Thesis (Psy.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 65-11, Section: B, page: 6064. Chairperson: Judith Kaufman. Available also in print.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 66-02, Section: B, page: 1161. Chair: Judith Kaufman. Available also in print.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Min Liu. Vita. Includes bibliographical references.

<p> The purpose of this grant proposal project was to develop and identify funding for the implementation of a school-based teen dating violence prevention program for adolescents in the southeast Los Angeles, California area. Peace Over Violence was the host agency for this program and is located in Los Angeles, California. Through the review of the literature on the history, prevalence, risk factors, and the existing interventions for adolescents, the grant writer proposed and designed a school-based teen dating violence prevention program. Additionally, the grant writer explored potential public and private funding sources, which resulted in the selection of the California Endowment Foundation as the funding source due to having the most compatible goals and objectives of this program. The actual submission and/or funding of this grant were not required for the successful completion of this academic project. </p>

<p> Researchers are learning how to prevent the projected United States shortage of science, technology, engineering, and mathematics (STEM) professionals by retaining more undergraduates in STEM majors. Specifically, since undergraduates generally want to give back to their communities, they experience heightened science career motivation once they "fit" their communal goals with their views of science careers. However, testing the quality of fit is challenging because individuals differ in communal goals and views of science. For the present study, therefore, a person-centered analytical approach was used to identify groups of STEM undergraduates defined by combinations of communal goal endorsement and perceived communal goal affordances. Four groups were identified: Low Incongruent, Moderately Low Incongruent, Average Congruent, and Moderately High Incongruent. Results showed that undergraduates were optimally motivated when both communal goal endorsement and perceived communal goal affordances were moderately high and incongruent. Results also showed that gender and cultural identity could predict group membership.</p><p>

<p> This study explored students&rsquo; perceptions of developing cohort cohesiveness while progressing through a doctoral level interprofessional health administration program. Drawing upon Tuckman and Jenson&rsquo;s Theory of Group Development (1977), this study specifically emphasized the group development process and its inherent relationship to achieve cohesion within a group. To better understand this process, an in-depth qualitative research design, using semi-structured interviews, was implemented to illustrate the experiences of an interprofessional group of students enrolled in a distance learning program that utilized a closed cohort model. Emerging from the data was the core category of shared experiences, supported by main categories of collegiate unity, required interactions, group maturation, and interprofessional appreciation. The significance of interaction between students and faculty emerged as fundamental and inseparable to students&rsquo; achievement of cohort cohesion. The data suggest the value of group development within these types of programs as well as how cohesive groups enhance the learning experience and contribute to student success. Results of this study have implications for the promotion of educational programs to foster group development within distance learning cohorts. Attention should be given to a broad base of understanding by faculty of the development of cohort cohesion and the value of cohesion in higher-level education. Findings from this study support the notion of faculty involvement in cohort cohesion and the importance of helping students make connections as a group.</p><p>

<p> The purpose of this dissertation is to extend General Strain Theory (GST) to examine prosocial, asocial, and antisocial behavior in response to bullying. In GST, Agnew (1992; 2001; 2013) asserted that negative emotions can lead to criminal or aggressive coping but there are a number of factors that increase or decrease the propensity to respond aggressively (Agnew, 1992; Richman &amp; Leary, 2009). In this dissertation, I examine whether and how rejection (operationalized as bullying victimization) is associated with aggressive responding as opposed to prosocial (e.g., befriending others) or asocial (e.g., avoiding people and social events) responding. This dissertation consists of three studies testing theoretical variables of bullying victimization as well as behavioral responses to four types of bullying: physical, verbal, relational, and cyber. Study 1 of this dissertation examines risk and protective factors for types of bullying victimization. Study 2 applies GST to test the effect of social support, or the availability of alternative relationships (i.e., having others to count on or turn to for social support), on responses to four types of bullying. Study 3 tests the effect of power dynamics on responses to physical and relational bullying. In conducting this research, I hope to: 1) integrate interdisciplinary bodies of literature to examine risk and protective factors of bullying victimization and behavioral responses to bullying and 2) improve understanding of how these experiences are affected by the power dynamics involved in bullying. Overall, the results of this dissertation suggest that types of negative emotions and behavioral outcomes vary by type of bullying victimization. Cyber bullying was found to have more negative consequences than any other form of bullying. Across all four forms of bullying, social support was found to be associated with an increased likelihood of youth engaging in prosocial behavior. Implicit power, or the perception that one&rsquo;s bully has a high social standing at school, significantly influenced responses based on the type of bullying. However, even when controlling for power dynamics, social support was still associated with increased prosocial behavior in response to bullying victimization. Theory and policy implications are discussed. </p><p>

This research took an Interpretative Phenomenological approach to explore the school experience of young people of African-Caribbean descent. Four young people aged 16-18 were interviewed using a semi-structured format. Data generated from the interviews were analysed using Interpretative Phenomenological Analysis. Three Master themes were drawn from the young people’s accounts; Wanting to succeed; Fitting in; and Transcending challenge. From the participants’ accounts it was interpreted that the young people valued learning, although they demonstrated differing significance that learning held for them. The young people made distinctions between schooling and education, sometimes being critical of schooling whilst continuing to value education. It was interpreted from the accounts that participants demonstrated both a desire to achieve and progress, as well as self-belief in their ability to do so. Concepts of ‘Success’ were drawn from the young people’s accounts including personal ownership of personal effort, overcoming challenge, achieving beyond expectations and aspiring to reach full potential. Agency, resilience and resistance were discernible in the young people’s accounts and revealed themselves through expressions of positive self-concept, aspiration, self determination, challenging negative expectations, growing out of experience, application of coping strategies, goal orientation and demonstrations of autonomy. The young people experienced varying degrees of fitting in to their school environment, which appeared to be mediated by how they experienced their racialised identity in their school setting, the emotional experiences they had in school and the level to which they experienced a sense of belonging. The young people who experienced a greater sense of belonging attended diverse schools, they described the sense of being one of many and experienced their schools as safe and caring places. For others, school was experienced as an uncomfortable place, wherein they experienced a sense of being ‘othered’ and of being treated unfairly. Implications for schools focus on the need to develop a positive school ethos through which young people are able to feel valued and cared for, developing understanding of the cultural and ‘racial’ dynamics at play within the school environment and how these may be experienced by pupils of African-Caribbean descent, and addressing issues of diversity in the setting. Implications for Educational Psychologists (EPs) focussed on ways in which they can apply their psychology to support schools in understanding the needs of pupils of African-Caribbean descent, however, it is also suggested that the profession participate in introspective exploration related to its understanding of inequality.

<p> The researcher observed, as an educator, administrator, and graduate student, college student&rsquo;s withdrawal from school due to personal reasons or lack of determination. The study of Emotional and Social Intelligence (ESI) and grit enabled the researcher to learn about the traits or characteristics one must possess to achieve a goal, more specifically earning a college degree. The researcher tested hypotheses for a difference in ESI and grit scores among the studied population and sought the perception of ESI and grit through a mixed-methods study. The researcher measured the ESI and grit among Educational Leadership Specialists and Doctoral students and graduates at a private college in the Midwest. The researcher utilized the Emotional and Social Competence Inventory-University (ESCI-U) and the 12-Item Grit Scale and conducted a t-test for a difference in means analysis. Questionnaires and interviews, authored by the researcher, provided additional insight into student and graduate perception of ESI and grit. </p><p> Results from the surveys, questionnaires, and interviews proved to be consistent. The ESCI scores indicated no significant difference between EdD students and graduates. Likewise, grit scores indicated no significant difference between EdD students and graduates. The researcher discovered sub hypotheses of the competencies of ESI and concluded no significant difference between EdD students and graduates. The perceptions of the EdD students and graduates were consistent with the scores on the ESCI-U and grit survey tools. The EdS student and graduate scores were unable to be measured due to an insufficient number of participants. The growth of ESC and grit appeared throughout the literature and the recommendation of a longitude study among college students could provide knowledge on such growth into adulthood. The results of the study signified the purpose for future research at the collegiate level as a tool for professionals in higher education assisting students toward degree completion.</p><p>

<p> The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.</p><p>