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You searched for +publisher:"Duquesne University" +contributor:("Lisa L Levers"). Showing records 1 – 3 of 3 total matches.

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Duquesne University

1. Sherman, Catherine A. Depictions of Mental Disorder in Mainstream American Film 1988-2010.

Degree: PhD, Counselor Education and Supervision (ExCES), 2012, Duquesne University

The following qualitative research study examined visual and thematic depictions of mental disorder in mainstream American film from 1988 to 2010. The research was an extension of an earlier investigation on portrayals of psychological disability in Hollywood movies (Levers, 1988, 2001). The theoretical and historical grounding for the project included Sander Gilman's (1982) scholarship on madness in the pictorial arts, the history and treatment of mental disorder over the course of time, social constructionism and the media, and research on media depictions of mental illness. The author employed two content analysis instruments (Levers, 1988, 2001) to record the appearance of icons, stereotypes, and positive portrayals of mental illness in 14 feature-length American films, which contain scenes of psychiatric hospitalization. Each film became a case study, and for each case, the author included content analysis findings, plot and character summaries, and discussion on mental disorder representation through images, speech, and themes. The multiple cases culminated in a filmography, which can be a resource for individuals interested in, and concerned about, the nature in which mental disorder is portrayed in popular, contemporary movies. The results from this study indicate that iconic and stereotypical representations of mental disorder have remained consistent since Levers' (1988, 2001) inquiries. The author identified 60 of 61 icons listed on the Icons of Madness viewing rubric (Levers, 1988, 2001) and all stereotypes and positive portrayals on the Thematic Portrayals of Mental Disorder viewing rubric (Levers, 1988, 2001). More specifically, the four most commonly depicted icons and the top five stereotypes were the same in both the present and Levers' (1988, 2001) studies. The one notable difference between these and Levers' (1988, 2001) results was the increased frequency of positive portrayals of mental illness; more positive portrayals occurred in this investigation as compared to Levers' earlier research. New icons, stereotypes, and positive portrayals of mental disorder not originally listed on the viewing rubrics were identified, too. The author discusses the present findings in light of future research possibilities, counselor education, and client advocacy. Advisors/Committee Members: Lisa L Levers, Jered Kolbert, Emma Mosley.

Subjects/Keywords: Film; Icons; Mental disorder; Mental illness; Stereotypes; Stigma

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

APA (6th Edition):

Sherman, C. A. (2012). Depictions of Mental Disorder in Mainstream American Film 1988-2010. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1183

Chicago Manual of Style (16th Edition):

Sherman, Catherine A. “Depictions of Mental Disorder in Mainstream American Film 1988-2010.” 2012. Doctoral Dissertation, Duquesne University. Accessed April 06, 2020. https://dsc.duq.edu/etd/1183.

MLA Handbook (7th Edition):

Sherman, Catherine A. “Depictions of Mental Disorder in Mainstream American Film 1988-2010.” 2012. Web. 06 Apr 2020.

Vancouver:

Sherman CA. Depictions of Mental Disorder in Mainstream American Film 1988-2010. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2020 Apr 06]. Available from: https://dsc.duq.edu/etd/1183.

Council of Science Editors:

Sherman CA. Depictions of Mental Disorder in Mainstream American Film 1988-2010. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/1183


Duquesne University

2. Strickler, Amy. Assessing the Efficacy of Pre-Service Trainings for Treatment Foster Parents.

Degree: PhD, Counseling, Psychology, & Special Education, 2015, Duquesne University

This quasi-experimental study examined the effectiveness of two pre-service trainings: Model Approach to Partnerships in Parenting (MAPP, n = 81) and Pressley Ridge's Treatment Foster Care pre-service training (PR-TFC, n = 71) on treatment foster parents' parenting attitudes, readiness to provide treatment foster care, and attitudes toward providing treatment foster care. ANCOVAs revealed the PR-TFC group experienced significantly more change than the MAPP group in two parenting constructs, and the MAPP group experienced significantly more change than the PR-TFC group in one parenting construct. This study revealed no significant differences between groups in the amount of change in personal dedication to provide foster care or willingness to foster children with emotional and behavioral issues. However, a chi-square test of association showed licensing rates were significantly higher for the PR-TFC group than the MAPP group. This study also included a follow-up component for participants from the PR-TFC group who were licensed and had a child placed in their home. Repeated measures ANOVAs found significant increases for the PR-TFC group from posttest to follow-up and pretest to follow-up for personal dedication to fostering, but no significant changes in their willingness to foster. A description of treatment foster parent attitudes toward providing treatment foster care after a child was placed in the home is also provided. Practical implications of these results and recommendations for future research are discussed. Advisors/Committee Members: Matthew J Bundick, Lisa L Levers, Annette C Trunzo.

Subjects/Keywords: foster parent; licensing rates; parenting attitudes; pre-service training; readiness to foster; treatment foster care

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

APA (6th Edition):

Strickler, A. (2015). Assessing the Efficacy of Pre-Service Trainings for Treatment Foster Parents. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1246

Chicago Manual of Style (16th Edition):

Strickler, Amy. “Assessing the Efficacy of Pre-Service Trainings for Treatment Foster Parents.” 2015. Doctoral Dissertation, Duquesne University. Accessed April 06, 2020. https://dsc.duq.edu/etd/1246.

MLA Handbook (7th Edition):

Strickler, Amy. “Assessing the Efficacy of Pre-Service Trainings for Treatment Foster Parents.” 2015. Web. 06 Apr 2020.

Vancouver:

Strickler A. Assessing the Efficacy of Pre-Service Trainings for Treatment Foster Parents. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2020 Apr 06]. Available from: https://dsc.duq.edu/etd/1246.

Council of Science Editors:

Strickler A. Assessing the Efficacy of Pre-Service Trainings for Treatment Foster Parents. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/1246


Duquesne University

3. White, Cristiana P. Parent-Teacher Engagement During Child-Centered Pedgogial Change in Elementary School: The Lived Experiences of Teachers and Involved Parents.

Degree: PhD, Counselor Education and Supervision (ExCES), 2014, Duquesne University

With the advance of technology as a manifestation of our rapidly changing world, we often hear how difficult it is to be a parent with school-age children. The more knowledge and access parents have to technology, the better position they are in to collaborate with teachers and to help their children academically and behaviorally. However, the lack of updated technology may be a serious concern for children living in poverty. For these and many other reasons, it is imperative that educators provide parents with the knowledge base and the resources needed to facilitate parent engagement in helping their children with their learning process. While the current literature overwhelmingly demonstrates that parents need to be involved in their children's schooling, it has little to say about what it really means for parents to be thus involved. The aim of this qualitative phenomenological-existential study was to examine the lived experiences of eight teachers and nine parents in an urban elementary school in Western Pennsylvania in the course of both architectural and pedagogical changes. The study was intended to examine how parent-teacher engagement manifests itself, and it was carried out through interviews with questions designed to elicit both teacher and parent expectations for themselves, for each other, and for their children. The data was gleaned from two focus groups, one teacher and one parent, and six key informant interviews with three teachers and three parents. Three overriding themes emerged from the data analysis: the need for communication, a desire for human empathy, and felt oppression. These themes evolved in a theoretical framework that includes van Manen's (1990) four lived existentials, Bronfenbrenner's (1979) risk and protective factors from his notions about the ecology of human development, and Freire's (1970) ideas about the pedagogy of the oppressed. Some prospective hypotheses were derived from this research, as well as further implications of the study and ideas for future research and intervention. Advisors/Committee Members: Lisa L Levers, Debra Hyatt-Burkhart, Julia A Williams.

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

APA (6th Edition):

White, C. P. (2014). Parent-Teacher Engagement During Child-Centered Pedgogial Change in Elementary School: The Lived Experiences of Teachers and Involved Parents. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1362

Chicago Manual of Style (16th Edition):

White, Cristiana P. “Parent-Teacher Engagement During Child-Centered Pedgogial Change in Elementary School: The Lived Experiences of Teachers and Involved Parents.” 2014. Doctoral Dissertation, Duquesne University. Accessed April 06, 2020. https://dsc.duq.edu/etd/1362.

MLA Handbook (7th Edition):

White, Cristiana P. “Parent-Teacher Engagement During Child-Centered Pedgogial Change in Elementary School: The Lived Experiences of Teachers and Involved Parents.” 2014. Web. 06 Apr 2020.

Vancouver:

White CP. Parent-Teacher Engagement During Child-Centered Pedgogial Change in Elementary School: The Lived Experiences of Teachers and Involved Parents. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2020 Apr 06]. Available from: https://dsc.duq.edu/etd/1362.

Council of Science Editors:

White CP. Parent-Teacher Engagement During Child-Centered Pedgogial Change in Elementary School: The Lived Experiences of Teachers and Involved Parents. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1362

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