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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

What's Next? Improving an Out-of-School-Time Program for Social-Emotional Learning in an Elementary School

Sarafian, Karen Marie 01 January 2020 (has links)
Today’s elementary school students face myriad traumatic issues including poverty, violence, physical and emotional abuse, homelessness, and parental substance abuse. These adverse childhood experiences are responsible for an increased risk of academic failure and behavioral problems in childhood, adolescence, and into adulthood. Social-emotional learning (SEL) programs, provided through school and community partnerships, attempt to address these needs in both school-based and out-of-school-time (OST) learning settings. The purpose of this action research study was to examine one northern California-based nonprofit organization’s OST SEL program for third through fifth grade students and determine actions and interventions for greater program effectiveness. Students, parent/guardians, site administrators, school-staff, and community members engaged in focus groups, completed surveys, participated in validation groups, and acted as research associates throughout the iterative plan, act, observe, reflect action research cycle conducted during the winter of 2020. Qualitative data from focus group meetings included identified themes from authenticated and coded transcripts while quantitative data included descriptive statistical analysis of pre-program and end-of-program surveys. As the lead researcher for the study, I worked with action research participants to make program modifications and identify new actions for program improvement. Based on themes and data trends, as well as the application of self-determination theory’s basic psychological needs theory, findings demonstrate that student self-management skills improved during the 4-week action research cycle, as did their sense of autonomy, competence, and relatedness. At the same time, findings suggest additional growth opportunities in the areas of responsible decision-making and program improvement through development and implementation of integrated and universal SEL supports in classrooms, schools, families, and the larger community. Linking the literature to these findings, recommendations for future action research cycles include age and developmental considerations regarding instruction and application of responsible decision-making skills, and integration of all five SEL competencies for greater harmonization of emotion and thought. To that end, the nonprofit organization’s educational design team and I have begun redesigning the curriculum. Program modifications address child development of perceptual and higher-level memory and cognitive skills, and intentional integration of instruction and practice in all five SEL competencies throughout each program module. Teaching, combined with real-time application of planning and decision-making skills, will include opportunities for active role-playing, adult guidance, and experiences in which students learn and grow from mistakes. In addition to student program modifications to build responsible decision-making skills, literature supports the call for universal SEL in the form of partnerships between schools, families, and community organizations for resource coordination resulting in more positive youth outcomes. Again working with the educational design team, the nonprofit organization and I have taken initial steps to establish a city wellness task force, bringing together a diverse group of stakeholders to partner in wellness for children and families in the community. We also continue to iterate as we develop a community of practice for educators, focused on building SEL knowledge and practice. By focusing on continuous improvement through an ongoing action research process, this study not only serves as an opportunity to celebrate successes, but highlight growth opportunities to advance the work of the northern California-based nonprofit organization and its programs. Utilizing study findings in combination with supporting literature, we are taking immediate action towards more positive outcomes for those we serve. This study also provides tools and guidance for other community partners in their design and implementation of effective SEL programs for the social and emotional well-being of elementary school students and families, and the communities in which they live.
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122

Adverse Childhood Experiences and Trauma-Informed Schools: Restorative Practices for Social and Emotional Issues in Education

Easterling, Heather 01 August 2022 (has links)
Abstract Adverse Childhood Experiences and Trauma-Informed Schools: Restorative Practices for Social and Emotional Behavior Issues in Education by Heather Easterling The purpose of this study was to determine whether factors in school climate and culture and the educator's role in evaluating adverse childhood experiences (ACEs), trauma-informed situations, and disruptive classroom behaviors, enable a school to generate interventions needed to help students succeed. This qualitative study evaluated the ACEs and the relationships traumatic incidents had on disruptive classroom behaviors that teachers experienced with students. Although there is emerging research regarding ACEs and trauma-informed schools, there are multiple factors that facilitate the relationship between ACEs and disruptive classroom experiences. Data collection strategies included the use of interview procedures and document review. This evidence was gathered from teachers who provided their experiences with disruptive classroom behaviors and their experiences with behavior intervention programs such as RTI2B (Response to Instruction and Intervention for Behavior) and trauma-informed practices. Analysis of data occurred in three phases: (a) categorization based on emergent themes from the interviews, (b) constructing the explanation in narrative form, and (c) re-examination of the collected data concerning discipline referrals, school climate surveys, and attendance surveys. This research study provided insight into experiences teachers had with disruptive classroom behaviors. The experiences showed implementation of trauma-informed practices, a positive behavior program, and the need for a support system for teachers to be able to better reach students who have experienced ACEs that are related to disruptive classroom behaviors. The results revealed that there were direct factors that determined that the relationship between ACEs and trauma were consistent with disruptive classroom behaviors.
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123

Adverse Childhood Experiences and Suicidality and Self-Harm in Persons in Secure Forensic Care

Stinson, Jill D., Gretak, Alyssa P., Carpenter, Rachel K., Quinn, Megan A. 01 December 2021 (has links)
Prior research suggests a greater degree of suicidality and self-harm behavior in those involved with criminal justice and forensic mental health systems. Such individuals also evidence increased exposure to early childhood adversity, which is often associated with suicide risk. Other significant predictors of suicidality have been noted within forensic populations, however, including indicators of specific psychopathology and situational and demographic factors. These populations present with overlapping risk factors that remain underexamined. In the current study, 182 persons residing in secure forensic psychiatric care following incidents of illegal and aggressive behavior were evaluated. Adverse childhood experiences and other empirically derived potential predictors of suicide attempts and self-harm were examined via binomial logistic regression. Findings indicate frequent experiences of early adversity across participants, and that a combination of race, individual adverse childhood experiences, number of biological children, and diagnoses of either posttraumatic stress disorder or borderline personality disorder were significant predictors of suicide attempts, self-harm behavior, and first hospitalization resulting from a suicide attempt. Clinical and research implications are discussed.
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124

CHILD AND ADOLESCENT MENTAL HEALTH IN LMIC: APPLICATION OF TASK-SHARING APPROACHES AND AN EXAMINATION OF INTERGENERATIONAL TRANSMISSION OF RISK

Rieder, Amber D January 2019 (has links)
Children and adolescents in low- and middle-income countries (LMIC) suffer heightened vulnerability for the development of mental health conditions which is exacerbated due to enduring socioemotional, economic, and biological risk factors. The constellation of co-occurring adverse childhood experiences (ACEs; e.g. poverty, maltreatment, household dysfunction, exposure to violence) confer heightened vulnerability for the development of mental health disorders that may persist into adulthood. Although the mechanisms for transmission from one generation to the next has not yet been fully elucidated, contemporary evidence has converged primarily on maternal mental health as a key mediator between childhood exposure to ACEs, and the subsequent mental health of her children. Access to mental health assessment or treatment resources in Kenya are limited or non-existent. Due to the heightened risk for intergenerational transmission of mental health problems across generations, with support from the World Health Organization and key stakeholders in Kenya, the development of task-sharing approaches to address the unmet psychological needs of children and mothers has been advocated for. Task-sharing involves the rational redistribution of mental health care tasks from higher cadres of mental health professionals to non-specialized community health care workers in order to increase the capacity for, and access to, mental health services across Kenya. This dissertation seeks to explore: 1) the development of a partnership between the Africa Mental Health Research and Training Foundation and McMaster University to explore the use of task-sharing in the development of a technology-supported assessment for common mental disorders in children and adolescents; 2) the validity and reliability of the newly developed International Mobile Assessment for Children and Teens (IMPACT) administered by non-specialized community health workers when compared to a gold-standard assessment, the MINI-KID, when administered by trained psychology graduate students, and finally; 3) the association between maternal exposure ACEs and the subsequent mental health of her children, mediated by maternal mental health. The first study outlines the process of the development of the IMPACT using a novel blending of emic-etic approaches, and the practical evaluation of the IMPACT by ten local community health workers. Results from this study demonstrated the demand for, and utility of, the IMPACT and outlined the practical considerations of conducting field work of this nature. The second study examined the diagnostic agreement (e.g. validity) of mental health conditions in Kenyan school children (n=189) between the IMPACT and the MINI-KID. The results of this study demonstrated relatively high agreement between the diagnosis of common mental disorders in children between the IMPACT and the MINI-KID. The third study explores the relationship between ACEs (Y-VACS) of mothers (n=149) and the socioemotional wellbeing of her children (e.g. internalizing and externalizing problems; CBCL), mediated by maternal mental health (CBCL). The results of this study demonstrate the association between maternal ACEs and child internalizing and externalizing behaviours, mediated by maternal mental health and moderated by maternal education. Collectively, the results of these dissertation studies support the use of task-sharing approaches for the assessment of common mental disorders in children and adolescents, by non-specialized community health workers and that the transmission of mental health problems between generations is associated with a multitude of complex and inter-related factors (e.g. maternal ACEs and maternal mental health), exacerbated by chronic and co-occurring adversity. Additionally, the results of these studies demonstrated the need for further research that prioritizes the equitable accessibility interventions that target the mental health related-sequelae experienced by maternal-child dyads exposed to chronic and enduring adversity in LMIC. / Dissertation / Doctor of Philosophy (PhD) / Children who grow up in circumstances of chronic poverty and adversity suffer heightened risk for mental health problems as they grow up. This is especially true of children who live in low- and middle-income countries, where children are more likely to experience chronic and co-occurring forms of adversity. Access to mental health services in these contexts are limited or non-existent, conferring heightened vulnerability for mental health problems that may persist across the lifespan. The risk for mental health problems can be transmitted across generations. Although it is not fully understood how mental health problems can be transmitted from a mother to a child, one commonly studied mechanism is the role of maternal adversity and maternal mental health. Because the barriers to mental health care are abundant, the needs of children and mothers with mental health problems are frequently left unmet. The World Health Organization proposes a task-sharing solution, whereby less specialized community health care workers are trained to provide services to improve access to assessment and treatment in low income countries. Using data collected in rural Kenya, this dissertation seeks to explore: 1) the development of a partnership between the Africa Mental Health Research and Training Foundation and McMaster University with the aim of working together to create mental health assessment for children, using a task-sharing approach, 2) to compare the results of the novel mental health assessment to a gold-standard, and 3) to evaluate maternal adversity, maternal mental health, and the transmission of mental health problems between mothers and children in Kenya. Collectively, the results of this dissertation demonstrate that utilizing a task-sharing model for the development of a mental health assessment for use by community health workers is a valid method for assessing and diagnosing mental health problems in children, and that the transmission of mental health problems across generations is associated complex factors (e.g. maternal exposure to adversity and maternal mental health) as a result of exposure to chronic and enduring adversity in LMIC.
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125

The Role of Adverse Childhood Experiences and Associated Features on Criminality in Emerging Adults

Harangozo, Jessica Lynn 18 September 2022 (has links)
No description available.
126

Evaluating the Effectiveness of Restorative Justice Rehabilitative Services Available in Northeast Tennessee for Mothers Diagnosed with Substance Use Disorder

Roberson, Claire 01 May 2022 (has links)
Substance Use Disorder (SUD) has plagued families of rural Appalachia for many years, perpetuating involvement in the criminal justice system as well as generational trauma for people diagnosed with SUD and their children. This points to the necessity of a trauma-informed, restorative-justice based framework for rehabilitative services to most effectively heal families, address trauma, and re-integrate people diagnosed with SUD into society. A restorative justice-based program would provide health care services for addiction and any comorbid mental health disorders as well as teach parents how to properly provide for themselves and their families, manage finances, obtain employment, and further education. Current rehabilitative program structures were evaluated in the literature, and it was found that typically, rehabilitative programs provide either strictly addiction services or mental health services, but not both. It was also found that the criminal justice system tends to sentence to 28-day inpatient rehabilitative services, which provides people diagnosed with SUD an opportunity to achieve sobriety and establish some stability; however, with little or no follow up, these people are significantly more likely to relapse. These findings were compared with the structure of Ballad Health STRONG Futures, an outpatient addiction services and behavioral health clinic located in Greeneville, TN; Red Legacy Recovery, a recovery initiative serving incarcerated women in Elizabethton, TN; and Families Free, a 501(c)3 organization providing outpatient services to Northeast Tennessee through the Tennessee Department of Mental Health and Substance Abuse Services. It was found that rehabilitative care structures that addresses trauma, addiction, and aspects of daily living such as parenting, finances, education, and employment provides clients with the tools and stability needed to be successful in their respective recovery journeys. This work will provide significant insight for the creation and implementation of other substance use clinics and initiatives across the country and encourage them to address mental health and aspects of daily living to promote clients' success and break cycles of generational trauma.
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127

Adverse Childhood Experiences, Postpartum Health, and Breastfeeding: A Mixed Methods Study

McCloskey, Rebecca Jane 02 September 2020 (has links)
No description available.
128

Special Educators' Perceptions on Effective Preparation and Practice for Student Success

Liese, Anne Brackney 01 January 2018 (has links)
Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focused on student success provided the study's framework. Twelve semistructured interviews were conducted to examine special educators' perceptions on preparation and practice for student success. Data were analyzed through block coding, code comparison and thematic searches. The study's results included accounts of special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes included applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher/student relationships to advance student success. Included are inferences regarding the development of teacher/student relationships. Also included are suggestions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting such as administrator knowledge of what special educators require to teach in the alternate classroom. This study may lead to social change by providing information on special educator preparation coursework meant to develop student success for the alternative school student population.
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129

Academically Resistant Athletes: Victims of ACEs or Commodities of the System

Berry, Melnee 01 January 2018 (has links)
Fans of college sports embrace the idea of athletes playing sport and, in turn, receiving tuition scholarships that provide them an opportunity to trade athletic talent for a free education. A contradictory body of research using internal colonization theory posits that the trade of education for playing sports is not a fair exchange but is fraught with exploitation that continues to perpetuate subjugation. An accepted narrative in athletic competition is that the recruiting pipeline draws athletes from impoverished inner-city areas engaging young athletes who experience difficulties keeping up scholastically becoming academically resistant as they focus on their sport at the expense of their academics. Biopsychosocial and developmental neuroscience research recognizes outside social factors as variables that affect the development of the brain, thus influencing basic mechanical operations of specific brain structures. This dissertation breaks new ground by utilization of the 10-question Adverse Childhood Experiences (ACE) Inventory to explore a possible relationship between ACE scores and Academic Resistance (AR), ACE scores and Locus of Control, and ACE scores and Identity Foreclosure. Using the T-test to determine a relationship between 194 participants’ ACE scores and AR, the findings showed the probability of Type I error of 5%, to be that the AR of student athletes with an ACE score >=2, n=94, to be significantly higher than the AR of student athletes with an ACE
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130

When Their Stories Aren't Your Stories - Males from Poverty in Alternative Schools

Baldridge, Amy Jean 22 November 2019 (has links)
No description available.

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