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This project assesses the effects certain variables have on African American adults that suffer from diabetes. These include behaviors of African Americans that contribute to diabetes such as; diet behavior and physical activity. Thus, the focus of this study is to examine the effects of these health behaviors on the likelihood of having diabetes among African Americans. This assessment will be used to provide insights as they pertain to African Americans and diabetes.

Literature reveals that college freshmen that reside on American campuses partake in many risky health behaviors, but little is known on the effects of housing on these risk behaviors. The purpose of this study was to examine the health risk behaviors of college freshmen that lived in either traditional, non-themed housing or in wellness themed housing (WELL) and if there was a difference between the two. Four research questions guided this study: (1). What are the risk behaviors of freshmen college students? (2). What are the risk behaviors of students in the WELL LC? (3). What are the risk behaviors of freshman residing in traditional housing? (4). What are the differences in risk behaviors between the freshmen living in the WELL LC and traditionally housed freshmen? The health risk behaviors that were determined for testing were injury-related behaviors, substance use behaviors, sexual behaviors, dietary behaviors, physical activity and sleep. The instrument used was a combination of the National College Health Risk Behavior Survey and Epworth Sleep Survey. The Traditional and the WELL completed the surveys in the beginning of the fall semester and again at the end of the spring semester of the same academic year. There were a higher percentage of alcohol-related injury behaviors, substance use and sexual activity in traditional residents. Dietary behaviors, physical activity and sleep behaviors were not significantly different between Traditional and WELL residents. The conclusion of this study indicated that the WELL housing may have had a positive effect on abstaining from alcohol, drugs, and sexual behaviors. Further research is needed to explore the root cause of these behavioral differences. / Ph. D.

Academic advising has undergone tremendous changes since its origin in higher education. The notion of faculty performing clerical tasks in order to aid students strictly in academics has been challenged. Today, academic advising is considered one of the best vehicles for promoting intellectual, personal, and social development of students. It is a service that links students' academic and personal worlds and, hence promotes holistic development. However, little is known about professional advisors, specifically to what extent professional advisors use an approach to advising that can be characterized as developmental. The purpose of this study was to observe and identify the behaviors that occur during academic advising sessions between professional academic advisors and students, and compare these behaviors to the models and definitions of developmental advising proposed in the literature. Qualitative research methods, including observations and interviews, were employed. Ten advisors were observed in 35 actual advising sessions in an effort to identify advising behaviors, which were later used to develop and define advising styles. In addition, each advisor was interviewed about his or her philosophy of advising. Results of the study found that the developmental-prescriptive continuum does not accurately reflect actual advising practice. Most advisors' style reflected a mix of developmental and prescriptive behaviors. However, the characteristics of advising proposed in the literature (e.g.,content, personalization, and decision-making) were useful in identifying and defining new advising styles. Another important finding dealt with personalization. While most advisors stated students are different and have different needs, and some advisors were observed to personalize the advising session, none of the advisors were observed to alter their style in accordance with students' differences. This suggests there may be a difference between personalization and individualization of advising. Recommendations for practice include assessment of advisors' behaviors and philosophies in addition to student perceptions. Also, there is a need to develop new models of advising. The data from this study recommend the development of an advising model that considers the importance of the advisor-advisee relationship that is dynamic and that reflects stages or phases of advising instead of distinct advising styles. The information gathered from this study lends itself to further research about the advising styles used with specialized student populations, suggesting the need for individualization as well as personalization of advising. / Master of Arts

Research has demonstrated that family of origin environment impacts outcomes for individuals; however, the extent to which attitudes toward family impact outcomes is less clear. One construct stemming from family studies is related to the importance and value individuals place on their nuclear and extended families of childhood. The construct, known as familism, encompasses multiple aspects of individuals' relationships with their childhood families. It has been suggested by some that cultures that tend to be collectivistic (e.g., on-European-based cultures) tend to value family unity and loyalty relatively more than individualistic cultures (e.g., European-based cultures). The purpose of this study was to examine familism from a cross-national perspective. Specifically, Mexicans and non-Latino White Americans were compared on their levels of familism in relation to psychosocial adjustment. Broadly speaking, the goal was to determine if distinct cultural groups differ on familism, and if familism-feeling supported and a sense of solidarity with one's family-is associated with a less problematic behaviors and higher psychological adjustment. Individuals completed measures assessing familism as well as psychological adjustment and problematic behaviors (psychological well-being, empathy, and symptoms of anxiety, depression, somatization, alcohol misuse, aggressiveness, antisocial features, and history of criminal acts). Interestingly, results suggested that, in practical terms, Whites and Mexicans did not differ in their endorsement of levels of familism. For both groups, familism was correlated with psychological well-being and problem behaviors. Implications of these findings and areas for future research will be discussed.

OBJECTIVE: The aim of this literature review was to examine the most current research regarding effective, evidence-based programs for reducing incivility among the healthcare team, particularly nurses. BACKGROUND: Incivility in the work environment is linked to a variety of negative outcomes, including diminished productivity, impaired judgement, and reduced employee retention. Incivility is especially detrimental to the healthcare team because it is correlated with decreased quality of patient care and increased medical errors. Despite regulations and statements made by the Joint Commission and the American Nurses Association to combat this serious problem, incivility continues to plague healthcare. METHODS: CINAHL and MEDLINE databases were reviewed for interventions to reduce incivility or bullying. Articles that evaluated interventions for practicing nurses were included in the review. RESULTS: The majority of studies evaluated training programs based on cognitive theory or cognitive rehearsal training as an intervention for incivility or bullying. Most studies showed positive correlations between the intervention and reducing incivility or bullying in some areas, however, results were inconsistent, most evidence ranked low and most studies shared sub-optimal quality. CONCLUSION: Most current studies towards reducing incivility in the healthcare team are poorly designed for demonstrating causation. More research is required to examine effective, evidence-based solutions for cultivating civility. Research must distinguish independent variables, incorporate teams instead of individuals, and fit into the structure of the work environment that it is serving.

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