Research has established a link between parental psychopathology, perceptions of parents, and child outcomes. Separately, negative perceptions of a parent and parental psychopathology are associated with negative outcomes. However, a stronger relationship may exist when these factors are combined. Current research indicates that children tend to view a parent with psychopathology more negatively and consequently are at a greater risk for psychopathology. Less research examines the outcomes of children who hold positive perceptions of a parent with psychopathology, as well as the effects of perceptions of parents on emerging adults. The current study tested a model where perceptions of parents moderated the relationship between parental psychopathology and emerging adult psychopathology. Results indicated that holding positive perceptions of a parent with internalizing problems puts an emerging adult at a greater risk for internalizing problems, whereas the effect of parental psychopathology and perceptions of parents on emerging adult externalizing problems was unclear.

Viewing motivation to volunteer through an attachment theory perspective may enhance understanding of volunteering motivations. A questionnaire was administered to (N=155) emerging adult college students using a Lykert-type scale (1 - 7) to assess attachment (Bartholomew & Horowitz, 1991) and motivation to volunteer (Omoto & Snyder, 1994). Five forward linear regression analyses were conducted to identify significant predictors of attachment style on motivation to volunteer. For each analysis, one of the five motivations to volunteer variables (values, understanding, esteem enhancement, personal development, community concern) was regressed on the combination of four attachment style variables (secure, avoidant, anxious ambivalent, dismissing avoidant). Findings indicate that Secure significantly predicted Values, Understanding, and Community Concern; Anxious Ambivalent predicted Understanding, Personal Development, Community Concern, and Esteem Enhancement; and Dismissing Avoidant predicted Understanding. These findings partially support the hypothesized notion that securely individuals would likely report selfless motivations; whereas, insecure individuals would likely report self-serving motivations.

The impact of parental depressive problems on children’s depressive symptoms has been widely studied. The Stress Buffering Hypothesis states that social support acts as a protective factor between the impacts of stress from negative life events on physical and psychological health. The current study examined the stress buffering hypothesis in terms of the relationship between parental depressive problems and emerging adult depressive problems. The differential buffering strength of both perceived social support and received social support between stress from negative life events and depressive problems were examined along with the moderating effects of parent and emerging adult gender. Neither perceived nor received social support significantly moderated the aforementioned relationship. When parental depressive problems were added to the model, the three-way interaction between received social support, perceived stress, and paternal depressive problems, on male depressive problems was significant. Other significant pathways and models were discussed.

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The purpose of this thesis is to provide a description of the emerging state of the public relations field in Albania under the framework and influence of four main public relations worldviews including persuasive/marketing, relationship management, community building, and personal influence. This study seeks to give insights into how an emerging country in the field of public relations approaches the development of the field; whether it adapts, adopts or creates new practices. The research design proposed by the author aims to shed some light on possible theoretical meanings and themes that could be developing in countries where the field of public relations is emerging. Based on the findings and the underdeveloped nature of public relations as identified in this study, the author proposes a training program for public relations practitioners and professors that would help to advance the development of the field in Albania.

The World Federation of Occupational Therapists (WFOT) requires occupational therapy (OT) students to successfully complete 1,000 hours of clinical practice experience (ENOTHE, 2000). To fulfill this requirement is a challenge for OT education programs, which are in their pioneering stage of development. A limited number of qualified occupational therapists poses a problem for the supervision of OT students during their practice placement service. This doctoral project proposes a training program for on-site health and education professionals who will mentor OT students. The training program can be applied to any role-emerging fieldwork sites for occupational therapy and other health professions. The contents of the training program are based on the needs of the environment. Evidence indicates that there is a lack of understanding of OT by the general and professional public in Kosovo (Bllaca, 2015; Krasniqi, 2016; Jakupi, 2017). Based on the review of evidence-based research, it is difficult to place students in role-emerging placements because of a lack of qualified direct on-site supervisors (Vermeulen, de Jongh and Hess, 2012); and that there is a need to develop on-site placement mentor training programs (Cooper & Raine, 2009). With adequate training, on-site placement supervisors can assess the professional development of OT students (Levy et al., 2009; Allison & Turpin, 2004). Based on the needs in Kosovo, the mentor training program will include education about occupational therapy, placement mentoring, OT practice competencies, communication strategies and documentation methods. The goals of the mentor training program are: 1. to qualify on-site practice mentors to assess the professional skills and behaviors of the OT student, 2. to provide students with effective direct guidance from a mentor during their fieldwork experience, 3. to raise awareness of the OT profession within the health and education professions, and 4. to increase the quality of health care services for individuals in the community through the provision of OT services by the students.

This qualitative study explores how women in emerging adulthood make meaning of text messaging while developing an intimate heterosexual relationship. A focus group consisting of eight women was used in order to understand the way women interpret text messages during the formation of a romantic relationship. Data were analyzed using thematic analysis. Four themes emerged from the data: (1) what is the landscape?, (2) how do I figure it out?, (3) red flags, and (4) a red flag means. Participants described the context in which they enter relationships, and the role texting plays. Different strategies they used to make meaning of ambiguous text messages were discussed. Participants reported behaviors that were identified as red flags and how participants made meaning of those red flags Limitations, clinical implications, and future directions are identified and discussed. / Master of Science

The introduction of anti-retroviral treatment has shifted the management of Human Immunodeficiency Virus (HIV) infection from acute palliative care to chronic supportive care. This shift has highlighted the need for rehabilitation care for people living with HIV (PLWH) or Acquired Immunodeficiency Syndrome (AIDS) and the potential role of occupational therapy (OT). Role-emerging placements are now a popular way to promote the potential role of OT in different emerging areas. Recognizing the importance of OT for PLWH has led to the possibility of promoting and integrating OT services in AIDS Service Organizations (ASOs) through role-emerging placements. Placements of five student occupational therapists (SOTs) took place in ASOs for an eight week of the period. This qualitative study investigated the benefits and challenges of role-emerging placements from the perspectives of students, ASO staff, an OT preceptor, and PLWH. Results highlighted the following benefits and challenges, Benefits: 1) reinforcing professional skills of SOTs, 2) developing competencies of SOTs to foster rehabilitation services for PLWH, 3) shining a light on OT‟s roles, 4) empowering ASO services, and 5) surprising role of OT, and Challenges: 1) challenge of starting from grounding work, and 2) challenge of building relationships. This study demonstrated the value that role emerging placements have in introducing the role of OT in a new area and practice, and in increasing competencies of the learners. Recommendations for future placements in ASOs are provided / Thesis / Master of Science Rehabilitation Science (MSc)

This qualitative study addressed the question: What are the perceptions of preschool and elementary bilingual and ESL teachers on how technology-enhanced classroom environments support native Spanish-speaking English language learners in the acquisition of English as a second language? With the support of six school districts representing three different regions and 15 schools in Texas, this research investigated technology-enhanced learning environments and the influence of emerging technologies on language acquisition by focusing on classroom interactions and learner engagement in preschool and elementary settings. Forty-six teachers completed the self-identified online questionnaire and from that initial group of participants, 10 were chosen for the face-to-face semi-structured interviews. A two-cycle progressive refinement coding technique was used for the analysis of the teacher interviews. In Vivo coding was selected for the first-cycle coding methodology to study teacher perspectives using their direct language. For the second-cycle methodology, focus coding was chosen as a continuation of the analytical process examining the developing patterns resulting in the initial codes being grouped to form salient categories. This process of reanalyzing and reorganizing coded data led to the creation of four emergent themes and in the views of the teachers interviewed describes how emerging technologies influences English language acquisition. The four emergent themes identified were “engaging students for learning,” collaborating with others,” “developing and clarifying concepts,” and “creating authentic work.”