The aim of the present study was to determine the convergent validity of three instruments thought to assess attention deficits and hyperactivity in children. The Freedom from Distractibility factor from the Wechsler Intelligence Scale for Children-Revised, The Conners Parent Symptom Questionnaire and the Gordon Diagnostic System were the instruments chosen for the investigation as they are thought to measure attention deficits across a variety of settings and by different means. To examine the relationship, responses were collected for 36 children (26 males, 10 females) in Grades 1 to 7 attending schools in the Lower Mainland of British Columbia and who according to parent reports exhibited behavior patterns similar to the descriptions needed for the diagnosis of Attention Deficit-Hyperactivity Disorder. Results of the analyses are inclusive and need to be followed up in subsequent research. The WISC-R provides a valid and reliable measure of general cognitive ability. Two subtests from the WISC-R, Coding and Digit Span appeared to measure attention, however the Freedom from Distractibility Quotient should not be utilized as a measure of attention. Learning Problems and the Hyperactivity Index on the Conners Parent Symptom Questionnaire also serve as measures of attention. In a more general sense the Conners Parent Symptom Questionnaire might be a useful contribution to an assessment battery as a description of a child's behavior from a parent's point of view and as such provides an ecological assessment of behavior. It also allows one to measure behavior over time. The Vigilance and Distractibility total correct and errors of commission would appear to be measures of attention while the Delay task failed to classify the children according to the behavior objectives set out by the study. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Major Depressive Disorder is a prevalent and pervasive problem in the United States, and this mental disorder disproportionately affects adolescents of color. In particular, there is little research understanding how Hispanic/Latinx adolescents utilize and engage with mental health services, such as psychotherapy, to reduce their symptoms of depression, including factors that are positively and negatively related to engagement. As such, the aims of this study were to understand whether there were any relationships between presenting characteristics of adolescents seeking therapy for depression and their subsequent engagement with therapeutic services, with a focus on analyses examining trends in Hispanic/Latinx adolescents. To investigate these aims, we utilized data from a pilot study in which adolescents (n=42) received a mind-body intervention for depression called Mind-Body Skills Groups. We examined possible relationships between depression severity, age, Hispanic/Latinx background, and their interactions with engagement, as measured by attendance rates, self-reported motivation, and at-home skills practice. We hypothesized that high depression severity, high age, and being Hispanic/Latinx would all negatively influence engagement; we also hypothesized the depression-engagement and age-engagement relationships would be moderated by Hispanic/Latinx background. Results revealed initial relationships between lower age and being Hispanic/Latinx with higher attendance rates; depression severity was not related to attendance. When these relationships were further analyzed using hierarchical regression, no significant relationships between predictor and outcomes variables, as well as their interactions, were discovered. In an exploratory analysis investigating factors of adolescent depression using subscales, greater interpersonal problems predicted higher attendance rates. Results are interpreted relative to limitations of the small sample size and possible measurement concerns within this study, including a discussion of possible ways to improve related studies on Hispanic/Latinx youth in the future.

Emerging adult college women are at particular risk for developing unhealthy eating habits. Despite this, methods of intervention in this population are understudied. This study sought to test whether an implicit, cognitive retraining program could alter how women approach foods. Specifically, the researcher wanted to determine if the Behavioral Activation System (BAS), which encourages individuals to approach positive goals, and the Behavioral Inhibition System (BIS), which helps individuals avoid negative outcomes, could be manipulated. Thus, this study examined whether a dot-probe retraining program could significantly alter women’s approaches to healthy foods. Dot-probe programs present two pictures side-by-side; when the pictures disappear, a stimulus, in this case a “+”, appears where one of the pictures was previously located. In this project, participants assigned to an experimental training program would have the “+” located under healthy foods most of the time, in order to encourage BAS activation and approach behaviors. In addition, because it is imperative to understand how women’s families affect their thin ideal internalization (i.e., drive for thinness and restraint) and their approach/avoidance habits, the quality of past and current parent-daughter relationships were examined. Indeed, no known research has examined how the parent-child relationship may affect BAS/BIS usage. Forty emerging adult women were recruited; half were assigned to an experimental training group, while the other half completed a sham training group, in which they equally reacted to all foods. Participants were asked to complete five sessions on their own devices, in their chosen environment. By the final training sessions, those in the experimental group (n = 15) reacted to healthy foods two times faster than those in the sham group (n = 15). In addition, a series of moderation analyses found that, even when participants had high levels of thin ideal internalization, positive parenting characteristics such as a current high-quality mother-daughter relationship and past low paternal control improved participants’ reaction times to healthy foods. These findings suggest that a combination of both a biologically-based method of intervention and a family systems intervention may lead women to have healthier approaches to foods, thereby potentially preventing the development of unhealthy eating habits.

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This study compared the prevalence of eating disorder behavior between collegiate athletes (n = 206) and college female nonathletes (n = 197). Numerous eating disorder studies conducted on the female college population have shown this population to be at greater risk of developing eating disorders than the general population. Furthermore, some studies have found that women athletes are even at higher risk of eating disorders, but the research has produced conflictual and inconclusive evidence. In this study, it was hypothesized that athletes would have higher rates of disordered eating. However, a reverse outcome occurred. The t-test conducted on the EAT-26 scores from the two groups showed that the nonathletes females displayed significantly higher eating disordered behavior than the female athletes. Additionally, relationships between sports advocating body leanness as possible risk factors of eating disorders were investigated and no significance was found. The study did find a link between age and eating disorder behavior among nonathletes. Traditionally, it has been assumed that collegiate female athletes are more likely to develop an eating disorder because of the intense training and performance demands that are added to the normal stressors of college life. This study challenges this assumption. The implications from the current study suggest additional research is needed to further investigate the specific environmental elements that may predispose subpopulations of college women to develop eating disorders. / Ph. D.

Champions for Change Mentorship Program (CFCMP) was implemented to address the academic and social struggles of emotional behavior disorder (EBD) students. The problem was that although the passing of the California Assembly Bill 1729, called the Other Means of Correction law, had prompted a greater need for positive behavior intervention support at Tier 2 and Tier 3 levels, implementation of the CFCMP continued to generate serious concerns involving students with behavior issues. The conceptual framework for this study is Bandura's social learning theory which guided CFCMP to incorporate cognitive and observational learning to develop academically and socially sound students with EBD who can function appropriately in the educational setting. The purpose of this phenomenological study was to explore the essence of the lived experiences of teachers in regard to the implementation of CFCMP as an effective behavioral strategy. The guiding research question explored the essence of the lived experience of elementary teachers who have implemented CFCMP. Using a qualitative phenomenological research design, data were gathered from face-to-face interviews and observations of 6 participants. Data analysis revealed 4 common themes including training, time management, communication, and lack of administrative support were used to identify commonalities and differences in the participants' lived experiences and perspectives on the needs of EBD students involved in CFCMP. Research findings showed a lack of organization of CFCMP and the need for intensive training for teachers. Positive social change will result from a 3-day professional development providing the study's findings and procedures teachers can use to assist EBD students in modifying behaviors to improve their educational achievement and that of their classmates.

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Bright Mosaic is a 30-minute documentary about a comprehensive autism center for children with an organic and unconventional approach. The Bright Mosaic Autism Therapy Center's exceptional curriculum consists of a mix of Montessori practices, natural sciences, applied behavior analysis, occupational therapy, speech therapy, physical therapy, play therapy, music therapy, sensory integration, daily life skills and art. Bright Mosaic mixes observational and participatory styles in an effort to portray an exceptionally skilled and passionate team who fights a tough daily battle to prepare their children for the life ahead of them.

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