Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.Ed.) -- Memorial University of Newfoundland, 1984. / Bibliography : leaves 74-76. Also available online.

Thesis (Ph.D.)--Indiana University, 2008. / Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): David A. Reingold, Debra Mesch, David Van Slyke, Patrick Rooney. Includes vita. Includes bibliographical references (leaves 314-330).

This thesis uses the framework of a program evaluation to highlight the human experience of participants in a community-based family literacy program in the context of a “New Destination” for Latino immigrants. There is first an extensive discussion of how Latino immigrant communities have changed over time in Oregon and specifically in Lane County, followed by description of the nonprofit organizations that cater to these communities in Lane County, with specific focus on Downtown Languages and their Pilas Family Literacy Program. A selection of literature is reviewed surrounding the themes of the efficacy of program evaluation as a tool, “New Destinations,” the relationship between bilingualism and family in ESL programs, and finally a brief discussion of cultural competency in ESL practices and literacy as human capital. The conclusion of this research contains recommendations for the Pilas Family Literacy Program, as well as other family literacy programs operating in “New Destinations” communities.

abstract: The use of restrictive housing in prisons is at the forefront of national discussions on crime and punishment. Civil and human rights activists have argued that its use should be limited due to harmful effects on the physical and psychological health of inmates as well as its limited ability to reduce subsequent offending. Stacked against this is the need for correctional administrators to respond to institutional violence in a manner that ideally curtails future violence while doing no further harm to the well-being of those housed in these environments. The current project explores the effectiveness of a Restrictive Status Housing Program (RSHP) designed for inmates who commit violent assaults within the Arizona Department of Corrections. The program, as designed, moves beyond exclusively punitive approaches to segregation by encouraging behavior modification that is influenced by cognitive behavioral training. This study advances the literature and informs correctional policy by: 1) examining the effects of program participation on future behavioral outcomes, and 2) exploring mechanisms through which the program works (or does not work) by interviewing former RSHP participants and staff. The current research uses a mixed-method research design and was carried out in two phases. For Phase 1, quantitative data on behavioral outcomes of program participants (N = 240), as well as a carefully constructed comparison group (N = 1,687), will be collected and analyzed using official records over a one-year follow-up. Phase 2 will examine qualitative data derived from semi-structured interviews with former RSHP participants (n = 25) and correctional staff who oversee the day-to-day management of the program (n = 10). Results from the current study suggest that placement in the RSHP has null, and at times, an adverse effect on subsequent levels of institutional misconduct. Policy implications and recommendations based on these findings are discussed. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2018

This research turns on the Program of Health of Family (PSF) in Fortaleza, looks for to understand, through the study of the clarifying models constructed by the medical professionals and nurses who in it act, as processed its implantation, organization and execution. It is a study of qualitative nature, that used the half- structure interview to identify perceptions, sadness and feelings of constructed satisfaction and not satisfaction through practical its of the PSF in the city of Fortaleza. Fourteen professionals had participated of the research, being seven nurses and seven doctors who act or had acted in the city during its implantation. The study he disclosed that the implantation of the Program of Health of the Family in the city of Fortaleza was marked by a series of events, between them if they detach: the exit of the professionals who acted in the old model and the arrival of the teams of health of the family; scarcity of human resources and substances; reduction of the number of qualifications and the interference partisan politics in the work process. All these had difficulty lements for the implantation process, had contributed so that it had to the eyes of the professionals interviewed, a distortion of the objectives of the PSF during its implantation and implementation. When questioned on its professional satisfaction the professionals they disclose negative and positive dimensions of practical its. Thus, the interviewed professionals live a paradoxical relation, enter the pleasure to exert practical its and the frustration generated for the informality and not the recognition of the Health of the Family, while specialty. Keywords: Family Health Program. Health Policy. Program Evaluation / Esta pesquisa versa sobre o Programa de SaÃde da FamÃlia (PSF) em Fortaleza, procura compreender, atravÃs do estudo dos modelos explicativos construÃdos pelos profissionais mÃdicos e enfermeiros que nele atuam, como se processou sua implantaÃÃo, organizaÃÃo e operacionalizaÃÃo. Ã um estudo de natureza qualitativa, que utilizou a entrevista semi-estrutrada para identificar percepÃÃes, angÃstias e sentimentos de satisfaÃÃo e insatisfaÃÃo construÃdos atravÃs da prÃtica do PSF em Fortaleza. Participaram da pesquisa quatorze profissionais, sendo sete enfermeiros e sete mÃdicos que atuam ou atuaram no municÃpio durante a sua implantaÃÃo. O estudo revelou que a implantaÃÃo do Programa de SaÃde da FamÃlia no municÃpio de Fortaleza foi marcada por uma sÃrie de acontecimentos, entre eles se destacam: a saÃda dos profissionais que atuavam no antigo modelo e a chegada das equipes de saÃde da famÃlia; escassez de recursos humanos e materiais; diminuiÃÃo do nÃmero de capacitaÃÃes e a interferÃncia polÃtica partidÃria no processo de trabalho. Todos esses elementos tidos como dificultadores para o processo de implantaÃÃo, contribuÃram para que houvesse aos olhos dos profissionais entrevistados, uma distorÃÃo dos objetivos do PSF durante a sua implantaÃÃo e implementaÃÃo. Quando questionados sobre sua satisfaÃÃo profissional os profissionais revelam dimensÃes negativas e positivas da sua prÃtica. Assim, os profissionais entrevistados vivem uma relaÃÃo paradoxal, entre o prazer de exercer sua prÃtica e a frustraÃÃo gerada pela informalidade e pelo nÃo reconhecimento da SaÃde da FamÃlia, enquanto especialidade.

Children of parents with mental illness (COPMI) are often referred to in the literature as invisible given the lack of services dedicated to this large population at increased risk for a multitude of psychosocial difficulties. Of the services available, few have been empirically validated. This study undertook a qualitative evaluation of Kids in Control, a psycho-education and support program intended to enhance the resilience of children of mentally ill parents. The goals of this study were to: determine whether the program was beneficial to the participants, identify the critical program elements deemed helpful/unhelpful by the participants, determine whether program objectives were being met, and to provide insight on how to improve the program to better meet the needs of this population. It is ultimately hoped that this research will give children of parents with mental illness a voice, thereby boosting their visibility and contributing to their psychosocial well being. Flanagan’s (1954) critical incident technique (CIT) was employed to determine the participants’ perceptions of helpful and unhelpful aspects of the program. Twelve participants (10 boys, 2 girls) ranging in age from 8-12 were recruited from 4 groups held in the Lower Mainland of British Columbia. Semi-structured interviews were conducted, followed by telephone interviews to discuss and verify the information shared. Participants reported a total of 121 critical incidents, which were classified into 8 helpful categories (105 incidents) and 2 unhelpful categories (16 incidents). The eight helpful categories were: identifying, communicating and managing feelings; learning about mental illness; helpful messages about responsibility, control, and empowerment; effective facilitator group management skills; having fun; connecting with other children experiencing parental mental illness; learning about stigma; and identifying supports. The unhelpful categories were: ineffective facilitation skills, and disruptive behaviour exhibited by other group members. Participants recommended improvements related to the areas of group instruction, time management, and group management. In addition, a 10-point rating scale was administered to determine the participants’ overall perception of program helpfulness. A mean rating of 7.63 was obtained which corresponds to very helpful on the scale. A comparison of incident categories with program objectives indicated a high degree of consistency, with a few exceptions. Implications for program improvements, wider program dissemination, and counselling practice are discussed. In addition, methodological issues related to using the critical incident technique with children are outlined. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

BACKGROUND: Evidence suggests complementary and alternative medicine (CAM) therapies can be effective in treating certain chronic, recurrent, and incurable conditions. Use of CAM in pediatric populations is increasing considerably and uptake is especially evident among hospitalized children. Further, burnout among healthcare providers is increasing, affecting both their wellbeing and patient outcomes. At Banner Children's Diamond Children's Hospital, patients, families, and staff can receive CAM through the Integrative Touch for Kids™ (ITK) Hospital Heroes (HH) program. SIGNIFICANCE: Further study to evaluate HH is vital to understanding the quality of care delivered and recommendations for improvement. OBJECTIVES: Assess feasibility of evaluation of HH by Aim 1: Describing the vision and programmatic structure of the HH program. Aim 2: Achieving therapist consensus on referral, care coordination, and debriefing processes; Aim 3: Evaluating session impact on pain, fear/distress/anxiety, global/overall well-being, and satisfaction. Describe retrospective case studies to highlight valuable outcomes otherwise not represented. FRAMEWORKS & METHODS: The Centers for Disease Control & Prevention Framework for Program Evaluation in Public Health, elements from the Ethnographic Assessment of Evaluation Systems, and elements from Donabedian's Quality Framework were used to create a novel, theory-based, whole practice, program evaluation framework to evaluate HH via the following aims. Aim 1: Structure- Key- informant ethnographic interviews with ITK management (N=2) and self-completed questionnaires by HH therapists (N=4) were used to describe the program vision and structural elements. Interviews were transcribed and all data was de-identified, described, and summarized. Transcripts were converted into culturally-appropriate word clouds validated by participants. Univariate and descriptive statistics were used to assess questionnaire items related to human resources and quality rankings were assigned based on ITK standards. Aim 2: Process- The Delphi method was used by administering self-administered ethnographic questionnaires (N=3) to all HH therapists (N=4) to generate consensus on referrals, care coordination, and debriefing processes. Concept Maps were created for each element and validated by participants. Aim 3: Outcomes- Evaluation instruments were developed and piloted in collaboration with ITK stakeholders and data was collected over a two-month period representing nearly 50% of sessions administered by the HH therapists, from Aims 1 and 2, for 2017. Session and recipient characteristics for all sessions (N=95), regardless of recipient ability to report, were summarized. Pre/post changes were calculated using validated scales for pain, fear/distress/anxiety, global/ overall well-being, and likelihood to recommend the hospital. Session satisfaction rankings were collected post-session. Wilcoxon matched-pair signed-rank tests were done to calculate significant differences between median changes pre/post session for recipients able to respond and stratified by recipient type. Retrospective case studies (N=4) were described from data in the electronic health record and/or ITK records, as well as interviews with HH therapists. RESULTS: The program structure was described and quality of human resources met or exceeded criteria for most indicators of quality. Expert consensus on therapist interactions related to referrals, care-coordination, and debriefing was achieved. Evaluation of the HH program was determined feasible and in alignment with the program model and short-term vision. Strong evidence to support decreases in pain and fear/distress/anxiety, as well as increases in global overall well-being were observed in recipients able to report. High levels of satisfaction (mean≥9.0) and top-box rankings for likelihood to recommend the hospital overall, were reported. Retrospective case studies (N=4) highlighted additional outcomes from multiple perspectives. CONCLUSION: These results help to support ethnographic evaluation of the HH program, a holistic and integrative model of care, as ITK continues expanding and replicating the HH program within and beyond the current setting. Knowledge reported provides a new theory-based, whole practice, program evaluation model and expands existing evidence on CAM use in hospitalized pediatric patients.

The purpose of this doctoral thesis was to develop, implement and evaluate the PULSE program, a community-based physical activity and life skills program for at-risk youth. The thesis is composed of four articles. The first paper describes the rationale and development of the PULSE program which was designed to help youth develop the skills to self-regulate and successfully perform physical activity. The second article presents a process evaluation of the PULSE program. This article examines how the youth progressed through the program with regards to the five levels of the Teaching and Social Responsibility (TPSR) model, one of the frameworks on which the PULSE program is based. A second purpose of this study was to understand the youths’ perceptions of the impact of the program on these five levels. The results indicated that the program led to slight increases in the five levels of the TPSR model and the youth reported transferring the skills they learned related to the levels in their lives outside of the program. The third paper represents an outcome evaluation of the PULSE program. Results showed that youth who participated in PULSE increased their fitness, physical activity levels as well as a number of positive youth development outcomes. Finally, the fourth paper examined how the PULSE program helps support the tenets of Basic Needs Theory. The results indicated that the program successfully nurtured the three basic needs of autonomy, competence and relatedness. The overall findings suggest that the PULSE program is a practical, evidence-informed program that may help youth understand and apply life skills to be physically active as they approach adulthood, and also more generally in their lives. The current findings show promise for both Physical Activity (PA) and Positive Youth Development (PYD) outcomes but further research is needed to make causal links.

Sachant que l'idee de se servir d'un verificateur de grammaire comme outil pedagogique dans le domaine de renseignement des langues secondes constitue un sujet de debat continu, nous abordons une etude d'un verificateur de grarnmaire, LINGER (Language Independent Grammatical Error Reporter), concu pour les apprenants de francais, d'espagnol et d'allemand et realise a l'Universite d'Exeter, les resultats de laquelle nous permettent de formuler des generalisations qui aident a comprendre si en theorie un verificateur de grammaire est un outil pedagogique utile ou pas. En plus, nous recommandons ce qu'il faudrait inclure dans le verificateur de grammaire ideal pour les apprenants. Afin de fournir une idee de ce dont la technologie actuelle est capable dans le domaine de la correction automatique/assistee des langues et d'etablir les merites et les problemes de l'usage d'un verificateur de grammaire comme outil pedagogique, nous presentons une etude faite sur les verificateurs de grarnmaire commerciaux, Antidote '98 et Le Correcteur 101 - Version 3.5 Professionnel. Ensuite, pour pouvoir evaluer LINGER et faire des suggestions au sujet de 1' architecture d'un systeme ideal, nous expliquons en detail les trois parties de LINGER (la grammaire, le dictionnaire et la coquille) et comment se fait l'analyse syntaxique. Avant de regarder de pres les corrections de LINGER, nous explorons une definition theorique de la correction ainsi que la facon dont l’on apprend des langues secondes. La production ecrite d'un groupe d'etudiants qui sont au niveau de la premiere annee en francais fournit les donnees avec lesquelles nous evaluons LINGER et nous nous servons d'un des verificateurs de grammaire commerciaux avec ces memes donnees afin d'evaluer les criteres de performance technique requis pour l'usage d'un tel logiciel par des apprenants. A la lumiere de tout ce que nous soulevons, nous concluons que LINGER n'est pas ni serait jamais un outil pedagogique dont des apprenants puissent se servir mais qu'en general un verificateur de grarnmaire seraient un outil pedagogique utile pourvu qu'il soit concu pour des apprenants de la meme langue maternelle; qu'il incluse des explications grarnmaticales pour chaque correction qui aident l'apprenant a mieux comprendre la regie de grammaire en question; que son analyse soit juste avec un niinimum de correction fautive, de manques d’identification de fautes et d'identification fautive de la source des fautes et qu'il fournisse une correction assistee, plutot qu'une correction automatique. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate