<p> Over recent decades, adolescent athletic participation has grown in the United States. The rise in participation means that mental health clinicians who work with adolescents are likely increasingly coming in contact with young athletes facing issues directly related to sports. The issues facing adolescent athletes create additional challenges that should be addressed in treatment to improve overall psychological well-being and to promote healthy development. In order to best meet the general mental health needs of these clients, clinicians need to be aware of the unique stressors and issues they frequently face. A resource manual was created to guide clinicians working with elite male athletes between the ages of 12 and 18 years in order to help them realize the benefits and avoid the adverse consequences that may be associated with elite-level sports participation. The manual was developed to be a resource for mental health clinicians seeking help in understanding the challenges faced by elite-level adolescent male athletes, guidance in identifying therapeutic interventions likely to be effective in addressing those challenges, and clarification of the mental skills training typically conducted by sport psychologists. The manual&rsquo;s content was informed by both a review of the relevant scholarly literature and by interviews conducted with a former elite adolescent athlete, a sports psychologist, and a mental health clinician who has worked with male adolescent athletes. Following a discussion of some strengths, limitations, and potential modifications to the current manual, plans for evaluating and disseminating it are described.</p>

<p> Children&rsquo;s picture books engage young readers with lessons of both literacy and socialization. They are discursive components of visual culture, with ideological origins that can be traced to European colonizers, whose policies fueled popular sentiment that devalued those who appeared different and, thus, encouraged systemic oppression and genocide. Utilizing Hall&rsquo;s definition of representations will provide perspective in discussions of social constructs (including constructed absences), developmental psychology, and research-evidenced processes of child perception and meaning. These phenomena often convey unearned hierarchical power that culminates in behaviors that include social exclusion and discrimination, and their far-reaching effects are discussed by MacDonald as European Structuralism, in which &ldquo;social and cultural life are governed by deep-seated structural polarities&rdquo; (1995, p. 35). European Structuralism, and related systems, disadvantaged groups that include females, non-European males, non-heterosexuals, those with a high body mass index (BMI), and non-Christians. Visual culture, including picture books, perpetuates these constructs that lead to oppression. To call attention to the origins of biased messages, I analyze the physical characteristics of best-selling picture book authors and illustrators. Few surprises exist, yet these data add another layer to the intricate systems of power dynamics. </p><p>

<p> Limited research has attempted to quantify Fear of Missing Out. Only one prior study has examined adolescents&rsquo; experience of Fear of Missing Out and did so with a small, homogenous Belgian sample. In order to expand upon this limited research base, the present study sought to examine Fear of Missing Out with an American adolescent sample. Specifically, the purpose of the present study was to analyze the reliability and validity of the Fear of Missing Out Scale (Przybylski, Murayama, DeHaan &amp; Gladwell, 2013) that was originally developed with an adult population, as well as strengthen understanding of Fear of Missing Out as it pertained to specific demographics. Students (grades 5&ndash;12) participating in a large, urban school district after school program in North Texas were surveyed on their experience with Fear of Missing Out and frequency of social media engagement (<i>n</i> = 961; 55% male). Results of a principal components analysis confirmed the presence of a 1-factor model, maintaining all 10 original scale items with strong internal consistency (&alpha; = 0.93). Regression analysis suggested Fear of Missing Out was predictive of increased social media engagement (<i> p</i> = .003). Gender and ethnicity were not related to Fear of Missing Out; grade level and Fear of Missing Out were inversely related, such that the older a student was, the less Fear of Missing Out was reported. Future researchers should utilize intentional and purposeful methodology for measuring social media engagement and focus on strengthening the validity and reliability of Fear of Missing Out as a unique construct. Further, theorists should consider updating their developmental perspectives related to adolescence based on advances in technology, media consumption, and interpersonal communication, particularly via social media. Practitioners are encouraged to understand and disseminate this information as it pertains to educating adolescents and their families about the benefits and costs of mobile technology and social media engagement.</p>

<p> This study is an investigation of nondual experiences with the intention to describe their essences and their meaning for six co-researchers, using Clark Moustakas&rsquo;s heuristic research methodology. Additionally, it examined the impact of these nondual experiences on their emotional well-being, sense of self, and their relationships, in an effort to determine the psychological benefits and possible applications to clinical psychology. It also sought to compare the experiences of the co-researchers to Ken Wilber&rsquo;s Integral Developmental model. The study confirmed that nondual experiences had positive effects on emotional states such as depression, meaninglessness, alienation, anxiety, insecurity, fear, anger, and unforgiveness. Some positive qualities reported included confidence, joy, peace, trust, gratitude, hope, acceptance, clarity, compassion, and love. The co-researchers reported their relationships as being radically intimate, spontaneous, nonjudgmental, and a relationship with the divine self. The study supports a number of essential aspects of Wilber&rsquo;s Integral model, including the stages of development, and the stabilization of states into traits of everyday experience. Additionally, the study confirmed many of the attributes of the postautonomous developmental stages. The benefits of nondual therapy lies in its ability to radically deconstruct all constructions, disidentifying from the fragile egoic self, and simultaneously identifying with a greater self, the nondual ground of being. The therapist and client rest within a nondual field of awakeness where both have an opportunity for spontaneous nondual healing. </p><p>

<p> Scholarly research is needed to investigate the horse human interaction and increase protective measures and beneficial outcomes for both horse and human when using an interspecies form of psychotherapy. This research offers practitioners of equine assisted activities and therapies (EAAT) a different theoretical orientation to approach an understanding of the psychodynamics present in this form of therapy, and support contemporary therapeutic treatment models that focus on building emotional resilience grounded in the neurobiology of nurturing relationships. </p><p> The purpose of this study was to identify what psychodynamic experiences were present in the feminine-equine relationship dyad, and how these experiences influenced the process of individuation. Prior research (Seward, 2013; Held, 2006; Koch, 2008) has investigated this relationship phenomenon to bring validity to a powerful experience that is often described as intangible, or immeasurable. The researcher, through personal experience and professional training since 1999, has observed the evolving industry of equine assisted activities and therapies as largely populated by women seeking answers, women dedicated to the helping professions, and women longing for an experience that is nurturing and enlarging in a way that Western culture fails to meet that need for women. </p><p> Analytical psychology, according to Carl Jung, provided a theoretical structure to explore the horse as a symbol of the archetype and the psychodynamics present in the feminine-equine relationship dyad. The researcher examined how this interspecies relationship phenomenon facilitates psychodynamic experiences that contribute to personality development for women who have chosen horses as companions. Recent developments in neuroscience helped to reimagine Jung&rsquo;s psychodynamic theory for contemporary relevance. The researcher asked what experiences present in the feminine-equine relationship dyad have the capacity to influence the <i>individuation</i> process for women. </p><p> A hermeneutic phenomenological research method and narrative research techniques guided this qualitative research study. Hermeneutics guided the review of literature and provided an iterative process to reveal significant parts of the experience-centered narratives within the whole of the phenomenon in question. Five women shared their personal and professional stories of companionship with horses. The research findings revealed the neurobiology of novel experiences and attuned relationships contributes to transformative experiences and an improved sense of well-being. Phenomenology provided an intuitive approach to understanding the interspecies relationship phenomenon investigated. The research participants&rsquo; narratives confirmed companionship with horses influences personal growth, strengthens emotional resilience, influences professional and social development, and provides a sense of community. These findings suggest a woman&rsquo;s relationship with a horse encourages individuation.</p><p>

<p> This study explored educators&rsquo; perceptions of the impact of exposure to violence on children and their intellectual development. Substitute concepts such as corporal punishment, child maltreatment, and others were considered relevant to formation of an individual&rsquo;s identity. The study also explored the psychological impact of trauma over time, and its effect on an individual&rsquo;s cognitive development, identity formation, and relational development. Various aspects of exposure to violence were examined, as questions arose regarding how these multiple forms of exposure to violence impact an individual&rsquo;s level of functionality. This study utilized a general qualitative approach informed by case study methodologies. </p><p> Four educators who worked with children previously exposed to violence were interviewed. Although both teachers and tutors were solicited, only tutors responded to the invitation to participate; therefore, the results are based upon interviews with four tutors. Four specific themes emerged from the participant interviews, namely: <i>the realities of children exposed to violence, the impact of violence, academic performance</i>, and <i>the role of the tutor</i>. Within some themes, subthemes emerged such as emotional violence, physical violence, limited family support, the impact of violence, resiliency, combativeness, and lack of friendships. A narrative of themes and subthemes was presented. Commensurate with the focus of the research, the predominant theme identified in this research was that of violence and aggression on the part of adults, seen through the prism of the experiences of the children in their care.</p><p>

<p> Altruistic behavior has been conceptualized from a variety of perspectives. One approach to understanding altruism involves understanding the contextual factors that influence it. Parenting style is a source of early learning that greatly influences a child&rsquo;s social functioning. The flexible connectedness offers three potential mechanisms by which parenting may influence altruism: perspective taking, empathic concern, and psychological flexibility. The current study examined perceived parenting style as a predictor of altruism and the flexible connectedness factors as potential mediators of this relationship. In the context of decision-making tasks involving monetary allocations (i.e., dictator and reciprocity tasks), authoritarian parenting predicted increases in altruism, and permissive parenting predicted decreases in altruism. In the context of a volunteer form, parental care predicted decreases in altruism. Parenting style was consistently associated with only psychological flexibility of the flexible connectedness factors, such that parental care was associated with increased flexibility and parental overprotection was associated with decreased flexibility. None of the flexible connected factors predicted altruism alone, but psychological flexibility moderated the relationship between empathic concern and altruism on the reciprocity task such that increases in psychological flexibility were associated with a stronger negative relationship between empathic concern and altruism. The current study&rsquo;s results suggest that inflexible parenting (i.e., authoritarian parenting and permissive) may influence how we treat others in unexpected ways, sometimes benefiting society at a cost to the individual.</p><p>

<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>

<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> 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>