Master of Arts (M.A.), University of Dayton, 2019, Psychology, Clinical

Relationship-Contingent Self-Esteem (RCSE) involves individuals basing their self-regard on the nature and outcome of their relationship (Knee, Canevello, Bush, & Cook, 2008). RCSE is said to occur from a thwarting of basic psychological needs, including competence, relatedness, and autonomy (Deci & Ryan, 2000; Knee et al., 2008). When these needs are not fulfilled, issues such as feelings of incompetence, a lack of feeling of control, and issues with connecting with others can occur (Hadden, Rodriguez, Knee, & Porter, 2015). Further, those high in RCSE can have lower relationship satisfaction and experience higher levels of negative emotion (Knee et al., 2008). The objective of the study is to examine how certain personality risk and protective factors that are correlates of the basic psychological needs influence the relationship between RCSE and relationship satisfaction and the experience of negative emotion (i.e., depression). The study draws from a large sample of university alumni (N = 2903) ranging in age from 21 to 90 years old (M = 45.1) from a private Catholic US university. Participants were asked to complete a survey containing a range of measures that examined various personality factors, as well as their current level of depression and satisfaction. Based on moderation analyses (Cohen, Cohen, West, & Aiken, 2003), results indicated a significant positive association between RCSE and relationship satisfaction for males that weakened as level of competence increased. However, no significant association between RCSE and relationship satisfaction was found for any of the other correlates of the basic psychological needs. For both males and females low in autonomy, high in anxious attachment, and high in self-alienation, a significant positive association was found to exist between RCSE and depression. Similarly, a significant positive association was also found for females low in competence and self-compassion and for males low in relatedness and hi (open full item for complete abstract)

Psy. D., Antioch University, 2015, Antioch Seattle: Clinical Psychology

The Children's Institute on Mercer Island (CHILD) is a private therapeutic day school in the Seattle area serving students in elementary and secondary education. Their stated mission is to "provide innovative school programs and therapies that promote social, emotional and academic development for children with special needs." In the fall of 2012 they engaged in a program evaluation that in many respects resembles a needs assessment in order to explore and improve aspects of their functioning. Through preliminary evaluation processes, including dialogue with CHILD's Leadership Team and a survey of internal stakeholders, an area of interest in student mental health was uncovered and an initial evaluation question emerged: "How does CHILD claim expertise, particularly in the area of mental health?" Historically, evidence of CHILD's impact in this regard has been largely anecdotal. Aside from a limited collection of behavioral data pertaining largely to IEP goals and objectives, CHILD does not track mental health, or long-term student outcomes. As a program interested in its own claims to "expertise," members of the Leadership Team and other stakeholders have called for improved data collection in this regard. This program evaluation is an attempt to understand the types of data that would be most useful to CHILD's interest in expertise and then design a program for tracking this data. Bronfenbrenner's (1994) ecological model was used as a framework for guiding data collection, the results of which are synthesized and integrated into a series of recommendations constituting the final results of the project. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.edu/etd

Doctor of Philosophy, University of Akron, 2015, Marriage and Family Counseling/Therapy

The dissertation is about foster care alumni (adults who had been in foster care at a point during their developmental years) and the long-term implication it has on their adult attachment style. It also explores how these foster care alumni interpreted their foster care experience. For this qualitative study, six foster care alumni were interviewed. Nine themes emerged: trauma, stolen childhood, relationship style, trust issues, anxieties, current parenting concerns, broken system, coping strategies and implications for counseling. The results of this study indicate that there are some attachment implications for foster care alumni and that the experience of being in foster care was generally experienced as negative.

Doctor of Education , University of Dayton, 2023, Educational Administration

This mixed methods study focused on why mathematical outcomes for African American and Latinx students are substantially lower than any subgroup at an Ohio elementary school. A critical participatory action research design and phenomenological approach was used to uncover what teachers and administrators deemed effective in improving math instruction and quantifiable data that explored proficiency and growth of African American and Latinx students compared to their White peers. Results indicate that opportunity gaps and the absence of positive relationship between African American students and teachers negatively impact their mathematical performance. The proposed action plan calls for: ongoing professional learning on community cultural wealth, the adoption of CRP framework, weekly professional learning communities, after-school program, and alternate times and spaces for PTO meetings.

Master of Arts, Miami University, 2022, Economics

The pandemic resulting from the spread of the COVID-19 virus caused an ongoing period of economic downturn. Due to the low cyclicality of the service sector, previous recessions hit other fields more severely, creating a unique case of decline during the pandemic. However, due to the inflexible and high contact nature of the said sector, we see drastic differences across wages, employment, and a number of establishments with an increase in COVID-19 cases. We focus on the survivability of the service sector, particularly the privately-owned restaurant, throughout the pandemic. We hypothesize that warmer climates tend to improve the health of the industry in the observed state. By constructing a two-way fixed effect model with interaction between weather and cases, we find that with low to severe cases numbers, an increase in temperature leads to a positive effect on the service sector and restaurant industry outcomes.

Specialist in Education, Miami University, 2021, School Psychology

A small body of research has documented the successes of school-based holistic case management programs, which provide resources for economically marginalized families. Using data from a holistic case management program in Ohio, this study uses pre- and post-survey data to systematically explore the impact of community liaison actions on student and family outcomes through multiple regression analyses. Data regarding 42 student participants was analyzed to understand the combined and unique explanatory power of liaison contact frequency, contact type, and average session duration on variance among the following outcome variables: student reading competence, student cognitive competence, student social competence, family-school involvement, and family cohesion. Results revealed statistically significant findings for the impact of the predictor variables on family cohesion, indicating greater family cohesion as a result of liaison efforts. Further, the model indicated that a higher frequency of sessions, a higher average duration, and in-person meetings were beneficial, with frequency having the strongest effect on the relationship in the model. These findings are based on a small sample, but have potential implications for the implementation of future holistic case management programs, the distribution liaison efforts, and future research in the field.

Doctor of Philosophy, Case Western Reserve University, 2019, Nursing

Parents of infants hospitalized in the neonatal intensive care unit (NICU) are tasked with difficult decisions and sometimes need to decide between initiation or continuation of medical intervention versus withholding or withdrawal. Research has shown that parents cite the importance of maintaining hope; receiving honest information; engaging in dynamic communication; and feeling supported as crucial to the process of decision-making. However, little is known regarding outcomes of decision-making, and more specifically, whether parents are satisfied with the outcomes of decision-making and how this satisfaction or dissatisfaction may relate to the development of post-traumatic stress disorder (PTSD). The purpose of this mixed-methods study was to explore mothers' perspectives regarding the outcomes of decision-making for their surviving infants formerly hospitalized in the NICU, with specific attention to the types of decisions that mothers perceived to be most important, decisional satisfaction, and the development of PTSD, and to further evaluate factors that were related to decisional satisfaction and PTSD through a cross-sectional descriptive questionnaire and semi-structured interview. Forty-four mothers participated. The small sample size dictates that results should be interpreted with caution. Thirty-four percent of mothers desired shared decision-making while 23% perceived that it had actually occurred. Eighty-two percent of mothers were satisfied with the outcome of their decision-making. Higher certainty regarding the decision (p = 0.023) and better neurodevelopmental score (p = 0.029) were significantly related to decisional satisfaction, while lower gestational age at birth (p = 0.068) approached significance. Twenty-seven percent of mothers met clinical cut-off as having diagnosable PTSD and a further 25% had elevated scores just below threshold. Satisfaction with preparation for NICU admission approached significance (p = 0.084) in relationship to d (open full item for complete abstract)

Specialist in Education, Miami University, 2019, School Psychology

The Success Program, a school-based program that assists low-income students and their families meet basic non-cognitive needs has previously been shown to improve participants' academic and social outcomes. However, it is unknown if the program has differential effects across participants with and without reported mental health disorders. Thus, this study examines whether the program yields differential social and academic outcomes across students with and without a family reported mental health disorder.

Master of Public Administration (MPA), Bowling Green State University, 2018, Public Administration

This research utilized the qualitative research design to explore the perceptions of people about the Ghana School Feeding Program(SFP) and its impacts on school enrollment, attendance, retention and academic performance of primary schoolchildren. The research also explores some of the challenges encountered in the implementation of the SFP in Ghana. The key questions that the research sought to address include; What are the impacts of the SFP on school enrollment, attendance and completion?, What are the impacts of the SFP on the academic performances of primary schoolchildren? and What are the challenges involved in the implementation of the SFP? In addressing these questions, the researcher utilized the Maslow's Hierarchy of Needs to explore the relationship between hunger and educational outcomes. Twelve participants were selected from six selected schools in the Accra Central District of the Greater Accra Region, Ghana to participate in the research. Participants for the research were selected through the purposive type of sampling and they included parents, teachers, administrators and caterers. Data was collected through a semi- structured phone interview. The findings of the study revealed the perceptions teachers, caterers, parents and school administrators have about the SFP and its impact on enrollment, attendance, completion and the academic performances of primary schoolchildren. Overall, the research participants perceive the SFP to improve educational and academic outcomes of primary schoolchildren. The research also found other issues such as improvement in cognitive development and the reduction of hunger associated with the SFP. Furthermore, the research found some major challenges of the SFP in the implementation of the SFP. These include, the lack of financial resources, the delay of funds to support the implementation of the SFP and poor nutrition mainly associated with improper menu planning and the frequent absence of vege (open full item for complete abstract)

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to conduct a secondary data analysis in order to examine the relationship of three evidence-based high school course of study predictors: (a) inclusion, (b) career and technical education, and (c) work-study experience, on the post-school outcomes for post-secondary education and employment, for a population of students with autism. Participants were selected from a sample of 5,919 students with disabilities in the state of Ohio. All students identified in the disability category of autism were included (N = 136). Results established three predictor variables for improving outcomes for post-secondary education and employment for students with autism. First, inclusion in the general education classes for at least 80% of the time was highly associated with post-school outcomes for post-secondary education. Second, academic proficiency, defined as passing all five of the Ohio graduation tests, was highly associated with post-school outcomes for post-secondary education. Finally, a work-study program was associated with positive employment outcomes. Implications for transition planning include: use of evidence-based predictors to improve post-school goals; and post-school goals should reflect a course of study that improves the odds of meeting that goal. Predictors such as inclusion or work-study programs can positively contribute to better transition planning that can improve opportunities for post-secondary education and employment.

Master of Sciences, Case Western Reserve University, 2014, Clinical Research

Extremely premature infants often have transient neurological abnormalities (TNA) during infancy and the implications of TNA for school age functioning are unclear. The aim of this study was to determine if the neurological exam at 8 and 20 months predicts cognitive, behavioral, and motor outcomes in early elementary school. A cohort of 124 infants, admitted in 2001-2003, were examined in early childhood and then yearly between kindergarten and 2nd grade. Analysis with cross-sectional study methods and mixed modeling, demonstrated an increased risk of cognitive problems, academic problems, and motor problems in children with TNA and persistent neurological abnormalities (AB) compared to those in the neurologically normal (NN) group. There is not an accelerated rate of skill acquisition in the TNA group or AB group to allow for catch-up growth compared to the NN group. Children with TNA represent a commonly unrecognized group with high risk of difficulties at school entry.

PhD, University of Cincinnati, 2013, Engineering and Applied Science: Industrial Engineering

Health and safety are gaining increasing interest across industries, but the business case for workplace health is not necessarily solid, as most operations models focus largely on compliance and risk mitigation. Managers realize that organizational health goes beyond health costs because employees are the primary drivers in achieving the business's desired performance. A more balanced approach should account for both contributions of a healthy workforce and the resources required to support it. This research introduces a financial model to quantify the effect of improvements on health and safety in the workplace, by (1) establishing a numerical relationship between improvements in the work environment and performance outcomes and (2) linking multiple operational outcomes into a common financial indicator. While different methods have been proposed to assess the implementation of health and safety programs, the challenge for any financial approach is the aggregation of the different performance outcomes linked to health and safety improvement. The Economic Assessment of the Work Environment (EAWE) builds upon prior work regarding health assessment in the workplace to forecast the financial benefits of health and safety implementations. The model can be applied by any organizational unit following a five-step process, beginning with a health assessment of the workplace to identify critical elements in the work environment. Based on the health assessment, an action plan is developed to address those gaps in the work environment. Next, performance targets are defined based on a set of internal goals and external benchmarks. The economic model transforms the expected improvements in the health and safety status into expected performance outcomes. The net cash-flow effect on the firm is the result of the combined costs and benefits associated with the implementation plan. The implementation plan should be applied in stages, starting from individual jobs and procee (open full item for complete abstract)

Doctor of Philosophy, Case Western Reserve University, 2013, Nursing

A Retrospective Study Comparing Shared Medical Appointments with Usual Health Care on Clinical Outcomes and Quality Measures in Veterans with Type 2 Diabetes Abstract by MARIANNE DeMEO HARRIS The Center for Disease Control (CDC) reports that chronic disease accounts for more than 75% of the nation's $2 trillion in medical care costs, and the direct and indirect costs of a chronic disease such as diabetes alone is estimated at $174 billion dollars a year. Diabetes and heart disease frequently occur reciprocally because over time, elevated blood sugar levels lead to microvascular alterations in the intimal layer of the blood vessels. Despite the serious risks of these two medical conditions, our current health care system has yet to develop effective strategies for managing diabetes, and minimizing heart disease risk. One model of care that shows promise, however, is shared medical appointments (SMA), also known as group medical visits where a multidisciplinary team of health professionals provide health care to a cohort of patients at the same time in a supportive, educational, and interactive environment. There are a limited number of studies on utilizing shared medical appointments to manage diabetes and heart disease, and most show mixed results. Therefore, the author proposed to continue to build evidence on this topic and promulgates the following hypothesis: Compared to veterans who receive usual care (UC), (n=617) veterans with type 2 diabetes who utilize shared medical appointments (n=371) will have significantly better clinical outcomes, and higher levels of provider adherence to accepted VA Department of Defense (DoD) diabetes clinical practice guidelines. This 3-year retrospective two-group observational study utilized an existing Veterans Administration (VA) VISN 10 database warehouse, and Computerized Patient Record System (CPRS). Emergency room data was also abstracted retrospectively over the same 3-year study period. Additional co-morbidities th (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2009, ED Physical Activities and Educational Services

The purpose of this study was to investigate the relationships among investment in workplace learning, organizational perspective on human resource development (HRD), organizational outcomes of workplace learning, and organizational performance using the 2005 and 2007 Human Capital Corporate Panel (HCCP) surveys in Korean companies. The conceptual model proposed that investment in workplace learning was assumed to influence organizational outcomes of workplace learning, which affect in turn organizational financial performance. In addition, organizational perspective on HRD was expected to moderate between investment in workplace learning and organizational outcomes of workplace learning. The current study utilized nationally-representative datasets from the 2005 and 2007 HCCP surveys in South Korea to examine these relationships specified in the model at organizational level. In addition, the data were analyzed using structural equation modeling. The results showed a significantly positive relationship between investment in workplace learning and organizational outcomes of workplace learning. The current research also found a significantly positive relationship between organizational outcomes of workplace learning and organizational performance. In addition, the mediating effects of organizational outcomes of workplace learning were identified between investment in workplace learning and organizational performance. However, the moderating effect of organizational perspective on HRD did not exist in the relationship between investment in workplace learning and organizational outcomes of workplace learning. Moreover, this study compared two groups, manufacturing industry and non-manufacturing industry, to determine whether the conceptual model proposed in this study was the same for both the manufacturing industry and the non-manufacturing industry, using multiple-group SEM models. The results showed that there was a statistical difference in terms of the fit in the (open full item for complete abstract)

PHD, Kent State University, 2009, College of Education, Health, and Human Services / Department of Educational Foundations and Special Services

The purpose of this study was to examine the relationship between Integrated Systems Model (ISM) implementation and student outcomes. Specifically, the study examined the effect on academic outcomes of (a) overall ISM implementation level, (b) implementation level of each of the six Key Features of ISM, and (c) implementation level of the academic and behavioral components of ISM. Although the effect of ISM implementation level of behavioral outcomes was also of interest, limited available data precluded appropriate analysis of this issue. Data were accessed on a sample of 2,660 students attending six Ohio elementary schools. Dependent variables included z-scores for student oral reading fluency assessments. Independent variables included (a) school implementation level of nine components of ISM as assessed by the Implementation Evaluation Tool (IET; State Improvement Grant State Steering Committee, 2007), and (b) initial student reading performance as indicated by assessment scores from one year prior. Multiple two-way factorial ANOVAs were conducted using IET implementation level and initial student reading performance as independent variables. Results suggested a main effect of implementation level on student outcomes for (a) overall ISM implementation level, (b) implementation level of four of the six Key Features of ISM, and (c) implementation level of academic components of ISM. Additionally, interaction effects were found across most of the analyses, suggesting a stronger positive effect of implementation level on student academic outcomes for initially Low performing students. The magnitude of the observed effects varied; however, all effects were in the small or medium range. This study has limitations in its design, internal validity, and sampling. Despite these limitations, several implications appear warranted. First, it is important for schools to monitor implementation levels of ISM and its Key Features. Additionally, results indicate components of I (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2007, German

Participation in study-abroad programs has become more and more prevalent in the last fifty years. This increase has created a greater need for research on the effects of study abroad. The objective of this study was to determine participant-perceived learning outcomes of study-abroad programs in Germany or Austria. These outcomes were centered on the social and cultural domain, language acquisition, and career influences. I also analyzed the objectives of the study-abroad programs to determine whether those aims were met. Seven established university programs with similar designs were used for this research. A total of 203 study-abroad alumni completed a carefully designed, online survey instrument. Survey questions asked participants to gauge the impact of the study-abroad experience on their language learning, cultural awareness, and career paths. Program literature from each university was analyzed, and interviews with program administration were conducted to designate the objectives of the programs. Results of the study showed that alumni reported increases in all three learning outcome domains. This perception, however, was strongest within the realm of personal and cultural development. While subjects recognized a degree of language acquisition, a feeling of missed language-learning opportunities emerged. Interestingly, participants did not indicate that gaining job marketability was a main goal for going abroad, and they, consequently, perceived a lower level of job marketability. The three main objectives of the university programs were language acquisition, personal development, and academic immersion. Over 80% of alumni felt a significant increase in their personal development, while 80.3% perceived a great deal of academic immersion, and 72% a significant increase in language acquisition. This study was a first step in objectively verifying the learning outcomes of study abroad. Recommendations for practice and improvement of programs were included as we (open full item for complete abstract)

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2025, Health Programs

The rapidly aging population in the United States, combined with increased healthcare costs, has led to an increased use of integrated models of care. Despite the patient lying at the theoretical center of integrated care, existing research has focused on clinical outcomes and cost efficacy rather than whether or not the model is meeting the participant's unique needs. This quantitative, exploratory study intended to identify the relationship between perceived quality of life outcome measures and integrated care participation among a cluster of senior living communities in Michigan. This study was guided by Donabedian's model, which described patient-centeredness as a core construct in pursuing innovative models of care (Berwick & Fox, 2016). Participants were split into integrated and non-integrated care subgroups, each with 88 participants. The study found a significant relationship between perceived quality of life outcome measures and integrated care participation (p< 0.001). However, the Mann-Whitney U test found no significant relationship between the two groups with a p-value of 0.058. Additionally, findings indicated that socioeconomic status does have a significant moderating effect on the relationship between integrated care participation and perceived quality of life, with a p-value of < 0.001. These findings will encourage future integrated care researchers to focus on patient centered outcome measures to improve comprehension, allowing patients to participate in the informed consent process when enrolling in an integrated model of care.

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2025, Health Programs

This study examined the impact of electronic prescription generation and transmission, patient access, and secure electronic messaging on health information exchange (HIE) utilization during healthcare transitions. Leveraging longitudinal data from the 2018 CMS EHR Incentive Program, this research tested hypotheses concerning the influence of these variables on HIE utilization using a quantitative method. Findings from logistic regression analyses indicated that electronic prescription practices (B = 2.265, OR = 9.628, p < .001) and patient electronic access capabilities (B = 1.108, OR = 3.027, p < .001) significantly increased HIE usage, aligning with previous studies that underscored the importance of digital prescription systems and patient empowerment in HIE enhancement. Additionally, secure electronic messaging showed a significant association with HIE utilization (χ²(1) = 126.982, p < .001), further reinforcing the role of secure communication in effective healthcare information exchange. A combined predictive model revealed that electronic prescriptions and patient electronic access drastically improved the likelihood of HIE adoption (B = 4.546, OR = 94.284, p < .001), highlighting a synergistic effect. These findings underscored the need for integrated technological frameworks within healthcare systems to optimize communication and care coordination, ultimately improving patient outcomes. The study advocated continued investment in digital health tools to strengthen HIE systems and enhance healthcare delivery.

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Teachers are committed to meeting the individual needs of their students, and despite challenges such as a lack of preparedness and formal training, they rose to the occasion and adapted to provide remote instruction during the COVID-19 pandemic. This study contributes to the existing literature on the impact of COVID-19 on students, with a specific focus on those identified with special needs. As a survey-based research study, it aimed to gather insights from educators regarding their efforts to provide remote instruction for these students using Universal Design for Learning (UDL). The results of the study indicate that there were no significant associations between remote learning and grading leniency or student outcomes nor between systemic inequities (e.g., digital divide) and student outcomes. The application of UDL principles, based on reported training levels, showed no significant associate with modified teaching approaches or student outcomes. Additionally, UDL's impact on diverse learners did not yield significant improvements in academic outcomes. Lastly, while teachers reported mixed perceptions of their efficacy during and post-pandemic, no significant statistical associations were found. Overall, while educators adapted and responded to the challenges, the study found limited statistical significance regarding academic outcomes.

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

The purpose of the study was to identify how effective communication on behalf of the building principal enhances school culture, management, instructional practices, and collaboration. Ten teachers from ten different school districts within Trumbull County, Ohio participated in semi-structured interviews and provided at least one school-based document that they believed captured the essence of the communication practices of their building principal. An analysis of the data collected from these interviews and document reviews produced seven themes and findings. Effective communication was defined by participants as the ability to listen and share information. Principals who effectively communicate build connections, trust, and morale within the teaching staff while setting clear expectations and maintaining productive relationships with frequent and predictable systems of information sharing. Most often, principals focus their communication efforts on aspects surrounding school culture and management despite the challenges or barriers to effective communication that include the variety of roles and responsibilities that principals now find themselves responsible for. Effective communication by the building principal was determined to be imperative to positive school outcomes. The theoretical and practical implications for current and future building principals as a result of this study are potentially significant. Several common practices were identified by participants in this study as examples of effective communication. These practices included the use of weekly newsletters or updates, setting clear expectations, building connections and relationships, and establishing trust to foster staff morale. Additional research is required to better understand how building principals overcome the barriers or challenges to effective communication to drive desired school outcomes.