Doctor of Philosophy (PhD), Ohio University, 2022, Clinical Psychology (Arts and Sciences)

ADHD symptoms are associated with dysfunctional automatic thoughts that increase avoidance, impairment, and distress; however, little is known about factors that increase the likelihood of these thoughts. The current study developed an Experimental Vignette Measure of Automatic Thoughts for ADHD (VMATA-E), which was used to test how task-specific factors (Immediacy, Aversiveness, and History of Failure) and ADHD Status influenced automatic thoughts. This study systematically manipulated components of the vignettes, using a 23-1 between-subjects fractional factorial design. After randomization to an experimental condition, 320 participants read three brief vignettes and rated automatic thoughts in response to each one. EFA was used to develop the measure, convergent validity was examined via correlations. MANOVAs were used to examine main effects of task-specific factors and interaction with ADHD status. The VMATA-E demonstrated a three-factor structure which supports the stability of negative (NAT), rationalizing (RAT), and adaptive (GOAT) thoughts found in prior work. Task-specific factors of Immediacy and Aversiveness were found to have effects on NAT and GOAT. Compared to non-ADHD participants, individuals with clinically significant ADHD symptoms reported higher levels of dysfunctional automatic thoughts and lower levels of adaptive automatic thoughts (i.e., GOAT), even after controlling for prior mood disorder diagnoses. In contrast to expectations, there were no interactions between ADHD status and any task-specific factor. The findings of the current study have theoretical and practical implications for research on the role of automatic thoughts in ADHD-related impairment.

Committee: Brian Wymbs (Committee Chair); Darcey Allan (Committee Member); Julie Owens (Committee Member); Laura Knouse (Committee Member); Amy Chadwick (Committee Member) Subjects: Behavioral Sciences; Behaviorial Sciences; Clinical Psychology; Cognitive Therapy; Developmental Psychology; Psychology; Psychotherapy; Quantitative Psychology

Doctor of Philosophy, The Ohio State University, 2020, Social Work

Older adults have been largely excluded from practice, research, policies and education on sexual violence (SV) prevention. Thus, guided by a Critical Feminist Gerontological Framework, integrated within the Social Ecological Model, the central aim of this dissertation is to offer an in-depth understanding of perceptions of SV, chiefly in later life, and how age, gender, SV experience, or work with elders or SV victims may impact perceptions, barriers and solutions to prevention. This three-manuscript dissertation begins with an introductory chapter on SV in later life, followed by a systematic scoping review and thematic analysis, or thematic synthesis, of research on perceptions SV in later life, barriers to prevention and how they can be addressed. Results from the scoping review informed the second phase of this mixed methods dissertation study on perceptions of SV in later life, comprised of a factorial vignette survey gathered through Amazon Mechanical Turk (MTURK), where participants were randomized to one of five vignettes, involving the five kinds of SV identified in later life research, where the age of the victim was randomized to 21, 51 or 81 years. After reading the vignettes, participants were asked 20 Likert-scale and categorical questions, on perceived seriousness, culpability, reportability and knowledge of SV, examined in a regression analysis, and 27 open text questions, on knowledge and perceptions of SV, including in later life, explored using a qualitative thematic analysis. Seven overarching themes were identified in the thematic synthesis, of 18 scholarly articles, regarding (a) needs for knowledge and awareness, (b) research, (c) policy development, (d) influences of agism and sexism, (e) SV being a taboo involving limited support, (f) sociocultural differences, and (g) confusion about the nature of SV as well as how it is defined. Further, 567 survey responses were analyzed to assess how age, gender, work industry and victimiz (open full item for complete abstract)

Committee: Mo Yee Lee PhD (Advisor); Holly Dabelko-Schoeny PhD (Committee Member); Cecilia Mengo PhD (Committee Member); Michelle Kaiser PhD (Committee Member) Subjects: Social Work

Doctor of Education, Miami University, 2020, Educational Leadership

What are the barriers that implicitly and explicitly exclude or disinvite African American females from high school Educational MakerSpaces? This narrative inquiry utilizes vignette surveys to engage two African American female students in a scenario about a girl named Lisa who makes a difficult choice of whether to enroll in a program which has an Educational MakerSpace she sees filled with White boys. The narratives from these students are reinforced by the narrative texts collected from three African American female adults who had previously participated in a high school Educational MakerSpace and who engaged in this survey and participated in a focus group. Applying the lenses of Whiteness in Education and Maleness in MakerSpaces, the narratives of these participants are then also used to identify three barriers and two powerful counterbalances to these barriers, both of which can serve to inform future research. These narratives also suggest targets educators can use to develop strategies to begin to address these barriers.

Committee: Lucian Szlizewski Ph.D. (Committee Chair); Joel Malin Ph.D. (Committee Member); Sheri Leafgren Ph.D. (Committee Member) Subjects: African Americans; Art Education; Education; Gender; Multicultural Education; Science Education; Secondary Education; Teaching

Master of Fine Arts, The Ohio State University, 2009, Art

I make paintings that appeal to the mind and stick to the eye. Thepaintings use text that has been borrowed from popular culture, advertising, and film as their subject. My most recent body of work functions as a footbridge between looking at and being seen, painting and life. The footbridge is not derived from any one set of architectural blueprints, but rather generates its form from within. At times the bridge is formless, an evaporating cloud, or bottomless black. The act of painting transforms the text; image and form merge into presence. The subject is no longer simply borrowed text, but somehow the viewers, the artist, the materials, are absorbed like oil into cloth and seduced into subjects. The junction where painting touches without moving its location in space is the junction that I find most remarkable; furthermore, it is the place in time from which my marks and remarks are generated.

Committee: Pheoris West (Advisor); Alison Crocetta (Committee Member); Laura Lisbon (Committee Member) Subjects: Art Education; Art History; Fine Arts

Doctor of Philosophy, University of Akron, 2013, Counseling Psychology

This dissertation examined the reliability and perceived clinical utility of two current suicide-related nomenclatures. The language of suicidology has been confusing for the past half-century, thereby inhibiting effective study of the problem of suicide. This dissertation's survey research compared two nomenclatures: the Columbia Classification Algorithm of Suicide Assessment (C-CASA; Posner, Oquendo, Gould, Stanley, & Davies, 2007) and the Silverman nomenclature (Silverman, Berman, Sanddal, O'Carroll, & Joiner, 2007a and 2007b). Hypothetical vignettes were constructed to represent the different terms and definitions of each of the two nomenclatures; ten vignettes were randomly selected to be presented to participants. The 131 participants were mental health clinicians who were currently seeing clients for at least five hours per week. The hypotheses were that the C-CASA would exhibit better reliability and significantly better perceived clinical utility than the Silverman nomenclature. Perceived clinical utility was measured by a new 13-item questionnaire constructed for the purposes of this study. An exploratory factor analysis indicated that the perceived clinical utility questionnaire had a stable one-factor structure and an alpha of 0.95. The data supported both hypotheses. C-CASA's reliability, as measured by kappa statistics, was 0.59, while the Silverman nomenclature's was 0.45; this was more than a 0.1 difference in C-CASA's favor. On the 7-point Likert-type scale of the perceived clinical utility questionnaire, the Silverman nomenclature received positive scores that were a bit above neutral (4.62), while the C-CASA received scores almost a point higher (5.43), which were almost halfway between “neutral” (4) and “strongly agree” (7). These differences were statistically significant and represented a large effect size (Cohen's d was 0.83). These differences suggested that the C-CASA was preferable to the Silverman nomenclature, both in terms of reli (open full item for complete abstract)

Committee: Ronald Levant Dr. (Advisor); Philip Allen Dr. (Committee Member); Dawn Johnson Dr. (Committee Member); John Queener Dr. (Committee Member); Ingrid Weigold Dr. (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Psychological Tests; Psychology; Psychotherapy