Each year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more than their counterparts (Chen & Carroll, 2005; Hartley, 2009). The study's aim was to determine whether completion of an online self–exploration intervention, the Self–Directed Search (SDS) Form R Internet version (Holland, Reardon, Latshaw, Rarick, & Schneider, 1999), would increase career decision–making self–efficacy and decrease goal instability levels in 100 first generation college students using a true experimental design. Additionally, this study considered whether initial perceived barriers would impact the intervention's effectiveness. Goal instability was measured using the Goal Instability Scale (GIS; Robbins & Patton, 1985), career decision–making self–efficacy was measured using the Career Decision–Making Self–Efficacy Scale—Short Form (CDMSE–SF; Betz, Klein, & Taylor, 1996), and perceived barriers were measured using the Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001). A two–way MANOVA omnibus test was used to determine whether the intervention impacted career decision–making self–efficacy or goal instability levels, given initial perceived barriers. After completing the intervention, the treatment group showed no statistically significant differences in goal instability or career decision–making self–efficacy, given perceived barriers levels, when compared to the control group. However, both groups showed a statistically significant increase in goal instability and statistically significant decrease in career decision–making self–efficacy. Because the entire sample showed this change, the change cannot be attributed to the intervention, but rather an external, unknown factor. Possible explanations for this outcome are discussed in detail. Finally, in an exploratory analysis, career decision state showed a significant positive relationship with perceived barriers, meaning that individuals less certain about their career decision had higher levels of perceived barriers. The correlational analysis also revealed a positive relationship between career decision–making self–efficacy gain score and goal instability gain score. This relationship implies that as career decision–making self–efficacy increases, goal instability decreases, and vice versa. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2015. / June 12, 2014. / career, career decision-making self-efficacy, career development, first generation college students, goal instabiity, self-directed search / Includes bibliographical references. / Janet G. Lenz, Professor Directing Dissertation; Pamela L. Perrewé, University Representative; James P. Sampson, Jr., Committee Member; Debra Osborn, Committee Member.

The onset of dementia represents a major life stressor for the individual and for the family system. In each family there tends to be a primary caregiver who experiences significant challenges in this role, which may be physical or psychosocial in nature. This study utilized archival data from the Resources to Enhance Alzheimer Caregiver Health (REACH II) study (N = 643) with caregivers from five states to examine the impact of self-care behaviors and psychosocial resources on caregiver well-being. This study explored caregiving as dynamic in nature, in that it required continuous adaptation to the increasingly complex needs of the care receiver. The caregiver used both internal and external personal resources to maintain well-being, thus enabling him or her to be most effective at providing care. Various theories and models of the stress process associated with caregiving were examined, as were the roles of common constructs that mediate the stresses experienced by the caregiver. Of primary interest was the influence of the caregiver lifestyle or self-care behaviors on his or her well-being. The role of participation in social activity, religious activities, and social support, were examined. The outcome of interest in this study was overall well-being of the caregiver, as measured by perceived benefits or positive aspects of caregiving, as well as overall well-being as shown by levels of physical health and depression. These outcome measures were conceptualized as indicators of adaptation to the caregiver role. This study found that these caregiver-driven resources provided a mediating impact on the effects of caregiving stress on well-being, providing a path through which less negative effects on well-being were experienced. Secondarily, the role of race or ethnicity on the perception of the caregiver role and its responsibilities, and the overall effect on the experience was examined. There were differences noted in the levels of mediation provided by psychosocial resources, with African American caregivers experiencing a lower benefit from these resources than their White counterparts. Finally, the study explored the differences among racial/ethnic groups in objective stress experienced, psychosocial resources, as well as reported well-being. The results showed that African American caregivers experienced significantly more stress, yet experienced significantly higher levels of well-being compared to White caregivers. African American caregivers also reported higher levels of psychosocial resources than White caregivers. Results from this study provided information that was largely generalizable to caregivers in the US, and contributed to the literature on policies and interventions for caregiver health and well-being. / A Dissertation submitted to the Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Spring Semester, 2015. / April 9, 2015. / caregiver, cultural impact, dementia, psychosocial resources, stress, well-being / Includes bibliographical references. / Deborah J. Ebener, Professor Directing Dissertation; Robert Glueckauf, University Representative; Angel Canto, Committee Member; Shengli Dong, Committee Member.

Findings from trauma research have indicated that college students report high rates of trauma exposure, yet they may also experience positive growth outcomes following traumatic events. Researchers also indicate that perceptions of social support resources may impact the capacity for posttraumatic growth in these young adults. Examining the factors that may foster these positive posttrauma outcomes is necessary to develop more interventions that promote posttraumatic growth for trauma-exposed individuals, especially young adults in college. As a result of this research, individuals may also better understand the importance of perceived social support following trauma. Therefore, the impact of perceived social support on posttrauma outcomes in college students was examined in this study. The goal of the present study was to investigate the possible mediating and/or moderating effects of perceived social support on the relationship between event stressfulness, core beliefs disruption, and posttraumatic growth. The study sample consisted of students from colleges and universities within the United States. A total of 212 participants were included in final statistical analyses because they endorsed an event stressfulness level of 4 or more, thus indicating a significant level of distress that could potentially contribute to posttraumatic growth (Groleau, Calhoun, Cann, & Tedeschi, 2013; Joseph, Murphy & Regel, 2012). Data for this study were collected between Summer and Fall 2015. Participants ranged from 18 to 25 years of age. Trauma, event stressfulness, core beliefs disruption, perceived social support, and posttraumatic growth were assessed using the Trauma History Questionnaire (Green, 1996), a one-item Event Stressfulness measure (Cann et al., 2010), the Core Beliefs Inventory (Cann et al., 2010), the Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), and the Posttraumatic Growth Inventory (Tedeschi & Calhoun, 1996), respectively. A series of regression analyses, including one hierarchical regression analysis, were used to examine the research questions. Based on findings from this study, event stressfulness, core beliefs disruption, and perceived social support were good predictors of posttraumatic growth. Additionally, participants’ perceptions of social support resources moderated the relationship between event stressfulness, core beliefs disruption, and posttraumatic growth. Perceived social support was not found to be a mediator in this relationship. In addition, a bivariate correlation analysis was used to examine relationships among the variables. Results showed significant, positive associations among event stressfulness, core beliefs disruption, and posttraumatic growth. Posttraumatic growth was not significantly correlated with endorsement of trauma. Perceived social support was shown to have a significant, negative relationship with endorsement of trauma, but was not significantly positively correlated with any other variable. Discussion of the implications for these results is provided, as well as study limitations and directions for future research. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / May 16, 2016. / college students, core beliefs disruption, event stressfulness, perceived social support, posttraumatic growth, trauma / Includes bibliographical references. / Angela I. Canto, Professor Directing Dissertation; Karen Randolph, University Representative; Deborah Ebener, Committee Member; Steven Pfeiffer, Committee Member.

Symptoms of ADHD have been well observed and extensively discussed throughout the literature; however, classification of the disorder has recently taken on a new level of discrepancy as ADHD is now supported as a longitudinal condition that extends throughout adulthood (Barkley & Murphy, 1998). Discrepancies regarding diagnostic procedures for adult ADHD coupled with recent changes in diagnostic criteria for the disorder have emphasized the continued need for further research pertaining to the diagnosis of ADHD in adults. This study utilized archival data to examine 162 college students diagnosed with ADHD with specific regard to the comparison of inter-rater reliability rates of the Barkley Adult ADHD Rating Scale - IV (BAARS-IV; Barkley, 2011) comparing DSM-IV-TR (APA, 2000) to DSM-5 (APA, 2013) ADHD symptom criteria. Inter-rater reliability of reported age of onset and total symptom values among informants and relevant descriptive data were also explored. Results indicated no significant increase in inter-rater reliability for DSM-5 symptom criteria for adult ADHD, and poor to fair inter-rater reliability among informant reports of age of onset and total ADHD symptoms. Implications regarding these results and the validity of ADHD diagnoses in college students were discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / April 22, 2016. / ADHD, age of onset, Attention-Deficit/Hyperactivity Disorder, college students, DSM-5, inter-rater reliability / Includes bibliographical references. / Frances A. Prevatt, Professor Directing Dissertation; Lee Stepina, University Representative; Deborah Ebener, Committee Member; Debra Osborn, Committee Member.

Despite contributing to our understanding of substance use among maltreated adolescents, research on this link has been limited by reductionist thinking and methods that do not accurately address the heterogeneity within these two complex multidimensional constructs. This study addresses this issue through the use of a person-centered approach. Specifically, this study draws data from the Longitudinal Studies of Child Abuse and Neglect to explore the utility of three latent class models in extracting meaningful information on the relationship between experiences of maltreatment and adolescent substance use (N = 902). Model 1 examined the associations between latent classes of maltreatment and substance use, and whether sex differences exist across these associations. Three classes of maltreatment were identified, labeled “No/low neglect”, “Severe emotional/physical/neglect”, and “Severe sexual/physical/neglect”. Adolescents comprising the “Severe emotional/physical/ neglect” class were found to have the highest mean count of substances used over the last year, even after considering participants’ sex. Model 2 examined the associations between latent classes of adolescent substance use and observed indicators of maltreatment, and whether sex differences exist across these associations. Five classes emerged from this latent class model, labeled “Low risk users”, “Heavy users”, “Tobacco users”, “Heavy alcohol users”, and “Tobacco/Cannabis users”. Almost all indicators of maltreatment increased the risk of being classified into the “Heavy users” and “Tobacco users” classes, which was consistent across male and female adolescents. Lastly, Model 3 examined whether associations exist between the previously identified classes of maltreatment and classes of substance use. Findings indicated that males comprising the “Severe emotional/physical/ neglect” class were more likely than those in the “No/low neglect” class to be classified in the “Heavy users” class compared to the “Low risk users” class. Among female adolescents, those in the “Severe emotional/physical/ neglect” class were more likely than those in the “No/low neglect” class to be classified in the “Tobacco users” and “Tobacco/cannabis” classes, relative to the “Low risk users” class. Taken together, findings demonstrate how a person-centered approach can assist with developing a more nuanced understanding of the complex relationship between maltreatment and adolescent substance use. This study provides some explanation for the differences of substance use that exist within the general population of maltreated adolescents and draws attention to the need for selective prevention programming for this at-risk population. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / June 14, 2016. / Child Maltreatment, Latent Class Analysis, Substance use / Includes bibliographical references. / Frank D. Fincham, Professor Directing Dissertation; Eric Stewart, University Representative; Ming Cui, Committee Member; Kendal Holtrop, Committee Member.

This purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the study. Five case were chosen from an archival database, and all participants had CTI Total Scale T-scores ≥ 65. Each case contained an MMPI-2 Extended Report which was used to determine findings of psychopathology. Alongside the primary researcher’s interpretations, four Experts in the use of the MMPI/MMPI-2 agreed to interpret the Extended Reports and provide thoughts about symptoms and diagnoses of psychopathology were present. Data were analyzed by the primary researcher and findings were determined based on endorsement across cases. Results of this study indicated that individuals with high levels of dysfunctional career thoughts might also be experiencing psychopathologies and diagnoses of depression, anxiety, somatic concerns, obsessional-compulsive concerns, personality disorders, and gender and culturally based concerns. Implications include a strong need for additional training for practitioners at the intersection of mental health and career concerns and awareness to suicidal ideation in those with dysfunctional career thoughts. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / June 24, 2016. / Career Counseling, Career Thoughts Inventory, Dysfunctional Career Thoughts, Minnesota Multiphasic Personality Inventory-2, Psychopathology / Includes bibliographical references. / Debra Sue Osborn, Professor Directing Dissertation; John R. Reynolds, University Representative; James P. Sampson, Jr., Committee Member; Shengli Dong, Committee Member.

Colleges and universities are experiencing a growing level of distress on their campuses. Counseling centers have implemented preventive efforts, such as suicide prevention outreach, to avert crisis situations that are potentially life threatening and taxing to university resources. The present study aimed to explore two hypotheses: 1) do counseling centers who meet a higher proportion of students through outreach increase the level of help-seeking on their campus and 2) do counseling centers who meet a higher proportion of students through outreach reduce the level of suicidal distress in their students. This study used archival data about college student distress and newly gathered data about the outreach services counseling center staff provided. Twelve universities provided data about the number of outreach events and the number of people met that outreach events on their campus. The 12 universities contained archival data about level of suicidality and help-seeking behavior of 4,606 students nested in the 12 universities. Hierarchical linear modeling using the HLM software was conducted to test each hypothesis. The results for hypothesis 1 found a non-significant relationship between counseling center outreach and help-seeking behavior. The odds ratio was high (13.3) but the confidence interval was vast. This indicated an estimation problem with the analysis that may be related to lack of variance in help-seeking behavior. The results from testing hypothesis 2 found that there were not enough universities who participated in the study to have sufficient power. Due to the lower than expected response rate from universities, an interview was conducted with a staff member at a university who participated, but indicated that their center did not collect outreach data. Responses to the interview stated the importance of data collection for counseling centers while also highlighting several barriers to collecting such data. The findings from the hypothesis testing and interview suggest that the collection of outreach data would support the justification for the services counseling centers provide while also contributing to the research on the effectiveness of outreach. Conclusions from this study are related to the previously explored literature and directions for future research are discussed. / A Dissertation submitted to the Department of Educational and Psychological Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / April 19, 2016. / Counseling center, Help-Seeking, Outreach, Suicide Prevention / Includes bibliographical references. / Martin Swanbrow Becker, Professor Directing Dissertation; Christopher Schatschneider, University Representative; James Sampson, Committee Member; Frances Prevatt, Committee Member.

Given high rates of sexual violence on college campuses, prior research has identified bystander training as a promising prevention strategy. The National Collegiate Athletic Association (NCAA) has called upon athletic departments and student-athletes to be campus leaders in sexual violence prevention. There is a lack of research on optimal ways to engage coaches and student-athletes in sustainable sexual violence bystander prevention efforts. This study examines the efficacy of an innovative bystander prevention program in which coaches were co-facilitators. Student-athletes and coaches from one Division I university were randomized to either receive the bystander prevention program from a facilitator and their coach with their team or from two facilitators with other same-sex teams. Student-athletes completed measures prior to training and at least two months following the training. Data from student-athletes was analyzed using MANOVA, and data from coaches was analyzed using paired sample t-tests. Student-athletes (n= 133) and coaches (n= 5) completed pre- and post-intervention assessments, which measured knowledge, attitudes, and behaviors related to sexual violence. Results demonstrated that the student-athletes’ knowledge, attitude, and behaviors did not differ at follow-up depending on delivery method. Regardless of delivery method, there were no significant differences in student-athletes' knowledge, attitude, and behaviors from pre- to post-intervention. The small sample of coaches demonstrated a significant increase in knowledge from pre- to post-intervention. Results support previous findings that one-time interventions have not been found to lead to changes in attitudes and behaviors. The lack of differences between the groups suggests that utilizing coaches as co-facilitators of bystander prevention programs may be a promising strategy.

The integrated psychotherapy model (IPM) is an insight-oriented, integrative therapeutic approach that weaves psychoanalytic, cognitive-behavioral, and humanistic approaches into a treatment methodology. This model is new and untested; therefore, its therapeutic effectiveness is unknown. The purpose of this study was to measure the treatment effectiveness of IPM using Bell's Object Relations and Reality Testing Inventory, the Constructive Thinking Inventory, and the Working Alliance Inventory. Participants in the study included 19 undergraduate psychology students volunteering for extra credit and 11 clients of counseling psychology graduate students. This quasi-experimental, pretest-posttest, nonequivalent group study involved 9 sessions of IPM for the treatment group and 9 classes in a general psychology course for the comparison group. An analysis of covariance using the pre-post testing of object relations and reality testing, productive and unproductive thinking, and working alliance measured changes in these constructs and determined the therapeutic effectiveness of IPM. Results revealed that there were no differences between the experimental and comparison groups. Although no significant differences were demonstrated when comparing pre and post testing, this study demonstrated that 9 sessions of IPM did not harm those who underwent the treatment; this finding is positive given the need for further research to potentially validate the IPM as a new and effective integrative model for psychotherapy. It is recommended that a similar study be repeated with more seasoned IPM therapists, a longer treatment period, and the focus of change on client symptoms.

No description available.