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You searched for +publisher:"Colorado State University" +contributor:("Merolla, Andrew J."). Showing records 1 – 2 of 2 total matches.

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Colorado State University

1. Canillas-Rucker, Shani Estelle. Parents' communicative practices with ADHD and non-ADHD children.

Degree: MA, Communication Studies, 2011, Colorado State University

Attention Deficit Hyperactivity Disorder (ADHD) has become more commonly diagnosed in the U. S. over the last decade. Several theories exist for what causes ADHD and how to properly treat the disorder, with an increased emphasis on parenting and its effect on children`s behaviors. To date, little research has examined the differences between parents` communicative practices with children diagnosed with ADHD versus non-ADHD children. The purpose of the present study was to determine if differences exist between the parenting practices of ADHD-diagnosed children and non-ADHD children. Specifically, this study examined verbal and nonverbal differences in parents` communication practices. Ninety-five parents participated in an online survey, offering insight into the ways in which they parent during various situations. The Parenting Practices Interview (PPI) was used to determine the parenting practices parents used with their children. Additionally, the survey included demographic questions and questions requesting specific information regarding each child within the family. An independent samples t-test was conducted, as well as a series of Pearson correlations between the various categories of parenting practices. Significant differences were found within the areas of parental monitoring, appropriate discipline, harsh and inconsistent discipline, and clear expectations. Parents of children diagnosed with ADHD tend to use more appropriate discipline, yet they also practice more harsh and inconsistent discipline. They also employ clearer expectations in their parenting practices. Parents of non-ADHD children tend to monitor their children significantly more than parents of children diagnosed with ADHD. No significant differences were found when examining physical punishment, positive verbal discipline, or praise and incentives. These results offer important areas of parenting to consider when looking at how parenting practices influence children`s behaviors. Results are consistent with other research stating that differences exist between the parenting practices of parents with ADHD-diagnosed children and parents with non-ADHD children. Advisors/Committee Members: Pendell, Sue Davis (advisor), Merolla, Andrew J. (committee member), MacPhee, David, 1954- (committee member).

Subjects/Keywords: ADHD; parent practices; communication; children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Canillas-Rucker, S. E. (2011). Parents' communicative practices with ADHD and non-ADHD children. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/47257

Chicago Manual of Style (16th Edition):

Canillas-Rucker, Shani Estelle. “Parents' communicative practices with ADHD and non-ADHD children.” 2011. Masters Thesis, Colorado State University. Accessed April 13, 2021. http://hdl.handle.net/10217/47257.

MLA Handbook (7th Edition):

Canillas-Rucker, Shani Estelle. “Parents' communicative practices with ADHD and non-ADHD children.” 2011. Web. 13 Apr 2021.

Vancouver:

Canillas-Rucker SE. Parents' communicative practices with ADHD and non-ADHD children. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10217/47257.

Council of Science Editors:

Canillas-Rucker SE. Parents' communicative practices with ADHD and non-ADHD children. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/47257


Colorado State University

2. Clement, Elise. Care-ing about patients: the construction, performance, and organization of communication and care in medical education.

Degree: MA, Communication Studies, 2010, Colorado State University

In an era where health care is becoming increasingly expensive and reform is on the political agenda, it is important to understand what specifically can be reformed or altered to change the way health care is both understood and administered. To begin, what can be revealed through analyzing the way that health care providers themselves understand both care and communication? This master's thesis uses a dialogic approach to understand how both communication and care are taught and understood in medical education programs. Medical educators at five medical schools in the United States were interviewed regarding their role in teaching communication and clinical skills at their respective schools. Interview data was coded and categorized in effort to better understand how each school constructs and performs the concepts of communication and care. After uncovering how these ideas are understood, suggestions were put forth regarding how medical education curriculums might be changed in the future to better equip future doctors with the demands of delivering quality health care to a multitude of patients with varying desires, needs, and understanding of what it means to be "healthy". After analyzing interview data, this study reveals that the ways in which medical students understand communication and care have material implications for the ways they engage in clinical interactions. Therefore, altering the way these concepts are understood can potentially change the ways doctors interact with their patients. In a time when health care is changing drastically each year, these findings provide tools to make cost and time effective changes in medical education that create important changes for future of medicine. The specific changes offered by this study provide a framework for future curriculums to follow to ensure that programs meet accreditation standards, while also providing the most innovative and advanced teaching and learning methods to educate future doctors. While the sample used for this study is small, its findings still illustrate how medical education might change to better educate students. Further, the study illustrates a need for change and suggests how the methods used here might be combined with others to reveal further areas of focus for curriculum reform. The conclusions of this study reveal that health care reform can begin in the context of medical education and how reconceptualizing foundational ideas like communication and care can better equip medical students for their future clinical interactions. Advisors/Committee Members: Broadfoot, Kirsten J. (advisor), Merolla, Andrew J. (committee member), Shaw, Jane R. (committee member).

Subjects/Keywords: Physician and patient; Physicians  – Education; Communication in medicine; Medicine  – Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clement, E. (2010). Care-ing about patients: the construction, performance, and organization of communication and care in medical education. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/45987

Chicago Manual of Style (16th Edition):

Clement, Elise. “Care-ing about patients: the construction, performance, and organization of communication and care in medical education.” 2010. Masters Thesis, Colorado State University. Accessed April 13, 2021. http://hdl.handle.net/10217/45987.

MLA Handbook (7th Edition):

Clement, Elise. “Care-ing about patients: the construction, performance, and organization of communication and care in medical education.” 2010. Web. 13 Apr 2021.

Vancouver:

Clement E. Care-ing about patients: the construction, performance, and organization of communication and care in medical education. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10217/45987.

Council of Science Editors:

Clement E. Care-ing about patients: the construction, performance, and organization of communication and care in medical education. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/45987

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