PHD, Kent State University, 2008, College of Education, Health, and Human Services / Department of Educational Foundations and Special Services

The study evaluated the use of social groups, social narratives, and video modeling to increase social skills in adolescents diagnosed with Asperger Syndrome. The study employed a single subject, multiple baseline design to determine the effects of the three different interventions on the performance of social skills within a school setting. A literature review evaluated previous studies that used the interventions independently. The researcher investigated the sequence of interventions and determined that the order the interventions were presented did not have an effect on the performance of skills. The study also evaluated the anxiety levels of the participants and investigated whether an increase in social skill performance influenced anxiety levels of the individuals. Findings support the use of the interventions and revealed a potentially associated decrease in anxiety levels after intervention phase.

Committee: Dr. Lyle Barton (Committee Co-Chair); Dr. Penny Griffith (Committee Co-Chair); Dr. Lisa Audet (Committee Member); Dr. Karla Anhalt (Committee Member) Subjects: Special Education

Doctor of Psychology (Psy.D.), Xavier University, 2019, Psychology

Non-suicidal self-injury (NSSI) is a growing area of concern in both clinical and non-clinical populations. Understanding the motivations for engaging in this behavior as well as the characteristics of individuals who engage in NSSI are crucial for developing maximally effective interventions. Previous research has indicated that while nearly all self-injurers report doing so as a way of regulating emotions, a slightly smaller proportion (approximately 85%) of individuals who engage in NSSI report doing so for interpersonal reasons – for example, as a way of communicating with others (Turner, Chapman, & Layden, 2012). The current study sought to examine characteristics of individuals who endorse interpersonal functions of self-injury in comparison to self-injurers who do not endorse interpersonal functions of self-injury and to non-self-injuring control participants. It was hypothesized that individuals who endorsed interpersonal NSSI would have greater deficits in social problem-solving and facial emotion recognition compared to self-injurers who do not endorse interpersonal NSSI and to control participants. There were no significant differences between the three groups on facial emotion recognition abilities. A one-way MANOVA indicated that both groups of self-injuring participants had poorer social problem-solving abilities compared to control participants. It may be that individuals with NSSI utilize self-injury as a coping mechanism to the detriment of more effective social problem-solving strategies.

Committee: Nicholas Salsman Ph.D. (Advisor) Subjects: Clinical Psychology; Mental Health; Psychology

Master of Arts, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Philosophy, The Ohio State University, 2022, Educational Studies

The purpose of this study was to examine the outcomes and internal validity of the literature regarding the Incredible Years program's impacts on externalizing behaviors and social-emotional learning for students from low SES backgrounds. A meta-analysis of behavioral and social-emotional outcomes from the child, parent, and teacher trainings for students from low SES backgrounds was conducted. Nine studies were eligible for inclusion using the defined eligibility criteria. Across the nine studies, data was collected for a total of 3,360 children, with all studies reporting greater than 50% of participants having an income in the low-socioeconomic range. The type of Incredible Years intervention program reported for each included study was the parent training program (four), teacher classroom management training (two), the combined parent training and teacher classroom management program (two), and one study which compared the child intervention program with the combined child intervention and parent training program. Teacher training and parent intervention sessions were largely led by certified trainers and sessions varied in number and length. Overall social validity was strong across all studies, suggesting high parent and teacher satisfaction with the program. The overall effect size reported for Incredible Years programming on social emotional learning and externalizing behavior outcomes was in the small to moderate range. Moderator analysis for externalizing behavior outcomes suggested variable effect sizes based on targeted training, with parent training resulting in a stronger effect size than teacher training. Combined parent and teacher training reported the smallest effect size for externalizing behavior outcomes. When outcomes were further analyzed based on externalizing behavior outcomes, number of hours/days of parent/teacher training, and training type, results indicated stronger correlation between amount of training for parents and effect siz (open full item for complete abstract)

Committee: Laurice Joseph (Advisor); Sheila Alber-Morgan (Committee Member); Scott Graves (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Education; Psychology; Social Psychology

Bachelor of Science in Education, Ashland University, 2021, Teacher Education

Many contemporary researchers and educators agree on the need to implement social-emotional learning (SEL) in modern public education to teach necessary life skills not usually covered in academic instruction. Typically SEL instruction has focused on primary-level students, but research shows that middle and high school students also benefit from SEL instruction in a very meaningful way during the critical period of development these students experience during adolescence. The field of English Language Arts in itself is a venue for straightforward SEL instruction. Many English Language Arts teachers are already implementing SEL into their curriculum, whether intentionally or unintentionally. The very nature of the field of literature and the study of it embodies SEL as readers vicariously observe and empathize with the experiences of fictional characters. This characteristic of the field creates a unique pathway to SEL instruction through the use of literature that allows for straightforward intercurricular implementation, requiring few changes to the existing curriculum. Included in this document is a curriculum guide for high school English Language Arts teachers to implement SEL into their existing academic curriculum, based on the Ohio Department of Education's new K-12 SEL Standards.

Committee: Hilary Donatini Dr. (Advisor); Terri Jewett Dr. (Advisor) Subjects: Education; Educational Theory; Language Arts

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: School Psychology

Self-regulation is a specific set of skills including social skills, problem solving, emotional responsiveness, and comprehension of emotions. These skills are developed through modeling from those around us, reinforcement of appropriate behaviors, and direct instruction. As children enter preschool, some students may struggle to develop these important skills. Research has shown significant risks for behavioral problems, academic struggles and difficulties with peer relationships for children who do not have self-regulation skills. This study used an A-B-C multiple baseline across subjects design to analyze the effectiveness of modified lessons from Zones of Regulation® curriculum on preschool students' ability to self-regulate. Interval time sampling recording was used to track students' engagement and inappropriate behaviors. After a baseline phase, modified lessons of the Zones of Regulation® curriculum were taught in a pull-out session with the target student and a peer. In the third phase, teachers were trained to promote natural learning opportunities within the classroom, known as incidental teaching, to provide reinforcement for new skills. Findings suggest pull-out lessons are effective in promoting self-regulation for preschool students within their classroom. Incidental teaching enhanced the skills learned and promoted generalization of skills outside of the pull-out session.

Committee: Renee Hawkins Ph.D. (Committee Chair); Laura Nabors Ph.D. (Committee Member); Daniel Newman Ph.D. (Committee Member) Subjects: Preschool Education

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: School Psychology

African American male students are disproportionality disciplined, as they are more than three times as likely as White students to receive one or more out of school suspensions. This discipline gap has many implications, including the school- to- prison pipeline and the achievement gap, which impede the academic success of African American students. Social skills are important academic enablers, which can lead to fewer problem behaviors, and more prosocial behaviors such as academic engagement, which in turn counters time out of school with exclusionary practices. As such, there is a need for culturally enriched social skills programs explicitly aimed at providing African American males with the social skills needed to successfully navigate the school environment and reduce their contact with punitive discipline and the juvenile justice system. The current study used a culturally enriched social skills program titled Black to Success (B2S) with Afrocentric mentoring to examine the academic engagement, social skills, racial identity, and discipline referrals of African American male students in an urban school. Results indicated an increase in academic engagement following B2S implementation, as well as mixed results for racial identity, social skills, and office discipline referrals. Findings from this study suggest that culturally enhanced Social Skill Instruction with Afrocentrism and mentoring may increase prosocial behaviors while reducing problem behaviors for African American males.

Committee: Tai Collins Ph.D. (Committee Chair); Derrick Brooms Ph.D. (Committee Member); Janet Lee Graden Ph.D. (Committee Member) Subjects: Behavioral Sciences

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2016, Social Work

Children's earliest experiences are critical for health and well-being across the lifespan. These experiences shape the development of social-emotional skills which lay the foundation by which children learn to navigate the intricacies of social interactions and complex emotions. Not all children, however, develop the social-emotional skills needed for success, with between 9 and 14% of children in early childhood exhibiting some type social-emotional deficit (Brauner & Stephens, 2006). Difficulties with early social-emotional skills may lead to behavioral, academic, and social problems during early childhood, as well as later in life (Denham & Brown, 2010). Low-income children of color often face barriers that put them at risk for poor social-emotional skill development. In an effort to support these vulnerable young children, the social settings in which they spend time should be targeted. One key setting in which many young children spend time is center-based child care. Examining this setting is a growing priority, so that the contributions of child care toward child social-emotional outcomes are maximized. Using secondary data from the Head Start Family and Child Experiences Survey (FACES) 2009, this study examined child care as a social setting that may positively influence social-emotional skill development among young low-income, children of color. Specifically, this study used multilevel modeling to explore child care center support, and also teacher emotional support and behavior management practices, and their influence on problem behaviors and social skill development among young children. Findings revealed that neither teacher emotional support practices nor teacher behavior management practices were significantly associated with child social skills or problem behaviors. However, teacher perceived center support was significantly related to child problem behaviors among low-income children of color, with higher teacher perceived center support as (open full item for complete abstract)

Committee: Dawn Anderson-Butcher PhD (Advisor); Audrey Begun PhD (Committee Member); Buettner Cynthia PhD (Committee Member); Logan Jessica PhD (Committee Member) Subjects: Social Work

Master of Arts, Miami University, 2016, Speech Pathology and Audiology

Social (Pragmatic) Communication Disorder (SCD) is a new communication disorder introduced in the DSM-5 (APA, 2013). In light of this disorder, clinicians need to differentiate children whose social interaction difficulties are due to pragmatic language or to social skill deficits. One tool for differentiating these deficits is norm-referenced parent rating scales. This exploratory study examined agreement among pragmatic language and social skill/problem behavior rating scales. Participants included 17 parents of children with clinical diagnoses and 34 parents of typical children. As expected, the clinical group performed below the typical group. Two typical children had social skill/problem behavior deficits. Ratings on similar items across the two scales were examined. Significant differences were found for 9/19 item-pairs. Parents were sensitive to slight differences in item wording and context specificity. Rating scales may assist in delineating underlying cause(s) of interaction deficits. This project was funded by a Miami University Graduate School Thesis Award.

Committee: Geralyn Timler (Advisor); Sarah Watt (Committee Member); Emily Hasselbeck (Committee Member) Subjects: Speech Therapy

Doctor of Psychology (Psy.D.), Xavier University, 2002, Psychology

The difference in social skills, friendships, and social competence were compared between children with Velo-Cardio-Facial Syndrome (VCFS) and children without VCFS. Eleven children with VCFS and eleven sibling control children without VCFS ages 7-11 years old completed the Self-Perception Profile for Children, the Intention Cue Discrimination Task, the Affective Perspective Taking Task, the Purdue Elementary Problem Solving Inventory (PEPSI), and the Friendship Questionnaire to measure social skills, friendships, and perceived social competence. The results indicated that children with VCFS had significantly lower scores on multiple measures of social skills. Specifically, children with VCFS displayed more encoding errors, more aggressive responses to problem situations, difficulties understanding others’ affect, difficulties with problem solving and less intimate friendships. However, children with VCFS did not score significantly lower on a measure of perceived social competence. These findings suggest that children with VCFS may be more likely to have social skill deficits in the areas of understanding others' intentions and affect, problem solving and they may experience less intimacy and companionship in their friendships. Despite these deficits, it appears that children with VCFS still have similar perceptions of their abilities compared to other children.

Committee: Janet R. Schulz Ph.D., ABPP (Committee Chair); W. Michael Nelson, III Ph.D., ABPP (Committee Member); Howard Saal M.D. (Committee Member) Subjects: Clinical Psychology; Developmental Psychology; Social Psychology

Doctor of Psychology (Psy.D.), Xavier University, 2002, Psychology

Current research demonstrates the necessity of social skills development for academic success and positive interpersonal relationships. In the current study, 60 African-American students in three kindergarten classrooms participated in the Social Skills Intervention Program (SSIP; Elliott & Gresham, 1991). Each class was taught a total of 14 skills in a 7-week period. The effectiveness of the program was measured through teachers' ratings of each child on three domains of the Social Skills Rating System andTeacher form (SSRS-T; Gresham & Elliott, 1990) and each student's score on "blue-green-yellow-red" a behavior tracking system employed by the teachers. Participation in the SSIP significantly influenced the students in Class Three's use of social skills and behavior in the classroom. Data analysis showed that, after participation in the SSIP, the children in Class Three significantly improved their scores on the "Social Skills" domain of the SSRS-T, as well as their scores on the "blue-green-yellow-red" system. Possible reasons for the largely nonsignificant results, such as the student population, the students' home and school environments, the SSIP, or a combination of the above, are explored.

Committee: Janet R. Schultz Ph.D., ABPP (Committee Chair); Cynthia L. Dulaney Ph.D. (Committee Member); W. Michael Nelson, III Ph.D., ABPP (Committee Member) Subjects: African American Studies; Black Studies; Early Childhood Education; Social Psychology

Master of Arts, The Ohio State University, 2013, Psychology

The current study explores social outcomes for adults with ASD in comparison to adults with other disabilities by investigating the relationships between social relationships, community inclusion, access to services/supports, and choice to address the following research question: how do individuals with ASD differ from individuals with other disabilities in their reported levels of social relationships and community inclusion? How do reported levels of choice and access to services/supports relate to social relationships and community inclusion for individuals with ASD? Are these relationships different for individuals with disabilities other than ASD? The National Core Indicators Adult Consumer Survey 2009-2010 and 2010-2011 datasets were used as a population from which two samples were drawn, individuals with ASD and individuals with other disabilities. Exploratory and confirmatory factor analyses were used to test the measurement model of the latent constructs of interest, then structured means analysis was used to compare latent variable means, and SEM was used to test a structural model of the relationships of the constructs of interest. Results indicated a measurement model differing from the factor structure consistent with the organization of the NCI survey yielding three novel factors: Social Determination, Social Participation and Relationships, and Personal Control. Individuals with ASD had lower levels of Social Determination and Friendships than individuals with other disabilities. SEM analyses yielded significant relationships between constructs of interest. Results provide insight with regards to novel statistical, theoretical, and practical approaches to the study of social outcomes for individuals with ASD.

Committee: Marc Tasse (Advisor); Susan Havercamp (Committee Member); Betsey Benson (Committee Member) Subjects: Psychology

EdD, University of Cincinnati, 2007, Education : Counselor Education

This study examined outcomes associated with two interventions used with academically disadvantaged students (n=15). This study compared the outcomes of three groups: (a) problem solving group (n=5); (b) tutoring group (n=5), and (c) control group (n=5). Specifically, the study compared the effects of problem solving strategies as an intervention to enhance disadvantaged students academic performance and to prevent school drop out. A quasi-experimental, pre-post assessment design with two treatment groups and one control was employed to measure outcomes of the three groups. The experimental treatment conditions were defined as problem solving strategies and tutoring. The control condition received no treatment. Prior to providing treatment, a pretest was administered to all three groups. The treatment process consisted of administering problem solving strategies to the problem solving group and tutoring to the tutoring group. A posttest was administered after treatment. The problem solving group generated real life issues that they used problem solving strategies to address during the treatment sessions while the tutoring group addressed school-related assignments that were initiated by the students. The control group received only the pre-posttest assessments during the study. There were no differences in the dropout rate among the three groups. However, there was a percentage difference in the number of students who dropped out of school from each group. Additionally, there were no differences in (a) the total competence score, (b) the academic performance or school scale, and (c) the total problem score.

Committee: Dr. Albert Watson (Advisor) Subjects: Education, Guidance and Counseling

Doctor of Philosophy, The Ohio State University, 2011, Sociology

While population increases have long been the concern of demographers, today, significant decline in fertility is a new concern. Despite the many implications of fertility decline on society, politics, and economics, most discussion has focused on its causes rather than its consequences. This study contributes to prior literature by examining the relationship between sibship size and social skills among children, and then social capital among adults. First, using fifth and eighth grade data from the Early Childhood Longitudinal Study- Kindergarten Cohort (ECLS-K), I empirically test the relationship between sibship size and children's social skills. I find that teachers rate children who have no siblings as having poorer interpersonal skills, worse self-control, and more externalizing problem behaviors than those who have one sibling. This relationship, however, exists only among fifth graders; the evidence that having at least one sibling is beneficial disappears among eighth graders. In the second part of the dissertation, I propose a new theoretical framework that predicts a link between sibship size and social capital. Using General Social Survey (GSS) data, I also test the relationship between sibship size and generalized trust and participation in voluntary associations among adults. I find that there is only a modest, negative relationship between sibship size and both dimensions, but only for adults who have at least five siblings. Additionally, I note that social network composition does not mediate the main relationship, and that it does not vary across birth cohorts. The findings of this dissertation have implications for the literature and research that seeks to understand better the consequences of decline in sibship size.

Committee: Douglas B. Downey PhD (Committee Chair); Edward Crenshaw PhD (Committee Member); John Casterline PhD (Committee Member) Subjects: Sociology

Master of Arts, The Ohio State University, 2011, Industrial, Interior Visual Communication Design

Children with ASDs (Autism Spectrum Disorders) have different cognitive disorders. Social interaction is the most discussed area that they fail to establish and develop. Social skills help the child to establish his/her social interaction. This research proposes a set of patterns. In these patterns situation (problems and context) and design opportunities (solutions) of social skills for the children with ASD at the early ages will be discussed. These social skills and related issues are discussed in the proposed patterns: communication of needs and ideas, joint attention, entry/approach skills, eye contact, maintenance skills, play, social interaction, and emotional expression. Pattern language – uniform structure and format – was developed based on the literature review, informal observations and industrial design perspective on the issue; these patterns helped to present the problems and solutions of the social skills. First drafts of the patterns were discussed in sessions with parents and instructors of children with ASDs. Eight revised patterns are the final outcome of this research project to be used by the parents of children with ASDs, as well as by designers and experts or therapists who are involved in area of working with the children ASDs.

Committee: Peter Chan PhD (Advisor); Elizabeth Sanders PhD (Committee Member); Jane Case-Smith PhD (Committee Member) Subjects: Design

Master of Arts, The Ohio State University, 2011, Psychology

Reciprocal Social Impairments (RSI) are deficits in social skills consistent with autism spectrum disorders (ASD). RSI are diagnostically relevant to ASD, but also occur throughout the population, including among those with intellectual disability (ID). Both ID and ASD are associated with increased symptoms of psychopathology. This study's objective was to investigate whether increased RSI among those with mild or moderate ID were related to increased symptom severity of other forms of psychopathology (specifically, Attention Deficit/Hyperactivity Disorder [ADHD], Oppositional Defiant Disorder [ODD], Anxiety Disorders, and Depressive Disorders, as measured by the Child Symptom Inventory-4 [CSI-4]). An exploratory objective of this study was to assess the association between the Social Responsiveness Scale (SRS) scores and social skills measured by the Adaptive Behavior Assessment System-II (ABAS-II) and psychopathology. Three hundred twelve packets were distributed to area school districts or directly to parents of eligible children in response to flyers. Sixty-seven were returned, for a response rate of 21%. However, only 37 children (28 boys and 9 girls, mean age of 11.7 years) met eligibility requirements and had usable data on all rating scales. Results from the hierarchical multiple regression indicated that RSI were unrelated to ODD, Anxiety, and Depressive Disorders. However, increased RSI were associated with increased severity of ADHD symptoms, after controlling for adaptive behavior and previous diagnoses of ADHD and/or ASD (β = 0.45, p = .028). Consistent with previous research, the SRS subscales showed moderate correlations with the ABAS-II (range -.30 to -.61). Using multiple regression, the SRS subscales were unrelated to ODD, Anxiety, and Depressive Disorders, similar to the total score. The subscales were associated with increased ADHD symptom severity (R2 = .55, p < .001), with Autistic Mannerisms as the only significant predictor (b-weight = 0.59, (open full item for complete abstract)

Committee: Luc Lecavalier PhD (Committee Chair); Marc Tasse PhD (Committee Member); Michael Aman PhD (Committee Member) Subjects: Psychology

Master of Arts, The Ohio State University, 2009, Psychology

The experience of cancer during childhood is marked by significant challenges. In addition to the broader danger of a life threatening illness, children undergo demanding treatment protocols that disrupt daily routines and create a range of side effects that may cause both physical and emotional discomfort. While managing the demands and physical side effects of treatment, children must try to continue normal development. It is commonly suggested that children return to school while still undergoing active treatment in order to maintain academic progress and peer relationships. Nevertheless, a prolonged initial absence after diagnosis is common, and there is often concern that children will experience social difficulties when returning to school due to peer reactions to the physical side effects of treatment. This has led to suggestions that services to facilitate school reintegration should include training in social skills to help children manage illness-related social stressors. Unfortunately, there is little empirical data to guide the content or even support the need for social skills interventions at this time. In fact, there is growing evidence that many children with cancer experience quite positive social outcomes after returning to school. Specific areas of social functioning typically targeted by social skills interventions, such as social goals, knowledge of social strategies, self-efficacy for assertive social interaction, have not been examined in this population. The current study examined areas of social information processing often targeted by social skills programs in order to understand the degree to which these proposed programs may be necessary for children with cancer. Children ages 8 to 15 were recruited upon returning to school while on treatment for cancer. Data were collected in the child's classroom and home. School data collection included peer ratings of the child's social behavior and acceptance, while home data collection included chil (open full item for complete abstract)

Committee: Kathryn Vannatta Ph.D. (Advisor); Cynthia Gerhardt Ph.D. (Committee Member); Steven Beck Ph.D. (Committee Member); Jennifer Cheavens Ph.D. (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2008, Psychology

Social skills deficits are a defining feature of children with autism. Over the last decade Social Stories, personalized brief fables with a lesson, have been used with autistic children. The rationale behind Social Stories is that they can provide autistic children with social information they are lacking, and thus can modify their social responses in social situations. However, studies addressing the efficacy of Social Stories (Gray, 2000) have been mixed. Critiques of the existing Social Story research show that the majority of stories deviate from recommended Social Story ratios, are confounded by the use of additional intervention strategies that are used at the same time as the Social Story intervention, or do not provide adequate descriptions of the participants' communicative and cognitive skills even though the developer of Social Stories stated that they were more likely to benefit students with basic language skills and higher intelligence (Reynhout & Carter, 2006; Kuoch & Mirenda, 2003). Even though studies have been inconclusive, researchers have begun to modify populations that Social Stories are used for and the methods in which they are delivered, which is premature since the basic intervention has yet to be validated as effective.This study controlled for many of the limitations criticized in previous Social Story literature. The present study used a multiple baseline design across six subjects diagnosed with Autistic Disorder who scored above 55 on the PPVT-III and were capable of verbal speech. Furthermore, in the study teachers were not aware when students started the intervention. Thus, potential decreases in students' disruptive behaviors were ostensibly not due to an increase in additional teacher prompting or an increase in teacher attention. The undergraduate students who coded the data were similarly unaware of when students began treatment so that it could not influence coding behavior. Results indicated there was no significant decrease i (open full item for complete abstract)

Committee: Steven Beck PhD (Advisor); Michael Vasey PhD (Committee Member); Luc Lecavalier PhD (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2005, Physical Activity and Educational Services

The development of effective social-communicative behavior is possibly the most critical set of skills required for successful integration into family and community life. Most young children develop social interaction skills without specific instruction or intervention, however, for children with autism social dysfunction is the single most defining feature of the disorder and possibly the most disabling as well. With increased social and educational opportunities provided to young children with disabilities in inclusive environments, delays in social and communicative behavior, make it more difficult for children with autism to gain maximum social and educational benefit. Without direct intervention the impact of poor social skills is substantial for children with autism. Earlier social skills interventions for young children with special needs employed such strategies as adult directed teaching, shaping of child behaviors by typical peers within natural environments, and adult instruction using scripts. Although these interventions often resulted in positive changes in children's social behavior, it was evident that when children with autism did acquire appropriate social skills they often did not use them in a spontaneous manner or generalize their use to situations where behavior is not cued by physical or verbal prompts such as within an inclusive classroom environment. The purpose of the current study was to evaluate the use of script training to teach socio-dramatic play skills to increase the frequency and quality of social interaction behaviors of preschool children with autism in an inclusive classroom environment. Scripts were embedded in storybooks and triads of children learned to enact each script using puppets. The children's social initiations and responses were also monitored on a regular basis during the generality sessions that occurred during the classroom's play schedule time. The intervention package used was found to be acceptable and sustaina (open full item for complete abstract)

Committee: Diane Sainato (Advisor) Subjects: