Master of Science (MS), Ohio University, 2022, Clinical Psychology (Arts and Sciences)

Children with disruptive behaviors routinely have strained relationships with their parents. Longitudinal research has consistently demonstrated that increased levels of disruptive child behaviors predict increased levels of negative parenting behaviors and decreased levels of positive parenting behaviors. However, there is presently a dearth of research examining whether specific child behaviors are differentially associated with specific parenting behaviors, and whether associations vary in strength due to parent ADHD or depressive symptoms. As part of a previous study, 90 parent couples were randomly assigned to interact with a 9- to 12-year-old confederate child exhibiting either typical or disruptive behaviors. Observers coded specific child and parent behaviors in each interaction, and parents reported their own ADHD and depressive symptoms. Following adaptive child behaviors, the frequency of positive parenting behaviors was significantly greater than the frequency of negative parenting behaviors. Following disruptive child behaviors, the frequency of negative parenting behaviors was significantly greater than the frequency of positive parenting behaviors. Parent unlabeled praise, reflections, and labeled praise were each uniquely predicted by adaptive child behaviors more strongly than disruptive child behaviors. Parent indirect commands, direct commands, and negative talk were each uniquely predicted by disruptive child behaviors more strongly than adaptive child behaviors. Exploratory analyses yielded mixed results, with several relationships being moderated by parent ADHD or depressive symptoms. Results extend findings among parent-child dyads to the triad setting, clarify the degree of specificity with which parent behaviors are linked to child behaviors in the coercive cycle, and indicate areas for future research.

Committee: Brian Wymbs Ph.D. (Advisor); Darcey Allan Ph.D. (Committee Member); Julie Owens Ph.D. (Committee Member) Subjects: Psychology

Master of Science (MS), Ohio University, 2023, Clinical Psychology (Arts and Sciences)

Extensive literature demonstrates that parents of children with disruptive behaviors consistently report lower parenting self-esteem compared to parents of children without disruptive behaviors. However, there is a dearth of research examining the combined interaction of disruptive child behavior and parenting self-esteem on parenting behaviors and related outcomes (i.e., interparental communication and change in affect). Researchers have also yet to examine if these associations vary in strength due to the interaction of disruptive child behavior, parenting self-esteem, and child ADHD status. The current study examines 90 parent couples who were randomly assigned to interact with a 9- to 12- year old confederate exhibiting either typical or disruptive behaviors. Linear regression analyses revealed that parenting self-esteem moderated the association between disruptive child behavior and positive parenting behavior. Exploratory analyses yielded mixed results, with several associations being moderated by the interaction of parenting self-esteem and child ADHD status. Results from the current study extend findings regarding the influence of parenting self-esteem on the association of disruptive child behavior and relevant parenting outcomes, as well as highlight the attenuating effects of parenting self-esteem and child ADHD status while highlighting areas for future research.

Committee: Brian Wymbs (Advisor); Darcey Allan (Committee Member); Steven Evans (Committee Member) Subjects: Clinical Psychology; Psychology

Doctor of Nursing Practice, Mount St. Joseph University , 2020, Department of Nursing

Hospital medical surgical units are experiencing an increase in aggression from patients resulting in increased injuries to health care team members nationally and locally. On one local medical surgical unit, incident reports were made on 10 violent patient occurrences within a two year time period. Leadership recognized the need to provide team members education for mitigating aggressive behaviors. A literature review was conducted to examine interventions effective in managing aggressive or disruptive patients. Effective communication techniques and mitigation strategies have been demonstrated to decrease patient aggression, increase team member confidence levels in managing patient aggression, and to decrease team member injuries. The DNP project focused on four voluntary education sessions in a week period on a local medical surgical unit to teach team members on de-escalation techniques, therapeutic communication, mindful awareness, dementia care tips, and knowing when to exit. A confidence scale instrument was used before the education, immediately after the education, and 30 days post education. In addition, injuries to health care team members from patients was reviewed and analyzed from before and after the project to measure effectiveness of the education sessions. The results of the DNP project did support the evidence that education classes on mitigating disruptive patient behaviors increased team members' confidence level scores immediately after the education and the confidence level scores sustained in 30 days. The team member injuries from patients also decreased. The findings indicate a need to educate other medical surgical units, and to further disseminate through national conferences.

Committee: Nancy Hinzman Dr (Advisor) Subjects: Nursing