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Colorado State University
1.
Holmström, Freja.
Association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior, The.
Degree: MS(M.S.), Human Development and Family Studies, 2020, Colorado State University
URL: http://hdl.handle.net/10217/212074 
► Youth mentoring programs can have a significant impact in the lives of at-risk youth. A relationship between youth and an adult can act as a…
(more)
▼ Youth mentoring programs can have a significant impact in the lives of at-risk youth. A relationship between youth and an adult can act as a powerful protective factor for youth at risk of developing externalizing behaviors (conduct problems and delinquency). Within the mentor dyad, the quality of the mentoring relationship is theorized to be the key mechanism of change, and there is empirical support that the quality of the mentoring relationship is associated with positive youth outcomes. Specifically, a high-quality mentoring relationship is related to a reduction in externalizing behaviors. Historically, almost all assessments of mentoring relationship quality are self-reports, thus to build upon the existing literature, this thesis incorporates the novel component of observed mentor-mentee relational quality in relation to externalizing behavior within the context of Campus Connections (CC), a time-limited and structured therapeutic mentoring program.
Advisors/Committee Members: Haddock, Shelley (advisor), Zimmerman, Toni (committee member), Henry, Kimberly (committee member).
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APA (6th Edition):
Holmström, F. (2020). Association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/212074
Chicago Manual of Style (16th Edition):
Holmström, Freja. “Association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior, The.” 2020. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/212074.
MLA Handbook (7th Edition):
Holmström, Freja. “Association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior, The.” 2020. Web. 26 Jan 2021.
Vancouver:
Holmström F. Association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior, The. [Internet] [Masters thesis]. Colorado State University; 2020. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/212074.
Council of Science Editors:
Holmström F. Association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior, The. [Masters Thesis]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/212074
Colorado State University
2.
Cornelis, Hope M.
Evaluation of Speak Up!: a sexual violence prevention program for middle school youth.
Degree: MS(M.S.), Human Development and Family Studies, 2017, Colorado State University
URL: http://hdl.handle.net/10217/181360
► Sexual violence (SV) is a pervasive crime that disproportionately affects young people. Despite the need for SV prevention initiatives with young adolescents, a majority of…
(more)
▼ Sexual violence (SV) is a pervasive crime that disproportionately affects young people. Despite the need for SV prevention initiatives with young adolescents, a majority of documented efforts to understand and prevent SV have targeted college-aged individuals. The purpose of this study was to evaluate Speak Up!, an intensive, school-based, gender-separated SV prevention program for middle school youth. The evaluation utilized pre and post-test data from 76 students, aged 11-15, who participated in Speak Up! during the 2014-2015 academic year. Participants completed self-report surveys, developed by the implementing organization, at baseline and immediately after the intervention. The survey measure assessed participants' adherence to unhealthy relationship/sexual norms, self-efficacy for bystander intervention, and rigidity in gender ideology. Main effects and moderating associations were examined using repeated measures analyses of covariance (RM ACOVAs) and Cohen's d effect size estimates comparing participants' pre and post-test mean scores. Results revealed significant improvements in participants' adherence to unhealthy relationship/sexual norms from pre to post-test, regardless of implementation modifications and gender. Additionally, findings indicated that girls showed greater pre-post changes on the outcomes than did boys (marginally significant). Although strong conclusions about program impact could not be derived due to study limitations, this study illuminates the promise of SV prevention with youth and the need for further exploration of how to effectively prevent SV with this population.
Advisors/Committee Members: Riggs, Nathaniel (advisor), Haddock, Shelley (committee member), Winokur, Marc (committee member).
Subjects/Keywords: intervention; sexual assault; youth; prevention; adolescence; sexual violence
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APA (6th Edition):
Cornelis, H. M. (2017). Evaluation of Speak Up!: a sexual violence prevention program for middle school youth. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/181360
Chicago Manual of Style (16th Edition):
Cornelis, Hope M. “Evaluation of Speak Up!: a sexual violence prevention program for middle school youth.” 2017. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/181360.
MLA Handbook (7th Edition):
Cornelis, Hope M. “Evaluation of Speak Up!: a sexual violence prevention program for middle school youth.” 2017. Web. 26 Jan 2021.
Vancouver:
Cornelis HM. Evaluation of Speak Up!: a sexual violence prevention program for middle school youth. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/181360.
Council of Science Editors:
Cornelis HM. Evaluation of Speak Up!: a sexual violence prevention program for middle school youth. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/181360
Colorado State University
3.
Ebner, Laura M.
Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance.
Degree: MS(M.S.), Human Development and Family Studies, 2011, Colorado State University
URL: http://hdl.handle.net/10217/51790
► In order for psychotherapy to be effective a strong therapeutic relationship, or alliance, must be present. However, establishing a strong and effective alliance with youth…
(more)
▼ In order for psychotherapy to be effective a strong therapeutic relationship, or alliance, must be present. However, establishing a strong and effective alliance with youth in therapy is a widely acknowledged challenge, particularly with youth who have been mandated to attend therapy because of first time or low level offenses. Alliance formation and client satisfaction were examined for youth participating in motivational interviewing therapy and Wii™ assisted motivational interviewing therapy. The results of this study did not show that using the Wii™ during therapy increases alliance or satisfaction with the therapy process. Sample size presented a significant limitation.
Advisors/Committee Members: Haddock, Shelley (advisor), Zimmerman, Toni (advisor), Browning, Ray (committee member).
Subjects/Keywords: adolescents; alliance; therapy
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APA (6th Edition):
Ebner, L. M. (2011). Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/51790
Chicago Manual of Style (16th Edition):
Ebner, Laura M. “Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance.” 2011. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/51790.
MLA Handbook (7th Edition):
Ebner, Laura M. “Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance.” 2011. Web. 26 Jan 2021.
Vancouver:
Ebner LM. Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/51790.
Council of Science Editors:
Ebner LM. Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/51790
Colorado State University
4.
Garcia, Michelle.
Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.
Degree: MS(M.S.), Human Development and Family Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176656
► There is some evidence that critical consciousness, sociopolitical awareness and action, may be beneficial to youth development. However, there is a paucity of research throughout…
(more)
▼ There is some evidence that critical consciousness, sociopolitical awareness and action, may be beneficial to youth development. However, there is a paucity of research throughout the critical consciousness literature evaluating replicable diversity awareness interventions intended to raise levels of critical consciousness. The primary objective of the present study was to evaluate the effectiveness of the FAIR: "Fairness for All Individuals through Respect" program in raising levels of critical consciousness among youth. Critical consciousness was measured using the newly validated Critical Consciousness Scale. No significant differences in critical consciousness scores from pre-test to post-test were found in the intervention group, who participated in the FAIR program, compared to the control group. There were several limitations in the study that prevent the researchers from drawing definitive conclusions.
Advisors/Committee Members: Zimmerman, Toni (advisor), Haddock, Shelley (committee member), Anderson, Sharon (committee member).
Subjects/Keywords: critical consciousness; adolescents; FAIR program
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APA (6th Edition):
Garcia, M. (2016). Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176656
Chicago Manual of Style (16th Edition):
Garcia, Michelle. “Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.” 2016. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/176656.
MLA Handbook (7th Edition):
Garcia, Michelle. “Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.” 2016. Web. 26 Jan 2021.
Vancouver:
Garcia M. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/176656.
Council of Science Editors:
Garcia M. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176656
Colorado State University
5.
McGrath, Randall T., Jr.
Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents.
Degree: MS(M.S.), Human Development and Family Studies, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67890
► Adolescents are a difficult population to form an alliance with and engage in psychotherapy, especially when they do not enter into a therapeutic relationship voluntarily.…
(more)
▼ Adolescents are a difficult population to form an alliance with and engage in psychotherapy, especially when they do not enter into a therapeutic relationship voluntarily. The present study sought to answer the question of whether using the Nintendo Wii™ videogame console with motivational interviewing therapy will increase therapeutic alliance and therapeutic engagement with adolescent clients more than when using motivational interviewing techniques alone. Justification for focusing on the constructs of therapeutic alliance and therapeutic engagement, and the use of motivational interviewing therapy is presented. An examination of the use of videogames in psychotherapy is also included. Results indicated that no differences exist with regard to therapeutic alliance or therapeutic engagement between treatment groups for the given sample, but support was shown for the theoretical view that engagement (both on the part of the client and the therapist) and alliance are linked constructs. A discussion of the limitations for this study and suggestions for future directions are provided.
Advisors/Committee Members: Zimmerman, Toni (advisor), Haddock, Shelley (advisor), Browning, Ray (committee member).
Subjects/Keywords: engagement; adolescents; alliance; motivational interviewing; psychotherapy; videogames
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APA (6th Edition):
McGrath, Randall T., J. (2012). Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/67890
Chicago Manual of Style (16th Edition):
McGrath, Randall T., Jr. “Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents.” 2012. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/67890.
MLA Handbook (7th Edition):
McGrath, Randall T., Jr. “Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents.” 2012. Web. 26 Jan 2021.
Vancouver:
McGrath, Randall T. J. Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/67890.
Council of Science Editors:
McGrath, Randall T. J. Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67890
Colorado State University
6.
Valentino, Salem Wolk.
Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents.
Degree: PhD, Human Development and Family Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/173387
► Despite improved rates of college matriculation for low-income students, national disparities in BA attainment remain pervasive in this country. While structural inequities inarguably contribute to…
(more)
▼ Despite improved rates of college matriculation for low-income students, national disparities in BA attainment remain pervasive in this country. While structural inequities inarguably contribute to lower academic preparedness for this population of students, incoming college freshman with identical academic qualifications will exhibit divergent outcomes based solely on students’ socioeconomic background. Students’ “non-cognitive factors,” or attitudes and beliefs towards learning and school, represent an area of opportunity for youth-serving organizations to intervene with students and influence their college readiness. While the majority of these programs occur within a school setting, outdoor experiential education (OEE) is another venue available to low-income youth to bolster these skills. Moreover, exposure to upper-income, white youth in the context of these facilitative settings can begin to prepare them socially for the challenges of being underrepresented in a college setting. The current study used contact theory to frame whether intergroup exposure while on an OEE wilderness expedition would contribute to students’ beliefs regarding prospective college belonging through improved empathy and perspective-taking. The sample consisted of 246 high-school students participating in the Summer Search program who went on summer wilderness expeditions either with their peers in the program or with upper-income, majority-white youth. Results revealed that intergroup exposure did not uniquely predict improved college belonging; however, particular peer- and adult-related group processes on the trip, social exclusion, negative peer dynamics, positive adult behaviors, and negative adult behaviors, all exhibited effects on college belonging indirectly through empathic perspective-taking. Social exclusion and positive adult behaviors also exhibited direct effects on college belonging. The effects of group processes did not differ based on intergroup exposure. Implications for practice and directions for future research are discussed.
Advisors/Committee Members: Coatsworth, Doug (advisor), Haddock, Shelley (committee member), Riggs, Nathanial (committee member), Henry, Kimberly (committee member).
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APA (6th Edition):
Valentino, S. W. (2016). Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/173387
Chicago Manual of Style (16th Edition):
Valentino, Salem Wolk. “Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/173387.
MLA Handbook (7th Edition):
Valentino, Salem Wolk. “Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents.” 2016. Web. 26 Jan 2021.
Vancouver:
Valentino SW. Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/173387.
Council of Science Editors:
Valentino SW. Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173387
Colorado State University
7.
Konkel, Kristen E.
Is GLBT community commitment a risk or protective factor for health outcomes?.
Degree: MS(M.S.), Psychology, 2013, Colorado State University
URL: http://hdl.handle.net/10217/80257
► The present research applied a modified version of the investment model to the study of how gay, lesbian, bisexual, and transgender (GLBT) persons become committed…
(more)
▼ The present research applied a modified version of the investment model to the study of how gay, lesbian, bisexual, and transgender (GLBT) persons become committed to the social, political, and organizational GLBT community. Additionally, a main goal of the study was to determine if community commitment was a risk or protective factor for health behaviors and outcomes. First, a confirmatory factor analysis determined that the three theorized aspects of the GLBT community can be measured distinctly and individually. However, results did not indicate that commitment to individual aspects of the GLBT community (while controlling for commitment to other aspects) predicted individual health outcomes. It was not demonstrated that commitment to the GLBT community was either a risk or a protective factor. This research has important implications for understanding how one's community can or cannot influence health behaviors.
Advisors/Committee Members: Henry, Kimberly (advisor), Vacha-Haase, Tammi (committee member), Haddock, Shelley (committee member), Lehmiller, Justin (committee member).
Subjects/Keywords: health; GLBT; risk and protective factors; commitment; community
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APA (6th Edition):
Konkel, K. E. (2013). Is GLBT community commitment a risk or protective factor for health outcomes?. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/80257
Chicago Manual of Style (16th Edition):
Konkel, Kristen E. “Is GLBT community commitment a risk or protective factor for health outcomes?.” 2013. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/80257.
MLA Handbook (7th Edition):
Konkel, Kristen E. “Is GLBT community commitment a risk or protective factor for health outcomes?.” 2013. Web. 26 Jan 2021.
Vancouver:
Konkel KE. Is GLBT community commitment a risk or protective factor for health outcomes?. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/80257.
Council of Science Editors:
Konkel KE. Is GLBT community commitment a risk or protective factor for health outcomes?. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80257
Colorado State University
8.
Krebs, Stephanie Russell.
Voices of interfaith dialogue: a phenomenological analysis.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/83751
► The purpose of this interpretive phenomenological study was to explore the lived-experiences of students participating in interfaith dialogue at the Interfaith Youth Core (IFYC) Interfaith…
(more)
▼ The purpose of this interpretive phenomenological study was to explore the lived-experiences of students participating in interfaith dialogue at the Interfaith Youth Core (IFYC) Interfaith Leadership Institute (ILI) in Atlanta. The lived-experiences of the participants were explored though the following research questions: (1) How do participants define interfaith dialogue in their own words? (2) How do participants experience interfaith dialogue? (3) What do participants perceive that they learn or gain through participation in interfaith dialogue? A purposive sample of eleven participants who self-selected to attend the ILI were recruited through the assistance of the IFYC staff. The researcher conducted a brief face-to-face screening in Atlanta with each participant, followed by a semi-structured interview via Skype or phone. Data was analyzed using an interpretive phenomenological approach, inductively looking for themes to emerge. Results demonstrated that the lived-experience of interfaith dialogue was characterized by: (1) the role of the environment, (2) the value of individual relationships through sharing and storytelling, (3) holding an ecumenical worldview, which led to the (4) strengthening of the individual's faith or non-faith tradition. The results of this study support past research on curricular intergroup dialogue and serves as a vehicle to translate similar outcomes to a co-curricular format. Recommendations include: intentionally creating environments to foster interfaith dialogue, expanding formats of interfaith dialogue to include co-curricular options and experiential opportunities, and increasing religious literacy through education and training. In addition, expanding the faith discussion to include the secular and others that do not fit with the current paradigm of religion must be explored.
Advisors/Committee Members: Kees, Nathalie (advisor), Anderson, Sharon (committee member), Haddock, Shelley (committee member), Timpson, William (committee member).
Subjects/Keywords: interfaith dialogue; dialogue; intergroup dialogue; religion; spirituality
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APA (6th Edition):
Krebs, S. R. (2014). Voices of interfaith dialogue: a phenomenological analysis. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83751
Chicago Manual of Style (16th Edition):
Krebs, Stephanie Russell. “Voices of interfaith dialogue: a phenomenological analysis.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/83751.
MLA Handbook (7th Edition):
Krebs, Stephanie Russell. “Voices of interfaith dialogue: a phenomenological analysis.” 2014. Web. 26 Jan 2021.
Vancouver:
Krebs SR. Voices of interfaith dialogue: a phenomenological analysis. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/83751.
Council of Science Editors:
Krebs SR. Voices of interfaith dialogue: a phenomenological analysis. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83751
Colorado State University
9.
Leboeuf, Jordan Lindsay.
Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance.
Degree: MS(M.S.), Human Development and Family Studies, 2011, Colorado State University
URL: http://hdl.handle.net/10217/48112
► Researchers have linked sense of self variables such as self-esteem and self-concept to delinquent activity among adolescents for decades, finding that delinquency is often associated…
(more)
▼ Researchers have linked sense of self variables such as self-esteem and self-concept to delinquent activity among adolescents for decades, finding that delinquency is often associated with lower levels of sense of self and proposing that lower self-esteem may motivate delinquent behavior. This thesis first considers relevant research and theories, and then presents an evaluation of Campus Corps, a college-campus mentoring program for low-level or first-time offending youth. Using hierarchical regression models, it was determined that youth in Campus Corps, compared to non-participants, experienced higher levels of self-esteem, self-concept, and feelings of being important to others. Youth in higher-quality mentor relationships experienced, on average, lower rule non-compliance, higher self-esteem, higher feelings of being noticed by others, and higher feelings of being important to others. This program evaluation contributes to the small body of research on mentoring programs for delinquent and status-offending youth, adding to the definition of what makes a mentoring program effective.
Advisors/Committee Members: Haddock, Shelley (committee member), Zimmerman, Toni (committee member), Henry, Kim (committee member).
Subjects/Keywords: mentor; adolescents; delinquency; self-esteem; mattering
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APA (6th Edition):
Leboeuf, J. L. (2011). Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/48112
Chicago Manual of Style (16th Edition):
Leboeuf, Jordan Lindsay. “Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance.” 2011. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/48112.
MLA Handbook (7th Edition):
Leboeuf, Jordan Lindsay. “Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance.” 2011. Web. 26 Jan 2021.
Vancouver:
Leboeuf JL. Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/48112.
Council of Science Editors:
Leboeuf JL. Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/48112
Colorado State University
10.
Dillard, Amanda Nicole.
Authenticity and coping behaviors in adolescents.
Degree: MS(M.S.), Human Development and Family Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176716
► The goal of this thesis was to determine the extent to which adolescents' reported level of relational authenticity is associated with the use of adaptive…
(more)
▼ The goal of this thesis was to determine the extent to which adolescents' reported level of relational authenticity is associated with the use of adaptive or maladaptive coping behaviors. This study used secondary data analyses using data from a previous study (Wenzel & Lucas-Thompson, 2012), which collected questionnaire responses from 153 adolescent participants who completed a modified version of the Authenticity Inventory 3 (AI-3, Goldman & Kernis, 2006) and the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefsky et al., 2001). A factor analysis revealed three categories of coping behaviors: a) adaptive/optimistic, b) adaptive/realistic, and c) maladaptive. These labels were selected because of past research about the effects of the coping behaviors in each factor. Results revealed a negative association between authenticity and adaptive-optimistic coping behaviors and a positive association between authenticity and maladaptive behaviors. Post hoc analyses, which were completed in an attempt to further understand and explain the findings, revealed negative associations between authenticity and symptoms of depression and anxiety, negative associations between adaptive/optimistic coping behaviors and symptoms of depression and anxiety, and positive associations between maladaptive coping behaviors and symptoms of depression and anxiety. Conclusions: The results from this study emphasize need for further research of authenticity and the use and effectiveness of coping behaviors in adolescents. Results also highlight the difficulty of using 'adaptive' or 'maladaptive' as language to describe or categorize coping behaviors.
Advisors/Committee Members: Lucas-Thompson Graham, Rachel (advisor), Haddock, Shelley (committee member), Harmon, Jennifer (committee member).
Subjects/Keywords: authenticity; coping behaviors; self-esteem; coping; adolescence; mental health
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APA (6th Edition):
Dillard, A. N. (2016). Authenticity and coping behaviors in adolescents. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176716
Chicago Manual of Style (16th Edition):
Dillard, Amanda Nicole. “Authenticity and coping behaviors in adolescents.” 2016. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/176716.
MLA Handbook (7th Edition):
Dillard, Amanda Nicole. “Authenticity and coping behaviors in adolescents.” 2016. Web. 26 Jan 2021.
Vancouver:
Dillard AN. Authenticity and coping behaviors in adolescents. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/176716.
Council of Science Editors:
Dillard AN. Authenticity and coping behaviors in adolescents. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176716
Colorado State University
11.
Prabhu, Neha.
Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?.
Degree: MS(M.S.), Human Development and Family Studies, 2020, Colorado State University
URL: http://hdl.handle.net/10217/212018
► Mentoring programs have been rapidly growing in the United States since the mid-1990s. Studies have revealed significant positive associations between mentoring programs and increases in…
(more)
▼ Mentoring programs have been rapidly growing in the United States since the mid-1990s. Studies have revealed significant positive associations between mentoring programs and increases in at-risk youths' socio-emotional, cognitive, and identity development. Specifically, the relationship quality between mentor and mentee has been identified as central to outcomes for youth positive development trajectory. Many studies have examined mentor-mentee relationship quality using self-report measures (Dutton, Deane, & Bullen, 2018; Karcher, Nakkula, & Harris, 2005; Rhodes, Schwartz, Willis, & Wu, 2017). This study utilized both self-report measures and methodological tools to naturalistically collect data to examine mentor-mentee relationship quality. By assessing both the mentor and mentee perception of the relationship quality with self-report and observed measures, researchers will be able to identify differences or overlap between these two measures. We hypothesize both mentor and mentee observed relationship qualities will be related to self-reported mentor-mentee relationship quality in small to moderate amounts. Specifically, we anticipate a positive association between the two.
Advisors/Committee Members: Lucas-Thompson, Rachel (advisor), Zimmerman, Toni (advisor), Haddock, Shelley (committee member), Henry, Kimberly (committee member).
Subjects/Keywords: mentoring
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APA (6th Edition):
Prabhu, N. (2020). Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/212018
Chicago Manual of Style (16th Edition):
Prabhu, Neha. “Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?.” 2020. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/212018.
MLA Handbook (7th Edition):
Prabhu, Neha. “Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?.” 2020. Web. 26 Jan 2021.
Vancouver:
Prabhu N. Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?. [Internet] [Masters thesis]. Colorado State University; 2020. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/212018.
Council of Science Editors:
Prabhu N. Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?. [Masters Thesis]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/212018
Colorado State University
12.
Lorenzo, Lorisa.
Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry.
Degree: PhD, Education, 2019, Colorado State University
URL: http://hdl.handle.net/10217/199789
► Approximately 21% of female undergraduates and 7% of male undergraduates report being sexually assaulted while in college (Krebs et al., 2016). Student survivors of sexual…
(more)
▼ Approximately 21% of female undergraduates and 7% of male undergraduates report being sexually assaulted while in college (Krebs et al., 2016). Student survivors of sexual violence experience negative impacts on their academic performance, which can result in a lower grade-point average (GPA) and a decision to leave the institution where the incident occurred (Baker et al., 2016). To gain a better understanding of the academic experience of college student survivors of sexual violence, the author conducted a qualitative phenomenological study using the descriptive phenomenological psychological method developed by Giorgi (Giorgi, 2009) to answer the following research question: "How do college student survivors of sexual violence describe their academic experiences following an incident of sexual violence?" Six currently enrolled undergraduate college students completed semistructured interviews to explore their lived academic experiences following an incident of sexual violence. In-depth analysis of the data revealed the following essential constituents of the academic experience of participants following the incident of sexual violence: negative emotional and mental health consequences, shame and self-blame, isolation from classmates and professors, impaired ability to focus on academic tasks, losing motivation and questioning academic goals, finding ways to cope, healing and reconnection, and academic identity as more than GPA. These essential constituents constitute the general structure of the academic experience of participants following an incident of sexual violence. Results of the study provide a deeper understanding the psychological mechanisms through which sexual violence negatively impacts the academic experience of college student survivors of sexual violence.
Advisors/Committee Members: Anderson, Sharon K. (advisor), Chesson, Craig (committee member), Haddock, Shelley (committee member), Kuk, Linda (committee member).
Subjects/Keywords: academic performance; higher education; sexual violence; college students; academic experience; sexual assault
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APA (6th Edition):
Lorenzo, L. (2019). Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/199789
Chicago Manual of Style (16th Edition):
Lorenzo, Lorisa. “Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/199789.
MLA Handbook (7th Edition):
Lorenzo, Lorisa. “Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry.” 2019. Web. 26 Jan 2021.
Vancouver:
Lorenzo L. Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/199789.
Council of Science Editors:
Lorenzo L. Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/199789
Colorado State University
13.
Rivera, Veronica.
How do Latina patients experience integrated care?.
Degree: PhD, Education, 2017, Colorado State University
URL: http://hdl.handle.net/10217/185670
► The underutilization of mental health services by Latinos and Latinas in the US is often attributed to factors such as cultural beliefs and perceptions about…
(more)
▼ The underutilization of mental health services by Latinos and Latinas in the US is often attributed to factors such as cultural beliefs and perceptions about mental health; lack of awareness of the available services; and socio-economic matters. In order to improve the access to mental health services for Latinos, it is necessary to learn about their experience of these services. The purpose of this study was to gain understanding of patients from Latin-America making meaning of their experience as recipients of mental health services at two community health clinics that offer integrated care services. This is a phenomenological study that aims to understand the factors influencing Latina patients' decision about whether or not to follow up on subsequent mental health care appointments. Eighteen Latina women who had attended mental/ behavioral health services at the family health clinic were interviewed about their experiences. The first main theme to arise was patients' symptoms and the referral process. This included services requested by the patient or offered by the clinic, trust in the referring personnel, and familiarity with mental health services. The second theme was the behavioral health specialist's attitude and clinical approach, including personal qualities, clinical skills and knowledge. The third theme was the outcomes; these included improvement of symptoms and behavior, improved level of functioning, and better understanding of the situation. The essence of the findings was the overall feeling about their experience at the clinic, and the benefit to see the psychotherapist in the same health clinic in which they received medical services. Keywords: Primary care, integrated care, Latino mental health, behavioral health, cultural competency, behavioral health consultant.
Advisors/Committee Members: Davies, Timothy G. (advisor), Anderson, Sharon (committee member), Haddock, Shelley (committee member), Aragon, Antonette (committee member).
Subjects/Keywords: behavioral health consultant; integrated care; primary care; cultural competency; behavioral health; Latino mental health
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APA (6th Edition):
Rivera, V. (2017). How do Latina patients experience integrated care?. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/185670
Chicago Manual of Style (16th Edition):
Rivera, Veronica. “How do Latina patients experience integrated care?.” 2017. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/185670.
MLA Handbook (7th Edition):
Rivera, Veronica. “How do Latina patients experience integrated care?.” 2017. Web. 26 Jan 2021.
Vancouver:
Rivera V. How do Latina patients experience integrated care?. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/185670.
Council of Science Editors:
Rivera V. How do Latina patients experience integrated care?. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/185670
Colorado State University
14.
Johansen, Samantha van Limbeek.
Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills.
Degree: PhD, Human Development and Family Studies, 2014, Colorado State University
URL: http://hdl.handle.net/10217/88441
► The goal of this study is to examine the effects of a mindfulness intervention on at-risk adolescents' decision-making about risk behavior. Significant research shows that…
(more)
▼ The goal of this study is to examine the effects of a mindfulness intervention on at-risk adolescents' decision-making about risk behavior. Significant research shows that during adolescence individuals are at higher risk for morbidities and co-morbidities resulting from risk-taking behavior than at other points in the lifespan. Further, research shows that although adolescents are cognitively similar to adults in appraising risk in hypothetical situations, they are still over-represented in health-compromising risk-taking behavior, suggesting that there are other factors contributing to their decision-making about risk. Sensation seeking and impulsivity have been shown to lead to a proclivity for risk behavior and decisions that involve reward-seeking, susceptibility to peer pressure and increased risk-taking. Furthermore, developmental research demonstrates that youth are still developing self-regulatory skills that can down regulate impulsive or sensation-seeking behavior. Interestingly, there is also beginning evidence that self-regulation can be practiced and fostered during adolescence, suggesting that self-regulation is an important intervention target. Thus, this study tests the hypothesis that a mindfulness intervention will improve self-regulation as a way reducing the link between impulsivity, sensation-seeking and decision-making that leads to risk-taking behavior. The sample for this study includes 178 diverse (63% Male; 50% White, 33% Hispanic, 6% Native American, 4% Black), at-risk, youth between the ages of 10-18 (mean age = 13.6) who are participating in a
university-based therapeutic mentorship program, Campus Corps. Youth were referred to the mentoring program by the juvenile court magistrate, the district attorney's office, probation officers, and school counselors. Campus Corps pairs at-risk youth with
university students and takes place once per week for four hours over a 12-week period. Youth engage in tutoring and prosocial activities with their mentors. This program is led by marriage and family therapy graduate students. Youth were randomly assigned to a control (Campus Corps as usual) or an intervention (Campus Corps with mindfulness) condition. The mindfulness intervention (Learning to Breathe; Broderick, 2009) is implemented for one hour during the Campus Corps evening over a six week period. The intervention includes specific lessons in mindfulness surrounding decision making, self-awareness, and regulation. Results indicate that mindfulness does not significantly moderate the process of self-regulation as a moderating factor with respect to impulsivity and various decision making bases, as well as with respect to sensation seeking and various decision making bases. However, secondary data analyses reveal that the mindfulness intervention did have a significant moderating effect on self-regulation as a moderating variable between impulsivity and risk behavior count (number of risks taken during the past three weeks) over time, as well as between sensation seeking and risk…
Advisors/Committee Members: Youngblade, Lise M. (advisor), Rambo-Hernandez, Karen (committee member), MacPhee, David (committee member), Haddock, Shelley (committee member), Aloise-Young, Patricia (committee member).
Subjects/Keywords: adolescence; risk behavior; decision making
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APA (6th Edition):
Johansen, S. v. L. (2014). Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88441
Chicago Manual of Style (16th Edition):
Johansen, Samantha van Limbeek. “Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/88441.
MLA Handbook (7th Edition):
Johansen, Samantha van Limbeek. “Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills.” 2014. Web. 26 Jan 2021.
Vancouver:
Johansen SvL. Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/88441.
Council of Science Editors:
Johansen SvL. Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88441
Colorado State University
15.
Weiler, Lindsey Michelle.
Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes.
Degree: PhD, Human Development and Family Studies, 2013, Colorado State University
URL: http://hdl.handle.net/10217/78882
► Although effective youth mentoring is associated with desirable changes in vulnerable youth, little is known about its effectiveness in reducing risk for drug and alcohol…
(more)
▼ Although effective youth mentoring is associated with desirable changes in vulnerable youth, little is known about its effectiveness in reducing risk for drug and alcohol abuse in juvenile delinquents. The purpose of the current study was to investigate the effectiveness of Campus Corps: Therapeutic Mentoring for At-Risk Youth as a substance abuse prevention program and to examine the mechanisms by which mentoring affects positive outcomes. Results revealed that after participating in Campus Corps, youth (n=298, ages 11-18) decreased the frequency of their substance use, as compared to a comparison group (n=135, ages 11-18). Findings also indicated increased autonomy from marijuana use, more appropriate attitudes toward substance use, and decreased frequency of problem behavior and truancy. Treatment benefits, however, were not observed for academic self-efficacy, grade point average, peer refusal skills, autonomy from alcohol use, or perceptions of problem behavior. Additionally, results indicated support for a structural model of mentoring that highlights the importance of program support, mentor efficacy, youth's existing relationships, perception of compatibility, youth support-seeking behavior, mentor-mentee relationship quality, and mentoring focus of activities in affecting change in youth's substance use, delinquency, and academics. Results from this study contribute to the knowledge base about important mentoring processes for juvenile delinquents at risk of substance abuse, which has important implications for mentoring participants, future substance abuse prevention research, program planning, and program implementation.
Advisors/Committee Members: Zimmerman, Toni (advisor), Haddock, Shelley (advisor), Krafchick, Jennifer (committee member), Youngblade, Lise (committee member), Henry, Kimberly (committee member).
Subjects/Keywords: substance use; at-risk youth; delinquency; mentoring
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APA ·
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APA (6th Edition):
Weiler, L. M. (2013). Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78882
Chicago Manual of Style (16th Edition):
Weiler, Lindsey Michelle. “Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/78882.
MLA Handbook (7th Edition):
Weiler, Lindsey Michelle. “Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes.” 2013. Web. 26 Jan 2021.
Vancouver:
Weiler LM. Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/78882.
Council of Science Editors:
Weiler LM. Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78882
Colorado State University
16.
Konkel, Kristen E.
Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?.
Degree: PhD, Psychology, 2016, Colorado State University
URL: http://hdl.handle.net/10217/178960
► Adolescent substance use is a challenge that has myriad detrimental consequences for the individual, school systems, and society. Before graduating from high school, 70% of…
(more)
▼ Adolescent substance use is a challenge that has myriad detrimental consequences for the individual, school systems, and society. Before graduating from high school, 70% of high school students have consumed alcohol (Johnston, O'Malley, Bachman, & Schulenberg, 2009) and 40% have tried marijuana (Johnston et al., 2009). There is a critical need to address this issue using novel evidence-based interventions that are adaptable to a school or community’s needs. Interventions focusing improving adolescent skills and providing a pro-social adult may help adolescents overcome some of the factors that put them at risk for substance use. For the current project, I designed, implemented, and evaluated an infusion-model type intervention, where two evidence-based programs for substance use reduction among at-risk teens were innovatively combined and executed. Specifically, Life Skills Training (LST; Botvin, Eng, & Williams, 1980), a skills-based program that traditionally has been delivered in a school classroom setting, was adapted and infused into Campus Connections (CC), a youth mentorship program at
Colorado State University that matches
university students with an at-risk youth from the community. Participants included 166 11-18 year olds enrolled in CC (85 in the LST infusion group, 81 in the comparsion group). Facilitators were trained to deliver age-appropriate 20-minute LST lessons each evening during CC, and the college student mentors were trained to practice skills and behaviors as well as have conversations with the participants about each topic during the rest of the CC evening. After a successful implementation, the evaluation unexpectedly did not show significant results. Participants in the LST infusion group did not have increased social skills, personal self-management skills, or drug resistance skills, nor did they have lower levels of substance use, substance use intentions, or self-reported delinquent behavior. A secondary evaluation of the LST-infusion treatment group only did not show that mentor fidelity to the program infusion improved outcomes. Practical implications for prevention and limitations of the current study are discussed.
Advisors/Committee Members: Henry, Kimberly (advisor), Aloise-Young, Patricia (committee member), Davalos, Deana (committee member), Haddock, Shelley (committee member), Youngblade, Lise (committee member).
Subjects/Keywords: life skills; substance use prevention; mentorship; adolescent health
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APA (6th Edition):
Konkel, K. E. (2016). Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178960
Chicago Manual of Style (16th Edition):
Konkel, Kristen E. “Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/178960.
MLA Handbook (7th Edition):
Konkel, Kristen E. “Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?.” 2016. Web. 26 Jan 2021.
Vancouver:
Konkel KE. Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/178960.
Council of Science Editors:
Konkel KE. Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178960
17.
Bishop, Amy.
Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs.
Degree: MS(M.S.), Human Development and Family Studies, 2017, Colorado State University
URL: http://hdl.handle.net/10217/183909
► Parents' modeled behavior of shared or non-egalitarian division of labor does not always reflect their gender ideology. I examined whether parents' modeled behavior or their…
(more)
▼ Parents' modeled behavior of shared or non-egalitarian division of labor does not always reflect their gender ideology. I examined whether parents' modeled behavior or their own gender ideology was a better predictor of adolescents' egalitarian or non-egalitarian gender beliefs. Parents and their adolescent children were assessed in terms of gender ideology and perceptions of parent marital equality. Bivariate correlations showed that parent gender ideology was a significant predictor of adolescent gender ideology but parent marital equality behavior was not. Furthermore, in multivariate regression analyses, there were interactions between parent gender ideology and adolescent sex: parent gender ideology was significantly associated with gender ideology for male adolescents but was not significantly associated with gender ideology for female adolescents. Implications, limitations, and directions for future research are discussed.
Advisors/Committee Members: Lucas-Thompson, Rachel (advisor), Haddock, Shelley (committee member), Canetto, Silvia (committee member).
Subjects/Keywords: gender beliefs; intergenerational; parent; gender ideology; adolescent; modeled behavior
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APA (6th Edition):
Bishop, A. (2017). Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/183909
Chicago Manual of Style (16th Edition):
Bishop, Amy. “Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs.” 2017. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/183909.
MLA Handbook (7th Edition):
Bishop, Amy. “Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs.” 2017. Web. 26 Jan 2021.
Vancouver:
Bishop A. Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/183909.
Council of Science Editors:
Bishop A. Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183909
18.
Rubinson, Amy.
Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth.
Degree: PhD, Education, 2016, Colorado State University
URL: http://hdl.handle.net/10217/178929
► This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing…
(more)
▼ This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing for the research. I prepared chapters 3, 4, and 5 as independent research publications; therefore, some of the introductory content of each is summative and yet repetitive of the chapters that precede it. In the final, sixth chapter, I describe how the three research studies relate to each other and contribute to the research worlds of youth development and out-of-schooltime programming, specifically as related to identity development, college readiness, and exposure to science, technology, engineering, and mathematics (STEM) fields. The research in study 1 supports other findings that out-of-schooltime programs provide support for youth of color. I collected data through focus groups of program participants and alumni to understand the participants' experiences in the program. The study results show the amount of community cultural wealth (CCW) that youth of color developed through participation in the out-of-schooltime program. The research also emphasizes the role of the program location in the development of CCW. I use a critical-race-theory (CRT) lens through which to frame the analyses for this portion of the research. I present the data through a composite counternarrative told through the program participants' voices. Findings reveal that the participants experienced a great deal of CCW, which seemed to assist them during college. I include examples of the six forms of CCW the participants gained from the program. The study concludes with suggestions for practice and future research. This research is part of a larger project intended to provide a basis for increased understanding into how out-of-schooltime programs support underrepresented youth. In the second study, I investigate the factors that seem shared among participants who graduate with 4-year degrees and among those who do not. I use qualitative and quantitative survey data to gather information from alumni youth participants. I analyze the data using a CCW and bioecology framework to understand the strengths of the community throughout the college-readiness process. Findings reveal that participants who academically successful are supported from many different venues. Additionally, these participants need opportunities to shine and show pride in their academics and STEM accomplishments. Those participants who pursued STEM fields indicated they were engaged in fun STEM activities at a young age and received positive recognition in a STEM area. This research supports the need for youth programs that create an inclusive community and values each person’s role and contributions. This study closes with suggestions for practice. For the final study of this three-part research project, I investigated the ways in which amount of experienced discrimination and level of identity awareness influenced participants’ academic and STEM outcomes. I used the same…
Advisors/Committee Members: Aragon, Antonette (advisor), MacPhee, David (advisor), Peila-Shuster, Jackie (committee member), Haddock, Shelley (committee member).
Subjects/Keywords: community cultural wealth; critical race theory; youth of color; counternarrative; bioecology; out-of-schooltime programs
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APA (6th Edition):
Rubinson, A. (2016). Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178929
Chicago Manual of Style (16th Edition):
Rubinson, Amy. “Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/178929.
MLA Handbook (7th Edition):
Rubinson, Amy. “Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth.” 2016. Web. 26 Jan 2021.
Vancouver:
Rubinson A. Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/178929.
Council of Science Editors:
Rubinson A. Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178929
19.
Knowles, Jennifer.
Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out.
Degree: PhD, Education, 2017, Colorado State University
URL: http://hdl.handle.net/10217/185664
► The purpose of this study was to examine the experiences of career reentry of high achieving professional women who had opted out of the workforce…
(more)
▼ The purpose of this study was to examine the experiences of career reentry of high achieving professional women who had opted out of the workforce after having children. The theoretical framework was based on the Kaleidoscope Career Model of Mainiero and Sullivan, and its parameters of authenticity, balance, and challenge. The research indicated that most professional women did not willingly leave the workforce after having children. Instead, due to family pulls and workplace pushes, they felt like they had no other option. While the main focus of the study revolved around the experiences of high achieving professional women reentering the workforce, reasons why these women opted out as well as their experiences while opted out were also examined to fully understand the phenomenon. Although there is considerable research as to why women opt out, minimal research exists on their experiences while opted out and their career reentry experiences. The participants studied were eight high achieving professional women who had successfully reentered the workforce after opting out. They were married, had attended graduate school, and had been in professional careers prior to opting out. In-depth interviews and life histories were conducted. Data were analyzed using Clarke's situational analysis method, and the story of these women was told through the composite woman. Three types of maps were used to help analyze the data: situational maps, both messy and ordered, social world/arena maps, and positional maps. While Clarke's maps are typically used for the hard sciences, they were beneficial for this social science study. Modifications to the maps were made and the differences are discussed. The Kaleidoscope Career Self-Assessment Inventory (KCSI) was also given to the participants to better understand which parameter of authenticity, balance, and challenge was given the most focus. Rich results were added to the existing research. Flexibility was critical for the composite woman to successfully reenter the workforce. She faced challenges reentering and was offered a lower salary. Balance became a daily struggle. She strived to achieve authenticity, while putting the least emphasis on challenge. Understanding why she left the workforce, her experiences while she was opted out, as well as her struggles to successfully reenter the workforce provides valuable information for organizations, human resource professionals, those who create government policies, as well as women who have opted out. New models were created to provide a framework on how to succeed during these three stages: decision to opt out, experiences while opted out, and career reentry experiences. Creating a more equitable and flexible work environment would result in inching closer to breaking the glass ceiling by reducing the prevalence of opting out.
Advisors/Committee Members: Gloeckner, Gene (advisor), Kamberelis, George (committee member), Mainiero, Lisa (committee member), Haddock, Shelley (committee member).
Subjects/Keywords: high achieving professional women; kaleidoscope career model; situational analysis; human resources development; career reentry; opting out
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APA (6th Edition):
Knowles, J. (2017). Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/185664
Chicago Manual of Style (16th Edition):
Knowles, Jennifer. “Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out.” 2017. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/185664.
MLA Handbook (7th Edition):
Knowles, Jennifer. “Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out.” 2017. Web. 26 Jan 2021.
Vancouver:
Knowles J. Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/185664.
Council of Science Editors:
Knowles J. Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/185664
20.
Smith, Amy D.
Goal matching in couple therapy: individual and couple level trajectories.
Degree: MS(M.S.), Human Development and Family Studies, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191302
► In couple therapy, the degree to which partners are aligned in their therapy goals is important and is understudied in the psychotherapy literature. Individual and…
(more)
▼ In couple therapy, the degree to which partners are aligned in their therapy goals is important and is understudied in the psychotherapy literature. Individual and couple level factors likely influence whether a couple has matched or mismatched goals at the first session. These factors include open expression and flexibility of each individual partner, as well as the relational factors of commitment and sexual satisfaction. The therapeutic alliance was also examined to investigate the association with belonging to a relationship with matched versus mismatch goals. Data were gathered from couples who were in naturalistic couple therapy, from sessions one through ten. Growth models were performed to examine base line differences and trajectory differences between goal matched versus goal mismatched groups. Results revealed that couples reported significantly lower commitment and sexual satisfaction in the goal mismatched group, as compared to the goal matched group, at the initial therapy session, and no significant trajectory differences were found between these two groups for these variables across sessions. In addition, those in the goal matching group reported higher ratings of the individual alliance and between partners alliance (within-alliance) at the initial session. As sessions progressed, couples in the goal mismatch group displayed significantly higher within-alliance ratings, as compared to those couples in the matched group. These data suggest that couples with matched versus mismatched therapy goals start therapy in different places in regard to commitment and sexual satisfaction, and therapist may play an important role in helping couples become more aligned as therapy progresses. Implications for therapists who are working with couples that present with goal match or mismatch are offered.
Advisors/Committee Members: Quirk, Kelley (advisor), Haddock, Shelley (committee member), Steger, Michael (committee member).
Subjects/Keywords: goal matching; therapeutic alliance; psychotherapy; couple therapy
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APA ·
Chicago ·
MLA ·
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CSE |
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Manager
APA (6th Edition):
Smith, A. D. (2018). Goal matching in couple therapy: individual and couple level trajectories. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191302
Chicago Manual of Style (16th Edition):
Smith, Amy D. “Goal matching in couple therapy: individual and couple level trajectories.” 2018. Masters Thesis, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/191302.
MLA Handbook (7th Edition):
Smith, Amy D. “Goal matching in couple therapy: individual and couple level trajectories.” 2018. Web. 26 Jan 2021.
Vancouver:
Smith AD. Goal matching in couple therapy: individual and couple level trajectories. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/191302.
Council of Science Editors:
Smith AD. Goal matching in couple therapy: individual and couple level trajectories. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191302
Colorado State University
21.
Godfrey, Mary Katherine.
Influential factors for first-time mothers in their decision making processes in planning home births.
Degree: PhD, Education, 2010, Colorado State University
URL: http://hdl.handle.net/10217/40287
► While the vast majority of pregnant women give birth in the hospital, the number of women planning to birth at home is currently growing (MacDorman…
(more)
▼ While the vast majority of pregnant women give birth in the hospital, the number of women planning to birth at home is currently growing (MacDorman & Menacker, 2010). While home birth can be a safe and satisfying option for women, little is known about what influences a woman to make the decision to plan a home birth. A phenomenological analysis was conducted with first time mothers who were planning a home birth with a care provider. Three women who were pregnant wrote in journals about their decision making process. Six women who had planned a home birth for their first child were interviewed. An analysis of these journals and interviews was conducted to identify influential themes common to these first time mothers. Overall, a feminist lens was used to analyze data and Ecological Systems Theory was used as a way of organizing themes. Findings indicate that influential factors for these first time mothers included the desire for a natural childbirth experience, apprehensions regarding the medical model of pregnancy and childbirth, wanting to have power and control over their birth experience, the guiding function of intuition, and the influence of their partners. In addition, the women provided suggestions for other mothers and shared lessons they learned from their experience of planning a home birth. Results from this study are consistent with the literature calling for feminist based research on women's birth experiences.
Advisors/Committee Members: Banning, James H. (advisor), Haddock, Shelley A. (advisor), Kees, Nathalie L. (committee member), Griffin, Cindy L. (committee member).
Subjects/Keywords: mother; birth; home birth; decision making; child birth; midwifery; Childbirth at home – Decision making; Childbirth at home – Social aspects; Childbirth – Decision making; Midwifery; Maternal health services
Record Details
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Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Godfrey, M. K. (2010). Influential factors for first-time mothers in their decision making processes in planning home births. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/40287
Chicago Manual of Style (16th Edition):
Godfrey, Mary Katherine. “Influential factors for first-time mothers in their decision making processes in planning home births.” 2010. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021.
http://hdl.handle.net/10217/40287.
MLA Handbook (7th Edition):
Godfrey, Mary Katherine. “Influential factors for first-time mothers in their decision making processes in planning home births.” 2010. Web. 26 Jan 2021.
Vancouver:
Godfrey MK. Influential factors for first-time mothers in their decision making processes in planning home births. [Internet] [Doctoral dissertation]. Colorado State University; 2010. [cited 2021 Jan 26].
Available from: http://hdl.handle.net/10217/40287.
Council of Science Editors:
Godfrey MK. Influential factors for first-time mothers in their decision making processes in planning home births. [Doctoral Dissertation]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/40287
. 
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