Thesis (M.S.)--Kutztown University of Pennsylvania, 2007. / Source: Masters Abstracts International, Volume: 46-03, page: . Adviser: David Kintsfather.

Thesis (M.S.) in Human Development--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 47-48).

Thesis (Ph.D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 289-310) Also available in print.

Thesis (Ph. D.)--Yale University, 1977. / Typescript. Includes abstract. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (v. 1, leaves 324-357).

No description available.

abstract: Although women of color have increased their presence in the workplace, many obstacles restricting career opportunities still exist. It is important that mental health professionals contribute in providing interventions to increase career opportunities for women of color. The purpose of this research is to add to the repertoire of interventions by studying the irrational career beliefs of Black women. This research utilizes the Believe It! program, an online career development program that focuses on altering irrational/maladaptive career beliefs that can prevent young females from pursuing career opportunities. An early study of Believe It! found it to be effective for Caucasian females, however the effects for minority females were less clear. The current study re-examined the effectiveness of Believe It! for minorities by altering the appearance of the animated character within the program. It was hypothesized that young African American women interacting with African American animated agents would display greater rationality in terms of career beliefs compared to young African American women interacting with Caucasian animated agents. Forty-four African American girls between the ages of eleven to fifteen were pre-tested with a battery of assessment devices addressing the irrationality of the girls' career beliefs. The measures included the Career Myths Scale, the Career Beliefs Inventory, the Occupational Sex-role Questionnaire, and the Believe It! measure. Four to eight days later, participants engaged in the online Believe It! Program; they were randomly assigned to either a matched condition (viewing the program with an African American animated agent) or a mismatched condition (viewing the program with a Caucasian animated agent). After completion of the intervention, participants were post-tested with the same assessment battery. MANCOVA and ANCOVA analyses showed that participants in the matched condition consistently benefitted from the matched intervention. Implications for this research are discussed. / Dissertation/Thesis / M.C. Counseling 2010

The goal of this research is to identify key affective body gestures that can clearly convey four emotions, namely happy, content, bored, and frustrated, in animated characters that lack facial features. Two studies were conducted, a first to identify affective body gestures from a series of videos, and a second to validate the gestures as representative of the four emotions. Videos were created using motion capture data of four actors portraying the four targeted emotions and mapping the data to two 3D character models, one male and one female. In the first study the researcher identified body gestures that are commonly produced by individuals when they experience each of the four emotions being tested. Each body gesture was then annotated with descriptions of the movements using the FABO database. In the second study the researcher tested four sets of identified body gestures, one set for each emotion. The animated gestures were mapped to the 3D character models and 91 participants were asked to identify the emotional state conveyed by the characters through the body gestures. The participants were also asked to rate intensity, typicality, and sincerity for each emotion using a 5-point Likert scale. The study identified six gestures that were shown to have an acceptable recognition rate of at least 80% for three of the four emotions tested. Content was the only emotion which was not conveyed clearly by the identified body gestures. The gender of the character and the participants’ age were found to have a significant effect on recognition rates for the emotions.

No description available.

Spaced Out is about a 16-year-old high school student named Penny, who arrives home from school after a long day. She has astronomy homework that is due, and she is determined to sit down and get it done as fast as possible so that she can have some evening time to herself. This all goes awry when Opal, a dragon who is a manifestation of her ADHD, shows up to distract her. Penny must find a way to finish her assignment, not by ignoring Opal and pretending she isn't there, but by embracing the fact that she is a part of her and using it to her advantage.This short film is an educational fantasy based on my own experiences living with ADHD, and with it I hope to offer others a glimpse into my daily struggles. Many people still believe in harmful stereotypes about ADHD and assume it can manifest in only one way. Spaced Out is my attempt to bring further understanding to this complex mental health challenge.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript.