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This thesis draws on the 2014 Ontario Child Health Study (2014 OCHS) to address four contemporary and policy-relevant issues associated with measuring child and adolescent mental health need and children’s mental health service use in the general population. The first and second papers focus on the development and evaluation of instruments to measure child mental disorder. The first paper develops a simple, brief symptom checklist used to measure child mental disorder conceptualized as a dimensional phenomenon, a core concept in the 2014 OCHS. The second focuses on a briefer version of this checklist to measure child mental disorder dimensionally in general and clinical populations for the purposes of assessing and monitoring children’s mental health need. The third and fourth papers use these measures as the basis for assessing children’s mental health need in evaluations of policy-relevant health service questions. The third paper focuses on a substantive question about area-level variation in children’s unmet need for mental health services using 2014 OCHS data linked to government administrative data and 2016 Census data. The fourth paper estimates the extent to which child mental health service expenditures in 2014-15 were allocated according to children’s mental health need. Together, these papers respond to the need for simple, brief, self-report measures of child and adolescent mental disorders and show how these types of measures, in combination with administrative government data sources can advance our knowledge about policy and funding decisions in children’s mental health services research in Ontario. / Thesis / Doctor of Philosophy (PhD) / The goals of this thesis are to address issues relating to: (1) measuring child and adolescent mental health need using brief, self-report problem checklists and (2) using these measures to answer questions about children’s mental health service use and service expenditures in the general population in Ontario. The individual manuscripts in this thesis respond to the need for simple, brief, self-report measures of child and adolescent mental disorders and advance our knowledge about policy and funding decisions in children’s mental health services research in Ontario.

The abundance of forgiveness research has advanced scientific knowledge of the construct. Its multifaceted nature, however, has created specialization and domain-dependent research (e.g., close-relationship vs. non-relationship forgiveness). The current paper argues that a comprehensive framework that could be applied across domains is needed. The general principles perspective (Higgins, 1990, 1999), which identifies mechanisms that explain both chronic and situational variance, was used as a framework for forgiveness, specifically the mechanisms of accessibility and need for closure. Two studies tested the principles, a two-part study (N = 244 and 78, respectively) and an online survey (N = 214). The two-part study tested chronic accessibility for forgiveness (Accessibility Study One) within the context of the religiosity-forgiveness relationship (an area that has previously produced complex and contradictory results) and both the chronic and situational influence of need for closure (Need for Closure Study). The online survey was designed to test both situational and chronic accessibility (Accessibility Study Two) by priming half of the participants with religious words. Students from a large, Mid-Atlantic university participated. For accessibility, it was proposed that religious individuals would have higher chronic accessibility for forgiveness, because of the emphasis religions place on it; similarly, it was proposed that increasing accessibility for religiosity would increase situational accessibility for forgiveness. Results supported a weak, positive relationship between religiosity and chronic accessibility for forgiveness; however, increased accessibility did not relate to likelihood to forgive future transgressions. For situational accessibility, the religious prime did not successfully influence accessibility for religiosity; thus, situational accessibility could not be tested. For need for closure, it was proposed that forgiveness requires some comfort with uncertainty in order to engage in the process. Therefore, chronic need for closure was expected to negatively relate to likelihood to forgive future transgressions. Results replicated this previously found relationship. For situational need for closure, manipulated through perceived time limitations, it was proposed that it would interact with chronic forgiveness to predict likelihood to forgive, because as need for closure increases so too does automaticity. Forgiveness is arguably an automatic response for someone high in chronic forgiveness. Results did not support the interaction effect. In general, the project supported the chronic influence of the principles but did not support the situational. The limitations of the current project necessitate further inquiry for clarification, though some conclusions are suggested. Results suggest that motivations may be more influential than cognitions in forgiveness, that forgiveness research may require more highly contextualized models, and thus that the potential advantages of a comprehensive framework will require more sophisticated theoretical and empirical work. / Ph. D.

<p dir="ltr">The feeling of invisibility threatens fundamental needs and negatively affects mood. One could conclude from this research that more visibility should minimize need threats and negative moods. However, studies have also shown that, in some instances, experiences of hypervisibility are distressing. Social media is flooded with videos and articles of Black men and women feeling invisible in the medical fields and not receiving the treatment they deserve. Likewise, social media examples abound of Black individuals feeling monitored in retail situations or being killed by the police because of racial stereotypes. Researchers also found adverse experiences of invisibility or hypervisibility among Black individuals that appear to be contradictory at a phenomenological level. My research aims to assess how invisibility and hypervisibility are experienced qualitatively and how manipulations of invisibility and hypervisibility may cause different psychological effects. In Study 1, Black participants were asked to recall their experiences with both invisibility and hypervisibility. Participants had little difficulty reporting both experiences, in which strangers either dismissed, ignored, and excluded them or spotlighted them because of race-based stereotypes. Coding themes also showed that participants could recall positive events and emotions when asked about hypervisibility but not invisibility. In Study 2, I manipulated invisibility and hypervisibility using a novel method: comics. Results showed that Black participants experienced threatened needs when reading a comic about a Black child being invisible or hypervisible. However, their needs were more threatened when the child recalls an invisibility experience. Lastly, in Study 3, I replicated Study 2 but also added necessary control conditions. Additionally, I examined the impact of comic-induced invisibility and hypervisibility on cognitive interference using a Stroop test. The results of Study 2 were replicated, but there was no difference in cognitive interference between the conditions. In summary, although the present research shows that invisibility and hypervisibility are both aversive, invisibility leads Black individuals to feel worse and have lower need satisfaction. Additionally, invisibility and hypervisibility threaten the needs of self-esteem and control similarly, but invisibility leads to more threats to belonging and meaningful existence than does hypervisibility. Using an innovative method of comics, my research demonstrates the aversive psychological impact of invisibility as well as the aversive reactions to hypervisibility. Future research should focus on whether hypervisibility is primarily detrimental because the individual may feel that while their stereotypic physical or social features are highly noticed, their core attributes of what makes them a person are not.</p>

The study of work-life balance, teleworking, and diversity, equity, inclusion, and accessibility are increasingly studied among scholars using different theoretical frameworks. However, no study examines work-life balance, teleworking, and diversity, equity, inclusion, and accessibility as needs in these contemporary times that, when met, lead to higher employee job satisfaction. Existing scholarship suggests that employee job satisfaction is a function of needs. However, with globalization, human needs have changed to include social justice concerns and the desire to have a more fulfilling family life. When organizations respond to these needs, it leads to employee job satisfaction, which ultimately improves organizational performance. This dissertation proposes a Contemporary Needs Theory of employee job satisfaction and contends that work-life balance, teleworking, and diversity, equity, inclusion, and accessibility (DEIA) are contemporary needs that influence employee job satisfaction. Just as physiological, safety, love, self-esteem, and self-actualization needs are important, so are efforts to meet needs that contribute to work-life balance, teleworking, and DEIA policies. Using the 2022 federal employee viewpoint survey data and multivariate regression analysis, the findings indicate that work-life balance, teleworking, and commitment to DEIA policies contribute to employee job satisfaction. The study's policy and management implications inform researchers and practitioners of the socio-demographic dimensions affecting federal employee job satisfaction, the need for the federal government to examine policies from a historical perspective, and more effective ways of managing organizations. The study recommends that policymakers constantly review their policies and evaluate the workplace for disparities, cultural changes, and policy effect on employee behavior.

The current study was designed to give a greater understanding into the variables correlated with successful adjustment to college ( as measured by the four subscales of the Student Adaptation to College Questionnaire). Data was analyzed from 446 students from undergraduate psychology courses at the University of Central Florida. After partialing out potential covariates ( ethnicity, gender, socioeconomic status, social support, symptoms of depression, and anxiety), it was found that need for achievement and self-efficacy significantly correlated with academic adjustment; need for affiliation and need for achievement significantly correlated with social adjustment; need for achievement and self-esteem significantly correlated with personal/emotional adjustment; and need for affiliation, need for achievement, self-efficacy, and ethnic identity significantly correlated with attachment/institutional commitment.