The American Counseling Association recently adopted standards of competency for counselors working with lesbian, gay, and bisexual (LGB) clients (Logan & Barret, 2005). Concurrently, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) revised standards to require social and cultural diversity competencies, including LGB counseling competency, to be interwoven throughout counselor education curriculum (CACREP, 2009). Yet the ways that counselor educators are including these initiatives are unknown. Additionally, the factors that improve counselor competency with LGB clients are also unknown. Therefore, the purpose of the study was to examine counselors' self-perceived competency when counseling lesbian, gay, and bisexual clients and identify variables that are related to and predictive of LGB counseling competence. The quantitative study included 479 members of a southeastern state's professional counseling association including school counselors, community-based counselors, counselor educators, and counseling students. The assessment included an Information Questionnaire to collect data regarding personal and professional background, a Religiosity Index (Lippman et al., 2005; Statistics Canada, 2006), Spiritual Transcendence Index – Modified (adapted from Seidlitz et al., 2002), the Marlowe-Crowne Social Desirability Scale - Short Form C (Reynolds, 1982), and the Sexual Orientation Counselor Competency Scale (Bidell, 2005). Among results, counselors felt least competent in their skills with LGB clients, compared to knowledge and attitudes subscales. An ANOVA revealed that counselor educators perceived themselves as significantly more LGB-competent than counselors in other practice settings did. School counselors also reported significantly lower levels of LGB counseling competence than community counselors. Multiple regression analysis revealed that religiosity inversely predicted LGB competence whereas spirituality had a positive predictive relationship with LGB competence. Finally, there was a marked deficit in training experiences involving LGB issues for counselors in the sample. Implications of the findings suggest a need to increase experiential components of counselor training to strengthen counselors' skills with LGB clients, as well as improve the self-efficacy of school counselors in their work with LGB students. A unique finding to the study involved counselor spirituality as a positive predictor of LGB competence, perhaps indicating higher levels of compassion and connectedness to others despite differences; future studies should investigate this relationship further. / Ph. D.

For over a century, the enigmatic nature of narcissism has been the source of debate across psychological, sociological, and developmental domains. Although much has been written in recent years about narcissism as a generational phenomenon, referencing data collected from university undergraduates, there is little to no applied research and discussion into the implications for teaching and learning with respect to the reciprocal interactions between narcissistic students and traditional undergraduate education. Recognizing this paucity in the literature, the manuscripts within this dissertation draw theoretical and empirical connections between narcissism and learning, highlighting significant relationships between narcissism as a dispositional construct and achievement goal orientation. Through the development of a theoretical Triarchic Model of Dispositional Narcissism and the empirical exploration of its viability, this dissertation is written in accordance with sentiments that suggest educational psychologists seek to improve learning through a more comprehensive recognition of the variables that contribute to cognitive processes. The theoretical design, research, and interpretations within this dissertation seek to provide a heuristic through which educators may develop proactive, interventive instructional models and pedagogies that will encourage all students to improve their learning by engaging in strategies that lead to deeper cognitive and metacognitive processing. / Ph. D.

A number of studies have examined how counselor educators can facilitate counselor development of multicultural competence within the context of graduate counseling programs (e.g., Chu-Lien Chao, 2012; Constantine, 2001; Constantine, Juby, and Liang, 2001; Dickson and Jepsen, 2007; Sodowsky et al., 1998). Much less research has focused on counselor development occurring in students' personal lives, yet some evidence has shown that students report the impact of extracurricular experiences on counselor development (Coleman, 2006; Furr and Carroll, 2003; Rønnestad and Skovholt, 2003). Many qualitative studies have demonstrated positive effects of cultural immersion experiences, yet much less research in this area has utilized the quantitative measures related to cultural awareness. Few studies have also examined the effects of living among a different culture instead of visiting a different culture short term. After a thorough review of the literature on cultural immersion experiences, this study was designed to fill the gap that presently exists in quantitative findings exploring differences in multicultural competence and universal-diverse orientation, which is an awareness and accepting attitude for those who come from diverse backgrounds. The sample for the study consisted of students experiencing cultural immersion by means of relocation for their graduate training program. Additional analysis examined how universal-diverse orientation and duration of graduate training predicted multicultural competence scores. The results were not significant showing any differences in either multicultural competence or universal-diverse orientation scores based on cultural immersion. Similarly, no differences were found for either of these variables based on amount of multicultural training either. One finding that was statistically significant was a strong, positive correlation, as well as predictive ability, between universal-diverse orientation and multicultural knowledge and awareness. Implications of the findings could be applicable to clinicians and counselor education programs. By fostering more universal-diverse orientation, counselor educators could work towards increasing multicultural competence as well. This study was found to have some limitations, primarily a small sample size for quantitative analysis. These results do have implications for future research to continue studying multicultural competence, universal-diverse orientation, and cultural immersion. / Doctor of Philosophy / Much research has examined how people who train mental health professionals can facilitate counselor development of multicultural competence, an awareness for cultural differences and an ability to work with people from many cultural backgrounds. Much less research has focused on counselor development occurring in students’ personal lives, yet some evidence has shown that students report the impact of events in their personal lives on counselor development. Many studies have demonstrated positive effects of cultural immersion experiences, in which participants immerse themselves in a different culture for a time period. A few studies have also examined the effects of living among a different culture instead of visiting a different culture short term. After a thorough review of the literature on cultural immersion experiences, this study was designed to research how living among a diverse culture could result in differences in multicultural competence and universal-diverse orientation, which is an awareness and accepting attitude for those who come from diverse backgrounds. The study focused on students who moved to live in a different culture as part of their graduate training program in a counseling related field. The researcher also explored the relationship between universal-diverse orientation and multicultural competence scores. The results were not significant showing any differences in either multicultural competence or universal-diverse orientation scores based on whether or not participants had experienced cultural immersion. Similarly, no differences were found based on amount of multicultural training either. One finding that was significant was a strong relationship between universal-diverse orientation and multicultural knowledge and awareness. Implications of the findings could be applicable to counselors and counselor education programs. By fostering more universal-diverse orientation, counselor educators could work towards increasing multicultural competence as well. This study was found to have some limitations, primarily having few participants take the study’s survey. These results do have implications for future research to continue studying multicultural competence, universal-diverse orientation, and cultural immersion.

Ce mémoire présente deux manoeuvres permettant de modifier l’orientation d’un robot articulé en apesanteur, en n’utilisant que ses mouvements internes, à l’instar du réflexe de redressement du chat. Celles-ci ont comme caractéristique principale d’opérer ce changement malgré le fait qu’elles se traduisent par des boucles fermées dans l’espace articulaire du robot. Les manoeuvres peuvent être executées séquentiellement, en variant leurs amplitudes, afin de rendre atteignable n’importe quelle orientation dans l’espace tridimensionnel. La dynamique des manoeuvres est explorée en simulation afin d’identifier des paramètres favorables. Des exemples de réorientation sont présentés en simulation avec un modèle de robot à quatre membrures et trois articulations rotoïdes. Enfin, un prototype physique est construit à partir de ce modèle et les résultats numériques sont validés expérimentalement à l’aide d’une tour d’apesanteur et d’un système de capture de mouvements. / This Master’s thesis introduces two distinct manoeuvres allowing a free-floating robot to reorient itself using its internal movements only, like the cat-righting reflex. The principal interest of these manoeuvres lies in the fact that they achieve this reorientation even though they are represented by closed loops in the joint space of the robot. The manoeuvres can be executed in sequence, with varying amplitude, in order to reach any orientation in three-dimensional space. Their dynamics are explored through numerical simulation in order to find favourable parameters. Reorientation examples are presented in simulation with a robot model composed of four links and three rotary actuators. Finally, a practical prototype is built from this model and the simulation results are experimentally validated using a drop tower and a motion capture system.

Local school board members play a significant role as leaders of public education in the United States. As leaders, local school board members are charged with the responsibility to create an environment within their school districts that enable students to meet rigorous content knowledge and performance standards. The public's expectations of the local school boards have changed considerably in recent years, primarily due to the standards and accountability reform movement. In most states, local school board members are now being held accountable for student achievement based on annual standardized assessments. The increased expectations and scrutiny of local school boards have been accompanied with greater emphasis on preparation and training programs for local school board members. The purpose of this study was to investigate and report states' mandates and requirements for local school board training and to document the characteristics of training activities provided for local school board members across the United States. The design of this quantitative study included two surveys disseminated to two target populations. The first target population was comprised of the executive directors of each state's school boards association. The second target population included local school members who held leadership positions in their school boards association for their respective states. The study was designed to identify which states in the United States: (1) mandate training for local school board members with an enforcement provision; (2) mandate training for local school board members with no enforcement provision; and (3) do not mandate training for local school board members. The study explored whether or not there were differences in the perceptions held by local school board members regarding training pursuant the following variables: (1) length of service on the local school board; (2) education level; (3) gender (4) district size (5) whether the board member was elected or appointed; and (6) whether training in their respective states was mandated, mandated with an enforcement provision, or not mandated. Information was also requested relative to the characteristics of training activities provided for the local school board members. The findings from this study showed that the legal requirements for training of local school board members across the United States have remained relatively unchanged from those reported in previous research studies. There were minimal differences found in local school board members' perceptions about training in states that mandate training (with and without an enforcement provision) and states that do not mandate training. An analysis of data collected through a survey administered to a delimited population of local school board members indicated a preference for training through use of for small-group concurrent sessions. The respondents perceived that small group concurrent sessions was the most effective presentation format for training. Further analysis of data also found that the respondents perceived that regional meetings and school board retreats were effective formats for training. Findings from the study appear to suggest that local school board members participated in training whether it was mandated in their states or not. The findings also seem to imply that more emphasis and attention could be placed on the quality of the training provided for local school board members. / Ed. D.

One of the major factors toward the persistence of college freshman with their education as discussed by Vincent Tonto is Social and Academic integration into the life of a university. Social integration is how well the student feels connected to other members of the university community. There has been a significant body of research done on the use of social networks to encourage social integration in a university setting. This project proposes the creation of a synchronous virtual community / social network to not only encourage social integration but also physical integration through use of the network. / Master of Science

Over the past 28 years, as a human resource (HR) professional, I observed much writing and research on the need for the HR function to focus more on strategic outcomes and less on administration (Lawlerand Boudreau, 2012; OPM, 1999; PPS, 2010; Ulrich 1997). The shift in focus from administrative to strategic has been slow, demonstrated by the fact that from 1995 to 2010 the HR function appears to have has not changed how it allocates its time, has not increased focus on strategic outcomes, and is not engaging in higher value-added activities (Lawler and Boudreau, 2012). Absent from the literature is research on why the members of the HR function have been slow to embrace and demonstrate a strategic HR role (Beer, 1997; Lawler and Boudreau, 2012, OPM, 1999). This study was designed to address this knowledge gap by exploring the relationship between creativity and goal orientation and demonstration of strategic HR competencies based on self-assessed competencies. Understanding these constructs and their relationship to the demonstration of strategic HR competencies can inform the nature of interventions, to include selection, certification, training and development, to facilitate the movement of the HR function from an administrative to a strategic focus. Perceptions about creativity, goal orientation, and demonstration of strategic HR competencies were solicited from Department of Defense, Department of the Army civilian HR professionals. Correlational and multiple regression analyses were used to explore creativity and goal orientation and their relation to the demonstration of strategic HR competencies. Results showed that 17% of the variance in demonstrated strategic HR competencies was explained by creativity and a learning goal orientation, both characteristics of the individual HR professionals. After controlling for pay grade, these predictors still explained 13% of the variance in the self-assessed demonstration of strategic HR competencies. Suggestions for future research include replicating this study with a larger, diverse, randomized sample to validate and expand the findings of this study in terms of affects and generalizations. In addition, research exploring the work environment in organizations that have successfully made the transition from an administrative to a strategic focus. / Ph. D.

"Coming out" is a unique experience for lesbian, gay, bisexual, and other sexual minority individuals (LGB+), yet it remains ill-defined within scholarship and is individually focused. This study investigates how same-gender couples negotiate relationship visibility and what motivates them to come out to others. A queer theoretical framework was used to explore how partners do outness. To address the needs of the literature, constructivist grounded theory methods were employed in analyzing the data. These findings showed that the majority of couples believed they had a "mutual understanding" of the rules and boundaries in place for relational visibility. In addition, the ways in which different individuals felt compelled to come out or stay in was impacted by their connection to the historical context of the Gay Rights movement. Clinical implications to help clinicians between in assessment and conceptualization in their work with members of the population were determined. / Ph. D.

This thesis evaluates the ways media frames influence attitude towards brands when the brand endorses a controversial celebrity spokesperson. This research was created with the intent to fill a current gap in communication research, providing original data and addressing the influence that external factors, specifically media frames and political orientations, hold over an audience's perception of spokespeople and the brands they later endorse. This was accomplished through an original, cross-sectional experiment that measured how celebrity athletes, who speak out about partisan issues, function as agents for messaging in brand advertisements. This thesis draws upon the communication theories of agenda setting, and primarily framing, in order to evaluate how impactful media frames of an athlete can become to consumers once the media highlights the spokesperson through a polarizing frame. This experiment attempts to replicate 'the Kaepernick effect,' inspired by the polarizing media coverage of Colin Kaepernick over his 2016-NFL season with the 49-ers, leading up to his partnership with Nike for its 2018 "Dream Crazy" advertisement. The findings from this study reveal that media frames, though carrying some impact, are not the most influential factor in shaping audiences' attitudes towards spokespeople or the brands they advertised. This study contributes new data to the discipline of media effects research, extending the conversation about celebrity athlete endorsers, the influence of media frames on consumer response, and implications for future studies. / Master of Arts / This thesis looks at the effects that media frames, within news stories, have on audiences' attitudes and behaviors. Specifically, this thesis examines audiences' developed attitudes towards controversial celebrity spokespeople, who speak out about partisan issues, and later endorse or align themselves with a brand. This thesis utilizes an original experiment that measures how controversial celebrity figures, athletes specifically, function as agents for messaging in brand advertisements. This thesis draws upon the communication theories of agenda setting, and primarily framing, in order to evaluate how impactful media frames of an athlete can become to consumers once the media highlights the spokesperson through a polarizing frame. This experiment attempts to replicate 'the Kaepernick effect,' inspired by the polarizing media coverage of Colin Kaepernick over his 2016-NFL season with the 49-ers, leading up to his partnership with Nike for its 2018 "Dream Crazy" advertisement. The findings from this study reveal that media frames, though carrying some impact, are not the most influential factor in shaping audiences' attitudes towards spokespeople or the brands they advertised. This study contributes new data to the discipline of media effects research, extending the conversation about celebrity athlete endorsers, the influence of media frames on consumer response, and implications for future studies.

The empirical literature on goal orientation is ambiguous in relation to the supposed effects of performance goal orientation (PGO) on goal setting and performance. In an attempt to clear up this issue it was hypothesized based on Carol Dweck's (1989) theoretical framework that dispositional performance goal orientation would interact with self-efficacy in their effect on level of self-set goal and performance, such that the relationship between PGO and goals (and performance) would be positive for individuals high on self-efficacy, while negative for individuals low on self-efficacy. Furthermore it was predicted that learning goal orientation would be positively related to both goals and performance. In both cases it was predicted that goals would serve as a mediator between the goal orientations and performance. The hypotheses were tested using a diverse sample (N = 146) of Icelandic job applicants on their way to a job interview. No support for the hypotheses was found. Potential causes for the non-findings are identified and analyzed and the status of the goal orientation construct is discussed. / Master of Science