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Investigating The Shared And Unique Mechanisms Of The Development Of Comorbid Eating Disorder-Anxiety Symptoms During Adolescence., Leigh Cara Brosof

Electronic Theses and Dissertations

Introduction: Eating disorders are associated with significant morbidity, psychiatric comorbidity, and impairment. Despite the detrimental outcomes associated with eating disorders, effective treatments for eating disorders are lacking. One factor that has impeded the identification of targets for intervention in eating disorders is the high comorbidity rate with other psychiatric disorders. Comorbidity models can inform treatments by showing which mechanisms are shared in comorbidity and which mechanisms are unique to specific disorders. Anxiety disorders are the most frequently co-occurring disorders with eating disorders, as 85% of individuals with eating disorders have a comorbid anxiety disorder. One mechanistic process in both anxiety …

Co-Rumination, Romantic Relationships, And Depressive Symptom Development In Adolescence, Jessica L. Shankman

Electronic Theses and Dissertations

The present research aimed to better understand the associations among romantic involvement, co-rumination with friends, and depressive symptom development in a sample of 338 adolescents (ages 14-19 years). Using a multi-method, longitudinal study design, the present study examined whether co-rumination (self-reported and observed) mediated the relationship between romantic involvement and depressive symptoms over time. Next, analyses separately tested whether this process was further moderated by positive friendship quality, whether youth discuss romantic experiences during problem talk with friends, and/or gender. Analyses also tested whether romantic relationship quality among romantically involved youth influenced depressive symptoms over time via co-rumination.

Results supported …

Educators’ Adolescent Experiences And Their Implementation Of Positive Behavioral Interventions And Supports, Je Quila D. Broussard

Electronic Theses and Dissertations

Positive behavioral interventions and supports (PBIS) is a framework comprised of several tiers to address students’ emotions and academics. Although educators utilize PBIS in their classroom management, they encounter barriers that hinder implementation. The purpose of the study was to discover, through qualitative interviews, how educators’ adolescent experiences with behavior/classroom management and the positive and negative consequences they experienced in school influenced their values and beliefs about classroom management and their implementation of the PBIS framework in middle schools in Texas. Bandura’s social cognitive theory provided the theoretical framework used to craft the research questions. The central research question examined …