This study sought to generalize the Psychological Inventory of Criminal Thinking Styles (PICTS) factor structure using the PICTS-Layperson (PICTS:L) in a community sample. The current study also sought to replicate previous findings that criminal thinking mediates the relationship between trauma and criminal behavior. Additionally, this study sought to explore if and/or how experiential avoidance (EA) contributes to the relationships between post-traumatic symptoms (PTS) and criminal thinking, and criminal thinking and criminal behavior. Community members recruited through Mturk, completed online measures of PTS, EA, criminal thinking, criminal behavior, and a demographics questionnaire. A confirmatory factor analysis (CFA), which was conducted to assess the PICTS:L factor structure in an online community sample, demonstrated the hierarchical second order factor structure was a good fit after problem items were removed. Mediation analyses results found that criminal thinking mediated the relationship between PTS and criminal behavior therefore replicating previous findings. Moderated mediation analyses were conducted to determine if EA moderates the relationships between PTS and criminal thinking, and criminal thinking and behavior. Findings suggest that EA plays a significant role, particularly for women who endorse relatively low EA. These and exploratory findings, limitations, implications, and future directions for work in these areas are discussed.

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There has been a limited amount of research on the use of experiential education with music therapy students. Most of the research conducted has focused on the experiences of graduate level students. The purpose of this mixed methods study was to understand the potential effect of experiential music therapy education on undergraduate and graduate equivalency students' reported empathy and self-esteem. Five undergraduate and five graduate equivalency students were enrolled in a music therapy course in which they were asked to role-play the therapist and the client in mock music therapy sessions. Undergraduate participants completed the Davis Interpersonal Reactivity Index (IRI) and the Janis-Field Feelings of Inadequacy Scale (Janis-Field) as pre and posttest measures. Undergraduates also provided responses to elicited journal questions and participated in a semi-structured telephone interview. Graduate participants completed the IRI and the Janis-Field as a posttest measure after the completion of the semester, provided responses to elicited journal questions, and participated in a semi-structured telephone interview. There were no significant changes from pretest to posttest for undergraduate students and no significant relationships between the posttest scores of undergraduate and graduate participants. Qualitative data analysis for undergraduate and graduate students indicated that participants were able to identify changes in their own empathy and self-esteem as a result of the role-playing experiences. Implications for further research are discussed. / Music Therapy

Peer rejection (PR) can be damaging to cognitive and emotional well being and lead to risky behavioral consequences (e.g., violence, increased peer pressure susceptibility), particularly for adolescents (Sebastian et al., 2010; Williams, 2007). Interventions designed to minimize the impact of and repair damage related to PR in youth have been somewhat successful (e.g., Mikami et al., 2005), although the need for further research into potentially pliable mechanisms underlying adolescent peer relationships remains. One suggested mediating factor is experiential avoidance (EA), which is the major target of acceptance- and mindfulness-based interventions such as Acceptance and Commitment Therapy (ACT; see Hayes, 2004 for a review). The present study built on the recommendations of Biglan et al. (2008) and Theodore-Oklota et al. (2014) in designing and implementing a prevention program aimed at reducing EA of PR experiences, with the hope of minimizing cognitive, emotional and behavioral consequences of PR. For this initial pilot, selected ACT components (acceptance, cognitive defusion, and values) were presented in age-appropriate form to six participants over five individual intervention sessions. The program was successful in reducing EA and cognitive fusion and/or improving mindfulness and acceptance for most participants, with some exceptions. Additionally, results showed a decrease in existing symptomatology for several participants (e.g., anger, depression, poor self-concept, overall stress). However, value congruence was not significantly improved for any of the six completers. Results are discussed in terms of theoretical implications and recommendations for further research, particularly in terms of how the existing pilot intervention could be altered and augmented to maximize effectiveness. / Ph. D.

Though experiential learning is a popular topic in higher education, a great deal of research in the field neglects to make ties between program outcomes and educational theory, creating a gap in knowledge regarding how participant students truly experience educational programs. Consequently, this study proposes an updated perspective of experiential education that considers the experiential and social aspects of these learning environments. While it is important to determine programmatic impacts, it is equally important to assess how learning has occurred, so programs can be modified accordingly. The Equine Studies Program at the Middleburg Agricultural Research and Extension Center began in 2010, with seven cohorts having completed the program since its inception. At this time, however, no study has been conducted to gain a thorough understanding of the program's purpose, nor assess if programmatic impacts align with its objectives. This study utilized qualitative interview methods to determine the program's objectives and impacts on participants. The findings provide insight on how experiential learning programs can be enhanced to better prepare students for the challenges of modern industry. Recommendations are made for continued research in this area to determine how the implementation of experiential learning programs may impact overall undergraduate curricula. Additional research should also be conducted to compare the impacts of varying types of experiential programs. / Master of Science in Life Sciences

This thesis was a study of a structure that legitimized the senses and provoked emotion by creating different experiential conditions. / Master of Architecture

Yes / This article presents findings from an experiential learning exercise in which 34 care practitioners enrolled on a part-time BSc programme in Dementia Studies were asked to identify their own favourite music, and then to investigate the musical preferences of one of their clients with dementia. For both groups, practitioners and clients, three dominant themes influencing choice of music emerged: loving relationships; significant life events and places, and a sense of physical enjoyment. This exercise enabled the group of practitioners involved to identify commonalities between their own musical memories and those of their clients with dementia. They also uncovered considerable amount of new information about their client¿s life histories. On this basis they were able to make a number of new recommendations for improving care practice.