subject:(school psychology)

Temple University

1. Baucum McKinney, Jeri. The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System.

Degree: PhD, 2012, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,178729

►

School Psychology

The research regarding the benefits and outcomes associated with parental involvement is expansive. However, there is a dearth of empirical research that critically… (more)

▼

School Psychology

The research regarding the benefits and outcomes associated with parental involvement is expansive. However, there is a dearth of empirical research that critically examines interventions that increase parental involvement in schools where participation is limited. This study enhances the research on parental involvement by exploring the barriers that exist for minority families in high need public schools and examining the effect of school newsletters (grounded in Hoover-Dempsey and Sandler's (1995, 1997, 2005) theoretical model of the parental involvement process) on parents' perceptions regarding school outreach efforts. In addition, a subsidiary analysis examines teachers' perceptions regarding the presence of parental involvement at their school and the frequency in which teachers encouraged involvement from their parents. Data from an experimental and control group parent and teacher sample was collected. In addition, a repeated measures ANOVA was conducted to determine if parent perceptions and their motivation to become involved were influenced by the bi-weekly distribution of the school newsletter. Teacher perceptions were analyzed using a t-test, followed by a repeated measures ANOVA for significant interactions. Informal surveys were administered to parents and teachers at the end of the study to assess their reaction to the school newsletters. Results showed that parents and teachers favored school newsletters and found the newsletters readable, informative, and enjoyable. Further, school newsletters can be used as a practical tool to influence parent perceptions, as significant increases in parents' perceptions regarding the school's general outreach efforts were indicated. However, increases in parent perceptions were greater in the control school location without the newsletter as an intervention, but with an established system in place for communicating with parents. Similarly, significant increases in teachers' reports of parental involvement behaviors were found, but also in the control school. Using one practical and feasible method for transmitting information to parents and promoting outreach was identified as a method to increase parent involvement. Implications for schools attempting to examine interventions to increase parental involvement in urban school settings are discussed.

Temple University – Theses

Advisors/Committee Members: Connell, James, DuCette, Joseph P., Rotheram-Fuller, Erin, Fiorello, Catherine A., Farley, Frank.

Subjects/Keywords: Psychology; School Psychology

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APA (6^th Edition):

Baucum McKinney, J. (2012). The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,178729

Chicago Manual of Style (16^th Edition):

Baucum McKinney, Jeri. “The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System.” 2012. Doctoral Dissertation, Temple University. Accessed September 15, 2019. http://digital.library.temple.edu/u?/p245801coll10,178729.

MLA Handbook (7^th Edition):

Baucum McKinney, Jeri. “The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System.” 2012. Web. 15 Sep 2019.

Vancouver:

Baucum McKinney J. The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Sep 15]. Available from: http://digital.library.temple.edu/u?/p245801coll10,178729.

Council of Science Editors:

Baucum McKinney J. The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,178729

University of Southern Mississippi

2. Lynne, Shauna. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.

Degree: MA, Psychology, 2015, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/82

► The Good Behavior Game (GBG) is an example of an interdependent group contingency that can be used in classrooms to manage behavior. The purpose… (more)

Subjects/Keywords: Psychology; School Psychology

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APA (6^th Edition):

Lynne, S. (2015). Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/82

Chicago Manual of Style (16^th Edition):

Lynne, Shauna. “Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.” 2015. Masters Thesis, University of Southern Mississippi. Accessed September 15, 2019. https://aquila.usm.edu/masters_theses/82.

MLA Handbook (7^th Edition):

Lynne, Shauna. “Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.” 2015. Web. 15 Sep 2019.

Vancouver:

Lynne S. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2019 Sep 15]. Available from: https://aquila.usm.edu/masters_theses/82.

Council of Science Editors:

Lynne S. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/82

Eastern Illinois University

3. Schaub, Rachel. The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder.

Degree: Specialist in School Psychology, Psychology, 2014, Eastern Illinois University

URL: http://thekeep.eiu.edu/theses/1315

► The Social Skills Intervention (developed specifically for this study) is a social skills plus anxiety reduction program that uses direct instruction, anxiety reduction, and… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Schaub, R. (2014). The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1315

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):

Schaub, Rachel. “The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder.” 2014. Thesis, Eastern Illinois University. Accessed September 15, 2019. http://thekeep.eiu.edu/theses/1315.

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

MLA Handbook (7^th Edition):

Schaub, Rachel. “The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder.” 2014. Web. 15 Sep 2019.

Vancouver:

Schaub R. The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder. [Internet] [Thesis]. Eastern Illinois University; 2014. [cited 2019 Sep 15]. Available from: http://thekeep.eiu.edu/theses/1315.

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

Council of Science Editors:

Schaub R. The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder. [Thesis]. Eastern Illinois University; 2014. Available from: http://thekeep.eiu.edu/theses/1315

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

Lehigh University

4. Pollack, Brittany. Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms.

Degree: PhD, School Psychology, 2017, Lehigh University

URL: https://preserve.lehigh.edu/etd/2963

► Young adults with attention-deficit/hyperactivity disorder (ADHD) symptoms are more likely than their peers to engage in risk-taking behaviors, including harmful alcohol use, consumption of illicit… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Pollack, B. (2017). Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2963

Chicago Manual of Style (16^th Edition):

Pollack, Brittany. “Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms.” 2017. Doctoral Dissertation, Lehigh University. Accessed September 15, 2019. https://preserve.lehigh.edu/etd/2963.

MLA Handbook (7^th Edition):

Pollack, Brittany. “Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms.” 2017. Web. 15 Sep 2019.

Vancouver:

Pollack B. Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Sep 15]. Available from: https://preserve.lehigh.edu/etd/2963.

Council of Science Editors:

Pollack B. Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2963

Lehigh University

5. Ridgard, Tamique. Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice.

Degree: PhD, School Psychology, 2017, Lehigh University

URL: https://preserve.lehigh.edu/etd/2964

► Due to the lasting, negative impact of poverty on the well-being of millions of children, addressing issues of socioeconomic disparities in early child development is… (more)

Subjects/Keywords: School Psychology

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

APA (6^th Edition):

Ridgard, T. (2017). Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2964

Chicago Manual of Style (16^th Edition):

Ridgard, Tamique. “Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice.” 2017. Doctoral Dissertation, Lehigh University. Accessed September 15, 2019. https://preserve.lehigh.edu/etd/2964.

MLA Handbook (7^th Edition):

Ridgard, Tamique. “Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice.” 2017. Web. 15 Sep 2019.

Vancouver:

Ridgard T. Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Sep 15]. Available from: https://preserve.lehigh.edu/etd/2964.

Council of Science Editors:

Ridgard T. Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2964

Duquesne University

6. McCobin, Allison. The Impact of Mother and Father Stress on Child Externalizing Behaviors.

Degree: PhD, School Psychology, 2018, Duquesne University

URL: https://dsc.duq.edu/etd/1462

► The impact of parental stress on child behavioral problems has often been examined through research. A large majority of research indicates a strong correlation… (more)

Subjects/Keywords: School Psychology

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

APA (6^th Edition):

McCobin, A. (2018). The Impact of Mother and Father Stress on Child Externalizing Behaviors. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1462

Chicago Manual of Style (16^th Edition):

McCobin, Allison. “The Impact of Mother and Father Stress on Child Externalizing Behaviors.” 2018. Doctoral Dissertation, Duquesne University. Accessed September 15, 2019. https://dsc.duq.edu/etd/1462.

MLA Handbook (7^th Edition):

McCobin, Allison. “The Impact of Mother and Father Stress on Child Externalizing Behaviors.” 2018. Web. 15 Sep 2019.

Vancouver:

McCobin A. The Impact of Mother and Father Stress on Child Externalizing Behaviors. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2019 Sep 15]. Available from: https://dsc.duq.edu/etd/1462.

Council of Science Editors:

McCobin A. The Impact of Mother and Father Stress on Child Externalizing Behaviors. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1462

Eastern Illinois University

7. Shuemaker, Jessie. Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment.

Degree: Specialist in School Psychology, Psychology, 2014, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/1341

► The purpose of the study was to examine how accurately parents were able to report on their own child's play skills. Additionally, the study… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Shuemaker, J. (2014). Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/1341

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):

Shuemaker, Jessie. “Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment.” 2014. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/1341.

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

MLA Handbook (7^th Edition):

Shuemaker, Jessie. “Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment.” 2014. Web. 15 Sep 2019.

Vancouver:

Shuemaker J. Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment. [Internet] [Thesis]. Eastern Illinois University; 2014. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/1341.

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

Council of Science Editors:

Shuemaker J. Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment. [Thesis]. Eastern Illinois University; 2014. Available from: https://thekeep.eiu.edu/theses/1341

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

Eastern Illinois University

8. Estes, Emily. The Effects of the Energizers Program on Children's Moods.

Degree: Specialist in School Psychology, Psychology, 2015, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/2378

► This study examined the effects of an eight week classroom-based physical activity program (Energizers) on the moods of third and fourth-grade students. One third… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Estes, E. (2015). The Effects of the Energizers Program on Children's Moods. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2378

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):

Estes, Emily. “The Effects of the Energizers Program on Children's Moods.” 2015. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/2378.

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

MLA Handbook (7^th Edition):

Estes, Emily. “The Effects of the Energizers Program on Children's Moods.” 2015. Web. 15 Sep 2019.

Vancouver:

Estes E. The Effects of the Energizers Program on Children's Moods. [Internet] [Thesis]. Eastern Illinois University; 2015. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/2378.

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

Council of Science Editors:

Estes E. The Effects of the Energizers Program on Children's Moods. [Thesis]. Eastern Illinois University; 2015. Available from: https://thekeep.eiu.edu/theses/2378

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

Eastern Illinois University

9. Berlinghof, Jessica. Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms.

Degree: Specialist in School Psychology, Psychology, 2016, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/2424

► The current study examined six preschool teachers' natural use of praise. Two of the teachers taught in general education classrooms, two taught in at-risk… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Berlinghof, J. (2016). Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2424

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):

Berlinghof, Jessica. “Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms.” 2016. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/2424.

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

MLA Handbook (7^th Edition):

Berlinghof, Jessica. “Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms.” 2016. Web. 15 Sep 2019.

Vancouver:

Berlinghof J. Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms. [Internet] [Thesis]. Eastern Illinois University; 2016. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/2424.

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

Council of Science Editors:

Berlinghof J. Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms. [Thesis]. Eastern Illinois University; 2016. Available from: https://thekeep.eiu.edu/theses/2424

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

Eastern Illinois University

10. DeJong, Andrew. The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children.

Degree: Specialist in School Psychology, Psychology, 2016, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/2435

► The present study examined the relationship between diabetic mellitus management, stress, depression, social relationship, and academic achievement in children ages 10 to 18. Diabetic… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

DeJong, A. (2016). The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2435

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):

DeJong, Andrew. “The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children.” 2016. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/2435.

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

MLA Handbook (7^th Edition):

DeJong, Andrew. “The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children.” 2016. Web. 15 Sep 2019.

Vancouver:

DeJong A. The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children. [Internet] [Thesis]. Eastern Illinois University; 2016. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/2435.

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

Council of Science Editors:

DeJong A. The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children. [Thesis]. Eastern Illinois University; 2016. Available from: https://thekeep.eiu.edu/theses/2435

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

University of Arizona

11. Chapman, Ovett George, Jr. Ethnic Identity and Psychosocial Outcomes in Foster Care Youth .

Degree: 2015, University of Arizona

URL: http://hdl.handle.net/10150/581319

► The vast majority of studies on ethnic identity development in adolescence have primarily focused on those youths who reside with their biological parents. The disproportionate… (more)

▼ The vast majority of studies on ethnic identity development in adolescence have primarily focused on those youths who reside with their biological parents. The disproportionate representation of minority youth in the child welfare system is a salient issue related to identity development, when considering that typical parental figures may be vastly different for these children. This study sought to provide information on the relations between length of time in foster care and an adolescent's ethnic identity. It also examined whether ethnic identity varied as a function of youth being placed in homes where at least one caregiver was of a different race than them. This current study includes data collected for Mental Health Service Use Of Youth Leaving Foster Care (2001-2003) from the National Data Archive on Child Abuse and Neglect. Four hundred and six adolescents (228 females and 178 males; mean age = 16.33; 43% White, 50% African American, 3% Bi-racial, and less than 1% American Indian, Latino, or other) in the Missouri foster care system were interviewed. Data did not reveal a significant relation between when children were first placed into foster care and their total ethnic identity scores. Although there was not a significant effect for youth placed in matched and unmatched homes, data revealed that youth who identified as White and had been placed in at least one unmatched home had a lower sense of ethnic identity than youth who identified as White placed in same-race homes. Further, in supplemental analyses youth placed in unmatched homes were more likely to have more depressive symptoms than those placed in homes of foster care parents with the same race. Ethnic identity was also positively related to self-esteem. Self-esteem was found to be positively related to higher grades and lower levels of depression. Critically, as already mentioned, the study found unexpectedly low levels of ethnic identity sense experienced by all youth in the study, relative to previous levels of ethnic identity in other adolescent samples. This study provides information on the importance of ethnic identity development and taking a strengths-based approach among youth placed in foster Advisors/Committee Members: Perfect, Michelle (advisor), Perfect, Michelle (committeemember), Chou, Chih-Chin (committeemember), Levine-Donnerstein, Deborah (committeemember), Thompson, Kristin (committeemember).

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Chapman, Ovett George, J. (2015). Ethnic Identity and Psychosocial Outcomes in Foster Care Youth . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/581319

Chicago Manual of Style (16^th Edition):

Chapman, Ovett George, Jr. “Ethnic Identity and Psychosocial Outcomes in Foster Care Youth .” 2015. Doctoral Dissertation, University of Arizona. Accessed September 15, 2019. http://hdl.handle.net/10150/581319.

MLA Handbook (7^th Edition):

Chapman, Ovett George, Jr. “Ethnic Identity and Psychosocial Outcomes in Foster Care Youth .” 2015. Web. 15 Sep 2019.

Vancouver:

Chapman, Ovett George J. Ethnic Identity and Psychosocial Outcomes in Foster Care Youth . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10150/581319.

Council of Science Editors:

Chapman, Ovett George J. Ethnic Identity and Psychosocial Outcomes in Foster Care Youth . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/581319

Eastern Illinois University

12. Eldridge, Morgan A. Teacher Characteristics and Influence with the Bystander Intervention Model.

Degree: Specialist in School Psychology, Psychology, 2017, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/2669

► Bullying, both traditional and cyber, have been associated with several negative outcomes for students, and teachers have been identified as potential targets for prevention… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Eldridge, M. A. (2017). Teacher Characteristics and Influence with the Bystander Intervention Model. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2669

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):

Eldridge, Morgan A. “Teacher Characteristics and Influence with the Bystander Intervention Model.” 2017. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/2669.

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

MLA Handbook (7^th Edition):

Eldridge, Morgan A. “Teacher Characteristics and Influence with the Bystander Intervention Model.” 2017. Web. 15 Sep 2019.

Vancouver:

Eldridge MA. Teacher Characteristics and Influence with the Bystander Intervention Model. [Internet] [Thesis]. Eastern Illinois University; 2017. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/2669.

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

Council of Science Editors:

Eldridge MA. Teacher Characteristics and Influence with the Bystander Intervention Model. [Thesis]. Eastern Illinois University; 2017. Available from: https://thekeep.eiu.edu/theses/2669

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

Eastern Illinois University

13. Quick, Kayla N. Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention.

Degree: Specialist in School Psychology, Psychology, 2018, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4226

► To date, research has yet to be conducted that examines U.S. secondary school teachers' and administrators' attitudes toward intervening with potentially depressed and/or suicidal… (more)

Subjects/Keywords: School Psychology

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APA (6^th Edition):

Quick, K. N. (2018). Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4226

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):

Quick, Kayla N. “Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention.” 2018. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/4226.

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

MLA Handbook (7^th Edition):

Quick, Kayla N. “Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention.” 2018. Web. 15 Sep 2019.

Vancouver:

Quick KN. Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention. [Internet] [Thesis]. Eastern Illinois University; 2018. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/4226.

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

Council of Science Editors:

Quick KN. Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention. [Thesis]. Eastern Illinois University; 2018. Available from: https://thekeep.eiu.edu/theses/4226

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

University of Southern Mississippi

14. Bellone, Katherine Marie. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.

Degree: MA, Psychology, 2011, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/223

► Problem behaviors occur frequently among preschool children in classrooms, impeding academic development. Past methods employed for development of behavioral interventions include functional assessment and… (more)

Subjects/Keywords: Child Psychology; Psychology; School Psychology

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APA (6^th Edition):

Bellone, K. M. (2011). A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/223

Chicago Manual of Style (16^th Edition):

Bellone, Katherine Marie. “A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.” 2011. Masters Thesis, University of Southern Mississippi. Accessed September 15, 2019. https://aquila.usm.edu/masters_theses/223.

MLA Handbook (7^th Edition):

Bellone, Katherine Marie. “A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.” 2011. Web. 15 Sep 2019.

Vancouver:

Bellone KM. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. [Internet] [Masters thesis]. University of Southern Mississippi; 2011. [cited 2019 Sep 15]. Available from: https://aquila.usm.edu/masters_theses/223.

Council of Science Editors:

Bellone KM. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. [Masters Thesis]. University of Southern Mississippi; 2011. Available from: https://aquila.usm.edu/masters_theses/223

15. Kucer, Priscilla Naomi. Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists.

Degree: 2018, Grand Canyon University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10742692

► This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The… (more)

Subjects/Keywords: School counseling; Psychology; Occupational psychology

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APA (6^th Edition):

Kucer, P. N. (2018). Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10742692

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):

Kucer, Priscilla Naomi. “Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists.” 2018. Thesis, Grand Canyon University. Accessed September 15, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.

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

MLA Handbook (7^th Edition):

Kucer, Priscilla Naomi. “Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists.” 2018. Web. 15 Sep 2019.

Vancouver:

Kucer PN. Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists. [Internet] [Thesis]. Grand Canyon University; 2018. [cited 2019 Sep 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.

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

Council of Science Editors:

Kucer PN. Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists. [Thesis]. Grand Canyon University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10742692

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

University of South Carolina

16. Williams, Jessica Carfolite. Assessment of Quality Preschool Programming.

Degree: PhD, Psychology, 2010, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/423

► Understanding the contributing variables that promote high-quality preschool is a complex and multilayered endeavor. Mounting evidence indicates that the structural measures of quality indicators… (more)

Subjects/Keywords: Education; Educational Psychology; School Psychology

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APA (6^th Edition):

Williams, J. C. (2010). Assessment of Quality Preschool Programming. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/423

Chicago Manual of Style (16^th Edition):

Williams, Jessica Carfolite. “Assessment of Quality Preschool Programming.” 2010. Doctoral Dissertation, University of South Carolina. Accessed September 15, 2019. https://scholarcommons.sc.edu/etd/423.

MLA Handbook (7^th Edition):

Williams, Jessica Carfolite. “Assessment of Quality Preschool Programming.” 2010. Web. 15 Sep 2019.

Vancouver:

Williams JC. Assessment of Quality Preschool Programming. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Sep 15]. Available from: https://scholarcommons.sc.edu/etd/423.

Council of Science Editors:

Williams JC. Assessment of Quality Preschool Programming. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/423

17. Sims, Holleigh. Programmatic changes in school psychology training programs from 1997 to 2007.

Degree: PhD, School Psychology, 2010, Texas Woman's University

URL: http://hdl.handle.net/11274/5175

► The purpose of this study was to report the results of a national survey of school psychology training programs conducted by the National Association of… (more)

Subjects/Keywords: School psychology; Training programs; Psychology

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APA (6^th Edition):

Sims, H. (2010). Programmatic changes in school psychology training programs from 1997 to 2007. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/5175

Chicago Manual of Style (16^th Edition):

Sims, Holleigh. “Programmatic changes in school psychology training programs from 1997 to 2007.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed September 15, 2019. http://hdl.handle.net/11274/5175.

MLA Handbook (7^th Edition):

Sims, Holleigh. “Programmatic changes in school psychology training programs from 1997 to 2007.” 2010. Web. 15 Sep 2019.

Vancouver:

Sims H. Programmatic changes in school psychology training programs from 1997 to 2007. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11274/5175.

Council of Science Editors:

Sims H. Programmatic changes in school psychology training programs from 1997 to 2007. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: http://hdl.handle.net/11274/5175

Eastern Illinois University

18. Rader, Rebecca A. Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms.

Degree: Specialist in School Psychology, Psychology, 2016, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/2419

► This study examined the natural occurrence of externalizing behaviors within six preschool classrooms (two general education classrooms, two at-risk classrooms, and two special education… (more)

Subjects/Keywords: Child Psychology; School Psychology

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APA (6^th Edition):

Rader, R. A. (2016). Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2419

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):

Rader, Rebecca A. “Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms.” 2016. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/2419.

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

MLA Handbook (7^th Edition):

Rader, Rebecca A. “Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms.” 2016. Web. 15 Sep 2019.

Vancouver:

Rader RA. Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms. [Internet] [Thesis]. Eastern Illinois University; 2016. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/2419.

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

Council of Science Editors:

Rader RA. Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms. [Thesis]. Eastern Illinois University; 2016. Available from: https://thekeep.eiu.edu/theses/2419

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

19. Binmoeller, Cecile. Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.

Degree: 2018, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/78p061rp

► Cross-national studies consistently reveal that bullying is a pervasive problem in schools and associated with a multitude of deleterious outcomes. The present dissertation conducted two… (more)

▼ Cross-national studies consistently reveal that bullying is a pervasive problem in schools and associated with a multitude of deleterious outcomes. The present dissertation conducted two studies to further provide insight into this complex phenomenon and facilitate the development of effective bullying prevention programs. Youth involved in bullying have historically been assigned to fixed bully participant roles (i.e., bully, victim, defender, and bystander) using classification systems based on relatively arbitrary cut off scores. Latent class analysis (LCA) was utilize in the first study to empirically identify bully participant role profiles in seventh and eighth grade based on assuming multiple bully participant roles at varying degrees. Four separate LCA models were run, two relational bullying LCAs and two physical bullying LCAs split by gender. Among female students, a four-class model emerged for both the relational and physical LCAs. Regarding males, a three-class model emerged for both the relational and physical LCAs. All four LCAs yielded a High Involvement class and a Low Involvement class. Concerning females, there was a consistent third class, called Defender, in both the relational and physical LCAs. However, the fourth class in the females’ relational LCA was called Victim Defender while in the physical LCA, the fourth class was call Bystander/Defender. Among males, the third class in the relational LCA was called Defender, but the third class in the physical LCA was called Victim. Overall, these findings build upon previous research on bully participant roles by demonstrating that students can assume multiple roles simultaneously and at varying degrees. In addition, this study revealed gender specific effects that varied according to whether the bullying was physical or relational.To broaden our understanding of how socio-ecological factors influence bullying, a second study investigated how the bullying profiles identified in Study 1 relate to school climate factors and perceptions of social status. Specifically, three school climate factors were examined, including school-wide efforts to reduce bullying, student knowledge of how to address bullying, and direct communication between students and school staff about bullying. The two components of social status were self-reported levels of popularity and likability. Overall, across all four LCAs, self-perceived likability significantly predicted class membership. Self-perceived popularity significantly predicted class membership for male students and the physical LCA only. In terms of the school climate factors, all three components significantly predicted class membership among female students, for both physical and relational bullying. The school climate factors did not significantly predict group membership among male students for either physical or relational bullying. These findings suggest that the impact of socio-ecological factors on bullying is nuanced and complex, as it varied by gender and type of bullying. Understanding these nuances…

Subjects/Keywords: Psychology; School counseling

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APA (6^th Edition):

Binmoeller, C. (2018). Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/78p061rp

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):

Binmoeller, Cecile. “Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.” 2018. Thesis, University of California – eScholarship, University of California. Accessed September 15, 2019. http://www.escholarship.org/uc/item/78p061rp.

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

MLA Handbook (7^th Edition):

Binmoeller, Cecile. “Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.” 2018. Web. 15 Sep 2019.

Vancouver:

Binmoeller C. Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2019 Sep 15]. Available from: http://www.escholarship.org/uc/item/78p061rp.

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

Council of Science Editors:

Binmoeller C. Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/78p061rp

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

Eastern Illinois University

20. Wenger, Jordan L. Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes.

Degree: Specialist in School Psychology, Psychology, 2015, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/2188

► Victimization is associated with several negative outcomes; however, social support has been identified as a potential moderator. Social support can come from different sources,… (more)

Subjects/Keywords: bullying; School Psychology

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APA (6^th Edition):

Wenger, J. L. (2015). Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2188

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):

Wenger, Jordan L. “Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes.” 2015. Thesis, Eastern Illinois University. Accessed September 15, 2019. https://thekeep.eiu.edu/theses/2188.

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

MLA Handbook (7^th Edition):

Wenger, Jordan L. “Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes.” 2015. Web. 15 Sep 2019.

Vancouver:

Wenger JL. Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes. [Internet] [Thesis]. Eastern Illinois University; 2015. [cited 2019 Sep 15]. Available from: https://thekeep.eiu.edu/theses/2188.

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

Council of Science Editors:

Wenger JL. Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes. [Thesis]. Eastern Illinois University; 2015. Available from: https://thekeep.eiu.edu/theses/2188

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

Western Michigan University

21. Brown-Kersey, Nikki. The Effects of Implementing Restorative Justice in an In-School Suspension Program.

Degree: PhD, Psychology, 2011, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/354

► The purpose of the proposed study was to assess the effects of implementing an in-school suspension program with a Restorative Justice component on office… (more)

Subjects/Keywords: Child Psychology; School Psychology; Social Psychology

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APA (6^th Edition):

Brown-Kersey, N. (2011). The Effects of Implementing Restorative Justice in an In-School Suspension Program. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/354

Chicago Manual of Style (16^th Edition):

Brown-Kersey, Nikki. “The Effects of Implementing Restorative Justice in an In-School Suspension Program.” 2011. Doctoral Dissertation, Western Michigan University. Accessed September 15, 2019. https://scholarworks.wmich.edu/dissertations/354.

MLA Handbook (7^th Edition):

Brown-Kersey, Nikki. “The Effects of Implementing Restorative Justice in an In-School Suspension Program.” 2011. Web. 15 Sep 2019.

Vancouver:

Brown-Kersey N. The Effects of Implementing Restorative Justice in an In-School Suspension Program. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Sep 15]. Available from: https://scholarworks.wmich.edu/dissertations/354.

Council of Science Editors:

Brown-Kersey N. The Effects of Implementing Restorative Justice in an In-School Suspension Program. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/354

Western Michigan University

22. Lozowski-Sullivan, Sheryl. Psychometric Properties of Diagnostic Assessment Instrumentsfor Autism Spectrum Disorders in a Community Sample Aged 2 Through 17 Years.

Degree: PhD, Psychology, 2011, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/434

► Recent estimates of the incidence and prevalence of autism spectrum disorders (ASDs) indicate substantial increases over the past 20 years (Centers for Disease Control… (more)

▼ Recent estimates of the incidence and prevalence of autism spectrum disorders (ASDs) indicate substantial increases over the past 20 years (Centers for Disease Control and Prevention, 2009; Fombonne, 2009; Matson & Kozlowski, 2011; Schreibman & Koegel, 2005; Wing & Porter, 2002), in part because of the availability of significantly improved diagnostic assessment instruments (Lord & Corsello, 2005; Schreibman, 2005). In highly structured research settings, some of these diagnostic instruments correlate well with each other; however, few studies have examined the relation between these diagnostic tools in traditional clinical practice (Mazefsky & Oswald, 2006; South et al, 2002). This study examined archival client data for 77 cases from two outpatient clinics serving children with suspected ASD to investigate the psychometric properties of diagnostic assessments when used in clinical practice. The obtained psychometric properties were compared to published psychometric properties from research sites. Obtained reliability and validity measures were much lower for the current study than those in published psychometric studies. This study also examined whether several published findings in the ASD literature were replicated in the community sample. Unlike some previously published studies, no significant differences existed between the receptive and expressive language scores for those children with a final diagnosis of ASD and those with either a non-ASD diagnosis or no diagnosis. The current study did not find significant differences between the adaptive behavior composite for children with a final diagnosis of ASD and those with either a non-ASD diagnosis or no diagnosis. Similar to published studies (Mazefsky & Oswald, 2006; South et al., 2002), this study found that the mean GARS score and the mean GADS score for those with a final diagnosis of autism/PDDNOS or Asperger's, respectively, underestimated the probability of being on the autism spectrum when compared to more extensive assessment using direct observation tools. These results highlight the importance of (a) utilizing the multimethod- multi-trait assessment process in community, clinic-based settings to safeguard against overgeneralization from test scores alone, and (b) evaluating psychometric properties of diagnostic instruments in their most commonly used settings in addition to extant research protocols. Advisors/Committee Members: Dr. C. Richard Spates, Dr. Linda LeBlanc, Dr. Galen Alessi.

Subjects/Keywords: Clinical Psychology; Cognitive Psychology; School Psychology

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APA (6^th Edition):

Lozowski-Sullivan, S. (2011). Psychometric Properties of Diagnostic Assessment Instrumentsfor Autism Spectrum Disorders in a Community Sample Aged 2 Through 17 Years. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/434

Chicago Manual of Style (16^th Edition):

Lozowski-Sullivan, Sheryl. “Psychometric Properties of Diagnostic Assessment Instrumentsfor Autism Spectrum Disorders in a Community Sample Aged 2 Through 17 Years.” 2011. Doctoral Dissertation, Western Michigan University. Accessed September 15, 2019. https://scholarworks.wmich.edu/dissertations/434.

MLA Handbook (7^th Edition):

Lozowski-Sullivan, Sheryl. “Psychometric Properties of Diagnostic Assessment Instrumentsfor Autism Spectrum Disorders in a Community Sample Aged 2 Through 17 Years.” 2011. Web. 15 Sep 2019.

Vancouver:

Lozowski-Sullivan S. Psychometric Properties of Diagnostic Assessment Instrumentsfor Autism Spectrum Disorders in a Community Sample Aged 2 Through 17 Years. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Sep 15]. Available from: https://scholarworks.wmich.edu/dissertations/434.

Council of Science Editors:

Lozowski-Sullivan S. Psychometric Properties of Diagnostic Assessment Instrumentsfor Autism Spectrum Disorders in a Community Sample Aged 2 Through 17 Years. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/434

University of Nevada – Las Vegas

23. Haight, Courtney Marie. The Relationship of Ethnicity and Familial Factors in the Expression of School Refusal Behavior in Clinical and Community Samples.

Degree: PhD, Psychology, 2011, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1090

► Failure to attend school can have a devastating impact on a child’s social, emotional, academic, and later career development. Psychologists, educators, and researchers from… (more)

Subjects/Keywords: Child Psychology; Clinical Psychology; School Psychology

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APA (6^th Edition):

Haight, C. M. (2011). The Relationship of Ethnicity and Familial Factors in the Expression of School Refusal Behavior in Clinical and Community Samples. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1090

Chicago Manual of Style (16^th Edition):

Haight, Courtney Marie. “The Relationship of Ethnicity and Familial Factors in the Expression of School Refusal Behavior in Clinical and Community Samples.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed September 15, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1090.

MLA Handbook (7^th Edition):

Haight, Courtney Marie. “The Relationship of Ethnicity and Familial Factors in the Expression of School Refusal Behavior in Clinical and Community Samples.” 2011. Web. 15 Sep 2019.

Vancouver:

Haight CM. The Relationship of Ethnicity and Familial Factors in the Expression of School Refusal Behavior in Clinical and Community Samples. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Sep 15]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1090.

Council of Science Editors:

Haight CM. The Relationship of Ethnicity and Familial Factors in the Expression of School Refusal Behavior in Clinical and Community Samples. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1090

Western Michigan University

24. Souza, Theresa M. Examination of Anxiety and Substance Use Symptoms in Trauma Exposed Versus Environmentally Stressed College Students.

Degree: PhD, Psychology, 2011, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/465

► Anxiety is a common problem among the college population, which rarely occurs in isolation. Oftentimes, an individual abuses substances in an attempt to eliminate… (more)

Subjects/Keywords: Counseling Psychology; Health Psychology; School Psychology

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APA (6^th Edition):

Souza, T. M. (2011). Examination of Anxiety and Substance Use Symptoms in Trauma Exposed Versus Environmentally Stressed College Students. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/465

Chicago Manual of Style (16^th Edition):

Souza, Theresa M. “Examination of Anxiety and Substance Use Symptoms in Trauma Exposed Versus Environmentally Stressed College Students.” 2011. Doctoral Dissertation, Western Michigan University. Accessed September 15, 2019. https://scholarworks.wmich.edu/dissertations/465.

MLA Handbook (7^th Edition):

Souza, Theresa M. “Examination of Anxiety and Substance Use Symptoms in Trauma Exposed Versus Environmentally Stressed College Students.” 2011. Web. 15 Sep 2019.

Vancouver:

Souza TM. Examination of Anxiety and Substance Use Symptoms in Trauma Exposed Versus Environmentally Stressed College Students. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Sep 15]. Available from: https://scholarworks.wmich.edu/dissertations/465.

Council of Science Editors:

Souza TM. Examination of Anxiety and Substance Use Symptoms in Trauma Exposed Versus Environmentally Stressed College Students. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/465

Western Michigan University

25. Brooks, Leatrice Renee. Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions.

Degree: PhD, Counselor Education and Counseling Psychology, 2011, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/353

► The comparative experiences of first generation and non-first generation Black students at predominately White institutions were examined to gain information about the predictors and… (more)

Subjects/Keywords: Counseling Psychology; Multicultural Psychology; School Psychology

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APA (6^th Edition):

Brooks, L. R. (2011). Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/353

Chicago Manual of Style (16^th Edition):

Brooks, Leatrice Renee. “Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions.” 2011. Doctoral Dissertation, Western Michigan University. Accessed September 15, 2019. https://scholarworks.wmich.edu/dissertations/353.

MLA Handbook (7^th Edition):

Brooks, Leatrice Renee. “Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions.” 2011. Web. 15 Sep 2019.

Vancouver:

Brooks LR. Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Sep 15]. Available from: https://scholarworks.wmich.edu/dissertations/353.

Council of Science Editors:

Brooks LR. Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/353

Arizona State University

26. Rogers, Adam Apffel. Masculinity and School Engagement in Middle School.

Degree: Family and Human Development, 2015, Arizona State University

URL: http://repository.asu.edu/items/29844

► The primary goal of this study was to extend previous research on traditional masculinity by examining the longitudinal associations between traditional masculinity, school engagement and… (more)

Subjects/Keywords: Developmental psychology; Psychology; School counseling; Gender; Masculinity; School Attitudes; School Engagement

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APA (6^th Edition):

Rogers, A. A. (2015). Masculinity and School Engagement in Middle School. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/29844

Chicago Manual of Style (16^th Edition):

Rogers, Adam Apffel. “Masculinity and School Engagement in Middle School.” 2015. Masters Thesis, Arizona State University. Accessed September 15, 2019. http://repository.asu.edu/items/29844.

MLA Handbook (7^th Edition):

Rogers, Adam Apffel. “Masculinity and School Engagement in Middle School.” 2015. Web. 15 Sep 2019.

Vancouver:

Rogers AA. Masculinity and School Engagement in Middle School. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2019 Sep 15]. Available from: http://repository.asu.edu/items/29844.

Council of Science Editors:

Rogers AA. Masculinity and School Engagement in Middle School. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29844

University of North Carolina

27. Keroack, Jessica. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.

Degree: 2015, University of North Carolina

URL: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

► It is well documented that sport is a positive youth development context that has the potential to foster the development of life skills that surpass… (more)

▼ It is well documented that sport is a positive youth development context that has the potential to foster the development of life skills that surpass the bounds of athletics. Sport participation has been linked to beneficial physical health outcomes as well as psychosocial growth in areas such as initiative, self-esteem, teamwork, and interpersonal skills (Hansen et al., 2003; Larson et al., 2006). Although sport participation can benefit athletes through socialization with peers, experiences with challenge, and supportive relationships with adult mentors, participation can also be associated with negative outcomes such as increased stress, engagement in risky behavior, and decreased perceptions of self-competence (Eccles & Barber, 1999; Fedricks & Eccles, 2006). Coaching behaviors are one factor that play a key role in constructing a positive sport experience and facilitating the development of life skills. The purpose of this study was to investigate the relationship between perceived coaching behavior and developmental experiences, and to investigate the strategies used by coaches to facilitate the development and transfer of life skills. Using a mixed method sequential explanatory design, questionnaires were administered to 126 female adolescent athletes and in-depth interviews were conducted with six selected exemplar coaches (four males, two females) from a competitive youth sport program. Multivariate procedures indicated that the types of behaviors perceived to be used by coaches influenced the developmental experiences (i.e., life skill development) of players. Specifically, players who thought coaches demonstrated more positive coaching behaviors (and less negative rapport) were more likely to perceive positive developmental experiences. Furthermore, coaches identified strategies they utilized to foster the development of life skills among their players including establishing a coaching philosophy predicated on personal development, teaching life skills by integrating direct (i.e., explicit instruction, active learning) and indirect (i.e., modeling) teaching approaches during practice, and most critically, building a meaningful coach-athlete relationship. In sum, these findings highlight the notion that sports can provide an educational context for acquiring life skills and that the behaviors and relationships formed with coaches are crucial components of how female adolescents learn life skills through their involvement in competitive sport. Advisors/Committee Members: Keroack, Jessica, Knotek, Steven, Griffin, Dana, Hamm, Jill, Evarrs, Sandra, Simeonsson, Rune.

Subjects/Keywords: Psychology; Developmental psychology; School of Education; School Psychology Graduate Program

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APA (6^th Edition):

Keroack, J. (2015). Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

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):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Thesis, University of North Carolina. Accessed September 15, 2019. https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

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

MLA Handbook (7^th Edition):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Web. 15 Sep 2019.

Vancouver:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2019 Sep 15]. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

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

Council of Science Editors:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

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

Western Kentucky University

28. Monahan, Shelby. Self-Efficacy of School Psychologists: Developing a Scale for Working with and for LGBTQ Youth.

Degree: Specialist in Education, Department of Psychology, 2019, Western Kentucky University

URL: https://digitalcommons.wku.edu/theses/3127

► Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students report higher levels of harassment and assault, exposure to prejudiced language, and diminished feelings of… (more)

Subjects/Keywords: LGBT; self-efficacy; school psychology; Education; Psychology; School Psychology

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

APA (6^th Edition):

Monahan, S. (2019). Self-Efficacy of School Psychologists: Developing a Scale for Working with and for LGBTQ Youth. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3127

Chicago Manual of Style (16^th Edition):

Monahan, Shelby. “Self-Efficacy of School Psychologists: Developing a Scale for Working with and for LGBTQ Youth.” 2019. Masters Thesis, Western Kentucky University. Accessed September 15, 2019. https://digitalcommons.wku.edu/theses/3127.

MLA Handbook (7^th Edition):

Monahan, Shelby. “Self-Efficacy of School Psychologists: Developing a Scale for Working with and for LGBTQ Youth.” 2019. Web. 15 Sep 2019.

Vancouver:

Monahan S. Self-Efficacy of School Psychologists: Developing a Scale for Working with and for LGBTQ Youth. [Internet] [Masters thesis]. Western Kentucky University; 2019. [cited 2019 Sep 15]. Available from: https://digitalcommons.wku.edu/theses/3127.

Council of Science Editors:

Monahan S. Self-Efficacy of School Psychologists: Developing a Scale for Working with and for LGBTQ Youth. [Masters Thesis]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/theses/3127

Western Kentucky University

29. Montgomery, Shelby. A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners.

Degree: Specialist in Education, Department of Psychology, 2019, Western Kentucky University

URL: https://digitalcommons.wku.edu/theses/3145

► The purpose of this study was to review the literature on English Language Learners and written expression curriculum-based measurement. In recent years, there has… (more)

Subjects/Keywords: Screening; Language acquisition; school psychology; Educational Psychology; School Psychology

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

APA (6^th Edition):

Montgomery, S. (2019). A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3145

Chicago Manual of Style (16^th Edition):

Montgomery, Shelby. “A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners.” 2019. Masters Thesis, Western Kentucky University. Accessed September 15, 2019. https://digitalcommons.wku.edu/theses/3145.

MLA Handbook (7^th Edition):

Montgomery, Shelby. “A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners.” 2019. Web. 15 Sep 2019.

Vancouver:

Montgomery S. A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners. [Internet] [Masters thesis]. Western Kentucky University; 2019. [cited 2019 Sep 15]. Available from: https://digitalcommons.wku.edu/theses/3145.

Council of Science Editors:

Montgomery S. A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners. [Masters Thesis]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/theses/3145

University of Arkansas

30. Sourk, Meredith. Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?.

Degree: MA, 2018, University of Arkansas

URL: https://scholarworks.uark.edu/etd/2648

► This study explores whether the parents or guardians of youth participating in community-based (CBM) and school-based (SBM) mentoring programs differ in their level of… (more)

Subjects/Keywords: Child Psychology; Community Psychology; Educational Psychology; School Psychology; Social Psychology

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

APA (6^th Edition):

Sourk, M. (2018). Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2648

Chicago Manual of Style (16^th Edition):

Sourk, Meredith. “Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?.” 2018. Masters Thesis, University of Arkansas. Accessed September 15, 2019. https://scholarworks.uark.edu/etd/2648.

MLA Handbook (7^th Edition):

Sourk, Meredith. “Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?.” 2018. Web. 15 Sep 2019.

Vancouver:

Sourk M. Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Sep 15]. Available from: https://scholarworks.uark.edu/etd/2648.

Council of Science Editors:

Sourk M. Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2648

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Open Access Theses and Dissertations