<p> The goal of the present study was to examine the development of semantic and episodic memory in middle childhood. Specifically, we sought to understand the relation between episodic and semantic memory by examining how an aspect of semantic memory&mdash;spatial semantic knowledge&mdash;may influence children&rsquo;s episodic memory for events and their spatial locations. Children ages 5, 6, and 7 participated in events in 6 exhibits representing locations in a model town in a local children&rsquo;s museum. Events were manipulated by the extent to which the event and the spatial location match. Event conditions included spatially congruent, incongruent, and independent. After a short delay, children were tested for their recognition of the events and the location in which the event occurred. In addition, a novel semantic interview task directly assessed knowledge of the locations represented in the museum exhibits. Most notably, we found older children to exhibit greater semantic knowledge of locations (as measured through the semantic interview task) and, in the experimental manipulation, we found children&rsquo;s semantic memory to influence their memory for the locations of events. Results implicate the nature of the relations of children&rsquo;s semantic and episodic memory as well as the utility of research conducted in naturalistic settings.</p><p>

<p> Research has shown that the autonomy supportive motivating style benefits students, yet the controlling motivating style, which has detrimental effects on students, remains prevalent in K-12 classrooms. Few studies have explored determinants of teachers&rsquo; motivating styles. Furthermore, research on the basic psychological needs satisfaction of teachers and teacher demographic factors as determinants of teachers&rsquo; motivating styles is scarce. A better understanding of which psychological needs variables might predict teachers&rsquo; motivating styles for particular demographic groups of teachers might allow school leaders to better meet the needs of teachers in order to ultimately enhance the self-determination of K-12 students. A Pearson correlation coefficient revealed a positive, strong correlation that was statistically significant between years of teaching experience and teachers self-reported motivating styles. A linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 32.4% of the variance in motivating styles scores for teachers with 1&ndash;5 years of experience. Additionally, a linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 20.6% of the variance in motivating styles scores for teachers with 1&ndash;10 years of experience. Finally, a linear regression analysis revealed that satisfaction of the basic psychological need for competence explained 20.7% of the variance in motivating styles scores for teachers with at least 11 years of experience.</p><p>

<p> A formative evaluation of behavior change elements of an ongoing Weatherization Assistance Program (WAP) offered by the Energy Resource Center (E.R.C.) in Denver, CO was conducted. The WAP as administered by the E.R.C. in Colorado saves residents an average 15% of energy consumption (E.R.C., 2015). However, research suggests that adding behavioral components to WAPs could increase energy savings to 21&ndash;26% (Gregory, 1992; APPRAISE, 2002). The goal of this evaluation is to provide recommendations to E.R.C. for program changes using Community Based Social Marketing (CBSM) and Theory of Planned Behavior. The CBSM Step 1- Step 3 is the focus of this formative evaluation. This program evaluation has four components: 1) review of written materials, 2) interviews with staff, 3) surveys mailed to E.R.C. clients and 4) in-home observations conducted with E.R.C. clients. Results of this formative evaluation has 3 sections of behaviors recommended for future intervention high priority, mid priority, and low priority recommendations based on CBSM penetration, probability, and impact factors. Behaviors that are listed as high priority for E.R.C. Behavioral intervention are cold water washing, hang drying, setting back thermostats, and window coverings. Overall increase in staff engagement is also recommended to be pursued. Each staff level is also given recommendations on how to engage in behavior change interventions.</p><p>

<p> Many women experience intimate partner violence (IPV), and research shows this violence significantly impacts their mental health, physical health, and substance abuse. The experience of IPV may also impact other areas of life. This study aims to explore the relationship between the experiences of IPV, perception of safety, and perception of faith, among female college students attending Christian universities. Archival data from the National College Health Assessment (NCHA) was used to explore this relationship among female students who experienced physical, sexual, or psychological IPV in the past twelve months. Results indicate students who experienced IPV endorsed lower perceptions of safety than their counterparts who did not experience IPV. In addition, results failed to find that faith moderated the perception of safety among students who have experienced IPV.</p><p>

<p> The poor and working class are largely overlooked or ignored across many aspects of U.S society including public policy, societal structure, representation in media, and even in the realm of psychological research (Lott, 2002; Smith, 2005). Furthermore, of the scanty representations and descriptions of the poor and working class that are available, most are derived from oppressive classist views and negative stereotypes (Smith, 2010). Classism pervades the social structure of the United States. Classist beliefs and experiences of classism are internalized by all members of society to some degree. Working class and poor people who experience internalized classism are likely to experience a number of negative effects such as depression, increased shame, difficulty with relationships, etc (Smith, 2010; Russell, 1996). To date, there has been limited research related to social class in the field of psychology, but this has been growing. However, there is currently no measure available that assess internalized classism which severely limits important research regarding this phenomenon resulting from classist oppression. The purpose of this project was to create an instrument that will potentially aid in the further the understanding of the impact of classist oppression when it is internalized by those who are oppressed, the working class and poor. The scale construction procedures, analysis, and empirical attributes will be provided in addition to the limitations of this research project and implications for future research and practice. </p><p>

<p> This paper reviews existing literature on Functional Behavior Assessment (FBA) and the benefits and challenges associated with conducting the cornerstone of behavioral observation, Systematic Direct Observation (SDO), in schools. It also presents literature on Direct Behavior Rating (DBR) and its application to conducting an FBA. The purpose of this study was to evaluate paraprofessionals&rsquo; ability to generate believable data using DBR to assess functional relationships relative to SDO and to examine their perceptions regarding DBR&rsquo;s acceptability. In the study, paraprofessionals (<i>n</i> = 7) observed the behavior of 16 students in their classroom setting and then completed DBR ratings of disruptive behavior and four potential consequences (adult attention, peer attention, escape/avoidance, access to tangibles). Concurrently, an expert observer collected SDO data using a combination of a 15-second partial interval recording system and frequency count. Estimates of the true occurrence of disruptive behavior and the percentage of disruptive behavior met with each consequence were calculated based upon the SDO data. Differences in agreement between the DBR and SDO data were examined to obtain an understanding of the degree of association between the two observation methods. The results of this study indicated strong levels of agreement between the DBR and SDO data for overall disruptive behavior. However, despite a visual analysis of the data that suggested similar conclusions would be reached regarding the function of the disruptive behavior, weaker levels of agreement were found regarding the similarity of the data for each of the consequence targets. Results did indicate paraprofessionals perceived DBR to be an acceptable tool for collecting data related to functional contingencies. Guidelines for implementing DBR when conducting an FBA, limitations of the study, and suggested directions for future research are discussed.</p><p>

<p> The following study looks at how Eye Movement Desensitization and Reprocessing (EMDR) clinicians consider cultural dynamics within the EMDR treatment approach. A literature review provides the empirical foundation of EMDR treatment, a broad inquiry into general influences of cultural dynamics, and a review of the intersection of EMDR and culture in existing literature. In a mixed-methods approach, background information of EMDR clinicians and written responses to a composite case vignette allowed for the investigation into how 56 EMDR clinicians discuss cultural issues within their work. Participants were recruited via listservs maintained by EMDR communities in the United States, the United Kingdom &amp; Ireland, and Israel. While a cluster analysis was able to create clusters emerging from participant data, these influences were minimal in the subsequent qualitative analyses. However, it is worth noting that the variables that emerged as important criteria for clusters included length of experience and national origin. Both are theoretically consistent with Vygotsky&rsquo;s sociocultural theory, which underlies the rationale of the study. In the qualitative component of data analysis, the researcher employed basic interpretive design and discourse analysis methodologies. Basic interpretive results found multiple approaches ranging from deeming culture a non-essential focus of the work to considering how certain identity markers may affect the course of information processing in treatment. When culture was considered, the focus was typically on the client&rsquo;s background as opposed to the clinician&rsquo;s background. Discourse analysis suggested a number of potentially meaningful linguistic patterns including shifts between Germanic and Latinate word origins depending on perceived audience, shifts between active and passive voice depending on temporal relation to the traumatic event, and the personification of the brain as an active character in the treatment process. As an exploratory study, considerable follow-up research would be needed before concrete suggestions are implemented though the potential implications for EMDR training might include a more intentional review of language use and the preparation of multiple styles of communicating to increase resonance with a client&rsquo;s worldview.</p><p>

<p> Developing a sense of self as an independent and unique person, or identity, is an important developmental milestone for adolescents and young adults. Thus, understanding the factors that influence an individual&rsquo;s identity is useful. This thesis examines two factors that influence interpersonal identity: internal working models of attachment and perceived parenting. Internal working models are an individual&rsquo;s cognitive roadmaps of self-worthiness and other-trustworthiness. Perceived parenting consists of perceptions of parental support and parental over-control during childhood and adolescence. A sample of 397 college students (107 males, 287 females, 2 others) receiving course credit at a Southern university were surveyed using online Likert-type questionnaires to determine whether or not internal working models of attachment mediate the relation between perceived parenting and interpersonal identity. Results indicated that there was evidence that internal working models do mediate the relation between perceived parenting and interpersonal identity. However, this research will need to be approached longitudinally and use objective assessments of parental behaviors, rather than subjective assessments. However, there is enough evidence in this study to continue the endeavor.</p><p>

<p> This thesis addresses perceived gaps in the Western fields of somatic and depth psychology around the phenomena of higher consciousness. Using hermeneutical methodology, higher states of consciousness are explored through the phenomenological lens of the Kundalini awakening experience. Personal accounts, psychological literature, and clinical data weave together to frame deeper insight into Kundalini awakening, which allows the field of psychology to advance its understanding of cultural attitudes around psychopathology by learning to host a client's experience of Kundalini awakening symptomology in a clinical setting without pathologizing the experience as psychosis or as arising out of psychological disorder. Through the study of ancient traditions as well as contemporary science and psychology, knowledge of universal experiences of higher consciousness can enhance a psychotherapist's breadth of vision and have profound effects on the therapeutic encounter, potentially enhancing naturally occurring organismic trends toward increased coherence.</p><p>

<p> Ritualized initiations are explored as having an important role in the breakdown of ego that is necessary for the growth and integration of components of the self once hidden in the shadows of the unconscious. In the modern world, the drive for linear growth and financial conquest has broken connection to archetypal, spiritual, and mythical guidance as well as to the numinous experiences that allow transformation. Through heuristic methodology, both depth psychological literature as well as broader media are considered to determine the importance of initiation for psychic growth and how a lost connection affects recent generations. This work shows that through the psychotherapeutic process, the therapist can provide the stage needed for a client in a transitional phase of life to safely break down and rebuild the ego structure necessary to move toward individuation.</p><p>