Developmental Psychology Commons^™

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 …

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, 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 …

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 Power Of The Mind: Exploring The Perceived Benefits Of Spiritual Meditation For Children's Loss And Grief, Shefali Bhalla

Theses and Dissertations (Comprehensive)

Grief and loss can significantly affect children’s emotional, cognitive, and social development, yet many existing interventions remain difficult to access due to stigma, cost, and limited cultural fit. Meditation has shown promise as a low-cost and adaptable strategy for supporting emotional regulation, but little is known about how children themselves perceive its usefulness in grief-related contexts. The present study explored children’s beliefs about the usefulness of spiritual meditation as a coping strategy across grief, interpersonal conflict, and positive emotional vignettes. Fourteen children between the ages of 8 and 13 participated in individual Zoom sessions in which they listened to three …

We All Read: Adapting An Early Literacy Program For Children With Developmental Differences And Their Families, Rachel Podl

Graduate School of Professional Psychology: Doctoral Papers and Masters Projects

Children with developmental differences face elevated risk for early literacy delays, while their caregivers experience significant difficulty accessing appropriate and supportive resources. This paper describes an adaptation of WeRead, an existing story-time and psychoeducation program through the University of Denver's Baby S.T.E.P.S. Lab, for children ages 0–7 with developmental differences and their caregivers. The program integrated a neurodiversity-affirming read-aloud, a strengths-based art activity, movement and music, caregiver psychoeducation on visual schedules, and collaboration with four community partners. The event drew approximately 65 attendees. A post-program survey, though limited by few responses, indicated that caregivers valued the program's accessibility, community partnerships, …

Notice, Respond, Observe, Adjust: Everyday Co-Regulation With Infants And Toddlers, Tony Kung

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Co-regulation is central to infants’ and toddlers’ developing emotional regulation, yet educators often need to make responsive decisions in real time during everyday classroom routines. This research-to-practice article translates developmental and early childhood research into a practical four-part reflection guide: Notice, Respond, Observe, and Adjust. The article examines how educators can attend to children’s gestures, movements, vocalizations, and participation when supporting arrival and separation, caregiving routines, play, and peer encounters. It emphasizes responsive support that adapts to children’s individual communication, developmental needs, family knowledge, and classroom context. Drawing on recent empirical research and published educator observations, the article offers practical …

The Influence Of Childhood Experiential History On Elon Musk’S Personality, Amelia Brower, Aubrey Immelman

Psychology Faculty Publications

This paper presents the results of a developmental causal analysis of the adult personality of innovative entrepreneur and business leader Elon Musk, from the conceptual perspective of personologist Theodore Millon.

Psychodiagnostically relevant data relating to Musk’s personality were collected from biographical sources and media reports and synthesized into a personality profile using the Millon Inventory of Diagnostic Criteria (MIDC), which yields 34 normal and maladaptive personality classifications congruent with DSM-III-R, DSM-IV, and DSM-5-TR.

The findings of the personality assessment were previously reported in a separate paper. Musk’s primary personality patterns were found to be Ambitious/self-serving and Dominant/controlling, …

Beyond Academic Access: An Abstract-Based Narrative Synthesis Of Psychological Wellbeing Social Inclusion And Educational Support For Students With Special Educational Needs, Nurul Hidayah, Nur Andini Sudirman, Muhammad Ilyas, Tirta Cahyani, Atika Tiara Syafitri

Jurnal Pendidikan dan Pembelajaran

Background: Educational placement does not necessarily secure psychological well-being, reciprocal relationships, participation, or responsive support for students with special educational needs.

Objectives: This abstract-based narrative synthesis examined review materials describing a curated Scopus corpus of 110 records published between 2023 and 2026.

Methods: Forty records were presented in four thematic evidence matrices, while 70 supplied contextual material. Extraction was restricted to metadata, abstracts, and the available summary matrices; primary-study full texts were not systematically assessed, and no formal risk-of-bias assessment was performed. Evidence was organized around psychological resources, relational inclusion, educational supports, and institutional responsiveness.

Results: Reported associations connected self-efficacy, …

College Students’ And Teachers’ Biases Regarding School Children Based On Appearance, Sex, And Clothing, Lauren K. Decoste, Terry F. Pettijohn Ii

Journal of Educational Research and Practice

This research explored how appearance, sex, and clothing differences influence adults’ perceptions of primary school students across two studies. Male students were predicted to be rated higher in academic ability, behavior, and likeability compared to female students, while formally dressed students were expected to receive more favorable ratings than informally dressed students. Study 1 included college students (N = 160), and Study 2 included employed teachers (N = 112). Participants rated formally and informally dressed male and female students on perceived behavioral, academic, and social skills, likeability, and engagement. Results showed that model sex influenced several perceptions, with male students …

The Literacy Link: Connecting Parents Who Are Incarcerated With Their Young Children Through Reading Aloud, Mary Campbell Wood, Heidi Ungrodt, Pamela Wedig-Kirsch, Ronda Davis, Jacqueline Buck, Lindsay A Weymouth

Journal of Extension

Parental incarceration is consequential for children. Outreach strategies can maintain parent–child relationships during incarceration. The Literacy Link connects parents in jail and prison with their children through two strategies: a dialogic reading workshop and a recorded book reading program. Over 3 years, we implemented these strategies with parents in jails and prisons located in 12 counties. We surveyed parents and the caregivers with whom children live during their parents' incarceration. Parents reported improvements in attitudes and confidence related to reading aloud. Most parents and caregivers reported that these strategies provided a connection between parents and children during incarceration.

High School Teachers' Experiences Working With Latino Immigrant Students Who Have Experienced Trauma, Collette Marie Jiménez Serra

Walden Dissertations and Doctoral Studies

Latino immigrant students in U.S. public high schools are disproportionately exposed to trauma related to migration experiences, family separation, poverty, and acculturative stress, yet many teachers report feeling underprepared to address students’ trauma-related needs in culturally responsive ways. Limited research has examined high school teachers’ lived experiences implementing trauma-informed practices with Latino immigrant students, particularly from teachers’ own perspectives. The purpose of this transcendental phenomenological study was to explore high school teachers’ lived experiences implementing trauma-informed practices with Latino immigrant students, including their perceptions of preparedness and the factors influencing implementation. Guided by principles of trauma-informed care (TIC) and relational-cultural …

Crossing Digital Borders: Student Success, Peer Mentorship And Ethical Ai Literacy In Community College Curricula, Adrian Bordoni, Jody A. Resko

Open Educational Resources

A changing job market set wthin the context of new Generative Articial Intelligence applications and technology requires academia to integrate, innovate and implement updated materials in their classes. Lack of training and awareness of ethical use of emerging technologies by students will be addressed, and best practices will be modeled, by Peer Mentors.

Faculty Coordinators will train 4 students to serve as Peer Mentors to develop materials as part of an interdisciplinary, career focused set of workshops. These workshops will be hosted in Education and Criminal Justice Classes in person- as well as a hybrid session in collaboration with Faculty …

Black Mothers' Stress And Harsh Parenting Moderated By Child Age: A Longitudinal Secondary Analysis, Mandiryn M. Diffee, Theresa A. Moore, Hannah White

Undergraduate Research Symposium

Black mothers from lower socioeconomic status experience the highest stress levels in the United States due to structural and societal disadvantage, and one study shows parenting stress for Black mothers increases as children age from 5 to 8 years old. Stress is a well‑established risk factor for maladaptive parenting practices, including harsh parenting, and can influence these behaviors in ways that extend beyond parents’ conscious control. However, no studies have investigated Black mothers’ parenting stress trajectories from toddlerhood to adolescence, nor whether these trajectories relate to harsh parenting. To address this discrepancy, the present study conducted a multilevel analysis using …

Reframe The Narrative: Menganalisis Motivasi, Konsekuensi, Dan Solusi Perilaku Bullying Dalam Lingkungan Sekolah Dasar Melalui Teori Frustasi-Agresi, Muhammad Hatta, Nabila Eka Ramadhani, Majesty Steffania Putri Anggen Dese, Manda Zahratu Nisa, Dimas Ramadan Hariadi, Muhammad Abdan Shadiqi

Jurnal Psikologi Sosial

This study analyzed the motivation, consequences, and solutions to bullying behavior from the perpetrator's perspective among elementary school students, applying frustration-agression theory. A qualitative transcendental phenomenological approach was employed to explore the lived experiences of bullying perpetrators among elementary school students volving 10 participants aged 11–12 years in Banjarmasin and Banjarbaru. In-depth interviews served as the primary source of data, while the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) was administered after the interviews as supplementary descriptive data to provide an indication of participants’ frustration levels. A Focus Group Discussion (FGD) with educational and child-protection professionals was conducted to …

Sharing Toys, Sharing Talks, Sharing Thoughts: Siblings’ Role In Language Skills And Theory Of Mind In Children, Khansa Nabila Anjani, Ike Anggraika Kuntoro

Jurnal Psikologi Sosial

Background: Theory of mind (ToM) refers to the ability to understand one’s own and others’ mental states and is closely related to children’s prosocial behavior. Previous research has linked ToM to language skills and sibling factors; however, findings remain inconsistent. Siblings may function as early social partners who support language use and social–cognitive development, thereby influencing ToM. This study examined whether sibling presence moderates the relationship between language skills and ToM in children. Methods: Participants were 117 children aged 4–7 years from the Jabodetabek area, recruited using convenience sampling. A simple moderation analysis with bootstrapping was conducted. Results …

Drug Court Graduation Rates Of African American Males Attending Habilitation Empowerment Accountability Therapy, Tierney President

Walden Dissertations and Doctoral Studies

African American males between the ages of 18 and 29 have lower rates of successful completion in drug court programs compared to other populations, increasing their risk of incarceration and recidivism. This study examined whether participation in the Habilitation Empowerment Accountability Therapy (HEAT) program, a culturally responsive intervention, was associated with improved drug court graduation outcomes among African American male participants. Guided by cognitive behavioral theory, a quantitative retrospective causal-comparative design was used to analyze archival data from 96 African American male participants enrolled in a drug treatment court program in Columbia, Missouri. A chi-square test of independence was conducted …

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, 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, 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 …