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Colorado State University
1.
Boomsma, A'Lece J.
Mechanisms of growth: social-emotional learning and the PwrHrs program.
Degree: MS(M.S.), Human Development and Family Studies, 2019, Colorado State University
URL: http://hdl.handle.net/10217/197349 
► Recent public education reform initiatives have emphasized student academic achievement, primarily in reading and mathematics. To meet the pressure these initiatives present, a growing number…
(more)
▼ Recent public education reform initiatives have emphasized student academic achievement, primarily in reading and mathematics. To meet the pressure these initiatives present, a growing number of schools have chosen to implement social-emotional learning (SEL) curricula and instruction to promote academic development. PwrHrs (pronounced "power hours") is an after-school initiative of YouthPower365, an organization, based in Avon,
Colorado. PwrHrs seeks to enrich students' academic and social-emotional competence through supplemental academic tutoring and intentional SEL instruction. Past evaluations of the PwrHrs program have demonstrated through single-group pretest-posttest designs that PwrHrs youth have exhibited increases in reading, mathematics, and social-emotional competency. The purpose of this study was to explore the effect of PwrHrs' social-emotional learning components on gains in PwrHrs participants' academic achievement. The study used a non-randomized control group comparison design including 567 participants enrolled in three area schools during the 2017-2018 school year. Pre-, mid-, and posttest data in reading and math, as well as math and reading report card grades, were examined for differences based on PwrHrs participation and amount of exposure to PwrHrs SEL instruction. Main program effects were examined using multiple regression, controlling for appropriate covariates. Results revealed a significant effect of PwrHrs SEL instruction on reading mid-test achievement; however, this was the only significant effect found. Although few significant results were revealed, this study informs future directions for PwrHrs program design and implementation.
Advisors/Committee Members: Riggs, Nathaniel (advisor), Fruhauf, Christine (committee member), Portz, Jennifer (committee member).
Subjects/Keywords: after-school; SEL; social-emotional program; PwrHrs; afterschool; social-emotional learning
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APA (6th Edition):
Boomsma, A. J. (2019). Mechanisms of growth: social-emotional learning and the PwrHrs program. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/197349
Chicago Manual of Style (16th Edition):
Boomsma, A'Lece J. “Mechanisms of growth: social-emotional learning and the PwrHrs program.” 2019. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/197349.
MLA Handbook (7th Edition):
Boomsma, A'Lece J. “Mechanisms of growth: social-emotional learning and the PwrHrs program.” 2019. Web. 27 Feb 2021.
Vancouver:
Boomsma AJ. Mechanisms of growth: social-emotional learning and the PwrHrs program. [Internet] [Masters thesis]. Colorado State University; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/197349.
Council of Science Editors:
Boomsma AJ. Mechanisms of growth: social-emotional learning and the PwrHrs program. [Masters Thesis]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/197349
Colorado State University
2.
McDonnell, Maren.
Testing the efficacy of the "EA Brief": an intervention to improve emotional attachment and emotional availability (EA).
Degree: MS(M.S.), Human Development and Family Studies, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191356
► The goal of this study was to determine the extent to which a brief parenting intervention provided the context for helping families to support positive…
(more)
▼ The goal of this study was to determine the extent to which a brief parenting intervention provided the context for helping families to support positive mother-child interactions as well as more optimal mother and child outcomes. Participants in this study were middle-income mothers and their children ages 0-3 years of age (N = 25 dyads). Participants were filmed via Skype during a 20-minute mother-child free play and completed questionnaires (Time 1) before attending the brief intervention (involving: 3 hours of a group workshop, brief reading materials, one hour of one-on-one coaching, and two weeks of tailored texts) followed by a repeat of the 20-minute Skype interaction and the completion of the same questionnaires (Time 2). Paired samples t-tests were performed, revealing that mothers reported improvements in their personal well-being (using the Flourishing Scale), reports about the mother-child relationship (using the Emotional Availability Self Report), and observed interactions, particularly the child's side of the relationship (using the Emotional Availability Scales), from pretest to posttest. Results are discussed in terms of a brief intervention potentially having a role in "planting a seed" for parenting enhancement and child development.
Advisors/Committee Members: Biringen, Zeynep (advisor), Riggs, Nathaniel (committee member), Stallones, Lorann (committee member).
Subjects/Keywords: emotional availability (EA); EA brief intervention; mother and child interaction
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APA (6th Edition):
McDonnell, M. (2018). Testing the efficacy of the "EA Brief": an intervention to improve emotional attachment and emotional availability (EA). (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191356
Chicago Manual of Style (16th Edition):
McDonnell, Maren. “Testing the efficacy of the "EA Brief": an intervention to improve emotional attachment and emotional availability (EA).” 2018. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/191356.
MLA Handbook (7th Edition):
McDonnell, Maren. “Testing the efficacy of the "EA Brief": an intervention to improve emotional attachment and emotional availability (EA).” 2018. Web. 27 Feb 2021.
Vancouver:
McDonnell M. Testing the efficacy of the "EA Brief": an intervention to improve emotional attachment and emotional availability (EA). [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/191356.
Council of Science Editors:
McDonnell M. Testing the efficacy of the "EA Brief": an intervention to improve emotional attachment and emotional availability (EA). [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191356
Colorado State University
3.
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 February 27, 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. 27 Feb 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 Feb 27].
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
4.
Gonynor, Kelly Ann.
Associations among mindfulness, self-compassion, and bullying in early adolescence.
Degree: MS(M.S.), Human Development and Family Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176658
► Bullying is defined as a particular kind of aggression that involves power imbalance and repeated intentionally harmful behavior directed toward another person. The negative effects…
(more)
▼ Bullying is defined as a particular kind of aggression that involves power imbalance and repeated intentionally harmful behavior directed toward another person. The negative effects of bullying include school dissatisfaction, depressive symptoms, and elevated risk of suicide attempts. Due to the negative effects of bullying, researchers continue to test factors associated with bullying. The purpose of this study was to explore the relationships among mindfulness, self-compassion, bullying perpetration, and bullying victimization. It was hypothesized that mindfulness and self-compassion would be significantly negatively associated with bullying perpetration and bullying victimization in middle school youth. One hundred and eighty-two 7th and 8th grade students completed pretest and posttest surveys. Multiple linear regression analyses were conducted in SPSS to examine associations among mindfulness, self-compassion, bullying perpetration, and bullying victimization in middle school youth. Findings demonstrated that mindfulness was significantly negatively associated with bullying perpetration and victimization, such that more mindful youth were less likely to bully and be victims of bullying. Results also demonstrated that self-compassion was significantly negatively associated with bullying victimization, indicating more self-compassionate youth were less likely to be victims of bullying. These results highlight two potential protective factors against bullying perpetration and victimization. Next steps include investigating these relationships longitudinally and understanding implications for prevention and intervention work.
Advisors/Committee Members: Riggs, Nathaniel (advisor), Coatsworth, Doug (committee member), Crowley, John (committee member).
Subjects/Keywords: bullying behavior; bullying victimization; self-compassion; bullying perpetration; adolescents; mindfulness
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APA (6th Edition):
Gonynor, K. A. (2016). Associations among mindfulness, self-compassion, and bullying in early adolescence. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176658
Chicago Manual of Style (16th Edition):
Gonynor, Kelly Ann. “Associations among mindfulness, self-compassion, and bullying in early adolescence.” 2016. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/176658.
MLA Handbook (7th Edition):
Gonynor, Kelly Ann. “Associations among mindfulness, self-compassion, and bullying in early adolescence.” 2016. Web. 27 Feb 2021.
Vancouver:
Gonynor KA. Associations among mindfulness, self-compassion, and bullying in early adolescence. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/176658.
Council of Science Editors:
Gonynor KA. Associations among mindfulness, self-compassion, and bullying in early adolescence. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176658
Colorado State University
5.
Kentopp, Shane.
Optical imaging of emotional responding to sensational stimuli in high and low risk-seeking individuals.
Degree: MS(M.S.), Psychology, 2017, Colorado State University
URL: http://hdl.handle.net/10217/185777
► Sensation seeking is a reward-based personality construct linked to engagement in risky behavior. A neural and conceptual overlap between emotion and reward suggests there is…
(more)
▼ Sensation seeking is a reward-based personality construct linked to engagement in risky behavior. A neural and conceptual overlap between emotion and reward suggests there is an emotional component to sensation seeking. The current study sought to assess the theorized emotional component of sensation seeking by measuring a distinct pattern of visual cortex activation that accompanies the induction of emotion via visual stimuli. Undergraduate participants were recruited based on a prescreening personality assessment. Thirty-five participants were sorted into groups with either high or low scores on risk seeking (a facet of sensation seeking) and exposed to emotional, sensational, and neutral video stimuli. Participants rated their emotional response and reward valuation following each video. Activation in the primary visual cortex was measured using functional near-infrared spectroscopy (fNIRS). Activation during the sensational conditions was assessed for similarity to the emotional conditions and compared between risk seeking groups. Imaging results revealed no significant differences between conditions or groups. Participant responses to stimuli indicated that individuals high in risk seeking experienced a more positive emotional response to sensational videos than individuals low in risk seeking. Participant responses to stimuli also indicated that individuals high in risk seeking endorsed a stronger approach response to sensational stimuli. The study encountered methodological challenges, which limited its statistical power and ability to measure the hypothesized effects. Stimulus response data, however, provided preliminary support for the role of emotional processes in risky behavior amongst individuals high in sensation seeking. These findings suggest that targeting emotion regulation processes in individuals who are high in sensation seeking may be an effective approach to reducing engagement in risky behavior.
Advisors/Committee Members: Conner, Bradley T. (advisor), Rojas, Donald C. (committee member), Riggs, Nathaniel R. (committee member).
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APA (6th Edition):
Kentopp, S. (2017). Optical imaging of emotional responding to sensational stimuli in high and low risk-seeking individuals. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/185777
Chicago Manual of Style (16th Edition):
Kentopp, Shane. “Optical imaging of emotional responding to sensational stimuli in high and low risk-seeking individuals.” 2017. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/185777.
MLA Handbook (7th Edition):
Kentopp, Shane. “Optical imaging of emotional responding to sensational stimuli in high and low risk-seeking individuals.” 2017. Web. 27 Feb 2021.
Vancouver:
Kentopp S. Optical imaging of emotional responding to sensational stimuli in high and low risk-seeking individuals. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/185777.
Council of Science Editors:
Kentopp S. Optical imaging of emotional responding to sensational stimuli in high and low risk-seeking individuals. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/185777
Colorado State University
6.
Pivarunas, Bernadette.
Role of developmental trauma in disordered eating and excess body weight in adolescence, The.
Degree: PhD, Human Development and Family Studies, 2018, Colorado State University
URL: http://hdl.handle.net/10217/189337
► Psychological trauma and the human response to trauma have been characterized as one of the most important threats to public health. Developmental trauma, referring to…
(more)
▼ Psychological trauma and the human response to trauma have been characterized as one of the most important threats to public health. Developmental trauma, referring to traumatic events experienced during childhood and/or adolescence, is of particular concern given the potential biological, neurological, psychological, and relational impact of trauma on the developing child, with possible consequences lasting a lifetime. Youth may deal with developmental trauma by utilizing disordered eating behaviors like loss of control eating in efforts to cope with distress; loss of control eating can, in turn, cause excess weight gain. Adolescence is a particularly salient time for the initiation and maintenance of disordered eating, but it is unclear to what extent developmental trauma is associated with loss of control eating and excess weight in adolescence. Further, it is unknown what role developmental trauma has on affect and attachment, two developmental domains presumed to be affected by trauma, and how affect and attachment are associated with loss of control eating and excess weight gain in adolescence. This dissertation project utilized secondary data from a sample of adolescents at risk for excess weight gain, by having above-average body mass index (BMI >70 percentile for age and sex) or having a family history of overweight or obesity, to evaluate two aims. The first aim investigated associations between developmental trauma and disordered eating and developmental trauma and excess body weight, measured as BMI standard score, in adolescence. The second aim explored negative affect, measured as symptoms of depression and symptoms of anxiety, and attachment, measured as emotional support, as mediators of the associations of developmental trauma with disordered eating and BMI standard score. Approximately 58% of the sample endorsed at least one traumatic event. Developmental trauma count was associated with greater depressive and anxiety symptoms and lower BMI standard score, but it was not significantly associated with global disordered eating or loss of control eating. An indirect effect of developmental trauma on global disordered eating via depressive symptoms was observed. Symptoms of anxiety and emotional support did not mediate the associations of developmental trauma with disordered eating or BMI standard score. Results highlight the unique role of depressive symptoms in the relationship of developmental trauma to disordered eating. If replicated, particularly with a longitudinal design, findings have the potential to inform prevention and intervention efforts for a particularly vulnerable population: youth who have experienced trauma and may be at risk for or are experiencing disordered eating and excess body weight.
Advisors/Committee Members: Shomaker, Lauren (advisor), Riggs, Nathaniel (committee member), Frank, Guido (committee member), Graham, Daniel (committee member).
Subjects/Keywords: developmental trauma; loss of control eating; overweight; disordered eating; adolescence; obesity
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APA (6th Edition):
Pivarunas, B. (2018). Role of developmental trauma in disordered eating and excess body weight in adolescence, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/189337
Chicago Manual of Style (16th Edition):
Pivarunas, Bernadette. “Role of developmental trauma in disordered eating and excess body weight in adolescence, The.” 2018. Doctoral Dissertation, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/189337.
MLA Handbook (7th Edition):
Pivarunas, Bernadette. “Role of developmental trauma in disordered eating and excess body weight in adolescence, The.” 2018. Web. 27 Feb 2021.
Vancouver:
Pivarunas B. Role of developmental trauma in disordered eating and excess body weight in adolescence, The. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/189337.
Council of Science Editors:
Pivarunas B. Role of developmental trauma in disordered eating and excess body weight in adolescence, The. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/189337
Colorado State University
7.
Smith, Joey K.
Familial concern and adolescent simultaneous polysubstance use on American Indian reservations.
Degree: MS(M.S.), Psychology, 2019, Colorado State University
URL: http://hdl.handle.net/10217/197376
► American Indian (AI) adolescents are at increased risk for substance misuse and related problems. AI adolescents initiate consumption earlier compared to non-American Indian (non-AI) adolescents,…
(more)
▼ American Indian (AI) adolescents are at increased risk for substance misuse and related problems. AI adolescents initiate consumption earlier compared to non-American Indian (non-AI) adolescents, and are three times more likely to be diagnosed with a substance use disorder than non-AI adolescents. AI families may be more tolerant of substance misuse than non-AI families, and are likely to employ parenting styles which emphasize modeling and the importance of extended family. There is considerable literature on AI substance misuse, but to date no studies have examined simultaneous polysubstance misuse (SPM) within this population. SPM is the ingestion of two or more substances within the same period of time, so that the effects of the substances overlap. The synergistic effects of SPM are related to increasingly problematic outcomes in adolescents, such as increased substance misuse. Based on previous research, 3 hypotheses were offered: (1) that four proposed subscales, Substance Misuse Concern, Substance Misuse Deterrence, Substance Misuse Discussion, and Parental Monitoring, would comprise the latent construct Familial Oversight; (2) that Familial Oversight would significantly negatively predict increased likelihood of SPM endorsement; and (3) that this relation would be significantly moderated by participant's self-identified race, such that, for AI individuals the relation between Familial Oversight and SPM would be stronger than for non-AI individuals. Data were collected from middle and high school students (n = 4661) attending schools on or near AI reservations. Structural equation modeling was utilized to test the hypothesized model. Results indicated that modeling Familial Oversight as a unidimensional latent variable resulted in excellent model fit, x2(2) =20.23, p < .05; CFI = 0.994; SRMR = .064; RMSEA = .044 (90% C.I. [.128 - .063]); however, the factor loadings supported a two-factor model. Following modifications, a two-factor model of parenting was created with Parental Monitoring as a separate latent construct and the three remaining factors indicating the latent variable Familial Attitudes on the Misuse of Substances (FAMS); the modified model demonstrated excellent fit, x2(8) =32.87, p < .05; CFI = 0.997; RMSEA = .026 (90% C.I. [.017 - .035]). The two-factor model indicated SPM was negatively associated with Parental Monitoring (b = -0.131, S.E. = 0.033, b = -4.04, p < .001) but not significantly related to FAMS (b = -0.044, S.E. = 0.025, b = -1.79, p = .07). Finally, a multigroup SEM was conducted to test invariance, which demonstrated strong fit, x2(32) = 91.42, p < .05; CFI = 0.980; RMSEA = .028 (90% C.I. [.022 - .035]); however, self-identified racial status did not moderate the relations (p > .05). Though the proposed construct was not successfully indicated, Parental Monitoring demonstrated that parental awareness was important in significantly reducing the risk of SPM. Given AI adolescents' increased risk of negative outcomes, the known relation of AI substance misuse to familial…
Advisors/Committee Members: Conner, Bradley T. (advisor), Swaim, Randall C. (committee member), Riggs, Nathaniel R. (committee member).
Subjects/Keywords: American Indian; addiction; polysubstance misuse
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APA ·
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APA (6th Edition):
Smith, J. K. (2019). Familial concern and adolescent simultaneous polysubstance use on American Indian reservations. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/197376
Chicago Manual of Style (16th Edition):
Smith, Joey K. “Familial concern and adolescent simultaneous polysubstance use on American Indian reservations.” 2019. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/197376.
MLA Handbook (7th Edition):
Smith, Joey K. “Familial concern and adolescent simultaneous polysubstance use on American Indian reservations.” 2019. Web. 27 Feb 2021.
Vancouver:
Smith JK. Familial concern and adolescent simultaneous polysubstance use on American Indian reservations. [Internet] [Masters thesis]. Colorado State University; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/197376.
Council of Science Editors:
Smith JK. Familial concern and adolescent simultaneous polysubstance use on American Indian reservations. [Masters Thesis]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/197376
Colorado State University
8.
Albrecht, Erin Christine.
Parent-child relationships in context: an application of the person-process-context-time model to the development of low-income toddlers' social-emotional adjustment.
Degree: PhD, Human Development and Family Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176789
► This dual manuscript dissertation addresses current empirical evidence and developmental theory that acknowledges the active role of the toddler in shaping ontogeny. As such, both…
(more)
▼ This dual manuscript dissertation addresses current empirical evidence and developmental theory that acknowledges the active role of the toddler in shaping ontogeny. As such, both studies utilized cross-lagged panel models to investigate the longitudinal, bidirectional associations among different features of the microsystem and the child, using repeated measures data from the Early Head Start and Evaluation Research Project (EHSREP; 1996-2010). In the first study, transactional relations between observed maternal supportiveness and child emotion regulation at age 14-, 24-, and 36-months were evaluated. Results supported extant research that establishes significant longitudinal associations between more supportive mother behavior and higher levels of child emotion regulation, net the stability in these constructs over time; there was no evidence to support child-driven pathways, or a developmental transaction. This model was then assessed with the addition of the total home environment measure across time points. Both child emotion regulation and the home environment significantly predicted each other from child age 2 to 3, while maternal supportiveness remained a significant predictor of emotion regulation, but only at age 2. These results suggest that different facets of the child’s microsystem may become more salient at different times in development, and the child emerges as an influence on the microsystem in his or her own right. Findings also underscore the need for research that compares the predictive utility of parent-child interaction measures and the home environment for diverse developmental outcomes. The second study incorporated toddlers’ negative emotionality into a cross-lagged panel model of maternal depressive symptoms, maternal supportiveness, and child externalizing behaviors. A central goal of this study was to incorporate process-oriented questions about the linkage between individual differences in child temperament, maternal risk, parenting, and child externalizing behaviors (mediation), while also addressing questions about for whom these pathways are most relevant (moderation). Maternal depressive symptoms predicted subsequent child behavior problems; in turn, child behavior problems predicted later depressive symptoms. Child negative emotionality at 14 months demonstrated an indirect effect on maternal depressive symptoms at 3 years by way of externalizing behavior at 2 years. Nonsignificant tests of moderation rendered the current study unable to generate support for diathesis-stress or differential susceptibility models in the current sample. Results imply the emergence of parent-driven transactions between maternal depressive symptoms and child externalizing behaviors within the first few years of life. Moreover, the temperamental characteristic of negative emotionality connotes further risk for maladjustment for both mother and child. Collectively, both studies highlight the need for continued research and interventions that consider the child’s contributions to the dynamic process…
Advisors/Committee Members: MacPhee, David (advisor), Lunkenheimer, Erika (advisor), Riggs, Nathaniel (committee member), Khetani, Mary (committee member).
Subjects/Keywords: externalizing behaviors; school readiness; parent-child relationships; emotion regulation
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APA (6th Edition):
Albrecht, E. C. (2016). Parent-child relationships in context: an application of the person-process-context-time model to the development of low-income toddlers' social-emotional adjustment. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176789
Chicago Manual of Style (16th Edition):
Albrecht, Erin Christine. “Parent-child relationships in context: an application of the person-process-context-time model to the development of low-income toddlers' social-emotional adjustment.” 2016. Doctoral Dissertation, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/176789.
MLA Handbook (7th Edition):
Albrecht, Erin Christine. “Parent-child relationships in context: an application of the person-process-context-time model to the development of low-income toddlers' social-emotional adjustment.” 2016. Web. 27 Feb 2021.
Vancouver:
Albrecht EC. Parent-child relationships in context: an application of the person-process-context-time model to the development of low-income toddlers' social-emotional adjustment. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/176789.
Council of Science Editors:
Albrecht EC. Parent-child relationships in context: an application of the person-process-context-time model to the development of low-income toddlers' social-emotional adjustment. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176789
Colorado State University
9.
Saunders, Hannah E.
Intergenerational transmission of trauma: attachment, adverse childhood experiences, and current life stress, The.
Degree: PhD, Human Development and Family Studies, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191329
► Attachment theory highlights the importance of the quality of the relationship between an infant and his or her primary caregiver. However, caregivers with unresolved trauma…
(more)
▼ Attachment theory highlights the importance of the quality of the relationship between an infant and his or her primary caregiver. However, caregivers with unresolved trauma or loss may behave in frightening ways and foster a disorganized (D) attachment style with their infant. This attachment style poses a significant risk for later psychopathology. However, challenges remain in identifying D attachment through observation. The Emotional Availability (EA) system may help to elucidate the indicators of disorganization. Study 1 represents the first step in validating the EA system in identifying D attachment and provides guidelines to assist EA coders in coding D attachment. Next, adverse childhood experiences (ACEs) negatively affect adults' mental health and their child's development. Despite theoretical links among caregivers' ACEs, current life stress, attachment, and child psychopathology, few studies have examined these pathways. This is particularly important in American Indian/Alaska Native (AIAN) populations, for which a history of systemic oppression has contributed to high rates of trauma. Study 2 tests whether parent mental health and parent-child EA mediates the relation between parent ACEs and child social-emotional functioning in a largely American Indian sample. The indirect effect is not significant, suggesting a strong direct effect from ACEs to child functioning. Study 2 also examines a moderation model to determine whether high parent-child EA buffers against parents' current life stress. Results demonstrate a strong link between parents' stress and child social-emotional problems, but the moderation effect is the opposite of what was expected.
Advisors/Committee Members: Biringen, Zeynep (advisor), Fariñas, Janina (committee member), Riggs, Nathaniel (committee member), Sarche, Michelle (committee member), Rosén, Lee (committee member).
Subjects/Keywords: attachment; emotional availability; trauma; disorganized attachment; adverse childhood experiences; stress
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APA (6th Edition):
Saunders, H. E. (2018). Intergenerational transmission of trauma: attachment, adverse childhood experiences, and current life stress, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191329
Chicago Manual of Style (16th Edition):
Saunders, Hannah E. “Intergenerational transmission of trauma: attachment, adverse childhood experiences, and current life stress, The.” 2018. Doctoral Dissertation, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/191329.
MLA Handbook (7th Edition):
Saunders, Hannah E. “Intergenerational transmission of trauma: attachment, adverse childhood experiences, and current life stress, The.” 2018. Web. 27 Feb 2021.
Vancouver:
Saunders HE. Intergenerational transmission of trauma: attachment, adverse childhood experiences, and current life stress, The. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/191329.
Council of Science Editors:
Saunders HE. Intergenerational transmission of trauma: attachment, adverse childhood experiences, and current life stress, The. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191329
10.
Prendergast, Sarah.
Latent profiles and trajectories of family functioning: a risk and resilience approach to child maltreatment prevention and promotion of early achievement.
Degree: PhD, Human Development and Family Studies, 2019, Colorado State University
URL: http://hdl.handle.net/10217/195285
► Child maltreatment and being unready to learn at kindergarten entry are two societal problems that are associated with children's later development. Children are at highest…
(more)
▼ Child maltreatment and being unready to learn at kindergarten entry are two societal problems that are associated with children's later development. Children are at highest risk for maltreatment during the first four years of life; importantly, this is the same period in which children gain cognitive and social skills critical for early achievement. Despite progress, rates of maltreatment remain high and costly to treat, and economic and ethnic disparities in early achievement persist. Grounded in ecological theory, this dissertation explored trajectories and classes of family functioning across various levels of risk at birth. In Study 1, change in income, maternal education, and parenting stress, as well as neighborhood social cohesion, were tested as predictors of initial levels of maternal aggression and change over time. The results indicated that associations among the predictors and maternal aggression differed across level of risk. In Study 2, cumulative family risk and latent classes of family risk at birth were explored as predictors of kindergarten outcomes and self-reported involvement with Child Protective Services. The results demonstrated that cumulative risk and three latent classes of family risk differentially predicted all outcomes. Several policy and programmatic implications are discussed related to ecological models of prevention, the merits of cumulative risk and risk combinations, and tailored intervention strategies.
Advisors/Committee Members: MacPhee, David (advisor), Carcasson, Martin (committee member), Coatsworth, Doug (committee member), Riggs, Nathaniel (committee member).
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APA (6th Edition):
Prendergast, S. (2019). Latent profiles and trajectories of family functioning: a risk and resilience approach to child maltreatment prevention and promotion of early achievement. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195285
Chicago Manual of Style (16th Edition):
Prendergast, Sarah. “Latent profiles and trajectories of family functioning: a risk and resilience approach to child maltreatment prevention and promotion of early achievement.” 2019. Doctoral Dissertation, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/195285.
MLA Handbook (7th Edition):
Prendergast, Sarah. “Latent profiles and trajectories of family functioning: a risk and resilience approach to child maltreatment prevention and promotion of early achievement.” 2019. Web. 27 Feb 2021.
Vancouver:
Prendergast S. Latent profiles and trajectories of family functioning: a risk and resilience approach to child maltreatment prevention and promotion of early achievement. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/195285.
Council of Science Editors:
Prendergast S. Latent profiles and trajectories of family functioning: a risk and resilience approach to child maltreatment prevention and promotion of early achievement. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195285
11.
Keigley, Meghan Ann.
Participation in SOS Outreach: a positive youth development program.
Degree: MS(M.S.), Human Development and Family Studies, 2015, Colorado State University
URL: http://hdl.handle.net/10217/166949
► Adolescence can be a time burdened by physical, emotional and social developmental challenges. However, many extracurricular programs now focus on fostering Positive Youth Development (PYD)…
(more)
▼ Adolescence can be a time burdened by physical, emotional and social developmental challenges. However, many extracurricular programs now focus on fostering Positive Youth Development (PYD) with a primary goal of helping youth develop positive life skills and positive trajectories. Many of these programs emphasize providing youth with opportunities to develop positive self-identities and life skills that they can apply to other areas of their lives. Studies have demonstrated positive outcomes of these programs, but have also shown that youth participation is key for gaining these benefits. Many youth drop out of these programs before they are able to fully realize the benefits. The purpose of this study was to examine whether various personal, logistic, and experiential factors predict to continued participation in a
Colorado-based PYD program. Eighty-eight adolescent, ages 9 - 17 completed surveys following participation in a winter-long program that incorporates positive youth development into snowsport activities. Youth reported on barriers to participation, developmental experiences, self-defining activities, and parental encouragement to participate in the program. Results indicated that demands of the program and parental encouragement for identity exploration were significantly related to participant retention. Additionally, negative developmental experiences, but not positive developmental experiences within the program were significant predictors of participant retention while program specific self-defining activities were not. Finally, self-defining activities did not moderate the relationship between logistical issues and participant retention.
Advisors/Committee Members: Coatsworth, J. Douglas (advisor), Riggs, Nathaniel (committee member), Eakman, Aaron (committee member).
Subjects/Keywords: attrition; outdoor experiential learning; youth; dropout; adolescents; positive youth development
…were approved by the Colorado State University Institutional Review
Board. Participants in…
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APA (6th Edition):
Keigley, M. A. (2015). Participation in SOS Outreach: a positive youth development program. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/166949
Chicago Manual of Style (16th Edition):
Keigley, Meghan Ann. “Participation in SOS Outreach: a positive youth development program.” 2015. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/166949.
MLA Handbook (7th Edition):
Keigley, Meghan Ann. “Participation in SOS Outreach: a positive youth development program.” 2015. Web. 27 Feb 2021.
Vancouver:
Keigley MA. Participation in SOS Outreach: a positive youth development program. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/166949.
Council of Science Editors:
Keigley MA. Participation in SOS Outreach: a positive youth development program. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166949
12.
Gerlach-McDonald, Brianne.
Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome.
Degree: PhD, Human Development and Family Studies, 2017, Colorado State University
URL: http://hdl.handle.net/10217/183994
► The increasing prevalence of developmental disabilities indicates a need for research and interventions for these populations. One growing area of interest is adaptive behavior or…
(more)
▼ The increasing prevalence of developmental disabilities indicates a need for research and interventions for these populations. One growing area of interest is adaptive behavior or the functional skills individuals perform in their everyday lives, such as communication and daily living skills. Individuals with developmental disabilities with greater adaptive behavior skills experience a better quality of life in childhood and achieve better functional outcomes in adulthood (e.g., living independently). However, more research is needed to understand how adaptive behavior develops in childhood to identify critical time points for targeted interventions. The current study examined developmental trajectories of adaptive behavior across childhood in two developmental disabilities: Autism Spectrum Disorder(ASD) and Down syndrome (DS). This study examined secondary data obtained from a longitudinal study conducted at the
University of
Colorado Health Sciences Center between 1997 and 2007. The aim of this dissertation was to examine the extent to which individual differences in diagnostic status, maternal education, intellectual functioning, executive function, and autism symptoms predicted developmental trajectories of adaptive behavior. Examination of the predictors of developmental trajectories of adaptive behavior provided information regarding potential intervention targets to promote optimal adaptive behavior. This study used growth modeling techniques to compare two developmental disabilities. Participants included 77 children with ASD and 24 children with DS who were assessed in toddlerhood (ages 1-3 years), preschool (ages 4-6), and during the school years (ages 7-10). Parents completed a demographic questionnaire and interviews of adaptive behavior (Vineland Adaptive Behavior Scales; Sparrow, Balla, & Cicchetti, 1984), and autism symptoms (Autism Diagnostic Interview-Revised; Lord, Rutter, & LeCouteur, 1994). Child participants completed standardized developmental testing (Mullens Scales of Early Learning; Mullen, 1995), an executive function task measuring cognitive flexibility and working memory (Spatial Reversal; Kaufmann, Leckman, & Ort, 1989), and a semi-structured play-based assessment of autism symptoms (Autism Diagnostic Observation Schedule; Lord, Rutter, DiLavore, & Risi, 1999). Growth models were specified for developmental trajectories of communication, daily living skills, and socialization as measured by the Vineland Adaptive Behavior Scales. Diagnostic status, maternal education, intellectual functioning, executive function, and autism symptoms were added as predictors. Children with ASD and DS made gains in their adaptive behavior skills from toddlerhood to middle childhood but had significantly delayed scores compared to children in the standardization sample. The best fitting models of communication and socialization indicated significant linear and quadratic growth, and the best fitting model of daily living skills indicated significant linear growth. Diagnostic status was a significant…
Advisors/Committee Members: Hepburn, Susan (advisor), Fidler, Deborah (advisor), Daunhauer, Lisa (committee member), Riggs, Nathaniel (committee member), Sample, Pat (committee member).
Subjects/Keywords: autism spectrum disorder; developmental trajectories; adaptive behavior; Down syndrome
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APA (6th Edition):
Gerlach-McDonald, B. (2017). Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/183994
Chicago Manual of Style (16th Edition):
Gerlach-McDonald, Brianne. “Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome.” 2017. Doctoral Dissertation, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/183994.
MLA Handbook (7th Edition):
Gerlach-McDonald, Brianne. “Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome.” 2017. Web. 27 Feb 2021.
Vancouver:
Gerlach-McDonald B. Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/183994.
Council of Science Editors:
Gerlach-McDonald B. Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183994
13.
O'Donnell, Maeve Bronwyn.
Impact of bullying and act variables on meaning in life for adolescents, The.
Degree: MS(M.S.), Psychology, 2015, Colorado State University
URL: http://hdl.handle.net/10217/170309
► Research has shown that the experience of a meaningful life for adolescents is an aid in development and related to psychological health, physical health, and…
(more)
▼ Research has shown that the experience of a meaningful life for adolescents is an aid in development and related to psychological health, physical health, and academic functioning (e.g., Brassai, Piko, & Steger, 2011; Kiang & Fuligni, 2009). Most meaning research to date, however, has primarily focused on adulthood, with few studies that focus on meaning in adolescence. Even fewer studies have addressed barriers or facilitators to experiencing meaning in adolescence. The current study seeks to address this gap in the literature with a sample of adolescents (n=145). In the first part of the study, bullying perpetration and victimization are examined as factors that may be associated with less meaning (i.e., inversely related). In the second part of the study, two Acceptance and Commitment Therapy (ACT) related variables, mindfulness and self-compassion, are examined as factors positively related to meaning. A hierarchical regression was then performed to determine if these variables predicted meaning. Results revealed that meaning was inversely related to bullying perpetration, but not bullying victimization, and positively related to mindfulness and self-compassion. Controlling for all other factors, self-compassion independently predicted meaning, which suggests that self-compassion may be highly relevant to an adolescent's development of meaning. Implications and future directions for research are discussed.
Advisors/Committee Members: Steger, Michael F. (advisor), Chavez, Ernest L. (committee member), Graham, Daniel J. (committee member), Riggs, Nathaniel R. (committee member).
Subjects/Keywords: bullying; meaning; mindfulness; self-compassion
…approved by the Colorado State University Institutional
Review Board and the policies and…
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APA (6th Edition):
O'Donnell, M. B. (2015). Impact of bullying and act variables on meaning in life for adolescents, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/170309
Chicago Manual of Style (16th Edition):
O'Donnell, Maeve Bronwyn. “Impact of bullying and act variables on meaning in life for adolescents, The.” 2015. Masters Thesis, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/170309.
MLA Handbook (7th Edition):
O'Donnell, Maeve Bronwyn. “Impact of bullying and act variables on meaning in life for adolescents, The.” 2015. Web. 27 Feb 2021.
Vancouver:
O'Donnell MB. Impact of bullying and act variables on meaning in life for adolescents, The. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/170309.
Council of Science Editors:
O'Donnell MB. Impact of bullying and act variables on meaning in life for adolescents, The. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170309
14.
Jackman, Danielle Marie-Therese.
Future orientation and self-perception minimize risk engagement and promote positive youth development.
Degree: PhD, Human Development and Family Studies, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167078
► Adolescence is a developmental period marked by physical, cognitive, and social changes that influence both negative behaviors and positive youth development (PYD). Theorists and empirical…
(more)
▼ Adolescence is a developmental period marked by physical, cognitive, and social changes that influence both negative behaviors and positive youth development (PYD). Theorists and empirical work have noted that these marked changes propel youth to explore and construct a personal identity. This exploration and commitment of an identity helps to build youths’ self-perceptions as well as refine and orient one’s future. However, for some youth, the adolescent period is considered a time of heightened engagement in health-compromising behaviors. Both risk reduction and strength-based literature identify self-perceptions (self-esteem and self-efficacy) and positive thoughts about the future, which can incorporate a sense of purpose, as factors related to an adolescents’ engagement in risk as well as adolescents’ positive development. However, few studies have highlighted how these factors serve as mediators between these associations. Therefore there were two studies assessed in this dissertation. Study 1 assessed two competing mediational models to determine whether future orientation mediated the relations between self-esteem and adolescent risk or whether self-esteem mediated the relation between future orientation and adolescent risk. I utilized data from an intervention designed to delay sexual debut. Results suggested future orientation to fully mediate the association between self-esteem and adolescent risk. However, self-esteem did not serve as a significant mediator between future orientation and adolescent risk. One limitation could be the assessment of general self-esteem instead of a more domain-specific form of self-esteem. In Study 2, future orientation was assessed as a probable mediator between self-efficacy and PYD. Utilizing a sample of adolescents who served as part of the comparison group for a family and youth leadership program, results found future orientation to partially mediate the relation between self-efficacy and PYD. Several explanations were given for this partial mediation, with a strong emphasis on the conceptual complexity of PYD and dynamic interplay among variables that define PYD as being possible predictors and producers of PYD. Both studies highlight the importance of understanding the quintessential roles that both future orientation and self-perception play in the reduction of adolescent risk and development of a positive youth. In particular, future studies need to continue focusing on the examination of the potential developmental cascade of future orientation as serving as a potential mediator between self-perceptions and adolescent behavior.
Advisors/Committee Members: MacPhee, David (advisor), Riggs, Nathaniel R. (advisor), Youngblade, Lise M. (committee member), Harman, Jennifer J. (committee member).
Subjects/Keywords: future orientation; self-efficacy; adolescents; self-esteem; positive youth development
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APA (6th Edition):
Jackman, D. M. (2015). Future orientation and self-perception minimize risk engagement and promote positive youth development. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167078
Chicago Manual of Style (16th Edition):
Jackman, Danielle Marie-Therese. “Future orientation and self-perception minimize risk engagement and promote positive youth development.” 2015. Doctoral Dissertation, Colorado State University. Accessed February 27, 2021.
http://hdl.handle.net/10217/167078.
MLA Handbook (7th Edition):
Jackman, Danielle Marie-Therese. “Future orientation and self-perception minimize risk engagement and promote positive youth development.” 2015. Web. 27 Feb 2021.
Vancouver:
Jackman DM. Future orientation and self-perception minimize risk engagement and promote positive youth development. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10217/167078.
Council of Science Editors:
Jackman DM. Future orientation and self-perception minimize risk engagement and promote positive youth development. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167078
. 
Open Access Theses and Dissertations
