Doctor of Philosophy, The Ohio State University, 2004, Human Development and Family Science

This research study is a two-year ethnographic study examining the nature of collaboration, its development through stages and its relevance in the real-life collaboration of a multi-children and family publicly funded agencies and non-publicly funded child care. Along with studying the nature of the collaboration and its development is the individual story of the child care organization and how it fits into the site and its story. This study builds on the premise of a sociocultural perspective by taking a comprehensive look across contexts; situating itself in multiple layers which are independent yet interrelated. It further builds on the “situated perspective” on the individual story of the one of the agencies involved in the collaboration who is fundamentally different from the other agencies in that it is not publicly funded. The collaboration is analyzed by comparing the developmental stages of collaborations as shown in the research literature and by historical documents and interviews from key stakeholders in the collaborative process of the site. The individual story of the child care organization is told by the teachers and represents their “voice” in that this story is theirs. Along with the teachers' viewpoint, observations in the classroom and key stakeholders collaborate the feelings and perceptions that the child care staff feels in being marginalized as child care workers. The study extends the literature base on collaboration by re-conceptualizing the development of collaboration from a linear pathway to a circular pathway surrounded by multiple contexts in which the partnership is situated and located. Thinking of collaboration as an on-going development path that should be re-visited throughout the life of the collaboration will help this particular partnership to continue to grow and develop throughout the years. It will also help this particular partnership and others who try to replicate a similar partnership among agencies and organizations to (open full item for complete abstract)

Committee: Patrick McKenry (Advisor) Subjects:

Master of Science, The Ohio State University, 2017, Human Ecology: Human Development and Family Science

Social-emotional competence is critical to young children's success in social and academic settings across the lifespan. Non-parental primary caregivers are important socializers of children's social emotional development, particularly through the ways they respond to children's negative emotions. Despite this, little research has examined predictors of responsiveness or the ways they interact to influence responsiveness in samples of non-parental caregivers. The detrimental influence of elevated depression and stress on individual's affect and interactions has been consistently documented in research; additionally, previous research suggests that work-family conflict may decrease responsiveness in parent samples. This study examined how depression and stress was associated with family child care providers' responsiveness, and the influence of family functioning as a mediator. Direct and indirect associations were examined utilizing structural equation modeling with a national survey of 888 small licensed family child care providers from across the United States. This study found when family child care providers perceived higher levels of general stress, they reported that they utilized less positively-focused reactions, expressive encouragement, and positive social guidance; they did not report using more negative reactions or negative social guidance. When family child care providers reported higher levels of general stress and depression, they reported lower levels of family functioning. In turn, family functioning was significantly associated with each responsiveness measure, except for negative social guidance. Providers who reported higher levels of family functioning also reported responding to children in more positive ways. Additionally, higher levels of family functioning were associated with less negative reactions from family child care providers. Bootstrap analysis results found some mediation effects from family functioning for stress and responsivenes (open full item for complete abstract)

Committee: Cynthia Buettner PhD (Advisor); Suzanne Bartle Haring PhD (Committee Member) Subjects: Early Childhood Education; Education Policy; Families and Family Life; Gender Studies; Individual and Family Studies; Mental Health; Preschool Education; Teacher Education; Womens Studies

Doctor of Philosophy, The Ohio State University, 2014, Public Health

Childhood obesity is a major public health problem in the U.S., even among preschool-aged children. Although reports indicate that the prevalence of childhood obesity has plateaued or even declined in some subgroups, overall prevalence remains high and disparities persist. Child care settings, which have multiple opportunities to support healthy eating and active play, may protect against obesity. We present a series of studies that assess behavioral, policy, and environmental approaches to obesity prevention in preschool-aged children using an ecological framework. Data from the Head Start Family and Child Experiences Survey (FACES) 2006, a national longitudinal study designed to examine characteristics and experiences of children in Head Start, and the Healthy Eating and Physical Activity (HEPA) Child Care Survey, a descriptive cross-sectional survey of nutrition and physical activity practices and policies in child care settings in Columbus, Ohio, were used. Our analyses revealed that Head Start children who had visited a playground, park or gone on a picnic with a family member in the past month had smaller increases in body mass index (BMI) z-score. In contrast to other studies, we found that watching videos/DVDs on a typical weekday was associated with smaller increases in BMI z-score. Intake of sugar-sweetened beverages, fast food consumption, nighttime sleep, television-viewing, playing video or computer games, computer use, overall screen time, having a television in the bedroom, amount of indoor or outdoor play, family meals, parental participation in active play, access to play spaces, and perceived safety were not associated with change in BMI z-score, overweight, or obesity in Head Start children. Less than half (42.9%) of Head Start classrooms had limited 100% fruit juice consumption (3 times per week or less), 55.6% had high daily outdoor playtime (more than 30 minutes), and 42.4% had low weekly screen time (more than 3 hours). Limited 100% (open full item for complete abstract)

Committee: Phyllis Pirie PhD (Advisor); Sarah Anderson PhD (Committee Member); Elizabeth Klein PhD (Committee Member) Subjects: Public Health

Master of Arts, Oberlin College, 1987, Sociology

The theoretical basis for the present study derives from the recent emergence of child care as a major issue of social policy and from the apparent influence of social networks on child care practices. The review of the literature which follows will describe the development of concern over child care policy and practice and the current state of research relative to it, with emphasis on studies of self-care. Further discussion of the role of social networks in child-care choices and the general differences between blacks and whites in the use of these networks will provide the basis for the hypothesis of the study.

Committee: Albert McQueen (Advisor) Subjects: Families and Family Life; Sociology

Master of Arts, The Ohio State University, 1995, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1969, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1920, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Social Work, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects:

MPH, University of Cincinnati, 2024, Medicine: Global Health

Background: This thesis examines the health differences experienced by immigrant youth in foster care by comparing them to non-immigrant youth in foster care and non-immigrant youth who have never been in foster care. The introduction gives a lot of contexts while drawing attention to the complicated relationships among immigrant status, health outcomes, and foster care experience. The purpose of this study is to examine these connections and find possible explanations for the observed variations in health outcomes, recognizing the significance of these dynamics. Methods: Descriptive and bivariate statistical methods such as chi-square and Fisher's exact tests are used to conduct a comprehensive comparison analysis. Multiple health indicators were statistically evaluated in this study using this analytical approach. These indicators included rates of sexually transmitted infections (STIs), physical and sexual abuse, mental health disorders, chronic diseases, substance use, and pregnancy. The study included three cohorts. Using this strategy, the health outcomes of immigrant and non-immigrant foster children were compared. Results: Multiple statistical analyses, including chi-square and Fisher's exact tests, confirmed a statistically significant difference among the health indicators of the three cohorts analyzed in the study. Compared to their non-immigrant counterparts, immigrant children in foster care were more likely to experience mental health concerns, substance use, chronic conditions, physical and sexual abuse, STIs, and pregnancy. Immigrant children in foster care face distinct challenges and dangers, as shown by the results. In general, the most favorable results were seen in children who were neither immigrants nor foster children. Discussion: Observed health inequalities faced by immigrant children in foster care are likely the result of social, economic, and environmental elements that influence health equity. Immigrant children in (open full item for complete abstract)

Committee: Sarah Beal Ph.D. (Committee Member); Michelle Burbage Ph.D. (Committee Chair) Subjects: Public Health Education

Ph.D., Antioch University, 2022, Leadership and Change

Children benefit from engagement in early education and care (ECE) programs that support their learning and development while also providing a point of connection to critical resources for their families. For children from economically disadvantaged families, the lack of access to high-quality ECE results in a persistent achievement and opportunity gap (Garcia & Weiss, 2015). A significant portion of ECE occurs in home-based early learning environments, also known as family child care (FCC) programs, which play a critical role in supporting children from low-income and immigrant families (Layzer et al., 2007; Porter et al., 2010). Unfortunately, this sector of ECE has seen declining numbers of licensed caregivers over the past decade, due to increased regulatory requirements, low pay, competing commitments, low professional status, and working conditions involving long days in isolation from colleagues or peers (NSECE Project Team, 2016; Tuominen, 2003; Stitou et al., 2018). Using grounded theory methodology, this study explored the lived experience of successful FCC educators, examining the impact of professional identity, intentionality of practice, and management of competing demands on educators' efficacy, psychosocial well-being, and job satisfaction. The stories shared by educators in this study underscore the value of maintaining and supporting this sector of the ECE ecosystem. The findings provide a deeper understanding of the conditions and social processes that allow FCC educators to be effective and thrive in their work. This insight is the key to retaining high-quality programs, recruiting new professionals into the field, and developing strategies to support and strengthen FCC programs that serve young children and their families. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Rachel Gooze PhD (Committee Member) Subjects: Early Childhood Education; Education; Education Philosophy; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Families and Family Life; Gender; Gender Studies; Occupational Psychology; Organization Theory; Personal Relationships; Preschool Education; Teacher Education; Teaching

Master of Fine Arts, Miami University, 2021, Art

Thousands of children are adopted both domestically and internationally every year. Many of these children come from institutional or foster care and suffer from complex trauma, abuse and neglect, which negatively affect their transition and attachment with their adoptive families (Van Der Kolk, 2005). If left untreated, these effects can last into adulthood, impairing a person's ability to form secure relationships throughout their lives (White, 2014). The purpose of this research is to explore the use of virtual play—especially play therapy—to help adopted children in Pennsylvania work through these past traumas so they can form healthy attachments with their adoptive families. As a result, treating complex trauma in these children requires treatment that addresses the whole child: 1) safety, 2) relationships and 3) self-regulation and management (Purvis, 2013). Up until this point, most interventions are behavioral-based and revolve around the caregiver and family, such as attachment parenting and Trust-Based Relational Intervention (TBRI) training (Chobhthaigh, 2019). However, few studies focus on adopted children and their use of play, and no studies have been published that revolve around the use of virtual play to treat adopted children with trauma.

Committee: Zack Tucker (Advisor); Dennis Cheatham (Committee Member); Doris Bergen (Committee Member); Anne Roma (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Clinical Psychology; Cognitive Psychology; Cognitive Therapy; Counseling Psychology; Design; Developmental Psychology; Early Childhood Education; Educational Psychology; Educational Technology; Elementary Education; Families and Family Life; Individual and Family Studies; Information Technology; Instructional Design; Mental Health; Neurosciences; Pedagogy; Preschool Education; Psychology; Social Psychology; Social Work; Special Education; Technology; Therapy

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: Health Education

Study One: Purpose. Identify differences in child mental health factors, perceived neighborhood safety, and child health care access by demographic characteristics. Methods. Secondary data analysis of the 2017 Interact for Health Child Well Being Survey. Primary caregivers (n = 2,757) responded to questions about children. A random-digit dial structured questionnaire was utilized. Results. Caregivers reported that less than two-in-ten children (14.5%, n = 398) had good emotional health, 4.1% (n = 112) had depression, and 9.1% (n = 250) anxiety. Depression was higher among White, female, and 11-17 years, and African American children below 100% FPL. White children, age 11-17 years were diagnosed with anxiety more than African American or Other. Most caregivers felt their child was always safe (62.5%, n = 1,719) with 1.0% (n = 27) feeling their child was never-safe in their neighborhood. Caregiver's reported 98.5% (n = 2,705) had health insurance, 98.8% (n = 2,723) had a medical home, 88.3% (n = 2,426) received preventive care services while 11.7% (n = 322) did not. Statistical analyses revealed several differences. Conclusions. White, suburban, higher income, or children from married families received diagnosis and treatment for depression and anxiety more than low income, urban, or minority children found to have lower mental health scores. Increased screening for mental health disorders among vulnerable populations needs to be addressed as a priority. Study Two: Purpose. Identify differences in child caregiver physical health status, mental health status, level of parent emotional support, and perceived levels of neighborhood safety. Methods. Data (n = 2,757) from the 2017 Child Well Being Survey were utilized. Results. Nearly 7 in 10 caregivers reported their physical health as very good or good (68.1%, n = 1,878). A majority of caregivers reported their mental health as very good or good (62.2%, n = 1,707) and 93.3% (n = 2,571) had someone to provide day-t (open full item for complete abstract)

Committee: Liliana Rojas-Guyler Ph.D. (Committee Chair); Amy Bernard Ph.D. (Committee Member); Tina Stanton-Chapman Ph.D. (Committee Member); Bradley Wilson Ph.D. (Committee Member) Subjects: Health Education

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2020, Health Programs

Mental illness is a growing concern among families in the United States, as one in five children between the ages of 13 and 18 suffer from a severe mental illness (National Alliance on Mental Illness, 2013). That means that 20% of children in the country are suffering from an illness whose treatment is difficult to access. Unfortunately, one-fourth of families report problems finding and initiating services for their children, with wait lists that typically start at three months (American Academy of Child and Adolescent Psychiatry, 2013). Even more troubling is the fact that 80% of children with mental illness do not receive any treatment at all (American Academy of Child and Adolescent Psychiatry, 2013). However, to improve access to treatment, organizations need to feel confident that they can open safe, financially sustainable mental health units. The Children's Hospital of Orange County (CHOC) in California recently opened an 18-bed inpatient psychiatric unit that services children ages 3-17 (Perkes, 2016). Many months of thoughtful consideration occurred to develop this elite and cutting-edge model of care. This researcher developed a specific model to approach pediatric mental healthcare through a different lens, called The Core Value Driven Care Model. The model of care is centered around three pillars of focus firmly built on the groundwork of core values. The pillars are representative of People, Place, and Practice, and are anchored in a foundation of empathy, compassion, trust, integrity, dignity, respect, sincerity, unity, honesty, and open-mindedness, as well as trauma-informed thinking. Implementing the Core Value Driven Care Model in a pediatric mental health unit directly impacts the perception of safety and quality of care being provided. The purpose of this study will be to assess the impact the 11 foundational core values have on employee perception of employee safety, patient safety, and quality of care.

Committee: David Meckstroth (Committee Chair); Alyncia Bowen (Committee Member); Jesse Florang (Committee Member) Subjects: Health Care; Health Care Management; Management; Mental Health; Occupational Health; Occupational Safety; Psychology; Systems Design

MS, University of Cincinnati, 2020, Allied Health Sciences: Nutrition

Objective: Determine if individualized coaching by a registered dietitian improves nutritional quality of child care center menus. Design: Paired comparison evaluation of pre- and post-intervention menu quality of foods served. Setting: Child care centers in high-concentrated disadvantaged communities. Participants: Child care providers. Intervention(s): Individualized coaching by a registered dietitian as part of a statewide obesity prevention strategy. Main Outcome Measure(s): Menu score based on meeting state of Ohio menu requirements. Analysis: Paired t-tests to evaluate change in nutritional quality of child care menus, and chi-square test to determine predictors of achieving a perfect post-intervention score. Results: Among 556 child care providers who were invited to participate, 55 responded and of these, 20 met eligibility criteria and completed the intervention. Menus improved significantly (P<0.05) across 7 of 8 food categories, with the largest contributors being increased servings of whole grains and decreased servings of sugary beverages. Providers with smaller licensing capacity were more likely to achieve a perfect post-intervention menu score than providers with larger licensing capacity (P<0.05). Conclusions and Implications: Direct coaching with a registered dietitian shows promise in improving the nutritional quality of child care center menus in high-concentrated disadvantaged communities, especially in settings with smaller licensing capacity.

Committee: Laurie Nommsen-Rivers Ph.D. (Committee Chair); Seung-Yeon Lee Ph.D. (Committee Member) Subjects: Nutrition

Doctor of Psychology (Psy.D.), Xavier University, 2020, Psychology

Children with developmental disabilities have a greater number of medical diagnoses and consequently require more medical experiences than typically-developing children (Schieve et al., 2012). Healthcare providers and parents report that children with developmental disabilities exhibit problematic behaviors and struggle to cooperate with healthcare encounters (Bultas, McMillin, & Zand, 2016). Adaptive care plans are individualized patient-centered plans created to minimize the harmful effects of hospital experiences, and address the challenges that children with developmental disabilities experience during healthcare encounters (Liddle, Birkett, Bonjour, & Risma, 2018). The current study evaluated if adaptive care plans can positively affect the psychosocial outcomes among children with developmental disabilities, and greater parent and medical personnel satisfaction with the healthcare visit, compared to children with developmental disabilities who do not have adaptive care plans. One-hundred and sixty children between 3 and 18 years of age with developmental disabilities and their parents (child's Mage = 8.10, SD = 3.75) were enrolled from outpatient clinics at a pediatric medical center. Results revealed that children with adaptive care plans did not experience less psychosocial distress, and parents as well as medical staff did not perceive adaptive care plans to improve the effectiveness of healthcare encounters. Future research is needed to understand if adaptive care plans reduce psychosocial distress during and after medical procedures, and if children who have specific types of developmental disabilities experience benefit from these plans.

Committee: Tammy Sonnentag Ph.D. (Committee Chair); W. Michael Nelson Ph.D. (Committee Member); Jennifer Gibson Ph.D. (Committee Member) Subjects: Medicine; Psychology

Psy. D., Antioch University, 2018, Antioch Seattle: Clinical Psychology

Mental health issues among school-aged children are a growing concern and subject of intervention and prevention studies nationwide. While several implementation and service delivery models exist for school-based mental health services (SBMHS) they are often localized, population or program specific, and do not adequately address the issues related to stigma. Building on Cook and Kilmer's 2012 article integrating community psychology principles and systems of care values, a review of the literature is conducted to identify issues and barriers from stigma in current school-based and mental health service delivery. Key guidelines and specific considerations are presented to address identified limitations and augment the current implementation models for collaborative SBMHS through the practical application of community psychology principles. The creation and function of a coalition in the spirit of collaboration uniquely provided by partnering systems of care & community psychology principles is a central component. While the main focus and application of these objectives is at the micro and exosystem levels for change, the local community and school, school district and state, they can also be integrated at the macrosystem level for initiatives, legislation, and policy changes.

Committee: Jane Harmon-Jacobs Ph.D. (Committee Chair); Mark Russell Ph.D., ABPP (Committee Member); Jamila Brown Psy.D. (Committee Member) Subjects: Psychology; School Counseling

Doctor of Philosophy, Case Western Reserve University, 2018, History

The Civil Rights Act and the expansion of Title IV of the Social Security Act in 1962 vastly increased the number of children and families eligible for child welfare services in the 1960s. States and counties were able to offer a significant and sustained increase in government support for expanding existing institutional child welfare programs and creating new community based programs. The combination of increased demand and increased funding resulted in the transformation of children's institutions from mostly custodial and residential charitable organizations to mostly therapeutic and community-based government-subsidized nonprofit organizations. This dissertation examines the history of three children's homes affiliated with the National Benevolent Association of the Disciples of Christ from their founding around the turn of the twentieth century to the passage of the Child Abuse Protection and Treatment Act in 1974. These case studies demonstrate how federal legislation, state regulation, and the work of a national accreditation organization, The Child Welfare League of America, influenced the creation of modern child welfare agencies.

Committee: David Hammack (Advisor) Subjects: American History; Modern History; Religion; Welfare

Doctor of Philosophy, Case Western Reserve University, 2017, Social Welfare

Although children can be maltreated at all ages, less is known about the educational effects of maltreatment on children in their adolescent years. This two-part study examined subsequent educational attainment for child welfare involved adolescents. Part one of the study explored the influence that maltreatment type and foster care placement had on educational attainment (n = 337). Part two examined the extent to which foster care exit (reunification or emancipation) influenced the subsequent educational attainment of maltreated adolescents (n = 154). Secondary data analysis was conducted using the National Survey of Child and Adolescent Well-Being (NSCAW). NSCAW is a nationally represented longitudinal study designed to assess outcomes and overall well-being of children and adolescents who were abused or neglected. Results for part one of the study indicated that there were no significant differences in educational attainment between youth who experienced the intervention of foster care and youth who remained with their families after experiencing maltreatment. Overall only 58% of the maltreated adolescents reported completing their education. That is about 15 percent less than the national average at the time Wave 5 data were collected (between 2005 and 2007). Results from part two of the study indicated that reunification with families after foster care placement were associated with lower odds of educational attainment for maltreated adolescents. The results, overall, suggest a need for educational supports and interventions for youth who experience maltreatment during their adolescent years, as maltreated adolescents are an educationally vulnerable population.

Committee: Victor Groza Ph.D. (Committee Chair); Megan Holmes Ph.D. (Committee Member); Elizabeth Tracy Ph.D. (Committee Member); Jill Korbin Ph.D. (Committee Member) Subjects: Social Work

Doctor of Philosophy, The Ohio State University, 1975, Graduate School

Committee: Not Provided (Other) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 1974, Graduate School

Committee: Not Provided (Other) Subjects: History