Doctor of Philosophy (Ph.D.), Bowling Green State University, 2006, Psychology/Clinical

Although the idea of identity construction from component parts into an integrated whole was theorized decades ago by Erickson (1968), it has only recently begun to be studied. Susan Harter's extensive work on the construction of the self attests to the fact that adolescents do perceive and evaluate themselves differently in different domains of life, and that these self-representations differ substantially from early to late adolescence (e.g., Harter, 1999). However, most of the research in this area has tended to focus on adolescents' self-evaluations (i.e., How good am I?) instead of valence-free adolescent self-descriptions (i.e., Who am I?). Not only is more research on adolescent self-descriptions warranted, but there also needs to be more research done on how adolescents actually go about integrating their multiple “selves” into whole identities, or “theories of self,” as defined by Marcia (1987). Therefore, the present study aimed to add to the current body of knowledge on adolescent identity construction by investigating how Jamaican adolescents comparatively valued six major life domains (academic, social, sexual, religious, family, and friends). A new graphical measure of relative domain valuing, the “Identity Pie”, was adapted from Cowan, Cowan and colleagues work (e.g., Cowan & Cowan, 1988) and validated for use in this study. The relations between particular self-identification profiles and life adjustment were explored in addition to gender and developmental stage differences. Overall, Jamaican adolescents reported comparable levels of domain valuing, and academic, psychological and behavioral functioning to U.S. adolescents. The Identity Pie proved to be a valid measure of domain valuing and identity construction. The total sample valued life domains in the following order: schoolwork/family > religion/friends > sports > dating. Many expected gender and grade differences emerged; however, the similarities across gender and grade were overwhelming. Ad (open full item for complete abstract)

Committee: Eric Dubow (Advisor) Subjects:

Psy. D., Antioch University, 2024, Antioch Santa Barbara: Clinical Psychology

Although Attention Deficit Hyperactivity Disorder (ADHD) was once thought to be a disorder specific to childhood and adolescence, it is now accepted that ADHD symptomatology frequently persists into adulthood (Biederman et al., 2010). In addition to poorer social skills and more relationship problems, young adults with ADHD attain lower levels of educational and occupational achievement (Kuriyan et al., 2012). The overarching goal of this study was to understand how ADHD symptomatology impacted the academic functioning of female graduate students diagnosed with ADHD. This study also sought to understand how female graduate students with ADHD coped with the academically deleterious nature of ADHD symptoms. Additionally, this study focused on resilience; specifically, how female graduate students with ADHD experienced themselves as resilient, and how their resilience impacted the ways they coped with the academic challenges and stressors engendered by ADHD symptomatology. Data were collected using a semi-structured interview protocol. Participants' interview transcripts were coded, analyzed, and interpreted using Interpretative Phenomenological Analysis (IPA). Results revealed five group experiential themes [GETs] and 25 individual themes. To increase the validity of the research findings, themes identified in the researcher's data analysis were audited by the researcher's chairperson. In addition to finding that participants used a wide variety of coping skills to manage their ADHD symptomatology, participants' resilience was found to protect against academic impairment and promote development and employment of coping skills and strategies. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu

Committee: Brett Kia-Keating Ed.D. (Committee Chair); Melissa Kennedy Ph.D. (Committee Member); Kristine Jacquin Ph.D. (Committee Member) Subjects: Clinical Psychology

Specialist in Education, Miami University, 2022, School Psychology

Co-teaching research has mainly focused on the perspective of the co-teaching pair, which primarily consists of a general education teacher and special education teacher or intervention specialist. The relationship between the co-teaching pair not only affects practice but has the ability to potentially affect students' academic performance as well as social functioning for those in their classroom. To understand the perspectives of students with and without Individualized Education Plans (IEPs) in the inclusive classroom with co-teachers, researchers surveyed, observed, and interviewed high school students in secondary education algebra I and II classrooms with a general education mathematics teacher and intervention specialist.

Committee: Sarah Watt (Advisor); Dana Cox (Committee Member); Sujay Sabnis (Committee Member) Subjects: Education; Educational Psychology; Special Education; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2018, Clinical Psychology (Arts and Sciences)

Emerging adulthood is increasingly being recognized as a distinct period of human development. This phase of life presents unique challenges, foremost among them is the need to self-manage and function independently in academic and career roles. And, with increasing independence and responsibility comes increased risk. This risk is uniquely great among individuals with emotional and behavioral problems, a group with increased rates of negative outcomes in education, employment, health, and delinquency in young adulthood. In response to these challenges, a handful of transition treatment programs have been developed for emerging adults with mental health problems; however, there is little to no research examining program efficacy or even exploring empirical foundations for the components included in these programs. The purpose of the current study was to explore a set of self-management variables (organization, time management, and motivation) as potentially malleable constructs that may relate to functional outcomes for a sample of emerging adults with a wide range of mental health disorders. Rating scales and ecologically valid assessments of self-management and functioning were collected from a sample of 60 patients with histories of diverse mental health diagnoses in a partial hospitalization setting. Regression analyses indicated that many self-management deficits and coping skills are related to outcomes across academic, job, and overall functioning. Time management skills demonstrated a uniquely strong association with academic functioning, whereas motivation-related deficits and behaviors were most important to job functioning. Finally, self-organization problems were also associated with job impairment and uniquely linked to overall life impairment. These findings help provide empirical support for targeting organization, time management, and motivation enhancement in transition programs developed specifically for emerging adults with mental health problems.

Committee: Steven Evans PhD (Advisor) Subjects: Clinical Psychology; Educational Psychology

PhD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Educational Studies

As a student affairs professional in higher education, my primary role is to support the development of a student outside the classroom, in an effort to enhance and compliment the classroom experience. In doing so, I have the opportunity to engage with students on a day-to-day basis that exhibit excellence in academics, leadership and service to their community. Despite their success in many other areas, when I talk to students they express little to no concern about their high risk activity and, in fact, give no indication that they even see these behaviors as risky. The study was anchored in Social Cognitive and Identity Development Theory, and augmented by the phenomenon of the high functioning alcoholic, or persistent problem drinker. A sequential, explanatory mixed methods design was used in this study to explain variations in alcohol use among students with highly developed academic identity status, with the aim of informing prevention and intervention strategies on college campuses. Specifically, garnering an understanding of the relationship between identity development and decision making related to high risk behaviors can enhance the ability of higher education professionals to better support the developmental needs of students on their campus. During the first phase, a quantitative instrument was distributed to examine the relationships between academic identity status and alcohol use (n = 97). The instrument was a compilation of sub-sections, including general demographics, Academic Identity Measure (AIM), the Risky College Drinking Practices measure, and select questions adapted from the American College Health Assessment: National College Health Assessment. Results do not indicate a significant relationship between Academic Identity Status and decision-making related to alcohol use. Results do indicate significant gender differences in drinks consumed the last time they “partied”/socialized. In addition, a positive correlation was found b (open full item for complete abstract)

Committee: Marcus Johnson Ph.D. (Committee Chair); Rhonda Douglas Brown Ph.D. (Committee Member); Vicki Plano Clark Ph.D. (Committee Member); Rebecca Vidourek Ph.D. (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, The Ohio State University, 2016, EDU Physical Activity and Educational Services

Graduate students in school psychology, school counseling, and school social work are training to work as school-based professionals. In their professional roles, they work with students facing a variety of academic, social, and psychological challenges, including students who are developing their understanding of their own sexual orientation, gender identity, and gender expression. Students whose sexual orientation, gender identity, and gender expression fall outside of what is considered “normal” face significant personal harassment and institutional discrimination (Kosciw et al., 2014; Rankin et al, 2010; Silverschanz et al., 2008; Waldo, 1998; Woodford et al., 2014; Woodford & Kulick, 2014). To date, no research has examined the experiences of harassment among LGBT graduate students training to work as school-based professionals. Building off of extant literature that has examined the experiences of college and graduate students broadly, this study sought to examine whether graduate students in school psychology, school counseling, and school social work face heterosexist harassment that impacts their psychological functioning, academic wellbeing, and attitudes toward sexual minority individuals. Graduate students (N = 297) in school psychology, school counseling and school social work completed an online survey examining heterosexist harassment, psychological functioning, academic wellbeing, and attitudes toward sexual minority individuals. The results of the study found sexual minority are the most likely to experience heterosexist harassment, but that heterosexual students are not immune from this harassment. Additionally, the current study found that individuals who experienced heterosexist harassment had decreased psychological functioning and less favorable perceptions of the climate of their training program. No differences were found in the frequency of harassment experienced and attitudes toward sexual minority individuals.

Committee: Kisha Radliff PhD (Advisor); Colette Dollarhide EdD (Committee Member); Antoinette Miranda PhD (Committee Member); Joe Wheaton PhD (Committee Member) Subjects: Education; Psychology; School Counseling; Social Work

Master of Arts, Miami University, 2010, Psychology

The present study compared reports of perceived parenting style of mothers and fathers from predominantly White-American (n = 276) college students in the United States and Indian college students in India (n = 195). This study investigated whether cultural group identification moderated the relationship between perceived parenting style and college students' interpersonal/family and academic/career functioning. Results indicated that Indian females were most likely to perceive their mothers and fathers as authoritative, followed by U.S. males and females, followed by Indian males. Indian males were most likely to perceive their mothers as authoritarian, followed by U.S. males and females, followed by Indian females. Perceived authoritative parenting was inversely associated with interpersonal and academic problems for Indian and U.S. college students, while perceived authoritarian parenting was positively associated with interpersonal and academic problems in both samples. Culture did not serve as a moderator for perceived parenting style and interpersonal or academic problems.

Committee: Vaishali Raval PhD (Committee Chair); Margaret Wright PhD (Committee Member); Patricia Kerig PhD (Committee Member); Rose Marie Ward PhD (Committee Member) Subjects: Asian Studies; Clinical Psychology; Ethnic Studies; Families and Family Life