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, The Ohio State University, 2021, Public Health

Introduction: Public health efforts to curb the obesity epidemic in the United States have shifted focus towards obesity prevention strategies in early stages of life. While most studies examining the etiology of excess weight gain in childhood have focused on behavioral factors, like dietary intake and physical activity, recent literature suggests prevention strategies may benefit from targeting complex interactions between children, their caregivers, and the broader social and material context of family home environments. In response, obesity preventions researchers are considering the potential influence of chaos in childhood obesity risk, as well as the role of caregiver-child interactions in healthy weight development; very few studies have simultaneously considered chaos and caregiver-child interactions in the context of childhood obesity risk. Thus, the current dissertation aimed to examine risk pathways from chaos to childhood obesity directly, and through aspects of caregiver-child feeding interactions. All studies included in this dissertation use data from the Play & Grow study, a contemporary cohort of caregiver-toddler dyads (N = 299) from central Ohio. The cohort was constructed to examine children's weight trajectories in early childhood, with respect to caregiver-child mealtime and play time interactions, children's self-regulation, and children's gestational age. Study 1: Chaos has implications for child health that may extend to childhood obesity. Yet, results from studies describing associations between chaos and childhood obesity are mixed. Challenges to studying chaos-obesity relationships may include inconsistencies in operationalizing chaos and reliance on caregiver perceptions. Furthermore, multiple pathways may link chaos to obesity, though few have been empirically examined. A concurrent mixed methods analysis was conducted to describe home and neighborhood chaos using a subsample 283 caregiver-toddlers dyads from the Play & Grow study. (open full item for complete abstract)

Committee: Sarah, E. Anderson PhD, MS (Committee Chair); Rebecca Andridge PhD, MS (Committee Member); Elizabeth, G. Klein PhD, MPH (Committee Member) Subjects: Epidemiology; Public Health

Doctor of Philosophy, Miami University, 2020, Educational Leadership

Bronfenbrenner's Bioecological Model provides a structure for considering how teachers frame their experiences of close interaction with Opioid affected students. The current Opioid crisis has the power to slice through the concentric design of Bronfenbrenner's original model, by directly impacting the student biologically and by simultaneously impacting the multiple layers of influence that surround the child and the child's community. This study explored teachers' perspectives of experiences with students affected by Opioid exposure. Teacher responses during interviews are presented using a narrative format, and include concerns regarding: student behavior, developmental delays, caregiver stress, and information sharing among systems and community beliefs regarding Opioids. Discussion provides a summary of teacher perspectives and poses interventions to address the universal impact of chronic childhood trauma experienced by students affected by Opioids. Interventions structured to address each layer of influence as noted by Bronfenbrenner's model provide a format to address teacher perspectives shared during interviews.

Committee: Thomas Poetter (Committee Chair); Joel Malin (Committee Member); Brittany Aronson (Committee Member); Brian Schultz (Committee Member) Subjects: Early Childhood Education; Education; Educational Leadership; Elementary Education; Teacher Education; Teaching