+publisher:"University of North Carolina" +contributor:("Chapman, Mimi")

You searched for +publisher:"University of North Carolina" +contributor:("Chapman, Mimi"). Showing records 1 – 9 of 9 total matches.

▼ Search Limiters

University of North Carolina

1. Hall, William. The Implementation and Effectiveness of Policy Interventions for School Bullying.

Degree: 2015, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:4c3b3ab8-1214-47a5-a505-d02b1596c40d

► Bullying threatens the well-being and school success of students. Since the 1990s, the creation of policies as a strategy to combat bullying has increased considerably.… (more)

▼ Bullying threatens the well-being and school success of students. Since the 1990s, the creation of policies as a strategy to combat bullying has increased considerably. The three studies comprising this dissertation examined the implementation and effectiveness of policy interventions for bullying. The first paper was a systematic review of studies examining the effectiveness of policy interventions for bullying. Eleven databases were searched, and 21 studies were reviewed. More educators perceived that policies were effective rather than ineffective. Policies may be more effective for direct bullying and less effective for indirect bullying. Lesbian, gay, bisexual, transgender, and queer students in schools with policies that enumerated protections based on sexual orientation and gender identity experienced less harassment and more frequent and effective intervention by school personnel. Findings were mixed regarding associations between anti-bullying policy presence and bullying outcomes. The second and third papers focused on the implementation of the statewide anti-bullying law in North Carolina. These studies used data collected from educators in K-12 public schools. The second paper examined differences in the fidelity of implementation of the law across eight protected social classes enumerated in the law: race, national origin, gender, socioeconomic status, sexual orientation, gender identity, appearance, and disability. Local anti-bullying policies more often included race as a protected class and infrequently included sexual orientation and gender identity. More educators had been trained on bullying based on race than any other social class. Students were more often informed that bullying based on race was prohibited and were least often informed about prohibitions regarding sexual orientation and gender identity. Reporting, investigating, and remediating bullying behavior was highest for bullying based on race and then disability and was lowest for bullying based on sexual orientation and gender identity. The third paper examined the relationships between school contextual factors and two outcomes: fidelity of implementation of the law and teacher protection of students. Implementation fidelity was higher in high schools than elementary schools. The number of students in the school and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools. Advisors/Committee Members: Hall, William, Chapman, Mimi, Bowen, Natasha, Fedders, Barbara, Fraser, Mark W., Rounds, Kathleen.

Subjects/Keywords: Social service; Education and state; School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hall, W. (2015). The Implementation and Effectiveness of Policy Interventions for School Bullying. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:4c3b3ab8-1214-47a5-a505-d02b1596c40d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hall, William. “The Implementation and Effectiveness of Policy Interventions for School Bullying.” 2015. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:4c3b3ab8-1214-47a5-a505-d02b1596c40d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hall, William. “The Implementation and Effectiveness of Policy Interventions for School Bullying.” 2015. Web. 20 Jan 2021.

Vancouver:

Hall W. The Implementation and Effectiveness of Policy Interventions for School Bullying. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:4c3b3ab8-1214-47a5-a505-d02b1596c40d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hall W. The Implementation and Effectiveness of Policy Interventions for School Bullying. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:4c3b3ab8-1214-47a5-a505-d02b1596c40d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

2. Li, Wen. Mindfulness-Oriented Recovery Enhancement for Video Game Addiction in U.S. Emerging Adults.

Degree: 2016, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:16d364f2-f9d2-4ce4-a941-90cb94890fe6

► An emerging literature suggests that video game addiction is increasingly prevalent among emerging adults; however, no evidence-based treatments for video game addiction have been identified.… (more)

▼ An emerging literature suggests that video game addiction is increasingly prevalent among emerging adults; however, no evidence-based treatments for video game addiction have been identified. Mindfulness treatment shows positive effects for substance use and gambling disorders, and may be a promising intervention for video game addiction. However, mindfulness treatment has not, heretofore, been adapted and evaluated for video game addiction. To fill this gap, my three-paper dissertation involved adapting and pilot testing Mindfulness-Oriented Recovery Enhancement (MORE) treatment for emerging adults with video game addiction using a randomized controlled trial (RCT) design. The first paper includes a systematic review of 49 peer-reviewed journal articles evaluating mindfulness treatment for substance misuse. Meta-analytic results revealed significant small-to-large effects of mindfulness treatment in reducing levels of substance misuse, intensity of craving for psychoactive substances, and stress levels. Further, mindfulness treatments were effective in increasing abstinence from cigarette smoking and enhancing levels of mindfulness at posttreatment compared to alternative treatments. The second and third papers describe the development and evaluation of the adapted MORE treatment for video game addiction. The second paper presents a theoretical justification for mindfulness treatment of video game addiction and a study protocol for the RCT evaluating the adapted MORE treatment in emerging adults. The third paper reports the results of the RCT evaluating effects of MORE for emerging adults with video game addiction. Thirty adults (Mage = 25.0, SD = 5.4) with video game addiction were randomized to 8 weeks of group-based MORE or 8 weeks of a support group [SG]. Outcomes included signs and symptoms of video game addiction, craving for video game playing, video gaming-related maladaptive cognitions, perceived stress, coping, and mindfulness, and were measured at pre-and posttreatment using standardized self-report instruments. Analysis of covariance revealed that participation in MORE was associated with significantly greater reductions in signs and symptoms of video game addiction, intensity of craving for video game playing, and negative feelings related to video game playing, and a significantly greater increase in positive coping at posttreatment compared to the SG. Findings suggest that MORE is a promising intervention for emerging adults with video game addiction. Advisors/Committee Members: Li, Wen, Howard, Matthew O., Chapman, Mimi, Garland, Eric, Macy, Rebecca, Weems, Martha.

Subjects/Keywords: School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Li, W. (2016). Mindfulness-Oriented Recovery Enhancement for Video Game Addiction in U.S. Emerging Adults. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:16d364f2-f9d2-4ce4-a941-90cb94890fe6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Li, Wen. “Mindfulness-Oriented Recovery Enhancement for Video Game Addiction in U.S. Emerging Adults.” 2016. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:16d364f2-f9d2-4ce4-a941-90cb94890fe6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Li, Wen. “Mindfulness-Oriented Recovery Enhancement for Video Game Addiction in U.S. Emerging Adults.” 2016. Web. 20 Jan 2021.

Vancouver:

Li W. Mindfulness-Oriented Recovery Enhancement for Video Game Addiction in U.S. Emerging Adults. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:16d364f2-f9d2-4ce4-a941-90cb94890fe6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Li W. Mindfulness-Oriented Recovery Enhancement for Video Game Addiction in U.S. Emerging Adults. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:16d364f2-f9d2-4ce4-a941-90cb94890fe6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

3. Mercado, Micaela. Examining the effects of contextual factors on students' educational outcomes: a special focus on community colleges.

Degree: 2012, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:170d41b1-1997-436b-931a-434e3fca4218

► This dissertation examines the college experience of traditional-age community college students. The objectives of this dissertation are threefold. To explain early exits from higher education,… (more)

▼ This dissertation examines the college experience of traditional-age community college students. The objectives of this dissertation are threefold. To explain early exits from higher education, the first manuscript integrates Tinto's interactionalist theory and Coleman's theory of social capital to describe the mechanisms through which informal and formal structures (e.g., study groups, programs, services) found in community colleges affect academic performance, engagement, and persistence. The second manuscript empirically tests the relationship between two of Tinto's theoretical constructs, academic and social integration, and student educational outcomes with a nationally representative sample of traditional-age community college students and further examines the association between the community college context and educational outcomes using multilevel modeling. The final manuscript tests the impact of community-based learning programs on students' engagement and academic performance. To test the effect of these programs, propensity score methods are used to create equivalent treatment and comparison groups. Taken together, these analyses provide important information on community college students and their college experiences. Manuscript I reviews the current state of knowledge regarding early exit from higher education and points out ways in which current theoretical frameworks used in this field of study can be enhanced. Subsequent analyses show the importance of students' pre-college characteristics to college persistence, the impact of college experiences on outcomes, and the role of institutional characteristics commonly used for preventing attrition from community college. Taken together, these three manuscripts help advance our understanding of persistence in community college by examining the context in which students learn. These analyses create a foundation for intervention development as well as future practice and policy research. Advisors/Committee Members: Mercado, Micaela, Chapman, Mimi, University of North Carolina at Chapel Hill.

Subjects/Keywords: School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Mercado, M. (2012). Examining the effects of contextual factors on students' educational outcomes: a special focus on community colleges. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:170d41b1-1997-436b-931a-434e3fca4218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mercado, Micaela. “Examining the effects of contextual factors on students' educational outcomes: a special focus on community colleges.” 2012. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:170d41b1-1997-436b-931a-434e3fca4218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mercado, Micaela. “Examining the effects of contextual factors on students' educational outcomes: a special focus on community colleges.” 2012. Web. 20 Jan 2021.

Vancouver:

Mercado M. Examining the effects of contextual factors on students' educational outcomes: a special focus on community colleges. [Internet] [Thesis]. University of North Carolina; 2012. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:170d41b1-1997-436b-931a-434e3fca4218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mercado M. Examining the effects of contextual factors on students' educational outcomes: a special focus on community colleges. [Thesis]. University of North Carolina; 2012. Available from: https://cdr.lib.unc.edu/record/uuid:170d41b1-1997-436b-931a-434e3fca4218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

4. Sontag, Jennah. The Effectiveness of Visual and Text Frames in Health Communication.

Degree: 2017, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:3dc8f3de-c98f-4199-afc9-b1f68ca07097

► Text and visual frames in health-related messages can influence the emotions and perceptions of viewers based on what is emphasized in these two frames, which… (more)

▼ Text and visual frames in health-related messages can influence the emotions and perceptions of viewers based on what is emphasized in these two frames, which can determine whether viewers will avoid or heed the message. Two separate experimental studies investigated the effectiveness of text and visual frames in depression messages. Study 1 tested three specific visual frames: suffering, treatment, and recovery. Study 2 tested the interaction of gain and loss text frames and positive (i.e. recovery) and negative (i.e. suffering) visual frames. In both studies, participants were randomly assigned to message conditions; Study 1’s suffering, treatment, and recovery message conditions, and Study 2’s gain text with positive visual frame, gain text with negative visual frame, loss text with positive visual frame, and loss text with negative visual frame conditions. Participants viewed three messages each, then answered questions pertaining to emotion, stigma, identity, perceived behavioral attainment, aspiration, and other behavior predictors. The recovery/positive visual frames elicited positive emotion and increased viewers’ aspiration to be like the exemplars depicted in the messages significantly (p<.001) more than the treatment and suffering/negative visual frames. Depictions of recovery imply that those who seek help will improve their lifestyle; therefore, viewers who aspire to be like the individuals depicted are more likely to seek help in order to attain the same positive experiences as those depicted. Suffering/negative visual frames elicited significantly greater negative emotion and decreased aspiration (p<.001). A path analysis also revealed that positive emotion mediated the relationship between recovery/positive visual frames and aspiration. There were no significant differences in outcomes for text frames except for emotion; gain text frames elicited significantly greater (p<.001) positive emotion, while loss text frames elicited negative emotion (p<.001). Based on these findings, it is suggested that message designers consider how negatively framed visuals may deter individuals from heeding the message, while using exemplars that inspire viewers through recovery-related depictions may more effectively motivate individuals to seek help when they experience depressive symptoms. Implications beyond the context of depression are discussed, along with study limitations and suggestions for future research. Advisors/Committee Members: Sontag, Jennah, Lazard, Allison, Noar, Seth, Clayton, Russell, Comello, Nori, Chapman, Mimi.

Subjects/Keywords: School of Media and Journalism; Mass Communication Graduate Program

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Sontag, J. (2017). The Effectiveness of Visual and Text Frames in Health Communication. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:3dc8f3de-c98f-4199-afc9-b1f68ca07097

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sontag, Jennah. “The Effectiveness of Visual and Text Frames in Health Communication.” 2017. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:3dc8f3de-c98f-4199-afc9-b1f68ca07097.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sontag, Jennah. “The Effectiveness of Visual and Text Frames in Health Communication.” 2017. Web. 20 Jan 2021.

Vancouver:

Sontag J. The Effectiveness of Visual and Text Frames in Health Communication. [Internet] [Thesis]. University of North Carolina; 2017. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:3dc8f3de-c98f-4199-afc9-b1f68ca07097.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sontag J. The Effectiveness of Visual and Text Frames in Health Communication. [Thesis]. University of North Carolina; 2017. Available from: https://cdr.lib.unc.edu/record/uuid:3dc8f3de-c98f-4199-afc9-b1f68ca07097

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

5. Tucker, Jenna. Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research.

Degree: 2014, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088

► Parent involvement in education is believed by many to be an important determinant of academic achievement. Although the literature on the topic has grown a… (more)

▼ Parent involvement in education is believed by many to be an important determinant of academic achievement. Although the literature on the topic has grown a great deal over the past several decades, it continues to suffer from several limitations. First, the research tends to focus on educator expectations for parent involvement, rather than parent perspectives on their own involvement. A related issue is the fact that much parent involvement research treats parent involvement as discrete activities for which parents are wholly responsible, while ignoring the influence of school variables, particularly family-school relationships. Second, the majority of parent involvement research uses elementary school samples, so that much less is known about parent involvement in education during adolescence. This dissertation addresses these limitations with a series of three papers. The first paper is a review of parent involvement literature. In particular, the review calls attention to the small body of research that addresses parent perspectives on involvement and provides recommendations for integrating findings from this literature into future research. The second paper describes a qualitative study of a sample of African American and Hispanic parents, which found that parents of color had specific goals when engaging in parent involvement and that family-school relationships suffered when schools were not responsive to these goals. The studies also illustrate how social exchange theory might be applied to address these questions. The final study used hierarchical linear modeling to explore home-based parent involvement among a sample of students at 11 middle schools students. Among the types of parent involvement studied, only parents' academic expectations had significant and positive effects on student school engagement. A supportive school climate was also significantly positively related to student school engagement. The two variables (academic expectations and school climate) had roughly equal effect sizes. Taken together, the studies demonstrate the importance of considering parent perspectives and family-school relationships in parent involvement research and interventions. The papers also call attention to the limited information about what forms of parent involvement are relevant for middle school samples. Advisors/Committee Members: Tucker, Jenna, Bowen, Natasha, Orthner, Dennis K., Bowen, Gary, Chapman, Mimi, Griffin, Dana.

Subjects/Keywords: Social service; Education; Sociology; School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tucker, J. (2014). Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tucker, Jenna. “Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research.” 2014. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tucker, Jenna. “Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research.” 2014. Web. 20 Jan 2021.

Vancouver:

Tucker J. Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tucker J. Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

6. Walsh, Tasanee. The Conceptualization of Depression and Acculturative Stress among Latino Immigrants: A Comparison of Scores from Non-Hispanic Whites and Persons of Mexican Origin on the Center for Epidemiologic Studies Depression Scale - Revised (CESD-R).

Degree: 2014, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:7778e0cc-04a8-478b-9d42-d7914516946c

► This dissertation examines and compares the influence of acculturative stress on the experience of depressive symptoms among Non-Hispanic Whites and persons of Mexican origin. The… (more)

▼ This dissertation examines and compares the influence of acculturative stress on the experience of depressive symptoms among Non-Hispanic Whites and persons of Mexican origin. The objectives of this dissertation are threefold: First, to develop an expanded and integrated explanatory model of Latino acculturative stress that accounts for culture, stress and coping, cognitive appraisal, timing, and family and neighborhood factors; second, to evaluate the reliability and validity evidence of the English language version of the CESD-R; and third, to evaluate the reliability and validity evidence of the Spanish language version of the CESD-R. The first manuscript posits an explanatory model that expands upon and integrates work by Berry (2006) and most notably adds the dimension of family and neighborhood. Recent research findings on Latino immigrant depression point toward the importance of understanding and leveraging the protective nature of neighborhood and family (Breslau, 2011; Shell, Peek, & Eschbach, 2013). The second manuscript evaluates the validity and reliability evidence of the English language version of the CESD-R. The results of an EFA, CFAs, and a multiple-group CFA of the English version of the CESD-R suggest that a 15-item version of the CESD-R best fit the study data. The final two-factor solution of negative mood and functional impairment and suicide, fit the data well. The third manuscript evaluates the reliability and validity evidence of the Spanish language version of the CESD-R. The scores of the Spanish Language version of the CESD-R fit the same CESD-R factor structure of Manuscript II. The results support the use of the 15-item version of the CESD-R with a Spanish speaking sample. This suggests that despite cultural differences, there are common cross-cultural components of depression that relate to negative mood and functional impairment and suicide. Advisors/Committee Members: Walsh, Tasanee, Rounds, Kathleen, Bowen, Natasha, Chapman, Mimi, Cutchin, Malcolm, Markides, Kyriakos.

Subjects/Keywords: Quantitative research; Psychometrics; Mental health; Psychology; School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Walsh, T. (2014). The Conceptualization of Depression and Acculturative Stress among Latino Immigrants: A Comparison of Scores from Non-Hispanic Whites and Persons of Mexican Origin on the Center for Epidemiologic Studies Depression Scale - Revised (CESD-R). (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:7778e0cc-04a8-478b-9d42-d7914516946c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Walsh, Tasanee. “The Conceptualization of Depression and Acculturative Stress among Latino Immigrants: A Comparison of Scores from Non-Hispanic Whites and Persons of Mexican Origin on the Center for Epidemiologic Studies Depression Scale - Revised (CESD-R).” 2014. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:7778e0cc-04a8-478b-9d42-d7914516946c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vancouver:

Walsh T. The Conceptualization of Depression and Acculturative Stress among Latino Immigrants: A Comparison of Scores from Non-Hispanic Whites and Persons of Mexican Origin on the Center for Epidemiologic Studies Depression Scale - Revised (CESD-R). [Internet] [Thesis]. University of North Carolina; 2014. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:7778e0cc-04a8-478b-9d42-d7914516946c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walsh T. The Conceptualization of Depression and Acculturative Stress among Latino Immigrants: A Comparison of Scores from Non-Hispanic Whites and Persons of Mexican Origin on the Center for Epidemiologic Studies Depression Scale - Revised (CESD-R). [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:7778e0cc-04a8-478b-9d42-d7914516946c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

7. Wegmann, Kate M. A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood.

Degree: 2014, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:05e9fae9-bd0c-4a22-bc51-336211bc0f28

► The three studies presented in this dissertation were designed to develop a mixed-methods foundation for the extension of stereotype threat research to a middle childhood… (more)

▼ The three studies presented in this dissertation were designed to develop a mixed-methods foundation for the extension of stereotype threat research to a middle childhood (ages 6-11; Centers for Disease Control and Prevention, 2012) population. The first paper systematically reviews existing research on stereotype threat among children to evaluate evidence that stereotype threat affects the learning and performance of children in middle childhood and to compare and contrast features of stereotype threat in children with features of the phenomenon identified in research involving older populations. The second paper focuses on two constructs identified in the systematic review as potential buffers of stereotype threat in middle childhood: social support and school belonging. Because the study of stereotype threat inherently involves comparison of students belonging to different social groups, measures of constructs related to stereotype threat must support accurate cross-group comparisons. The purpose of the second paper is to determine whether an existing measurement tool assessing school belonging and social support (the Elementary School Success Profile for Children) performs equally for both Black/African American and White children, and can be used to make valid cross-group comparisons on levels of these constructs. Although Paper 2 contributes to solving some of the measurement issues related to stereotype threat in middle childhood by validating a measure of constructs believed to buffer stereotype threat, no direct measure of stereotype threat currently exists. Development of such a measure would require exploratory qualitative work to learn more about the nature of stereotype threat in middle childhood. The third paper of this dissertation uses vignette methodology to explore how children in the target age group perceive and experience stereotype threat. Children responded to six vignettes modeling Shapiro and Neuberg's Multithreat Framework (2007), discussing their thoughts on the ostensibly stereotype threatening situations as well as their perceptions of conditions contributing to threats and the consequences associated with threat experiences. Paper 3 presents children's perspectives on stereotype threat in their own words, while framing the responses in the contexts of existing stereotype threat research and knowledge of child development. Advisors/Committee Members: Wegmann, Kate M., Bowen, Natasha, Powers, Joelle, Lambert, Michael, Leary, Mark, Chapman, Mimi.

Subjects/Keywords: Social service; Social psychology; School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Wegmann, K. M. (2014). A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:05e9fae9-bd0c-4a22-bc51-336211bc0f28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wegmann, Kate M. “A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood.” 2014. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:05e9fae9-bd0c-4a22-bc51-336211bc0f28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wegmann, Kate M. “A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood.” 2014. Web. 20 Jan 2021.

Vancouver:

Wegmann KM. A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:05e9fae9-bd0c-4a22-bc51-336211bc0f28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wegmann KM. A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:05e9fae9-bd0c-4a22-bc51-336211bc0f28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

8. Williams, Kelly A. Help-seeking, service use, and unmet health and mental health need among sexual minority youth: findings from Add Health, a national school-based study.

Degree: 2009, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:c4c09bec-982d-49ed-a477-84bd088641cf

► Community and population-based studies show that non-heterosexual youth (i.e., sexual minority youth) are at significantly higher risk for an array of poor health and mental… (more)

▼ Community and population-based studies show that non-heterosexual youth (i.e., sexual minority youth) are at significantly higher risk for an array of poor health and mental health outcomes in comparison to their heterosexual peers. These outcomes include acquiring sexually transmitted infections, becoming pregnant or fathering a pregnancy, anxiety, depression, suicidality, and suicide. In addition, sexual minority youth experience higher rates of verbal, physical and/or sexual victimization and are at greater risk for substance abuse and unsafe sexual activity (e.g., inconsistent use of condoms and multiple sexual partners), which may further increase the risk for poor health and mental health outcomes. This three-study dissertation presents findings from the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative school-based study. Data were taken from Wave I of Add Health, and consisted of a weighted sample of 18,924 youth in grades 7 - 12 with a subsample of 1,388 sexual minority youth. Study 1 used chi-square analyses to test group differences in unmet health and mental health need, foregone healthcare and barriers to healthcare, and service use setting by sexual minority status. Study 2 used logistic regression to test individual and family characteristics that predict unmet health and unmet mental health need among youth. Study 3 used multilevel logistic regression to test the impact of school-based mental health services and school location (over and above individual and family characteristics) on mental health service use. Results showed significantly higher rates of unmet health and mental health need among sexual minority youth, who reported more foregone healthcare and cited healthcare barriers related to confidentiality concerns. Sexual minority youth obtained mental healthcare most often at private doctor's offices and less often at school. Higher levels of parent connectedness significantly reduced the odds for an unmet health or mental health need among youth, regardless of sexual minority status. Similarly, regardless of sexual minority status, school-based mental health services significantly increased odds that youth with mental health need would obtain mental health services. Findings highlight the need to develop tailored interventions aimed at youth, parents, schools, and healthcare providers to promote access to services among sexual minority youth. Advisors/Committee Members: Williams, Kelly A., Chapman, Mimi.

Subjects/Keywords: School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Williams, K. A. (2009). Help-seeking, service use, and unmet health and mental health need among sexual minority youth: findings from Add Health, a national school-based study. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:c4c09bec-982d-49ed-a477-84bd088641cf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Kelly A. “Help-seeking, service use, and unmet health and mental health need among sexual minority youth: findings from Add Health, a national school-based study.” 2009. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:c4c09bec-982d-49ed-a477-84bd088641cf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vancouver:

Williams KA. Help-seeking, service use, and unmet health and mental health need among sexual minority youth: findings from Add Health, a national school-based study. [Internet] [Thesis]. University of North Carolina; 2009. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:c4c09bec-982d-49ed-a477-84bd088641cf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams KA. Help-seeking, service use, and unmet health and mental health need among sexual minority youth: findings from Add Health, a national school-based study. [Thesis]. University of North Carolina; 2009. Available from: https://cdr.lib.unc.edu/record/uuid:c4c09bec-982d-49ed-a477-84bd088641cf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina

9. Wu, Shiyou. Welfare Participation and Depression Among Youth and Young Adults in the United States and China.

Degree: 2017, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:f4a09608-090b-429c-87ba-9add3c95428c

► Globally, depression is one of the most common mental disorders among youth and young adults, occurring at similar rates in countries with dissimilar cultures, such… (more)

▼ Globally, depression is one of the most common mental disorders among youth and young adults, occurring at similar rates in countries with dissimilar cultures, such as the United States and China. Despite cultural differences, both the United States and China have systems of public welfare that create a social safety net and provide at least a minimal standard of living. Although many studies have documented the prevalence of mental health issues among adult welfare recipients, little empirical research has examined the prevalence of depression among youth and young adults who were raised in welfare recipient families. To address this gap in the knowledge, this dissertation uses welfare participation as a marker of low socioeconomic status with the aim of creating a nuanced understanding of the relationship between welfare participation and youth depression in the United States and China. The first paper presents a systematic review of 15 reports that evaluated the relationship of welfare participation with the prevalence of youth depression in the United States. Results from four descriptive studies had mixed findings, whereas the remaining comparison studies consistently showed an association between welfare participation and elevated risk of depression. The second paper used the U.S. Add Health data to investigate the relationship between childhood welfare participation and depression during young adulthood. Results showed childhood welfare participation to be positively related to self-reported depression score in young adulthood. However, no significant relationship between childhood welfare participation and clinical diagnoses of depression was observed. Additionally, subgroup analyses (i.e., by poor, near-poor, and non-poor groups and by gender) indicated that the higher depression scores were significant only for the poor group, whereas only the near-poor group had a significantly higher probability of being diagnosed with depression. Moreover, female young adults raised in families that received welfare had significantly higher depression scores. The third paper used data from a national survey conducted in China to examine the relationship between participating the Dibao welfare program and depression among Chinese youth. Results showed that Dibao-recipient youth had significantly higher depression scores compared to non-recipient youth. Moreover, subgroup analyses showed significantly higher depression scores among 4 groups of Dibao-recipient youth: those living in rural areas, those with a child, females with a child, and rural female with a child. Overall, the findings presented across these 3 papers are consistent and suggest youth from welfare recipient families have a higher vulnerability to depression. Each of the papers includes a discussion of the implications for social work practice and future research. Advisors/Committee Members: Wu, Shiyou, Fraser, Mark W., Chapman, Mimi, Chowa, Gina, Gao, Qin, Huang, Jingfang, Rounds, Kathleen.

Subjects/Keywords: School of Social Work

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Wu, S. (2017). Welfare Participation and Depression Among Youth and Young Adults in the United States and China. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:f4a09608-090b-429c-87ba-9add3c95428c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wu, Shiyou. “Welfare Participation and Depression Among Youth and Young Adults in the United States and China.” 2017. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:f4a09608-090b-429c-87ba-9add3c95428c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wu, Shiyou. “Welfare Participation and Depression Among Youth and Young Adults in the United States and China.” 2017. Web. 20 Jan 2021.

Vancouver:

Wu S. Welfare Participation and Depression Among Youth and Young Adults in the United States and China. [Internet] [Thesis]. University of North Carolina; 2017. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:f4a09608-090b-429c-87ba-9add3c95428c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wu S. Welfare Participation and Depression Among Youth and Young Adults in the United States and China. [Thesis]. University of North Carolina; 2017. Available from: https://cdr.lib.unc.edu/record/uuid:f4a09608-090b-429c-87ba-9add3c95428c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations