Psy. D., Antioch University, 2016, Antioch Seattle: Clinical Psychology

There is widespread agreement that neurobiology plays a role in psychological distress and that psychiatric diagnosis and associated psychopharmacological interventions can be helpful. However, there are also unresolved issues surrounding the limits of empirical support for current diagnostic criteria, shortcomings in neurobiological explanations of psychopathology, and unanswered questions about the mechanism, safety, and efficacy of psychiatric medications. This has implications for treatment errors which can precipitate negative socio-economic and health consequences, particularly for vulnerable groups like the Consumer/Survivor/Ex-Patient (c/s/x) population. It is for these reasons that the training psychologists receive to prescribe should, in addition to integrating the critiques of conventional thinking about the etiology and diagnosis of mental distress, discuss the c/s/x movement. Extent research on psychologist postdoctoral psychopharmacology training has focused on legitimacy, safety, feasibility, and training considerations. This study used content analysis and was the first to examine a selection of psychologist postdoctoral psychopharmacology training materials to understand the extent to which they were (a) integrating critiques of neurobiological hypotheses for depression's etiology, (b) challenging the rigor of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and, (c) informing students about the consumer/survivor/ex-patient movement. Results indicated that the examined body of materials did not consistently and comprehensively critique the majority of neurobiologically based etiological hypotheses for depression that were being disseminated. Next, challenges to the DSM's empirical rigor within the examined materials primarily focused on construct validity versus inter-rater reliability, and without the provision of statistical analyses. Finally, the only substantial c/s/x content within the examined materials was limited to one book (open full item for complete abstract)

Committee: Alex Suarez Ph.D. (Committee Chair); Pat Linn Ph.D. (Committee Member); Paul Andrews Ph.D. (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Educational Evaluation; Pharmacology; Psychology

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

School psychology continues to experience professional shortages in the face of increased need. Burnout and other sources of job turnover have been researched; however, there are limited studies on the specific factors influencing retention. The present study investigated sources of job satisfaction among experienced school psychologists. Seven school psychologists with at least 10 years of experience in the state of Ohio were interviewed regarding their reasons for remaining in their roles. Interview transcripts were subjected to thematic analysis to identify themes across participant experiences. Results indicated both intrinsic and extrinsic sources of job satisfaction in the field of school psychology. Common themes across participants included the value of meaningful work, professional autonomy, supportive work environments, and positive staff relationships. This study provides insight regarding drivers of motivation for school psychologists to remain in the field long-term, which contains implications for improving the current shortage of these professionals in the state of Ohio. Educational agencies seeking to retain professionals should foster supportive environments, clear roles, professional development, and work-life balance.

Committee: Susan Davies (Committee Chair); Meredith Montgomery (Committee Member); James Ayers (Committee Member) Subjects: Educational Psychology; Mental Health; Psychology

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

This study examined the effectiveness of a brief virtual training for school psychologists on the approach/avoidance continuum and the role of parent/teacher accommodations in anxiety treatment through a single group quasi-experimental design. Participants (N = 13) attended a half-day virtual training and completed a pre-test, post-test, and follow-up questionnaire to measure knowledge gained and application. The mean knowledge of each participant prior to the training was compared to the mean knowledge of participants immediately following the training. In comparing the differences in scores from the pre-test and post-test surveys, participants showed significantly greater gains in knowledge from the pre-test (M = 3.09, SD = 0.39) to the post-test (M = 3.46, SD = .37). Additionally, a majority of participants reported that they had applied the knowledge gained from the training directly in their practice during the 5 months since the training occurred. Given the rising prevalence of anxiety in school-aged children, it is increasingly important to provide professional development opportunities for school psychology practitioners. The A3F training is one possible solution to increasing knowledge to aid school personnel and families in supporting students with anxiety. Implications for improving school psychologists service delivery for students with anxiety are discussed.

Committee: Elana Bernstein (Committee Chair); Monika Marino (Committee Member); Brenda Gerhardt (Committee Member) Subjects: Psychology

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

Using a qualitative inquiry design, the implementation of Multi-Tiered Systems of Support (MTSS) was examined from the perspective of school psychologists to identify barriers and facilitators. The present study aimed to investigate whether school districts are currently using MTSS practices to identify academic and behavioral needs, according to the school psychologists employed in the district. Specifically, barriers and facilitators of schools implementing MTSS were analyzed. Several factors that facilitate or hinder the implementation of MTSS were identified from the extant literature, including: 1) administrative support; 2) professional development and training; 3) educator preparation; and 4) the use of implementation science. Emerging themes and subthemes were identified throughout the research and included a) implementation and evaluation with assessment tools, data collection, and progress monitoring, b) administrator support and buy-in, c) training; subthemes included educator preparation and professional development, and d) staffing. The participants of this study found the use of data, professional development, and staffing to be essential components of facilitating MTSS.

Committee: Susan Davies (Committee Chair); Tracy Mayne (Committee Member); Sawyer Hunley (Committee Member) Subjects: Counseling Education; Education; Educational Evaluation; Educational Leadership; Educational Psychology; Psychology; School Administration; Special Education; Systems Design; Teacher Education; Teaching

Specialist in Education (Ed.S.), University of Dayton, 2021, School Psychology

Foster families face a range of experiences during the fostering process that affect all members of the family both positively and negatively, including the biological children of foster parents. While recent research has begun to focus on support for foster families, most research focuses on training and support for foster parents. Where research does address effects on biological children, there is a gap in the literature concerning long-term supports for these family members. The purpose of this study was to explore the experiences of the biological children of foster parents while investigating suggestions for school-based supports. Following the phenomenological, qualitative method of research, ten participants ages 10-24, whose families chose to foster one or more children in their homes, were interviewed using a semi-structured interview protocol. Through a thematic analysis, categories and themes emerged, including: positive experiences (new siblings, diverse experiences, helping others, closer relationships with parents and biological siblings, and sharing in a unified family mission) and negative experiences (foster kids' trauma and behavior, ending/temporary nature of placements, older siblings carrying weight for younger siblings, busy schedule, split attention and effect on academics). Three specific recommendations for supports emerged from the data: community, someone to talk to, and validation of experiences. The findings from this study can be used to inform school-based supports for the biological children of foster parents.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Brenda Gerhardt Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Psychology; School Counseling; Social Work

Psy. D., Antioch University, 2017, Antioch Seattle: Clinical Psychology

Infants speak in their own language; sounds, screeches, cries, and howls that help them to communicate their caregiving needs. Unaware, parents may develop a checklist of caregiving approaches to the baby. The infant tells the adult directly what they need, and waits for the parent to respond. Infant talk may change from soft and quiet to loud and aggressive; coos and cries become crying and screams as the infant's caregiver—communicating the intensity of emotion, urgency of their request, or their frustration with varied and sometimes inadequate, failed, or missing caregiving patterns the infant has no choice but to accept. When the caregiver's response is slow, missing, irrelevant, inconsistent, or incorrect, the infant's level of stress increases. Stressed themselves, frustrated, and confused, parents and caregivers may neglect the child, or respond with abuse. According to the U. S. Department of Health and Human Services (2006), abuse and neglect have lasting effects on the child's development. Parents and caregivers of an infant need support. The purpose of this Attune With Baby Intervention is to teach parents and caregivers infant language so they hear, more quickly understand the infant's request, and respond appropriately, coordinating care with the infant before the infant and caregiver become stressed. Parents and caregivers attune with infant in the context of a family support program encompassing training, support, developmental assessment, referrals and connection to community resources, and other families. The program is implemented, developed, and evaluated by psychologists and doctoral students in psychology.

Committee: William Heusler Psy. D. (Committee Chair); Sheldon Berger Ph. D. (Committee Member); Melissa Curran Ph. D. (Committee Member) Subjects: Behavioral Psychology; Developmental Psychology; Early Childhood Education; Language; Linguistics; Personal Relationships; Psychology; Psychotherapy; Social Psychology; Social Research; Social Work; Sociolinguistics

Doctor of Psychology (Psy.D.), Xavier University, 2015, Psychology

Several studies have examined the factors that influence healthcare providers' treatment recommendations. One of the primary findings of previous research was that Direct to Consumer Advertising (DTCA) of medications can affect the way that patients and prescribers address medical and mental-health conditions, particularly if patients request the DTCA medication. Few studies have directly measured psychologists' responses to patient requests for specific treatments. The present study examined whether medication and therapy requests would influence psychologists' treatment recommendations in a sample of 202 board-certified psychologists who responded to a vignette of a client describing symptoms of depression. We also examined the influence of other factors on psychologists' recommendations. There were no significant differences in treatment recommendation based on vignette type; the majority (66%) of psychologists recommended a combination of psychotherapy and antidepressant medication to treat Major Depressive Disorder. Only variables related to psychologists' clinical practice and beliefs and attitudes, significantly predicted treatment recommendation. Future research might examine how psychologists would respond to real-life encounter, or a standardized patient making requests, and may want to include a more diverse sample of practicing psychologists.

Committee: Kathleen Hart Ph.D., ABPP (Committee Chair) Subjects: Psychology

Specialist in Education, Miami University, 2015, School Psychology

This study compares students' perceptions of school safety to faculty members' perceptions of school safety. High school seniors and faculty members from a suburban high school were administered school safety surveys in order to determine if students and faculty members as well as males and females have different views of school safety. Survey responses from faculty members and students yielded results that were not significantly different. Survey responses from males and females yielded results that were significantly different. Males' views of school safety were more positive than those of females. This study also addressed various indicators of school safety since there is a lack of in-depth research about specific factors related to school safety.

Committee: Doris Bergen (Advisor); Amity Noltemeyer (Committee Member); Darrel Davis (Committee Member); Dawna Meehan (Committee Member) Subjects: Educational Psychology

Psy. D., Antioch University, 2014, Antioch Seattle: Clinical Psychology

This survey study explored factors in optimal collaboration between registered psychologists and primary healthcare physicians (PHCP). With rising costs of healthcare, healthcare funding cuts, and changes in the way healthcare delivery is perceived, interprofessional collaboration is timely to explore. In particular, the attitudes of registered psychologists about salient factors noted in the collaboration literature, such as education and training, accessibility, and communication factors are important to the practice of psychology. As part of the exploratory nature of the study, questions about gender and hierarchy were also presented. While most data were quantitative, qualitative data were gathered on 6 of the 39 questions in the survey. Participants were 349 registered psychologists from all provinces in Canada, 125 male, 222 female. Two hundred and ninety five participants completed the survey in English; 54 completed the survey in French. Predictor variables used were education and training, accessibility, and communication factors. These were related to the criterion variable preferred form of collaboration consisting of the following levels of contact: (a) classic form of referral and consultation, (b) informal collaboration/ corridor consultation, (c) formal collaboration, (d) co-provision of care, and (e) co-therapy. Exploratory areas were hierarchy and necessity. Results of descriptive analysis of central tendencies and variability of the variables in the study were presented. Further data analysis indicated significance between the predictor variable of necessity and the criterion variable preferred form of collaboration. Analysis also revealed significance between the predictor variable education and training and the criterion variable: preferred form of collaboration. Finally, multinomial logistic regression analysis revealed a significant relationship among the variables age, years of practice and field of psychology as they relate to a preference f (open full item for complete abstract)

Committee: Patricia Linn Ph.D. (Committee Chair); Mary Wieneke Ph.D. (Committee Member); Natasha R. Harvey Ph.D. (Committee Member) Subjects: Health Care; Mental Health; Psychology

Psy. D., Antioch University, 2013, Antioch New England: Clinical Psychology

Personal therapy has never been a training requirement for clinical psychology in the American Psychological Association (APA). This became more evident when the field of Clinical Psychology at the Boulder Conference over 30 years ago in which personal therapy was omitted as a requirement of doctoral education because there was a lack of sufficient empirical evidence to support such a mandate in the United States. While there has been research in the field of psychodynamic theory on personal therapy, the stance taken during the Boulder Conference (and to some extent the Chicago and Vail Conferences thereafter) continues to be the standard in regards to the training of psychologists. This has resulted in new psychologists having limited understanding of themselves and, at times, difficult or impaired relationships with their clients. This dissertation will look at the original psychoanalytic writings on training analysis and will use these points to explain the more recent literature on the utility of personal therapy, particularly in countries that still require it. In addition to these main points, the arguments against personal therapy will also be included to help showcase both sides of the issue. Using three major studies on personal therapy, this dissertation will use the themes found in the literature review to see if there is still a justification for not requiring personal therapy, as well as providing personal opinions on why the field has moved away from self-understanding and towards a predominantly outcome-focused approach to psychotherapy.

Committee: Susan Hawes Ph.D. (Committee Chair); Lorraine Mangione Ph.D. (Committee Member); David Hamolsky Psy.D. (Committee Member) Subjects: Clinical Psychology

Doctor of Education (Ed.D.), Bowling Green State University, 2009, Leadership Studies

The purpose of this study was to determine if there were significant relationships between effective administrator skills of K-12 public school administrators charged with the conduct of the performance evaluations of school psychologists, their comfort level, and their education and experience. The theoretical framework of Katz's (1955) Three-Skill of Effective Administrators, and the expansion of that model toward performance evaluation conceptualized by Stronge (1991) were used to examine the strength of the aforementioned relationships. The three effective administrator skill areas for both Katz (1955) and Stronge (1991) included the following: (1) Technical Skill, (2) Human Skill, and (3) Conceptual Skill. A 42-item survey was e-mailed using SurveyMonkey.com to K-12 Michigan public school special education contact personnel of the public school districts and county intermediate school districts in the state of Michigan. Using linear regression analysis, comfort level and some experience variables predicted human skill and conceptual skill. The results of this study revealed administrators having high human and conceptual skills, but lower technical skill, suggesting limited understanding of school psychologists' role and function. Increasing school leaders' knowledge and understanding of the broader role and function of school psychologists may improve learning opportunities for all. Finally, establishing the validity, reliability, and utility, of performance evaluation instruments will help to more accurately evaluate and utilize school psychological services in K-12 public education.

Committee: Patrick Pauken (Advisor); Audrey Ellenwood (Committee Member); Judith Jackson May (Committee Member); Stephanie Rowley (Committee Member); Dennis Smith (Committee Member) Subjects: Education; Educational Evaluation; Educational Psychology; Management; Psychological Tests; Psychology; School Administration; Special Education