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Gender Reflections: A Reconsideration Of Pictish Mirror And Comb Symbols, Traci N. Billings

Theses and Dissertations

The interpretation of prehistoric iconography is complicated by the tendency to project

contemporary male/female gender dichotomies into the past. Pictish monumental stone sculpture

in Scotland has been studied over the last 100 years. Traditionally, mirror and comb symbols

found on some stones produced in Scotland between AD 400 and AD 900 have been interpreted

as being associated exclusively with women and/or the female gender. This thesis re-examines

this assumption in light of more recent work to offer a new interpretation of Pictish mirror and

comb symbols and to suggest a larger context for their possible meaning. Utilizing the Canmore

database, …

Queer Literary Criticism And The Biographical Fallacy, Shawna Lipton

Theses and Dissertations

“Queer Literary Criticism and the Biographical Fallacy” engages with three fields of inquiry within literary studies: queer literary criticism, modernist studies, and author theory. By looking at the critical reception of four iconic queer modernist authors – Oscar Wilde, Henry James, Radclyffe Hall, and Virginia Woolf– this dissertation reinvestigates the relation between criticism and the figure of the author. Queer criticism-- despite its fundamental critique of identity—relies on the identity of the author when it blurs the distinction between the literary text and the author’s biography. Ultimately this work provides a deeper understanding of the queer relation to the modernist …

Resilience And Internalizing Symptoms Among Adolescent Girls In Residential Treatment: An Evaluation Of Strong Teens, Luke Andrew Marvin

Theses and Dissertations

Strong Teens is an evidence-based social and emotional learning (SEL) curriculum designed to target internalizing disorders by promoting emotional resilience and social competence. In this study, Strong Teens was implemented among 36 adolescent girls during group therapy in a residential treatment center (RTC). A non-equivalent, quasi-experimental wait-list control group design was used. The curriculum was evaluated by tracking the girls' social and emotional knowledge, internalizing symptoms, and resilience from the perspectives of the girls, group therapists, and a supervisor who was blind to the study. Although the results indicated that exposure to Strong Teens was not effective in increasing the …