Master of Arts (MA)

Background: Current social service prevention and interventions in suicidal distress follow a biomedical logic. Recently, critical suicidology and mad studies frameworks have criticized this single-fold approach for limiting the capacity of suicide prevention/intervention to respond to the range of human needs. Aims: The aim of this study was to uncover how people with history of suicidal distress understood their experience of distress, in particular the responses they find helpful and unhelpful. Methods: 4 participants were recruited for semi-structured interviews themed for conceptions of suicidal distress, the experience of ‘reaching out’, and mental health systems change. Results: The findings concluded that participants’ conception of suicidal distress differs from biomedical model paradigms. While practitioner’s responses rely on a notion of suicidal distress as discreet and de-contextual, participants explained suicidal distress as ongoing and based in life circumstances, advocating for a model of suicidal prevention/intervention highlighting the importance of relationships and empathy. / Thesis / Master of Social Work (MSW)

Attention deficit-hyperactivity disorder (ADHD) consists of symptoms of both inattention and hyperactivity/impulsivity that cause significant functional impairment (APA, 1994). Approximately 4.7% of adults are diagnosed with ADHD; however, there are few empirically-informed interventions that are specifically designed for adults. Instead, many of the common interventions for adults are derived from work done with children with ADHD and may not be appropriate for their particular needs (Weiss & Weiss, 2004). Given that adults with ADHD typically experience more symptoms of inattention rather than hyperactivity, an investigation of the effectiveness of an intervention that specifically targets their inattentive symptoms is warranted (Weiss & Weiss, 2004; Weiss et al., 2002). Therefore, the goal of this study was to evaluate the efficacy of an attention-specific intervention for adults with ADHD. The intervention used in this study, Attention Process Training (APT; Sohlberg & Mateer, 1987), has never been applied to adults with ADHD. The underlying assumption behind this intervention is that attentional functioning can be improved through the use of tasks that are designed to re-train various aspects of attention. More specifically, this study addressed sustained, alternating, and selective/divided attention during the intervention. A non-concurrent multiple baseline design was used in order to assess the effectiveness of the APT among a sample of adults with ADHD. A sample of four adults, aged 21-37 years (M = 27.75) participated in this study and demonstrated minimal changes in their attentional ability after the intervention. In addition, the findings suggest that the different components of attention addressed in this intervention are not distinct and likely have a reciprocal affect on one another. / Ph. D.

The purpose of this study was to identify the practices of certified speech-language pathologists (SLPs) who participate in school-wide literacy initiatives within the K-12 educational setting. The study sought to answers the following research questions: RQ1: How do speech-language pathologists indicate they are able to participate in literacy development across multiple tiers of intervention? RQ2: What steps do speech-language pathologists indicate they have implemented to increase awareness of their role in reading and writing (literacy)? RQ3: What measures do speech-language pathologists indicate they have taken to increase their involvement in school-wide literacy programming? The practitioners participating in this study were selected from online professional communities of speech-language pathologists holding the Certification of Clinical Competence from the American Speech-Language Hearing Association (ASHA) or an equivalent credential from a licensing organization. Twelve speech-language pathologists engaged in virtual interviews. Their responses were collectively analyzed to identify common practice employed by SLPs, who through a tiered intervention process, support literacy acquisition. The intent behind the study was to add to the current literature in such a way that more SLPs would have actionable steps to follow to increase participation in tiered literacy initiatives. Additionally, the investigator sought to inform educational leaders of the expertise of SLPs on school campuses and potential ways in which that expertise can be used to support literacy acquisition. Findings from the study revealed that through collaborative practices, speech-language pathologists are able to assist with the identification, intervention, and monitoring of students exhibiting challenges with early language and literacy. Additionally, the findings suggested that support from district and building administrator(s) or the lack thereof, is highly influentially in determining the level of involvement of speech-language pathologists in tiered literacy initiatives across the public school environment. / Doctor of Education / The purpose of this study was to identify the practices of certified speech-language pathologists (SLPs) who participate in school-wide literacy initiatives within the K-12 educational setting. The study sought to answers the following research questions: RQ1: How do speech-language pathologists indicate they are able to participate in literacy development across multiple tiers of intervention? RQ2: What steps do speech-language pathologists indicate they implemented to increase awareness of their role in reading and writing (literacy)? RQ3: What measures do speech-language pathologists indicate they have taken to increase their involvement in school-wide literacy programming? Results of the interviews were collected and analyzed into common themes. Major findings of this research revealed that speech-language pathologists participating in tiered literacy initiatives in public schools did so most frequently through participation on student assistance teams, collaborating with instructional staff to assess student performance, developing and modeling interventions and by supporting teacher efficacy through professional development. The speech-language pathologists in this study placed emphasis on having the support of administrators to allow SLPs the autonomy to navigate their workloads and to encourage inter-professional collaboration in order to support literacy initiatives across the K-12 setting.

Motives for alcohol use are associated with distinct antecedents and consequences. Drinking alcohol to cope with negative affect is consistently associated with the most problematic patterns of use. Interventions targeting drinking to cope are needed. This randomized controlled treatment trial evaluated the impact of a brief coping motive feedback-based intervention on motives and problematic outcomes associated with drinking. In addition, a more comprehensive model of the antecedents and consequences of drinking to cope was tested. The study randomized 170 participants to receive either a brief Standard Feedback Condition (SFC; n = 83) or a Motives Feedback Condition (MFC; n = 87) that added education and feedback on drinking to cope as well as alternate coping strategies. Significant reductions in drinking to cope with depression were greater in the MFC at the 2-month follow-up, but the intervention's effect on drinking to cope with anxiety did not reach conventional levels of statistical significance. Significant reductions in drinking and negative consequences were observed but did not differ significantly by condition. Change in coping with depression motives mediated the effect of the intervention on outcomes of drinking and negative consequences. Partial support was found for a structural model linking antecedents of use, coping motives, and consequences associated with substance use. This study is a promising new direction in motives research, providing support for brief interventions incorporating motives-related feedback and for furthering our understanding of the origins and consequences of drinking to cope with negative affect. / Ph. D.

Yes

What would it mean to make space inspired by the sounds of a particular place. The sounds are natural and man-made heard on the site; the place is Virginia Polytechnic Institute and State University's campus. I designed a series of outdoor spaces that reflect sound, and provide a structure where people can add to the sounds of campus. This project creates space that facilitates acoustic activities of a university. The walls reflect and focus sound due to their material and geometry. Sound is treated as a building material; used to help form the spaces that are visibly bounded by concrete and plywood. Concrete walls and plywood floor will alter the acoustic activity on the site; the acoustic fabric will be constantly changing, providing unique moments for people to discover as they pass through the site. / Master of Architecture

The thesis begins by critiquing the use of a street, Broadway, in the Garment District, NYC, which primarily is used for display of public art. The main goal of the exhibition is to attract visitors so as to promote local business, according to the local alliance responsible for the display. This action actively neglects the needs of everyday users of the space: homeless individuals, employees, delivery workers, etc. This thesis serves as functional art, providing a space for all occupants to coexist while challenging the notion that homeless people are fundamentally different. Focusing on the distinct architecture and zoning laws of New York City, this work examines the city's unique history with homelessness, including the recent historic amendment of the 'Right to Shelter' law. Additionally, it proposes a modification to Privately Owned Public Space (POPS) so that empty commercial spaces could benefit the public. This architectural exploration also involves thinking about temporary structures, light, urban layout, and landscaping. By combining these artistic and architectural explorations, this thesis provides a framework for Broadway in Garment District of New York City for occupants to use, interact with, and modify, fostering an inclusive and adaptable urban space. This thesis is functional art, architecture, and a framework. / Master of Architecture / Art for/of the unhomed envisions an inclusive urban space along Broadway in the Garment District, New York City. It critiques the existing use of the area, which primarily serves tourists and visitors while neglecting the needs of local occupants, including homeless individuals, employees, and delivery workers. To address this issue, the project proposes a series of street furniture and enclosures, complemented by the occupation of currently vacant commercial spaces in the area. As an architectural thesis, the focus is on creating inhabitable spaces for these occupants. Concurrently, as an art thesis, the project emphasizes raising awareness about homelessness. The design provides amenities that support both survival and the expression of creativity. Utilizing a flexible framework of conventional wood framing and carpentry, the structures can be modified and adapted by the occupants themselves. This approach aims to foster a more inclusive and responsive urban environment.

No description available.

Univ., Diss.-2005--Osnabrück, 2004.