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You searched for +publisher:"University of Kansas" +contributor:("Rinner, Louann"). Showing records 1 – 2 of 2 total matches.

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University of Kansas

1. Shoemaker, Kylea Kay. Early Adolescent Perceptions Regarding Sources of Sexual Health Information.

Degree: PhD, Occupational Therapy Education, 2017, University of Kansas

Early adolescence includes youth approximately 11-14 years of age. This age group represents a population open to learning more information about sexuality and signifies a developmental period where effective sexuality interventions may begin (Ott & Pfieffer, 2009; Grossman et al., 2014). Early adolescence is a critical period when adolescents’ initial views on sexuality are formed. Influencing early adolescent sexual health attitude and behaviors are many sources of information, including parents, peer groups, teachers, and media sources (Batchelor et al., 2004; Grossman et al., 2014; Sennott & Mollborn, 2011; Secor-Turner et al., 2011). Literature focusing on older adolescents (Mollborn & Sennott, 2015; Secor-Turner et al., 2011) may not adequately convey information that is relevant to early adolescents, as sexual health and informational needs may differ. Previous research suggests investigating sources of sexual health information among adolescents and the content of sexual health discussions (Sennott & Mollborn, 2011). Therefore, my dissertation study examines early adolescent perceptions regarding sources of sexual health information. My dissertation study builds upon previous work completed through my written comprehensive examinations. In my first comprehensive examination, I completed a literature review regarding ways to incorporate adolescent perspectives into public school sexual education practice. In this review, we discussed aspects affecting public school sexual education, including historical contributions, abstinence-only education, and comprehensive sexual education, followed by literature discussing adolescent perceptions. Based on the literature review, we developed six recommendations for public school decision makers to consider when incorporating adolescent perspective into public school sexual education practice. Completion of this comprehensive examination provided background knowledge and context to build future research work, as well as introduced me to various adolescent perspectives and familiarized me with various factors affecting school-based sexual health education. In my second comprehensive examination, I completed a qualitative pilot study discussing fathers’ experiences talking with their children about sexually related topics. In this pilot study, I completed individual semi-structured interviews with five fathers of children between the ages of 14 to 18. Using an inductive content analysis approach, we examined transcript data using a coding process adapted from Graneheim and Lundman (2004), where we took original transcript text and developed meaning units, codes, and categories. Based on analysis of the categories, we collapsed and grouped similar categories and developed three overall themes illustrating the fathers’ experiences shared in the pilot study. Completion of my second comprehensive examination acquainted me with parent literature regarding sexual health topics which I applied to portions of the introduction section and within the implications for future research… Advisors/Committee Members: Dunn, Winne (advisor), Radel, Jeff (advisor), Tomchek, Scott (cmtemember), Stegenga, Kristin (cmtemember), Bonnel, Wanda (cmtemember), Rinner, Louann (cmtemember).

Subjects/Keywords: Health education; Early Adolescence; Early Adolescent Perspectives; Health Education; Sexual Health Education; Sexuality Education; Sources of Sexual Health Information

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

APA (6th Edition):

Shoemaker, K. K. (2017). Early Adolescent Perceptions Regarding Sources of Sexual Health Information. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25874

Chicago Manual of Style (16th Edition):

Shoemaker, Kylea Kay. “Early Adolescent Perceptions Regarding Sources of Sexual Health Information.” 2017. Doctoral Dissertation, University of Kansas. Accessed October 01, 2020. http://hdl.handle.net/1808/25874.

MLA Handbook (7th Edition):

Shoemaker, Kylea Kay. “Early Adolescent Perceptions Regarding Sources of Sexual Health Information.” 2017. Web. 01 Oct 2020.

Vancouver:

Shoemaker KK. Early Adolescent Perceptions Regarding Sources of Sexual Health Information. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/1808/25874.

Council of Science Editors:

Shoemaker KK. Early Adolescent Perceptions Regarding Sources of Sexual Health Information. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25874

2. Braun, Matthew J. EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?.

Degree: PhD, Occupational Therapy Education, 2015, University of Kansas

There is growing evidence supporting the use of strengths based approaches to serving families. Professionals can positively impact family outcomes by using strengths based language when interacting with families. The purpose of this study was to examine the nature with which graduate student clinicians write from a strengths perspective. Specifically, we explored whether first year graduate student clinicians in speech language pathology use strengths based/ability focused language when documenting observations of children's' communication and behavior during play. We created videos of typically developing children in natural environments and gathered narrative writing samples broken down by phrase (N = 693 phrases) from graduate student clinicians. Students (N =29) participated in each of two conditions (A- general prompt; B- clinic prompt). Using a coding system developed by the research team, we analyzed the nature with which the student clinicians included strengths based language in their written documentation. Our findings indicated that the student clinicians in the current study generally used more neutral, ability focused language (than deficit based language) in their writing. However, when the student clinicians were led to believe the child in the video was coming to the clinic for an evaluation, they used less strengths based language. Findings from this study provide valuable information about how first year graduate students write when documenting observations of child behavior and communication and may serve as a guidepost for how we design academic training programs with respect to clinical documentation. Additionally, these findings emphasize the importance of ensuring that clinical training mentors use strengths based practices across training sites. Advisors/Committee Members: Dunn, Winnie (advisor), Tomchek, Scott D (cmtemember), Daniels, Debora B (cmtemember), Wambach, Karen (cmtemember), Rinner, Louann (cmtemember).

Subjects/Keywords: Health sciences; Speech therapy; Social sciences education; Family Centered Care; Strengths Based Approaches; Strengths Perspective; Therapeutic Sciences; Written Clinical Documentation

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

APA (6th Edition):

Braun, M. J. (2015). EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18428

Chicago Manual of Style (16th Edition):

Braun, Matthew J. “EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?.” 2015. Doctoral Dissertation, University of Kansas. Accessed October 01, 2020. http://hdl.handle.net/1808/18428.

MLA Handbook (7th Edition):

Braun, Matthew J. “EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?.” 2015. Web. 01 Oct 2020.

Vancouver:

Braun MJ. EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/1808/18428.

Council of Science Editors:

Braun MJ. EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/18428

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