Counseling and Psychological Services Dissertations Copyright (c) 2013 Georgia State University All rights reserved. http://digitalarchive.gsu.edu/cps_diss Recent documents in Counseling and Psychological Services Dissertations en-us Sat, 27 Apr 2013 01:34:43 PDT 3600 Academic stress, test anxiety, and performance in a Chinese high school sample: the moderating effects of coping strategies and perceived social support http://digitalarchive.gsu.edu/cps_diss/88 http://digitalarchive.gsu.edu/cps_diss/88 Thu, 25 Apr 2013 08:31:22 PDT Test taking can produce elevated stress and anxiety, with subsequent negative influences on test performance. This has been a focus of prior research. However, only a few studies have explored how coping strategies and perceived social support affect relationships between academic stress, test anxiety, and test performance particularly in China. Therefore, this study investigated relationships among academic stress, test anxiety, coping strategies, perceived social support and test performance in a Chinese high school sample. Specifically, this study tested the moderating effects of coping strategies and perceived social support on the relationships between academic stress, test anxiety, and test performance. Four hundred and fifty Chinese high school students completed four surveys: 1) Test Anxiety Inventory (TAI; Spielberger et al., 1980) - Chinese Version, 2) Academic Stress Scale (ASS; Kohn & Frazer, 1986)-Chinese Version, 3) Simplified Coping Styles Questionnaire (SCSQ; Xie, 1998), and 4) A revised Chinese version of the Multi-dimensional Scale of Perceived Social Support (MSPSS; Zimet, Dahlem, Zimet, & Farley, 1998). Scores from the pre-National College Entrance Exam (pre-NCEE) were obtained from the school. Hierarchical multiple regressions indicated that academic stress was positively related to students’ test anxiety and negatively related to their academic test performance. Test anxiety had a negative relationship to test performance. While active coping was not found to moderate the relationships among academic stress, test anxiety, and academic performance, perceived parent support and perceived other support moderated the relationships between test anxiety and test performance as well as between academic stress and test anxiety. These moderation effects were in a different direction than predicted as there were stronger relationships between test anxiety and test performance, and between academic stress and test anxiety, when students reported higher levels of perceived parent support or other support. This study contributes to the research literature by exploring the integrative relationships among academic stress, test anxiety, test performance, coping strategies, and perceived social support. Findings of this study and related literature are considered for public policy and the design of training programs aimed at assisting Chinese high school students cope with academic stress and test anxiety.

]]> juan xiao Educational Future Orientation of Middle School Latino Students http://digitalarchive.gsu.edu/cps_diss/87 http://digitalarchive.gsu.edu/cps_diss/87 Thu, 31 Jan 2013 12:51:36 PST The lack of educational attainment among Latino youth, as evidenced by high school dropout rates, is a growing and costly problem that affects not only Latinos but society as a whole. Using a sample of 139 middle school Latino students, primarily of Mexican descendant, the current study used cluster analysis to identify a typology of students based on their educational aspirations, expectations, and perceived academic competence. Three distinct profiles emerged: a college-bound-congruent group with college aspirations and similar college expectations, and high academic confidence; a college-bound-incongruent group with college aspirations but vocational expectations, and medium academic confidence; and a vocational-bound congruent group with vocational or technical school aspirations and similar expectations, and low academic confidence. Students’ relationship with teachers was a factor that helped differentiate students across the different profiles. Relationships with parents and peers were not. Students’ gender, immigration status, and ethnic identity did not contribute to the differences in profiles. The findings suggest that future educational profiles of middle school Latino students are an important component of a comprehensive “early warning system” that could help identify students who may be at risk of dropping out school.

]]> Alonso Romero Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention http://digitalarchive.gsu.edu/cps_diss/86 http://digitalarchive.gsu.edu/cps_diss/86 Mon, 17 Dec 2012 12:11:27 PST Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and treatment integrity as separate constructs rather than investigating their interrelationships. Also, models of treatment acceptability and treatment integrity have not systematically included the perspectives of multiple stakeholders, have not addressed multiple time points in the intervention process, and have not emphasized multiple methods of data collection. This paper reviewed extant literature related to current definitions and models of treatment acceptability and treatment integrity and presented a comprehensive integrated model of these constructs that addressed the aforementioned gaps in the intervention literature.

A mixed methods study exploring student, facilitator, and observer perceptions of treatment acceptability and treatment integrity of an eight-week bullying prevention intervention was conducted. The study investigated the role of cultural modifications (i.e., context-based procedural or curriculum changes employed to enhance the treatment acceptability or integrity of the intervention). Qualitative data were analyzed with an inductive-deductive approach (Nastasi et al., 2004). Deductive coding was used to illustrate components of treatment acceptability, treatment integrity, and cultural modifications salient to this research and an inductive approach was used to identify emerging themes. Consensus coding was conducted with greater than 90% interrater agreement. Quantitative data were analyzed using descriptive statistics. Qualitative and quantitative analyses revealed positive findings with respect to treatment acceptability and treatment integrity. Facilitator competence, behavior management, student engagement, and time management emerged as qualitative themes related to treatment integrity. Qualitative data suggested a positive relationship between student and facilitator perceptions of treatment acceptability. Qualitative findings revealed modifications to the curriculum content and delivery based on cultural factors (e.g., gender and age) to enhance treatment acceptability. Implications for school-based bullying research and applied practice were described. The results suggested that the use of mixed methods enhanced the comprehensiveness, depth, and quality of data regarding stakeholder perceptions of treatment integrity and treatment acceptability.

]]> Lillie Huddleston 'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees http://digitalarchive.gsu.edu/cps_diss/85 http://digitalarchive.gsu.edu/cps_diss/85 Thu, 29 Nov 2012 07:26:05 PST Refugee torture survivors often present with a myriad of psychological challenges, such as posttraumatic stress and depression, stemming from their exposure to torture and other pre- and post-settlement experiences (Gong-Guy and colleagues, 1991). The present study examined the moderating effect of four coping processes (i.e., family support, religious beliefs, political beliefs, and will to survive) on the relationship between cumulative torture and posttraumatic stress disorder (PTSD) among a sample of 204 (N=204) adult refugee torture survivors. Subjects completed a demographic questionnaire, the Torture Severity Scale (TSS; Kira, Lewandowski, Templin, Ramaswamy, Ozkan, Hammad, & Mohanesh, 2006), the Clinician Administered PTSD Scale (CAPS-2; Weathers, Keane, & Davidson, 2001), and the Means of Survival Scale (MOS; Kira, 2012). Twenty-three percent (N = 74) of the sample endorsed clinically significant levels of PTSD. Torture and PTSD were positively associated, indicating that greater exposure to cumulative torture is associated with greater trauma symptoms (r[2] = .18, pppppp2 = .039; F (2,323) = 7.55, p=.001. None of the interaction terms examined accounted for significant variation in PTSD symptoms. Study findings will help counseling psychologists devise the most appropriate treatment plans and strategies to treat posttraumatic stress reactions among refugee torture survivors, as well as inform future interventions developed for this vulnerable population.

]]> Lydia Odenat Differential Diagnosis of Autism Spectrum Disorders Using the BASC-2 Parent Rating Scales Preschool Form http://digitalarchive.gsu.edu/cps_diss/84 http://digitalarchive.gsu.edu/cps_diss/84 Tue, 04 Sep 2012 12:11:04 PDT The Behavior Assessment System for Children, Second Edition (BASC-2; Reynolds & Kamphaus 2004) is a behavior rating scale commonly used in preschool settings. In addition to measuring behavioral constructs such as hyperactivity, social skills, and adaptive functioning, the BASC-2 includes a Developmental Social Disorders (DSD) content scale that evaluates the presence of behaviors commonly associated with pervasive developmental disorders, including items related to self-stimulation, withdrawal and poor socialization. This study compared the T-scores of toddler and preschool-aged children diagnosed with an autism spectrum disorder (ASD) to children diagnosed with other developmental delays, and typically developing children using the BASC-2 Parent Rating Scales, Preschool form. Participants from the ASD group obtained significantly higher T-scores than the typically developing group on the Hyperactivity, Atypicality, Withdrawal, and Attention Problems scales, and obtained significantly lower T-scores on the Adaptability, Social Skills, Activities of Daily Living, and and Functional Communication scales. Significant differences were not observed between participants in the ASD group and those diagnosed with other developmental delays. However, the DSD scale was effective in distinguishing between groups, with participants in the ASD group obtaining significantly higher T-scores on the DSD scale than those diagnosed with other developmental delays and typically developing children.

]]> Julia I. Juechter Universal Screening as the Great Equalizer: Eliminating Disproportionality in Special Education Referrals http://digitalarchive.gsu.edu/cps_diss/83 http://digitalarchive.gsu.edu/cps_diss/83 Tue, 04 Sep 2012 11:36:22 PDT The overrepresentation of minority students identified for special education services continues to plague schools and serves as a challenge for researchers and practitioners (Ferri&Conner,2005). Teacher nomination, office discipline referrals (ODR), and functional behavior assessments (FBA) continue to guide referral processes (Bradshaw, Mitchell, O’Brennen, & Leaf, 2010; Eklund, et al., 2009; Mustian, 2010). These methods have been found to be riddled with inconsistencies. Practices used to identify students for behavioral and emotional interventions over-identify students from culturally and linguistically diverse backgrounds. The use of a behavioral and emotional screener to make data-based decisions regarding placement and services could provide an objective assessment of student risk.

The first chapter of this dissertation reviews methods used in the identification of students for behavioral and emotional support services. Additionally, the use of universal screening in conjunction with student self-report are proposed as tools for alleviating the overrepresentation of minority students in special education programs for behavioral and emotional disorders.

The second chapter of this dissertation explores the measurement equivalence of Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Student form (BESS Student) across the Black, Hispanic, and White participants in the norming sample. The BESS Student as a universal screening tool is poised to alleviate the disproportionate number of children of color identified by schools as having behavior and emotional disorders. This instrument also provides an avenue to identify students with internalizing disorders who are often overlooked in present referral practices (Bradshaw, Buckley, & Ialongo, 2008; Kataoka, Zhang, & Wells, 2002).

The findings of the measurement equivalence study suggests that the BESS Student is, as designed, identifying behavioral and emotional risk across each of the three groups explored. These findings support the use of a universal screening measure as the first step in a multi-step identification and intervention process. Following up with additional assessment to evaluate the specific areas of risk warranting intervention is pivotal to providing appropriate support services and promoting the behavioral and emotional health of students. Implications for research and practice are discussed.

]]> Tara C. Raines Kindergarten Teachers’ Knowledge and Perceptions of Early Learning-Related Skills and Their Relationship to Academic Achievement http://digitalarchive.gsu.edu/cps_diss/82 http://digitalarchive.gsu.edu/cps_diss/82 Tue, 04 Sep 2012 11:36:21 PDT ABSTRACT

KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT

by

Kathryn Powell

Historically, the kindergarten curriculum emphasized social-emotional development including interpersonal and learning-related skills (Logue, 2007). Researchers have confirmed that teachers valued social-emotional development, particularly learning-related skills, as foundational skills to school readiness and future academic achievement (e.g., Heaviside & Farris, 1993). Since the implementation of No Child Left Behind (NCLB, 2002), the focus of kindergarten has changed to incorporate additional academic standards and goals (Fantuzzo et al., 2007). This mixed method study (Tashakkori & Teddlie, 1998) utilized quantitative (i.e., surveys) and qualitative (i.e., semi-structured interviews) methods to investigate and compare the perceptions of pre-NCLB to post-NCLB kindergarten teachers regarding the significance of learning-related skills to academic achievement. A sample (N=97) of certified kindergarten teachers currently working in and around the metro Atlanta area with one or more years of kindergarten experience were administered surveys. Thirty participants from the larger sample were included in the qualitative phase of the study. It was hypothesized that teachers would rate learning-related skills as important precursors to academic achievement; however, pre-NCLB teachers would rate learning-related skills as more important than their peers. The results suggested that there was no difference in pre- and post-NCLB teachers’ perceptions of the importance of learning-related skills to students’ school readiness. There also, was not a significant difference in how pre- and post-NCLB kindergarten teachers prioritized school readiness skills (learning-related, interpersonal, academic). However, when asked to rank these skills in terms of importance there was a significant difference between the two groups. Pre-NCLB teachers indicated interpersonal skills as more important to school readiness than post-NCLB teachers and post-NCLB teachers indicated academic skills as more important than pre-NCLB teachers. No significant difference was found in teachers’ beliefs about achievement or efficacy. Implications for curriculum, policy, research, and practice will be discussed.

]]> Kathryn M. Powell Professional Counselors' Conceptualizations of the Relationship between Suicide and Self-Injury http://digitalarchive.gsu.edu/cps_diss/81 http://digitalarchive.gsu.edu/cps_diss/81 Thu, 12 Jul 2012 07:30:12 PDT Research that explores the relationship between suicide and self-injury is limited, and the lack of clarity surrounding this topic can present challenges for professional counselors. Although persons who self-injure are at an increased risk for suicide (e.g., Toprak, Cetin, Guven, Can, & Demircan, 2011; Chapman & Dixon-Gordon, 2007), not all individuals who engage in self-injurious behaviors attempt or complete suicide (e.g., Hawton & Harriss, 2008; Howson, Yates, & Hatcher, 2008). Research on common and distinct risk factors for suicide and self-injury (e.g., Andover, Primack, Gibb, & Pepper, 2010; Brausch & Gutierrez, 2010; Greydanus & Apple, 2011; Hawton & James, 2005; Lloyd-Richardson, Perrine, Dierker, & Kelley, 2007; Toprak et al., 2011; Wichstrom, 2009), as well as emotional antecedents and consequences for suicide and self-injury (e.g., Chapman & Dixon-Gordon, 2007), has contributed to our understanding of this complex relationship. However, the specific nature of the relationship remains unclear. This study serves to help fill the gap in the literature by examining advanced professional counselors’, as measured by the Supervisee Levels Questionnaire-Revised, conceptualizations of the relationship between suicide and self-injury and by exploring how the presence of self-injury impacts clinical assessment and interventions. Data was collected by means of an online survey. Analysis was conducted by a research team using qualitative content analysis. Seven categories emerged, including: relationship between suicide and self-injury, functions of self-injury, associated risk, suicide risk assessment, treatment planning and goals, intervention, and identification of self-injury.

]]> Julia L. Whisenhunt et al. The Relationships between Perfectionism, Stress, Coping Resources, and Burnout among Sign Language Interpreters http://digitalarchive.gsu.edu/cps_diss/80 http://digitalarchive.gsu.edu/cps_diss/80 Fri, 29 Jun 2012 09:04:44 PDT The multidimensional construct of perfectionism is well studied as it relates to coping with stress and burnout (Flett & Hewitt, 2002). Bontempo and Napier (2011) identify the personality trait of conscientiousness, which includes perfectionistic traits, as beneficial to an interpreter’s job performance. In contrast, several studies suggest that constructs related to maladaptive perfectionistic traits play a role in the development of burnout among interpreters, although perfectionism has not been explicitly identified or used as a research variable (Qin, Marshall, Mozrall, & Marschark, 2008). These studies identify key components of both adaptive and maladaptive perfectionism in the assessment of stress-related outcomes, thereby laying the groundwork for a more focused study on the particular role of perfectionism among interpreters who experience burnout.

The multidimensional construct of perfectionism is well studied as it relates to coping with stress and burnout (Flett & Hewitt, 2002). Bontempo and Napier (2011) identify the personality trait of conscientiousness, which includes perfectionistic traits, as beneficial to an interpreter’s job performance. In contrast, several studies suggest that constructs related to maladaptive perfectionistic traits play a role in the development of burnout among interpreters, although perfectionism has not been explicitly identified or used as a research variable (Qin, Marshall, Mozrall, & Marschark, 2008). These studies identify key components of both adaptive and maladaptive perfectionism in the assessment of stress-related outcomes, thereby laying the groundwork for a more focused study on the particular role of perfectionism among interpreters who experience burnout.

The current study evaluated the relationship between perfectionism, stress, coping resources and burnout in a sample of sign language interpreters. The results provided support for the mediating role of stress in the association of maladaptive perfectionism and burnout within a sign language interpreting sample. Coping resources did not serve as a moderator between perfectionism variables and burnout or a moderated mediator between perfectionism variables and perceived stress. The implications of these findings for sign language interpreters are discussed.

The current study evaluated the relationship between perfectionism, stress, coping resources and burnout in a sample of sign language interpreters. The results provided support for the mediating role of stress in the association of maladaptive perfectionism and burnout within a sign language interpreting sample. Coping resources did not serve as a moderator between perfectionism variables and burnout or a moderated mediator between perfectionism variables and perceived stress. The implications of these findings for sign language interpreters are discussed.

]]> Tomina J. Schwenke Social Support as a Buffer of Acculturative Stress: A Study of Marital Distress Among Undocumented, Mexican Immigrant Men http://digitalarchive.gsu.edu/cps_diss/79 http://digitalarchive.gsu.edu/cps_diss/79 Fri, 22 Jun 2012 12:05:00 PDT SOCIAL SUPPORT AS A BUFFER OF ACCULTURATIVE STRESS: A STUDY OF MARITAL DISTRESS AMONG UNDOCUMENTED,

MEXICAN IMMIGRANT MEN

by

Douglas Costa de Andrade Ribeiro

Immigration trends in the United States have changed drastically in the last 20 years. Starting in the 1990’s the majority of immigrants have originated from Latin American, with most emigrating from Mexico. Men, some of whom are undocumented, have driven this new wave of immigrants. These new Mexican immigrants have bypassed traditional receiving sites across the U.S. Mexican border and settled in non-traditional sites in the southern U.S. (Kiang, Grzywacz, Marin, Arcury, and Quandt, 2010). They face increased difficulties adjusting to life in the U.S. due to separation from family and spouses, lack of established social support networks in the U.S., and marginalization. Difficulties adapting to a new culture combined with lack of social support have been associated with significant mental health problems in this population (Hiott, Grzywacz, Arcury, & Quandt, 2006). This study explored the relationship between acculturative stress and marital satisfaction, as well as the protective (buffering) role of social support in a sample of 125 undocumented, married, Mexican American men. The following instruments were used in this study: (a) The Social, Attitudinal, Familial, and Environmental Scale (Mena, Padilla, & Maldonado, 1987), (b) the Social Support Questionnaire (Acuna & Bruner, 1999; Sarason, Levine, Bashan, & Sarason, 1983), and (c) the Global Distress Scale of the Marital Satisfaction Inventory-Revised (Negy & Snyder, 1997). Results indicated that high levels of acculturative stress and low levels of social support were significantly associated with higher levels of marital distress. However, results did not support the hypothesis that social support acted as a buffer (moderator) against the effects of high acculturative stress on marital distress. These findings suggest that interventions with undocumented Mexican immigrant men should focus on assessing and treating acculturative stressors as well as aiding/advocating for the development and strengthening of social support networks.

]]> Douglas C. Ribeiro The Relationships Among Multidimensional Perfectionsim, Shame and Trichotillomania Symptom Severity http://digitalarchive.gsu.edu/cps_diss/78 http://digitalarchive.gsu.edu/cps_diss/78 Fri, 22 Jun 2012 11:27:24 PDT The purpose of this study was to explore the relationship between multidimensional perfectionism, shame and Trichotillomania (TTM) symptom severity in a sample of college students and a clinical sample of individuals with TTM. A total of 286 college students were recruited from a large, Southeastern public University and 114 individuals with TTM were recruited across at a conference for individuals with TTM and TTM-focused social media communities. The study sought to explore whether shame (characterological, behavioral or bodily) mediated the relationship between wither adaptive or maladaptive perfectionism and TTM symptom severity. Correlations and tests of means were conducted and the Preacher and Hayes macro with bootstrapping was utilized to test mediation and moderation with the following measures: the Almost Perfect Scale-Revised (APS-R; Slaney et al., 2001), the Massachusetts General Hairpulling Scale (MGH-HPS; Keuthen et al., 1995, and the Experience of Shame Scale (ESS; Andrews, Qian, & Valentine, 2002). Results suggested that the clinical sample reported significantly higher levels of all three types of shame, as well as significantly higher scores for TTM severity than the student sample. No mediation or moderation was found among the variables for the student sample. In the clinical sample, no significant moderation was found, but behavioral shame was significantly mediated the relationship between maladaptive perfectionism and TTM severity. A discussion of limitations, implications for practitioners, and directions for future research were provided.

]]> Christina L. Noble The Mediating Role of Coping on the Relationship Between Attachment Style and Posttraumatic Stress Disorder Among Suicidal African American Women http://digitalarchive.gsu.edu/cps_diss/77 http://digitalarchive.gsu.edu/cps_diss/77 Thu, 21 Jun 2012 11:51:23 PDT The literature on clinical interventions for suicide prevention indicates that low-income, suicidal African American females are an historically underserved population. Contributing to this lack of service are the intersecting influences of race, ethnicity, culture, gender, sexual orientation, socioeconomic status and related oppressions (APA, 2007). In suicidal African American females, a higher level of reported symptoms of posttraumatic stress disorder has been found in suicide attempters as compared to nonattempters (Kaslow et al., 2000), and PTSD has been shown to be associated with heightened risk of an ensuing suicide attempt (Wilcox, Storr, & Breslau, 2009). One factor affecting manifestation of PTSD symptoms is attachment style. When a person with an insecure attachment style experiences a traumatic event(s), they are more likely to develop PTSD (Dieperink, Leskela, Thuras, & Engdahl, 2001). However, if effective coping methods are learned, more severe symptoms of PTSD are less likely (e.g., DeRoma et al., 2003; Johnsen, Eid, Laberg, & Thayer, 2002). Multiple studies examining the relationship between attachment style and coping find insecure attachment linked to poor coping skills (e.g., Schmidt, Nachtigall, Wuethrich-Martone, & Strauss, 2002; Yih-Lan, 2003). Those with insecure attachment styles are more likely to employ less effective coping methods leading to increased distress and interpersonal problems. However, there is research to support the possibility of insecure attachment style shifting to a more secure form, potentially through learning coping skills that offset maladaptive coping. This study examined the mediating role of coping on the relationship between attachment style and PTSD symptoms. One hundred and fifty African American women enrolled in a project designed to understand the experiences of low income, African American women completed a Demographic Data Questionnaire, The Relationship Style Questionnaire (RSQ) (Griffin & Bartholomew, 1994), The Ways of Coping, Revised (Folkman & Lazarus, 1985), and The Posttraumatic Diagnostic Scale (PDS) (Foa, Cashman, Jaycox, & Perry, 1997). The relationships among factors were examined using Structural Equation Modeling. Results indicated a significant direct path between Insecure Attachment and PTSD Symptoms of moderately weak strength, between Insecure Attachment and Emotion-Focused Coping of moderate strength, and between Insecure Attachment and Problem-Focused Coping of moderately weak strength. However, neither Emotion-Focused nor Problem-Focused Coping mediated the relationship between Insecure Attachment and PTSD symptoms. Clinical implications, limitations of the study, and future directions are discussed in terms of these results.

]]> Wendy Heath-Gainer The Relationships among Self-Regulation, Executive Functioning, Coping Resources, and Symptomatology following a Traumatic Event http://digitalarchive.gsu.edu/cps_diss/76 http://digitalarchive.gsu.edu/cps_diss/76 Tue, 19 Jun 2012 08:20:52 PDT Traumatic events have the capability to alter people’s psychological, biological, and social functioning to a significant degree (van der Kolk & McFarlane, 1996). As a result, there has been a growing need to develop increasingly more sophisticated models to understand the complexities of people’s responses to trauma (Luxenberg & Levin, 2004). Undergraduate students (N = 391) completed surveys designed to measure past trauma, trauma-related symptoms, self-regulation, executive functioning, and coping abilities. Participants completed a demographic questionnaire, a modified version of the Early Trauma Inventory Self-Report – Short Form (ETISR-SF; Bremner, Vermetten, & Masure, 2000), the Trauma Symptom Inventory – Alternate Form (TSI-A; Briere, 1995), the Dysexecutive Questionnaire (DEX; Wilson, Alderman, Burgess, Emslie, & Evans, 1996), the Self-Regulation Questionnaire (SRQ; Brown, Miller, & Lawendowski, 1999), and the Coping Resources Inventory for Stress – Short Form (CRIS-SF; Curlette & Matheny, 2008). Structural equation modeling (SEM) was utilized to simultaneously assess the relationships between variables. On average, participants reported experiencing 2.5 non-interpersonal traumatic events and 3.5 interpersonal traumatic events. Results revealed that overall, self-regulation, executive functioning, and tension control were important mediating variables in the relation between experiencing a trauma and resulting symptoms. Implications for clinicians working with individuals who experienced trauma and implications for future research are discussed.

]]> Rebecca A.C. Blood The Experiences of Professional Counselors Who Exhibit Exceptional Practice with Children and Adolescents in Nonschool Settings http://digitalarchive.gsu.edu/cps_diss/75 http://digitalarchive.gsu.edu/cps_diss/75 Fri, 20 Apr 2012 11:41:54 PDT One in five children and adolescents in the United States has a mental health disorder (U.S. Department of Health and Human Services, 1999) and 12.5% of children and adolescents receive treatment in a special mental health setting each year (Substance Abuse and Mental Health Services Administration, 2009). Children and adolescents have special needs in counseling, and applying adult based counseling skills and knowledge onto children is inappropriate and unethical (Lawrence & Robinson Kurpius, 2000). There exists no nationally recognized licensure, certification or training standards for professional counselors to work with children and adolescents in non-school settings despite the need for specialized skills. Several scholars have made recommendations for the training of professional counselors who work with this population including coursework and supervised clinical experiences. There has been no examination to date, however, of whether these recommendations are in line with the experiences of professional counselors who work with children and adolescents in non-school settings. It is essential that counselor educators advocate for the students, the profession and the youth by examining what training is necessary. This grounded theory study aimed to identify what the experiences of professional counselors who work with children and adolescents in non-school settings are as well as what training and clinical experiences these professional counselors have. There were 14 participants in the study all of whom had at least 5 years of experiences counseling children and adolescents in a non-school setting, currently practicing, and were perceived by their peers as exhibiting exceptional practice. Data was collected using semi-structured interviews and data analysis included open, axial and selective coding. Trustworthiness was established using peer debriefing, progressive subjectivity, member checks, and detailed record keeping and was confirmed through the audit process. Authenticity was also established. Themes were identified and a theory of skill acquisition to work with children and adolescents in non-school settings was developed. With a greater understanding of the experiences of these professional counselors, counselor education programs can more appropriately construct training experiences thereby producing more competent and prepared professional counselors to work with children and adolescents in this setting.

]]> Maggie E. Walsh Massively Multiplayer Online Gamers: Motivations and Risks http://digitalarchive.gsu.edu/cps_diss/74 http://digitalarchive.gsu.edu/cps_diss/74 Fri, 13 Apr 2012 08:39:31 PDT Massively multiplayer online games (MMOGs) are a popular type of online video game. While these games and their players have been studied previously, there is gap in the literature that examines the relationship between one’s motivation to play MMOGs and loneliness, depression, and problematic use. For this study, 440 players of World of Warcraft (WoW), a popular MMOG, completed a demographics questionnaire and four measures, including Williams, Yee, & Caplan’s (2008) motivation measure, Peter’s & Malesky’s (2008) World of Warcraft-specific Problematic Usage-Engagement Questionnaire, UCLA’s Loneliness scale, and The Depression Anxiety Stress Scales. Results from quantitative analyses suggest that MMO players who are motivated to play for reasons of achievement and immersion are more likely to experience problematic use than those persons who play for social motivations. Loneliness and depression were only positively related with immersion motivated players, and there exists a significant negative relationship between social motivation and depression. These results suggest that gamers who play WoW for immersive reasons are the most at-risk in comparison to their peers. Implications for counseling, limitations, and directions for future research are discussed.

]]> Amanda Wolfe Headsprout Early Reading for Students At Risk for Reading Failure http://digitalarchive.gsu.edu/cps_diss/73 http://digitalarchive.gsu.edu/cps_diss/73 Fri, 13 Apr 2012 07:37:59 PDT This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that incorporates the five critical components of reading instruction cited by the National Reading Panel (NRP, 2000). The school system implemented Headsprout as a standard protocol, Tier 2 intervention within their Response to Intervention (RTI) process. The study included kindergarten and first grade students from across the school system who were identified as at risk for reading failure based on fall Dynamic Indicators of Basic Early Literacy (DIBELS) scores. Kindergarten and first grade students identified as at risk for reading failure who participated in Headsprout were compared with matched groups of kindergarten and first grade students who did not participate in Headsprout. Overall, neither kindergarten nor first grade students who participated in Headsprout gained meaningful educational benefit from the CAI instruction provided by Headsprout beyond the benefit they received from participating in the general education, RTI Tier 1, balanced literacy curriculum that was available to all kindergarten and first grade students.

]]> Donna D. Kreskey The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder http://digitalarchive.gsu.edu/cps_diss/72 http://digitalarchive.gsu.edu/cps_diss/72 Tue, 10 Apr 2012 07:46:13 PDT Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders in the United States. Although many children with an ADHD diagnosis are prescribed medication to control symptoms, behavioral concerns are still regularly noted in the classroom, home, and other settings. Therefore, school psychologists are often called upon to assist teachers and families with developing intervention procedures. The purpose of this research was to investigate the relationship between mindfulness training, the cognitive processes of attention regulation, and behavior of children who have been diagnosed with ADHD. This study utilized a multiple baseline across participant’s design where each student was tracked over time following a baseline (pre-intervention) condition. Four 8-year-old male participants with a primary diagnosis of ADHD and a significant number of off-task classroom behaviors were included in this study. Teacher and parent ratings of the Behavior Assessment System for Children, Second Edition (BASC-2) and Behavior Rating Inventory of Executive Function (BRIEF) were completed pre- and posttest for each participant. The Reliable Change Index (RCI) was calculated to determine if the pre- to posttest change scores on the BASC-2 and BRIEF exceeded what could be accounted for by measurement error alone. Results of the analyses revealed that mindfulness training was effective in increasing the number of on-task behaviors for participants. Parent and teacher ratings on the BRIEF suggest that mindfulness training impacted ratings on the Inhibit, Initiate, and Monitor scales. Parent and teacher ratings on the BASC-2 were analyzed and scores from the Attention Problems scale did not demonstrate significant change across raters and across participants. Significant change occurred on the Hyperactivity scale. Findings are discussed in relationship to the literature on mindfulness training for students with a diagnosis of ADHD. Implications for future research and practice are also suggested.

]]> Jessica A. Carboni Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration http://digitalarchive.gsu.edu/cps_diss/71 http://digitalarchive.gsu.edu/cps_diss/71 Wed, 04 Apr 2012 12:56:03 PDT The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices, perceptions were obtained from university, community agency, and K-12 school representatives through 12 individual and 2 group interviews. Data were collected and analyzed using Moustakas’s (1994) transcendental phenomenology methodology. Findings indicated that participants perceived collaborative processes in the areas of collaborative structure, communication practices, characteristics of collaborators and organizations, and group dynamics. Participants also described outcomes of the collaboration in the areas of general impact on professional learning participants, learning, evolution of behaviors and beliefs, relationship development, emotional impact, sustainability, and generalizability. Comparison of the current results to Hord’s (1986) model of inter-organizational collaboration and the literature on inter-organizational collaboration revealed strong support for a synthesis model of inter-organizational collaboration. Furthermore, the findings suggest implications for practice in the areas of goal alignment, communication, perceptions of collaborative involvement, system entry and assimilation, and personal characteristics.

]]> Lynnae L. Psimas Teachers' Perceived Barriers to Effective Bullying Intervention http://digitalarchive.gsu.edu/cps_diss/70 http://digitalarchive.gsu.edu/cps_diss/70 Thu, 23 Feb 2012 14:48:13 PST Despite the critical role teachers play in the management and reduction of bullying in schools (Craig, Henderson, & Murphy, 2000; Frey, Jones, Hirschstein, & Edstrom, 2011; Nicolaides, Toda, & Smith, 2002), minimal research has been conducted examining teachers’ responses to these negative behaviors (Bauman & Hurley, 2005; Marshall, Varjas, Meyers, Graybill, & Skoczylas, 2009; Sairanen & Pfeffer, 2011; Yoon & Kerber, 2003). Moreover, a critical topic lacking in the literature is the identification of potential barriers (e.g., difficulty identifying bullying, lack of time to address these behaviors) inhibiting teachers from successful intervention. The purpose of this exploratory study was to assess teachers’ perceived barriers to effective bullying intervention, as well as to examine potential relationships between how teachers reported responding to bullying and perceived barriers to successful intervention. Individual in-depth qualitative interviews with 30 fourth through eighth grade teachers were used to determine teachers’ responses and perceived barriers to bullying interventions. Inductive and deductive approaches to data analysis (LeCompte & Schensul, 1999; Nastasi & Schensul, 2005; Varjas, Nastasi, Moore, & Jayasena, 2005) were used to explore teachers’ self-reported barriers. Teachers described the presence of numerous barriers that challenged their ability to consistently and effectively respond to bullying. Qualitative results indicated that these barriers occurred on multiple levels and included the following four major themes: student-, teacher-, school- and sociocultural-based barriers. Further, quantitative analyses were used to investigate potential relationships between teachers’ self-reported responses to bullying and perceived barriers. No systematic relationships were evident. That is, teachers reported responding to bullying similarly regardless of their perceived barriers to effective intervention. Implications for improving and informing anti-bullying efforts aimed at eliminating these barriers and increasing the likelihood of teacher intervention are discussed. Future research ideas also are suggested.

]]> Megan L. Marshall A School-Based Intervention for Third Grade Students Experiencing Test Anxiety http://digitalarchive.gsu.edu/cps_diss/69 http://digitalarchive.gsu.edu/cps_diss/69 Mon, 21 Nov 2011 13:49:16 PST With the advent of the No Child Left Behind Act (NCLB, 2001), students are regularly faced with high stakes tests and classroom-based assessments to determine if they are meeting grade level educational standards. Estimates suggest that up to 40% of children may experience significant anxiety surrounding evaluations (e.g., McDonald, 2001; Turner, Beidel, Hughes, & Turner, 1993) and research shows that this test anxiety can negatively impact school performance (e.g., Abu-Rabia, 2004; Putwain, 2008) and mental health (e.g., Barksdale-Ladd & Thomas, Weems et al., 2010). As a result, test anxiety has become a topic of concern for researchers, educators, and mental health practitioners. The construct of test anxiety can be defined as the experience of marked psychological distress when faced with evaluative situations (McDonald, 2001). While researchers have discussed effective methods used to reduce test anxiety symptoms, much of this literature has focused on intervention within clinic settings rather than within the school environment (Gregor, 2005). Research in this area also tends to concentrate on older children and adults instead of elementary-aged students (Gregor, 2005; Weems et al., 2010). To address these gaps within the intervention literature, the purpose of the current pilot study was to develop, implement, and evaluate a school-based small group intervention designed to reduce test anxiety and increase coping skills in third grade students. The intervention was hypothesized to increase students’ awareness and use of stress management strategies, improve cognitive flexibility and inhibition of automatic anxious thoughts, decrease symptoms of anxiety, and increase confidence in their ability to face evaluative situations. Results of paired-sample t tests indicated that students reported significantly increased knowledge of test anxiety reduction strategies and a greater willingness to implement these strategies. Trend level gains in cognitive flexibility were discovered, though results were not statistically significant. Despite growth in student knowledge and cognitive flexibility, anxiety was not significantly reduced. Quantitative and qualitative findings suggested that the intervention was implemented with integrity and was acceptable to participants and facilitators. Results are discussed and implications for future directions in research and practice are suggested.

]]> Laura S. Tenenbaum