAL LINEAR MODELS PROCEDIRE /LPNA'O.O: 0F*122 MSE'311*512 ------ NANKING: CELL SIZES ARE NOT ECLAL.------HARMONIC MEAN OF CELL SIZES=116.852 MEANS NI1M TME SAME LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY GRCUPING MEAN N RACE A 61.418 52 2 ____ 8 55.365 168 1 SAS 22:1? TUESDAIi KAY 26i 1S87 GENERAL LINEAR MODELS PRDCEDLRE NCTE:TUET-s]KjS. !;i9ES]':Ec,*gfGETABS9ipgEi'eSE«,%gAiEt:: El GENERALLY PAS A HIGHER TYFï-i*«*ÂÈl8j'AHE^Ç88R BÜGa (LPEA»O.OÎ -0F»122 HSE*AA51A ------— f?Ai;EAis1gkY;iESNi'W?;PAafEEE5S%!!?i'=*° lEAhS H ?P TEE SAPE LETIER ARE NO? SIGNIFICANILY DIFFEREN?. TIKEY GRCUPING PEAN N RACE A sei.n 168 1 A 916.?2 92 2 22:1? lUESOAIi PAY 26r 1987 GENERAL LINbAR MODELS PROCEDURE ...... MEANS fCE h FILS RECCV BPSYS BPDIA LOC SCT07 TOTAL £1 .381PIE2 68.4772727 112.659091 52.3636364— E0.909C9C9 (0.5454545 17 .1641CE9 69.COCOCOO î l î f f i l H î ^ Ü l i î l H l II 15 .79*3176 73.0294118 ü l i l l l i £3.2571*29 69.1904762 112 .500000 îmmi f0.79H6£7 122.£66667 75.6666067 116.833333 £l.]*î£323 12*.666667 73.1666667 114.4375CC 13:8125000 îuium 1006.87500 l 19.£333333 126.416667 75.COOOCCO 121 .CCOOOO 11.1666667 63.9166667 943.16667 ------S*S— ...... -- 22îl7-ÏUESB*tr m -26, 1987 CENERIL LINEAR MODELS PROCEDURE IlKEY'S S1LCEN7IZEC RANGE CHSD» 7ES7 FOR VARIABLE: PULS ------■ SAS ----- 22:17 TUESDAY, MAY 26, 1987 GENERAL LINEAR MODELS PROCEDURE z;%i!'3Hi;isisi'ZE5T;sM'T(E:9ipgE!'ESEERÏfgais\ii gsssg RATE, eiiT CEKER4LLY EAS A HIGHER TYFE II ERROR RATE THAR REGNQ #LPHA*0»05 DF*J25 MSE*64#6S25------ NEANS NITN THE SANE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. ------TLKEY GRCUPING NEAN N TIME A 128.0923 130 1 — ------B 116.2385 130 2 ------jjj— ---- 22:17 1UE30A1* MAY 26, 1987 CENERAL LINEAR MODELS PROCEDIRE TIKEY'S STLDEMIZEC RAKGE (HSOJ TEST FOR VARIABLE: BPSYS fSfl^ESSÏêKP.SMrBSPBlêigbïîtfSSÎ-flFMA'O.O: DF*]25-MSE*2B.56TY------PEAKS KITE TEE SAKE LETTER ARE MOT SIGNIFICANTLY DIFFERENT. TIKEY {RCUFIKG EEAK .M TIME . . . — J ------72.S1SA-----130 2 --- B 70.0071 130 1 SAS - 2 2:l7-3«JESirA Yî- MAY -267 " 1987 GENERAL LINEAR MODELS PROCEDURE N\^îPrÎEf?^ÎP^réEK^PgtiSiPW^rEpPE%ï«Piîgï!^|g|5ig RATE. B I T GEKEEALLY EAS A HIGHER TYPE II ERROR RATE TNAK REGNO AlPEA'0.0! DP«]25 MSE*46.1<44 PîiîI/ïgSlIêkVPiPSRfWI^IgpESSÎpTi-’” PEA K S KITE TEE SAEE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TLKEY GRCUFIKG PEAK K TIME A 115.Z3Ï5 130 2 e 112.1231 130 1 _ — ------22:17 7UES0»1r1'*7‘26f~lS87 28 GENERAL LINEAR MODELS PROCEDURE TIKEY'S S71DEN7IZEC RARCE lESD) 7EST FCR *AR:A8LE:L0C " ----- /IPEA«0.0£ 0F»J25 NSE«Ti21RS2- ?SiiI(5«Sl(ll:VPiïSNÎ^f!P«^^?EÎn§l3S-”’ FEAKS KMF TFE SAFE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TIKEY GRCUFING MEAN N TIME A------1AÏ3S38-- 130— 1------8 12.4615 13: : SAS —.....— ------22:17 TUESOAYi MAY 26«1987 29 GENERAL LINEAR MODELS FRCCEDIRE TIKEY'S STICENTIZEC RANGE (FSDI TEST FCR VARIABLE: SCTOT KCIE:" TKjS.TEST.CONTROLS,TNE;TYFE,,,|XF;R;F|NTNIS;;ERROR ... RATE, /IFFA»0.05 OF*125 ' MSE«44.607 ------CRITICAL VALUE CF STUDENTIZEC RANCE«2.7S9 FINIKIN SIGNIFICANT 0IFFERENCE>1.6355 FEANS RITF TFE SAFE LETTER ARE NOT SIGNIFICANTLY DIFFERENT. TIKEY GRCUFING FEAN k TIME - A ■■ “ 55.8385 130 2------8 55.2231 130 1 ------5«S :- 22:1? TUESDAY, GENERAL LINEAR HODELS PROCEOURE TIKEY'S STICENTIZEC RANGE (NSO) TEST PCR-tARIABLE: TOTAL NTTE: — #tPHA"C.05 - 0F"125 “ «SE» "2*799 fSilI?«Sïê!:VPir*NrgîP?É«S£E.2c; NEANS » M R TNE SANE LETTER ARE WOT SIGNIflCANTLY DIFFERENT* TIKEY GRCUPING REAR N TINE ------‘ A ----- . ■'■,.■■ S D D » 5 5 1 3 0 2------— A ,^9T1.42 130 1 SAS“ -22:17 TUESDAY, GENERAL LINEAR NODE NEANS CNUP TINE NPULS , REOCV BPSYS BPCIA LOC SCTOT 1 1 33 (4.181EIE2 67:1818182 112.CG60G1 9240000000 1 2 33 78.(000000 57.9393939 2 1 34 60.5294118 IHilipH' N:i;*2!2g Is.0000000 2 34 73.0294118 107.117647 72.3823529 59.8823529 1 33 63 .8767679 126.616162 70.9090909 113.?e7ET9 57.0606061 2 33 60.9696970 126.272727 72.1818182 114.363636 6j.7272727 4 1 3C 60.6666 667 124.423333 72.5333333 114.3COCOO Hinttîii Si .0000000 4 3C 60.900(000 122.2000(0 74.5333333 111.2COOOC 12.9333333 59.8000000 PACE T IKE NPULSRECCVBPSYS BPDIA LOC SCTCT 1 1 64 62.6452361 126.522810 68.4642857 111.107143 53.0714286 I 2 64 79.2022810 119.5119(5 jl.7380952 S1*6666661 1 46 61.5434763 127.304348 12.8260870 2 2 46 76.1521739 I K . 260870 73.9347826 ü l i l ii l IS hïîiïVii CRUP RACE 1 INE PUIS RECCV BPSYS BPDIA LOC SOTO 1 22 64.3636364 130.454545 66.7727273 112.363636 14.1818182 49.8181811 2 76 .OCOCCCO 111.590909 70.1818182 112.954545 54.909090' 83 .6181618 68.0000000 56.363636' 1 76 .COOCOCC 73.0909091 iillolclol 64.0000001 1 82.3529412 131.411765 66.8235294 106.411765 51.823529' 2 73 .17647C6 71.1764706 1 76.7056624 72.4705882 2 72.8623529 M Æ îl 1 63.5714266 127.180952 wtimiVc lîiîmiH 2 J II u î ' . m m ViitîUîiî li:S § li§ l§ 1 11 U: iivAimi uiinüî] i il9l666667 îiAmm t ECoOOOCCCO 121.500000 75.6666667 122.333333 10.8333333 64.5000001 22:17 TUESDAY, CENER«L LINEAR HOOELS PROCEDURE TltcEY'S SIlDENTIZEC RANGE IMSOI TESI-PCR-HARIABIE: TOTAL WriE: THIS TEST CONTRCLS______THE . _ TYPE_____ I . EXPERIPENTMISE------ERROR RATE, GUI GENERALLY NAS A HIGHER TYPE II ERROR RATE THAN REGNO -ALPHA*0-.0î --0F«125 “ HSE» NEANS NITN THE SANE LETTER APE NOT SIGNIFICANTLY DIFFERENT, TLKEY GRCUPING NEAN N TIME ------' <88ri5 ----- 130 2------:— 971.42 130 1 -22:17 TUESDAY, GENERAL LINEAR MODELS PROCEDIRE MEANS CKtP lIPE h FILS , RECCV BPSYS 8PD1A LOC SCTOT 1 1 33 (4.381C182 112.C06061 5240000000 1 2 33 18«COCCOOO 2 1 34 6C.52S4118 2 34 13.C2S«I18 i i i i i i l i ' i i i i ï U liill! 13.441176! f I S lf s 1 33 F3.87fTe?9 ]2e.GlClG2 7O.S0VOSO9 113.787879 15.0606061 - 57.0606061 2 33 (0.<69(910 12E.272T2T 72.1818182 114.363636 61.7272727 4 ] 3C 60.666(667 124.423333 72.5333333 114 «3C0C00 llltlîlîtl 5 7 40000000 4 2 3C 6C.9CCC0C0 123.2OC0CO 74.5333333 117.2COOOO 12.9333333 59.8000000 PACE 1 IPE K FtLS RECCV BPSYS BPDIA LOC SCTCT 1 1 P4 62.8452381 12E.S23810 (6^4842857 53.0714286 J 2 84 19.2022610 1 46 61.542^163 {llellosio 2 2 46 16.1521139 nC.26C870 73.9347826 i i i i i i l a i i 63.8043478 CRUP RACE 1166 K PULS RECCV BPSYS BPDIA LCC SCTC X I 1 22 84.3636364 I3C.454545 66.7727273 112.363636 14.1818182 49.8181811 1 1 2 22 7f .OCOCCCO 111.59C9C9 70.18181B2 112.954545 54.909090* 1 2 1 11 83.8181818 68.0000000 56.363636* 1 2 2 11 76 .COOCOCC 73.0909091 i l i l l l î i 64.COOCOCC 2 1 I 11 82.3529412 66.8235294 106.411765 51.823529* 2 1 2 17 73 .17647C6 71.1764706 57.294117c 2 2 1 n 78 .70588:4 72.4705882 58.17647CC 2 2 2 11 72.8823529 3 1 1 21 83.5714286 ’80952 3 1 2 21 3 2 1 12 \lî:hïP^ DOOOOCi 3 2 12 4 1 1 24 u-Mtni]. m i - M Û l i i i i i i m u i i t n w . 4 1 2 24 8 1 .125CCCO 4 2 1 6 74.6866667 ]]|:333333 1191666667 4 2 2 6 8C .OCOCCCO 121.500000 75.6666667 122.333333 10.8333333 64.5COOOOC - — ...... ~S«S------22311 TUESDAY GENERAL LINEAR HODELS PROCEDURE LEAST SQUARES PEARS- CRIF RECtV BPSYS SCT01 Y ISME«I ISEE/lR LSHEAN LSHEAN LSHEAN LSHEAR IS eZ.C144C4B lllillllfl iillli 988«CO fC.A£95F33 izz.sAuei 7A.0E33333 117.T187Î0 2.4E95833 60*4687S0C 975.C2 RACE PULS ■ SCTOT LSHEAN iinïi LSHEAH^ LSHEAR d £0.8623751 69.9586039 55.3072519 979.40 7S.33ZC5Z1 73.56038 32 UillhUU 61.8763369 968.74 ... GRLF R/CE PULS BPSYS- LSHEAN LSHEAN lIhH n LSME LSHEAN 81. 1818182 8C.9C9C9C9 îU'MPiP. llklVcVcl 77.7647059 69.0000000 75.7941176 \ll:\\VcU 73.0294118 i5:liiSîîS mmiîû 83.3571429 69.1904762 112.500000 57.2857143 80.7916667 122^666667 75.6666667 81.1458333 124.666667 73.1666667 Vitimul 79.8333333 120.416667 75.0000000 121.000000 63.9166667 I 71HE PLLS RECCV BPSYS EPCIA LOC LSHEAN LSHEAN LSHEAN LSHEAN LSHEAN LSHEAN LSI 82.214 3485 70.6894339 967.52 77.9800787 72 .8295533 IgrliJJSlI 980*61 GRLF 7 IfE lsmeIin LSHEAN lISIIS lICJan L s n k J ^ 954 3i:iS;!83| 33.luitn: 960 7 3 :0 2 9 4 1 1 8 115. ■ l i i il:li°23§°2°9 993 71.9524486 988 i l i i i i i ! Il:2§:i253 iiiillllll IliNUm 8 0 :4 ] ] 8 5 0 8 121.129690 74.7308036 118.869972 i i l l l l - 61.8309003 ill SAS 22*17 TUESDAY GENERAL LINEAR HODELS PROCEDURE LEAST SQUARES PEAKS PULS EPSYS 8PC1A LOC SCTOT RACE HHE LSHEAN LSHEAN LSHEAN .... LSHEAN LSHEAN 1 IWsIm l l i l l i i i ill 2 77.0575852 111.882908 74.0428934 117.681862 11.7960759 64.0802853 968 '------SAS------2Z:n TUESDAY, GEIiERAL LINEAR MODELS PROCEDIRE E « ERROR SSCCP MA7RII CF»12E PUS FECOV BPSYS BPDIA LOG SCTOT FULS 59S5.S533EY4C Z46Z.CZC530Z -177iJ56C8ZZl -798:B50Z5SZ1 - 3i64A88757»8- -ll7ï8Z6421C3 FECPV EPSYS 2?ïoIg^3iz!?l - v M m i EPCI# llffillHlIl! 11:111101 C66.S25Z5C92 ^-ni:inn?A SOI.86931179 -sEc.tozeeesE -68S.954Z7Z03 iE!s; -4?EC.2E28<1EC ziiroiîHUW. 827.96635499 PARTIAL CCRREIATICR CCEFFICIEKTS FROM TME ERRCR SSCCP MATRIX / PROS ) |RI EF=124 Pits RECOV BPSYS BPDIA LOC SCTOT TCTAL PLUS 1.occcoc 0.253574 -0.038285 -0.135838 0.157602 0.0000 0.0001 0.6704 6.1294 0.0780 - = 'g ! Ë g RECCV 0.353574 1 .CCOOOO -0.137516 -0.136469 0.246962 O.COCl 0.0000 0.1247 0.1276 0.0053 •“iîSIZS BPSYS -0 .028285 1.000000 0.734248 -0.019217 0.002366 0.6704 ®’cri247 0.0000 O.COOl 0.8309 0.9790 BPDIA -0 .13562E -0 .126469 0.734348 l.COCCOO -0.051112 0.352570 0.1294 0.1276 0.0001 C.COOO 0.5698 O.COOl LCC 0.1S76C2 0.246962 -0.019217 1.000000 -0.307676 0.07E0 0.0052 0.8309 0.0000 0.0005 SCTCT -0.020278 -0.086276 0.002366 -0.051112 -0.307676 1.000000 0.042049 0.8208 0.3262 0.9790 0.5698 0.0005 0.0000 0.6322, TCTAl -0.121C1C -0 .056 -74 0.158943 0.352570 0.029237 0.043049 1.000000 0.1437 0.5207 0.0755 O.COOl 0.7452 0.6322 - 0.0000 • • - -.SAS - — .— ...... 22%1?1UESD#1 • GENERAL LINEAR MODELS PROCEDIRE CEAFACTEFISTIC FCCTS AND VEC7CRS CF: E INVERSE • H, KHERE H « TYPE III SSCCP MATRIX FOR: CRIP ERRCR CHAFACTERISTIC FERCENT CFAF/CTERISTIC VECTOR V'EVl PLLS RECCV BPSYS BPDIA ------' LOC SC C.65445C98 47 .80 -C.COC11856 C.C0(7E029 0.011660 74 -0.00313199 0.00787 0.51689515 44.56 0.00710705 C.C026976I -0.00880013 0.01159841 -O.C009F C.C8861E18 7.64 0.C0:92I58 C.C02924C4 -C.0C697445 -0.00467798 0.00722220 - 0 . 0022] C .CCOICCCO C.CO 0.0026876 7 -C .C026'6£6 -C.01C408Î1 0.01295586 - 0.00021 O.CtCCtCCG c.oo 0.005 72348 -C.C046Î364 0.00839047 -0.00893216 -0I0ÎIIH6Ô -o.ooos; -C.CCOCCCCC -C.CO -0.00471225 C.C0571762 0.00758124 -0.00261365 -0.00860530 -0.01061 -6 .CCOCCOCO -0.00 -0.C0727927 C.C028Ï026 -C.01171513 0.00457204 -0.00772173 0.00427 mr*0'fmrn»A ooooooo ooooooo ooeooou ooooooo IÎ • I I I M WO0*9'O 111 t f * O If* »H P» 40 m O IT» 00 &kW&k»r M r>d euotv«-ionii'- u r-w'tkoioco' *»LkU.«— «4 tv wtv OMO,'",'~V y I IHM I M fo OOOOOOO yj «MGJ »» * U < 4k OOOOOOO Z Z I <£« W M w w w Mujua. cc rv o o o o o o o ill a 4k ik UI W II II II ^ > M Aa^nWOi ik o ooooooo u. U'OOOOOO tr. >'~oooooo J. niOOOOOO 2 2 s n "TUESITAVTT'AT 26T "1 V87 ' GENERfl LINEAR MODELS PRCCECLRE PANCVA TEST CRITERIA FCR'THE EYPOTHESIS DF KC OVERALL RACE EFFECT RACE -p-s-RANK CF (H A * .5INE-PI 59.0 HLK5* CRITEFION I « CET ( E ) yOET (H-IE 1 » 0.5532A2CC (SEE RAO 1973. P 5551 EXACT F = (1-LI/IAIAÉ4C-FI/P_____ hlTH P AND NE+D-P OF FIT,1191 . 13.73 PROB > F • C.OCOl PIU A I'S IRACE V = TR(H*INV(H1EI) • 0.A4675694 (SEE PILLAI'S TACLE 021 f APFRCXll ATIOK « (2A+S )/ ( î m S m • V/(S-V) MITE SI2M+S+1I AND SI2N9SI OF F(7,119) » 13.73 PROS > F > C.OOCl KCTELLIAE-LAAIEY TRACE • TR(E«*-1«N1 > 0.E07S237S (SEE PILLAl'S TABLE 831 F AFFRCXIFATIDA ■= (2S*A-S-»21 «TRIE*«-1*H) /( S*S«I2HS9111 NITN S(2N*S*11 AND 2S*N-S92j_0F F(7,1191 = 13.73 PROE > F « C.OCOl RfVS FAXIMIF RCCT CRITERICN • 0 .«0752379 (SEE AMS VOL 31 P 6251 FIRST CANCMCAL VARIABLE YIELDS AN F UPPER EOIND F(7,119) % 13.73 PROB > F « O.OCOl 22:l7-TUES0AYi-MAY-267-1987- GENERAL LINEAR MODELS PROCECURE M]C KCTS /II CTCRT CF: E lAVFRSE * H, hHERE H • TYPE III SSCCP MATRIX FOR: TIME E « ERRCR SSCCP MATRIX IC fERCEM CFAMCTEPI57IC VECTOR V'EV'l PLLS RECCV BPSYS - BPDIA LOC ------SCTOT - ...... — TOT/ "k KC.OC 0.CCC55A99 C.C09AC3C2 -C.00197011 -C.0CC04B22 -c.ooooii; C c.cc -C.C0SA9295 C.C0079150 •0.00403869 -0.00139337 îTzumi • u m i i -0 .0 0 0 0 0 2 ! c . c .cc C.Clf U'22 -C.CCC4(322 -C.005229C6 C.00401854 -0.00523750 0.0013««86 -0.000019' 0 C .GO C.C0(( 1P9E C.CrC532fO -C.00168652 •0.00644894 -0.00912167 -0.00136579 0.001068' c C .CO C.coif 9755 •C.CCC6C259 0.02273443 -0.01813370 0.00740714 0.00038692 0 .0 0 0 2 2 2 1 c -c.cc C.r019f'53< C.CCC61355 C.00431334 0.00726534 0.01234207 0.00140107 0.0003691 :c -c .o o -C.COtf2C19 C.CC77fOfO O.CO7048CO -0.00053943 -0 .01759706 0.00500205 •0.0000 8 31 2Z :i7 TUES0ATi~NAT“261-1987 CENERfL LINEAR NGOELS PRCCECLRE PANCVA TEST CRITERIA FCR TEE HYPCTHESIS CF NC OVERALL TIHE EFFECT N • TYPE III SSCCP NATRIX FCR TINE S • MNIP.OI N « .5(ABS(P-0I-1I « K * .5INE-PI • 59.0 NICKS' CRITERICN L « CET ( EI/OET (NEE I « 0.93881987 (SEE RAO 1973 P 5551 EXACT F . (1-L I/L*(NEEC-F1/P WITH P AND NEEfl-P OF FIT,1191 . 21.74 PROB > F « O.OCOl PIILAI'S TRACE V TR(N«INV(HEEII > 0.56118C13 (SEE PlLLAl'S TABLE «21 F AFPRCXIPATION (2KEî )/(2HESE1I • V/(S-VI NITN SI2NES-E1) AND SI2N4SI CF FI7,II9I 21.74 PROB > F > O.COCl H(TELLIKC-LARLEY TRACE = TR(E«*-1«H) * 1.27883938 (SEE PILLAI'S TABLE «31 F AFFRCXIFAT ION = (2S#R-SE2I#TR(E**-1*NI/(S*S#(2NESE1|) klTN S«2N«S«1I ARC 2S*N-S4^ CF FIT,119) . 21.74 PROB > F . O.OCOl RCY'S FAXIMIP RCCT CRITERICN • 1.27883938 (SEE AMS VOL 31 P 6251 FIRST CANCMCAL VARIABLE YIELOS AN F UPPER ECLND F(7|119) . 21.74 PROB ) F « C.OCOl SAS 22:17 TUESCAT. NAY 26r-1987 GENERAL LINEAR NCDELS PRCCECLRE c RfClS ASC VECTPRS CF: E INVERSE * H, R.HERE H = TYPE III SSCCP NATRIX FOB: CRLP4RACE E « ERRCR SSCCP NATRIX c r FFCEM F/CTER ISTIC VECTOR V'EV*1 PLLS RECCV EPSYS BPDIA LOC SCTOT YOTA 4 (l,tb -O.COafC242 -C.C022(581 0.01831876 0.01671691 0 . 000 6 45: ? 2 4.6S c . 00/76683 -C.C0096673 -0.00757570 clS^lA^Yol -0.01602809 :8:S8S«iiS 0.0009169 2 7 .66 C.C01A6711 C.CC61C786 -0.00233348 C .00714414 0.00355654 0.00526863 0.0002474 C -C.CC C.011/9425 C.CCC4E52C 0.00239271 C.00347770 0.00240617 -0.00375469 0 .0 0 0 0 0 2 0 c -c.cc C.0O5(.49?l -C.0C7627E1 C.0C400410 0.01466426 0.00863022 -C.0000014 0 -c.oo -0.00/31072 -0.01302020 C .OC51C962 0.02011029 -0.00525763 -0.0000256 c -c.cc -0.00^(7825 C.CC55(349 -0.00191498 C.00985578 0.01177793 0.00663C26 0.0001271 SAS' 22:17 TUETMYi MAY 26; 1987 GENERAL LINEAR MODEL! PROCEDURE KAKCVA TEST CRITERIA FCR TfF HYPCTHESIS CF NC CVERALLGRUP#RACE EFFECT I■ : n : - MNIP.OI > 3 M »- .5(ABSCP-Q I-l I • l iS ------N • .5INE-PI • 59.0 RILKS* CRITERION L > CETIEI/0ETIH4EI » 0.<7299392 (SEE RAO 1973 P 5551 iJIrio^o 2 = SORTIIF*F«C*C-4:/IP«P+C*C-5) B = IP*C-2I/9 VMlî F APFRCXIMTIOR Cl«Z-2EI/(P*Cl*ll-L**l/Zl/L**l/2 NITHP#0 AND UA2-2B DF F(21,342.251 2.41 PROB ) F = 0.0C06 PIILAI'S TRACE V TF(H#INV(H4EII « 0.35930334 (SEE PILLAI"! TABLE 02) F AFFRCXIFATION IZN-»SI/(2H-*S-»1I * V/IS-VI ------KITH ÎI2MS+1I AND SI2N+SI CF FI21 ,363 I 2.35 PROB > F « 0.0CG8 hllELLIKG-LAFLEY TRACE > TR(E««*1«HI > 0.43C99CC8 (SEE PILLAI"! TABLE 031 F AFPRDXIFATION * l2S*N-!+ZI4TRIE*«-I#H)/l!*!#l2P4!*lII NITFSI2M*!*!) AND 2!*N-S*2 OF F 121 ,353 I » 2.46 PROB ) F « 0.0CC4 RCT'S FAXIHIF RCCT CRITERICN - 0.29695824 l!EE AM! VOL 31 P 6251 FIRST CANIMCAl VARIABLE YIELD! AN F UPPER BOUND FIT,1211 > 5.13 UPPER BOUND I !AS 22:17 TUESOAYT-fAY 267 1987 . GENERAL LINEAR MODEL! PROCEDURE lie FLITS ANC VECTOR! CF: E INVERSE * H, NHERE H « TYPE III SSCCP MATRIX FOR: GRIPATIHE E » ERRCR SSCCP MATRIX lie IFFCENT CNAFACTEBISTIC VECTCF V'EV'l PLLS RECCV BPSYS BPDIA LOC ----- SCTCT TOT U6 ff.EC -0.C0C70SO5 C.C116C428 -0.00111315 -0.00615386 0 .0 0 0 0 2 1 :K Ji.ce 0.C02CCJ19 -C.C01258E6 -0.01346040 ;:8;S2ili2 ' 0.02106506 olo0ooi%]$ 0 .0 0 0 2 2 ' 75 2.34 C.C1I2EI3E -C.CC2B7C17 0.00907946 -0.00730409 0.00434368 -0.00365099 0.00018' LC -C .C04C539Î C.C0127144 t . 01199645 -C.00968118 0.0253’644 0.00897738 0.00009S CO -C.C01C6246 C.C01S(6C7 C.01277614 C.0C074222 -0.00847339 -0.00117491 0 .000461 :cc CC O.COC 71fi9C -C .C0C798C4 -C .00795267 C.00662069 -0.00852432 0.01001651 C •COOlOf CC -C.CC -C.CC111371 -C.CC046240 -0.00051658 •0.00971730 -0.00510926 -0.00209480 o.ooioot SAS------ZZ:1? TUESMTITMT Z6r^S87 44 GENERfL LINEAR MODELS PRCCECLRE EANCVA TEST CRITERIA FCR TEE HYPOTHESIS CP NC CVERAIL 6RUP*TIHE EFFECT E • TYPE III SSCCP MATRIX FCR: CRLP«TIME E • ERRCR SSCCP MATRIX CH CH^HJ " g ' —— — — — —- —— - ... ' ■■ ——— • ------.. i "I M «'.5IABSIP-QI-H •...... 1.5...... R « .5INE-P) • 55.0 RICKS' CRITERICN I > CETIEI/OETIHEEI « O.A6«55564 (SEE RAO 1973 P 555| R « -CKE-.‘ (F-C+in*lN(LI • 92.7617 1 • RE-.5IF-C+I1...... «...... ~122.50C0 ' ...... 2 « ;ORT« (F»F*C«C-AI/IF«F-»C*C-5) • 2.E715 e • )P«0-2I/4 « A.75C0 F APFRCXIE/TIOR « (L«Z-2BI/(P*CI«(1*L*»1/Z)/L««171------WITH P«C AND U#Z-ZB OF------F(21,342.251 « 4.92 PROB > F • O.OCOl FILLAI'S TRACE V « TP (M» INV (H-*E 11 • 0.58985416 (SEE PIILAI'S TABLE «21 F AFFRCXIMATIOR <= (ZR4SI/(2EHS-I1 T * 9/IS-Vl ------NITM SI2M*S*1I AND SIZMSI'CF" F(21,3E3I : 4.23 PROB > F « O.OCOl UTEIl INC-LARLEY trace • TR(E*«-14H) • 1.C0926151 (SEE PIILAI'S TABLE «31 F APFRCXIEATICR « (2S*R S+2I4TRIE#*-I4MI/(5*S*(2M4S41TI NITM S(ZM+S*1I AND 2S*W-S*Z^CF F 121 ,353 I c 5.66 PROB > F • O.OCOl RCY'S MAXIMIM RCCT CRITERICN • 0.87406166 (SEE AMS VOL 31 P 6251 FIRST CANONICAL VARIABLE YIELDS AN F UPPER 80LND " -----:------FI 7,1211 « 15.11 (UPPER BCUNOI SAS 22:17 TÜESD1ITï-MAT-26i-1987------45 GENERAL LINEAR MODELS PROCEDURE F : TYFE III SSCCP MATRIX FCR: GRLF4RACE4TIME ------AS 2FRC CF. 150 A p p e n d i x E ANOVA of Attendance by Treatment Grout ## /■ ÜS» ti' i£ *' 4 A'-'/ ySLWNWK-bWraWk-f 2ZilS'TUES0AVr NAY 26r^l987 CEN.ER/L LINEAR NOBELS PRCCECLRE VE LE : #Tt OF SIF CF SCIAEES FEAN SQUARE F VALUE PR 3 F R-SQUARE ( 3 A(éC.63213CC2 1553i5AA2A33A'------ll.Aff* 0.0001 -0.293851 10.7 126 11199.89603922 88.88807968 ROOT NSE ATT F 129 1ÎE6C.53C16923 9.42804750 87.62307 CF TYPE 1 SS P R J> F OF TYPE III SS F VALUE PR 3 9«6C.63273C02 17.48 O.COCl 4660.63273002 17.48 0.( 2 2 :15 TUESOA1 r N A Y 26 r 1987 GENERAL LINEAR NOBELS PRCCECLRE FCR VARIABLE: ATT EUT GENERALLY FAS A HIGHER type II AIPFA»0.05 0F«___126______NSE*80;8881 FARMNC: CELL SI2ES ARE NOT ECUAL. HARFOMC NEAN CF CELL S I2ES>32.4277 FEAFS NITF THE SAFE LETTER ARE NOT SIGNIFICANTLY CIFFERENT. TLKEY GRCUPING FEAN N GRUP A 98.367 30 4 85.667 33 3 84.853 34 2 ___ 82.667 33 1 151 Appsadis F RSDH Tape 1 This is the first tape ia the ARC relaxation, concentration, and meditation series. These are eight tapes designed to help you build personal power through developing the power of your mind.... We start with relaxation and move on through focused attention .... Focused attention is the key to all of the other mental powers.... Awareness ... memory... concentration Imagination and creativity. These powers help people become successful.... We will move from relaxation and focused attention to look at the first step in a six step course to help you use your mental power to be more successful with people... Awareness.... Awareness is what helps you understand how things happen.... Understanding how things happen can help you gain greater control over your life.... If you understand that certain situations... certain people... certain words may help or hurt your chances of success you can begin to gain power over your reaction to situations, people, and words.... Things that have hurt you in the past can no longer hurt you if you understand how they hurt you and prepare yourself to handle them.... Now I'm going to ask you to close your eyes and take slow deep breaths.... Your breathing should be deep almost as if you are filling your lungs and your entire stomach with fresh, relaxing air.... Your breathing becomes very rhythmic... and has a nice rhythmic pattern.... As you breathe slowly and deeply... you can feel the air circulating to the very bottom of your stomach.... Breathe slowly, deeply and rhythmically as if you are inhaling relaxation with each deep breath you take and exhaling tension .... You find yourself becoming very relaxed... and very comfortable with each breath you take.... Concentrate on becoming relaxed... and concentrate on inhaling relaxation... and exhaling tension.... With each deep, rythmic breath you find you are becoming very, very comfortable and very relaxed.... Inhale relaxation... exhale tension.... Inhale relaxation... exhale tension... inhale relaxation... exhale tension.... That's the formula you place in the back of your mind throughout this exercise.... Inhale relaxation.. and exhale tension.... You may notice that your eyes and your body become 152 heavier with each deep breath that you take.... As your body becomes more comfortably heavy you feel more comfortably relaxed.... You may notice outside noises, but you will not be bothered by them or distracted by them.... Nothing will interfere with your becoming very deeply and comfortably relaxed.... With each breath you take you simply go deeper and deeper into relaxation.... You will begin to notice that your mind and your body slow themselves down very gradually and pleasantly.... Your body slows down to the point where you feel exquisitely relaxed... and yet your mind remains sharp and alert and clear.... We emphasize a clear mind... and as a matter of fact... its almost as if your body is going to enter a sleep-like state.... As you begin to relax... and slow down your mind... and your body ... you begin to feel the sensation of a deep sleep-like state except that your mind is aware and you begin to concentrate and focus attention on whatever suggestion I may make.... At this point you can concentrate on allowing all of the muscles in your body to become completely relaxed.... You can concentrate on all the muscles in your forehead and begin feeling them lose their tension as they become very, very relaxed .... Now let the relaxation spread through all the muscles around your mouth and nose... around your chin... and your jaws so that every muscle in your face is becoming very pleasantly relaxed.... And now with all those muscles in your face completely relaxed... concentrate on all the muscles in your neck... allow every muscle to relax... there is no need for tension in your neck muscles ... and they continue to become very, very relaxed.... Allow every muscle in your face and your neck to become very, very relaxed.... Concentrate next on your shoulders and back to become very pleasantly ... enjoyably ... relaxed.... You can feel these very powerful muscles relax.... A feeling of comfort is beginning to come over you... from your shoulders to your back and around your side to your chest... these muscles automatically become relaxed.... As you concentrate on allowing these muscles to become relaxed they do so.... As you breathe slowly, deeply ,and rythmically, the muscles in this part of your body become very, very relaxed.... And as all these muscles become more relaxed and as you can feel your mind and your body slowing down ... even more ... your mind is remaining sharply focused and alert.... You are beginning to feel absolutely relaxed.... You may even 153 experience a very warm and very comfortable floating sensaion.... A very secure, safe feeling.... Now, with each muscle in your chest, your back, your neck and your face relaxed... concentrate on the muscles in your arms... all the muscles in your fingers... all the muscles in the entire upper half of your body.... Concentrate on your abdominal muscles.... Let them become very soft...comfortable and relaxed.... Concentrate on allowing every muscle to become completely relaxed in the upper part of your body.... And with each deep breath... these sensations of relaxation become more and more intense and pleasant.... start now to relax all the muscles in your legs... your feet... and even your toes.... As you do you can feel the strong thigh muscles become soft and very, very relaxed.... The muscles feel like they are just hanging on your bones as you are completely relaxed .... Now concentrate on the whole lower half of your body becoming completely relaxed.... From your knees to the tips of your toes... you find yourself in a very deep state of relaxation.... A deep, pleasant state.... A very beautiful and comfortable state of relaxation.... focused.... You will begin to notice your body will continue to slow down as it reaches a state of relaxation... nearly perfect relaxation.... I'm going to begin the count... 25...24...23...22...21...20... just getting more and more relaxed... 19... 18... 17... 16...15... more and more relaxed... 14...13...12...11... more and more relaxed... 10... 9... 8... 7.... 6 ...more and more relaxed...5...4...3...2...1... 0.... Now you have entered a very deep stage of relaxation and you are very comfortable.... You can continue to relax... and remain in this very exquisite state of relaxation by breathing rhythmically and slowly.... Notice how alert and sharp your mind has become... it has become free to function very, very effectively.... Notice also that you can concentrate and focus your attention.... Notice how clear your mind seems... how free it seems.... Notice how you are able to see things very clearly, to hear things very clearly, and to feel things very clearly.... In this state... people are able to think very clearly about issues in their lives,., are very capable of imagining things... very effectively.... And they are very capable of feelings about present, past ... and future events.... They can even get in touch with thoughts and events that they were previously unaware of .... It's a state of concentration that allows us to expand our mind.... We believe that this state provides 154 one of the ultimate forms of self control because of Its emphaaig on concentration it frees the mind to function on a high level in which one controls ... his own bodily processes and behaviors.... You will begin to notice that your mind and body are beginning to operate as one... in an almost perfectly integrated fashion.... Continue to notice how very relaxed you are.... Now I'd like for you to concentrate on a few of the important points... of the A-B-C-D-E model of behavior.... As you allow your body to relax you will be able to observe in your mind some of those important events that have ocurred over the last few years... that have been sources of personal discomfort or disappointment to you.... Often those events become associated with negative emotional states such as anger... rage... guilt ...and anxiety.... Those emotional states are related to physical states... such as high blood pressure...tightening in the stomach...confusion... and also to inappropriate behaviors such as fighting...drug use..., activities of breaking the law..., stealing, breaking and entering.... You may wish to spend a few minutes concentrating on any significant disturbing event that may have ocurred in the past or that may be happening to you now.... Take a little time and allow your mind to visualize such an event.... While you are visualizing the event, allow yourself to remain relaxed.... Although it may be hard for you now, it will not be so difficult for you later on .... As you practice you will get better and better looking at situations... evaluating.... Is this what I really want to do?... Is this going to get me where I want to go?... Am I being used... or am I using others... because I'm really unhappy about something else?... As you are looking at the situation imagine that you are seeing it on a T.V. screen... but as you are watching this T.V. screen you can also feel the feelings associated... intense anger...frustration. ..self doubt... fear.... Sometimes you may not always be aware of these feelings and yet... those may be the things that keep you going in the wrong direction.... You're in the scene... that's the A... the activating event.... Next, I'd like you to concentrate on some ideas that may be in your mind... that's the B... what you're telling yourself. It may be "I must be alert and on guard,"...(repeat)..."I have to be ready for anything"... (repeat) ..."I can't let anybody get ahead of me"... (repeat)..."I must not fail"...(repeat) ..."I 155 could not cope with failure"... (repeat)..."I*11 never get caught"... (repeat)..." this isn't really wrong"...(repeat)..."if I would fail people would know that I am worthless"...(repeat)..."I can get away with this"...(repeat)...."It doesn't really matter what I do"...(repeat) ..."people are never going to give me a break anyway"... (repeat)... "life is just a game and you have to learn how to play it..." (repeat)... "don't lose the game"...(repeat).... Now the feelings are very strong... and you feel the churning in your stomach and you then go on to do that behavior that gets you in trouble ... every time regardless of whether or not you get caught that time.... Now let's stop for a minute.... let's clear your mind.... Just concentrate on relaxation... clear your mind of all these thoughts and feelings... that left over drug high... everything you were doing... as a way to get yourself... in a good safe place... a good happy place..... Just clear that all away ... all that junk ... all those feelings.... Let's start again in just a minute.... As you are feeling clearer... let's look at that situation again... whatever situation you were looking at just a minute ago.... Bring it back to your mind ... and let's look at that point A... that activating event. At this point you have still got a choice... you can tell yourself anything you want to.... But, this time I'd like you to try some different thoughts... instead of those defeating thoughts, those false thoughts. I'd like you to concentrate on some other thoughts.... Again, you can imagine very vividly... instead of "I must be alert and on guard"...you can try something like..."I don't like what is happening in this situation, and it is important for me to see clearly what's going on so I can deal more effectively with it .... rarely is any situation a matter of life or death.... I can respond calmly to this situation and cope with it... I don't have to do what others do, if they want to get into trouble that's their business, but I'm through with trouble.... I can be ready for anything and I can help myself and I can get what I want... It might take a little longer than I used to think, but I can get ahead.... I'm no better than anybody, and nobody is better than me (repeat) .... I am a good person... I have intelligence... I have creativity... but I have to work to develop them.... The harder the work, the more I get.... I can make up some of the things that I've missed, but I also know I have to fall down before I learn to walk .... Nobody is better than me and I'm no 156 better than anyone else ... (repeat).... In order to become a leader, first I have to become a good follower.... but, I need to learn how to recover from failure.... I can come back...." And as you tell yourself these thoughts, you find yourself becoming more calm and relaxed... which leads to decreased blood pressure... a sense of personal control... and successful, intelligent behavior.... A slower road to success, but a surer one.... Honesty leads to success.... Its a slower road, but a surer one... "I am love... I can turn hate and disappointment into hope and love, because I am a good person.... I am a strong and good person... worthy of love and respect...." At the end of this tape you will find that you are very relaxed, very alert, ready to go on and enjoy the evening... taking advantage of any situation to enjoy yourself without having to put others down, or take advantage of them.... See you next time.... (end of Tape 1) RSDH Tape 2 This is the second tape in the ARC relaxation, concentration, and meditation series. These are eight tapes to help you develop personal power through developing the power of your mind. We will start with relaxation and move on through focused awareness. Focused awareness is the key to all the other mental powers...memory, concentration, imagination, awareness of self and others, and creativity. Thess powers help people to become successful... successful in life. We will move on from relaxation and attention to look at the second step in a six step course to help you use your mental power to be more successful with people. This step is exploration. We will explore your awareness to see how you respond to others when you are angry or afraid and how they respond to you.... When your inner power is strong nothing can break you down.... In the second stage. I'd like to encourage you to experiment with some of the ideas that we talk about here... in your imagination through the imagery and relaxation and in safe real-life situations. You can use some of the skills that you learn here... you can experience some of the consequences of using your imagination to make yourself strong. You can test these 157 ideas out. See if they work for you.... Of course, they don't work without practice. You find that the more you practice, the more effect you can get. The more you meditate, the more you practice relaxation the more control you have over your mind, over your emotions, over your behavior.... If you want a perfect week, you can have a perfect week, but it depends on you.... We'll work on getting relaxed, exploring your mind, and seeing how you can increase your power. We are going to use the Â6CDE model that we've been working on: A is the activating event.... B is your thought... the belief... that you bring into a situation.... C is the feeling... your emotional response to the situation. We're going to turn nervousness, anger, self-doubt... into calmness, and peace... self-confidence. D is the physical response... the tightness in your gut... that feeling that you want to get into it ...fight... the blood pressure... goes up. And E is that behavior...what you do when a threatening situation happens to you.... Many times you've learned this chain that leads you into a fight... but you can learn a new way.... New things to do when these situations happen so you don't have to get yourself into trouble.... In this exploration we are going to be increasing awareness of these levels and increasing concentration... minimizing distraction.... Now I'd like you to close your eyes if they aren't already closed and just begin breathing deeply.... Breathing deeply and getting more relaxed.... Just saying to yourself as you're breathing in silently... "In relaxation... and out tension" as your breathing out.... Breathe in..."In relaxation"... hold it... "out tension...” and breathe out. Just more and more relaxed as you're breathing in relaxation and breathing out tension.... Getting more and more comfortable.... Just sinking into a very relaxed state.... Getting more relaxed.... Breathing in relaxation... and out tension.... More and more relaxed.... more deeply relaxed with each breath... flowing with the music.... Just getting more and more relaxed.... Now I'd like for you to imagine that you can see yourself... see yourself as transparent... as if you are looking at yourself from a few feet away.... Just begin to get a clear view of yourself.... Now as you are getting a good view of yourself I'd like for you to imagine that you see yourself filled with a dark liquid.... This liquid might be anger,... 158 self-doubt,... any bad feelings that you're feeling or thinking right now... this dark liquid is filled with negativity.... We're going to work on getting it out.... I'd like for you to also see that on the tips of your fingers and your toes there are small corks.... You're going to be pulling those corks out so that the dark liquid can drain out of you... I'd like for you to just ... see that transparent body filled with a dark liquid.... very murky.... And now, in your mind's eye I'd like for you to see yourself bending over and pulling out the cork in your right big toe.... And one by one pulling the corks out of each of your big toes... the second toe and the third toe and the last toe.... And as you do that, you can lay these plugs down on the floor next to your feet.... Reach over to the toe of your left foot now and pull out the plug from that big toe of your left foot... take out the cork in the next toe and ... again one by one middle toe... the next one... and the little toe and lay down on the floor by that foot.... Now visualize your hands... at the end of each finger tip you see a cork....And again one by one you begin to pull out the corks... First in the thumb... out of your index finger...out of your middle finger... your ring finger... and the little finger... and you put those in your lap.... Now with the left hand pull the corks out of your right hand... one by one...first, the thumb... then the index finger... then the middle finger... and the ring finger... and the little finger...put those in your lap as well.... And now as you lay back... visulaize that dark liquid flowing out of your body,... draining out of your body ever so slowly.... This dark mixture is fear... anger... stress... negativity.... As this process takes place you can see the level of the liquid going down and down... from the top of your head ... to your forehead....as its draining out slowly... slowly... down to your eye level... as it continues to drain out it just moves out slowly... down to your chin... down to your neck... down your shoulders... gradually moving out of your arms through your hands and out your fingers.... Feel the relaxation... the relief as that negative liquid goes out of you... and the peace... takes its place. And the liquid continues to drain down through your chest...down...down your waist... out through your legs... slowly... your thighs... slowly out... down through your feet...everything is draining... negativity is being drained out... down through your calves... down and out though your feet... PLEASE NOTE: This page not included with original material. Filmed as received. University Microfilms International 160 and your toes.... The last of the liquid is flowing out through your toes. Now I'd like for you to imagine that the very top of your head opens up.... Just above your head you imagine a huge pitcher that has a cleansing liquid.... And now the liquid is flowing down through your head... and cleansing.... I'd like for you to imagine that you feel the liquid swirling down into yourbody... streaming down through your head and your chest... down into your arms and hands.... Down and swirling... cleansing... making you shiny and clean inside... refreshed... just flowing and filling you up.... All that anger and fear swept away... You feel fresh and sparkling... shiny.... The top of your head closes now and you are feeling very refreshed.... You see the corks lying on the floor and you bend down and put them in your toes one after the other... first the big toe... then the next toe... the middle toe... the next one and the last one.... Then you move over and pick up the corks from the floor next to your left foot... and put them into your left foot....First the in the big toe...then your next toe... and the little one... one after another... the next one and the litle toe.... And now you pick up the corks from your lap and put them in your left hand.... First the thumb and the index finger... the middle finger, the ring finger and the index finger. And the same with the right hand ... the thumb, the index finger, the middle finger, the ring finger, and the little finger.... Now you're ready to be filled... you've been cleansed ... you're emptied of the dark liquid and you're ready to be filled.... Now in your mind's eye hovering just above your head there's another huge pitcher... This pitcher is filled with a golden liquid. As you look carefully at the liquid, it sparkles with light. In fact, it looks like liquid light.... The top of your head opens and the pitcher tips... and, the golden liquid ... light... pours down into you... down through your head... through your chest... down into your legs... into your feet, slowly... fills you up, down through your head, through your face, your throat, chest, lungs, and heart... hips thighs, calves... now its filling up to your knees, continuing to flow down... filling you up.... Filling your toes your feet and your thighs...and watch the liquid continue to rise... up to your hips and your waist.... Higher and higher into your chest... up to your shoulders and your arms... filling your hands, fingers... filling the lower arms up to your elbows and your arms... slowly filling... slowly filling... up to 161 your chin... up to your nose, and your eyes, and your forehead... all the way to the top of your head.... Now your transparent body Is completely filled with light... a liquid light ... filled with God's love, light... and peace.... How good it feels.... Filled with liquid light... filled with the light of God... filled with a power you can use... as you imagine yourself lying there quietly ...letting this filling occur in all of your parts... a deep quiet moves through your body.... This is a quiet you can come back to... whenever you like... a refreshment you can come back to whenever you like.... You can ... feel your body enveloped... just completely surrounded by that light.... You feel a deep connection between your outer self and your inner self that you haven't felt before... a connection with that inner power.... And now as you... focus your... attention to that area around your heart imagine this brilliant liquid light... imagining that its like the sun... the light is flowing from the area of your heart.... This is the light of love... just let it flow... and stream with that light, and it feels so good.... That light is joy... that light of love and joy can flow throughout your body as it is being pumped by your heart.... That joy... is... a good feeling about yourself.... It flows through your head.... Just let it continue to radiate... radiating throughout your body... until your your body is a light... shining.... Turn that light up now to even greater brilliance... just letting it shine.... Making you feel aglow ... every cell in your body ... glowing with that light and that power.... Every heartbeat... every thought., is filled with that oneness of that power and that light... which is love.... As you practice this more... it becomes more and more powerful.... Now you're becoming more free to look at yourself... to look at your experiences... and begin to change how you react ... to others.... Now I'd like to take a minute to imagine yourself sitting on group.... Things are moving really slow... people are bored.... Somebody decides... to get on your case.... You could react... but you're not going to this time because you can just take a few deep breaths and think... what's going on here... what is going to happen if I play this person's little game.... Am I going to let myself get sucked into this...? Or am I just going to call the game... and not play.... Am I just going to tell this person .. that I'm not playing. I'm not playing the little game because I don't want to PLEASE NOTE: Duplicate page numbers. Text follows. Filmed as received. University Microfilms International 162 get myself... I don't want to get myself tied up... I don't want to lose points... I want to try to have a perfect week and I'm not going to let this person blow It for me.... I know I'm strong Inside and I don't need to prove It to anybody.... I can just move... I can go somewhere else... If I need to... find something else to do to get away from this situation... keep my emotions calm... taking a deep breath.... keening relazed... just letting that feeling flow back Into me.... Sure, we're all angry... but we don't have to play the game.... We can just get... get In touch with that good feeling on the Inside ...and that's what I'm going to do.... Now, as I count from 1 to 5 you will return to your normal waking consciousness, feeling refreshed, alert... and very good.... You will find that you can try these Ideas and remember the things that have been said here If you feel that It Is In your best Interest to do 8 0 .... You have the freedom to make your best decision regarding this program.... 1... 2... very refreshed and comfortable... 3... 4... practice Is every Important to your success with this program... 5... you can do It... 6... 7... 8... coming back up... 9... 10... you are now at your normal conscious level... open your eyes... Have a good day... see you soon.... (end of Tape RSDH Tape 3 This Is the third tape In the ARC relaxation, concentration, and meditation series. These are eight tapes to help you develop personal power through developing the power of your mind. We will start with relaxation and move on through focused awareness. Focused awareness Is the key to all the other mental powers...memory, concentration, Imagination, awareness of self and others, and creativity. Thess powers help people to become successful... successful In life. We will move on from relaxation and attention to look at the second step In a six step course to help you use your mental power to be more successful with people. This step Is exploration. We will explore your awareness to see how you respond to others when you are angry or afraid and how they respond to you.... When your inner power Is strong nothing can break you down.... In the second stage. I'd like to encourage you to experiment with some of the Ideas that we talk about 162 here... In your Imagination through the imagery and relaxation and in safe real-life situations. You can use some of the skills that you learn here... you can experience some of the consequences of using your imagination to make yourself strong. You can test these ideas out. See if they work for you.... Of course, they don't work without practice. You find that the more you practice, the more effect you can get. The more you meditate, the more you practice relaxation the more control you have over your mind, over your emotions, over your behavior.... If you want a perfect week, you can have a perfect week, but it depends on you.... We'll work on getting relaxed, exploring your mind, and seeing how you can increase your power. We are going to use the ABODE model that we've been working on: A is the activating event.... B is your thought... the belief... that you bring into a situation.... C is the feeling... your emotional response to the situation. We're going to turn nervousness, anger, self-doubt... into calmness, and peace... self-confidence. D is the physical response... the tightness in your gut... that feeling that you want to get into it ...fight... the blood pressure... goes up. And E is that behavior...what you do when a threatening situation happens to you.... Many times you've learned this chain that leads you into a fight... but you can learn a new way.... New things to do when these situations happen so you don't have to get yourself into trouble.... In this exploration we are going to be increasing awareness of these levels and increasing concentration... minimizing distraction.... Now I'd like you to close your eyes if they aren't already closed and just begin breathing deeply.... Breathing deeply and getting more relaxed.... Just saying to yourself as you're breathing in silently... "In relaxation... and out tension" as your breathing out.... Breathe in..."In relaxation"... hold it... "out tension..." and breathe out. Just more and more relaxed as you're breathing in relaxation and breathing out tension.... Getting more and more comfortable.... Just sinking into a very relaxed state.... Getting more relaxed.... Breathing in relaxation... and out tension.... More and more relaxed.... more deeply relaxed with each breath... flowing with the music.... Just getting more and more relaxed.... Now I'd like for you to imagine that you can see yourself... see yourself as transparent... as if you are looking at yourself from a few feet away.... Just begin to get a clear view of 163 yourself.... Now we are going to continue with our relaxation exercises, strengthening and focusing your mind. The purpose of these tapes is to help you gain more control of your feelings, to he a better student, to feel better about yourself, and most important, to be more successful with people. Just breathe in and out, slowly, deeply.... Now I would like to take just a minute before you go inside yourself.... Listen very carefully to all the sounds you can hear inside and outside the room.... Now become aware of all the things touching you like the floor and your clothes... feel the way the clothes touch your skin and how your bones on the inside of your body touch your skin.... And now be aware of the very center of your body, the place that is the very center of you.... Now we are ready to go on.... Let your eyes close, feeling them relax in the darkness.... Let your body begin to settle down one part at a time.... Let your head and neck relax... your chest... your stomach... your legs.... Now put your right hand on your stomach.... Feel the rise and fall of your stomach as your breath flows in and out. Now place your left hand on your chest to feel your breath moving in and out of your chest,... Compare your hands to see which moves first and which moves more.... Listen to your breath moving in and out of your body.... Now let the breath come in through your nose and flow out through your mouth.... As you let it flow out through your mouth, make a smooth blowing sound that only you can hear.... Make a soft, gentle sound of a wind... in your nose and out through your mouth.... In through your nose... out through your mouth.... In through your nose... out through your mouth.... Now I would like for you to imagine that you are on a basketball court and your are practicing... that you are going to do very well in the game and right now you are just practicing.... Start off at the foul line and bounce the ball a few times.... Focus in on the back of the rim... you are just going to strip the ball each time through the hoop.... It's a very nice feeling to get it every time.... Just kepp concentrating and keep shooting from the foul line.... Now imagine yourself on an instant replay moving in for a slam dunk.... You jump higher than you ever jumped before.... See yourself going up and slamming the ball in.... Very good. 164 Now for you football players I would like for you to Imagine playing your favorite position on a championship team... running... throwing... tackling... blocking... whatever you'd like to do.... See yourself being the best... concentrating on excellence.... Now let's go to the instant replay.... I would like for you to see yourself make a perfect play.... Replay it several times for yourself.... Go ahead and feel good.... After all, you did a great job.... (Pause for two minutes). Now we are going to move on to an exercise that will help you Increase your reading speed.... Your mind reads by ideas. In an instant your mind grasps complete ideas through your eyes faster than anyone can say each word. Your eyes are faster than your throat, lips, or tongue. Saying each word prevents a slow reader from achieving a quick pace in reading I'd like to teach you a way you can prevent your throat , your lips, and your tongue from getting in the way of your speed.... Now slowly raise the fingers of your left hand to your throat and put your finger on your adams apple.... Now Imagine that here is no movement. Try to further imagine that not only does the area you are touching not move, but that you can no longer feel it, it disappears.... The same forgetting of your throat will take place when you read. Your throat will be relaxed and comfortable; It, will, be still when you read.... Lower your hand back to your side when you have imagined this in order to receive the next suggestions.... Now slowly raise the fingers of your left hand to your lips. Put your fingers right on your lips very lightly.... Now imagine that here is no movement. Try to further imagine that not only did the area you are touching not move , but that you no longer feel it, it disappears.... The same forgetting of your lips will take place when you read.... Your lips will be relaxed and comfortable; they will be still rather than making the words you read. Without moving your throat or lips as you read, the printed words group together into ideas that quickly leap into your eyes and then into your mind.... Now slowly raise your left hand to your mouth and place one finger lightly to your tongue and imagine that there Is no movement.... Try to further imagine that not only does the area you are toching not move, but that you can no longer feel it, it disappears.... The same forgetting of your tongue will take place as you read... your tongue will be relaxed and comfortable 165 ... It will be still rather than making the words as your read. Without moving your throat, lips, or tongue as you read the printed words will group together into ideas that quickly leap through your eyes into your mind. Now lower your hand back down to your side.... You have now learned to read without using your throat, lips, or tongue... however as you read you will lightly touch your throat, lips and tongue so that you know they don't move and you will be further assured that they aren't moving as you touch them. You will make these movements from time to time until you are sure that you never move your throat, lips, or tongue while you are reading. You will make these movements without thinking about them so you will continue to concentrate on your reading.... Think about everything that I told you.... You will make these movements from time to time until you are sure that you never move your throat, lips, or tongue while you are reading... You will make these movements without thinking about them so that you can continue to concentrate upon your reading Without moving your throat, lips, or tongue; as you read, the printed words group together into ideas that quickly leap through your eyes into your mind.... Now I'd like you to spend a few minutes just ...affirming your goodness... that you are a likeable person.. that you can get along with people and they can get along with you because you are a good person.... Just see yourself walking along with your favorite girl.... Walking in a nice park. And as you pass the people of all kinds ...you smile at them and they smile at you... you nod... there is a feeling of respect.... They respect you and you respect them.... (The musical background continues for several minutes). Well that will do it for today.... See you next time .... Get up and Go To It 1 RSDH-Tape 4 This is the fourth tape in the ARC series relaxation, concentration and meditation.... We'll continue working on developing more control, learning how to relax, concentrate, strengthen our minds in order to be able to do better in school, get along better with people and just be more successful in general This 166 step is exploration.... We will explore your awareness to see how you respond to others and how they respond to you.... You can really feel good about yourself as you're more personally successful and mentally powerful.... Peace and good feelings flow from this power.... Remember the A-B-C-D-E model of how your behavior works. A is the first element... the event that occurs in the environment... a word... an action... something that happens.... B is the thought... the belief... the idea that happens inside your head that helps you decide what is happening and what you will do.... C is the feeling that comes with the thought... D is the physical reaction that comes with the thoughts and feelings... the quick pounding heart beat, the sweating... the churning stomach... or the peaceful sense that you are in control and things will turn out well for you...and E... the behavior that comes out as a result of all these factors.... As you can control the thoughts... the B... are the key that we are working with.... The thoughts can help you feel more relaxed, more confident... help you change how you react to others and how they react to you....Get into a relaxing position and get ready.... OR take a breath... and let it out. Take another breath and hold it... and let it out.... Now try to tense every muscle in your face and take a breath.... hold it... relax and let it out.... Take another breath ... tense your face.... Let it out and relax your face.... One more time, take a breath and tense all the muscles in your face... bold it... release and let it out.... Now let's move down to your jaw and neck muscles.... Take a breath.... release and relax .... One more time take a breath and tense the muscles in your jaw.... Relax and release your breath .... Now put your hands straight up in the air and tense your hands and your arms as tense as you can... tense them... take a breath and hold it.... Release and relax...just feel the power of relaxation .. comfort., the warmth.... And again put your hands up in the air, tense your arms and hands as tight as you can take a breath and hold it.... Relax... release.... Now tense your stomach... pull it in as tight as you can... take a breath... hold it.... Release... relax... relax... focus... and relax....Again tense your stomach, take a big breath and hold it... release and relax.... Lets move down to the thighs. Tense your thighs, take a big breath, and hold it... and release and relax.... Again, tense your thighs take a big breath and hold it.... relax and release.... Now, tense your feet and the bottom of your legs and 167 take a deep breath.... Hold it...release and relax....One more time, tense your calves and feet, take a big breath.... Release, relax.... Now we are ready to go on. Again this week let's concentrate for a few minutes on shooting baskets. I would like you to again see yourself on the freethrow line and I want you to see if you can find the hoop very clearly in your mind and just throw that ball up and have it go in every time... stripping the basket. Repeat the shot over and over....Concentrate on how good it feels to be really great at throwing that ball up there.... Again let's spend a few minutes driving for the hoop. Just jump higher than you have ever seen yourself jump .... You can slam dunk it every time.... How does it feel to be great? Very good! Favorite things.... We'd like to spend a little time now looking at how we can get some of our favorite things... becoming more successful with people. We will begin to look at any of your present attitudes that you consider to be negative or restrictive that hold you back... and see the effect that you have on other people. Try to see yourself as others see you... not how you think they see you or how you would like them to see you.... Being honest with yourself is a step in adjusting negative attitudes ... experiences so you can change yourself.... You can use a mental T.V. screen technique to change any experience you'd like to change... whether in your personal life, sports performance, or school.... You can start tlxis way.... Imagine yourself sitting on a road and in front of you there's a T.V. screen.... Think back to a time when you felt angry,... notice your surroundings,... but now let's just key in on that T.V. screen.... The "on" button on your panel operates the very large T.V. screen.... and this screen will appear as a movie before you.... Press that "on" button and relive the effect that being angry had on you for a moment.... Next, switch the image to another person who was there at that time... and replay the scene as they saw it.... Now as you have done this press the "clear" button and instantly this erases the picture from your mind.... Feel yourself cleansed of that negative feeling.... That negative feeling no longer has any power over you.... Now push the "change" button and bring the scene back.... This time relive it with yourself being more 168 successful in that situation.... Instead of anger, give love and understanding.... See that scene several times.... Put another experience up on the screen.... Now its a time when you felt jealousy or envy for a friend.... Remember how you felt inside when you felt jealous of someone else?... Think about how the feelings affect those around you .... Press that "on" button and let that scene go the way it happened.... Now press the "clear" button on the screen and erase these experiences from the screen and from your mind.... Now we rewind the tape ... and I'd like you to press the "change" button on the T.V. and bring that scene back.... changing this experience and reliving the experience.... Instead of feeling the jealousy., try feeling good for someone else's happiness... let yourself be trusting.... It may be hard at first, but you can practice this and be successful... because you are a great person.... Now, let's try it one more time... Press the "on" button and relive an experience when you were 5r:sulted by another person and feel the effect that it had on you.... Now rerun the scene and see how other people reacted toward you.... Now press the "clear" button and clear the ticreen erase the experience from your mind and cleanse yourself of the negative experience feelings.... Press the "change" button, bring that scene back, and change the the way it should have been.... this time reliving it.... See yourself as confident, not fearful, not accepting any insults... able to walk above the situation.... Now as you have seen yourself as loving... full of joy and happiness for others... and confident...not able to be put down any more,... I'd like for you to imagine a funnel cloud of energy going from the top of your head going all the way out to infinity.... cleansing, purifying energy is pouring into your head through that funnel shape.... As this purifying energy pours into to you and down through your body it washes away the dead energy of old hurts, old angers, old jealousies, old negative reactions... old pro-gramming.... Feel the energy pour into your head,... down your neck... through your chest. It flows down your arms, into your hands, and through every finger.... Feel the energy flow through your body... down through your legs and your feet and your toes.... This purifying energy cleanses the entire inside of your body and the experience... outside.... And as the negative energies are transformed into positive energies you feel your real self becoming clearer and clearer.... 169 Now while you are still relaxed... we will work on increasing your reading speed again... (repeat the above section on speed reading from Week 3)... As I said last week your mind reads by ideas.... Your eyes are faster than your throat lips or tongue... etc. (continue from week 3 section)....You will make these movements wihout thinking about them so that you will continue to concentrate upon your reading... You will find that this suggestion will help you in your school work, will help you feel more confident about school... and as you continue listening you can enjoy that clearness of mind that you will feel when you wake up for the rest of the evening.... As I count from 1 to 10 you will return to your normal waking state.... 1... Now you are beginning to come back to your normal waking consciousness... 2... 3... 4... Slowly coming back... 5... feeling very refreshed and relaxed... 6... 7... 8... 9... 10.... You can open your eyes.... See you next time, have a good day. (End of tape) RSDH-Tape 5 This is the fifth tape in the eight tape ARC relaxation, concen-tration, and meditation series.... These are eight tapes to help you improve your control over your behavior by increasing the power of your control over your mind, feelings, physical reactions... as shown by the ABCDE behavior model.... Just as lifting weights builds muscles... so these mental exercises will build your mental power.... We start with relaxation and move on through focused attention.... Focused attention is the key to all the other mental powers... awareness of self and others... memory... concentration... imagination... and creativity.... These powers help people become successful in life... especially when united... with positive power of will.... We will move from relaxation and attention to look at the third step... of a six step course... to help you use mental power to be more successful with people.... The first step is awareness.... We've spent some time looking at ourselves... focusing on how we think about situations and how those thoughts influence our feelings... and how those thoughts and feelings combine... how that combination of thoughts and feelings leads us to do certain things.... sometimes we do the right thing and 170 sometimes we don't.... Sometimes those thoughts and feelings help us to overcome... a lot of bad things In our lives... and sometimes those thoughts and feelings lead us to do even worse.... But In order to change and ....move on to a better life we have to start out by being more aware of everything going on Inside... and only we can do this for ourselves.... The next step Is exploration.... And In that exploration time we spent... part of our time learning how to be even more relaxed.... We're learning how to ...Increase the concentration and attention to what we want to concentrate on... We looked at the ABCDE... Idea of A, an activating event... leads us to B... a set of beliefs about ouràelf and others... which leads to C... a group of feeling responses... like maybe... anxiety, hostility or self doubt.... Those lead to physiological responses or responses In our body... maybe our blood vessels close up In the stomach... and all the blood rushes out Into our legs and arms... blood pressure Increases and we decide I'm going to have to fight... or I'm going to have to run... which leads to E... the behavior response.... Or maybe we go through a situation In school where we have a test coming up... which leads to the response In our mind of "I can't learn that material"... or..."this Is stupid, I don't want to learn It"...or maybe "I've got other things to do with my time, I really don't want to study." Which leads to that feeling response... frustration... maybe anger... at ourselves..."why can't I do It?" ...or maybe Its anger at... the teacher.... Which again leads our body to respond... perhaps raising the blood pressure... getting ourselves feeling tense and then we... many times decide "Well, I've got to go do something about that feeling... I've got to get high"... maybe, "I've got to go watch T.V " Which leads to the behavior.... Which leads us maybe to do the wrong thing, maybe we have to go out and do something after we get high to help us to feel good about ourselves.... The first step helps us to become more aware that we can be In more control.... And the second step can help us to explore the fact that we really do have a powerful mind... that just needs training... confidence... knowing that we can be successful.... The third step that we will be working on during the next few sessions Is commitment.... Commitment means that you make a choice.... You make the decision to change... you take the risk and If you try to change maybe you will change.... And the harder you try , the more you'll 171 change.... At this point, it may only seem like a possibility that you can really change and get your life... going in another area... in other ways.... This stage of commitment... is a stage where you're making that decision to motivate yourself to change.... Commitment is an act of your mind... that also involves your emotions, your body and its responses... your behavior... and the social consequences... the social results of your desire to change.... You're making the choice... and you have the freedom to make that choice anyway you want to.... Good luck in that choice.... I'd like for you to sit up now... and straighten up your back.... Put your arms straight out in front of you... your right arm .... Bend your elbow and bring it back... Bring the back of your hand just above the level of your eyes...so your arm is crooked right in front of you and your hand is right in front of your eyes, the back of your hand... make sure that your fingers are together.... and now, watch your hand.... Your fingers will begin to spread more and more... your hand will gradually float toward your face... and when your hand touches your face your eyelids will close and you can get completely relaxed.... Watch your hand as your fingers spread more and more... your hand will get closer and closer to face... just like a magnet...as those fingers spread your hand will get closer and closer to your face... and as your hand gets closer your eyelids will get heavier and heavier.... Closer and closer... heavier and heavier.... That's right... as your fingers spread more and more... your eyes get heavier and heavier... and when your hand touches your face... your eyelids will close and you can get deeply relaxed.... That's right... your fingers are spreading more and more... and your eyes are getting heavier and heavier.... and your hand is getting closer and closer... and it doesn't matter which part of your hand touches your face, it can be the back of your hand... your thumb... or fingers...but when your hand touches your face, your eyelids can stay closed... and you can get very deeply relaxed.... Your fingers are spreading more and more... and your eyes are getting heavier and heavier... and your hand is getting closer and closer.... And it doesn't matter which part of your hand touches your face... you can just close your eyes and get deeply relaxed.... That's right... just keep... concentrating on those fingers... spreading and... as they move closer almost by themselves... it's like a 172 magnet... moving closer and closer toward your face.... And as your hand touches your face, you can become very deeply relaxed... closing your eyes... and as you're sitting there... very relaxed... you can let your toes relax.... You can let your ankles relax and your feet.... You can let your legs relax... feeling warm and comfortable.... You can let your knees and your thighs relax... and your hips relax... and your stomach... and you can let your back and your arms... get more and more relaxed... and your shoulders.... Let your arms and your elbows and your wrists get very relaxed... feeling that warmth, that tingling warmth.... You can let your hands and fingers relax.... Let all the muscles of your chest relax so that you are breathing slow and easy... and with each breath you can go deeper and deeper into relaxation.... And even the muscles inyour face... even the muscles in your scalp and forehead are nice and relaxed.... With each breath, nice... loose and... relaxed.... More and more relaxed with each breath... nice... and loose and relaxed And now you can just lay back very easily remaining in that very comfortable state that is getting easier and easier for you to get into yourself.... Each breath, getting more and more relaxed.... more and more relaxed with each breath.... Inhale... hold your breath... and then let it go... deeper and deeper... more and more relaxed with each breath.... Just getting more and more relaxed with each breath.... Feeling nice and warm and comfortable.... In this state of relaxation we are capable of imagining things very clearly... and we can experience things about present, past, and future.... We can also notice that our awareness has expanded to the point... where we can get in touch with... or even see thoughts and feelings which we didn't really even know were there inside of us.... It's a state of relaxed concentration that allows us to expand our mind very comfortably.... We believe that this relaxation... is one of the ultimate forms of self-control.... This relaxation can help us free our minds to function more efficiently... to achieve greater control over thoughts, feelings... body responses and behaviors.... So continue to relax and continue to experience a complete... feeling of no tension.... Now let us think for a few minutes about some ideas that have probably been hanging around inside us for a while.... "I must be alert and on guard..." "I have to be ready for anything..." "I cannot let anybody 173 get ahead of me...""I must be an effective person and must not fail under any circumstances...""I cannot cope with failure...""If I would fail, people would know that I am worthless...""I can't stand being placed in this situation...""I'd like to strike out..., but I'd better cool out...""I should never feel anger, or express it...""I must compete, but it frightens me because other people can somehow hurt me...""I need somebody to rely on, but this makes me feel so weak and inferior that I get very frustrated and angry...I sometimes hate myself..." Just pick one of those... statements and think about it for a few minutes.... Really get in touch with how it feels to have to live with that burden.... Maybe you can go back to a time when you did something that you know was wrong... and see if one of those little thoughts was hanging around at the time.... Pretty uncomfortable, isn't it... those thoughts... are a drag to have around in your mind.... They really drain away all that we have that's positive.... But there are other thoughts.... Let's try these on for size again...."I don't like what's happening to me, but its important for me to see clearly what's going on, so I can deal with it more effectively...""I can respond calmly to this situation and cope with it ...""Even if I do not deal effectively with this situation... that hardly makes me a failure as a human being...""I can express my feelings in spite of what others might think... although it would be in my best interest to try to act in the right way even if I don't have things exactly like I would like....""I can be concerned about a situation without thinking about it all the time...""I don't have to worry about what may happen in the future...""How can anybody really disturb me unless I allow them to...""In the past I've often depended on them for approval, but I have to be so dependent on their approaval for a sense of personal worth...""I am a value to myself...""I certainly have the right to be frustrated with my self and express my feelings without punishing myself without blame, anger, guilt and fear.. ." As you use these other feelings and thoughts... you'll find that you can set yourself... on the track of doing whatever you want to do and succeeding...not worrying about... temporary failure, but just getting up and... trying again.... Each one of you is learning something... about yourself.... You are developing your own self-improvement without knowing that you are 174 developing them.... Each one of you can realize... your own response to the world outside of you.... You can be yourself... and be proud of yourself.... You don't have to run away from mental work.... You can just begin to relax... and think about these more positive thoughts ... and go ahead and do your work.... You can learn to go inside of yourself... and discover your own purpose.... You can handle the good and bad in yourself and others... but... always strengthening the good... Saying "I can be a winner and do the right thing..." and then put your whole self behind it.... And as you wake up in just aminute or two... you'll feel very relaxed... very alert... and motivated... to try even harder every day... harder and harder every day.... When a teacher says begin you can just start deep breathing and just reaffirming "I can succeed, I can do it..." becoming relaxed, and then going ahead and doing it.... Putting in the work, and then reaping the rewards.... I'd like for you... to just concentrate on that refreshed alertness that you feel...as you are waking up now.... Go ahead and open your eyes and have a good day.... (end of tape) RSDH— Tape 6 This is the sixth tape in the ARC relaxation, concentration, and meditation series. These are eight tapes to help you increase your personal power through developing the power of your mind, feelings, physical reactions, and behavior.... as shown in the ABCDE model of behavior.... Just as lifting weights helps you build muscle, so these exercises help you build mental power.... We will start with relaxation and move on to focused attention. Focused attention is the key to all of the other mental powers... awareness of self and others, memory, concentration... imagination... and creativity.... These powers help people become successful.... We will move on from relaxation and focused attention to look at the fourth step of a six step course designed to help you become more successful in dealing with people.... The first step is awareness.... We looked at how behavior starts with an activating event which begins the process... and how a thought can influence how we react to the activiating event... how the thought can influence our emotional reaction to the event... which leads to a physical reaction... and how our behavior often follows our 175 mental, emotional, and physical reaction to the activating event.... The second step in this course is exploration... where we learned how to get even more relaxed... learned some new mental skills... looked at the ABCDE model In more depth ... and began working on changing how we think about ourselves... changing some thoughts about ourselves that are not true... changing some attitudes that are not true... changing some thoughts that were so much a part of ourselves that we never really considered If they were true or not.... These thoughts often lead us to feel bad about ourselves and let others gain control over us... sometimes hurting ourselves... sometimes getting ourselves In trouble... or sometimes trying to escape from a difficult task because we think that we might fall.... The third step In this course Is commitment... to see how you respond when you are angry or afraid... and how they respond to you... making a real effort to try on some new Ideas and maybe finding that we do have the power to change... the power to control ourslves... to get relaxed... more able to think... and make decisions that will work for you... and lead to peace... and happiness.... You can use your Increasing power so that you will not get yourself In trouble.... Commitment Implies choice, decision, and risk.... The decision to change Is weighed against the costs and rewards... of old familiar behavior.... Decisions made at this stage are, after all, ones that you have determined will probably have some success.... You can learn from real life situations... This commitment can help Increase your desire to act... to make that change... to be more successful with people... by controlling yourself.... You can move through success at school as you commit yourself to change.... Only you can make the change.... You can really feel good about yourself as you are personally successful and mentally powerful.... Peace and good feelings flor from this power.... When your Inner power Is strong nothing can break you down... or force you to do the wrong thing.... Just breathe In and out very easily.... Just breathe In and out.... Try noticing your breath for a minute or two... Notice how It goes In and out.... As you breathe In and out you find that you are probably getting a little more relaxed, feeling a little more comfortable.... Just taking It easy... feeling more relaxed... breathing In relaxation... breathing out tension.... The more you breathe In relaxation... the better you feel.... The more you get rid of tension... the better you feel... 176 more relaxed.... You might find that your eyes would like to close.... If they aren't already closed go ahead and close them.... Just get very relaxed... very comfortable.... And as you'd like to get more relaxed... as you are breathing in just say "in relaxation... in relaxation ... breathing in relaxation..." and as you are breathing out say "out tension... out tension...." "In relaxation ... out tension..." over and over.... You'll probably begin to feel a warmth coming down around you... as you get more relaxed... you can feel very, very good.... More relaxed... the warmth and tingling sensation can move down through your head... down through your neck... down through your shoulders and your arms... all the way down through your body, so you can get more relaxed.... Now if you'd like to get a little more relaxed... just ask you to breathe in a deep breathe and hold it... release... and relax.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it...breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Now we can try that again...if you want to get even more relaxed... deeply relaxed... and very comfortable.... Breathe in... bold it... release.... Breathe in... hold it... release.... (extended music while participants continue practicing breathing in, holding it, and breathing out)....Breathe in ... hold it... release.... Breathe in... holdit... release.... Breathe in... hold it... release.... If you want to get more relaxed you can... its up to you .... Just keep breathing in, holding it for a few seconds, and then release.... Just get as relaxed as you'd like.... When you wake up you’ll be very refreshed and alert.... You'll be able to do what you want to do...within limits... you'll be able to control yourself.... Breathe in... hold it... release.... Breathe in... hold it... release.... As you are getting more and more relaxed... we'll get ready to use our imagination... and ... awareness to go... as far... as we'd like to go.... I'd like for you to imagine your body laying on the ground right where you are now.... And imagine... that as you focus in on your body, just keep your attention on your body... that your body can sort of separate and that... you can imagine yourself floating... part of yourself floating above where you are laying right now.... And imagine 177 yourself... floating out, slowly toward the window... just slipping right out the window... and floating up above the ground.... And I ’d like for you to just stay about twenty-five feet above the ground and look down... and look up... into the sky... and then just allow yourself to rise as far as you’d like.... And I’d like for you to begin to fly to the west... we’ll all stay together and we’ll fly into the West... picking up speed and going higher... just flying along looking down if you want to... but, w e ’re making very quick time as our speed continues to increase.... And as we get higher... just allow yourself to float and imagine that we are moving west.... and by now we're moving past Springfield and Dayton... moving on toward Indianapolis... just picking up speed... just continuing to move very quickly.... And now our speed stablizes and we are at about 20,000 feet... four or five miles... and now we are just crusing along at about four or five hundred miles an hour.... The we can Increase our speed again.... And because its our imagination we can increase it up to a thousand miles an hour.... And now we are at St. Louis... passing over the Mississippi River... heading west.... And in just a few minutes we will be able to see the Rocky mountains.... Just continuing to fly very quickly.... There is no wind at this speed.... And now we are beginning to see the Rocky mountains... see how green it is... the mountains rising up....Now as we pass them we are passing the continental divide... we have to go up a few thousand feet more because this is ... 22,000... so we are a couple of miles above... the earth.... Passing through the moutains pretty quickly and on to the desert... the great desert.... Seeing mountains and desert.... Occasionally we pass a farm... green in the midst of desert.... Continuing to go west... getting ready to hit another mountain chain...so we go up... and in our mind, just continuing to concentrate on making it out to the ocean.... And since we turn a little north we are going to go past the golden gate bridge at San Fransisco.... Just continuing to go west... out over the ocean now... very quickly... increasing our speed... 2000... 3000... 4000... 5000 miles an hour, we're just continuing to fly.... 6000... 7000...8000...9000...10,000 miles an hour... approaching Hawaii... not too many minutes away... just continuing to feel relaxed... imagining we’re flying... over the ocean... keeping up with the group.... And now we are approaching Hawaii, so we’d better start slowing down... 9,000... 8,000... 7,000... 178 6.000... 5,000... slowing down... 4,000... 3,000... 2.000... slowing dowm... 1,000... 500... 250....Now we are within sight ...we're slowing down... down under 100 miles per hour... just getting ready to stop right on the beach... slowing down more and more slowly... getting ready to stop on the beach... floating down to the beach.... Just floating down touching the beach in Hawaii.... Congratulations... you made it.... I'd like for you to Just imagine... being on the beach in Hawaii... being able to get home in the flash of an eye.... Just enjoying that scene on the beach.... Hearing the waves crashing in.... Feeling the breeze.... Seeing the lush greenery... plants... trees... flowers... enjoying.... You might like to go out and jump in the ocean... maybe doing some deep sea comfort... and you enjoy your ability to be this peaceful and calm... this calm state of awareness.... And as you continue to remeber... and use what you have found helpful here... you will discover that it becomes easier and easier... and the relief that you achieve will last longer and longer.... As you become more confident in yourself... you will no longer fear... anything... because you will not allow it to control your life.... For you have achieved so much already... just by allowing yourself to become aware... of those great resources deep within you.... You have sensed... within yourself a wholeness... a feeling of discovering something special special... meaningful... and fulfilling within yourself.... And while you are relaxing and enjoying how wonderful it feels to be comfortable... peaceful... and at ease... tell yourself that you can return anytime you wish That's right... simply by taking a few minutes to relax yourself... and letting your imagination... your memories carry you there... each time you come to visit... you will find it more peaceful... more natural... more invigorating than you remembered it to be.... and more comfortable as new horizons are opened for you... to experience.... It's so easy... its so available to you... even when you are no longer with me... for my voice will be with you.... It will be the voice of the wind... the rain.... And just to show you that you can achieve what you set out to do... and that you can use relaxation to help you in a few moments... I will say the word "now".... When I say this word you will begin to count to yourself from one to ten.... As the numbers increase you will yourself becoming more and more alert.... When you say the number ten you will open 179 your eyes and come out of relaxation feeling very alert and refreshed and also very comfortably relaxed.... And tonight when you go to sleep you will really be able to enjoy the comfort of your bed.... You will have very deep, restful sleep... like one you had a... long... long... time ago.... And your will awaken in the morning feeling calm and secure... rested... comfortable and confident...ready to succeed in achieving your goals.... I... 2... 3... 4... 5... 6... 7... 8... 9... 10.... Have a good day... and see you next time.... (End of Tape) RSDH tape 7 This is the seventh tape of the eight tape ARC relaxation, concentration, and meditation series. These are eight tapes to help you increase your personal power through developing the power of your mind, feelings, physical reactions, and behavior.... as shown in the ABODE model of behavior.... Just as lifting weights helps you build muscle, so these exercises help you build mental power.... We will start with relaxation and move on to focused attention. Focused attention is the key to all of the other mental powers... awareness of self and others, memory, concentration... imagination... and creativity.... These powers help people become successful.... We will move on from relaxation and focused attention to look at the fourth step of a six step course designed to help you become more successful in dealing with people.... The first step is awareness.... We looked at how behavior starts with an activating event which begins the process... and how a thought can influence how we react to the activating event... how the thought can influence our emotional reaction to the event... which leads to a physical reaction... and how our behavior often follows our mental, emotional, and physical reaction to the activating event.... The second step in this course is exploration... where we learned how to get even more relaxed... learned some new mental skills... looked at the ABODE model in more depth ... and began working on changing how we think about ourselves... changing some thoughts about ourself that are not true... changing some attitudes that are not true... changing some thoughts that were so much a part of ourselves that we never really considered if they were true or not.... These thoughts often lead us to feel bad about ourselves and let others gain control over us... sometimes hurting 180 ourselves... sometimes getting ourselves in trouble... or sometimes trying to escape from a difficult task because we think that we might fail.... The third step in this course is commitment... to see how you respond when you are angry or afraid... and how they respond to you... making a real effort to try on some new ideas and maybe finding that we do have the power to change... the power to control ourslves... to get relaxed... more able to think... and make decisions that will work for you... and lead to peace... and happiness.... You can use your increasing power so that you will not get yourself in trouble.... Commitment implies choice, decision, and risk.... The decision to change is weighed against the costs and rewards... of old familiar behavior.... Decisions made at this stage are, after all, ones that you have determined will probably have some success.... You can learn from real life and good feelings flow from this power.... When your inner power is strong nothing can break you down... or force you to do the wrong thing.... Just breathe in and out very easily.... Just breathe in and out.... Try noticing your breath for a minute or two... Notice how it goes in and out.... As you breathe in and out you find that you are probably getting a little more relaxed, feeling a little more comfortable.... Just taking it easy... feeling more relaxed... breathing in relaxation... breathing out tension.... The more you breathe in relaxation... the better you feel.... The more you get rid of tension... the better you feel... more relaxed.... You might find that your eyes would like to close.... If they aren’t already closed go ahead and close them.... Just get very relaxed... very comfortable.... And as you’d like to get more relaxed... as you are breathing in just say "in relaxation... in relaxation ... breathing in relaxation..." and as you are breathing out say "out tension... out tension...." "In relaxation ... out tension..." over andover.... You’ll probably begin to feel a warmth coming down around you... as you get more relaxed... you can feel very, very good.... More relaxed... the warmth and tingling sensation can move down through your head... down through your neck... down through your shoulders and your arms... all the way down through your body, so you can get more relaxed.... Now if you’d like to get a little more relaxed... just ask you to breathe in a deep breathe and hold it... 181 release.•• end relax.... Breathe In... hold It... breathe out.... Breathe In... hold It... breathe out.... Breathe in... hold it...breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Now we can try that again...if you want to get even more relaxed... deeply relaxed... and very comfortable.... Breathe in... hold it... release.... Breathe in... hold it... release.... (extended music while participants continue practicing breathing in, holding it, and breathing out)... Breathe in ... hold it... release.... Breathe in... hold it... release.... Breathe in... hold it... release.... If you want to get more relaxed you can... its up to you .... Just keep breathing in, holding it for a few seconds, and then release.... Just get as relaxed as you'd like.... When you wake up you'll be very refreshed and alert.... You'll be able to do what you want to do...within limits... you'll be able to control yourself.... Breathe in... hold it... release.... Breathe in... hold it... release.... Take another breath and hold it... and let it out.... Now try to tense every muscle in your face and take a breath.... hold it... relax and let it out.... Take another breath ... tense your face.... Let it out and relax your face.... One more time, take a breath and tense all the muscles in your face... hold it... release and let it out Now let's move down to your jaw and neck muscles.... Take a breath.... release and relax .... One more time take a breath and tense the muscles in your jaw.... Relax and release your breath .... Now put your hands straight up in the air and tense your hands and your arms as tense as you can... tense them... take a breath and hold it.... Release and relax...just feel the power of relaxation .. comfort., the warmth.... And again put your hands up in the air, tense your arms and hands as tight as you can taske a breath and hold it... Relax...release.... Now tense your stomach... pull it in as tight as you can... take a breath... hold it.... Release... relax... relax... focus... and relax....Again tense your stomach, take a big breath and hold it... release and relax.... Lets move down to the thighs. Tense your thighs, take a big breath, and hold it... and release and relax.... Again, tense your thighs take a big breath and hold it.... relax and release.... Now, tense your feet and the bottom of your legs and take a deep breath.... Hold it...release and relax....Onemore time, tense your calves and feet, take 182 a big breath.... Release, relax.... Now we are ready to go on. We are going to use the ABODE model that we've been working on: A is the activating event.... B is your thought... the belief... that you bring into a situation.... C is the feeling... your emotional response to the situation. We're going to turn nervousness, anger, self-doubt... into calmness, and peace... self-confidence. D is the physical response... the tightness in your gut... that feeling that you want to get into it ...fight... the blood pressure... goes up. And E is that behavior...what you do when a situation happens that might lead to good or bad results for you... depending on how you... how you deal with it... thç challenge.... As you remain very relaxed I'd like you to imagine again that your mind is a television screen... I'd like you to just keep concentrating on the picture and ... seeing yourself coming into view.... You may be walking down the street... or in school... at home ... at a friend's house... or here at BYC.... You are right there on your screen.... I'd like you to see yourself in this situation the way it really happened.... This is the beginning of the A... the activating event.... Now just let the scene play out in your mind over the next few minutes.... Try to see this scene with as much detail as you can... remember every important detail... every detail that you can now remember as you have been able to build your concentration and attention through relaxation.... (Two minute musical interlude) Now let's try to identify the steps in the scene as you remember it... You can see things much more clearly when you have practiced relaxation.... What was your B, the belief or thought that came to you as things began to happen...? Take a minute to identify the thought.... (Thirty second pause) What was it? Was it something like I must be loved or popular by the people I like... or I can't stand it when things aren't the way I'd like them to be... or when things don't turn out its because of "them"... or when things don't turn out its because I'm a loser and things will never be any different..., or I just can't control myself.... Maybe it wasn't any one of these thoughts... but it may have been something like them.... These thoughts and many like them... are the irrational or untrue thoughts that have been hanging people up for thousands of years.... What was the 183 feeling... letter C In this ABODE model...? Take a minute to try to decide about that feeling.... Was it fear... or anger... or worry... or guilt ... or boredom... embarrassment.or hatred...? There are many of these feelings that are not very comfortable.... (thirty second pause) Now that you have the feeling... while you are comfortable and relaxed now... go back and try to see if you can tell anything about how your body was handling this situation.... This is the D... the physical response....Thirst... a lump in your throat... sweat... burning in your stomach... dry mouth... heart beating fast... blurring vision... grinding teeth... hot... ringing in your ears...? Just relax and concentrate.... (thirty second pause).... Concentrate on your body and let the scene play itself out.... (thirty second pause) Now... let's let the scene play again... just concentrate... and let the scene play out again when I say now.... You will be able to identify the A... the beginning of the scene... the B... the thoughts that were in your mind at the time... the C... the feelings or emotions that you felt... the D... how your body felt as this scene goes from beginning to end... and finally the E... what you did... your behavior.... That behavior was very important.... Let it play itself out now.... (two minute pause) This time I'd like you to change this scene.... You now have more control... you have some more positive... more rational... more realistic thoughts.... Like "While it is nice to be accepted and approved by others my life doesn't really depend on that... because I can't control how others think... or when things don't go the way I want them to go it's a bummer, it's a drag, it's a pain in the ass, but it's not the end of the world... it's not the end... I can get through this and go on and maybe do better in the next situation... I have choices and I'm not letting myself get so upset that I do something stupid.... You can remember some of the other positive thoughts that we have discussed in the last few weeks.... When I say now, try to go back through this scene and change the thought that happens in your mind.... Let that scene happen and see how you might have handled it with the thought of control... you can help yourself in the real world with more realistic and positive thoughts.... Let the scene happen again now.... (two minute pause) Try it again now (one minute pause) You can accept others... as you feel better about yourself... you don’t have to let their put downs get to you... get you down.... As you take control of yourself... nobody controls you.... As you work 184 harder... and harder to control yourself and feed yourself the more rational and positive thoughts that we have discussed in the past few weeks... you have more and more success with others.... People respect you as you respect and love yourself.... As you grow in strength you find more and more in yourself to respect and love.... Remember that the more realistic and positive your thinking the more you can turn the negative into positive... you can deal with reality without the drugs that distort your mind.... You can get over or through any problem by looking at yourself... looking at your thinking... your emotions... your body's reactions... and your behaviors.... You can hear what others have to say... and decide if what they say can help you.... You are developing more and more abilitites to control your thoughts, emotions, body, and behavior.... You are more and more able to succeed in the tough areas of your life as you continue to work on developing that relaxation... that desire to look at your thoughts.... help you increase your personal power through developing the power of your mind, feelings, physical reactions, and behavior.... as shown in the ABODE model of behavior.... Just as lifting weights helps you build muscle, so these exercises help you build mental power.... We will start with relaxation and move on to focused attention. Focused attention is the key to all of the other mental powers... awareness of self and others, memory, concentration... imagination... and creativity.... These powers help people become successful.... We will move on from relaxation and focused attention to look at the fourth step of a six step course designed to help you become more successful in dealing with people.... The first step is awareness.... We looked at how behavior starts with an activating event which begins the process... and how a thought can influence how we react to the activating event... how the thought can influence our emotional reaction to the event... which leads to a physical reaction... and how our behavior often follows our mental, emotional, and physical reaction to the activating event.... The second step in this course is exploration... where we learned how to get even more relaxed... learned some new mental skills... looked at the ABODE model in more depth ... and began working on changing how we think about ourselves... changing some thoughts about ourself that are not true... changing some attitudes that are not true... changing some thoughts that were so much a part of ourselves that we 185 never really considered if they were true or not.... These thoughts often lead us to feel bad about ourselves and let others gain control over us... sometimes hurting ourselves... sometimes getting ourselves introuble... or sometime^ trying to escape from a difficult task because we think that we might fall.... The third step in this course is commitment... to see how you respond when you are angry or afraid... and how they respond to you... making a real effort to try on some new ideas and maybe finding that we do have the power to change... the power to control ourselves... to get relaxed... more able to think... and make decisions that will work for you... and lead to peace... and happiness.... You can use your increasing power so that you will not get yourself in trouble.... Commitment implies choice, decision, and risk.... The decision to change is weighed against the costs and rewards... of old familiar behavior.... Decisions made at this stage are, after all, ones that you have determined will probably have some success.... You can learn from real life situations... This commitment can help increase your desire to act... to make that change... to be more successful with people... by controlling yourself.... You can move through success at school as you commit yourself to change.... Only you can make the change.... The next step in this process is called implemen tation.... In other words... you must try these ideas out in your life outside this room.... You may put these ideas to the test if you want to... if you are tired of how things have been going for you.... If you feel that these ideas can help you and it is in your best interests to try them out... go ahead.... The fifth stage of the change process is called internali zation.... This means that as you try these ideas outside in the real world outside this room you will be more successful stopping those false thoughts dead in their tracks.... Those false thoughts... no longer have the power over you that they had at one time... because of the practice that you have done over the past seven weeks.... Then you are ready for the final step in this six step course.... This is behavioral stabilization... the change is more and more solid... as you may chose to continue to practice relaxation techniques on your own at your house, in school, outside... anywhere you may listen to some quiet music.... You can teach your friends some of these relaxation techniques... to feel relaxed and comfortable... if you wish to.... And the more you practice... the more results... more 186 practice... more results... more rational thoughts... more self-control... things changing in your favor... more rational thoughts... more self-control... things changing in your favor... You can really feel good about yourself as you are personally successful and mentally powerful.... Peace and good feelings flow from this power.... When your inner power is strong nothing can break you down... or force you to do the wrong thing.... Just breathe in and out very easily.... Just breathe in and out.... Try noticing your breath for a minute or two... Notice how it goes in and out.... As you breathe in and out you find that you are probably getting a little more relaxed, feeling alittle more comfortable.... Just taking it easy... feeling more relaxed... breathing in relaxation... breathing out tension.... The more you breathe in relaxation... the better you feel.... The more you get rid of tension... the better you feel... more relaxed.... You might find that your eyes would like to close.... If they aren't already closed go ahead and close them.... Just get very relaxed... very comfortable.... And as you'd like to get more relaxed... as you are breathing in just say "in relaxation... in relaxation ... breathing in relaxation..." and as you are breathing out say "out tension... out tension...." "In relaxation ... out tension..." over and over.... You'll probably begin to feel a warmth coming down around you... as you get more relaxed... you can feel very, very good.... More relaxed... the warmth and tingling sensation can move down through your head... down through your neck... down through your shoulders and your arms... all the way down through your body, so you can get more relaxed.... Now if you'd like to get a little more relaxed... just ask you to breathe in a deep breathe and hold it... release... and relax.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it...breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Breathe in... hold it... breathe out.... Now we can try that again...if you want to get even more relaxed... deeply relaxed... and very comfortable.... Breathe in... hold it... release.... Breathe in... hold it... release.... (extended music while participants continue practicing breathing in, holding it, and breathing out)... Breathe in ... hold it... release.... 187 Breathe In... hold It... release.... Breathe In... hold it... release.... If you want to get more relaxed you can... its up to you .... Just keep breathing in, holding it for a few seconds, and then release....Just get as relaxed as you'd like.... When you wake up you'll be very refreshed and alert.... You'll be able to do what you want to do...within limits... you'll be able to control yourself.... Breathe in... hold it... release.... Breathe in... hold it... release.... At this point you can concentrate on allowing all of the muscles in your body to become completely relaxed.... You can concentrate on all the muscles in your forehead and begin feeling them lose their tension as they become very, very relaxed .... Now let the relaxation spread through all the muscles around your mouth and nose... around your chin... and your jaws so that every muscle in your face is becoming very pleasantly relaxed.... And now with all those muscles in your face completely relaxed... concentrate on all the muscles in your neck... allow every muscle to relax... there is no need for tension in your neck muscles ... and they continue to become very, very relaxed.... Allow every muscle in your face and your neck to become very, very relaxed.... Concentrate next on your shoulders and back to become very pleasantly ... enjoyably ... relaxed.... You can feel these very powerful muscles relax.... A feeling of comfort is beginning to come over you... from your shoulders to your back and around your side to your chest... these muscles automatically become relaxed.... As you concentrate on allowing these muscles to become relaxed they do so.... As you breathe slowly, deeply ,and rhythmically, the muscles in this part of your body become very, very relaxed.... And as all these muscles become more relaxed and as you can feel your mind and your body slowing down ... even more ... your mind is remaining sharply focused and alert.... You are beginning to feel absolutely relaxed.... You may even experience a very warm and very comfortable floating sensation.... A very secure, safe feeling.... Now, with each muscle in your chest, your back, your neck and your face relaxed... concentrate on the muscles in your arms... all the muscles in your fingers... all the muscles in the entire upper half of your body.... Concentrate on your abdominal muscles.... Let them become very soft... comfortable and relaxed.... Concentrate on allowing every muscle to become 188 completely relaxed In the upper part of your body.... And with each deep breath... these sensations of relaxation become more and more intense and pleasant.... start now to relax all the muscles in your legs... your feet... and even your toes.... As you do you can feel the strong thigh muscles become soft and very, very relaxed.... The muscles feel like they are just hanging on your bones as you are completely relaxed .... Now concentrate on the whole lower half of your body becoming completely relaxed.... From your knees to the tips of your toes... you find yourself in a very deep state of relaxation.... A deep, pleasant state.... A very beautiful and comfortable state of relaxation.... focused.... You will begin to notice your body will continue to slow down as it reaches a state of relaxation... nearly perfect relaxation.... I'm going to begin the count... 25...24...23...22...21...20... just getting more and more relaxed... 19... 18... 17... 16...15... more and more relaxed... 14...13...12...11... more and more relaxed... 10...9...8...7...6 ... more and more relaxed...5...4...3...2... 1...0.... Now you have entered a very deep stage of relaxation and you are very comfortable.... You can continue to relax... and remain in this very exquisite state of relaxation by breathing rhythmically and slowly.... Notice how alert and sharp your mind has become... it has become free to function very, very effectively.... Notice also that you can concentrate and focus your attention.... Notice how clear your mind seems... how free it seems.... Notice how you are able to see things very clearly, to hear things very clearly, and to feel things very clearly.... In this state... people are able to think very clearly about issues in their lives... are very capable of imagining things... very effectively.... And they are verycapable of feelings about present, past ... and future events.... They can even get in touch with thoughts and events that they were, previously unaware of .... It’s a state of concentration that allows us to expand our mind.... We believe that this state provides one of the ultimate forms of self control because of its emphasis on concentration it frees the mind to function on a high level in which one controls ... his own bodily processes and behaviors.... You will begin to notice that your mind and body are beginning to operate as one... in an almost perfectly integrated fashion.... Continue to notice how very relaxed you are.... As you concentrate on the more rational ideas that 189 you have explored over the past eight weeks you will find that you can become more committed to practicing and seeing things really change in your life... as your thinking changes your feelings... physical reactions... and behavior changes.... Its not magic... it is work on your part... its your choosing to change... for your sake.... You must make your own choices and not the choices of others... you can make good choices... and be more successful... getting better grades... working harder to help yourself... because you are thinking differently... you don't need the drugs anymore to get high, because you can make yourself feel as good as any drug.... You are now more able to commit yourself to the new ideas.... Like... "I must be alert and on guard all the time, or else" is now "if I'm alert, I can be more responsive without getting burned out or nervous...." The idea that "I cannot let anyone get ahead of me, I must be an effective person and must not fail under any circumstances," now becomes... "I can achieve a better life for myself... failure is not horrible because there is no such thing as total failure, even though I may fail at one task, that does not make me a failure as a human being...." The idea that "if I would rail, people would know that I am a loser..." now becomes " failure can never make me worthless...." As you concentrate on constructive ideas or rational ideas... you can find the time to practice these relaxation techniques... the ABCDE behavior model can help you to look at how things happened in situations that didn't turn out so well and you can figure out why things didn’t work out... or you can look at things that really turned out well... and figure out what you did right... so you can keep doing these successful things... you can figure out why things turned out well and keep doing these successful things.... The more rational thinking... more positive feelings.... As you practice... you can see yourself thinking more rationally in the future... feeling more desirable feelings... being more calm... more successful over a long period time.... This thought may produce a deep sense of well being in you.... Our work together can continue even though our sessions will be coming to an end soon.... You will find that many of the thoughts and ideas that you have explored... tested... become committed to... and thenpracticed... can stay with you over time.... You may find that your awareness of yourself will expand more and more.... You may see other people doing the old behaviors... getting no where... but you can continue to use the more rational ideas... 190 keep developing self-control... self-discipline... and not feeling bad about yourself anymore.... You can ask yourself "What am I telling myself" to see if you are slipping back into the old ways of thinking.... "What am I telling myself... am I slipping back into the old ways... I don't have to do this... I know a better way... I know a better way... I know a better way" .... And just keep practicing... thinking more rationally... more effectively.... Just keep thinking... practicing... being more effective.... Thinking... practicing... being more effective... more successful... with more practice... morerational thinking... more successful... more positive feelings... more effective relationships... more success..... Now I'm going to count from 1... to 10.... And as I go up to 10 you will be able to return to your normal waking state.... But, now... as you awake... you can make a decision to keep working on these relaxation exercises... you can keep getting yourself more... and more peaceful... more in control of yourself... making your own decisions.... You will be feeling very refreshed... you will be able to program your mind to do these same exercises... because your memory is charged like a giant computer... with 4 billion pieces of hardware... you can use this super computer... to remember how to breathe deeply... to tense and relax your muscles... with each breath... to get more relaxed... to examine the ABCDE model of behavior... to look at your behavior... body's reactions... feelings... thoughts... in every... any situation... to improve your reading skills... your sports skills... anything you choose.... You -can then bring yourself back to normal waking consciousness... by simply saying to yourself... when I am ready to return... I will count from 1 to 10 ... when I am ready to wake up... I will count from 1 to 10 and the computer within my mind will count from 1 to 10 and help me return.... Now I will begin the count... 1... it has been fun to work with you... 2... 3... you will feel very good when you wake up... 4... refreshed... 5... recharged... 6... good... 7... take good care of yourself... 8... 9... 10.... Have a good day.... (End of tape 8) 191 Appendix G POLSÎ lESSON FUSS #X B zssoïs caoo? gfcaü ÏÏP -~ i n to ita a Walking pumping crma eo x l axas ibsuldtr rntacisns lifting kaaas hud and naek rocaciOBa (aie*) (ayaa opan) Cirela Up (atanding) abouldar eoxk enzk rptationa lovar lag aork hanaeriag stracch qoad atmaeeha ankla and achiUea alem jog (variatieoa) briak «alking akipping ropa skipping slsifflas (variations) light hopping (variations) jésping jacks TTTE KTSarz A3B0KISST. a m VT.vrTtTT.TTT Should not scop and go to floor aork Im diately 30 * 60 seconds of lira sovanent in place (la. leg lifts, scratches) F lo o r aork WWYT «4 lovar lags lover heck abdominal aork l oves abdominal upper abdominal Wariacions are inner cant, - don't stay on one esarcise too long, apropos breathing should bo stressed Standing Easuse lice cardiovascular aork hops jog in place sh u ffle s jumping jacks 192 Pag* 2 Laaaqn Plan 41 3attlaner Crouo EronSASCT PSASc it - < a ls v jo g brlak walk akipping rope skipping ahnfflaa (varia dona) floor acraddlaa (variadona) farrlak nork (varladona) *eSEaC 3ÉA2T 5AIZS* PI7E y-PiUl'H ABBOKmi/STRCTCTH. Once again 30 • SO aecooda abort cool dotm and oondnona aovoast bent Imee alt*ops aiding cncka (varladona) blcTcle (vsrlntlons) knees up abdoBlnal aork (varladona) STÎCTGTH Bonc -(e a o d o n ) aedificd paafaspa floor abnffles «CHSCe 5EART aiTIS* COOL POgg_-_jj!i- guTv-tnj - gradually aloolng dovn (30 - 60 oescnds) pusplng araa crossing araa (front and back) side to aide sdetcfa Standing quads bsBstrlngs S oatroe a c h llle s trunk rotadsna shoulder atretcfaes Back to alo* evVAgT h a t e esses BCTOBZ T.vavTvn CLASS* atPoasABT Poors 1. Eye contact vltb all participants 2. Be avare of eesperatsra and bunldlty 3. Clock heart rates at least 3 tlses i . Proper techniques 5. So not repeat any enerclse sere than IB -20 soconds 193 POLSS LESSON FUL'I IZ OTEümLklE Slow jog - 30 CO 60 9«cood( miifiTis pusplng or&3 shoulder roudon laea llfu head rocadosa (alow - tyaa opes) Seandlsg acretoh trunk rocadon shoulder work leg stretches ham string quads a e h lU e a ankles (warlationa) U ld o so e s g ro in low er hack FITS MTNOTS a n m m c E phase eXatersedlate group w ill do oasp of the same endurance activités, but will work at higher Intenslty Jogging skipping change of pace acclvlclea sh u ffle s lice hopping skipping fartlek '«CSSCZ HEAILT RAÎE AÎ LEAST ONCE OOSINg THIS S MINLIi P5ASE ET7E XINOIE CONTINUCT ENOlTgASCE/ STSSCIH cbdonlnal work cut back on flenlhillty work and incrsasa esdurcsco continual novcment in place (hopping, jumping rope, or jogging in place (1 to 2 alsutes of the 5 nlnute serene) clow down of endurance work, gradual (30 to 60 seconds) abdoninel work - (variations 2 elauces) FITE «ENOTE EHPCRASCE Slow jog 194 l«»»an ?1»H Inetraadlagg Croup *2 gsaslesarT «sdursaet scevlele: fsrciok mcciviwÿ «M osrroa heast b a ts a t least mcz rs STsmsr rTTg mnjTg COOL poas brisk «allc (45 sceoods co one oisucs) shoulder rocsclou kacs lifts sc sad lsg h s a s tr ln s quad ups te s tr o c lover beck trunk rocicioas shoulder flezlbility ‘All should Bosicor heart rates before leering elss: ‘Advisable to ask each individual vhat each heart rate is. 195 • POLSE zsssas puH f3 - ADVANCE) CIKCDIT lEAININC ' WASH DP - 5 Hlnates Slow jog 30 to 60 secoods Walking Pumping Aims Shoulder zotation Knee l i f t s Head r o ta tio n (eyes open) Standing Stretch Shoulder work Trunk rotation Leg stretches Hamstring Quads A ch illes Ankles Croin Circuit Program - 35 minutes 3 - 4 minutes slow jog Station I - floor straddles (variations) - hopping (varations) 3 - 4 minutes slow jog CHECK HEAKT RATES Station II - V ertille Jump (1 Band, 2 Hands) - Short aqility run - Sit ups (3 to 4 minutes) 3 -4 minutes - slow jog Station III - Windmills - Leg over - Sitting tucks - (1 and 2 legs) 3- 4 minutes - Figure 8 jogs CHECK HEAHT BATES 3 -4 minutes - Slow jog Station IV - Skipping rope (in place) - Bench stepping (if available) 3 -4 minutes - Bicycles *caution - Push-wp sit up (varaltion) 3 -4 minutes - Slow jog CHECK HEART BATES COOL DOWN - 5 minutes Brish Walk - Pumping arms - Shoulder rotation - Lifting knee Standing - Hamstring - Quads (variations) - A c h ille s - Trunk rotations - Shoulder stretches 196 Appendix H Sovlckl-Strleklasd Children'» Loeoa of Control Scale 1. Do you believe thet moat probleaa «111 aolve theaaelvea If yon don't fool with theaf T R 2. Do yon believe that yon can atop yonraelf fron catching a c o ld r T H 3. ire a one hide jnat born lucky 7 T It «• neat of the tine do yon feel that getting good grade» aeana a great deal to you? T 3t 5. Are yon often biased for thlnga that jnat aren't your fault? T B 6. Do yon believe that If aosabody atndlea hard enough he or she can pass any sobjactf. T B 7. Do yon feel that moat of the tlae It doesn't pay to try hard because things never turn out right anyvayf T B 8. Do yon feel that If things start ont «oil In the morning that It's going to be a good day no matter «hat yon do? 7 B 9. Do yon feel that most of the time parents listen to «hat their children say? 7 B 10.Do you believe that «lahlng can sake good things happen? 7 B 11.When yon get punished does It nanally seem Its for no good reason at all? 7 B 12.Most of the tine do yon find It hard to change a friend's opinion (mind)? 7 B 13.Do yon think that cheering more than luck helps a team to «In? 7 B 14.Do yon feel that It's nearly Impossible to change yonr parent's mind about anything? 7 B 15.Do yon believe that yonr parents should allo« you to sake most of your ovn decisions? 7 R 16.Do yon feel that «hen yon do edmethlng nrong there's very little yon can do to make It right? 7 B 197 1 7.D e 7 0 t5 believe tbet seet hide year ege ere jeet here seed at «portal 7 S 1 3 .A re Boat hide your age stronger than yon are? T V 19.Do yon feel that one of the beet «ays to handle most probleas is jnst not to think abont them! T * 20.Do yon feel that yon have a lot of choice in deciding «ho yonr friends arel Y H 21.If yon find a four leaf clover do you believe that it might bring you good lock? T V 22.Do yon often feel that «hether yon do yonr hooe«ork has much . to do «ith «hat kind of grades yon gatl T R 23.Do yon feel that «hen a kid yonr age decides to hit you that there is little yon can do to atop him or her? Y R 2*.Have yon over had a good lack charm? Y R 25.Do yon believe that «hether or not people like yon depends on how you act? T R 26.Will yon rparsnts nanally help if yon ask them to? Y R 27.Have yon felt that «hen people «ere mean to yon it «as osnally for no reason at all? Y R 28.Host of the time, do yon feel that yon can change «hat might happen tomarrov by «hat yon do today? Y R 29.Do yon believe that «hen bed things are going to happen they jnst are going to happen no matter «hat yon do to try to stop then? Y R 30.Do yon think that kids can get their ovn «ay if they jnst keep trying? Y R 31.Host of the tine do yon find it nseless to try to get yonr o«n «ay at hone? Y R 32.Do yon feel that «hen good things happen they happen beeenae of hard «ork? Y R 33.Do yon feel that «hen oonebody yonr age «ants to be yonr eneoy there's little yon eon do to change matters? Y R 34.Do yon feel that it's easy to get friends to do «hat yon «ont then to? Y R 198 35. Do you ticaally feel that you have little to say aboot vhat yon get to eat at honeZ T n 36.Do yoo feel that vhea soaeoae doesn't like yon there's little yon can do abont it? Y 19 37.Do yon nsnally feel that it's almost nseless to try in school because other children are jnst plain sasrter than yon ate? Y N 38.Are yon the kind to pernon who believes that planning ahead aakes things torn ont better? Y N 39.Most of the time, do yon feel that yon have little to say abont what your family decides to do? Y K 40.Do yon think it's better to be smart then lucky? Y H PLEASE NOTE; Copyrighted materials in this document have not been filmed at the request of the author. They are available for consultation, however, in the author’s university library. These consist of pages: Appendix I The Way I feel About Myself Pages 199-201 i m s 300 N Zeeb Rd., Ann Arbor, Mi 481 OS (313) 761-4700 202 Appendix J Behavioral Points Total Award Program >8I1.0SOrHY «tile there ere lostcal norzsal cooseticsaees for trreoponelhle hehevler. there are also "rewards" *r ** payoffs" for respor-e^hle behaelor. Ze la the philosophy, a t TCT thai. youths meed to have cctv n cretc, apcdflc» and consistent recognition for responsible behavior. BEMKITIO» - A level indicates where a youth is. in terns of yrivilegeo and renpoa.— slble behavior, from admission' to release. Shere are fonr (4) progrès^ sive levels, each •anticipating increased responsitilicp and privilegesi' Progressive movement from one level to another oeenrs- when a yonth demon ' strates that he^is responsible, in that he is comm intently meeting or ex ceeding specified institntional expectations at each lev el. ' Xhe' Cottage Treatnent Team w ill regularly review, a yooth*a ctatu s and be.responsible for assigning movement between levels, degressive aovemenC from one lev to another nay occur when a youth demonstrates an in ab ility to m aintain expected behavior as evidenced by Incident 'SeportCs). The alnimom of • three (3) Treatment Team members must be present gron each, departm ent to review a youth's Isvsl status. . ' . '• THE lEVEL SYSTEM level 1 (White) : Zn this level, expectations coneenim g the most basic . behavior acceptable is cmphasixedt 'Supervision w iU b constant. Privileges ere minimal. Zn order to'âd-^ . vance to level XZ, the youth w ill, have asecessfuU y co _ pieced his level Z goal (a) and also should be expected ' to have set a contract goalCs) fo r lev el ZZ. • . ' ■ level. XX (Green) : Zn this level, the youth is eocpeeted to begin dealing with the problems which have brought him into conflict with the law. Supervision w ill remain eeustamt^ The youth is expected to participate in campus programs wh 'are relevant to the gocl(s) he bos contracted fo r leve ZZ. Zn* order to move to* level %ZZ, the 'youth shoold b set a new contract goal(s) for lev el IZZ. level ZZZ(TeZlow) Zn this level the youth «mat m aintain high lev el of re "oponsibile behavior in insticetional life and eosounit behavior as related to hie gosla for level ZZZ. 5y *th sad of lev el. ZZZ, the youth should have dcmonntrated •>. ability Co maintain positive; responsible and in depend behavior in institocional programming and assise peers in solving their problems. 5e should also have set a .contract goal(s) for ZV. level XT (led) : The youth w ill becose eligible for consideration on th Alert lis t when he is promoted to level Z7, providing meets time and contract repairessents. Zn certain case (related to committing‘offease) the yootb may mot he placed on the Alert list when lie enters level XV, but this will* be oxpleincd to the yrooth when he» en u cm the ins tient ion. Youth are expected to . maintain tlio same 203 high level that aaraed.ehaa level IT stataeJ Tgg yalBT STSTEK D aflalelen—an organized and eonalatenr netted hy nhlch ataSS may evaln- atc youth on an hourly baaia and afford these youth a means by which privileges and eventual release may he earned by pregresslsg through the l e v e l s . 1. Belly Taint Card: . This Is a printed card lammed dally by Che 11-7. sh ift youth leader for the purpose of recordlag hourly aceosnlatlon of points. Xhla card m ill he carried by youths at a ll tfmas In all areas. The color of the card m ill designate the level tha youth la ' 1. The staff member supervising the youth Issues the positive, or negative point for the hour or hours the youth la la his/her .supervision» one (1) point per hour. . ' B. Procedure for gaming Points: !.. Seeh youth can earn a maximum of sixtaen CIS) points each day. (id hours par day. one (1) point per hour. Kaxlmum numher per- . v e a h 111.- 2. Points are punched In the four (4) sections of the Bally Point Card la the follovisg vay: ‘ 11-7 sh ift - 1 point 6:00 A.Ml to 7:00 A.B. 7-3 sh ift - 2 point 7:00 A.M. to 8:00 A.B. 11:00 A.H. to 12:00 P.X . ' school - S points 3 points for A.M. Session - 3 points fbr P.8. Session _ ' 3-11 sh ift- 7 noints 1 nolot every hour Sron 3:00 pjn. .— 20:00 ? 16 points can he avarded per day. 3. IS a youth nlnhehaveo during the hour or hours shovu shove, the youth does not earn a point. The-staff member should indicate- the reason for a youth not earning his. point on the bach of the card by using the sero punch codes belon. 01 Tardy 02 Tellure to do assignment or detail. 03 Disrespectful to staff 04 Disrespect to fellov.etsdenCs 05 Creating a disruption 06 Ose of profanity 07 Borseplay 08 'Seaslning in seat 09 Defacing property 10 Off lim its vihtin classroom 11 Bafuaal to comply viht -a reasonable request , 12 Incident report issued • 13 Failure to maintain personal hy-leae or grooming 14 Failure to respect safety or oelf or others 15 Failure to follow inscitstioosl dress code 204 4., Zfca goal for tarai Z «111 b« oat by Cb»'youth w ltbls throe C3) daya of his satarlag him cottage. When the youth seres to l e v e l ZZ» ZZZ, o r ZT^ h e Bus t have oat his sew goal for that level. - * ■ ■ 5. The Social Qorhex or - teas deslgaata and the youth sost agree to evaluate the goal, each weeh by algslug the Treateest T las. 6. She youth and Social Berber «111 review the Zreacaeot 91aa . w e e k ly . 7. She youth lo xespoaaible for getting his goals evalcstcd. ZZfECTATIOBS 488 ?RITZlgCES Preface: * Zt should be noted Chat the sh ill and degree ef eomgliaace with these exyectatlos « ill Increase, as the youth progress through the four (4) levels. Each levhl retains, y rlvl— ' leges acquired at the previous level. level I . _ . A ll youth admitted to SCS «111 be assigned to his 7reat«eut Croup. In this level, adjsutnent to the Insclcntion. becoming acquainted with Institutional policies and procedures, Involvcnent «1th the assessment team for diagnosis and placement on s trsatmcnt u n it. ' are emphasised. Tooths on Level Z arc expected ^to- formulate JLn— dividual behavioral change goals ' and denonserate en ability to ^ cosslstenCly follow Institutional rules ‘and regulations under constant supervision. Dally living sk ills, alnlsua socialise— . tlon sk ills, development.of a cooperative therapeutic rc^tlon— ship with staff In emphasised. ' I . Basic Personal Hygiene and Crooning Begular bathing and use of deodorant. Begular shampooing, dally combing, following.good dental hygiene Bearing clean underclothing, socks , Turning clothes Into laundry, hasping 'çlothos neat and eloan. Z. Adherenco to Cgono .Segolatlong and goucine'TSroUo'‘d'ctlvinaB Cat up on flae. ‘ Cat to bed on time, stopping conversatloms at lights-off. Eaeplng room and personal.environment uacluttored. Baking bed, picking op balonglags befom going to school. Being on time for^ school, activities, aceeapting to do chores on tine and In a thorough manner. Following school roles;, ccapletlng school cscignments. 3. keonect for Safety of Self one Others Betoming rasors after use to staff Turning In known contraband y y 205 g«o>et»tlnn« J, B«ole y«rqon«l Hyglnn» an< Crnimtng SasoXar kachlnc and saa ef daodoranc &BSvXax ahampnoint, dally combing FoUovlng gobd dantal hygiene- Wearing clean onderclothing, coche Taming elcthaa Into laandry,. kaaplng clothes moat and clasn. 2. Adharenea to Croon hegnletleas and- SooClng Cro«ap lefcialtlaa Cet ay on time. . fa t to had on tlac. stopping conversation at lights off Soaping roon and personal environnent oncleccared Xahlng bad, picking ap belongings before going to school Seing on fine for school, activities, attenpelng to do chores on ti end la a thorough manner. • .. * ' ‘ . Tellovlng school ralaa; completing ech-ol aaalgnnenta. S. heeneet for Safety end Self and Others ' hetam ln; resets sfter css clthsst Icsvlag'aSeen anattocneô OT ^ a n them to another wltbent notifying a ataff needber. Taming In known contraband each as broken glaee, plastic hags, matches or lighters, drags, etc. 4, Besoeet ter One'o property a~n'd‘that of Othâ'ré - Bees not borrow bolonglngs Wot trading one’s belongings. Can treat group Items with care, and take sasponslblllty for eecldonts.• . Take cere of group equipment which also Imclmdos mtata property, furniture. . • . Boos not alsae aprota or activity eqmlpment ToUovs basic rules for cigarette smoking. 1. Adhere to Institution Press Code for TCT Srascod BeaCly . Belts placed In loops on pants, buckle la comtar. Brmah teeth, ehovar dally, clean shaven .. Bathrobes worn to and from bathceems af^nr bedtlam . Bair neatly combed. ' Shoes cleaned, tied, laced, and otered In lacker. Hals w ill be kept at collar length, and ao' longer. 6. Beclas to Seelsllse Can talk with youths and staff politely. Cam tlak with staff on general topics. Joins lo group activities. - Boeo not orcosalvolp seclude self apart from bthero. 206 . 4. Kg»p«et for One*» Property «nd that of Other* Dpas not borrow bmlonglng». Xot trading one's belongings. Can treat group items with care. .Take care of group equipment; state property. Does not misuse sports or activity aquipmemC Follows rules on smoking policy. . • 5. Adheres to Institutional Press Code for TCT Dresses Saatly. Salts placed is loops on pants» buckle is t&e center. Bathrobes worn to and from bathroom after'b ed tiaa. Bedroom slippers and/or-thongs worn in dorms and swimming pool only • Bair neatly combed. Bair w ill be kept at collar length and ao longer. Shoos cleaned» tied.and stored in locker. 6. Begins to Soeiallee Can Calk with youths and staff politely. Can talk with staff on general topics. 'Joins in group activities' Does not excessively seclude self apart from -others. Does not serve as someone's "flunky" level X: . 'A ll privileges on Level I are dependent npon a minimum of twelv (12) points earned daily Swim Brogrsm On—grounds movie - Two phone cal]) per aonth (collect phone n ails) 10 ain. • 10:03 f.B . Bedtime ,One hour on] ground v isit w ith fam ily per week. 1 . 0 0 ' C o m p ita a ry L e v e l IT Freface: It should he noted that the sk ill and dogree of compliance with these expectations w ill increase- ms the youths progress through the four levalo. • Touths on Level XX w ill begin to attend to more opocific and concrete goal objectives. They w ill adhere to all the expectations on Level XI. The focus w ill be oriented toward coseunicaCion sk ills. Daily Program, routine, and the all-round structure of TCT proRronjoIne. 207 4». Tbe goal for Looel X w ill ba aae by tbe'yonth wiebXs tbraa (3) day# of bis aabsrlaj bis cottage. Vbea tha youth uores Co IpOueX I I , I I I , o r 1 7 , h e a u s t b ar/a s a t h i s saw g o a l f o r t h a t laoBl. - - • 5. Sho Social Vorhor ox. Cesn dcmigoata and tha youth moat agree to sTaloate tha goal, each weals, by signing the TsaaCaeat P lan. 6. She youth and Social Borhar w ill rowiow tha TreatsasC Plan . w e a k ly . 7. Iha youth is responsible for getting his goals awslaated. roZCTiTIOBS ABB PhI7H.ZCZS . • Preface: * It 'should be noted, chat tha sk ill and degree ef compliance with these espaetstion w ill increase, os the youth progress through the four (4) levels. Each levhl setoiss. pcivi— ' leges acquired at the previous level. A ll youth admitted to ICI w ill be assigned to his Treateest Croup. In this level, adjsutnent to the institution, becoming acquainted with institutional policies and procedures, involvement with the assessment team for diagnosis and placement on a treatment u n it, ' ere emphasited. Tooths on Level I ere erpacted _Co formulate .in dividual behavioral change goals and demonstrate an ability to «- consistently follow institutional rules and regulations under constant supervision. Daily living sk ills, minimum socialisa— . tion sh ills, development.of a cooperative therapeutic relation ship with staff is amphasiaed. ' 1 . Basic Personal Hygiene and CrooBtng Begular bathing and use of deodorant. Begular shampooing, daily combing. P oll owing, good dental hygiene Baaring clean underdo thing, socks . ' Turning clothes into laundry, heeping '^sth es neat and cleau. 2. Adherence to Croup .Seeulationn and Boutinei CrOUn' A ctivitias Cot up on fise. . • •. Cat to bed on Cimo, stopping conversations at lighto off. Beeping room end personal envirom ent uncluttered. Asking bed, picking op belongings before going to school. ■ Being on time fo:^ school, activ ities, attem pting to do chores on time and in a thorough manner. Polloving school rules; completing oehool assignments. 3. Becoeet for Safety of Self and Others Returning razors after use to staff' Turning in known contraband 208 hith laval tfcst earned than taval IV rtatna» THE POINT SYSTEM ' ———— Dafinlelea—ao organised and eonelstaat method &y vhieh staff may evalu ate youth on as hourly haste and afford these youth a means hy which privileges and eventual release may he earned hy progressing through the l e v e l s . &. Bailv Point Card: . This is a printed card iasned daily hy the 11—7. shift youth leader for the purpose of recording hourly aecuaclation of points. This card w ill he carried hy youths at a ll tines in all areas. The color of the card m ill designate the level the youth is' 1. The staff nenber supervising the youth issues the positive, or negative point for the hour or hours the. youth is is his/her supervision, one (1) point per hour. . ... - . S. Procedure for Taming ?ointo{ 1. Each youth c_o earn a aaxinum of sixteen (16) points each day. {16 hours per day, one (1) point per hour. Eaximun hnnher per . w eek 111.- 2. Points arc punched is the four (4) sections of the Daily Point Card in the following way: 11-7 s h ift- 1 point 6:00 A.M. to 7:00 A.». 7-3 sh ift - 2 point 7:00 A..M. to 8:00 A.B. 11:00 l.H . to 12:00 P.M. achool " 6 points 3 points for IJI. Session 3 points fhr P.M. Saesion ^ ' . .. 3-11 shift- 7 noints 1 point every hoar from 3:00 pjm. 10:00 p 16 points can he awarded per day. 3. If a youth mishehaves during the hocr or hours shown ahova. the youth does net earn a point. The-ataff nenber should indicate the reason for a youth not earning his. point on the hack of the card hy osiag the aero punch codes helow. / 01 Tardy ' . 02 Failure to do assignment or detail ' 03 Disrespectful to staff 04 Disrespect to fallow students 05 Creating a disruption 06 Dae of profanity 07 Borseplay 08 -Senaining in seat 09 Defacing property 10 Off lim its wihtin classroom 11 -Refusal to comply wlht a. rcacenahle request , 12 Incident report issued • 13 Psiluro to maintain personal hygiene or grooming 14 Failure to respect safety or solf or others 15 Failure to follow ioscitutional dress code 209 6. Tole«» Ce»el«lnt» In legitim ate V«»« Boeea't graabla behind ether'e bachs. iecaBpea Ce ba direct with opiDions. Iriaa to BBdaratand tha other parseB*e poiat «2 via», t& eagh not aacaaearily in agroatacat with it. Baalizaa that actioaa «ithoat vords era aaactiaas Biaiatarprated an d Bakes offert» to oolva problaas^ 7. Ceaatrnetlve Oaa of Traa Time. Sakaa ganaiae attampta to prevent boradea. IcTsl ZII: ill privilege: ee level 111 are depeedest ~i~— 11 p e i e t s aaraad daily. A ll-Star oporto (baaaball; football; baokotball) Special Ivanta off-groood» (ice follias', Bad’o geaea) CoBBisaary (S 4 .0 0 BoaiBum) r e r l o n g h S o v lia g Throe hosra oa-grooad or .offrgrooada v isit arith foaily p a r v o a k . Adaptive Sahsvior off-grouado T e a r collect phoaa calls par Bonth, 10 Bin. Bodtiaa at 10:00 p'.s. aseapt for lata sight l e v e l IT Preface: It aboald bo noted that the skill omd.dsgrae of-eamplissea Bf these expectatioeo » ill iaereaoa as the yoaths prograas threegh all the fear level». Prepariag for Yaintegratioa into tha coaanaiey is the'eaphaois im level Baboestratiea of espathy and coo ca m for others, respect for sothority, oelf-aotivatioB, ability to identify prohlsB areas and iaprevod problem solving skills vith ainiBoa staff intervention or sapervision. are the or— pectatioas in this level. EigfCTATIOSS 1. Sheva Active Cencarn for Others Calls' probless to staff's attention Asks for sta ff's intervention vhen .necessary laa.'t selfish; cares oboot the needs nod feelings of others.. Ooesn't hort others intentionally, either physically or eootieoolly. Salps others sad offers support. Boosn't pot others dova. Doesn't seek friends to build solf op or to get into troebla rich. Won't oBoipolate others to do one's voa "dirty vork".. Won't take advantage of those weaker, or with problems. Becogoiced negative behavior in self and otliiers.- Is not afraid to stand alone in ideas, or opinions. Does not get into sicoatioas with othero chon let them taka the blame 210 . dispositions SERlOttf 'OFFS.USE l e t OFFENSE -2n«f OFFENSE 3 rd OFFENSE . Varbal Musa , ' 10 to 15 15 to 2 0 2 0 to 52 • I'B PssMStlon of Contraband 1 to 10 10 to 2 0 SO to 32' I-C Property Csstroctlea 5 to 10 10 to 2 0 SO 20 32 an» -Sestltut t-8 Patty Theft 5 to 15 1 5 to 2 5 2 5 to 32 am • “ Sestltut' l-E "Fighting , 5 to 10 10 to » > SO to 32 l-F Sneak Soaking 3 to 9 5 to 16 IS to 32 I-C Possession of Matches. 8.1 tr 10 to 15 1 5 to 2 0 SO to 32 l-M Out of Assigned Area 5 to 10 10 to 2 0 20 to 3?; l-l Sex Play • ? to » 10 to 1 5 Î5 t= 52 Acting Dot in Tine Oat. 10 to 15 15 go2 0 2 0 to 32 l-K Multiple Offense \ 1 0 to 15 15. to 2 9 2 0 to 32* SEVERE OfTBISE DISPOSITIONS H i AWDl 3 to 5 Weeks eri taevel T i-B AM9L Attempt I to 3 Weeks on Lbvs I 1 :-C Physical ind/or Sexuel Assault 3 to Ç Weeks on tovsT T :-Ba Drugs (Usa) 1 t o 3 Weeks o n to v a l 1 >ShSrv;s {Sspply} ' 3 to S Weeks on Eewal T !-E Weapons ; I to 4 Weeks on tnrvel t t-F Intentional Injury Precaution — Special RondTTog ‘.- 6 Property Destruction I to 3 Weeks on Level T and/or Sesttlutfon ;-H Grand T h eft I to 3 Weeks on Level | Ore> ■ TOR 8ETERI OPTCTStS TH2 TOPTU PILL RETURN TO TBS' Y.ZVZV ATO WBZg US . DAS BtMOTtP TROM APTtR DDCCZSSTDL COMPLtTlOW OF TIMg ON ITTEL !;• BMILt OH LEVEL I A TOUTS HAS TO MAINTAIN POIBTS AMD gRFgCTATIONg OP THE XtVEI. Sg-WAS BtMOTED PROM. Bibliography Âbrahamsen, D. (1944). The dynamic connection between person ality and crime in the detection of the potential criminal illustrated by different types of murder. Journal of Criminal Psychopathology, 5, 481-488. Adams, 5.(1977). Evaluating correctional treatments: toward a new perspective. Criminal Justice and Behavior, 4, 323- 338. Aichorn, A. (1935). Wayward Youth. New York: The Viking Press. Allie, S. (1979). The normative and structural properties of the children’s Nowicki-Strickland scale of internal- external control: children with adjustment problems. Psychology in the Schools, 16, 32-37. Arieti,S.(1976). The Intrapsychic Self. New York: Basic Books. Aronfreed, J . (1968). Conduct and Conscious: The Socialization of Internalized Control Over Behavior. New York : Academic Press . 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