Doctor of Management, Case Western Reserve University, 2022, Weatherhead School of Management

This mixed-methods study examined what factors drive student success among undergraduate business students and using that knowledge to promote positive academic outcomes for all students. The literature posits that academic engagement is associated with high performance levels (Fredin, Fuchsteiner, & Portz, 2015; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Pace, 1980). However, engagement does not work alone in predicting success. Many other significant factors predict higher engagement levels. According to Karki, Chaudhury, and Patangia (2020), the interplay of external variables alongside individual or psychological aspects of students leading to academic engagement is still not fully understood. This study begins to address this knowledge gap. Using a sequential explanatory design, data were collected in two phases: a qualitative phase followed by a quantitative phase. Phase I consisted of qualitative interviews of twenty-eight participants from a private liberal arts college. The questions explored what factors they felt contributed most to their college success during a first-year accounting sequence. The most significant finding was that all participants reported some form of social support as essential for their success level and necessary for their belief that they could succeed in accounting. A quantitative study was then conducted using a hypothesized model to explore the causal relationships of cohort support and family support on engagement as mediated by self-esteem. The quantitative results were positively correlated between both forms of support and engagement and between competence and engagement. A mediating role for self-esteem was also proven between social support and engagement. The quantitative and qualitative data illustrate variables such as social support and self-esteem predict higher levels of engagement and ultimately positive academic outcomes.

Committee: Kalle Lyytinen Ph.D. (Advisor); Yunmei Wang Ph.D. (Advisor) Subjects: Accounting; Education; Educational Psychology; Educational Theory; Management; Organizational Behavior; Social Research

Doctor of Philosophy, The Ohio State University, 2018, EDU Policy and Leadership

This exploratory case study aims to examine what superintendents value about participating in a superintendent network. I investigated why superintendents join networks of their peers, the values and drawbacks superintendents associate with participation, and the impact of participation on the day-to-day work of superintendents. Previous research has shown positive outcomes generated by network participation, including acquiring knowledge, sharing information, offering/receiving support, and accessing resources. Literature on networking spans career fields, but relatively little research exists about superintendent networks. This study examined the perceptions and participation of eight superintendents in a professional peer network. Drawing on a wide body of network research, I argue that superintendents value networks because they provide opportunities for support that are difficult to find elsewhere. Furthermore, I argue that superintendent networks help to reduce loneliness among superintendents by increasing opportunities for social capital. This study advances our understanding of why superintendents value networks and evidences how superintendents approach network participation in order to achieve desired outcomes.

Committee: Ann Allen (Advisor); Belinda Gimbert (Committee Member); Sweetland Scott (Committee Member); Bryan Warnick (Committee Member) Subjects: Education; Educational Leadership; School Administration

Psy. D., Antioch University, 2008, Antioch Seattle: Clinical Psychology

Adolescence is an important transitional time with biological and social changes. During adolescence there is a heightened risk of internalized and externalized problems such as, anxiety, depression, suicide, substance misuse, and conduct disorders. Some will navigate this challenging time with great mastery, while others may experience confusion, self-doubt, and distress. Protective factors or personal resources such as, parent and peer support, social and academic competence, and self-esteem can help navigate the transition with success.The survey data was gathered from 246 adolescent girls between the ages 14 to16 years old. The purpose of this study is to increase understanding of how trait- anxious adolescent girls cope with their problems, and how protective factors mediate the relationship between anxiety and coping. The protective factors in this study that are considered to foster healthy social and emotional outcomes for adolescents are secure parent and peer-attachment, social and academic competence, and extracurricular activities. Findings from this study demonstrate the complexity of relationships among attachment, coping, and personal resources for trait-anxious girls during adolescence. For instance, trait-anxious girls were significantly more likely to utilize emotion-focused coping strategies: more specifically, they used self-controlling (regulation of feeling and actions) coping, accepting responsibility coping (trying to make things right), and escape-avoidance coping (wishful thinking significantly more than their non-trait-anxious counterparts. They were also more likely to use one of the problem-focused strategies specifically, confrontive coping (aggressive efforts to alter the situation). Furthermore, trait-anxious girls also had significantly less perceived mother and peer-attachment, and lower academic competence, relative to non-trait-anxious girls. This study tested three hypotheses using a mediation model to indicate that, hypothesis (open full item for complete abstract)

Committee: Molly Reid Ph.D. ABPP (Committee Chair); Mary Wieneke Ph.D. (Committee Member); Wendy Rowe Ph.D. (Committee Member) Subjects: Behaviorial Sciences; Personal Relationships; Psychology; Social Psychology; Womens Studies

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

The retention rate in online doctoral programs is incredibly low; given the increase in popularity in online schooling, it is necessary for colleges and universities to start adapting the way they work in the online degree space. This dissertation in practice examines what it is that keeps students in the program outside of financial support. Three themes became evident in the review of related literature - faculty preparedness tied with student skill set, social interactions between peers, and coaching support that goes beyond academia - and the subsequent interviews highlighted a fourth theme missing from the review - that of self-determination or self-confidence. This study starts by examining retention in the online doctoral program at Midwestern University, where the problem of practice is set and provides an action plan for programs looking to strengthen the retention of their students in online doctoral programs.

Committee: Davin Carr-Chellman (Committee Chair) Subjects: Adult Education; Curriculum Development; Education; Education Philosophy; Educational Leadership; Educational Theory; Higher Education; Higher Education Administration; Pedagogy; Teaching; Technology

Master of Arts, Miami University, 2024, Psychology

The mental health of adolescents in the United States is worsening, yet less than half of adolescents with mental health problems receive support. Previous studies have shown that adolescents play an important role in helping their peers access mental health care by recognizing signs of a mental health problem, notifying adults and the affected adolescent of the problem, and acting as a referral resource. School-based interventions have been designed and implemented to increase adolescents' mental health help-giving behavior, but it is not known what specific factors predict it. Therefore, our study aimed to determine whether two aspects of the school environment, student social environment and friend support, uniquely or interactively predict students' help-giving intentions. Adolescents (N = 385) from two secondary schools in the Midwest participated in a self-report school climate survey. Using moderation analyses, it was found that the student social environment did not moderate the relation between friend support and help-giving intent. Multiple linear regression revealed that student social environment positively predicted help-giving intent over and above friend support and school membership. These findings suggest that mental health interventions should focus on addressing environmental social factors to increase supportive peer behavior.

Committee: Paul Flaspohler (Committee Chair); Aaron Luebbe (Committee Member); Allison Farrell (Committee Member) Subjects: Clinical Psychology

DNP, Otterbein University, 2023, Nursing

Second victim syndrome describes the constellation of symptoms suffered by healthcare clinicians because of the stresses of caregiving, experiencing adverse patient outcomes, and the increasing pressures of the care environment. The occurrence of second victim syndrome (SVS) in nurses is well supported in literature, along with resultant effects on patient safety, organizational culture, and the organization's financial outcomes. The interconnectedness of nurses with patients is undeniable, and relational impacts can be both profound and enduring. Burnout and stress, manifested by mental, psychological, and physical effects, are possible and may affect the ability of the nurse to provide effective nursing care to patients. The state of nursing in the facility ultimately determines whether the obligation to provide quality, safe patient care to the community is met by the organization. High rates of turnover and vacant positions, often necessitating the use of unknown travel nurses, can also compromise patient care, potentially increasing patient complications and worsening outcomes. The many implications of these factors on healthcare organizations cannot be understated, not the least of which are financial. Executives and other leaders must recognize the wellness of the staff and the state of facility culture when considering goals, initiatives, and the organization's overall sustainability. This project addresses the barriers to nursing support through the development of an educational infographic targeted for organizational executives, highlighting second victim syndrome and its potential consequences on nurses, patients, and the facility at large. The infographic directs leaders to examine current facility culture closely, suggesting why and how to ensure a supportive care culture.

Committee: Joy Shoemaker DNP, RN, APRN.CNP, FNP-C, CNE (Advisor); John Chovan PhD, DNP, RN, CNP, PMHNP-BC (Committee Member); Chai Sribanditmongkol PhD, RN, IBCLC, CNS (Committee Member) Subjects: Health Care; Health Care Management; Nursing

Master of Arts (MA), Bowling Green State University, 2022, Psychology/Clinical

In light of research identifying high prevalence rates of both externalizing and internalizing disorders in juvenile justice populations (e.g., Teplin et al., 2002), increasing attention has been paid to the role of mental health in juvenile delinquency. Researchers have offered and produced evidence in support of several different theories regarding the relations between internalizing disorders and delinquency, leading some to suggest that future research efforts may be best directed at identifying factors that moderate this relationship (Fontaine et al., 2019; Ozkan, 2017). Given that social support has often been observed as a protective factor against maladaptive outcomes in adolescence, the present study sought to examine the relations between peer social support and both internalizing symptoms and delinquency, as well as whether peer deviance moderates these associations in a sample of court-involved youth. The final sample included 79 court-involved youth between ages 11 and 19 (70.7% male) who completed self-report surveys about their internalizing symptoms (i.e., depression, anxiety, stress), delinquent behavior, friends' delinquent behavior, and the amount of social support they perceive receiving from their friends, among other variables. Bivariate correlations and hierarchical multiple regressions were conducted to examine relations between peer social support, internalizing symptoms, and delinquency, as well as to test for any moderating effects of peer deviance. A moderated-moderation regression model was additionally conducted to examine whether a) peer social support moderates the association between internalizing symptoms and delinquency and b) whether peer deviance may additionally moderate the effect of peer social support on this relation. No significant associations were observed between peer social support, peer deviance, and internalizing symptoms in the present sample. Although peer deviance was significantly associated with delinquency, peer (open full item for complete abstract)

Committee: Carolyn Tompsett Ph.D. (Committee Chair); Eric Dubow Ph.D. (Committee Member); Meagan Docherty Ph.D. (Committee Member) Subjects: Clinical Psychology; Psychology

Doctor of Philosophy, The Ohio State University, 2022, Public Health

Peer recovery support services are being prioritized in the United States to combat the rising drug overdose death rate. Peer support services have shown their effectiveness in improving substance use disorder outcomes like increasing linkage to medication for opioid use disorder and decreasing the number of reported overdose events. Peer recovery supporters (PRS), those delivering these services, are individuals who have lived experience in mental illness and/or substance use. PRS are certified by their state of practice, work in a variety of settings (e.g. emergency departments, correctional facilities, recovery community organization), and receive regular supervision. Though the evidence for peer-based services for substance use disorders is established, there is little published research on the experience of delivering these services. This study explores the recovery experience of Ohio PRS and the impact of delivering peer services on personal recovery. Because more research that recruits PRS is needed, the study first describes recruitment practices in both the pilot and main study. Challenges accompanying the recruitment and subsequent improvements are detailed, as well as considerations for future research involving PRS participants. Next, the methods and results of a survey that used PRS work category (working in peer service delivery, working in another position, and not working at all) to predict recovery related outcomes (burnout, burnout, self-stigma, and recovery capital) are presented and discussed. The multiple linear regression models found that PRS working in a peer service delivery position was significantly associated with higher hopefulness scores compared to PRS not working at all. Univariate results also demonstrated differences by race in multiple outcomes with racial minority PRS showing associations with improved burnout and self-stigma scores compared to white PRS. The results were integrated into the qualitative portion of the study (open full item for complete abstract)

Committee: Pamela Salsberry (Advisor); Megan Roberts (Committee Member); Kathryn Lancaster (Committee Member); Bridget Freisthler (Committee Member) Subjects: Public Health

Master of Arts, The Ohio State University, 2021, Educational Studies

Although research shows that peer support arrangements are a promising practice for increasing social interactions between students with severe disabilities and their peers, additional research is needed to further examine paraprofessional implementation for elementary students with multiple disabilities. In this study, researchers used a multiple-probe-across participants design to examine the effects of teacher delivered training for paraprofessionals on their ability to facilitate peer support arrangements, peer interactions for elementary students with multiple disabilities, and student independence with following classroom routines. Five paraprofessionals received teacher-directed training that enabled them to facilitate peer support arrangements, which increased peer interactions and decreased the level of adult support required for classroom routines for four students with multiple disabilities. We discuss implications for research and practice, including recommendations aimed at enhancing paraprofessional implementation of peer support arrangements and improving outcomes for students with multiple disabilities.  

Committee: Matthew Brock (Advisor); Shiela Morgan (Committee Chair) Subjects: Special Education

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

Student veterans are at an increased risk of suicidality (Borsari et al., 2017; Rudd et al., 2011; Schonfeld et al., 2015). Suicide prevention efforts exist on campuses nationwide (Suicide Prevention Resource Center, n.d.); however, these programs have not been created for at-risk populations, such as student veterans, specifically. Further, student veterans use veteran-specific resources, such as veteran student organizations (Hawthorne, Bauman, & Ewing Ross, 2013), for support when they exist on their campuses (Borsari et al., 2017). Unfortunately, just half (57%) of universities have these veteran-specific resources (O'Herrin, 2011), although 96% of U.S. universities enroll student veterans (Department of Veterans Affairs, 2014). Universities can consider ways to develop or expand their suicide prevention programming to include veteran-specific resources, such as peer supports, on their campuses to provide opportunities for student veterans struggling with suicidality to receive support. Peer support programs may be appropriate to support student veterans struggling with suicidality. Veterans tend to disclose struggles with suicidality to fellow veterans more frequently than with civilians (Greden et al., 2010), which implies that a peer support program would be an effective approach to suicide prevention for this at-risk group of students. Suicide prevention requires advocacy and action to its success (JED Campus, n.d.), therefore student veterans with a strong social justice identity (e.g., self-efficacy, outcome expectations, interest, commitment, supports/barriers; Miller et al., 2009) may be appropriate applicants to serve as peer supports. The purpose of this study was to identify whether social justice identity was a significant predictor of student veterans' perceptions of suicide prevention. The hypothesis was that student veterans' social justice identity (i.e., self-efficacy, outcome expectations, interest, commitment, perceived social supports/barr (open full item for complete abstract)

Committee: Brett Zyromski (Advisor); Colette Dollarhide (Committee Member); Helen Malone (Committee Member); Michael Carrell (Committee Member) Subjects: Counseling Education

Psy. D., Antioch University, 2018, Antioch New England: Clinical Psychology

Mental illness (MI) is a major problem in the United States, with significant economic, emotional, and physical impacts on individuals with MI, their loved ones, and their employers. Many of those who could benefit from treatment do not seek it out, despite the researched benefits of mental health care. The self-stigma (SS) associated with MI is a well-documented obstacle to help-seeking behavior. Mental health professionals have tried, with mixed results, to combat SS and encourage help-seeking. Individuals with MI have found and supported one another, forming a community and successfully advocating for reforms to the mental health system. Contemporary peer support organizations, while continuing to advocate for change on a systemic level, additionally focus on encouraging health and help-seeking behavior for those living with MI. The Mental Illness Happy Hour (MIHH) podcast is a weekly audio interview, freely available via the internet, in which the host and a guest discuss firsthand experiences of living with MI, the legacies of trauma and substance abuse, and experiences in treatment. The aim of this study was to determine if any relationship could be identified between listening behavior and change in attitudes relative to the presence and treatment of MI. The Impact of Listening Behavior (ILB) scale, a brief self-report measure, was developed for the study. Results show that respondents feel their attitudes towards the presence and treatment of MI have improved relative to their listening behavior. Small but significant inverse correlations were found between the Duration of Listening (DL) and several ILB items, suggesting a relationship between listening and improved attitudes among a self-selecting sample of MIHH listeners.

Committee: James Fauth PhD (Committee Chair); Lorraine Mangione PhD (Committee Member); Cynthia Whitaker PsyD (Committee Member) Subjects: Clinical Psychology

Psy. D., Antioch University, 2017, Antioch New England: Clinical Psychology

Integrated Primary Care (IPC) is an effective, cutting-edge modality to treating both physiological and psychological problems using a holistic approach within primary care. One of the primary challenges associated with IPC is figuring out the most cost-effective way of treating the largest possible number of patients with behavioral health-related conditions, within staffing constraints. This has led to a preference for time-limited psychological interventions that work well for common mild behavioral health conditions. These time-limited interventions, however, are often inadequate for patients struggling with moderate to severe psychological distress. As such, we need alternative treatment options for this population. Research has identified a number of alternative treatments as effective and potentially viable in primary care. Yet, we know little about the degree to which those potential alternative treatments would be utilized by primary care patients. This study investigated the acceptability of a number of alternative treatment options to primary care patients. Individual exercise was universally rated as the most acceptable alternative treatment option. Multivariate analyses indicated that DHK/CMC participants rated the group exercise intervention significantly higher than BFHC participants, and that female participants rated the group exercise and group yoga interventions significantly higher than their male counterparts. These analyses suggest that females and DHK/CMC participants are more likely to participate in group-based alternative options. Overall, the results suggest that both individual exercise and individual yoga programs were the most highly rated, and may represent viable options.

Committee: James Fauth PhD (Committee Chair); Amanda Hitchings PsyD (Committee Member); Alexander Blount EdD (Committee Member) Subjects: Clinical Psychology

Doctor of Philosophy, The Ohio State University, 2016, EDU Physical Activity and Educational Services

School psychologists frequently work independently of other school psychologists due to limited opportunities to interact and collaborate in school settings. Opportunities for supervision are fewer in comparison to related professions. Willingness to participate in structured peer support groups was investigated as well as the structure and functioning of current peer support groups. School psychologists employed by seven urban school districts in the Midwestern portion of the U. S. were surveyed using open-ended questions regarding supervision, peer collaboration at work, and peer support groups. Qualitative data were analyzed using grounded theory techniques. The analysis yielded themes of seeking guidance; improving the art of practice; cohesiveness; sense of well-being; and challenges. The results indicated that the majority of school psychologists desire additional supervision specific to the practice of school psychology and opportunities to learn from their school psychology colleagues through peer support groups. Respondents reported that they prefer to be supervised by a school psychologist due to shared understanding of the complexities within the role of the school psychologist. The primary barrier to supervision was identified as lack of time. The benefits of additional peer support and interaction included deeper and more comprehensive analysis of cases; more thorough processing of laws, regulations, and how these apply at the individual student level; emotional support; and an improved sense of well-being. Benefits to the school district included the potential for consistency in practices and decision making as well as more satisfied employees.

Committee: Antoinette Miranda PhD (Advisor); Colette Dollarhide EdD (Committee Member); Belinda Gimbert PhD (Committee Member) Subjects: Education; Psychology

Doctor of Philosophy, The Ohio State University, 2016, Educational Studies

This dissertation explores the theme of comprehensive inclusion support for students with severe disabilities. It consists of a brief introduction, three stand-alone papers, and a research statement. Chapter 1 presents brief background information to introduce the research questions posed in chapters 2 and 3. Chapter 2 provides a systematic review of the literature on peer-mediated interventions for students with intellectual and development disabilities, with a specific focus on dependent measures of peer behavior. Chapter 3 presents a research study that evaluates the impact of context on the interaction behaviors of students with severe disabilities and their peers. Chapter 4 is a practitioner paper that draws on the findings of chapter 2 and chapter 3 to provide recommendations for comprehensive inclusion support across school environments. Finally, Chapter 5 provides a research statement that discusses the place of this dissertation in my work and future directions for my research.

Committee: Helen Malone PhD (Advisor); Matthew Brock PhD (Advisor); Colette Dollarhide PhD (Committee Member); Lisa Cushing PhD (Committee Member) Subjects: Special Education

MARCH, University of Cincinnati, 2014, Design, Architecture, Art and Planning: Architecture

“…the place is not meant to be fancy; it simply offers me and everyone who lives here food, a roof, and a place to sleep. Shelters [aren't] in the business to rehabilitate people. I must do this myself…”

Committee: Udo Greinacher M.Arch. (Committee Chair); Michael McInturf M.Arch. (Committee Member) Subjects: Architecture

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this qualitative research life history study was to understand experiences and contributions to life satisfaction for single divorced women in leadership. Understanding the meaning one ascribes to life experiences assists leaders, employers and others to identify and target appropriate motivations. Five single, divorced African American women, ages of 40 to 55, working in leadership positions were interviewed as to how she assessed her overall life satisfaction; what she attributed to her life satisfaction; the factors that were most necessary or influential, i.e., extended family and friends, children, education, purpose, spirituality, and socioeconomic status, etc.; and, the extent, if any, other perceptions weighed on her life satisfaction. The research found of the divorced African American female leaders interviewed that life satisfaction or the lack thereof was highly related to locus of control and whether she believed she was living with purpose. Second, consistent factors attributed to the divorced female leaders life satisfaction which included education, family (parent or children) and friend support and purpose. Further, companionship and spirituality also emerged as being strongly influential or important to life satisfaction view as well. Last, in regards to others' perceptions on the divorced female leaders studied it was found not to be impactful on life satisfaction. Essentially, the study found that divorced African American female leaders who believed she was living her purpose were more satisfied while those not living on purpose either fully or at all were more dissatisfied with their lives. This research provides leaders and others valuable information to utilize while working with others as how leaders think, behave or feel is critical to the success and growth of the leaders themselves, the individuals they influence as well the organizations they lead. As one's satisfaction with life ultimately affects every aspec (open full item for complete abstract)

Committee: Mark Earley PhD (Advisor); Joyce Litten EdD (Committee Member); Priscilla Coleman PhD (Other); Terry Herman EdD (Committee Member); Ardenia Jones Terry PhD (Committee Member) Subjects: African American Studies; African Americans; Aging; Black Studies; Counseling Psychology; Developmental Psychology; Education; Educational Leadership; Educational Psychology; Educational Sociology; Families and Family Life; Gender; Gender Studies; Personal Relationships; Welfare; Womens Studies

Specialist in Education, Miami University, 2009, School Psychology

The purpose of this study was to measure the effect that intensive social-skills training, peer monitoring and role modeling has on elementary students' prosocial behavior. Twelve students in grades 3 – 5 served as participants in this intervention. Participants first received social-skills instruction, peer modeled during classroom skits, and peer monitored at recess while dispersing coupons to children demonstrating positive social-skills. Increases in positive social behavior in the classroom were found across all grade level participants.

Committee: T. Steuart Watson Dr. (Advisor) Subjects: Behaviorial Sciences; Education; Educational Psychology; Educational Sociology; Elementary Education; Personal Relationships; Personality; Psychology; School Administration; Secondary Education; Social Psychology; Sociology; Special Education; Teacher Education; Teachi

MS, Kent State University, 2012, College of Education, Health and Human Services / School of Health Sciences

Transgender individuals are more likely to be the targets of peer victimization than their cisgender counterparts. Emerging research has demonstrated a potential negative link between peer victimization and physical activity behavior. The purpose was to examine self-reported peer victimization, physical activity behavior and attitudes regarding physical activity in transgender and cisgender adults. Eighty (33 Transgender and 47 Cisgender) adults completed validated questionnaires assessing; peer victimization, physical activity behavior, social support for physical activity and self-efficacy for physical activity. The peer victimization questionnaire asked participants about their peer interactions as children and contained the following sub-scales: Overt Victimization Subscale (OVS), Relational Subscale (RS) and Pro-social Receipt Subscale (PRS). Each of these subscales was summed individually. Transgender individuals had a significantly (p ¿¿¿¿¿¿¿ 0.05) greater BMI, OVS and RS and lower PRS, social support for physical activity and self-efficacy for physical activity than cisgender adults. There was a trend (p ¿¿¿¿¿¿¿ 0.06) towards a difference in physical activity between groups. Self efficacy (r ¿¿¿¿¿¿¿ 0.52), social support (r ¿¿¿¿¿¿¿ 0.49), PRS (r ¿¿¿¿¿¿¿ 0.34), OVS (r ¿¿¿¿¿¿¿= -0.3) and BMI (r = -0.25) were significantly (p ¿¿¿¿¿¿¿ 0.03) correlated to physical activity. RS (r ¿¿¿¿¿¿¿ -0.18) was not (p ¿¿¿¿¿¿¿ 0.1) correlated to physical activity. Transgender individuals were less physically active, received less social support, had lower self-efficacy, were more victimized and had a greater average BMI than cisgender individuals. Transgender individuals appear to be an excellent model for studying the effects of negative social interaction on physical activity behavior.

Committee: Jacob Barkley Ph.D (Advisor); Ellen Glickman (Committee Member); Angela Ridgel (Committee Member) Subjects: Health; Health Sciences; Sports Medicine