Are All Cognitive Items Equally Prone To Position Effects? Exploring The Relationships Among Item Features And Position Effects, Thai Quang Ong

Dissertations, 2014-2019

One type of context effect is a position effect, which implies parameters of an item are influenced by the position of the item on the test. Researchers often discuss two types of position effects: negative position effects and positive position effects (e.g., Albano, 2013; Debeer & Janssen, 2013). Items exhibiting negative position effects become harder when placed later on the test, whereas items exhibiting positive position effects become easier when placed later on the test. Researchers have primarily examined the underlying causes of position effects through an item or person perspective (e.g., Bulut, 2015; Kingston & Dorans, 1984; Qian, 2014). …

Improving Parent-Child Interactions And Generalized Problem-Solving Skills In Families Of Children With Attention-Deficit/Hyperactivity Disorder Through Adapted Parent Child Interaction Therapy, Carly Bobal

Dissertations, 2014-2019

Attention-Deficit/ Hyperactivity Disorder (ADHD) is the most prevalent parent reported diagnosis among children 3-17 years of age. Parents of children with ADHD often evoke more coercive or negative interactions to help manage their child’s behavior. In addition, they report increased levels of family conflict and higher stress levels, which can place stress on couples and other members within the family system. These interactions may lead to negative reinforcement cycles that maintain or worsen problem behaviors of the child. PCIT is well documented in producing positive outcomes for children with other neurodevelopmental disorders, such as Oppositional Defiant Disorder, Conduct Disorder, or …

The Ei Leadership Model: From Theory And Research To Real World Application, Kelly Dyjak Leblanc

Dissertations, 2014-2019

Whether a leader or the led, we all can point to examples of ineffective leadership – poor decision making, a lack of vision, inattention to morale, ineffective communication, systemic tendencies toward obstruction, and so forth. Similarly, most of us can identify characteristics that we do and do not esteem in the leaders we have known. The consequences of not attending to what actually is happening at these deep, complex, and interacting levels can mean the difference between success and failure from a leadership and organizational standpoint. The overarching purpose of applying the present leadership model to a real world organizational …

Attachment In Middle Childhood Among Foster And Adopted Children: Preliminary Validation Of A Behavioral Observation System, Somer George

Dissertations, 2014-2019

Abstract

The study of attachment in middle childhood, especially among foster and adoptive children, is a critical and timely one. An assessment that helps us understand the behavioral manifestations of attachment for these children, while considering the link with caregiving behavior and parental reflective functioning (PRF) can help to provide effective and efficient intervention leading to security and relational healing. This study examines the attachment patterns of 39 foster and adopted children (ages six to twelve) in the Modified Strange Situation Procedure (MSSP), with their caregivers. Association with caregiving patterns, PRF, and caregiver reported child behavior are analyzed using Pearson’s …

A Sequential Explanatory Mixed Methods Exploration Of Practitioner Use, Development, And Satisfaction Of Theoretical Paradigms In Sport Psychology, Christopher E. Bilder

Dissertations, 2014-2019

The purpose of this sequential explanatory mixed methods study was to identify the use, development, and perceived satisfaction of current theoretical paradigms by sport psychology practitioners. Participants for the quantitative portion of the study were 170 (95 women, 65 men) sport psychology practitioners.

Results of a frequency analysis revealed that most practitioners use an integrative paradigm type, and the most commonly used paradigms were CBT, ACT, and humanistic. A descriptive analysis revealed that theoretical paradigms are developed across all developmental levels. Independent between-groups ANOVAs indicated that primary training background significantly impacted the principles perceived to be necessary (i.e., sport science …

Simultaneous Parent-Child Interaction Therapy (Pcit) And Teacher-Child Interaction Training (Tcit) Interventions Using Distance Coaching: A Pilot Study, Kirstin Drucker

Dissertations, 2014-2019

When providing intervention to children with emotional and behavioral difficulties, it is important to consider how to best address the child’s behaviors across a number of contexts. Parent-Child Interaction Therapy (PCIT) and Teacher-Child Interaction Training (TCIT) have been shown effective at reducing a child’s behavioral difficulties by improving the relationship between the child and their caregiver (parent or teacher). This feasibility study adds to the research on interventions for young children with emotional and behavioral difficulties by addressing parent and teacher interaction techniques simultaneously. Using HIPAA-compliant software, a coach provided instruction to a parent and a teacher, to implement a …

Cultivating The Sustainably Gendered Self, Patrick Kenny

Dissertations, 2014-2019

Traditional gender roles, and the extent to which they are rigidly enforced in a social context, can limit individual and group welfare and are linked to serious social issues such as mass-incarceration, domestic abuse, gang-participation, female genital mutilation, and honor killings (Abramsky et al., 2011; Hackett, 2011). This chapter focuses on the social construct of gender and the ways in which individual and societal beliefs about gender impact the well-being of the global community. A three-pronged approach (individual psychotherapy, group interventions, and education policy) offers a way to address the myriad gender-based challenges present in a number of cultures worldwide. …

Building Teachers’ Emotional Competence: A Transactional Training Model, Caroline Fulton

Dissertations, 2014-2019

Classrooms are complex entities, where the emotions of students and teachers interact to influence learning, relationships, and students’ social emotional development. Teachers’ understanding of emotional processes within the classroom is critical to effective teaching, promotion of healthy child development, and attaining desired learning outcomes. Further, emotions have powerful consequences for teachers themselves. They affect teachers’ well-being, self-efficacy, and ultimately whether teachers remain in the profession or not. Therefore, teachers need skills to recognize and respond to emotional experiences in the classroom. In the present research project a set of emotional competences relevant to educational practices were developed. These competencies include …