<p> Denhof et al. (2014) defined corrections fatigue as &ldquo;a collection of negative an inter-related consequences upon the health and functioning of corrections professionals and the workplace culture as a whole due to exposure to traumatic, operational, and organizational stressors and their interacting consequences&rdquo; (p. 5) resulting in socially dysfunctional ideology and negative changes in personality, health and functioning, resulting in an average age of mortality established at 59 years (Brower, 2013a, 2013b; Cheek, 1984). Group differences were examined utilizing multivariate statistical tests with archival data. Findings indicate that variables within the correctional environment (age, tenure, gender of staff, security level of the institution and perceptions of assaults and safety) influence the experience of corrections fatigue symptoms. Counselor, administration, and staff implications are discussed. </p><p>

<p> Risky sexual behavior (RSB; i.e., behavior that increases the risk of contracting an STI and/or unplanned pregnancy) is common on college campuses and poses serious health risks to students. Yet, little research has examined the factors impacting students&rsquo; engagement in RSB. The current study examined the role of gender and social media in college students&rsquo; peer norms of and intentions to engage in RSB. An experimental design was used in which participants were exposed to one of four conditions (i.e., neutral or RSB content, within and without a social media platform) and then asked to report on peer norms of RSB and their own intentions to engage in RSB. Results demonstrated that, contrary to hypotheses, there was no significant interaction between experimental condition and gender in predicting descriptive norms of risky sexual behavior and intentions to engage in risky sexual behavior. Result did, however, demonstrate a main effect of gender for peer norms of RSB; female participants reported significantly higher peer norms of RSB than male participants. No other statistically significant main effects were found. </p><p> Results emphasize the ubiquity of RSB among college students and the large discrepancy between students&rsquo; peer norms of RSB and actual behavior. The significant difference between female and male students&rsquo; perceptions of peers&rsquo; engagement in RSB is an important finding in the context of inconsistent previous research on gender differences in peer norms of RSB. Possible explanations for the non-significant findings in the current study are discussed as well as implications for prevention and intervention efforts aimed at reducing college students&rsquo; engagement in RSB.</p><p>

<p> This thesis proposed an Adlerian therapy group with a focus on integrating art, play, trauma-, and attachment-informed practices to treat children who are experiencing the effects of intergenerational trauma. Summaries of the research documented various mechanisms of trauma transmission from parents to children, as well as the consequences for the children, including a decrease in executive and behavioral functioning and less academic success. The review of the literature supported multilevel, school-wide, trauma-informed interventions that provide information and support to administrators, teachers, staff, and parents, and direct services to the children. These services include the proposed Adlerian therapy group designed to support school-aged children suffering from the effects of trauma. The purpose of the group is to foster self-worth, to improve mental health, and to enhance better academic and social functioning. This paper also recommended future research to assess the effectiveness of the approach and of school-based trauma-informed programs, in general. </p><p>

<p> The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder&rsquo;s hope theory, Buckingham and Clifton&rsquo;s theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder&rsquo;s hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities. </p><p>

<p> After over 20 years of multiple studies showing the efficaciousness of evidence-based therapies (EBTs) on trauma survivors, this study continues the initiation of an important direction that research with regards to EBTs on trauma survivors of diverse ethnoracial groups needs to take. The study attempted to show if EBTs are effective in reducing symptoms related to trauma from a real life setting population of trauma survivors from diverse ethnoracial backgrounds. The research also aimed to show if the EBTs in this study are effective within each ethnoracial group. Finally, the research explored if there are EBTs that are more effective on reducing certain trauma related symptoms over others within ethnoracial groups. The findings of this quantitative pre-post design research affirms the direction of previous research that demonstrates EBTs are likely applicable to diverse ethnoracial groups in a real world setting. Results also suggest that EBTs provided by frontline mental health providers in a community based setting are generally effective on numerous trauma symptoms and on the low-income, culturally diverse sample in the current study. Implications, limitations, and suggestions for further research are discussed.</p><p>

The intent of this study was to examine the suicidal intentions among a select group of African American male college students. The survey drew responses and information from these students within several major categories: (1) demographic and familial background, (2) personal and male modes of feeling, and (3) conditions surrounding suicidal intentions. Twelve of the students were unique in that these characteristics were outstanding compared to the expected responses of the population: more than expected (1) lived in a single room, (2) were only children, (3) were first born, (4) had self—destructiveness and loneliness in the family, (5) had a father as a suicidal model, (6) had prolonged pain when there was loss or separation, and (7) experienced spontaneous zaniness and risk taking. Therefore, further investigation might be waranted in the area of intervention on college campuses to address and process these special areas in African American males, as well as youth generally.

The growing number of children diagnosed with Autism Spectrum Disorder (ASD) warrants better understanding of how clinicians and families work together following a child's diagnosis. Individuals with ASD share pronounced differences in communication and styles of social interaction along with the presence of repetitive behaviors and restricted interests when compared with people who are neurotypical (NT). Separately, or combined, these differences account for a significant degree of challenging behavior among children with ASD. Challenging behavior can often interfere with a child's participation in learning experiences at home and at school and may lead to placements in more restrictive educational settings, or a lower quality of life at home. This study examined the extent to which parental involvement in their child's behavioral support planning and the utilization of social support networks influenced parental well-being, levels of advocacy, and satisfaction with service providers. Thirty parents of young children with ASD between two and eleven years old (n= 30) were surveyed using the Collaborative Behavioral Support Parent Questionnaire (CBSPQ), a 30-item, 7 point Likert type scale. Social support was found to be positively related parental well-being. Additionally, there was a correlation between collaborative behavioral support and the degree to which parents advocated for themselves and their child. Parents who worked closely with their child's treatment team were also more satisfied with services for their children. Follow-up interviews with a subset of the broader sample enlarged understanding of these relationships.

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.