Adverse childhood experiences (ACEs) are linked to risky health behaviors, and chronic disease. Children exposed to trauma are seven times more likely to develop a substance use disorder (SU) in adulthood. However, not all children who experience ACEs will grow up to have detrimental outcomes. Parental emotion socialization (ES) may be particularly relevant for promoting risk or resilience in the context of adversity. The present study aimed to examine ES as a moderator of the relationship between ACEs and SU. Participants were recruited from East Tennessee State University. Simple regression revealed that non-supportive ES significantly moderated the relationship between ACEs and drug use, r2 = .041, F (7, 456) = 2.772, p < 0.001. Supportive ES significantly moderated the relationship between ACEs and drug use, r2=.051, F (7, 456) = 3.473, p < 0.001. Overall, the results provide further understanding on the relationship between ACEs, ES, and SU.

This research study breaks new ground in exploring differences in how managers’ reflection patterns, do or do not differ across levels of adult development as delineated by Robert Kegan’s Constructive-Developmental Theory. It was a basic qualitative study exploring upper-level managers’ thought processes and patterns of reflection in revisiting and reinterpreting episodes of conflict and change that had emerged in past organizational experiences. The purpose was to discern in what ways, if at all, those processes vary with the manager’s Stage in adult development in Robert Kegan’s adult Constructive-Developmental Theory that stipulates generally what one can reflect upon impartially as object—or what one cannot. Transcripts of fifteen Subject-Object Interviews (SOIs), that were previously conducted for the purpose of examining interviewee reasoning characteristics in relation their stage of adult development and had been professionally scored and certified for interviewee developmental level, provided the primary data for this study. These were sourced as a stratified, purposeful sample from an archival database of 148 interviews conducted by the Center of Creative Leadership between 2007-2009. Five each of the sample of 15 SOIs were selected to meet the criteria for one of three specific Stages or levels of complexity on Kegan’s adult constructive-developmental scale representing the Instrumental to Socializing transition, the fully Socializing equilibrium, and the fully Self-Authoring equilibrium. Without The managers’ individual developmental levels being revealed, the researcher blindly coded the individual SOI transcripts and inductively analyzed and synthesized the data of each to discern patterns in the interviewee’s reflection. In a final step, the known, certified SOI scores were revealed to the researcher, who was then able to explore the relationship between patterns of reflection he had discerned and the individual interviewee’s actual developmental level—in particular to see in what ways, if at all, those processes vary and are engaged in differently—or similarly—depending on the manager’s Order of Mind or Stage of Adult development as delineated by Robert Kegan’s Constructive-Developmental Theory. Mediating consideration of findings, the 5-participants-per-development-level samples were small and results thus not generalizable, and the interviews were conducted for the purpose of investigating reasoning as correlated with adult developmental level. Within that context, relatively consistent differences in patterns of reflection while either recollecting or currently reflecting upon past incidents that involved change and/or conflict were discerned in the following areas: granularity in description of emotion; recollection of inner dialogue; “stepping onto the balcony” for a changed perspective on issues; variations of “stance,” in terms of degree of self-focus rather than a relational or organizational one and demonstration of self-examination—mediated by what was at stake for the interviewee. Depending on developmental stage, current experience or, or recollection of past negative emotion could be either a prompt for self reflection or a barrier to it. Constructive-developmental theory posits different Ways of Knowing in adulthood; each denoting an internally consistent meaning-making system that shapes the ways one makes sense of and interprets experience. An in-depth descriptive analysis of the managers’ reflections within and across cases revealed different orientations toward the process of revisiting and interpreting experience with important variations across participants. To explain those individual variations, constructivedevelopmental theory (Kegan, 1982, 1984) appeared to be a valuable theoretical lens to shed light on some of the differences within and across the three different Ways of Knowing represented in the sample. This study overall supports the growing trend in the learning and development field toward paying more attention to supporting the development of leaders’ inner meaning-making structures as those will influence how they engage in, and take perspective on, their experience—and ultimately help their organizations and their members to learn. The researcher, blinded to adult developmental levels of the managers until after analyzing data for patterns of reflection, found the clusters of personally discerned patterns to closely match those that would to their subsequently revealed, certified developmental levels. This congruence suggests that Subject-Object Interviews may prove an insight-full source for further research on the difficult-to-probe subject of reflection-on-action.

Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).

Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).

Diplomová práce Proces vzniku hodnot: Mezigenerační přenos v rodině se zabývá procesem přenosu hodnotových orientací na individuální úrovni. Cílem práce je zjistit, zda a za jakých podmínek dochází k přenosu hodnot mezi generacemi v kontextu socio-profesní třídy. Práce se opírá o Kohnovu hypotézu, která tvrdí, že hodnoty jsou také kromě samotného procesu socializace formovány pracovní pozicí jednotlivců. Práce je rozdělena do dvou částí. Teoretická část pojednává o hodnotách, samotné socializaci jedince a shrnuje také poznatky Kohnovy práce, která se zabývá zejména diferenciací hodnot na základě profesních tříd. Analytická část se opírá o data z výzkumu "Distinkce a hodnoty 2008". Pozornost je zaměřena na zkoumání výchovných hodnot (které vlastnosti by měli být v dětech doma podporovány). Analytická část se také dělí na dva základní okruhy. První je věnován analýze hodnot potomků i rodičů skrze jednotlivé profesní třídy. Druhý okruh se věnuje přenosu jednotlivých hodnotových typů mezi generacemi. Klíčová slova Hodnoty, funkce hodnot, přenos hodnot, hodnotové orientace, socializace, socializační mediátoři, Kohnova hypotéza. Annotation The thesis The process of value formation: intergenerational transmission in family deals with the transmission of value orientations on the individual level. The aim...

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Thesis advisor: Stephen Pfohl / This research project looks at components of gender socialization for cisgender college students. Expanding on pre-existing research, I consider traditional agents of socialization and argue that social media should be newly considered as a primary agent of socialization. To do this, I interviewed 12 cisgender college students (aged 19-23). The traditional routes of socialization and social media were both found to be important gender socialization factors. Interestingly, social media was found to have two contradicting functions. It served to counter traditional ideas of gender through its role providing education and exposure to diverse identities. At the same time, though, participants also reported normative ideas on the types of posts that different genders were expected to publish, feeling pressure to meet these standards. As social media only continues to become more pervasive, this provides an important avenue for research on the role that it has played in a population that has been on these websites for nearly a decade. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

The effort to balance coexisting (and often conflicting) institutional objectives is a recurring theme throughout the history of American higher education. Colleges and universities are spaces that provide academic (and co-curricular) experiences that can activate a political consciousness, but are also places that are vulnerable to outside influences (indicative of the broader political climate) which may compel the prescription of institutional goals that undermine or shift attention away from these nonmaterial aims. This project examines the functions of the university in American life and considers how institutional development impacts the political socialization of the student body. Previous scholarship on student politics has often focused on campus conditions during a specific time and location and therefore is not equipped to address how macro-level structural changes in the higher education system, the study of which would necessitate a longer temporal scope, may influence engagement. A longitudinal periodization analysis is employed to detect longer-term trends and discern critical junctures that can help explain variation in political involvement among college students of different historical time and to uncover the causal mechanisms that facilitate (or impede) political development on campus. By encountering distinct cultural expectations of higher education, we can assess how social values conveyed in particular missions may stimulate or inhibit student political engagement. The contemporary era is dominated by institutional functions and educational aims that have historically not been directed at political socialization and is populated by students who do not meet the "preconditions of recruitment" as expressed in earlier periods. The significance of formative experiences has been well documented; the lessons that are learned (or unlearned) during emerging adulthood will subsequently inform political behavior. This investigation of the relationship between student politics, national development, and the purposes of higher education in American life demonstrates that the institutional medium through which we socialize does a great deal to shape how we socialize. / 2019-08-11T00:00:00Z

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Political Science, 1982. / Bibliography: leaves 891-1267. / by Donald George Morrison. / Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Political Science, 1982.

Concern over the social development of children who are home schooled has caused parents and educators to question the wisdom of this practice. A review of home-schooling research has not revealed whether a difference exists between the social skills of homeschooled children and children who attend public schools. This study explored the socialization of home-schooled children by comparing Social Skills Rating System scores of home-schooled children with the scores of their mothers and a comparison sample of publicly-schooled chi ldren. Forty-six home-schooled children (23 boys and 23 girls), their mothers, and 39 publicly-schooled children (16 boys and 23 girls) participated in the study. Children and their mothers were asked to report the frequency of social behaviors engaged in by the child. Publicly-schooled girls reported engaging in more positive social behaviors than did home-schooled girls. No differences were found between publicly-schooled and home-schooled boys' scores. Mothers of home-schooled children reported their children's behaviors as more assertive than did their children, while children reported their behaviors as more cooperative than did their mothers. Home-schooling mothers' and their children's perceptions of socialization were also explored by interviewing I 0 mother-child dyads. Results of qualitative analyses revealed that acceptance of, and the ability to communicate well with individuals of varying ages rather than association with same-aged peers was a key concept in the home-schooling perception of socialization. Home-schooling families believed that their perceptions of socialization were different from non-home-schooling families, who, they believed, focused more on same-age peer interaction. Findings also revealed that the family was seen as the primary socializing agent by home-schooling families. However, they were aware of, and tried to include, other positive socializing agents that could influence their children's social development.