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The Effects Of A Strengths Based Faculty Coaching Intervention On First-Year Undergraduate Student Academic Confidence: A Mixed Methods Action Research Study, Conrad Alfred Davies Sr. 2021 University of Kentucky

The Effects Of A Strengths Based Faculty Coaching Intervention On First-Year Undergraduate Student Academic Confidence: A Mixed Methods Action Research Study, Conrad Alfred Davies Sr.

Theses and Dissertations--Educational Leadership Studies

Deficiency remediation models of education imply that students may enter the university with deficiencies, problems, or needs that imply the student needs to be “fixed” before they can proceed in their academic studies. In contrast, strengths-based education models infer that students come to the university with inherent talents, natural propensities, and behaviors that can be leveraged to overcome their challenges. These differing perspectives can influence the effectiveness of university policies designed to improve student retention. This mixed methods action research study, undergirded by student development theories, examined the effects of a strengths-based, faculty-led coaching intervention on first-year undergraduate students’ academic ...


Risk Factors For Bullying Victimization In Children With Neurofibromatosis Type 1 (Nf1), Peter L. Stavinoha, Cody Solesbee, Susan M. Swearer Napolitano, Steven Svoboda, Laura J. Kless, Alice Ann Holland 2021 The University of Texas MD Anderson Cancer Center

Risk Factors For Bullying Victimization In Children With Neurofibromatosis Type 1 (Nf1), Peter L. Stavinoha, Cody Solesbee, Susan M. Swearer Napolitano, Steven Svoboda, Laura J. Kless, Alice Ann Holland

Educational Psychology Papers and Publications

Neurofibromatosis type 1 (NF1) is an autosomal disorder associated with numerous physical stigmata. Children with NF1 are at known risk for attention-deficit/hyperactivity disorder (ADHD), academic struggles, and significant social difficulties and adverse social outcomes, including bullying victimization. The primary aim of this study was to identify risk factors associated with bullying victimization in children with NF1 to better inform clinicians regarding targets for prevention and clinical intervention. Children and a parent completed questionnaires assessing the bully victim status, and parents completed a measure of ADHD symptoms. Analyses were completed separately for parent-reported victimization of the child and the child ...


(Non)Religious Coping With A Natural Disaster In A Rural U.S. Community, Dena Abbott, Andrew Franks, Corey Cook, Caitlin Mercier 2021 University of Nebraska-Lincoln

(Non)Religious Coping With A Natural Disaster In A Rural U.S. Community, Dena Abbott, Andrew Franks, Corey Cook, Caitlin Mercier

Educational Psychology Papers and Publications

Religious/spiritual (R/S) coping following natural disasters is associated with positive outcomes, leading to perceptions that the absence of R/S coping leads to negative outcomes among nonreligious individuals. However, little research explicitly explores the coping strategies of nonreligious individuals in response to natural disasters and traumatic events. The present study collected data from a sample of survivors of a natural disaster event (i.e., a tornado) to test the relationship between (non)religiosity/(non)spirituality, coping, psychological distress, and posttraumatic growth. Statistical models suggested that problem-focused coping facilitated posttraumatic growth and lower levels of psychological distress among people ...


Self-Reported Multicultural Teaching Knowledge And Skills Of School Professionals, Julia Kedzior 2021 Eastern Illinois University

Self-Reported Multicultural Teaching Knowledge And Skills Of School Professionals, Julia Kedzior

Masters Theses

Diverse learners face a variety of challenges, such as achievement gaps, behavior problems, and absenteeism. Therefore, it is important for their educators to have both multicultural teaching knowledge and skills to address these challenges and work towards a successful school experience for all students. Although research has sought to measure the cultural competence of teachers, not many studies have examined cultural competence in other school professionals (administrators, school psychologists, social workers, interventionists, instructional assistants, and other individuals who directly work with students in the school environment). In the current study, 185 teachers and other school professionals completed an adapted version ...


The Impact Of Professional Perspectives On Team Participation And Satisfaction On Intent To Implement Interventions Determined By Multidisciplinary Teams, Julieanna Bowen 2021 Minnesota State University, Mankato

The Impact Of Professional Perspectives On Team Participation And Satisfaction On Intent To Implement Interventions Determined By Multidisciplinary Teams, Julieanna Bowen

All Graduate Theses, Dissertations, and Other Capstone Projects

Multidisciplinary teams have become a consistent part of school culture and the decision-making process (Buck et al., 2003), however limited and inconsistent research (Huebner & Gould, 1991) is available regarding the effectiveness of multidisciplinary teams within the school environment. Current literature provides common themes regarding typical team membership, team procedures and processes, professional roles, and team goals. However, it often fails to provide insight concerning the aspects of the multidiscipline team process and how each professional contributes to team outcomes. As demonstrated within social psychology and industrial psychology literature, understanding team participation and member satisfaction can assist in the prediction of implementation of team decision-making (Cooper & Wood, 1974; Sverke et al., 2008). Within the school context, understanding the factors that impact intervention implementation may play a crucial role in identifying and addressing inconsistent and ineffective team practices that result in poor student outcomes. The following study examined school psychologist and general education teacher perceptions of participation, level of satisfaction, and intent to implement interventions designed. Results of this research provide insight regarding the impact of member participation and satisfaction on the likelihood that each ...


Five In 20: An Exploratory Study To Develop And Pilot An Observation Tool Used To Assess The Five Features Critical To Effective Classroom Management, Alexandria Cardot 2021 Eastern Illinois University

Five In 20: An Exploratory Study To Develop And Pilot An Observation Tool Used To Assess The Five Features Critical To Effective Classroom Management, Alexandria Cardot

Masters Theses

The present study aimed to develop and pilot a standardized classroom observation tool intended to assess teachers’ current use of the five features critical to effective classroom management. Thirty-nine observers who regularly conducted classroom observations (e.g., school psychologists) were recruited to complete 39, 20-min observations in kindergarten through twelfth grade classrooms. Due to COVID-19, observers could either complete a live observation or think of a previously completed observation. Of the 39 observations, 13 were live and 26 were recalled. To complete the observation, observers indicated whether the teacher was observed to use each of the 21 evidence-based strategies and ...


Convergent And Discriminant Validity Of The Conners 3 Teacher Rating Scale: Comparisons With The Adjustment Scales For Children And Adolescents, Stephanie G. Buhrow 2021 Eastern Illinois University

Convergent And Discriminant Validity Of The Conners 3 Teacher Rating Scale: Comparisons With The Adjustment Scales For Children And Adolescents, Stephanie G. Buhrow

Masters Theses

The Conners 3-Teacher Rating Scale (Conners 3-T) and the Adjustment Scales for Children and Adolescents (ASCA) are both teacher report rating scales used for school system evaluations to assess youth and adolescent psychopathology. The Conners 3-T has limited research available independent from the Conners 3 Manual assessing its validity and diagnostic utility. The purpose of the present study was to compare correlations between the Conners 3-T and the ASCA to determine convergent and discriminant validity in support of the Conners 3-T. The present study included 118 students either randomly selected by teachers (n = 111) or referred for a special education ...


Investigating Body Dissatisfaction, Obesity, & Eating Pathology: African American Adolescent Girls & Mothers, Samantha Ronderos 2021 University of North Florida

Investigating Body Dissatisfaction, Obesity, & Eating Pathology: African American Adolescent Girls & Mothers, Samantha Ronderos

UNF Graduate Theses and Dissertations

Body dissatisfaction is a globally prevalent issue among adolescents, particularly for those living in industrialized societies (Griffith et al., 2017). Body dissatisfaction is considered a central component of obesity intervention (Huh et at., 2011; Mitola et al., 2007) and eating disorder etiology (Kelly et al., 2005; Saunders & Frazier, 2016). It predominantly effects females and is commonly found among those with eating disorders and those who struggle with obesity or have higher BMI (Kelly et al., 2005; Saunders & Frazier, 2016). However this is contradicted in African American females, the majority of research has found low levels of body dissatisfaction, high rates of obesity, and low levels of eating pathology in this understudied population(Cotter et al. 2015; Epperson et al., 2013; Grabe & Hyde, 2006). Additionally, very little research has investigated the relation of these variables between mothers and daughters in the U.S. (Moiza et al., 2015). In the present study it was found that there is a higher prevalence of dissatisfaction among African American girls than previously thought ...


New Teachers Are Your Friends: A Multiple Case Study Examining School Psychologists’ Experiences Consulting With Beginning Teachers, Sayani Das Chaudhuri 2021 University of Denver

New Teachers Are Your Friends: A Multiple Case Study Examining School Psychologists’ Experiences Consulting With Beginning Teachers, Sayani Das Chaudhuri

Electronic Theses and Dissertations

School psychologists’ training, knowledge, and skillsets in school-based consultation can play a key role in supporting beginning teachers, but the consultation research base provides limited information about how beginning teachers’ concerns and characteristics relate to consultative practice (Babinski & Rogers 1998; DeForest & Hughes, 1992; Robertson & Briedenstein, 2007). This qualitative multiple case study investigated the perceptions and experiences of four expert school psychologists who engaged in consultation and provided support to beginning teachers. Factors related to the school psychologists' and beginning teachers' cognitions, behaviors, and school environment emerged in the data. Participants perceived beginning teachers as being enthusiastic and eager to learn, unrealistically optimistic, and overwhelmed ...


School Psychologists As Leaders In Professional Practice: An Examination Of Leadership Roles And Perceived Support, Jodi LaChance 2021 Chapman University

School Psychologists As Leaders In Professional Practice: An Examination Of Leadership Roles And Perceived Support, Jodi Lachance

Education (PhD) Dissertations

The professional role of a school psychologist leader is a topic of interest for those in the field. Since 1940, state or national associations have outlined recommendations and guidelines for school psychology leadership roles. School psychology leadership aligns with the NASP training and practice model and is critical in promoting best practice. However, we know very little about school psychology leadership in professional practice, and the school psychology leadership literature is relatively void of research. The purpose of this study was to investigate the current status of school psychology leadership in professional practice, identify fundamental components (NASP competencies) perceived to ...


Temperamental Constellations And School Readiness: A Multivariate Approach, Andrew S. White, Kate M. Sirota, Scott R. Frohn, Sarah E. Swenson, Kathleen Moritz Rudasill 2021 University of Nebraska–Lincoln

Temperamental Constellations And School Readiness: A Multivariate Approach, Andrew S. White, Kate M. Sirota, Scott R. Frohn, Sarah E. Swenson, Kathleen Moritz Rudasill

Educational Psychology Papers and Publications

This study uses canonical correlation analyses to explore the relationship between mul- tiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of children and their families from birth through age 15. For academic readiness, only one temperamental constellation emerged, representing the construct of effortful control (i.e., high attentional focusing, high inhibitory con- trol). For peer ...


Resilience, Childhood Trauma History, And Foster Care Experience In College Students, Ashlyn M. Kincaid, Ashlyn M. Kincaid 2021 University of Montana, Missoula

Resilience, Childhood Trauma History, And Foster Care Experience In College Students, Ashlyn M. Kincaid, Ashlyn M. Kincaid

Graduate Student Theses, Dissertations, & Professional Papers

No abstract provided.


Social Influences And Social Desirability On Recollections Of Childhood Bullying, Jaynee L. Bohart 2021 University of Montana

Social Influences And Social Desirability On Recollections Of Childhood Bullying, Jaynee L. Bohart

Graduate Student Theses, Dissertations, & Professional Papers

Parents and peers play important roles in shaping attitudes toward a variety of matters during adolescence. However, little research has investigated parental and peer influence on developing attitudes toward bullying. Further, few studies have looked at whether socially desirable responding (SDR) impacts self-reports in bullying research. To address these gaps in literature, the current study recruited college students from a mid-sized public university in the Rocky Mountain region of the United States to complete a survey. The survey assessed the participants’ past attitudes toward bullying, perceptions of their parents’ and peers’ influence on their attitudes, and bullying participant roles during ...


“In My Letters, But I Was Still By Myself”: Highlighting The Experiences Of Queer Men Of Color In Culturally Based Fraternities, Crystal Garcia, Antonio Duran 2021 University of Nebraska-Lincoln

“In My Letters, But I Was Still By Myself”: Highlighting The Experiences Of Queer Men Of Color In Culturally Based Fraternities, Crystal Garcia, Antonio Duran

Faculty Publications in Educational Administration

This narrative inquiry study examined the ways Queer Men of Color in culturally based fraternities navigated issues of sexuality and gender expression in these organizations. Eight men from four different National Pan-Hellenic Council and Multicultural Greek Council fraternities shared their experiences through interviews and reflective journals. Using queer of color critique as a framework, findings showed how their sexuality substantially shaped their experiences in these culturally based organizations. In particular, participants communicated how their sexuality played a role in their motivations to join their fraternity. Additionally, once they became members, these eight Queer Men of Color explained how these organizations ...


The Quality Of Life Of Maternal Caregivers Rearing A Child With Autism Spectrum Disorder In A Single-Parent, Coupled, Or Extended Family Household, Alisa Tamarrah Cook 2021 Philadelphia College of Osteopathic Medicine

The Quality Of Life Of Maternal Caregivers Rearing A Child With Autism Spectrum Disorder In A Single-Parent, Coupled, Or Extended Family Household, Alisa Tamarrah Cook

PCOM Psychology Dissertations

The present study investigated the quality of life of 75 maternal caregivers rearing at least one child with autism spectrum disorder (ASD) in a single-parent, coupled, or extended family (multi-adult) household. The purpose was to explore how rearing a child with ASD impacts maternal caregivers’ quality of life within different family dynamics and household structures. Quantitative measures, including surveys, were used for data collection. The results revealed personal life challenges, couples’ satisfaction, and perceptions of maternal caregivers’ while rearing at least one child with ASD within the physical health, psychological, social relationships, and environmental domains of their quality of life.


The Development Of An Integrated Anger Management Protocol, Gerald W. Smith 2021 Philadelphia College of Osteopathic Medicine

The Development Of An Integrated Anger Management Protocol, Gerald W. Smith

PCOM Psychology Dissertations

This thesis describes the rationale for and development of an anger management protocol that can be used with middle and high school students. The protocol is based primarily on the anger management work of Goldstein (1999) and Larson and Lochman (2002) integrated with the Holarchichal Model of Executive Functions (McCloskey, 2008). The protocol also integrates the Collaborative and Proactive Solutions model of Greene and Ablon (2001) and mediated learning principles. This integrated anger management protocol primarily draws upon internally based executive function interventions involving goal-setting and increasing self-awareness and self-realization. This thesis discusses the methodologies in developing the protocol, a ...


The Map Reading Probe’S Effectiveness In Predicting Performance Within An Rtiisystem, Richard J. Scherr Jr 2021 Philadelphia College of Osteopathic Medicine

The Map Reading Probe’S Effectiveness In Predicting Performance Within An Rtiisystem, Richard J. Scherr Jr

PCOM Psychology Dissertations

Public-school districts nationwide are utilizing student progress toward proficiency on state-wide achievement assessments as their means of monitoring student achievement. Of late, the three-tiered system of reading instruction and intervention (RtII) has shown the most promise to increase reading proficiency levels schoolwide. However, little research exists to support the use of the MAP reading probe within an RtII framework for advancing reading achievement. This study provides a statistical analysis of the use of MAP as a predictor of reading performance on statewide assessments in a suburban K-5 elementary school currently utilizing RtII as a means of advancing student achievement in ...


Resources For Higher Education Faculty: Development Of The Growth Mindset Curriculum For College Instructors, Angela Gwathney 2021 Philadelphia College of Osteopathic Medicine

Resources For Higher Education Faculty: Development Of The Growth Mindset Curriculum For College Instructors, Angela Gwathney

PCOM Psychology Dissertations

Student’s implicit theories of intelligence within higher education influences their academic performance. A two-part study was conducted to assess educator’s implicit theory of intelligence within high academia. Participants in Study 1 included instructors within higher education institutions who have been administered a Google survey inquiring about their teaching pedagogies, personal characteristics, and demographic. Results indicated that faculty, in general, hold a growth mindset about their students but also hold some fixed mindset beliefs. In addition, there were few differences between instructors from Community Colleges vs Four-Year Institutions or between Public vs Private Institutions. These results suggest that students ...


The Development, Implementation, And Assessment Of A Stress Management Group Counseling Curriculum For Gifted Middle School Students, Chelsey Windl 2021 Winona State University

The Development, Implementation, And Assessment Of A Stress Management Group Counseling Curriculum For Gifted Middle School Students, Chelsey Windl

Counselor Education Theses

Gifted students are a special population that is often forgotten about (Wood & Peterson, 2018). They are a diverse group of students with very unique needs. School counselors and other educators must develop their knowledge and skills for working this group. Although it may seem like they are capable of handling the academic rigor and stress associated with being part of a gifted program, this may not be the case. Research has shown that they are just as likely to have mental health issues (e.g., anxiety, depression, suicidal thoughts, etc.) as their peers (Wood & Peterson, 2018; Moon, 2009). Gifted students may experience asynchronous development meaning that they are more advanced cognitively, however, their social/emotional development often does not occur at the same pace (Colangelo & Wood, 2015; Wood & Peterson, 2018). These developmental differences can lead to mental health issues as well as difficulty with peer relationships (Allen, 2017). In addition, gifted students are often held to incredibly high standards and may struggle with perfectionism (Chan, 2007; Bailey, 2007). The purpose of the current study is to determine how participating in a group counseling intervention involving mindfulness and Cognitive Behavior Therapy (CBT) techniques impacts gifted students’ preferred coping styles. This researcher hypothesized that this intervention would lead students to use more task-oriented coping strategies while using emotion-oriented coping less often. The results indicated that there ...


Creating Sanctuary Schools For Students Diagnosed With Autism Spectrum Disorder, Kerri Newton 2021 Philadelphia College of Osteopathic Medicine

Creating Sanctuary Schools For Students Diagnosed With Autism Spectrum Disorder, Kerri Newton

PCOM Psychology Dissertations

The purpose of this project is to develop a Guidebook for school systems on how to help students diagnosed with Autism Spectrum Disorder (ASD) feel most safe when they are integrated into and participate in classrooms providing general education. The Sanctuary Model provides a framework that can be applied to school communities to address the unique needs of students diagnosed with autism. As a framework, it can provide these communities with a blueprint of how to encourage participation from students with autism so they too can benefit from learning how to identify not only their feelings but the feelings of ...


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