An experiment was designed to test the effectiveness of using standard laboratory environments in producing a broad class of problem behaviors which defined Mother-Child (M-C) interaction difficulties. The effects of four environments, free-time (X), child's game and rules (B), mother's game and rules (C), and clean-up (Z), on the frequency of eight criteria behaviors were tested on 12 M-C pairs over three days of baseline data collection. It was predicted that the frequency of problem behaviors would decrease as a function of environment (X) and increase as a function of environments (B), (C), and (Z). A two factor repeated measures design was used for the baseline data analyses. Analysis of the data confirmed the experimental predictions. It was concluded that the use of standard laboratory environments was effective in increasing the frequency of problem behaviors which define M-C interaction difficulties. These conclusions were discussed in view of the contribution made by the use of' environmental control in the application of behavior modification techniques to M-C interaction difficulties.

An attempt is made to present a model of group therapy for Lower-Socio-Economic-Status (LSES) clients. The theoretical issues include a definition of traditional group therapy along with a brief description of the more recent sensitivity training approaches. A rationale for combining these two different group approaches is presented to form the model for action-oriented group therapy (ACT groups) which utilizes both the traditional approach and action techniques of the sensitivity group. It is proposed that this hybrid, the AOT group, is more appropriate for treating the LSES client. The needs and expectations of the LSES client are discussed. The goals of the ACT group are to increase coping ability through increased awareness of self and others, and finding alternative behaviors to problems. A methodology tor AOT groups is presented and includes planned action techniques which are used in combination with discussion. The methodology of ACT is described in detail from the initial planning stages to the three major phases of treatment, i.e. beginning, middle, and termination. The specific techniques are listed and described along with a rating scale for the leader to evaluate techniques. Specific ideas for research are suggested.

Although forgiveness has been associated with reduced anxiety in several studies, and Obsessive-Compulsive Disorder is an anxiety disorder, the potential association between forgiveness and obsessive-compulsiveness has been generally unexplored. The current study examined the association between three dimensions of forgiveness and obsessive-compulsive (OC) symptoms as mediated by locus of control (LOC) in a college student sample (N = 241). Forgiveness of self (FS) and of others, but not feeling forgiven by God, were associated with overall OC symptoms and with a majority of symptom subscales. LOC was limited in its role as a mediator that was restricted to associations with FS. Furthermore, LOC-Chance was the only dimension found to be a specific mediator, as control attributed internally and to powerful others did not mediate any of the forgiveness-OC associations. These findings are discussed in the context of both past and future research related to forgiveness, obsessive-compulsiveness, and control constructs.

Cruel teasing can be pernicious for targets' psychological health. In this thesis I examined the extent to which trait mindfulness might mitigate the negative psychological effects associated with cruel teasing. Correlation results confirmed cruel teasing history related significantly and directly, and mindfulness inversely, to poorer psychological health. Moderated regression analyses confirmed that among targets of frequent cruel teasing those with high levels of mindfulness did not evidence the detrimental psychological effects as did those low in mindfulness. Subsequent moderated regression analyses with cruel teasing history, mindfulness, and sexual identity status suggest that when people are low in mindfulness cruel teasing experiences affect their psychological health systematically regardless of sexual identity. Discussion focuses on the role of mindfulness for well-being, particularly in mitigating the negative effects of cruel teasing for psychological health, the individual and social implications for promoting mindfulness, and other directions for future research.

Child sexual abuse (CSA) is a frequent problem in American society associated with a wide range of negative mental health outcomes. Some evidence suggests that disclosure may moderate the relationship between CSA and mental health. However, the specific reactions a victim receives following disclosure may directly affect the impact that disclosure has on mental health. The current study directly and simultaneously evaluated the roles of disclosure and social reactions in relation to mental health outcomes. The sample consisted of 652 undergraduate students at East Tennessee State University who completed an on-line, self-administered questionnaire. Forty-four (6.75%) of the participants reported experiencing CSA. Of the 44 participants who experienced CSA, 18 (41%) disclosed their abuse. Results indicated that, counter to our hypotheses; neither CSA nor disclosure was significantly related to anxiety and depression. However; as predicted, negative social reactions were significantly related to both anxiety and depression among those who had disclosed.

<p>Using semi-structured interviews, this research brings to light the lived experiences of thirteen people participating in adult literacy programs. Despite the popularization of situated approaches to literacy in pedagogical models and practice in the field of adult basic education, few studies have emphasized the role of identity in shaping the educational experience and its effects. Symbolic interactionism offers a theoretical map from which to examine the varied experiences of adult literacy learners.</p> <p>Gaining insight into learners’ negotiation of a literate identity yields a nuanced appreciation for how the experience takes shape as part of the broader processes that adults undertake as they seek access to the literate world. Three distinct pathways were identified in learners’ reasons for signing up for, and participating in, the literacy programs: the role fulfillment pathway, the personal betterment pathway and the instrumental pathway. Acquiring a literate identity had differing effects for learners on each pathway either by allowing them to fulfill socially desirable roles through status passage, by acquiring a more positive self-concept, or by acquiring the knowledge and skill to independently accomplish specific tasks.</p> <p>Introducing identity change to the literature on the effect of adult education offers a twofold benefit. First, identity change can motivate adults’ investments in education and, more so than earnings as instrumental models predict, reflects the actual experience of adult learners. Second, identity change may be a mechanism through which education has its diverse effects on a variety outcomes.</p> <p>Though one might assume that those with higher educational and employment goals benefit the most from literacy programs, it appears to be the opposite: those who seem the least likely to pursue education derive the greatest benefit – a finding akin to studies of broader educational effects. Implications for future research of the mechanisms by which these effects manifest themselves as well as considerations for policy development in adult literacy are discussed.</p> / Master of Arts (MA)

The purpose of this qualitative interpretative phenomenological study was to explore the lived experiences of female students at a higher educational institution and to understand how those experiences shape their perspectives of female and male faculty. Additionally, this study sought to discover how faculty gender influences their interactions with students and the similarities and differences between interactions and the potential for student success as they define it. The overall goal was to better understand how female students experience faculty interactions and help to promote more positive outcomes for students through the supportive efforts of those who teach them. Data were collected using virtual semi-structured interviews. The collected data were transcribed and used to create themes. Study results revealed that students experienced distinct differences in interactions between male and female faculty. However, the female student interpretation of these interactions was found to be linked to the influences of gendered thinking. Moreover, how students interpreted success differed largely from its general definition. Students reported that success happens when people are happy and content with their place in life, and when people contribute to a worthy cause, a community, or even the world. Students also reported that positive faculty behaviors, learning passion and investment, and the ability to form student-faculty relationships were contributing factors to their success. Overall results indicated that while male and female faculty had varying strengths and weaknesses, students did not identify a significant preference among faculty members. Additionally, students did not view faculty to be a direct cause for their interpretation of success; however, faculty are beneficial to students' educational journeys, their learning ability, and their goals.

Since the passage of No Child Left Behind, the output of education has been measured through student achievement on standardized tests. School ratings, student graduation, teacher jobs and school charters are all tied to these tests. This study analyzes the extent to which math and science public high school teachers in New Orleans focus on critical thinking and creativity, skills needed to be successful in the future. Through a framework of Richard Paul’s model of critical thinking and Theresa Amabile’s social psychology of creativity, this study evaluates support for critical thinking and creativity through classroom observations, analysis of instructional materials and teacher interviews. Findings indicate that teachers at academically selective schools are more likely to support critical thinking and creativity in their classrooms than teachers at open enrollment schools. Classroom tests of participating teachers mainly focus on assessing basic knowledge and skills, not critical thinking and creativity.

The Smartphone is a technological innovation that has transformed for the better how billions of people live by enabling them to transcend time and space to remain socially connected to potentially millions of others despite being thousands of miles apart. Although smartphones help people connect from a distance, there has been much concern about how they affect face-to-face interactions. This study explored, drawing on Goffmanian concepts, how and why smartphones affect face-to-face encounters. The findings show there are three types of smartphone cross-talk: exclusive, semi-exclusive, and collaborative. With the addition of smartphone play and solo smartphone activity, interactants can engage in five different types of smartphone use during a social encounter. Smartphones can both disrupt and facilitate face-to-face encounters at any given time. A theory of cross-talk was created as an extension of Goffman’s work to help explain the phenomenon.

The current study examined the relationship of testifier type (expert, character witness) and race. Fifty-three participants were selected via convenience sampling to read four scenarios and answer a series of questions regarding the guilt or innocence of the defendant in each scenario. The scenarios included the absence or presence of racial identifiers and the presence of either a character witness or the testimony of an expert. It was hypothesized that the scenario with the presence of expert testimony will yield more guilty verdicts as well as the effectiveness of the testimony will cause a participant to yield a guiltier verdict. The research concluded that participants rendered more guilty verdicts in the absence of race. Additionally, expert testimony was found to be more effective than the testimony of a character witness even when both testifiers presented the same information.