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Permanent link (DOI): https://doi.org/10.7939/R3XX42

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Addressing exercise in therapy: Therapists’ personal exercise habits, attitudes, knowledge, and perceived barriers to addressing exercise with clients. Open Access

Descriptions

Other title
Subject/Keyword
therapy
knowledge
attitudes
exercise
psychotherapists
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hitschfeld, Marjorie
Supervisor and department
Truscott, Derek (Educational Psychology)
Examining committee member and department
Truscott, Derek (Educational Psychology)
Mrazik, Martin (Educational Psychology)
Strean, William (Physical Education and Recreation)
Department
Department of Educational Psychology
Specialization

Date accepted
2011-09-28T17:12:42Z
Graduation date
2011-11
Degree
Master of Education
Degree level
Master's
Abstract
This study was designed to investigate the factors that contribute to addressing exercise in psychotherapy. Self-identified psychotherapists (n=94) completed surveys relating to: the frequency and type of conversations they have with clients regarding exercise; the frequency and length of time in which they personally engage in exercise; attitudes towards the use of exercise in treating and preventing psychological disorders; perceived knowledge on the effects of exercise on psychological disorders; and potential barriers to addressing exercise in therapy. Addressing exercise with clients was shown to be common among participants. Furthermore, attitudes were favourable, few barriers to addressing exercise in therapy were identified, and perceived knowledge on how exercise affects psychological disorders was correlated with addressing exercise in therapy. The findings are indicative of the importance of training psychotherapists on the psychological effects of exercise, and contribute to the limited information we have on psychotherapists’ conversations on exercise in therapy.
Language
English
DOI
doi:10.7939/R3XX42
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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