Bully/Victim Power Inventory: Measuring The Power Imbalance In The Bully/Victim Relationship,
2012
University of Denver
Bully/Victim Power Inventory: Measuring The Power Imbalance In The Bully/Victim Relationship, Marybeth Plonkey-Lehto
Electronic Theses and Dissertations
The empirical study of the power imbalance in the bully/victim relationship has impeded research synthesis, and the need for a quantitative measure of this key component has been well established in the literature. Lack of differentiation between victimization with and without power imbalance has been cited as a possible cause for imprecise measurement. Increased precision in bully victimization measurement is needed to accurately inform research investigating psychosocial health, treatment and positive outcomes, in addition to prevention and intervention programs. Therefore, the purpose of this dissertation was the initial development and validation of the Bully/Victim Power Inventory aimed at differentiating perceived …
The Effectiveness Of Peer Strategies To Counter Bullying: Undercover Anti-Bullying Teams,
2012
California State University, San Bernardino
The Effectiveness Of Peer Strategies To Counter Bullying: Undercover Anti-Bullying Teams, Felipe De Jesus Barba
Theses Digitization Project
The following project is an analysis of a section of data collected during the development of thirty-two different undercover anti-bullying teams at Edgewater College. Edgewater College is situated by the Tamaki estuary in Pakuranga, Auckland, New England. The research was based on the data collected from mainstream students, both male and female, with ages ranging from 13-18 years old. The students in this sample have an involvement in bullying that ranges from being peer bystanders, perpetrators and/or bullying targets.
The Nature Of School Bullying According To Students Reporting It Within An Undercover Anti-Bullying Team,
2012
California State University, San Bernardino
The Nature Of School Bullying According To Students Reporting It Within An Undercover Anti-Bullying Team, Evelyn Mercedez-Kijandra Knox
Theses Digitization Project
This project analyzes data from 35 undercover teams implemented by a guidance counselor at Edgewater College, a high school in a suburb of Auckland, New Zealand. The author explores the nature of bullying according to the students reporting it. The findings are part of a larger project designed to examine the impact and effectiveness of an anti-bullying approach called an "undercover anti-bullying team."
An Evaluation Of Undercover Anti-Bullying Teams: Participants' Personal Responses,
2012
California State University, San Bernardino
An Evaluation Of Undercover Anti-Bullying Teams: Participants' Personal Responses, Juanita Rosayln Williams
Theses Digitization Project
The purpose of this project is to introduce and analyze the outcomes of undercover anti-bullying teams. The data to be presented in this research paper is on the use of these teams at Edgewater College, in Auckland, New Zealand, formed by Michael Williams the head guidance counselor. The data was collected ex post facto through two surveys. Each posed eight questions, stimulating participants to recall and expound on their personal experience. The surveys were completed by thirty-two undercover anti-bullying teams, during their final meetings.
Parental Satisfaction With Marshall University Summer Enrichment Program Evaluation: Completers Vs. Non-Completers,
2012
Marshall University
Parental Satisfaction With Marshall University Summer Enrichment Program Evaluation: Completers Vs. Non-Completers, Rebecca Joan Wendell
Theses, Dissertations and Capstones
The purpose of this program evaluation was to determine if completion of the Marshall University Summer Enrichment Program (MUSEP) of 2011 had an effect on parent satisfaction. Parents of the students who attended the program answered survey questions pertaining to their satisfaction with the program, services they participated in during the program and reasons why, if they failed to complete the program. The results revealed completion of the program had no effect on parental satisfaction. Further analysis of the data revealed several reasons why students did not complete the MUSEP. The two most significant reasons were prior obligations and vacations.
Teacher Support As A Moderator Of Behavioral Outcomes For Youth Exposed To Stressful Life Events,
2012
University of Utah
Teacher Support As A Moderator Of Behavioral Outcomes For Youth Exposed To Stressful Life Events, Rebekah S. Huber, Sarah K. Sifers, Daniel Houlihan, Rachel Youngblom
Psychology Department Publications
The present study examined the relationship between teacher support, life stress, and behavioral outcomes in 103 youth. Participants completed questionnaires regarding life events, social support, personality, and behavior. Moderated regression analyses were conducted using youth perceptions of teacher support and negative life events to predict externalizing and internalizing problems. Results revealed a significant interaction between teacher support and life stress, indicating teacher support successfully moderated the effect of stress on externalizing problems. Main effects for life stress were consistent with previous literature suggesting that higher amounts of stress predict greater externalizing and internalizing problems. Implications for teacher support are discussed.
Intensive Mental Health Intervention And Incidence Of Discipline,
2012
Marshall University
Intensive Mental Health Intervention And Incidence Of Discipline, Andrea Mulcay
Theses, Dissertations and Capstones
A new trend when dealing with behavior issues in the classroom is that of providing mental health services within the school systems. This study is researching an alternative school that offers mental health services for students that have been expelled from their home school. The purpose of this thesis is to determine if these mental health services provided within the alternative school helps reduce the amount of discipline issues in the school system. There are 77 participants, 33 receiving academic services plus intense mental health services and 44 receiving academic services plus minimal mental health services. Findings show no statistically …
Program Evaluation Of An Executive Functions Intervention At A Middle School Setting,
2012
Philadelphia College of Osteopathic Medicine
Program Evaluation Of An Executive Functions Intervention At A Middle School Setting, Minu S. Poulose
PCOM Psychology Dissertations
Executive functions play an important role in children’s cognitive, academic and social functioning. The present study investigated the changes in executive functions in students who were enrolled in an academic support period everyday for forty-five minutes. Participants included twenty-six eighth-grade students eligible for Special Education and Related Services in a suburban middle school in New Jersey. The study used archival data consisting of items from the 44-item Executive Functions (EF) Rating Scale, a questionnaire that was completed by middle school special education teachers. To examine differences within groups, repeated measures analysis of variance (ANOVA) were conducted to examine teacher ratings …
Evaluating The Mindfulness-Based And Cognitive-Behavior Therapy For Anger Management Program,
2012
Philadelphia College of Osteopathic Medicine
Evaluating The Mindfulness-Based And Cognitive-Behavior Therapy For Anger Management Program, Brett Pellegrino
PCOM Psychology Dissertations
Problems related to adolescents who present with extreme anger, disruptive behavior, and aggression is an ever increasing concern for school officials (Christner, Friedberg & Sharp, 2006). There continues to be a need for effective interventions that can be utilized within the school setting to assist adolescents with anger management difficulties. This study examined changes in anger management difficulties and mindfulness for four high school students who participated in the Mindfulness-Based and Cognitive-Behavior Therapy for Anger Management Program (Kelly, 2006). The data were generated through pre and post assessments with the State Trait Anger Expression Inventory, Second Edition Child and Adolescent …
Teacher Training For Lre Mainstreaming And Diverse Classrooms,
2012
Minnesota State University, Mankato
Teacher Training For Lre Mainstreaming And Diverse Classrooms, Rhonda J. Callanan
All Graduate Theses, Dissertations, and Other Capstone Projects
Since the enactment of the Education for All Handicapped Children Act of 1975 and the No Child Left Behind Act of 2001, classrooms in the United States have changed over the years. These laws have added numerous responsibilities for teachers, especially the Least Restrictive Environment mandate that places more students with disabilities in the general education classrooms. A review of the literature shows that even though more skills are required to teach in more diverse classrooms, teacher training programs have not changed in response to this need. A second problem related to insufficient teacher training is the increase in students …
A Longitudinal Study Of School Connectedness And Academic
Outcomes Across Sixth Grade,
2012
University of Louisville
A Longitudinal Study Of School Connectedness And Academic Outcomes Across Sixth Grade, Kate Niehaus, Kathleen Moritz Rudasill, Christopher R. Rakes
Department of Educational Psychology: Faculty Publications
The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results fromlatent growth curve modeling showed that, on average, students' perceptions …
Changing Museum Visitors’ Conceptions Of Evolution,
2012
University of Nebraska-Lincoln
Changing Museum Visitors’ Conceptions Of Evolution, Amy N. Spiegel, E Margaret Evans, Brandy Frazier, Ashley Hazel, Medha Tare, Wendy Gram, Judy Diamond
Department of Educational Psychology: Faculty Publications
We examined whether a single visit to an evolution exhibition contributed to conceptual change in adult (n030), youth, and child (n034) museum visitors’ reasoning about evolution. The exhibition included seven current research projects in evolutionary science, each focused on a different organism. To frame this study, we integrated a developmental model of visitors’ understanding of evolution, which incorporates visitors’ intuitive beliefs, with a model of free-choice learning that includes personal, sociocultural, and contextual variables. Using pre- and postmeasures, we assessed how visitors’ causal explanations about biological change, drawn from three reasoning patterns (evolutionary, intuitive, and creationist), were modified as a …
Getting Ready: Results Of A Randomized Trial Of A
Relationship-Focused Intervention On The Parent–
Infant Relationship In Rural Early Head Start,
2012
University of Nebraska-Lincoln
Getting Ready: Results Of A Randomized Trial Of A Relationship-Focused Intervention On The Parent– Infant Relationship In Rural Early Head Start, Lisa Knoche, Susan M. Sheridan, Brandy L. Clark, Carolyn P. Edwards, Christine A. Marvin, Keely D. Cline, Keely Cline, Kevin A. Kupzyk
Department of Educational Psychology: Faculty Publications
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and …
Teacher Stress And Coping: Does The Process Differ According To Years Of Teaching Experience?,
2012
Portland State University
Teacher Stress And Coping: Does The Process Differ According To Years Of Teaching Experience?, Jeffry Childs Beers
Dissertations and Theses
Teaching is stressful. The demands placed on teachers can result in emotional exhaustion and burnout, causing many to leave the profession. Teachers early in their careers seem to be at special risk, with desistence rates estimated as high as 40% in the first five years. This study was based on the notion that constructive coping can be a resource for teachers, and that teachers later in their professional lives may provide a model for adaptive ways of dealing with professional demands. The goal of the study was to examine whether the coping process utilized by teachers (including reported demands, appraisals, …
Examining Associations Between Classroom Environment And Processes And Early Mathematics Performance From Pre-Kindergarten To Kindergarten.,
2012
University of Nebraska-Lincoln
Examining Associations Between Classroom Environment And Processes And Early Mathematics Performance From Pre-Kindergarten To Kindergarten., Victoria J. Molfese, Todd Brown, Jill L. Adelson, Jennifer Beswick, Jill Jacobi-Vessels, Lana Thomas, Melissa Ferguson, Brittany Culver
Faculty and Staff Scholarship
One benefit of the No Child Left Behind legislation (2001) has been the increasing attention on the importance of the skills learned in the pre-kindergarten period for later academic achievement. There is a growing awareness that mathematics skills in kindergarten and beyond are influenced by the formal and informal mathematics skills acquired in the pre-kindergarten classroom. In recent years, a body of research has emerged pointing to the contributions to children’s learning from pre-kindergarten program quality as indexed by structure and process elements in the classroom. Results from this study point to three major findings. First, the growth of mathematics …
The Effects Of Body Positioning On Compliance Among Children,
2012
Eastern Illinois University
The Effects Of Body Positioning On Compliance Among Children, Andrea Merideth Delaney
Masters Theses
Noncompliance has significant implications for children in both home and educational settings. It can thwart learning and lead to increased levels of stress for parents. This study examined the effect of body positioning on the compliance rates of three children in the clinic setting. Results found that higher rates of compliance were experienced when caregivers issued commands in either the kneeling or bending positions rather than a standing position. For two of the three participants, a kneeling position yielded higher rates of compliance. No differences were seen pre- and post-intervention in regards to parenting style using the PAQ-R. Decreases in …
Special Support For University Students With Adhd And Ld In The United States,
2012
University of Richmond
Special Support For University Students With Adhd And Ld In The United States, Laura E. Knouse, J Kanazawa
Psychology Faculty Publications
No abstract provided.
Cognitive Profiles And The Impact Of Medication On Children With Attention Deficit Hyperactivity Disorder,
2012
Philadelphia College of Osteopathic Medicine
Cognitive Profiles And The Impact Of Medication On Children With Attention Deficit Hyperactivity Disorder, Lucy J. Wimpenny
PCOM Psychology Dissertations
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed disorders in children and adolescents. Individuals with ADHD often display behavioral symptoms, including inattention and/or impulsivity, which can also lead to struggles in the school setting. Current research has suggested that deficits in processing speed and working memory are common in individuals diagnosed with ADHD and are often seen on measures of cognitive ability. Positive outcomes have been associated with the use of psychostimulant medication to treat the symptoms of ADHD, although little research has supported this form of treatment to improve cognitive functioning in individuals diagnosed with …
Relational Aggression: What Does It Look Like And How Does It Feel For Girls With Language-Based Learning Disabilities?,
2012
Philadelphia College of Osteopathic Medicine
Relational Aggression: What Does It Look Like And How Does It Feel For Girls With Language-Based Learning Disabilities?, Christine M. Barbone
PCOM Psychology Dissertations
The purpose of this study is to examine the context and occurrence of relational aggression in adolescent girls with learning disabilities, as described by their personal experiences and observations. A discussion of psychosocial adjustment and relational aggression with respect to the unique characteristics of children with learning disabilities will be presented. This study will provide a qualitative description of the social problem solving skills of children with learning disabilities as reflected in their responses to common social scenarios.
Traumatic Brain Injury Knowledge And Perceived Competence Among Practicing School Psychologists,
2012
Philadelphia College of Osteopathic Medicine
Traumatic Brain Injury Knowledge And Perceived Competence Among Practicing School Psychologists, Melissa Santaguida Delucca
PCOM Psychology Dissertations
Traumatic brain injuries (TBI) are a common occurrence in school-aged children. The epidemic of TBI is the leading cause of death and disability among children and young adults (Harris, Mishkin, & Ross, 2010). Children who suffer head injuries frequently experience behavioral, adaptive, and educational deficits (Taylor et al., 2002). As child study team members, under the provisions set forth by the Individuals with Disabilities Education Act (IDEA), school psychologists are responsible for the identification, classification, assessment, and implementation of proper school-based treatment for children who sustain a TBI. This study sought to determine New Jersey school psychologists’ endorsement of common …
