Social and Behavioral Sciences Commons^™

What Psychotherapists Have To Teach Us About Childhood Developmental Trauma: The Roles Of Attachment Orientation And Coping Strategy, Rebecca Klott

Dissertations

Psychotherapists have been found to have higher rates of childhood developmental trauma when compared to non-clinicians, yet they do not report more distress. The current study added to the literature regarding the experiences of psychotherapists and explored a theoretical model integrating attachment and coping as mediators for the relationship between childhood developmental trauma and psychological distress among psychotherapists.

A total of 130 masters' level psychologists participated in this study. These participants were asked to complete the following measures: The Child Abuse and Trauma Scale (Sanders& Becker-Lausen, 1995), the Ways of Coping-Revised (Folkman & Lazarus, 1985; Folkman, Lazarus, Denkel-Schetter, DeLongis, & …

Parenting Stress, Behavior, Treatment Satisfaction, And Hope In Caregivers Of Children With Developmental Disabilities, Paige Cristin Schultz

Dissertations

Parenting stress has been shown to be related to both negative parenting behaviors and child behavior problems in the general population as well as with children with developmental disabilities. With the majority of children with developmental disabilities participating in multiple treatments, little is known about the effect of treatment satisfaction on caregivers. Hope has also been shown to reduce stress in caregivers, yet little research has examined this relationship with respect to parenting stress specifically or in parents with children with developmental disabilities. Treatment satisfaction has also been associated with less parenting stress in other populations; however, no study has …

Home-School Collaboration: Concurrent Home And School Reading Interventions Within A Response To Intervention System, Qi Zhou

Dissertations

The current study investigated the effectiveness of reading interventions in the form of home-school collaboration on increasing oral reading fluency in elementary students exhibiting reading fluency deficits. Specifically, student participants were receiving Tier II reading interventions at their school. Additionally, parents were trained to implement an individualized intervention identified by brief experimental analysis with each student at home. Home-school notes were used to facilitate support and communication between the home and school. Results demonstrated that three of four students’ oral reading fluency improved. Furthermore, parents rated the interventions as acceptable. Parent treatment integrity was found to be adequate.