University of Hawaii at Manoa
Ateneo de Manila University
Liberty University
Louisiana State University
Merrimack College
University of Nebraska - Lincoln
Dakota State University
Singapore Management University
William & Mary Law School
James Madison University
Childhood Emotional Maltreatment And Its Associations With Internalizing And Externalizing Symptoms In Emerging Adults,
2027
Suffolk University
Childhood Emotional Maltreatment And Its Associations With Internalizing And Externalizing Symptoms In Emerging Adults, Amira C. Wallace
Undergraduate Theses and Capstone Projects
This study examines how childhood emotional maltreatment influences mental health symptoms among college students aged 18 to 25, specifically exploring its association with increased prevalence and severity of depression, anxiety, hyperactivity, and aggression symptoms in emerging adulthood. The relationship between childhood emotional maltreatment and internalizing and/or externalizing mental health symptoms will be assessed using questionnaires. This study aims to provide recommendations for the development of supportive and inclusive academic environments that facilitate informed conversations and interventions regarding childhood maltreatment. Findings could provide valuable information about students with histories of childhood maltreatment to academic institutions, which could in turn be used …
Turning To The Sacred: The Role Of Religious/Spiritual Coping In Psychological Outcomes Of Childhood Interpersonal Trauma,
2027
Georgia Southern University
Turning To The Sacred: The Role Of Religious/Spiritual Coping In Psychological Outcomes Of Childhood Interpersonal Trauma, Vanessa S. Tomasik
College of Graduate Studies: Theses & Dissertations
Adverse Childhood Experiences (ACEs) are widespread and associated with significant and lasting psychological consequences, including posttraumatic stress symptoms (PTSS) and dissociation. Much of the existing literature has focused on adult trauma or narrowly examined childhood abuse and neglect, with comparatively limited attention given to other forms of childhood adversity such as witnessing intimate partner violence, parental separation, or household dysfunction. As a result, the differential psychological impact of distinct types of ACE exposure (i.e., maltreatment vs. household dysfunction) remains insufficiently understood. Emerging literature on coping identifies religious and spiritual (R/S) coping as an important factor in trauma adaptation. Positive R/S …
The Roles Of Trauma, Secrecy, And Epistemic Mistrust In Attention Deficit Hyperactivity Disorder On Socioemotional Outcomes,
2027
Long Island University
The Roles Of Trauma, Secrecy, And Epistemic Mistrust In Attention Deficit Hyperactivity Disorder On Socioemotional Outcomes, Rina Goldstein
Selected Full-Text Dissertations 2020-
Former research has shown that attention deficit/hyperactivity disorder (ADHD) has significant negative implications for people’s socioemotional functioning. Additionally, trauma and ADHD have been biologically and bidirectionally connected in the literature. A notable gap exists in the literature regarding how ADHD and trauma interact to affect socioemotional functioning. The following study sought to examine epistemic mistrust as a potential mediating factor between ADHD and socioemotional functioning, when moderated by trauma. Specifically, childhood interpersonal trauma was expected to amplify ADHD’s negative impact on socioemotional functioning, partially explained by epistemic mistrust. Additionally, disclosure of trauma and others’ reactions to disclosure were examined as …
The Relation Between Stress, Self-Esteem, University Belongingness, And Disciplinary History In Undergraduate Students,
2027
West Chester University of Pennsylvania
The Relation Between Stress, Self-Esteem, University Belongingness, And Disciplinary History In Undergraduate Students, Emily R. Brown
West Chester University Graduate Theses, Dissertations, and Final Projects
This study examined the relation between student conduct history and psychosocial characteristics, including university belongingness, perceived stress, and self-esteem, among undergraduate students at West Chester University. A total of 392 students ages 18–25 completed self-report measures via Qualtrics, including the University Belongingness Questionnaire (UBQ), the Perceived Stress Scale (PSS-14), and the Rosenberg Self-Esteem Scale (RSES). Participants were recruited through the SONA system and in collaboration with the Office of Student Conduct to include students with and without a documented conduct record. Results from independent samples t-tests indicated that students with a conduct record reported significantly higher levels of university belongingness …
Why Sports Participation Matters For Girls In Urban Core Public Schools,
2026
University of Oklahoma
Why Sports Participation Matters For Girls In Urban Core Public Schools, David Mcleod, Angela B. Pharris, David Crynes, Emmy Hufnagel, Eddie Wright, Sabrina Hynd, Tim Mclaughlin
Journal of Youth Development
Sports participation plays a critical role in supporting academic success, school engagement, and social-emotional well-being, particularly for girls in urban core public school settings. This study examines the relationship between athletic participation and academic outcomes, attendance, and social-emotional functioning in a large urban public school district during the post-COVID period. Findings indicate that student-athletes outperform non-athlete peers across multiple indicators, including grade point average, enrollment in advanced coursework, and school attendance. Female athletes, in particular, demonstrate stronger academic performance and more favorable social-emotional outcomes compared to female non-athletes. Despite these advantages, a pronounced decline in girls’ sports participation occurs between …
Connected But Disconnected: A Covid-19 Youth Participatory Action Research Study,
2026
University of Minnesota
Connected But Disconnected: A Covid-19 Youth Participatory Action Research Study, Vianney Atugonza, Jodi Dworkin, Stacey S. Horn, Joanna A. Tzenis, Samantha Lebouef
Journal of Youth Development
In 2020, the COVID-19 pandemic forced most schools across the U.S. to close and transition to remote learning. Families were forced to transform their homes into classrooms while facing challenges to their health, finances, and social connections. To better understand how young people experienced these changes, a Youth Participatory Action Research (YPAR) project was employed to engage young people in naming, exploring, and sharing their experiences during this time. Nine high school youth leaders were trained as researchers to conduct interviews with their peers. These youth scholars were also trained on how to code, sort, and disseminate data and results. …
Exploring 21st-Century Skills In A Summer Camp: A Qualitative Methodological Triangulation Approach,
2026
Purdue University
Exploring 21st-Century Skills In A Summer Camp: A Qualitative Methodological Triangulation Approach, Alexander Bowman, Jing Song
Journal of Youth Development
Despite the recognized importance of 21st-century skills and the substantial body of research on these skills, little is known about how to identify growth in these skills. The lack of reliable methods to measure 21st-century skill growth presents a challenge for the design of relevant learning environments and for evaluating if such learning environments are effective. Using a qualitative methodological triangulation approach, this study explored camp counselors’ learning processes. Using a systematic data integration method, field observations were synthesized with participant reflections about how their skills develop. Data were collected from 13 high-school-aged junior camp counselors at a summer camp …
Becoming Who I Am: How Youth Leadership Experiences Shape Lifelong Leadership Journeys,
2026
University of North Carolina at Chapel Hill
Becoming Who I Am: How Youth Leadership Experiences Shape Lifelong Leadership Journeys, Dustin Evatt, Deborah Acker, Parker R. Watson, Jennifer T. Peters
Journal of Youth Development
Youth leadership experiences have the power to shape individuals’ values, identities, and leadership behaviors well into adulthood, yet limited empirical research has examined how these formative experiences contribute to leadership development over time. This study examines the long-term impact of youth leadership experiences using the six-stage Leadership Identity Development (LID) model as a guiding and interpretive framework by exploring the journeys of alumni from the Shelton Challenge, a six-day immersive high school leadership program at NC State University rooted in values-based and positive youth development (PYD) principles. Using narrative inquiry, we conducted interviews and focus groups with 30 alumni ages …
4-H Program Staff Perceptions Of Including Youth With Disabilities,
2026
University of Illinois at Urbana-Champaign
4-H Program Staff Perceptions Of Including Youth With Disabilities, Brittney Muschetto, Amy Leman
Journal of Youth Development
This study’s focus is to examine 4-H youth development county program staff’s perceptions of the inclusion of youth with disabilities in the Illinois 4-H program. The majority of program staff identified positive perceptions about including youth with disabilities in 4-H. However, they also noted that there was a need for more staff training to adequately include youth with disabilities in 4-H programming. As more youth are being diagnosed with disabilities, 4-H must continue to improve its knowledge and skills to make 4-H inclusive to all youth.
A Hip-Hop-Based Workshop Cultivates Urban Underserved Youths’ Critical Consciousness Around Food Systems,
2026
Virginia Tech
A Hip-Hop-Based Workshop Cultivates Urban Underserved Youths’ Critical Consciousness Around Food Systems, Jacob Rowell, Hannah Scherer, Kim Niewolny, Anthony Kwame Harrison, Kendrick Spencer
Journal of Youth Development
Hip hop is social commentary and critique that highlights the complexity of issues within society, including systemic inequity in the food system, which disproportionately affects urban and African American populations. After-school and non-formal programs are innovative educational opportunities to engage youth in learning about and addressing local problems through culturally-relevant program design and enactment of critical pedagogy. To meaningfully connect middle-school-aged urban youth, their lived experiences, and inequities in the food system, we designed a hip-hop-based workshop and delivered it in an established afterschool program. In this qualitative case study, we explored participants’ critical consciousness related to the food system …
Joining Forces:A Research-Practice Partnership For Out-Of-School Time,
2026
University of Massachusetts Boston
Joining Forces:A Research-Practice Partnership For Out-Of-School Time, Julián C. Alonso Restrepo, Trevor Bopp, Diedre F. Houchen, Chanae Jackson, Sunshine Moss, Rose M. Pringle, Christine Wegner
Journal of Youth Development
This article describes the development and early implementation of the Youth Development Research-Practice Partnership (YDRPP), a collaboration between university researchers and the Better Out-of-School Time (BOOST) Alliance in Alachua County, Florida. Established to address persistent racial and socioeconomic disparities affecting youth, the partnership used a collaborative qualitative assessment to identify local youth needs, program strengths, and organizational challenges. Findings revealed that practitioners viewed academic support, mental health, social-emotional development, positive adult relationships, physical activity, life skills, and workforce preparation as the most pressing needs of youth. Programs responded through holistic offerings that included tutoring, mentoring, trauma-informed practices, recreation, career readiness, …
A Billion People In The Shadows: Understanding Disability,
2026
Rutgers University
A Billion People In The Shadows: Understanding Disability, Kelly Dziak
Journal of Youth Development
The disability community is the largest minority group and encompasses people of all ages and backgrounds. Despite its size, members of this community frequently encounter social, educational, and economic barriers that limit opportunities for full participation. Youth development programs have the potential to support skill-building and foster a sense of belonging. However, professionals often face challenges to effectively support individuals with disabilities including limited training and accessibility barriers. A Billion People in the Shadows: The Ultimate 1-Hour Guide to Understanding Disability by Doug McCullough provides practical guidance for improving understanding and support for this population. Drawing on personal experiences with …
The Relationship Between Adverse Childhood Experiences, Protective And Compensatory Experiences, And Parenting Attitudes Among Fathers,
2026
National Louis University
The Relationship Between Adverse Childhood Experiences, Protective And Compensatory Experiences, And Parenting Attitudes Among Fathers, Kylie Schmidt
Dissertations
Adverse childhood experiences (ACEs) are defined as potentially traumatic events that occur in childhood particularly between the ages of 0 and 17 years that negatively influence long-term health, relational functioning, and parenting practices (Centers for Disease Control and Prevention, 2026; Felitti et al., 1998; Merrick et al., 2019). Conversely, protective and compensatory experiences (PACEs) have emerged as protective factors that foster resilience and possibly buffer against the adverse outcomes of ACEs (Narayan et al., 2018). As the existing research has greatly focused on mothers, little is known about how men’s early life experiences shape their parenting attitudes, particularly during the …
Table Of Contents,
2026
Clemson University
Table Of Contents, Journal Of Youth Development
Journal of Youth Development
No abstract provided.
4-H Builds Work Readiness Skills In Youth,
2026
University of Idaho
4-H Builds Work Readiness Skills In Youth, Mike Knutz
Journal of Youth Development
4-H Programs provide work readiness skills like teamwork, respect, leadership, critical thinking, work ethics, and communication. Supported studies are highlighted as well as results from an evaluation of youth participants from a Know Your Government statewide program. Data was collected from middle and high school age youth to measure their self-reported increase in work readiness skills as well as knowledge of government. Results are discussed in terms of their relevance to life skill theory and measurement. The study supports the value of 4-H Youth Development Programs as a means for youth to acquire work readiness skills.
Full Issue, Volume 21, Issue 3,
2026
Clemson University
Full Issue, Volume 21, Issue 3, Journal Of Youth Development
Journal of Youth Development
No abstract provided.
Teaching Personal And Social Responsibility Through A Mountain Biking After-School Program,
2026
University of Wyoming
Teaching Personal And Social Responsibility Through A Mountain Biking After-School Program, Kayla Marsh, Kelly L. Simonton, Victoria Shiver, Tristan Wallhead
Journal of Youth Development
The Teaching Personal and Social Responsibility (TPSR) model has been identified as an evidence-based structure that can support social-emotional learning (SEL) competencies in after-school settings. However, much of the research includes general physical fitness and skill activity-based programs, and not activities students identify with as meaningful in their lives. The current study targeted a mountain biking afterschool-program which has the potential to promote meaningful transfer of knowledge and skills. The purpose of this study was two-fold: (a) to explore adolescents’ beliefs and understandings of SEL skills in a mountain biking TPSR program and (b) to explore the perceptions of potential …
Nihilistic Violence Aesthetics In Public Online Communication,
2026
Walden University
Nihilistic Violence Aesthetics In Public Online Communication, Heath Nicholas Landress
Journal of Social, Behavioral, and Health Sciences
Public online communication has increasingly included violence-related content that is meme-based, ironic, visually stylized, multimodal, and only partially ideological. This comprehensive literature review synthesized research on online extremism, extremist memes, toxic multimodal content, dehumanizing digital communication, nihilistic violent extremism, warning behaviors, platform affordances, and youth-facing online environments. The purpose was to clarify what the literature had established; identify where the scholarship remained fragmented; and map research domains relevant to social, behavioral, public safety, and human services scholarship. The review used a structured, comprehensive literature review strategy supported by integrative synthesis procedures. The final corpus contained 34 scholarly sources, including 32 …
“When I’M Not Heard, I Feel Like I Don’T Matter”: Advancing Equity In Disability Policy Through Critical Participatory Action Research With People With Intellectual Disability,
2026
CUNY College of Staten Island
“When I’M Not Heard, I Feel Like I Don’T Matter”: Advancing Equity In Disability Policy Through Critical Participatory Action Research With People With Intellectual Disability, Cris Marchionne
Student Theses
People with intellectual disability deserve a system that offers flexible, timely, and person-centered support — one that is innovative, sustainable, and holistic in enabling them to live fulfilling lives. This qualitative study, grounded in Critical Participatory Action Research (CPAR), examines how people with intellectual disability experience participation in decision-making within New York State's disability service system. By centering lived experience, the study identifies factors that facilitate or hinder participation in decision-making and examines structural, social, and policy-related barriers that limit agency. Through six focus groups and a Photovoice project with self-advocates receiving OPWDD services, participants described systemic barriers that limited …
Diagnosis And Treatment Of Trauma In Adolescents: A Doctoral-Level Clinical Psychology Course,
2026
University of Denver
Diagnosis And Treatment Of Trauma In Adolescents: A Doctoral-Level Clinical Psychology Course, Jasmine M. Cervantes
Graduate School of Professional Psychology: Doctoral Papers and Masters Projects
Adolescent trauma is a significant mental health concern that can profoundly disrupt emotional, cognitive, social, and developmental functioning. Although evidence-based interventions for adolescent trauma are well established, doctoral-level psychology training programs may provide limited instruction focused specifically on the unique developmental, cultural, and clinical considerations required when treating traumatized adolescents. This paper presents the development of a ten-week doctoral-level elective course designed to address this gap in clinical training. The curriculum provides foundational knowledge regarding the prevalence, developmental impact, diagnosis, and treatment of adolescent trauma, with an emphasis on posttraumatic stress disorder (PTSD) and complex posttraumatic stress disorder (CPTSD). Students …
