AN ABSTRACT OF THE DISSERTATION OF MELISSA J. HAITHCOX, for the Doctor of Philosophy degree in HEALTH EDUCATION, presented on June 29, 2009 at Southern Illinois University Carbondale. TITLE: Social Support Experiences of HIV Positive HIV/AIDS Coalition Participants: A Grounded Theory Approach MAJOR PROFESSOR: Dr. Kathleen Welshimer For more than twenty-five years HIV/AIDS has overwhelmed and devastated all corners of the world, including the United States. Grassroots organizations and governmental have responded to this devastation by implementing various strategies, including community coalitions, to counteract the social and economic effects of HIV. While HIV/AIDS coalitions resemble other health promotion coalitions, they differ because People Living With HIV/AIDS (PLWHAs) are federally mandated or required by the funder to participate. While it is thought that PLWHA membership is spurred largely by these mandates, other motivation and incentive to participate have gone undocumented. There is a plethora of research regarding membership and factors related to the success of HIV/AIDS coalitions, there is little focus on the influence of social support on community coalitions. The purpose of this study was to document the types and perception of social support experiences of People Living With HIV/AIDS with regard to their participation in HIV/AIDS coalitions. This study used a qualitative research design, guided by a grounded theory approach, to investigate and describe the social support experiences of HIV positive adults who participate in HIV/AIDS coalitions. Data collection consisted of 13 semi-structured, in-depth interviews and the researcher's personal thoughts and observations, recorded in a journal. Six main themes emerged from the data: (a) the acquisition of knowledge and information, (b) the desire to give back and help others, (c) the desire to participate in a "successful" effort, (d) the desire to stay connected through coalition activities, (e) the desire to give and receive social support, (f) PLWHA membership is the most important indicator of coalition success. Themes that emerged from participants' revolved around the need to belong and emotional support. The desire to feel valued was interconnected to most of the themes. In order to feel valued, PLWHAs had a strong desire to give back to others and strived to acquire information and skills to do so. Results revealed the influence of social support on the reasons PLWHAs join, continue or discontinue their participation in HIV/AIDS coalitions, the activities they choose to participate in, and their perception of coalition success. Recommendations for health education include exploring the inner dynamics of a coalition's membership as a way to evaluate coalition success from a more holistic and comprehensive perspective, clarify goals and objectives of HIV/AIDS coalitions to ensure members and leadership are on the same page, and explore the concept of a community organizer to cultivate participation and leadership in PLWHAs.

Background: The support of intersections in coal mines is an important safety issue in the U.S., as intersections are by far the most common area for unplanned falls of ground. A relatively comprehensive, nation-wide study of falls of ground is coupled with a national survey to mines about their support methods to determine common characteristics of failure and recommend changes to improve stability, and recommendations for future research. Methods: Over 600 fall of ground reports were collected from nine of the 11 Mine Safety and Health Administration (MSHA) District offices, and data was compiled to determine common characteristics of these unplanned falls. Statistical analysis was conducted on the data to examine which variables affected fall dimensions. To obtain data on current support usage, mail and phone surveys were collected with responses from 70 underground coal mines, representing approximately 235 million tons of annual production, or 66% of the U.S. total. These surveys provided a national snapshot of what support mines are using as well as typical extraction height, intersection width, and other details. Rocscience's Phase2 software was used to model a typical coal mine intersection and examine possible stability changes with different support options. Results: Surveys from underground mines revealed that the current industry average for intersection width is 20ft, average bolt length is 6ft, average distance from pillars to the first row of bolts is 3 to 4 ft, and a great majority of mines do not angle bolts over pillars. The fall of ground study confirmed that most falls are thicker than the average bolt length of 6 ft. and tend to be massive, extending past the intersection width of 20ft. The study also showed that falls with longer roof bolts installed typically had thicker falls which broke above the anchorage zone. Statistical analysis found a few questionably significant interactions, with the most prominent being the effect of roof type on fall height. Immediate roof geologies of dark shale and thinly laminated shale resulted in higher roof falls than other types. 2D modeling was unsuccessful at replicating the type of massive shear failures that have been commented on by MSHA personnel and that the study data suggests. It is the author's opinion that Phase2 and 2-D modeling in general may not be powerful or comprehensive enough to capture the true shear behavior of the rock strata in the roof beam because it cannot effectively model failure and dilation. Conclusions: Increasing bolt length may not be the most effective solution to reducing massive intersection failures. Rather, installing angled bolts over pillars may increase the strength of the system at the crucial roof-pillar edge. Weathering of bolts and/or rock are likely contributing to the significant number of cutter failures happening months or years after excavation. Recommendations for future action include 3D modeling of cutter failure and benefits of angled bolts over pillars. More consistent and thorough MSHA 7000 50a forms will enable more accurate statistical analysis and a better understanding of massive failure characteristics.

This investigation included two studies that examined the perspectives of support recipients (Study 1) and support providers (Study 2) regarding the context of social support seeking due to a violent or non-violent conflict with a romantic partner. Study 1 participants (78 female, 78 male) and Study 2 participants (73 female, 89 male) identified predominantly as European-American (48.1% in Study 1 and 50% in Study 2) and African-American (36.5% in Study 1 and 38.9% in Study 2). Social support responses were measured with Ullman's (2010) Social Reactions Questionnaire (SRQ). Results revealed that many of the expected differences in social support reactions by gender, ethnicity, and intimate partner violence (IPV) victimization status were not supported. However, this investigation found a gender difference in the emotional support response, where females provided (F (1, 290) = 13.11, p < .001, partial η2 = .04) and received (F (1, 133) = 15.68, p < .001, partial η2 = .11) higher emotional support more frequently than males. When social support was provided to IPV victims, support providers reacted with egocentric support responses more often (F (1, 122) = 9.53, p < .003, partial η2 = .07) than when providing support for individuals not experiencing IPV. A comparison of Study 1 and Study 2 revealed that support providers (Study 2 participants) provided emotional support (F (1, 290) = 7.79, p < .05, partial η2 = .03), treating differently (F (1, 290) = 9.51, p < .01, partial η2 = .03), distraction (F (1, 290) = 10.09, p < .01, partial η2 = .03), taking control (F (1, 290) = 21.56, p < .001, partial η2 = .07), and tangible aid (F (1, 290) = 9.92, p < .01, partial η2 = .03) more frequently than support recipients (Study 1 participants) received. Regarding helpfulness of support responses, one difference emerged whereby female friends who provided distraction responses were viewed as more helpful than male friends who distracted (F (1, 50) = 9.40, p < .01, partial η2 = .16). This investigation suggests that gender, IPV victimization status, and type of participant (support provider, support recipient) are variables that impact social support during a conflict with a romantic partner. Measurement issues regarding the SRQ limited the ability to determine the helpfulness/harmfulness of social support reactions. Future research is necessary to continue to investigate the types of social support that are considered helpful when disclosing conflict with a partner.

Background: Adolescent girls are insufficiently active to achieve health benefits. As a result they have been targeted as a priority group for increasing physical activity levels. However, physical activity interventions for this population have had limited effect. A better understanding of the correlates of physical activity in adolescent girls may better inform intervention design. Social support describes interactions, resources, and assistance from others to influence physical activity behaviour. Social support has been linked to physical activity in adolescent girls and could be a modifiable correlate of physical activity. This thesis aimed to identify: (1) if there is a positive association between social support and physical activity in adolescent girls, and if so, (2) explore the potential pathways through which social support influences behaviour. Method: Firstly, a systematic review and meta-analysis was conducted to explore the role of different providers (e.g. parents/friends) and types of social support (e.g. emotional/instrumental) on adolescent girls’ physical activity, providing effect size estimations for different combinations of associations. Secondly, an analysis of an 8- week school based physical activity intervention for adolescent girls was conducted. This involved a mediation analysis to examine: (1) if self-efficacy mediated associations between social support and physical activity at baseline; and (2) if social support or self-efficacy mediated the effectiveness of the intervention. Finally, a qualitative study using constructivist grounded theory was conducted to investigate the mechanisms through which social support influences physical activity behaviour through conducting individual interviews with adolescent girls (n = 18). Results: The systematic review and meta-analysis identified small but significant positive associations between social support and physical activity in adolescent girls. Similar magnitudes were identified for parent and friend support effect sizes. The mediation analysis found that self-efficacy mediated the relationship between social support and physical activity, however, social support did not mediate the effectiveness of a physical activity intervention for adolescent girls. The results of the grounded theory study suggest that social support can influence adolescent girls’ physical activity through enjoyment, self-efficacy, overcoming barriers to physical activity, motivation, and performance improvements, as well as enabling physical activity. Conclusions: Whilst only small significant associations between social support and physical activity in adolescent girls were identified, social support may also indirectly influence physical activity through enjoyment, self-efficacy, overcoming barriers, motivation, performance improvements and enabling physical activity. There may be promise in targeting these constructs through social support behaviour change strategies in physical activity interventions for adolescent girls.

The purpose of this paper is to introduce a decision support system to prioritize needs that are anchored in an organization. We build on a systems-thinking approach and develop a weighted additive index which considers different viewpoints of organizational stakeholders. First, we briefly review the literature about identifying and prioritizing needs from various scientific disciplines. Then, we use boundary critique to identify critical stakeholders that lead to three different viewpoints in the decision support system. The internal view reflects needs that members of the organization find important and urgent to be satisfied. The external view considers knowledge of outsiders, i.e. who do not work in the organization but are acquainted with it (e.g. experts, customers, facilitators). The systemic view considers system inherent interrelations of needs as perceived by decision makers in the organization. These stakeholder views get assessed by different dimensions, which are subsequently combined and weighted. Based on a method to identify needs, we apply this index in an case study conducted in Austria and discuss implications for theory and practice.

This thesis presents an investigation into the effectiveness of faculty-based student learning support and comprises three volumes. Volume 1 provides an overview of the background literature, research methodology, ethical and reliability considerations linked to two projects whose overarching theme is the support and improvement of the student experience. The overview begins with an outline of the aim of this thesis, followed by a synopsis of the literature concerning student support in higher education and the use of technology to support learners. The methodological framework is then discussed and a brief introduction to the projects is provided. The overview concludes with an exploration of the effectiveness of faculty-based student learning support and the presentation of a new blended approach to the organisation, delivery and typology of advising. This seeks to demonstrate the strength of a blended approach and thus makes a contribution to the practice, theory and method of supporting student learning. Volume 2 discusses the Advice Shop project and considers the processes, methods and ethics of this student learning support. A summary of eight interventions is presented together with details of how the project was subsequently rolled out across the University. A consideration of the organisational model and personnel involved in student advising is also offered. The volume concludes with student and staff feedback and a discussion of how the project aims have been achieved. Evidence of the research output and components of practice relating to Project 1 can be found in Volume2 Part 2. Volume 3 presents a discussion of Project 2 - the use of technology to support learners. The project presents two technology-enhanced interventions - an electronic student attendance monitoring scheme, and the development of two online learner support tools using QuestionMark Perception as the delivery software. The methods and ethical considerations used to establish and implement these interventions are present together with feedback from students and staff. The volume concludes with a discussion of how the aims of the project have been achieved. Evidence of the research output and components of practice relating to Project 2 can be found in Volume 3 Part 2.

AN ABSTRACT OF THE DISSERTATION OF LLENA CHAVIS, for the Doctor of Philosophy degree in COUNSELING EDUCATION, presented on May 12, 2014, at Southern Illinois University Carbondale. MOTHERING AND ANXIETY: AN EVALUATION OF THE ANXIETY LEVELS OF FIRST-TIME MOTHERS IN RURAL KENTUCKY AND RURAL MICHIGAN MAJOR PROFESSORS: Dr. Kimemia and Dr. Champe Postpartum depression is thoroughly addressed in professional literature, whereas anxiety in first-time mothers is generally addressed as a component of, or with, depression. This dissertation investigated anxiety as a phenomenon distinct from depression evaluated several variables that influence anxiety in first-time mothers. The question, how are maternal sense of competence and perceived social support related to first-time mothers' anxiety in a rural setting, when depression, socioeconomic status (SES), and marital status are controlled for was explored. The population studied in this research is made up of women with children 24 months or younger living in rural Murray, Kentucky, and rural Allegan City in Michigan. The constructs of maternal sense of competence and perceived social support were both found to be significant in explaining first-time mothers' anxiety.

Research related to positive psychological reactions following exposure to traumatic events, also known as post-traumatic growth (PTG), has suggested that support from others can facilitate such outcomes. The current study focused on whether people's perceptions of PTG differed based on the gender of a hypothetical survivor and nature of the trauma. Characterological differences amongst those who perceive growth as being more, or less, likely was also of interest. Perceptions of growth were measured in relation to three possible traumatic scenarios (vignettes) that were randomly assigned to participants. Following the vignette, participants completed a variety of self-report measures. Contrary to previous PTG literature, there were no consistent characterological differences among participants who did, and who did not, perceive growth as a possible outcome following trauma exposure. PTG was not related to nature of the trauma or gender of the survivor. Implications for clinical practice and future directions for research are discussed.

The current study examined the relation between symptoms of PTSD and depression with bullying victimization. Bullying victimization is a highly prevalent phenomenon that nearly half of all students experience (Gan, Zhong, Das, Gan, Willis, & Tully, 2014). Rates of bullying follow a linear trend through elementary grades, and plateau or peak in middle school (Atria, Strohmeier, & Spiel, 2007; Hoover, Oliver, Hazler, 1992; Nansel et al., 2001). Bullying increases a student’s likelihood to experience a range of emotional and behavioral disorders, such as anxiety, depression, and Oppositional Defiant Disorder (ODD), suggesting that bullying is a distressing life event for children. Yet only a small number of studies have provided evidence for the relation between bullying and symptoms of PTSD. This study sought to add support to a growing body of literature evaluating associations between these two variables, while also exploring possible moderators. Results suggested a significant relations among symptoms of PTSD, depression, andbullying victimization. This study identified several other significantly related variables, such as social support and gender, but failed to identify significant moderating variables between symptoms of PTSD and bullying victimization. This study also provided evidence for the relation between witnessing bullying and negative emotional reactions. The results, clinical implications, and limitations of this study are discussed.

Research consistently demonstrates parents of children diagnosed with autism spectrum disorder (ASD) experience more parental stress than parents with children in any other developmental category (Hayes & Watson, 2013). Previous research has begun investigating the use of ACT protocols as an intervention to increase psychological flexibility and reduce stress among this population (Hahs, Dixon, and Palilunas, 2018). Due to evidence provided in the literature demonstrating ACT as an effective intervention for parents of individuals with ASD, the current study conducted an evaluation of a brief ACT training in comparison with a traditional parent support group for this population. Participants of the study were twenty caregivers of an individual diagnosed with ASD. Each intervention consisted of two, two-hour sessions. Participants were provided with the Acceptance and Action Questionnaire-II and Parental Stress Scale pre and post intervention. Independent t-tests were ran in order to determine if mean change scores differed on the questionnaires across the ACT and TAU groups. Results of the independent t-test indicated that the difference in mean change scores of the AAQ-II across groups was statistically significant, however the difference in mean change scores of the PSS were not. Clinical implications are offered.