<p> This production thesis examines home and homelessness through various psychological lenses including depth psychology, trauma theory, and art therapy. It explores how creating a personal shrine can help an individual process emotional homelessness. It offers an example of how one might experience a psychological transformation using the creation of a shrine as a safe container and transitional object to connect with unconscious aspects of one&rsquo;s personal story and examine some of the psychological elements therein. The author&rsquo;s investigation of emotional homelessness and its resolution includes his own experiences of engagement with the imaginal realm and he provides an example of a three-dimensional imaginal visual tool to advance understanding of home.</p>

<p> This production thesis investigates the unique and valuable role image creation can play in the exploration of inner psychological processes. The alchemical operations provide rich metaphors for particular psychological stages. Using artistic-creative and heuristic methodologies, specific alchemical operations are explored through research, amplification, and, ultimately, an experiential creative process. The importance of image as a natural expression of psyche and the particular benefits of working with images as a means to psychological insight are realized through image making. The entire production process is examined as a means to increased insight regarding the alchemical process, inner psychological experiences, and the natural bridges between psychological and creative processes. This first-hand exploration of psychological processes through image demonstrates that imaginal work can be a source for emergent meaning, evoke affect, access and embrace multiple meanings, provide perspective on both personal and archetypal levels, and ultimately serve as a vehicle for personal transformation.</p>

<p> This study explored the contributing factors to defending behaviors which are characterized as the actions of those who stand up for peers who are victims of peer aggression. These factors were cognitive empathy, affective empathy, appreciation of differences, peer group status, gender and age. The factors were examined in the context of a path model among adolescents aged 12 to 14. The results of this study supported the proposed model and it was determined to be a good fit to the data. Five out of seven hypotheses were supported. Affective empathy was found to mediate the relationship between cognitive empathy and defender status such that greater affective empathy indicated greater defender status. Cognitive empathy alone was not found to predict defender status. Peer group status mediated the relationship between affective empathy and defending behaviors such that higher peer group status indicated greater likelihood of defender status. Appreciation of differences did not mediate the relationship between affective empathy nor predict defender status alone. Age was significant in moderating the relationship between appreciation of differences and defender status such that it was a greater predictor for younger students than older ones. Gender did not moderate the relationship between peer group status and defending behaviors. Post hoc analyses indicated that the model was a better fit for males than females. Conclusions inform best practices for interventions to promote defending behaviors and the development of factors that contribute to defending behaviors.</p>

<p> While studies have highlighted the role of gendered power in relationships, many assumptions have not been quantitatively tested due to a lack of measures for power. This study uses exploratory factor analysis to construct a dyadic assessment of relative power and equality in relationships. This assessment would be useful for research and for clinical work with couples to help raise awareness of the balance of power in their relationship. Equality is defined as a mutual process in which both partners demonstrate that they hold equal value in the relationship, whereas inequality is when there is a relative imbalance of value in the couple. Relative power is a dyadic outcome related to the recognition of one&rsquo;s value to a relationship, and is therefore important in relationship satisfaction. A review of the literature on how power predicts satisfaction has shown a shift in focus away from monetary resources and decision-making towards examining relationship processes and the connection between gender and power. Therefore, the purpose of this study was to develop and test a new scale of equality for couples, the Relationship Balance Assessment (RBA). Exploratory factor analysis of individuals and couples identified 12 latent factors underlying relationship equality. While the study looked for significant correlations with their score averages, this study indicated that power is revealed more in the <i>differences</i> between partners&rsquo; responses. Contrary to expectations, couples&rsquo; differences in the perception of power, and especially the woman&rsquo;s perspective, were highly correlated with their satisfaction. This is consistent with previous qualitative research that asserted that mutual attunement is a critical link between equality and satisfaction. Furthermore, gender shapes couples&rsquo; perceptions, which ultimately affect their level of attunement. For couples in this study, the balance of power was often predicted by gender, gender role orientation and gender ideology&mdash;beliefs about how one should perform their socially-defined roles in family. This study will help researchers and therapists who work with distressed couples to have a clearer understanding of the factors in equality and to assess them. It can also serve as a road-map to improving relationship satisfaction.</p>

<p> Emotional competence (EC) is an individual&rsquo;s ability to skillfully embark into emotionally-laden interactions (Mayer, Salovey, &amp; Caruso, 2008). Counselors rely on EC to build a therapeutic alliance with clients, while supervisors rely on EC to build a supervisory working alliance (SWA) with counselors-in-training. A strong SWA impacts counselor development (Ellis, 2001). Previous research suggests that SWA may be impacted by multicultural competency, supervision style, gender, and age (Bhat &amp; Davis, 2007; Crockett &amp; Hays, 2015; Doughty &amp; Leddick, 2007). EC and SWA have been studied independently, but not in the context of the master&rsquo;s level counselors-in-training (CITs) and doctoral education supervisor (SITs). </p><p> Researchers who have investigated the role SITs found that CITs may perceive the hierarchical nature of supervision differently. CITs may be more willing to model themselves after SITs because they perceive doctoral students to be more like them as learners as compared to faculty supervisors (Scarborough, Bernard, &amp; Morse, 2006). SITs collaborate with peers and receive feedback from faculty increasing CIT support, potentially fostering CIT client psychological growth (Fernando, 2013). </p><p> This study was guided by the theory of EC, rooted in social constructivism (Saarni, 1999a). Social constructivism posits that human development is the result of social interactions and is a reflection of an individual&rsquo;s cultural values and beliefs (Cottone, 2017). The theory of EC parallels the supervisory relationship in its coming together of two highly individualistic worldviews that engage in emotional and interpersonal interactions with the goal of personal and professional growth. </p><p> Purposive sampling was used to recruit 18 CITs and 19 SITs, totaling 37 participants enrolled in counselor education programs recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in the Rocky Mountain Region. The implications of this study support the theory of emotional competence, particularly in regards to the hierarchy of supervision, and the assumption that EC matures with experience. This study informs SITs as how to effectively proceed in supervision, and utilize the unique dynamic to positively impact CIT development. The implications of this study for practice in the field of counselor education and supervision inform the pairing of dyads to maximize the growth of emotional competence. Further, the results of this study support the importance of multicultural competency and the significant impact it can have on both the therapeutic, as well as the supervisory working alliance.</p><p>

The purpose of the present study is to determine the relationship between religious and existential variables and the Animal-Human Continuity Scale (Templer et al., 2006). The AHCS measures the extent that the respondent views animals and humans in a dichotomous versus a continuous perspective. Ninety nine (99) students at an evangelical southern university scored in the dichotomous direction as compared to the ninety six (96) students at a southern secular university. Likewise the more religious students, both those at the evangelical southern university and at a secular southern university, scored more in the dichotomous direction than the less religious students. Participants who scored higher on the Choice/Responsibilities Scale of the Life Attitude Profile-Revised had a more dichotomous orientation. Thus, religious students are more likely to view animals as being created separately.

This dissertation research explored the relationship between cognitive mindfulness and identity development among emerging adults (18--29 year olds). The research question was "What are the relationships between mean scores of cognitive mindfulness and identity development among emerging adults?" The sub-question was "What is the impact of the micro-meso-macro systems on emerging adulthood?" / The study used a quantitative research design utilizing the Self-Identity Inventory, the Langer Mindfulness Scale, and a few questions relating to Bronfrenbrenner's Ecological Systems Theory. The two instruments were used to form one survey consisting of questions in four sections: (1) demographics, (2) self-identity inventory (Sevig, Highlen, & Adams, 2000), (3) cognitive mindfulness (LMS, 2004), and (4) Ecological Systems Theory (Bronfrenbrenner, 2005). / A total of 203 of the 226 repondents who completed the survey met inclusion criteria. Descriptive statisticsand correlation using Pearson Product-Moment Coefficient were examined. Data from descriptive statistics indicated that Integration and Internalization scores were significantly higher than any of the other four identity development domains. Similarly, mean scores for Engagement and Novelty Seeking were significantly higher in the cognitive mindfulness domain than any of the other two domains within the construct. Further results suggested that positive and significant relationships exist between cognitive mindfulness and identity development. While most of the relationships were correlated to a strong degree (r > .5), the relationships between Engagement and Individuation (r = .477) and Immersion (r = .475) were moderately correlated (r = .3 to .5). Simiarly, the relationships between Novelty Producing and Individuation (r = .473) and Cognitive Flexibility and Integration (r = .499) were also moderately correlated. In short, this study advances the role of mindfulness and also introduces potential factors that contribute to a more positive integrated sense of self among emerging adults. In addition, findings from frequency analysis using questions from Bronfrenbrenner's Ecological Systems Theory suggest that emerging adults are heavily influenced by family and sociocultural values.

<p> Supervision research has demonstrated the importance of a strong supervisory working alliance in the context of clinical training. However, little is known about what specifically occurs in clinical supervision that contributes to a strong supervisory working alliance. The present study of counselor trainees was designed to investigate relations among their avoidant attachment style, perceptions of relational behaviors used by their supervisors in the most recent supervision session, and the supervisory working alliance. Competing hypotheses stated that greater use of relational behavior on the part of supervisors would either mediate or moderate the inverse relationship between trainees' avoidant attachment style and their perceptions of the supervisory working alliance. </p><p> Master's and doctoral trainees in the mental health professions were contacted through listservs, training directors, and social media with a link to the web-based study. The measures were the Experiences in Close Relationships Scale-Revised ( ECR-R; Fraley, Waller &amp; Brennan, 2000), the Relational Behavior Scale (RBS), which was developed based on Ladany, Friedlander, and Nelson's (2005) Critical Events model of supervision and assesses perceptions of supervisors' use of 5 specific interpersonal behaviors in supervision (exploration of feelings, focus on therapeutic process, attend to parallel process, focus on countertransference, and focus on supervisory alliance), and the Working Alliance Inventory&mdash;Trainee version (WAI-T; Bahrick, 1989). </p><p> Based on the present sample (<i>N</i> = 141) and a similar earlier sample (total <i>N</i> = 262), a confirmatory factor analysis (CFA) was conducted on the Relational Behavior Scale, which confirmed that a 5-item, one factor solution best fit the data and accounted for 53.38% of the total variance. Results indicated that neither the mediation nor moderation hypotheses was supported. Specifically, trainees' avoidant attachment style was not significantly related to the supervisory working alliance or to the perceived relational behavior of supervisors. However, a significant positive association (<i>r</i> = .62, p = .0001) emerged between scores on the RBS and the WAI-T, providing evidence that supervisors' use of specific in-session relational strategies are strongly associated with trainees' more favorable perceptions of the working alliance. Continued study of relational behavior may enhance theories of interpersonal supervision, provide training guidelines for new supervisors, and suggest strategies for purposeful intervention to build strong alliances with trainees, who in turn may use these modeled behaviors to build strong alliances with their clients.</p>

<p> The purpose of this dissertation is to examine licensed mental health professionals' attitudes towards rape survivors. Research indicates that the attitudes of police officers, mental health professionals, and the general public may influence the psychological adjustment of rape survivors and, consequently, whether or not that person seeks mental health treatment after the assault (Vincent, 2009). The negative impacts of rape on a person may not be specific only to the act of violence, but may also include secondary victimization from the survivors' negative experiences with authorities such as legal and mental health professionals (Campbell &amp; Raja, 1999) who may hold negative beliefs about sexual assault and rape survivors (Nagel, Matsuo, McIntyre, &amp; Morrison, 2005). Exposure to these negative beliefs held by others may be associated with negative secondary emotions in the survivor, such as guilt; guilt associated with actions taken or not taken in the context of rape has been observed to be positively correlated with posttraumatic stress disorder, depression, low self-esteem, social anxiety, and suicidal ideation (Kubany, Abueg, Owens, Brennan, Kaplan, &amp; Watson, 1995). It is therefore important to examine the attitudes licensed mental health workers hold towards rape survivors, as these rape survivors may seek services from mental health professionals, and the clinicians' attitudes towards these clients' experiences may significantly impact survivors' recovery from a sexual assault. In addition to measuring the acceptance of rape myths in licensed mental health providers, this study aims to explore how demographic variables in mental health professionals, such as gender, type of graduate degree, or participant rape survivor status, are related to the attitudes participants report about sexual assault. It was hypothesized that male study participants would attribute greater responsibility to survivors than female study participants would, based on the results of the updated Illinois Rape Myth Acceptance Scale, and congruent with published research highlighting this gender difference (Grubb &amp; Harrower, 2009). It was hypothesized that mental health providers who have had more years of training in their graduate degree program would report lower levels of rape myth acceptance compared with those who had a shorter degree program. It was also hypothesized that participants who themselves identified as a rape survivor or who had a close friend or family member who is a survivor would attribute less responsibility to rape survivors, as research supports the observation that those who identify as survivors or friends of survivors may reject negative biases towards sexual assault survivors.</p><p> After completing both independent t-tests and Mann-Whitney U statistical analyses, gender identity was the only demographic for which statistically significant mean differences were seen in total rape myth acceptance scores (<i>p</i> = .012). This finding is not surprising, as much of the current literature supports that men, in general, attribute more blame to rape survivors than women. Prior to the current study there was no published research using licensed mental health providers as participants in a study using the updated Illinois Rape Myth Acceptance Scale. Data gathered from the current study will therefore offer a valuable contribution to the literature on this topic. Further, it is hoped that this data can be used in the development of graduate programs, continuing education courses, and didactic seminars that debunk rape myths and promote competency around rape survivor issues. </p>

<p> During 2013, approximately 87,000 parents in the U.S. experienced the death of a child to drug overdose, however we do not know how the experience affected the bereaved parents. From a theoretical perspective of social constructivism and symbolic interaction, this grounded theory study explored the grief experience of eight parents to understand the social influence on the grief experience and on the meaning ascribed to the child&rsquo;s death. Data collection and analysis were consistent with constructivist grounded theory methodology that identified the assumptions and opinions that influenced how parents made meaning of the child&rsquo;s death, and how they integrated the deceased child into their life in a way that fostered a new purpose. The emergent theory stated, &ldquo;The ability of the bereaved to transform following the drug overdose death of their child was indicated by a process that brought meaning to the death in a way that honored the decedent and through the discovery of a purpose that ensured a continued and heartfelt relationship with the decedent prevailed.&rdquo; Based on this theory, the resolution of grief benefited when the bereaved thought that they were making meaningful contributions, often accomplished by a transformed identity and a new purpose that promoted a decrease in the rate of drug overdose death and a reduction in the social stigma common to drug overdose death. Proposed solutions called for guidelines to assist physicians in the prescribing of opiates, promoted the availability of Naloxone to first responders and family members who could potentially save a life, and revisions to the Good Samaritan Law throughout the U.S. to encourage more individuals to call 911 for help in overdose situations. Recommendations for future research were included.</p>