abstract: This longitudinal study examined the relations between self-regulation and reading achievement from kindergarten through second grade. In addition to the broader concept of effortful control, this study looked at various sub-components, including attention focusing and inhibitory control. A series of unconditional latent growth curve models were estimated to assess the initial level and growth of children’s parent- and teacher-reported effortful control and reading skills. In addition, parallel-process latent-growth curve models were estimated to examine the relations between the growth parameters (e.g., how the initial level and growth in self-regulation relates to the initial level and growth in reading). Parent-reported inhibitory control and effortful control displayed linear growth over this time period. Teacher-reported self-regulation did not change significantly. Reading achievement increased across all three time points, but the rate of growth was steeper from kindergarten through first grade than from first to second grade. Results from the parallel-process models showed that the kindergarten scores for parent-reported attention focusing and inhibitory control were negatively related to growth in Letter Word abilities from first through second grade, whereas initial teacher-reported attention focusing, inhibitory control, and effortful control were negatively related to growth in Passage Comprehension abilities from first to second grade. This study illustrates important relations between self-regulation and reading abilities throughout the first few years of elementary school. / Dissertation/Thesis / Masters Thesis Family and Human Development 2015

abstract: It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual experiences. The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses. Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged. The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2016

abstract: Segregation into own-gender peer groups, a common developmental pattern, has many potentially negative short- and long-term consequences. Understanding the social cognitive processes underlying intergroup processes may lead to a better understanding of, and a chance to improve, intergroup relations between boys and girls; however, until recently gender-typed cognitions have not received a lot of attention. Therefore, in two complementary studies, this dissertation examines developmental patterns and predictors of a particular type of social cognition, gender-based relationship efficacy (GBRE). The first study examines mean-level and interindividual stability patterns of GBRE longitudinally in two developmental periods: childhood and pre-adolescence. Specifically, the first study examined children’s and pre-adolescents’ GBRE toward own- (GBRE-Own) and other-gender (GBRE-Other) peers over a one-year period. Using a four factor repeated measures analysis of variance, the results indicated that GBRE-Own is significantly higher than GBRE-Other across both cohorts. GBRE-Other, however, increased from childhood to pre-adolescence. Stability and cross-lag effects were examined using a multi-group panel analysis and revealed that GBRE-Own and GBRE-Other were stable. Additionally, high levels of GBRE-Own led to lower levels of GBRE-Other one year later, but high levels of GBRE-Other led to higher levels of GBRE-Own. Implications for understanding segregation processes and suggestions for future research are discussed. The second study examined potential affective/cognitive, behavioral, and contextual predictors of GBRE-Other in pre-adolescence. Several hypotheses were tested using panel models and regression analyses, but there was limited support. Results indicated that GBRE-Other predicted more positive attitudes toward other-gender peers and higher preferences for other-gender peer interaction and that, for boys, anxious attitudes toward other-gender peers negatively predicted GBRE-Other and, for girls, parental attitudes toward their children’s other-gender friendships negatively predicted GBRE-Other. The lack of significant findings in the second study should be interpreted cautiously. In general, GBRE is an important construct and more research is needed to fully understand the developmental progression and implications. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2017

abstract: A cornerstone of children’s socio-cognitive development is understanding that others can have knowledge, thoughts, and perceptions that differ from one’s own. Preschool-aged children often have difficulty with this kind of social understanding, i.e., they lack an explicit theory of mind. The goal of this dissertation was to examine the role mental state language as a developmental mechanism of children’s early understanding of their own mental states (i.e., their introspective ability). Specifically, it was hypothesized that (1) parents’ ability to recognize and appropriately label their children’s mental states and (2) children’s linguistic ability to distinguish between their mental states shapes the development of children’s introspective ability. An initial prediction of the first hypothesis is that parents should recognized differences in the development of children’s self- and other-understanding in order to better help their children’s introspective development. In support of this prediction, parents (N = 400, Mage = 58 months, Range = 28-93 months) reported that children’s understanding of their own knowledge was greater than children’s understanding of others’ knowledge. A prediction of the second hypothesis is that children’s linguistic ability to distinguish between and appropriately label their own mental states should determine their ability to make fined grained judgments of mental states like certainty. In support of this prediction, children’s (N = 197, Mage = 56 months, Range = 36-82 months) ability to distinguish between their own knowledge and ignorance states was associated children’s ability to engage in uncertainty monitoring. Together, these findings provide support for the association between children’s linguistic environment and ability and their introspective development. / Dissertation/Thesis / Doctoral Dissertation Psychology 2018

<p> Two-hundred twenty-eight U.S. Mexican-heritage children, ages 8&ndash;10 (110 boys &amp; 118 girls) whose mothers varied in familiarity with Indigenous practices and experience with schooling were videotaped while playing a computer game to study cultural patterns in collaboration and communication. The children played in groups of 4 on 2 computers. Interaction was coded in 5-second segments involving: teamwork, attempts at collaboration, turn-taking, competitive play, or neutral play. Communication was coded as either verbal or nonverbal, including what was communicated. Some results among middle class children were consistent with our expectations; for example, higher rates of solo play, however, the majority showed no difference between the groups. I discuss the shifting cultural practices in both groups as possible reasons for this pattern of results. Lastly, discussing possible cultural shifts pertaining to children&rsquo;s experience with school in addition to their mothers formal schooling experience. </p><p>

The present research is on parent influence on adolescent political development. The study surveys parent political behavior, parent warmth and quality of relationship with their child, and adolescent knowledge of parent political behavior to understand how these factors affect a match in party affiliation in parent and adolescent. 547 family groups are included in the study. I hypothesized that an adolescent’s politics would be more likely to match that of their parent when the parent is politically involved and warm and the adolescent is aware of the parent’s political behavior. This study is important because individuals’ party affiliation determines their voting behavior, which determines many decisions made in this country. It is interesting to understand how people develop their party affiliation and what role parents have in this development.

<p> Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication, socialization, and restricted/repetitive behaviors. In 2012, one out of every 55 children (1 in 42 boys and 1 in 189 girls) have been diagnosed with ASD in the United States. Only 30&ndash;40% of ASD has a known etiology (e.g., genetic predisposition) and the other 60&ndash;70% is unknown. Prior to this study, there was no known literature on age and gender differences related to neuro-developmental functioning of ASD. The purpose of this study was to examine how the differences in age and gender of people with ASD were related to total and domain scores, as measured by the <i>Autism Diagnostic Observation Schedule, Second Edition</i> (ADOS-2). This quantitative research study included a sample size of 80 and 2 independent variables: age groupings (ages 1&ndash;4, 5&ndash;8, 9&ndash;17, and 18-older), and gender (male and female). The 4 dependent variables were the total and domain scores measured by the ADOS-2. The statistical analyses included a multiple analysis of variance (MANOVA) and a 2-way analysis of variance (ANOVA) to examine age and gender differences in the ADOS-2 domain and total scores. There was a statistically signi?cant difference for age on the domain dependent variables, <i>F</i>(9, 171) = 2.64, <i> p</i> = .007; Wilks&rsquo; Lambda = .73; partial &eta;² = .10. However, there were no statistically significant differences for gender on domain scores and there were no statistically significant differences for age and gender on the overall scores. Those with ASD between ages 5&ndash;8 were more severely impaired for socialization when compared to other age groups and other domains. This research can be used for the improvement of intervention strategies for the diverse ASD population, and to improve the understanding of the neurodevelopmental functioning of individuals with ASD based on age and gender.</p><p>

<p> School readiness incorporates children&rsquo;s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children&rsquo;s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. </p><p> The current study explores the role of sleep quantity and quality in young children&rsquo;s development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1^st graders, and c) the role of sleep quality and quantity in young children&rsquo;s development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1^st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.</p><p>

<p> El prop&oacute;sito general del estudio fue investigar si difieren significativamente los perfiles cognitivos de adultos puertorrique&ntilde;os con y sin s&iacute;ntomas de depresi&oacute;n. Esta investigaci&oacute;n fue de naturaleza cuantitativa, y se utiliz&oacute; un dise&ntilde;o transversal. La muestra estuvo compuesta por 229 adultos puertorrique&ntilde;os (62% mujeres) de la comunidad mayores de 50 a&ntilde;os (M = 63.07, DE = 9.34). La muestra fue dividida en dos grupos, adultos sin s&iacute;ntomas de depresi&oacute;n (n = 175) y adultos con s&iacute;ntomas de depresi&oacute;n (n = 54). Los resultados mostraron diferencias significativas en el estado cognitivo general (ECG) de los grupos con y sin s&iacute;ntomas de depresi&oacute;n, t(227) = 3.46, p = .001, d = 0.22, 95% IC [0.97, 3.54]; siendo el ECG del grupo con s&iacute;ntomas de depresi&oacute;n significativamente menor. Al explorar diferencias entre los grupos por funciones cognitivas, se observ&oacute; que el grupo con s&iacute;ntomas de depresi&oacute;n present&oacute; un desempe&ntilde;o cognitivo significativamente m&aacute;s bajo que el grupo sin s&iacute;ntomas de depresi&oacute;n en las funciones: atenci&oacute;n, concentraci&oacute;n y memoria de trabajo, t(227) = 3.23, p &lt; .01, d = 0.21, 95% IC [0.29, 1.20], funciones ejecutivas, t(76.84) = 2.52, p &lt; .05, d = 0.28, 95% IC [0.10, 0.86], y lenguaje, t(227) = 2.92, p &lt; .01, d = 0.19, 95% IC [0.18, 0.91]. Al realizar an&aacute;lisis de regresi&oacute;n lineal m&uacute;ltiple para evaluar si las variables edad, sexo, escolaridad y s&iacute;ntomas de depresi&oacute;n permiten explicar la variabilidad en el ECG de la muestra total, se observ&oacute; que la variable sexo no aport&oacute; de forma significativa. Dejando la variable sexo fuera del modelo, se observ&oacute; que las variables edad, escolaridad y s&iacute;ntomas de depresi&oacute;n permitieron explicar el 38.9% de la varianza en el ECG de la muestra. Se concluy&oacute; que los d&eacute;ficits cognitivos en adultos puertorrique&ntilde;os con s&iacute;ntomas de depresi&oacute;n se caracterizan por bajo funcionamiento del ECG y de las funciones atencionales, ejecutivas y de lenguaje. Para un tratamiento eficaz de la depresi&oacute;n y/o el deterioro cognitivo, es clave un diagn&oacute;stico diferencial. Finalmente, se recomienda el desarrollo de programas de pol&iacute;tica p&uacute;blica, as&iacute; como m&aacute;s investigaciones en la isla sobre la relaci&oacute;n depresi&oacute;n y deterioro cognitivo.</p><p>

<p> The Digital Age has brought to light emerging individual, social, and cultural changes that impact how mental health practitioners should approach psychotherapy. As techno-humanistic values permeate society, this thesis explores how online identities have been and can be integrated into the psychotherapeutic process through three primary stages of therapy: diagnosis, assessment, and treatment. Utilizing a hermeneutic methodology, this research explores and defines content spanning the digital world; artificial intelligence; virtual, mixed, and augmented realities; what an online identity is; and how online identities develop individually and collectively. Two overarching research findings emerged: (1) the blurring of online and offline realities and (2) that online identities have their own social and cultural context. Within these findings, new suggested clinical applications of how to incorporate online identities into diagnosis, assessment, and treatment modalities are proposed, most notably through the author's original contribution of the Virtual Identities Integration Therapy Model.</p><p>