MA, Kent State University, 2024, College of Arts and Sciences / Department of Sociology and Criminology

The COVID-19 pandemic has had widespread effects on many aspects of well-being, including psychological distress. For particularly vulnerable populations, such as college students, the pandemic has presented unique challenges and coping responses. This study uses a Stress Process Model to examine the relationship between COVID-related stressors and psychological well-being among college students. Using data from a Northeast Ohio university's survey (N=7,248), the study employs three separate regression models to examine the mediating effects of psychosocial resources (perceived social support) on psychological distress, substance use and flourishing. Preliminary findings suggest the pandemic significantly impacted students' mental health, with substance use varying among demographic and psychological distress categories. The study contributes valuable insights into the effects of COVID-related stress on student populations while incorporating aspects of positive well-being, informing future research and intervention strategies.

Committee: Kristen Marcussen (Advisor) Subjects: Sociology

Ed.D., Antioch University, 2024, Education

The teaching profession has historically been defined by an “overwhelming presence of whiteness” (Sleeter, 2001, p. 101), leading to experiences from Black, Indigenous and Teachers of Color (BITOC) often being neglected and undervalued. This action-oriented research project employed poetic inquiry techniques to capture the full experiences of BITOC participants speaking their stories in their voices through poetry. The centering of BITOC experiences is crucial to shifting the paradigm from mere survival and retention towards what aspects of the BITOC experiences support them to flourish and thrive in private/independent schools. This study examined poetry as a generative practice for building community, healing, self-reflection, and providing affirmations for BITOC in their independent school settings. Critical race theory (CRT) served as the theoretical framework of this study, specifically the centering of the counter-narratives of BITOC. Their stories are centered and amplified as integral sources of knowledge and experience, while exploring an embodied and generative practice to support their thriving. This study seeks to contribute towards an equitable and inclusive teaching profession which embraces and acknowledges BITOC experiences. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https:// etd.ohiolink.edu).

Committee: Y. Falami Devoe Ph.D. (Committee Chair); Stephen Brookfield Ph.D. (Committee Member); Joaquin Muñoz Ph.D. (Committee Member) Subjects: Education; Minority and Ethnic Groups; Teaching

Doctor of Education , University of Dayton, 2024, Educational Administration

This study focused on understanding the circumstances that led to students being placed on academic probation and the effect of a support program on their academic recovery. Understanding students lived experiences that lead to academic underperformance is vital to the development and implementation of academic support programs. Ensuring that the developed program meets student's needs and equips them to succeed is similarly vital. This study utilized a explanatory mixed methods design. A purposeful sample of students on academic probation were invited to participate in a survey and four semi-structured interviews to explore their lived experiences during their semester of academic underperformance and with the support program. A grounded theory approach informed by the survey was used to identify common themes and experiences. The four semi-structured interviews provided key insights into students lived experiences and perceptions. Shared themes around academic underperformance for nonacademic reasons such as loss, trauma, and isolation emerged alongside themes of support structures being passive and students being on their own to recover. Additionally, a strong support from participants for the growth of the support program emerged. These results form the basis of an action plan meant to make changes to the institution and better support students who are underperforming academically.

Committee: Meredith Wronowski (Committee Chair); Justin Keen (Committee Member); Heidi Hoskinson (Committee Member) Subjects: Community College Education; Education; Education Policy; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy (PhD), Ohio University, 2024, Counselor Education (Education)

The need for mental health resources in universities has seen a rise after the pandemic. Students have encountered various issues related to the transition and adjustment from online to in-person classes. Additionally, students in general have been known to have issues related to stressors of transitioning into adulthood and navigating their new life and relationships. This calls for increasing awareness amongst college counselors, counseling supervisors, and counselor educators to understand these issues and work towards combating the upcoming challenges that students face. A lot of these issues arise from students being harsh to themselves for not being able to accomplish as much as some of their peers. Constant comparison with others leads to feelings of guilt and shame towards oneself which in turn leads to a negative view of self along with symptoms of depression, and anxiety. A lot of these issues can be reduced by understanding and applying the concepts of self-compassion. Hence, it is important for college counselors, counseling supervisors, and counselor educators to be able to teach self-compassion techniques to their clients and students. While self-compassion can help students to accept themselves for who they are, it can also help them to understand how others share similar experiences. This can assist students to feel less isolated and more connected to their peers, which could also lead to newer friendships and connections. Feeling connected to others could lead to better experiences in college while preparing the students for a successful transition to adulthood. For college counselors, counseling supervisors, and counselor educators, practicing self-compassion themselves could lead to lower chances of burnout and a better understanding of boundaries. Through this study, I accomplished three objectives: (1) explored the relationship between self-compassion and flourishing, and satisfaction with life in undergraduate students, (2) explored the relatio (open full item for complete abstract)

Committee: Christine Bhat (Committee Chair); Gordon Brooks (Committee Member); Bilal Urkmez (Committee Member); Yegan Pillay (Committee Member) Subjects: Counseling Education; Mental Health; Psychotherapy; School Counseling; Teaching; Therapy

Doctor of Philosophy, Case Western Reserve University, 2024, Management

Business has the potential to be one of the most powerful platforms for solving our world's most pressing needs, and employees are increasingly seeking to be part of organizations that provide meaningful opportunities to contribute to the greater good. Yet, business leaders often do not know how to design positive impact initiatives to maximize their contributions for the greater good and for the members of their organizations. The business for world betterment literature has traditionally focused on macro or institutional level dynamics and calls for further study of the micro or individual level. In this dissertation, I develop and test models across three empirical studies offering insights into individual leader and employee dynamics as companies do good in the world. The overarching research question I address is “How do the perception of and participation in corporate social and environmental impact affect leaders and employees of companies?” The dissertation employs a sequential mixed methods approach to explore individual dynamics of business for world betterment. The initial qualitative study utilizes a grounded theory approach with 30 semi-structured interviews to identify factors that influence the lived experiences of leaders who seek to make a positive impact in the world. The study offers evidence that leaders (1) consider their company to be an agent for world benefit, (2) align their impact efforts beyond profit-seeking to promote their personal values, (3) demonstrate a willingness to confront and overcome personal limitations in order to help others, (4) personalize the ways in which they make an impact on people, and (5) experience personal benefits in helping others. Further, while some leaders were able to identify a virtuous cycle wherein doing good in the world returned good to the members of their organization in a reciprocal process of betterment, many leaders were simply unaware of the benefit for their own employees when serving the (open full item for complete abstract)

Committee: David Cooperrider PhD (Committee Chair); Ron Fry PhD (Committee Member); Dave Ulrich PhD (Committee Member); James Gaskin PhD (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Business Administration; Business Education; Communication; Environmental Studies; Management; Occupational Psychology; Organizational Behavior; Social Psychology; Social Studies Education; Sociology; Sustainability; Welfare

Master of Arts, The Ohio State University, 2024, Bioethics

As technologies are developed and implemented at increasingly faster rates, an ethical assessment of human enhancement theory is warranted for the creation and efficacy of public health policy and medical practices. I will begin this assessment with a critique of one popular approach to ethical enhancement through the work of Allen Buchanan, who advocates for an ethics of development based on distributive justice, then I offer an ecofeminist ethics of care as an alternative way forward for the field of healthcare. At the root of an ethics of care is the concept of the human as a socially and ecologically embedded being, with shared dependencies and vulnerabilities. I will explore the implications of such a framing of humanity for the enhancement debate through the works of Chris J. Cuomo and Val Plumwood, then examine in vitro fertilization as a case study for the applicability of ecofeminist theory. In the end, I argue for a collaborative pursuit, despite the differences between these ethical methods, and call for further research in applying an ethics of care in the clinical enhancement setting.

Committee: Martin Fitzgerald (Committee Chair); Donal O'Mathuna (Committee Member); Dana Howard (Committee Member) Subjects: Biomedical Research; Ethics; Health; Health Care; Medical Ethics; Medicine; Philosophy; Public Health; Public Health Education; Public Policy

Master of Arts (M.A.), Xavier University, 2022, Psychology

Emerging adulthood is a unique developmental period that presents challenges and stressors that can negatively impact mental health (Arnett, et al., 2014; Mahmoud et al., 2012). However, emerging adults can also grow and flourish during this stage (Keyes, et al., 2012). Various factors are associated with mental health distress and flourishing for this population, including valued living and self-compassion (Sunbul & Malkoc, 2018; Wilson et al., 2010). The purpose of this study was to examine relationships among mental health distress, flourishing, valued living, and self-compassion. Additionally, the study explored if self-compassion moderated the relationship between valued living and both mental health distress and flourishing. Data were collected from a total of 331 undergraduate students (M = 20.15 years, SD = 1.30; range = 18 to 26 years). Participants were predominantly female (64.2%), and 34.2% were male. Most participants identified their racial/ethnic identity as white (74.5%), followed by Black (8.8%), Hispanic or Latino/a (5.8%), and multiracial/multiethnic (5.8%) or other (4.2%). Results indicated that mental health distress, flourishing, valued living, and self-compassion were all significantly correlated. Self-compassion was not found to significantly moderate the relationships between valued living and mental health distress or between valued living and flourishing. However, exploratory analyses utilizing a composite of the sample's top three valued living domains found that self-compassion significantly moderated the relationship between valued living and flourishing. Possible explanations and implications are discussed, and directions for future research are highlighted.

Committee: Stacey Raj (Committee Chair); Alejandra Gonzalez (Committee Member); Tammy Sonnentag (Committee Member) Subjects: Developmental Psychology; Psychology

Doctor of Philosophy, University of Akron, 2022, Secondary Education

This study examined the degree of flourishing, turnover intention, and perception of organizational support in 55 Adolescent/Young Adult English language arts (AYA ELA) teachers in Ohio. Using an online survey from April 5-22, 2022, data were collected from teachers from randomly selected high schools. Descriptive statistics were calculated for years of teaching experience and highest level of education achieved. A Pearson correlation, Chi-square Test of Independence, and independent means t-test were used to analyze the relationships between variables. The majority of the participants were moderately mentally healthy followed by those who were flourishing. None of the participants were languishing. A Chi-square Test of Independence indicated that a statistically significant difference did not exist between years of experience and degree of flourishing or highest level of education achieved and degree of flourishing. There was, however, a statistically significant difference between teachers who were moderately mentally healthy and flourishing in turnover intention (p = .0012). There was also a statistically significant difference between degree of flourishing and perception of organizational support (p < .0001). A Pearson correlation coefficient determined that there is a strong negative correlation between perception of support and turnover intention (r = -.75, p < .001). The results of this study indicate that teachers' degree of flourishing impacts their turnover intention and perception of support. Additionally, as teachers' perception of support increases, their intention to turn over decreases. Education leaders (i.e., school administrators, mentors, lead teachers) focusing on improving teachers' degree of flourishing and perceptions of support could lead to reduced teacher turnover.

Committee: Susan Kushner Benson (Committee Chair); Rebecca Erickson (Committee Member); William Visco (Committee Member); Lynn Klein (Committee Member); Harold Foster (Committee Member) Subjects: Education; Educational Leadership; Teaching

Psy. D., Antioch University, 2022, Antioch Seattle: Clinical Psychology

Evidence suggests that clinical psychology trainees may be vulnerable to stress, vicarious traumatization, secondary traumatic stress, compassion fatigue, and burnout. Research also indicates that engaging in self-care may help to protect clinical psychology trainees against those experiences and enhance their well-being. However, best available research suggests self-care education is not consistently incorporated into clinical psychology training or prioritized by program directors. This study provided a systematic review of existing literature on self-care for clinical psychology trainees, utilizing reflexive thematic analysis to identify the essential skills, knowledge, and attitudes of self-care which should be taught to trainees, and how to operationalize self-care education in clinical psychology training programs. The objective was to facilitate the incorporation of self-care education into clinical psychology training by identifying what self-care education should address, and how to integrate it into training. In so doing, it was hoped that psychology training programs might increase access to self-care education for trainees, thus increasing trainees' well-being and professional competence and decreasing the likelihood of ethical lapses, impairment, PPC, and compassion stress injuries. Reflexive thematic analysis yielded detailed findings. Essential self-care knowledge themes included the hazards of practicing psychology and an overview of self-care. Essential self-care skills themes included: self-awareness/self-monitoring; self-assessment, utilize support; cognitive strategies, mindfulness, balance/boundaries; physical self-care; spirituality/religion; and create and implement a self-care plan. Themes for essential self-care attitudes included openness/transparency; self-compassion; and gratitude. Themes on operationalizing self-care education included personal practice models for teaching self-care and recommendatio (open full item for complete abstract)

Committee: Mark C. Russell PhD, ABPP (Committee Chair); Astrid Pujari MD, ABIHM (Committee Chair); Christopher L. Heffner PsyD, PhD (Committee Member) Subjects: Clinical Psychology; Education; Mental Health; Psychology; Teaching

PhD, University of Cincinnati, 2021, Education, Criminal Justice, and Human Services: Counselor Education

A wealth of evidence documents associations between early rearing contexts and symptoms of mental illness, with harsh and unpredictable environments appearing to trigger stress responses that shape developmental outcomes, some of which can be classified as pathological. Less research documents the development of flourishing, which is a profile of positive psychosocial development comprised of high levels of social, emotional and psychological well-being. Moreover, although extensive research suggests that children vary in their sensitivity to rearing contexts, this finding of differential susceptibility has not yet been incorporated into research on flourishing. Using Phase I and Phase IV National Institute of Child Health and Data (NICHD), this study tested the roles of maternal sensitivity and attachment in flourishing etiology. Findings suggest maternal sensitivity, income, and gender predict a subset of social flourishing, while gender predicts social and emotional flourishing, and income predicts psychological flourishing. Contrary to differential susceptibility theory, environmental effects did not vary in magnitude as a function of difficult temperament. Implications for early interventions and prevention methods in regard to improving flourishing are explored.

Committee: George Richardson Ph.D. (Committee Chair); Amanda La Guardia Ph.D. (Committee Member); LaTrice Montgomery Ph.D. (Committee Member) Subjects: Developmental Psychology

Doctor of Philosophy (PhD), Ohio University, 2020, Counselor Education (Education)

Historically, human beings and human behavior and health have been viewed through the lens of disease and dysfunction, rather than a lens of wellness and growth (Seligman, 2000). Mental health care and health care in general, still widely utilize the medical model, which focuses on illness (Seligman & Csikszentmihalyi, 2000). When examining mental health care and overall health, it is valuable to utilize a holistic approach that focuses on positive psychology and growth. This exploratory, cross-sectional study utilizes a positive psychology approach and examines adverse childhood experiences (Felitti et al., 1998), psychological capital (Luthans, Youssef, & Avolio, 2007), and students' subjective well-being and mental health (Keyes, 2002). Adverse childhood experiences, or ACEs, are measured utilizing the adverse childhood experiences (ACE) questionnaire which is comprised of 10 yes or no questions and assesses traumatic events in childhood. The PsyCap consists of four measures which include Hope, Efficacy, Resilience, and Optimism (HERO), which are assessed through the PsyCap Questionnaire (PCQ) (Luthans, Luthans, & Jensen, 2012). Mental health and subjective well-being are measured utilizing Keyes Mental Health Continuum-Short Form (MHC-SF) which includes a mental health score, well-being clusters, that include emotional, social, and psychological, and mental health categories that range from languishing to flourishing (Keyes, 2009). The objectives of the study included evaluating the relationship between adverse childhood experiences (ACE), psychological capital, mental health, and well-being. Further objectives included to evaluate the relationship between psychological capital and mental health, to determine variability in psychological capital utilizing the adverse childhood experiences score as a predictor, and to determine variability in mental health and well-being by utilizing the ACE score as a predictor. Descriptive statistics, correlation (open full item for complete abstract)

Committee: Christine Suniti Bhat Dr. (Advisor); Yegan Pillay Dr. (Committee Member); Peter Mather Dr. (Committee Member); Gordon Brooks Dr. (Committee Member) Subjects: Counseling Education

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

Identity development is a key part of flourishing, but how an at-risk emerging adult student shapes a life project meant for a flourishing life has been understudied. There is a notable gap in current literature examining the effects of capital negotiation (social capital and identity capital) on life project design, and informal educator behaviors on emerging adult student employability and identity capital, which we argue are critical, missing elements of a flourishing life project. Previous research on informal student-faculty interactions has addressed academic/educational outcomes of those interactions, leaving void the potential identity capital development and negotiation also resulting from those same interactions. In the same vein, much research has addressed counseling life designing, some even for vulnerable youth, but little attention has been devoted to informal edu-mentor behaviors regarding the planning of a life project for at-risk emerging adult students across educational settings. This work borrows from othering and literature on under-resourced students to begin to define at-risk, but we concentrate its definition by specifying Adverse Childhood Experiences (ACE). This dissertation's intensive interviews and structural equation modeling investigated behaviors of faculty that foster bonding with students, the consequences of which resulted in student identity capital development. The research offered herein developed from a three-part exploratory sequential mixed methods project addressing how an at-risk emerging adult student negotiates capital in shaping a life project across educational settings. The initial phase leveraged a grounded theory approach to examine the student-teacher relationship from the secondary school teacher's perspective. I investigated the particular behaviors, social and emotional intelligence competencies, and practices that made a teacher good at the facilitation of a relationship with othered students, specifically (open full item for complete abstract)

Committee: Paul Salipante (Committee Chair); Diana Bilimoria (Committee Member); James Gaskin (Committee Member); Kalle Lyytinen (Committee Member) Subjects: Adult Education; Community Colleges; Continuing Education; Education; Education Policy; Educational Evaluation; Educational Leadership; Higher Education; Management; Organizational Behavior; School Administration; Secondary Education; Social Psychology; Social Research; Systems Design; Teacher Education; Teaching

Doctor of Philosophy, Case Western Reserve University, 2018, Management

There is a dearth of literature on STEM-educated self-employed or entrepreneurs, so this dissertation is a contribution to education, and Entrepreneurship theory and practice. The dissertation includes four studies to identify common career blueprints that individuals pursued to gain career success and job satisfaction to flourish. This mixed-methods qualitative, quantitative and quantitative-qualitative research examines what experiences effectively prepare STEM-educated majority and underrepresented minority students (URM) for the workforce when 74% of STEM-educated individuals are not employed in STEM fields (U.S. Census Bureau, 2014). Half of all majority white STEM degree holders go into a STEM job, but the likelihood is lower than 30% among underrepresented minority (URM) workers (ESA, 2011). These statistics point to the importance of educating URM STEM students with skills beyond a STEM degree to achieve career success and job satisfaction. This is concerning when government funding is focused on increasing U.S. STEM-educated in STEM fields. Study 1 is a qualitative study consisting of interviews with 38 individuals including 22 underrepresented minorities (URM) and 8 counselors whose insights were used to explore their definition and experiences of career success, education, transition into the workforce, diversity, workforce experience, and what fostered or hindered their career success. The study examines how individual experiences influence career success. The research revealed five characteristics common to career success: intrinsic satisfaction, the illusion that individuals can achieve career success based on their education alone, vocational experience, supportive guidance, and the presence of a personal champion. The research also suggests a need to educate individuals about the reality of the challenges of achieving successful careers and improvement in the career counseling process. Quantitative Study 2 focuses on job satisfaction of URM with (open full item for complete abstract)

Committee: Paul F. Salipante, Jr. Ph.D. (Committee Chair); Philip A. Cola Ph.D. (Committee Member); Richard J. Boland, Jr. Ph.D. (Committee Member); Chris Laszlo, Ph.D. (Committee Member); Bo Carlsson Ph.D. (Committee Member) Subjects: Business Education; Education; Engineering; Entrepreneurship; Mathematics; Minority and Ethnic Groups; Science Education; Technology

Doctor of Philosophy, Case Western Reserve University, 2017, Management

What drives business leaders to pursue greater purpose in business? What motivates them to exercise compassion and caring in the workplace? Under what conditions do business leaders transform their organizations into “positive impact companies” committed to generating prosperity for all, achieving regenerative environmental outcomes, and improving human wellbeing? This exploratory research aims to uncover common elements of those business leaders who seek to create a positive impact through their work and through their organizations. It is based on a mixed-methods approach combining findings from three studies: an initial qualitative study based on interviews with 21 business owners and senior executives from a cross-section of industries; a survey-based quantitative study with 322 respondents consisting of business owners, senior executives and middle managers from a cross-section of industries; and a third qualitative study based on an additional 21 interviews across seven case study companies. It also incorporates inferences from interviews with 48 business owners and senior executives as part of the Quantum Leadership Project at the Fowler Center for Business as an Agent of World Benefit. The overall findings suggest that the core of positive impact leadership resides in a shift in the mindset of leaders toward one of connectedness. Defined as a “consciousness of connectedness,” such a mindset and way of seeing the world begins with an awareness of how one's attitudes and actions impact all life on earth and future generations. The results of this study suggest that practices of connectedness - both personal and organizational – play an important role in the emergence of a consciousness of connectedness. The results also suggest a close correlation between several core indicators of a fundamental shift in consciousness about the role of business in society: shared values of human wellbeing, a common shared vision, an emphasis on collaboration and caring in (open full item for complete abstract)

Committee: Chris Laszlo PhD (Committee Chair); Richard Boyatzis PhD (Committee Member); Kalle Lyytinen PhD (Committee Member); Roger Saillant PhD (Committee Member) Subjects: Management

Doctor of Philosophy, Case Western Reserve University, 2017, Organizational Behavior

This dissertation is composed of three sequential and complementary studies, and focuses on extending theory in the field of positive organization development (POD)—an approach to organizational change that uses the power of positivity and appreciation to enable flourishing states in organizations. The guiding theme of the research project is the study of appreciative organizing (AO), which I define as a dynamic state of reflection and action that configures flexible—yet stable—patterns of interaction that enable the emergence of a life-enhancing collective functioning. I explore this phenomenon by conducting a team development intervention in ten construction projects teams—five of them implementing a traditional diagnostic approach (control group), and five of them implementing an appreciative process of team development. To build theory around AO, I used the principles of action research as the method for intervening in teams, and grounded theory methods for data collection and theory building. In Study 1, I explore the developmental mechanisms of an appreciative process of team development, in order to understand the effect of appreciation at the level of team interactions/processes. This study extends current theory by proposing an alternative way of reaching higher levels of group maturity and performance, where positivity—instead of conflict/problem resolution—is the main catalyst of the developmental process. In Study 2, I build a theoretical elaboration of a diagnostic (problem-based) and an appreciative (strengths-based) mode of organizing. This study extends current theory by illuminating the unique features that might characterize AO, and by proposing a path to integrate—at the micro level of interactions and narratives—both diagnostic and appreciative approaches. In Study 3, I explore the concept of flourishing as an appreciative process of organizing rather than an outcome or end state (i.e. a dynamic perspective). This study provides empirical eviden (open full item for complete abstract)

Committee: David Cooperrider Dr. (Advisor); Stephens John Paul Dr. (Committee Member); Laszlo Chris Dr. (Committee Member); Peck Simon Dr. (Committee Member); Spreitzer Gretchen Dr. (Committee Member); Bright David Dr. (Committee Member) Subjects: Behavioral Sciences; Business Administration; Management; Organization Theory; Organizational Behavior

Doctor of Philosophy (PhD), Ohio University, 2015, Counselor Education (Education)

In studying human behavior, there has been a tradition of focusing on deficits and problems, rather than strengths and resources. To emphasize a holistic perspective and a wellness approach, the field of positive psychology redirects attention to individual strengths and assets to ensure optimal functioning. Using a positive psychology lens, this cross-sectional, exploratory study measured college students' mental health and Psychological Capital [PsyCap] (Luthans, Youssef, & Avolio, 2007). PsyCap is comprised of four positive psychological strengths:- Hope, Efficacy, Resilience, and Optimism (HERO), measured using the Academic PsyCap Questionnaire [A-PCQ] (Luthans, Luthans, & Jensen, 2012), within Overall-life and School-work categories. Mental health was assessed using Keyes Mental Health Continuum-Short Form (MHC-SF; Keyes, 2002, 2009), which provides: (i) a mental health score; (ii) well-being clusters (emotional, social, and psychological); and (iii) mental health categories (languishing, moderately mentally healthy, and flourishing). In addition to descriptive analyses of the sample characteristics, the objectives of the study were: (i) to evaluate the relationship between PsyCap and mental health; (ii) to determine differences in PsyCap within individuals who fell into languishing, moderately mentally healthy, and flourishing mental health categories; and (iii) to determine the extent of variability in mental health using PsyCap HERO dimensions as predictors. Multiple regression and one-way ANOVAs were used to address the research objectives. Results indicated a positive linear relationship between PsyCap and mental health. Furthermore, PsyCap significantly varied within each of the mental health categorical groupings and also predicted about 43% of the variance in mental health. Findings suggest that developing positive psychological strengths such as hope, efficacy, resilience, and optimism within college students could increase their positive mental health (open full item for complete abstract)

Committee: Christine Bhat PhD (Advisor); Yegan Pillay PhD (Committee Member); Peter Mather PhD (Committee Member); Krisanna Machtmes PhD (Committee Member) Subjects: Counseling Education; Counseling Psychology; Educational Psychology; Higher Education; Management

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2011, Philosophy, Applied

Tragic dilemmas are commonly understood to be situations in which an agent has overriding moral reason to choose between two incompatible actions, each of which there is very strong moral reason against taking. As a result of choosing, tragic agents tend to feel guilty, tainted, and the need to make amends. We tend to suspect the virtue of agents who do not have these feelings, suggesting that they are in some way appropriate, but in order for them to be fitting, i.e. in order for them to track reality accurately, the tragic agent must be morally responsible for wrongdoing. Moreover, second-person responses of resentment toward and forgiveness of tragic agents also appear to be appropriate, suggesting that the tragic agent is culpable for wrongdoing. Yet third persons do not blame tragic agents as would be fitting if this were so, but rather tend to experience pity and fear. Classical Virtue Ethics and standard versions of Kantian and Utilitarian ethical theories do not have the resources to explain why this phenomenology is fitting because they deny that the tragic agent engages in wrongdoing. I argue that neo-Aristotelian ethical theory, grounded in personal flourishing, has the resources to do so. To this end I put forward an account of wrongdoing according to which an action is wrong if and only if it either counts against an agent's virtue or seriously negatively affects an agent's flourishing. An implication of this account is that tragic dilemmas are situations of inescapable wrongdoing, for whatever the agent does in them will significantly undermine her flourishing. I also employ Aristotle's account of voluntariness to argue that the tragic agent is morally responsible for the specific wrongdoing that she chooses to do in a tragic dilemma. As such, we can make sense of the phenomenology as fitting. Additionally, I argue that whereas Classical Virtue Ethics has trouble accounting for the ways in which virtue is vulnerable to luck, by allowing that the trag (open full item for complete abstract)

Committee: Fred D. Miller, Jr. (Committee Chair); Daniel Jacobson (Committee Member); Marvin Belzer (Committee Member); Michael Coomes (Committee Member) Subjects: Ethics; Philosophy

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2009, Philosophy, Applied/Institutional Theory and History

This dissertation presents a perfectionist argument for viewpoint neutral free speech. It is argued that developed states ought to maintain or adopt the Viewpoint Neutral Principle: As a matter of public morality, any public institution is disqualified from intentionally aiming to hinder the expression of any viewpoint by suppression except for purposes of temporary censorship to prevent clear, present, and imminent danger. This principle allows for regulation but does not allow for censorship due to objectionable viewpoints. After demonstrating how the standard justifications for free speech are not sufficient for the viewpoint neutral principle, I construct a Millian self-development argument drawing from the oft neglected justification of freedom of speech in On Liberty. Mill argues that a person is not deserving of confidence in his opinion unless he has engaged in certain practices of justification for his own opinions. These practices are the only way to acquire the intellectual virtue of justified belief-forming, and censorship undermines these practices. Furthermore, the intellectual virtue of justified belief forming informs moral virtues which include dispositions to express praise or blame. Censorship can undermine and, in some cases, make impossible the practices of justification. If the state engages in viewpoint specific censorship of public speech, it undermines the individual pursuit of justified opinion to the extent that it hinders critical reflections, adjustment, and exposition of opinions. After explicating the argument itself, I apply the justified opinion argument to one contemporary example. The International Covenant on Civil and Political Rights under the auspices of the Universal Declaration of Human Rights of the United Nations has passed articles 7/19 and 7/20. These resolutions violate the viewpoint neutral principle. It is argued that developed nations should reject these resolutions in order to preserve (among other things) inte (open full item for complete abstract)

Committee: Daniel Jacobson PhD (Advisor); Fred Miller PhD (Committee Co-Chair); Steven Wall PhD (Committee Member); Ellen Paul PhD (Committee Member); David Jackson PhD (Committee Member) Subjects: Philosophy

Ph.D., Antioch University, 2012, Leadership and Change

This dissertation will explore leadership as a mytho-poetic transformational journey toward self-knowledge, authenticity, and ultimately wisdom; the power to make meaning and give something back to the world in which we live; and the necessity of transformation. I view leadership as a transformative process and a transformational responsibility. As leaders we must undergo our own transformation in order to lead change on a larger scale. The dissertation will be both philosophical and theoretical, exploring how the threads of the hero's journey, transformation, wisdom, and leadership intertwine. It will also examine the role of education in this process. Education does not necessarily mean institutional learning as it is so often taken to mean. A broader understanding of what education is and how it needs to serve us individually and as a society, particularly with the intention of developing wisdom and leadership (or wisdom in leadership) will be explored. The hero's journey, the mytho-poetic journey toward authenticity and self-knowledge, is the golden thread that weaves itself throughout this dissertation. It is both the idea of developing leadership and wisdom as a journey (as opposed to a destination) and the idea that meaning and authenticity is ultimately what drives wisdom and leadership. These concepts manifest themselves in different ways throughout the chapters. In many ways this is a very unorthodox and unusual way to approach leadership. It asks for full engagement, participation, excellence, and mastery—a lifelong dedication. None of these concepts are new, but most of them are often unheeded or not practiced. It also focuses on the common good, an element that research in both wisdom and higher stages of consciousness share. The intent is to explore the transformational process inherent in becoming a leader and consequently leading transformation that ultimately makes the world a better place on a number of different levels—leading deeply. Leading de (open full item for complete abstract)

Committee: Carolyn Kenny PhD (Committee Chair); Laura Morgan Roberts PhD (Committee Member); Jonathan Reams PhD (Committee Member); Donna Ladkin PhD (Other) Subjects: Adult Education; Business Education; Developmental Psychology; Education Philosophy; Organization Theory; Philosophy; Spirituality

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2013, Philosophy, Applied

Many ethical theories depend on the existence of natural teleology as a source of normativity. Natural Teleology, the purposive goal-directedness of non-conscious biological processes, is also embraced to some degree by a majority of philosophers of biology who agree that the teleological concepts of purpose, goal, defect, proper function and malfunction are legitimate, perhaps necessary, in biological explanations. In my dissertation I provide a substantive argument against the reduction of teleology to natural facts and argue that ethical theories that rely on it cannot be naturalistic. Several ethical theories could be my target, but I focus on the most overt example: neo-Aristotelian ethics. The project is in two sections, one in ethical theory and the other in philosophy of biology. In the first section of the dissertation, primarily using Philippa Foot and Judith Jarvis Thomson as models, I illustrate how Neo-Aristotelian theories rest on natural teleology. I offer a metaethical analysis of teleology, arguing that it does not belong to the good nor the right nor mere description, but rather the proper. I call this category of concept protonormativity. I claim that protonormativity, of which teleology is a paradigmatic example, does not yield normative facts and is not reducible to natural facts; it is a distinct conceptual category. In the second section I give a novel argument for why natural teleology cannot be reduced to natural facts. Teleological concepts such as design and proper function imply standards of correctness for phenotypic outcome. They entail norms for the way an item is to be in the end: functional or malfunctional, good or defective. However, since a phenotype is the result of a genotype in some set of environmental conditions, there can only be a proper phenotype if there exists a proper environment for the item to inhabit. Regarding artifacts, a designer is capable of setting a proper environment, but I argue science does not admit of pro (open full item for complete abstract)

Committee: Daniel Jacobson PhD (Committee Chair); William Mathis PhD (Committee Member); Michael Bradie PhD (Committee Member); Christian Coons PhD (Committee Member); John Basl PhD (Committee Member) Subjects: Philosophy