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

This study explored how early childhood educators experience compassion fatigue and what the primary triggers of compassion fatigue are. Findings showed that the three primary triggers of compassion fatigue included poor communication, lack of administrative support, and lack of appropriate self-care opportunities. With this information, the study centered on alleviating compassion fatigue through administrative support, specifically through the coordinator role within the early childhood department. The action plan addressed the three main issues with the objectives of implementing a new communication system, monthly self-care stipends, and frequent administrative support through weekly check-ins and in-classroom support. As early childhood educators' compassion fatigue begins to alleviate, the number of call-offs will decrease, burnout will subside, and retention rates will improve (Palladino & et al., 2007). Overall, this action plan provides much-needed support to early childhood educators from administrators and demonstrates the importance of having a role such as a coordinator in early childhood education.

Doctor of Philosophy, University of Akron, 2017, Marriage and Family Counseling/Therapy

The purpose of the present study was to replicate the Adverse Childhood Experiences (ACE) study framework, using relationship outcomes, and studied within the context of couple relationships. A thorough review of the literature on trauma, its prevalence, prior studies on ACEs, trauma and couples, and partner selection is presented. A secondary data analysis of 146 couples from a clinical source was used to test the present study's hypotheses. Actor-Partner Interdependence Model (APIM) was used to test the hypothesis that an individual's ACE exposure history would be negatively related to both their own and their partner's reported relationship quality. A cluster analysis was used to test the hypothesis that couples could be statistically grouped by ACE score combinations, and an ANOVA was used to test average group differences on relationship quality. Regression analyses were used to test hypotheses about partner selection. Results from the analysis include: (1) a small but significant negative impact of an individual's ACEs on their own reported relationship quality, but no finding of a significant impact on their partner's reported relationship quality; (2) a small but significant relationship between partner ACE scores; (3) a preliminary ability to group couples by ACE score combinations into three clusters (Low-Low, High-Moderate, Moderate-High) and a small but significant difference between two of the clusters; (4) an increased likelihood that couples will be partnered with those who have more similar than different ACE scores, and a significant trend that as ACEs increase, the likelihood of being partnered with someone who has similar ACEs will decrease; (5) a small but significant dose-response relationship between increasing ACEs and the likelihood of being partnered with someone who has more than minimal ACEs. Further discussion of the results, implications, limitations of the study, and future research directions are also included.

Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction: Early Childhood Education

An Abstract of Quality in Early Childhood Education: Parent, Child, and Teacher Insight by Debora L. Belcher Submitted to the Graduate Faculty as Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree in Curriculum and Instruction: Early Childhood Education The University of Toledo December 2023 The word ‘quality' in the phrase ‘quality early childhood education' (ECE) is notoriously difficult to define. There is no doubt it's important to have enforceable state-level standards in ECE, so consumers can have some assurance their children are being provided a safe and nurturing environment which fosters emotional, intellectual, physical, and social development. Unfortunately, in many instances the regulatory atmosphere born of these good intentions has become heavy-handed, stifling creativity, and rewarding those whose only goal is to comply with a static set of often outdated rules. Conversely, research has shown that methods of providing ever-better quality education to preschool children are likely to flourish in a responsive regulatory atmosphere that rewards innovation, and which seeks input from various stakeholders, such as parents, teachers, and young children. However, with respect to gaining an understanding of the ECE preferences or interests of young children, researchers have found difficulty in obtaining reliable data. Verbal interviews necessarily rely on subjects whose facility with language is at an early stage of development. The relatively new methodology known as Photo Elicitation Interview (PEI) research offers exciting opportunities for hearing the authentic voices of young children, potentially allowing the researcher to largely ‘bypass' complications created by ‘word-heavy' interactions. Therefore, the purpose of this study is to explore the preferences of end-state users of ECE: parents, teachers, and young children. The study does this by attempting to discover those preferences in the selectio (open full item for complete abstract)

MED, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The inclusive education of young children with disabilities has been an on growing focus in government policies and research around the world. In the US and Turkey, the policies and legal foundations support and mandate early childhood inclusion and the least restrictive environments that would benefit the learning of young children with disabilities. Researchers conduct research on inclusive practices/interventions in inclusive settings to help identify the best available practices/interventions that would support the development of children with and without disabilities. A review of the US and Turkey inclusive practices is needed to provide an overview of the research available and the breadth and depth of the literature. The purpose of this scoping review was to summarize and map the early childhood inclusive practices/intervention literature in the US and Turkey and to identify the similarities and differences between the two countries. Thematic analysis was used to investigate and categorize the studies. Results reported 10 early childhood inclusive practices/interventions categories, trends in developmental areas and academic skills of focus, and revealed several gaps in the literature. Implications and future directions were discussed to support interested parties in developing government policies, conducting research, and applying practices/interventions in inclusive settings.

Psy. D., Antioch University, 2021, Antioch Seattle: Clinical Psychology

The primary purpose of this dissertation study was to explore levels of resilience in adult women whose mothers died when the participants were children. The death of a mother during an individual's childhood is an adverse event that can affect all areas of that person's life. It is intuitive to believe that early mother death would cause long-term effects on the overall resilience levels of the individuals; however, there has been minimal research exploring resilience in this population. With a sample of 245 women throughout the United States, this study used the Connor-Davidson Resilience Scale 25 (CD-RISC-25) to begin investigating resilience in adult women who experienced childhood mother loss. The results of this study showed significant lower resilience mean scores for the mother-loss group when compared to the general population group. Furthermore, within-group differences were found when examining current age and resilience scores, with older women indicating slightly higher resilience scores than younger women. No statistically significant differences were found when comparing mean resilience scores for age at time of loss or length of time since loss.

Doctor of Education (Educational Leadership), Youngstown State University, 2016, Department of Teacher Education and Leadership Studies

Early childhood education has proven to be a significant return on investment for society. Research studies have reported greater academic achievement levels, increased probability to graduate, hold a job, and earn higher wages, and be less likely to be involved in the criminal justice system. These results are predicated on one important factor: the early childhood program must be high quality. Unfortunately, there are no clear criteria to identify the measures of high quality. While there are a number of areas that may be considered indicators of high quality early childhood education, i.e., curriculum, class size, and teacher-parent relationships, the one area that has garnered significant attention, through research, is the teacher. The teacher is, perhaps, the most important factor in the success of students. But what characteristics of the early childhood teacher impact student achievement? The purpose of this study was to investigate training differences in early childhood teachers. The study sample was comprised of students in a 3- and 4-year-old federally and state funded program in Mercer County in Pennsylvania. The data were gathered over two school years and represented 55 classrooms in the county, 33 unique teachers, and 749 students in the assessment averages in order to answer the following question: To what degree do teacher variables of college degree, certification, years of experience in the county early childhood programs, higher education institution issuance of degrees, or state issuance of certification affect child outcomes? A correlational analysis was conducted in order to assess the association between the teacher variables and child outcomes. Based on the findings of this study there is a relationship between the teacher's degree, certification, and years of experience in the county early childhood program, with years of experience revealing the greatest impact. This information can inform hiring practices, certificat (open full item for complete abstract)

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

Study One Introduction: E-cigarette use is a major public health problem among young adults in the U.S. ACEs have been associated with increased tobacco product use, but less is known about e-cigarette use. This study explored the associations between ACEs and current e-cigarette use among U.S. young adults. Methods: This study was a secondary analysis of 2021 Behavioral Risk Factor Surveillance System (BRFSS) data, and included 2,537 young adults ages 18 to 24 years. Unadjusted and adjusted logistic regression analyses were conducted. Results: Unadjusted model results indicated that participants who experienced one, two ACEs, three ACEs, and =4 ACEs were at increased odds of reporting current e-cigarette use compared to participants who experienced 0 ACEs. Adjusted model results indicated that participants who experienced three ACEs or =4 ACEs were at increased odds of reporting current e-cigarette use compared to participants who experienced 0 ACEs. Discussion: Young adults who experienced a higher cumulative number of ACEs are at risk of currently using e-cigarettes. Study Two Introduction: Current cannabis use is a significant public health issue among young adults, and understanding factors related to this risk behavior will provide information for prevention messaging. The objective of this study was to assess the associations between ACEs and current cannabis use among U.S. young adults. Methods: We conducted a secondary data analysis of the 2021 BRFSS, which involved 498 U.S. young adults 18-24 years old. Unadjusted and adjusted logistic regression models were conducted. Results: Unadjusted and adjusted model results indicated that participants who experienced =1 ACE were at increased odds of reporting current cannabis use compared to participants with no ACEs. Adjusted model results also revealed that the particular ACEs of experiencing sexual abuse or living with a household member who had a mental illness, used illicit drugs, or engaged (open full item for complete abstract)

Bachelor of Science (BS), Ohio University, 2023, Translational Health

The goals of this study were to 1) determine the prevalence of adverse childhood experiences (ACEs) and their impact on health and health-risk behaviors and 2) assess body composition, salivary cortisol, and phase angle (PhA) with high, moderate, low, or no exposure to ACEs in college-aged Appalachian adults (≥18 y). Methods. College students completed an anonymous questionnaire (Phase 1) about ACEs, positive experiences, adult resiliency, perceived stress, food insecurity, and health. A subsample participated in the Phase 2 in-person portion to measure body composition, PhA, and resting/reactive cortisol. One-way ANOVAs and correlation analyses were used to analyze the sample. Results. In Phase 1 (N=611, 86.3% ≤25 y, 64.0% female, 81.0% Caucasian, 52.4% heterosexual), only 3.6% (n=22) reported no ACEs, while 34.7% (n=212) reported ≥8. Positive experiences (r=-0.62), perceived stress (r=0.37), resiliency (r=-0.53), and food insecurity (r=0.25) were significantly correlated with ACEs score (p<0.001). In Phase 2 (N=42, 78.6% ≤25 y, 64.3% female, 40.5% Caucasian, 78.5% heterosexual), body fat percentage was significantly correlated with ACE level (r=0.31, p=0.044). ACEs scores were not correlated with PhA (r=-0.08), resting or reactive cortisol (r=-0.04), or visceral adipose tissue (r=0.28) (p>0.05). Conclusions. The prevalence of ACEs is high amongst this sample of young adults and though significant physiological changes were not seen, health perceptions and behaviors were impacted. Future research should focus on a slightly older age group to identify when specifically physiological changes due to ACEs begin to manifest.

Master of Arts (M.A.), University of Dayton, 2023, Psychology, Clinical

Previous research has suggested that exposure to adverse childhood experiences (ACEs) and impulsivity are risk factors for adolescent substance use and delinquency. Additionally, previous research has indicated that ACE exposure is associated with increased levels of impulsivity, suggesting that impulsivity may mediate associations between ACEs exposure and adolescent substance use and delinquency. However, very little research has tested this possible mediation pathway, especially longitudinally. The present study addressed these gaps in the literature. Using longitudinal data from the Project on Human Development in Chicago Neighborhoods (PHDCN), the present study used path analyses to examine if: (1) exposure to ACEs is associated with increased levels of impulsivity, (2) if impulsivity is associated with increased levels of adolescent substance use and delinquency, and (3) if impulsivity mediates associations between ACEs and adolescent substance use and delinquency. Additionally, supplemental analyses examined the effects of specific clusters of ACEs and impulsivity subscales. Path analyses indicated that increased exposure to ACEs was associated with higher levels of impulsivity. Additionally, increased levels of impulsivity were associated with increased levels of marijuana use, and impulsivity acted as a mediator between ACEs and marijuana use. Finally, supplemental analyses revealed that the impulsivity subscale of decision time mediated associations between ACEs and marijuana use. Analyses did not reveal significant results for binge drinking, cigarette use, or delinquency. The present findings suggest that ACEs exposure is associated with increased risk for marijuana use through its associations with increased levels of impulsivity, specifically decision time.

Doctor of Philosophy, The Ohio State University, 2023, Social Work

Early childhood expulsions are estimated to impact more than 17,000 children and families annually (Malik, 2017), depriving them of their ability to participate in early care and education (ECE). Black children and families are disproportionately impacted by early childhood expulsions, which is concerning because being excluded from ECE programming has a host of potential negative consequences. This three-phase mixed methods study examined (a) the program and community characteristics associated with early childhood expulsion risk; (b) the ways in which ECE providers describe children at risk for expulsion and their behaviors, with a particular emphasis on comparing descriptions for Black and White children; and (c) assessing differences in expulsion odds by race given providers' descriptions of children and children's receipt of expulsion prevention programming. This study used data from a statewide early childhood expulsion prevention program (ECEPP) combined with secondary data about community and ECE program characteristics. The results from the study are presented separately in the chapters as described below. Chapter Two used data from the ECEPP combined with data from the statewide child care licensing database, the American Community Survey, and the Child Opportunity indices to identify characteristics of ECE programs and communities that were associated with an ECE program's odds of requesting expulsion prevention programming and with the likelihood that a program would identify a child as at risk for expulsion. Results from the 3,408 ECE programs and 569 ECEPP referrals received between April 2016 and December 2019 statewide show that community levels of health-related child opportunity are positively associated with a program's likelihood of making an ECEPP referral. Corporate ECE programs and programs that accepted publicly funded child care (PFCC) were also both more likely to refer children for ECEPP, as were programs with higher quality levels. Cor (open full item for complete abstract)

Psy. D., Antioch University, 2023, Antioch Santa Barbara: Clinical Psychology

While not yet an official diagnosis, Complex trauma is considered to be multifaceted and nuanced diagnosis that can include emotional abuse, neglect, physical abuse, sexual abuse, witness domestic violence, ethnic cleansing, and wartime (Herman, 2015; Cook et al., 2005). Perhaps the most distinct consequences of complex trauma lie in its effect on an individual's ability to regulate emotional and affective states (Schore, 2012, Van der Kolk, 2015) as well as one's ability to develop secure attachments (Bosmans et al., 2020; Bowlby, 1988) and ultimately, interpersonal intimacy in adulthood (Schroder et al., 2019). Research has shown that individuals are able to develop secure attachments through mechanisms such as therapy, group support, and therapeutic play (Schwartz, 2013; Syropoulos, 2020; Cossa, 2020). Improvisational Theater has long been revered as an instrument toward psychological healing (Felsman, 2019; Valke, 2018; Bermant, 2013) but little is known about the specific impacts on participants who report a history of complex trauma. This research will serve to bridge a knowledge gap between the serious world of psychology and the playful world of Improvisational Theater by looking at the lived experience of those who participate and report a history of complex trauma. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Doctor of Philosophy (PhD), Ohio University, 0, English (Arts and Sciences)

In this lyrical childhood memoir, I reconstruct my experience of my parent's explosive divorce. The manuscript begins and ends in court, where at 12 I testified I no longer wanted to continue my relationship with my father. It is a moment that exists outside of linear time for me. To mimic the experience of trauma, I loop back to this scene throughout the book, each time getting closer to the moment I speak my truth. Between these courtroom sections, I flash back (and forward) to examine the relationship I had with both my parents and the relationship they had with each other, trying to make what sense I can of the way things fell apart. Written from the perspective of my younger self, I elevate the child's voice because, during all this, that voice was often not counted. As subtly as possible to avoid disrupting the reader's occupation of the child's point of view, I invite my adult perspective when necessary to provide context or future insight. At its heart, this book seeks to show that, while lacking language or the ability to articulate an experience, a child is a full person whose experience of situations is no less complex or human than that of the adults around her.

Doctor of Philosophy, University of Toledo, 2022, Higher Education

The present phenomenographic research aimed to explore the qualitatively different ways early childhood educators experienced career pathway transitions from a Child Development Associate credential to an associate degree program. I applied Schlossberg's Transition Theory as a data collection and analysis framework. I collected narratives from fifteen early childhood educators across Ohio who earned their credentials and transitioned to or graduated from associate degree programs in early childhood education within the past five years. I interpreted the data and created the outcome space identifying six categories of description highlighting the context, conditions, motivation, support, strategies, and progress of the collective transition experience. From the categories of the outcome space, I produced six key findings: (1) level of support needed, (2) impact of star-rating on the decision to transition, (3) swirling movement, 4) motivation despite obstacles, (5) benefits of higher education on teaching preparedness, and (6) a new application of Schlossberg's Transition Theory. The findings point to potential, actionable strategies to support early childhood educator professional development, including continued and increased scholarship funding to early childhood educators, empowerment of program administrators/directors, individualized higher education recruitment practices, and advocacy efforts to promote the profession by showcasing success stories.

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Childhood trauma is ubiquitous and impacts millions of children each year in the United States. Previous research suggests that teachers are ill-prepared to support children in the classroom who experience trauma, contributing to misdiagnoses and the implementation of inappropriate supports for some students. The lack of knowledge teachers previously report suggests they do not receive sufficient education and training through their teacher preparation programs. This qualitative case study explores, from various stakeholders' perspectives, the ways that teacher candidates are prepared to support children who experience trauma and the ways that mentor teachers are prepared to guide and support teacher candidates in clinical field experiences. Analysis of data collected from a qualitative survey and semi-structure interviews revealed that teacher candidates feel prepared to support learners who experience trauma. Specifically, this perception of preparedness is provided through three supportive structures delivered through the Clinical Model of teacher preparation. Findings also reveal that mentor teachers receive varying levels and types of training related to trauma and experience a number of both, supports and barriers, regarding mentoring teacher candidates. These findings have implications and recommendations for teacher education as well as suggestions for future research.

PhD, University of Cincinnati, 2019, Arts and Sciences: Psychology

The prevention of health-risk behaviors during adolescence has been regarded as a nationwide health priority because these are causally associated with chronic illness, disability, and other leading causes of death among adolescents and adults in the U.S. (Kann et al., 2016). To this end, a growing body of research supports a strong link between Adverse Childhood Experiences (ACEs) and health-risk behaviors, such as alcohol and drug use, criminality, self-injury, perpetration of interpersonal violence, and self-injurious behavior (Duke et al., 2009; Layne et al., 2014). However, the behavioral and physiological consequences of being exposed to ACEs have been strikingly understudied among Latino youth. To address the gap in the literature, the purpose of this study was to investigate several mediating (i.e., adrenocortical hormones) and moderating (i.e., family cohesion, community support and social support) variables in the relation between ACEs and health-risk behaviors among Latino youth. Latino youth (N = 72) were recruited from schools and their communities and asked to provide saliva samples and complete questionnaires. Three major findings emerged. First, Traditional ACEs were higher in the current Latino youth sample than the national average but were not directly related to increased health-risk behaviors in this study. However, the prevalence of community-level ACEs was positively associated with alcohol and drug use. Second, both family cohesion and support from friends and adults moderated the association between Traditional ACEs and tobacco use. Third, preliminary empirical evidence is provided to show that exposure to ACEs affect stress hormone production and may be the mechanism by which ACEs relate to health-risk behaviors. Empirical findings such as those from this study highlight the growing need to examine ACEs in more diverse populations. The lack of direct link between ACEs and health-risk behaviors potentially speaks to the resilience, strength (open full item for complete abstract)

MS, University of Cincinnati, 2019, Medicine: Clinical and Translational Research

Background: Poor medication adherence increases morbidity and mortality, adding billions to healthcare costs. Most patients do not take their medicine as prescribed making this a significant health issue. In Childhood-Onset Systemic Lupus Erythematosus (cSLE), poor medication adherence rates are even higher. Although reasons for poor adherence are numerous, our previous work identified modifiable barriers including forgetting and lack of drug-specific knowledge. Interventions targeting medication adherence in cSLE are lacking and as such effective interventions are needed. The objective of this study was to examine the feasibility, acceptability, and preliminary efficacy of an intervention (automated digital reminders + personalized prescribed treatment plan (pPTP) to improve medication adherence in young adults with cSLE over 3 months. Method: This proof of concept study is a RCT design. 19 young adults with cSLE (mean age 20; 39% Caucasian; 61% Black American; 20% Male) are enrolled. All participants receive SimpleMed+ pillboxes that track adherence using cellular technology. Adherence data will be collected from both groups. The intervention group will receive a pPTP, and in month 2, pre-selected digital reminders for missed medication doses. Reminders are discontinued after 30 days and adherence data collected post-intervention. Questionnaires and chart review data are collected. Data analysis was done using mixed model and maximum likelihood estimation. Results: 21 participants were approached for participation and 19 consented to participate. Recruitment rate was 86% during the enrollment period. Overall, retention, and pillbox use rates were 95% (18/19) and 95% (18/19) respectively. 100% of the participants in the treatment group found the pillbox easy to use, although 86% (6/7) thought it was without glitches. None of the participants reported becoming bored with the pillbox or reminders during the duration of the study. At baseline, both groups were simi (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2019, EDU Teaching and Learning

Educational technologies have become a component of many classrooms in the 21st century, but the use of technology by beginning teachers is a concern of both educators and researchers. A gap exists between the way in which preservice teachers are taught with technology in their courses and how teachers are expected to use technology for instructional purposes. For decades research has focused on methods of instructional practices that support and improve education for student achievement. Although many studies have been conducted relating to technology, project-based learning, and 21st century learning, limited research exists in a conceptual model to prepare preservice teachers on technology integration, project-based learning, and 21st century learning in a flipped classroom environment. While preparing to teach a course for teacher preparation, a conceptual model was designed for modeling technology integration, project-based learning, and 21st century learning in a flipped classroom environment. The resulting syllabus was constructed around a student-centered, blended learning environment while using the Universal Design of Learning and social emotional learning. The conceptual model for the research includes transformative teaching & learning and technological pedagogical content knowledge (TPACK). This mixed-methods study examined how the nature of preservice teachers' use of technology is impacted in a preparation course in which the instructor modeled technology integration, project-based learning, and 21st century learning in a flipped classroom environment. Questions addressed in the study include: (a) How do preservice teachers engage in using technology, project-based learning, and 21st century learning during the teacher preparation course?; and (b) How do preservice teachers perceive their technological, pedagogical, content, knowledge (TPACK) self-efficacy after completing the teacher preparation course? Triangulation of findings from PT-TPACK s (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2019, English

The Narrative Space of Childhood traces the representations of childhood in 21st century Anglophone Arab literature in the diaspora. Concerned with the contemporary moment, this study focuses exclusively on Anglophone Arab coming-of-age narratives published post 2000 including Rabih Alameddine's The Hakawati, Alia Yunis's The Night Counter, Hisham Matar's In the Country of Men, Nathalie Abi-Ezzi's A Girl Made of Dust, Alicia Erian's Towelhead, and Randa Jarrar's A Map of Home. Anglophone Arab writers frequently place children at the center of their literary production, most notably in the midst of conflict-ridden zones besieged by threats of violence, daily terror, and political unrest. Child narrators in Anglophone Arab literature function as reluctant witnesses, innocent bystanders, and unwitting collaborators. In many cases, they become active participants, exercising agency, sometimes finding themselves culpable in the violence. Children frequently offer testimonials, inscribe the battlefield as a playground enacting multiple states of play, become collateral damage dispossessed of home and family, and serve as a repository for collective memory in terms of families, communities, cultures, and generations. Children's perspectives are limited in understanding the confluence of events unfolding within a conflict zone. Their naivety, however, is relatively short-lived. The child's vision provides a piercing, unflinching depiction of history from a vantage point that explodes conventional sentiment in favor of a more penetrating, debilitating, and raw vision of crisis. The figure of the child in 21st century Anglophone Arab diasporic literature interrogates, challenges, and resists facile tropes of sentimentality, nostalgia, and authenticity. Most evident in these works is the child's capacity to instruct, rehabilitate, and complicate adults' beliefs about gender, sexuality, masculinity, femininity, memory, trauma, and play. The post 9/11 Era as it relates to yo (open full item for complete abstract)

Master of Arts, Case Western Reserve University, 0, Psychology

Hoarding is the acquisition of and failure to discard belongings. To date, few studies have focused on childhood hoarding. A lacking area of research is the influence of parental behaviors on hoarding. Parental accommodation involves adjustments that aim to lessen or avoid their child's distress. These behaviors often maintain or worsen anxiety through reinforcement. Although parental accommodation has been widely researched in obsessive-compulsive disorder, to date, no literature exists examining parent accommodating behaviors in childhood hoarding. The current study aimed to investigate similarities and differences in parental accommodation between OCD and hoarding disorder. Participants were primary caregivers of children ages 10 through 17 and completed online questionnaires related to psychopathology and parenting behaviors. Results indicated that no significant models were found between these variables and parental accommodation. Within the models, child hoarding severity was found to predict parental distress over accommodation, and parent extraversion was predictive of less parental accommodation.

Doctor of Philosophy, University of Akron, 2019, Counseling Psychology

The developmental psychopathology theoretical framework dictates that stressors in early life may cause immediate and long-term social, emotional, and cognitive impairment (McLaughlin, 2016; Narayan et al., 2017). Not only is there an increased risk of mental and physical health problems because of childhood adversity, but negative perceptions of self and attachment difficulties may also result (Lim et al., 2012; Narayan et al., 2017; Turner et al., 2010). Evaluating a broad scope of psychological outcomes for individuals who have endured either abuse/neglect or a dysfunctional family environment is necessary to help clarify what differences exist and what they look like. The variables of shame and resilience have primarily been explored within specific psychiatric diagnoses or symptoms, or in samples that were not assessed for a history of childhood adversity (Fowke et al., 2012; Hao et al., 2015; Kim et al., 2016; Murray et al., 1999). The current study investigated the roles of shame and resilience in relation to childhood adversity and adult psychological outcomes. Data were collected from 221 university and community participants identifying a history of childhood adversity. Shame emerged as a full mediator in the relationship between ACEs and adult psychological well-being (ACEs was no longer a significant predictor when controlling for the indirect effect of shame; b = .07, SE = .67, p = .92) and as a partial mediator in the relationship between ACEs and adult mental health symptoms and maladaptive functioning (ACEs was still a significant predictor when controlling for the indirect effect of shame; b = 1.42, SE = .62, p < .022). Contrary to prediction, resilience was not found to moderate the relationship between ACEs and shame. Because resilience did not present as a moderator, all conditional mediation models were not significant. The findings of the current study illuminate the role of shame in the relationship between ACEs and adult psychologica (open full item for complete abstract)