Specialist in Education (Ed.S.), University of Dayton, 2014, School Psychology

This study examined the impact of targeted recruitment strategies during School Psychology Awareness Week (SPAW) on the number of applicants who applied to the University of Dayton's (UD) School Psychology Program and whether the recruitment efforts yielded a more diverse applicant pool and incoming cohort to the program. Researchers presented to undergraduate psychology and education students (N = 195) at eight universities in Ohio, including two Historically Black Colleges and Universities (HBCUs). Applicants' demographic information from the previous year was compared to applicant data from the current year. In addition, a comparison between the diversity of the program's cohort in 2012 to 2013 was made. Participants' interest in applying to a school psychology program was measured through the School Psychology Awareness Inventory (SPAI). Researchers also obtained suggestions and improvements for the SPAW presentation and the types of recruitment information students found beneficial through qualitative data analysis. While there were no statistically significant differences between the two applicant pools, the diversity ratio of cohort 2012 to cohort 2013 increased in variability in terms of age, ethnicity, and gender. There was an increase in the level of interest in school psychology among participants, who reported the presentation to be beneficial. Implications for school psychology graduate program recruitment strategies are discussed with regard to increasing the diversity in the field.

Committee: Susan Davies EdD (Advisor); Elana Bernstein PhD (Committee Member); Bobbie Fiori (Committee Member) Subjects: Education; Educational Psychology; Psychology

Specialist in Education (Ed.S.), University of Dayton, 2014, School Psychology

The purpose of the present study was to examine the efficacy of a recruitment presentation conducted during School Psychology Awareness Week on increasing undergraduate students' knowledge of and interest in the field of school psychology. A program evaluation design was utilized to determine if targeted strategies were an effective means of recruitment for the School Psychology program at the University of Dayton. Eight Ohio universities were selected and agreed to participate in the study, yielding a total of 192 participants. Participants were given a pre-School Psychology Awareness Inventory (SPAI) to assess their knowledge of and interest in the field of school psychology, among other areas. Participants were then shown a PowerPoint presentation on school psychology and provided with informational brochures on the University of Dayton's program, along with the contact information of the researcher, her thesis partner, and the University of Dayton's program coordinator, Dr. Susan Davies. Immediately following these targeted recruitment strategies, participants were administered the post-SPAI to re-assess their knowledge of and interest in the field of school psychology. Results demonstrated that both knowledge and interest increased significantly between pre-SPAI and post-SPAI, indicating the targeted recruitment strategies were effective in increasing awareness of and interest in the field of school psychology. Implications for future recruitment of students in school psychology are discussed.

Committee: Susan Davies Ed.D. (Advisor); Elana Bernstein Ph.D. (Committee Member); Bobbie Fiori (Committee Member) Subjects: Education; Educational Psychology; Psychology

Specialist in Education (Ed.S.), University of Dayton, 2021, School Psychology

The field of school psychology is currently facing a shortage that has impacted states across the nation. This study examined data gathered from individual interviews of currently licensed school psychologists within the state of Ohio who have worked with an educator on special assignment due to the shortage of trained school psychologists within the state. The study aimed to gather more information regarding school psychologists' perceptions of this practice including any benefits or drawbacks that they had experienced or anticipated. Analysis of the interviews resulted in four broad themes, variation in the role of an educator on special assignment, need, concerns, benefits/opportunities, and solutions. Interviewees indicated a clear need for support based upon the shortage and clerical demands, while also revealing concerns surrounding potential misuse of the position, a lack of opportunity to work with students, and inconsistent background/training for the role. Some of the benefits noted included reduced burnout and additional time to engage in consultation and other practice. While the use of educators on special assignment is one potential solution being utilized within the state of Ohio, additional proposals for solutions such as clerical support/paperwork reductions, more trained school psychologists/graduate programs, more flexible training opportunities, and pay commensurate with education were also revealed. Recommendations for future discussions to provide clarification of this role and explore other potential solutions to the shortage both within Ohio and nationally are provided.

Committee: Sawyer Hunley Dr. (Committee Chair); Susan Davies Dr. (Committee Member); David Dolph Dr. (Committee Member) Subjects: Education; Psychology; School Counseling

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

School psychology continues to experience professional shortages in the face of increased need. Burnout and other sources of job turnover have been researched; however, there are limited studies on the specific factors influencing retention. The present study investigated sources of job satisfaction among experienced school psychologists. Seven school psychologists with at least 10 years of experience in the state of Ohio were interviewed regarding their reasons for remaining in their roles. Interview transcripts were subjected to thematic analysis to identify themes across participant experiences. Results indicated both intrinsic and extrinsic sources of job satisfaction in the field of school psychology. Common themes across participants included the value of meaningful work, professional autonomy, supportive work environments, and positive staff relationships. This study provides insight regarding drivers of motivation for school psychologists to remain in the field long-term, which contains implications for improving the current shortage of these professionals in the state of Ohio. Educational agencies seeking to retain professionals should foster supportive environments, clear roles, professional development, and work-life balance.

Committee: Susan Davies (Committee Chair); Meredith Montgomery (Committee Member); James Ayers (Committee Member) Subjects: Educational Psychology; Mental Health; Psychology

Doctor of Philosophy, The Ohio State University, 2017, Educational Studies

The purpose of this study was to examine current school psychology practitioners' demographics as well as graduate training experiences, including content focused upon linguistically diverse students and firsthand experiences with English language learners (ELLs) and bilingual students. This study assessed the demographic variables of those who currently provide services to ELLs, and identified common training characteristics of practitioners who provide services to linguistically diverse students. By examining the reported self-efficacy and individual level of perceived competence for the sample of school psychology practitioners, the data helped to identify potential areas of need for school psychology training programs. Further, the analysis of the survey data provided implications for the field of school psychology by exploring the availability and willingness of students and practitioners to utilize available in-person and online professional development topics. The results of this study showed that both the number of graduate training opportunities and the presence of graduate training to work with marginalized populations significantly correlated with a high sense of self-efficacy.

Committee: Antoinette Miranda (Advisor) Subjects: Education

PhD, University of Cincinnati, 2001, Education : School Psychology

This research seeks to evaluate the outcomes of a school psychology training practicum by replicating accountability procedures used in prior research. These procedures emphasize the use of single case design data and follow a procedural checklist developed for intervention-oriented service delivery. Results are reported in terms of trainees' adherence to service delivery procedures, consultees' adherence to intervention procedures, and intervention outcomes. Intervention outcomes are derived from visual analysis of graphic data, calculation of effect size and percent of non-overlapping data, goal attainment scaling, and social validity ratings. The outcomes are discussed as indicators of accountability for the school psychology student cohort and are discussed in the context of data from previous cohorts. Implications for establishing the application of these accountability procedures in applied settings are discussed, as is the need for further research in the use of meta-analysis techniques for single-case design studies.

Committee: David Barnett PhD (Advisor); Janet Graden PhD (Other); Nancy Evers PhD (Other); Daniel Langmeyer PhD (Other) Subjects:

Specialist in Education, Miami University, 2008, School Psychology

This research evaluates the effects of a short presentation to increase student teachers knowledge of the role of school psychologists. Also, analyzed was whether attending the presentation results in more interactions with school psychologists. During the academic semester, a group of student teachers was divided into control and experimental groups. Throughout the semester, the experimental group completed surveys on their knowledge, desire to consult, and interactions with school psychologists. They also attended a brief presentation on the roles of school psychologists. Those participants in the control group did not attend the presentation. The levels of knowledge, desire to consult, and number of interactions with psychologists were compared. There was not a significant difference between the experimental and control groups for levels of knowledge, desire to consult and for interactions. Qualitative phone interviews with student teachers were conducted to gather more information on their interactions and experiences with school psychologists.

Committee: Doris Bergen Ph.D. (Committee Chair); Ray Witte Ph.D. (Committee Member); Kathy McMahon-Klosterman Ph.D. (Committee Member); Robert Burke Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Psychology

Master of Arts, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

This dissertation contributes to the discussion of what contributes to school district rankings in the state of Ohio. It uses Latent Profile Analysis to explore different variables at the contextual and district level as they correspond to Ohio's Performance Index academic measure and Value-Added academic measure. Results show that contextual variables contribute more to the Performance Index academic measure, while district variables contribute more to the ValueAdded academic measure. School districts in Ohio should not be compared solely through Performance Index. Instead, districts should be compared through Value-Added, or a combination of the two. This study calls for an improved individualized comparison model to apply to school districts when evaluating them.

Committee: Jeremy Coles (Committee Chair); Jon Brasfield (Committee Member); Kyle Wagner (Committee Member) Subjects: Education; Education Policy; Educational Psychology; Educational Tests and Measurements; Mathematics

Doctor of Philosophy, University of Akron, 2024, Counseling Psychology

Health service psychology (HSP) students are at a high risk of burnout and physical and mental health problems (El-Ghoroury et al., 2011; Rummell, 2015). Research has begun to explore environmental factors within training programs that cause or prevent burnout (e.g., Kovach Clark et al., 2009; Swords & Ellis, 2017). Using the Job Demands-Resources (JD-R) model of burnout (Bakker & Demerouti, 2017; Demerouti et al., 2001), the present study assessed the relationships between demands, resources, and burnout symptoms in a sample of HSP doctoral students. Structural equation modeling was used to test the JD-R model and compare the relative contributions of perceived workload, weekly work hours, sense of community, work environment, and relationships with academic advisors and clinical supervisors to students' symptoms of exhaustion and disengagement. Analyses of variance were used to explore demographic group differences to better understand the experiences of diverse students, especially those with minoritized identities. Participants reported high levels of burnout symptoms, especially exhaustion. The hypothesized JD-R model, which contains unique and separate pathways representing the processes by which job demands sap energy and job resources promote engagement, did not yield interpretable parameters and thus was not a good fit to the data. However, an alternative model containing additional pathways between job demands and resources and burnout symptoms fit the data well and collectively predicted about half (50.8%) the variance in exhaustion and about a third (31.8%) of the variance in disengagement. The results demonstrated HSP doctoral students' experiences of burnout are highly linked to environmental factors. High demands impair students' health and create exhaustion, while lacking resources impair motivation and create disengagement. Perceived workload, sense of community, and the work environment had the largest effects on burnout sym (open full item for complete abstract)

Committee: Margo Gregor (Advisor); Joelle Elicker (Committee Member); Ingrid Weigold (Committee Member); Varunee Faii Sangganjanavanich (Committee Member); John Queener (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Education; Health Sciences; Multicultural Education; Occupational Health; Psychology; School Counseling

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

This thesis investigates the relationship between the presence of Gay-Straight Alliances (GSAs) and school staff attitudes toward and knowledge of LGBTQ+ students and issues. Drawing upon existing literature highlighting the significance of social supports for LGBTQ+ populations in educational settings, this study focuses on the attitudes and knowledge of LGBTQ+ rights and risk factors held by school staff in high schools with and without GSAs. A quantitative survey design was employed, utilizing adapted measures from existing research tools to assess school staff attitudes and knowledge regarding LGBTQ+ student populations. Results revealed no significant differences in knowledge or attitudes between schools with and without GSAs. These findings suggest that while GSAs provide vital support for LGBTQ+ students, additional strategies beyond their presence alone may be necessary to enhance school staff knowledge and attitudes, emphasizing the importance of comprehensive LGBTQ+ inclusivity initiatives within educational settings.

Committee: Susan Davies (Committee Chair) Subjects: Counseling Psychology; Educational Psychology; Glbt Studies; Psychology; School Counseling

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

Most US states prohibit firearms in K-12 schools; however, some states have adopted exceptions that allow teachers to carry guns in the classroom. In the implementation of any policy, especially one that integrates the sensitive topics of education and gun policy, it is important to consider the perspectives of key stakeholders. The present study examined the perceptions of K-12 teachers on the topics of school safety and the carrying of firearms within the school setting as a preventative measure. Participants included K-12 teachers who responded to a survey request. Results were consistent with the majority of extant research, indicating that a majority of participants demonstrated some level of opposition to teachers carrying firearms in K-12 schools. Proper training yielded a slight increase in approval; however, a majority of respondents were opposed to faculty carry firearms in any capacity. The majority of K-12 teachers, regardless of district typology, express strong disagreement for these policies, however, the percentage of the majority is substantially larger within the urban population than within the suburban and rural populations. Implications regarding generalizability and future research are discussed.

Committee: Susan Davies (Committee Chair); Meredith Wronowski (Committee Member); Elana Bernstein (Committee Member) Subjects: Counseling Education; Education; Education Policy; Educational Leadership; Educational Psychology; Psychology; School Administration; Social Psychology

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: School Psychology

The disproportionate use of suspension and expulsion targeting Black students is a longstanding problem in the American educational system. Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adult-like than their White counterparts. Culturally relevant interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inconducive school systems for Black girls. The purpose of this current study was to develop and implement a culturally enriched social emotional learning (SEL) curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of FYCQ intervention on Black adolescent girls.

Committee: Tai Collins Ph.D. (Committee Chair); Renee Hawkins Ph.D. (Committee Member); Littisha Bates Ph.D. (Committee Member) Subjects: Psychology

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

Traumatic Brain Injuries (TBI) can have a devastating impact on victims and their families. Families living in rural communities experience unique barriers to receiving care for complex medical needs. While little research exists surrounding TBI specifically, medical staff, school staff, and caregivers for children with complex medical conditions report a range of barriers and facilitators to coordinating care for their child. The current study explored the experiences of rural caregivers for children with TBI, gaining the insights of caregivers, school staff, and medical professionals who cared for a child with a TBI who transitioned to public school after the injury. Themes included the need to navigate complex situations, support from small communities, isolation and loneliness, differences in experience based on severity of injury, and feelings of hope. Barriers to quality care coordination included navigating complex situations, access to transportation, and lack of communication or education from agencies. Facilitators included support from small communities and interagency communication. Based on information from the interviews, more comprehensive coordination between agencies is recommended, including care coordination that was not limited to that covered by insurance. Implications for practitioners include being cognizant of the difficulties caregivers face, providing flexibility due to transportation barriers, creating more comprehensive care for students with mild TBI, and providing more education.

Committee: Susan Davies (Committee Chair) Subjects: Developmental Psychology; Early Childhood Education; Education Policy; Educational Psychology; Families and Family Life; Health Care; Health Care Management; Physical Therapy; Psychology; School Administration; School Counseling; Special Education; Sports Medicine

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

At least one of five children have the personality trait Sensory Processing Sensitivity (SPS) (Aron, 2002). Students with SPS, otherwise known as highly sensitive children (HSC) process information deeply, are easily overstimulated, have high levels of empathy accompanied by emotional reactivity, and are sensitive to subtle stimuli in their environment. The trait can have positive implications with a supportive home environment but under stress, the negative aspects can become prominent, leading to poor educational outcomes (Greven et al, 2020; Boterberg & Warreyn, 2016). Children with SPS may need extra support for emotional and behavioral issues or comorbidities of SPS and another issue. This study sought to understand how the trait presents in children at school. More specifically, how the presence of the SPS trait would impact academic performance and behavior. This mixed-methods study used an explanatory sequential design to look at patterns and themes within the data. Statistically, there were no correlations between the high sensitivity students and math scores, reading scores, or any behavioral measure. However, the percentage of at-risk/clinically significant scores for behavioral measures was noticeably different for HSC in several areas indicating that with a larger sample, a statistical difference may be noted. Thematically, teachers reported that students with the trait had either excellent grades or really struggled in academics. Behaviorally, students hid their struggles, had issues with overwhelm, and showed signs of anxiety. Despite a lack of specific knowledge of the trait, teachers had extensive background information in each student and were able to develop supportive classroom strategies to assist children with high sensitivity.

Committee: Kara Parker (Committee Chair); Amanda Ochsner (Committee Member); Jon Brasfield (Committee Member) Subjects: Education; Educational Psychology

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

Black students are at greater risk for exposure to traumatic events. A significant factor contributing to this reality is a form of trauma they experience known as racial trauma. Social and emotional learning (SEL) can be used as a tool to mitigate the effects of racial trauma, particularly as it relates to promoting equity. However, as it exists there is a failure to address the unique worldview and specific needs of Black students in the current SEL framework. The purpose of this study is to explore how race, social/cultural identities, racism, and other forms of discrimination influence Black adolescent students' learning, emotions, emotional expression, and interactions with school staff and students during high school. A reflective phenomenological study was conducted to explore social and emotional learning of Black high school students. Interviews were conducted with seven Black college students between the ages of 18 and 19. Data was analyzed using reflexive thematic analysis. Findings point to the significant role of double consciousness as the guiding framework for the SEL of Black adolescent students, as well as the specific ways Black adolescents experience SEL, the role of the school as a perpetuator of anti-Black racism, the intersections of other social identities in these experiences, and how Black students use resistance to address racism and discrimination. Findings indicate the need for a reframing of SEL that centers the racialization and intersecting identities of Black youth and teaching SEL competencies through a critical lens with a focus on creating systemic change.

Committee: Antoinette Miranda (Advisor); Antoinette Errante (Committee Member); Kisha Radliff (Committee Member) Subjects: African Americans; Education; Mental Health; Minority and Ethnic Groups; Multicultural Education; Psychology; School Counseling; Secondary Education

Specialist in Education, Miami University, 2023, School Psychology

Burnout is a widespread concern within the field of school psychology. One potential buffer against burnout is self-compassion. While the relationship between burnout and self-compassion has been studied in other professional fields, there is a lack of research in its application to school psychology. The current study investigated the relationship between the self-ratings of burnout and self-compassion in practicing school psychologists through the Maslach Burnout Inventory—4th Edition: Educator Survey and Self-Compassion Scale—Short Form. Participants included 50 practicing school psychologists in Ohio. Results indicated that total Burnout, Emotional Exhaustion, and Depersonalization were negatively correlated with Self-Compassion. Personal Accomplishment was positively correlated with Self-Compassion. Characteristics of the participants' work environment were also explored. Research limitations and directions for future study are discussed.

Committee: Kristy Brann (Committee Chair); Katy Mezher (Committee Member); Terri Messman (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

Given the COVID-19 pandemic, well-being is arguably even more important now than previously. Graduate students, who experience increased levels of stress, are certainly an important population to study given the known negative outcomes (e.g., decreased well-being, increased physical health symptoms, decreased academic outcomes) they experience within their higher education training (El-Ghoroury et al., 2012; Myers et al, 2012). New research has indicated that graduate students in psychology fields experience personal burnout at similar rates to professional clinicians (Warlick et al., 2021). A buzzword in the field of psychology, self-care, is one proactive way to address some of the aforementioned concerns. The current study examined the outcomes, perceptions, and experiences of 12 first-year school psychology graduate students who participated in a 10-week self-care and wellness intervention embedded into one of their courses. Results indicated statistically significant increases in four of the nine areas measured by the Mindful Self-Care Scale (Cook-Cottone & Guyker, 2017). Participants reported being able to use strategies from each of the ten intervention sessions. A statistically significant increase was obtained in participants noticing changes in their own self-care as a result of the intervention session from intervention session one to ten. Quantitative data was complimentary to the qualitative findings and supported the benefits of the intervention. One qualitative theme identified critiques and improvements. More in depth results and implications are discussed.

Committee: Kisha Radliff (Advisor); Colette Dollarhide (Committee Member); Laurice Joseph (Committee Member); Brett Zyromski (Committee Member) Subjects: Psychology

Master of Science (MS), Bowling Green State University, 1962, Psychology

Committee: Frank Arnold (Advisor) Subjects: Educational Psychology