Adverse childhood experiences (ACEs) have been studied for the last two decades and are associated with a large number of mental health problems. However, existing research has yet to explore the underlying mechanisms that might affect the relationship between ACEs and mental health outcomes, particularly in terms of contextual influence. The present study examined the individual and conjoint effects of ACEs, coping, and campus climate on depressive and posttraumatic stress disorder (PTSD) symptoms, exploring the moderating effects of coping and campus climate among a diverse sample of young adults. In addition to that, racial/ethnic identity and gender/sexual identity were tested as a potential moderator in the relationship among ACEs, coping strategies, campus climate and mental health outcomes, in which the relationship was hypothesized to be different depending on one’s identity. Data for this study were collected from 423 college students who completed a set of questionnaires. The survey assessed socio-demographic variables, ACEs, coping strategies, campus climate, depressive, and PTSD symptoms. By examining the effects of ACEs, campus climate, coping, and individual identity on mental health outcomes simultaneously, the study results suggest that coping and campus climate moderate the relationship between ACEs and PTSD, and it varies depending on individual identity. The findings highlight the importance of culturally sensitive and appropriate interventions and services for diverse college students who are at elevated risk for the development of mental health problems.

Thesis advisor: Julia Chuang / In trying to explain the outcome of the 2016 U.S. Presidential Election, many post-election analyses focused on President Trumps’ perceived white working-class base. The idea that President Trump is an advocate for the working-class, though, is up for debate: many scholars have highlighted the ways in which President Trump is more of an advocate for the elite than for the working-class. Given President Trump’s appeal to individuals outside of the working-class, I decided to interview Trump supporters at Boston College—a campus with one of the wealthier student bodies in the nation. In my interviews, I looked for different narrative frames and discourses that my interviewees used in their articulation of their support for President Trump. I found that interviewees drew on parental influences, emphasized the value of hard work, shared narratives of victimization, and more. In addition, I learned about the large network of conservatives at Boston College. Given white working-class tropes surrounding the 2016 Election and stereotypes of college campuses as liberal echo chambers, this paper highlights the presence of conservatism on Boston College’s campus and calls for more research on the topic. / Thesis (BA) — Boston College, 2019. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

Projektet utgår ifrån en social och strukturell inventering i Nynäshamns stad, där resurser och behov sammanlänkas för ett förbättrat samspel i stadskärnan. Med syfte att förbättra möjligheterna för utbildning i staden undersöks Folkets Hus Nynäshamn och ett intilliggande parkeringshus som en rumslig och organisatorisk resurs åt Campus Nynäshamn, som i sin tur agerar som en social resurs åt Folkets Hus som har ett minskande besöksantal. Kärnan i projektet utgår ifrån att se både befintliga rumsligheter och strukturer som förstahandsresurs, för att sedan komplettera dem för att öka funktionalitet och användbarhet. Förslaget är placerat ovanpå det befintliga parkeringshuset vid Banantorget och kopplas samman med Folkets Hus via en gångbro. Förslaget ger nya utbildningslokaler som dagtid kan användas av Campus Nynäshamn, och därmed ge besökare och mångfald till Folkets Hus, och kvällstid av Folkets Hus för föreningsverksamhet och som demokratiskt rum. Målet är ett nytt bildningscenter som både förbättrar den låga utbildningsnivån i kommunen och aktiverar de sovande resurserna kring Banantorget.

Few would argue that college campus crime is a serious problem across the United States. Debate arises, however, regarding why the problem is so pervasive and how best to address it. This dissertation addresses that gap by exploring the nature and magnitude of the college campus crime problem followed by a rationale for studying student perceptions regarding knowledge about and use of victim services resources offered on the University of Central Florida (UCF) campus. Doing so is particularly important in light of the fact that five years have now passed since UCF launched the "Let's Be Clear" campaign designed to raise awareness about the nature and scope of campus crime and victim services resources offered. Participants completed a survey that contained both Likert-type scale items and open-ended questions regarding their awareness of and experiences with UCF victim services resources. A mixed methods analysis revealed four primary conclusions. First, when educated about the resources offered, students demonstrate high levels of self-efficacy regarding the use of victim services resources offered on campus for themselves and others. Second, students perceive high levels of internalization and affective learning regarding the relevance of victim services resources. Third, students report a desire to seek information regarding victim services resources from multiple sources. Fourth, this analysis revealed how communication campaigns that do not adequately address each of the IDEA model elements may fail to achieve affective, cognitive, and behavioral learning among target populations. Ultimately, these conclusions reveal how UCF ought to revisit and revise the "Let's Be Clear" communication campaign to improve achievement of its strategic learning outcome goals among college students.

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This study examined the retention and graduation patterns of a cohort of students at one baccalaureate, public, commuter campus. Quantitative and Qualitative data were analyzed to develop a campus specific retention model (risk model). The results of this study are used to inform retention initiatives on this campus. Recommendations for a specific strategy to improve the year-to-year student retention rate and improve the 6-year graduation rate are made based on the findings of this study. / Educational Psychology