Counseling Psychology and Human Services Theses and Dissertations
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Item Open Access A Family-School Engagement Pilot of Proyecto Juntos: Latinx Immigrant Parenting and Youth Academic Self-Efficacy(University of Oregon, 2022-10-04) Birrueta, Maira; Leve, LeslieLatinx youth and their immigrant parents experience unique challenges and barriers within the U.S. educational system including language barriers, less teacher-parent communication, and discrimination (Olivos, 2004). Growth in enrollment of Latinx youth in elementary and secondary education exceeds that of non-Latinx youth, yet graduation rates among Latinx youth are lower than non-Latinx youth (U.S. Census Bureau, 2017). Latinx youth’s educational success may be improved by targeted intervention efforts focused on engaging Latinx immigrant parents. This dissertation examined intervention effects of Proyecto Juntos, a family-school engagement intervention, in a sample of 97 Latinx immigrant families. Data were collected longitudinally about parenting practices, parental school-related self-efficacy, parent-youth relationship, and youth self-efficacy. This study examined intervention effects utilizing two-way between subjects ANCOVA analyses and found that there were no significant intervention effects for parenting, parent school-related self-efficacy parent-youth relationship, or youth academic self-efficacy. Analyses to assess moderation effects of acculturation on study condition and parent and youth variables indicated no evidence in support of acculturation as a moderating factor. Last, analyses to assess parent variables as mediating factors between intervention effects and youth academic self-efficacy were conducted. Findings did not support parent factors as mediators for study condition and youth academic self-efficacy. Given that there is a need for interventions focused on increasing academic outcomes for Latinx students, this dissertation study presents valuable findings about Latinx immigrant parent-based interventions. Study limitations, future directions, and implications are discussed.Item Open Access A Feasibility Study of an Online Adaptation of a Video Coaching Parenting Intervention: Filming Interactions to Nurture Development (FIND) Web-Based(University of Oregon, 2020-02-27) Shaykis, Sylvia; Stormshak, BethThis study examined the feasibility of a web-based adaptation of a promising parenting intervention and examined preliminary data on its effectiveness. Filming Interactions to Nurture Development (FIND) is a strength-based program designed to increase developmentally appropriate, supportive, nurturing behaviors among parents of young children. FIND is also theorized to increase parent sense of competence and decrease parenting stress. The present study adapted FIND to a web-based format to explore feasibility and conduct preliminary analyses on parenting outcomes. Oregon parents with children aged 0 through 4 were recruited through online advertisements and in-person community recruitment. Participants completed online pre- and post-intervention surveys and participated in the FIND: Web-Based intervention (including sharing videos of parent-child interactions) using a secure online app on their mobile devices. Participants’ first and last videos were also coded for frequency and consistency of positive responsive parenting behaviors. Results showed that significant changes to both research and intervention protocols must be made prior to further research and implementation of FIND: Web-Based. Despite significant recruitment efforts, the small sample size coupled with high attrition rates demonstrated that overall, FIND: Web-Based and the current research procedures were largely not feasible. In terms of exploration of preliminary outcomes, no statistically significant results were found for group changes in parent sense of competence or positive parenting behaviors using video coding. On the other hand, participants did report a significant decrease in parenting stress at post-intervention (small to medium effect size), specifically in parent-child dysfunctional interactions (medium effect size). The small sample of participants who completed the study reported overall satisfaction with the intervention. Many felt the content of the intervention was useful and relevant, found the videos helpful, and enjoyed the strength-based perspective. Most liked the convenience, flexibility, and/or accessibility of the novel web-based format. On the other hand, participants had challenges filming themselves with their child(ren) and sharing videos using the online app, as well as other technological difficulties. Implications of these findings include the importance of significantly modifying the study design, procedures, and online intervention format in order to increase feasibility of any future research on FIND: Web-Based.Item Open Access A Longitudinal Examination of Parent-Adolescent Relationship Quality Among Multiracial and Monoracial Adolescents(University of Oregon, 2022-10-26) Kennedy, Alyssa; Stormshak, ElizabethIndividuals who are multiracial comprise the fastest growing racial group in the U.S. The number of multiracial youth is growing at an unprecedented rate. However, multiracial youth often demonstrate worse mental and behavioral health outcomes compared to their white peers and equal or poorer outcomes when compared to other racial minority youth. Additionally, existing studies have indicated that multiracial youth have distinct experiences within their relationships with parents such as navigating more than one culture at home, encountering within-family racial discrimination, and receiving parenting from caregivers who do not share their race. Given the importance of the parent-adolescent relationship quality for adolescent development, there is a lack of studies aimed at understanding the quality of this relationship for multiracial youth and long-term outcomes associated with the parent-child relationship. No current studies have examined parent-adolescent relationship quality among multiracial youth over time. The current study sought to understand how parent-adolescent relationship quality changes over time during early adolescent and emerging adulthood periods, specifically for multiracial youth as compared to monoracial minority and white adolescents. Participants included 593 adolescents who completed questionnaires regarding their relationships with parents at four times points across early adolescence and three time points during emerging adulthood. Hierarchical Linear Modeling (HLM) was used to examine differences among racial groups at initial time points and over time. Across early adolescence, multiracial youth demonstrated higher parent-adolescent conflict than monoracial minority and white participants. During emerging adulthood, multiracial youth had lower parent-adolescent cohesion than their white peers at 19-years-old and demonstrated a greater increase than the monoracial minority and white youth over time. Multiracial adolescents, however, did not differ from monoracial minority or white youth in other domains or time periods. All groups decreased in cohesion during early adolescence. Notably, there were significant differences found due to individual-level factors across all analyses. Results suggest that there may be distinct processes and aspects of relationships between multiracial youth and their parents that impact relationship quality during adolescence.Item Open Access A Longitudinal Examination of the Relationship Between Sociopolitical Development and Vocational Outcomes in Emerging Adulthood(University of Oregon, 2021-11-23) Rao, Kavitha; Chronister, KristaEmerging adulthood is a developmental period marked by profound change socially, emotionally, and vocationally. The emerging adult vocational development process is characterized by dramatic individual growth that is influenced by many factors. Scholars have found that sociopolitical development exerts influence over adolescents’ vocational development, but little is known about whether sociopolitical development exerts similar influences over emerging adult vocational development. The present study builds upon extant adolescent and emerging adult literature to consider the longitudinal stability of, and relationship between, sociopolitical and vocational development for emerging adult populations. The primary aim was to utilize existing self-report survey data (Project Alliance 2 [PAL2]) collected from 456 emerging adults to test three objectives: (a) examine the stability of sociopolitical development and vocational outcomes of emerging adults ages 20 to 23, (b) explore if there is a predictive relationship between emerging adults’ sociopolitical development and vocational outcomes over time, and (c) examine whether race/ethnicity, sex, and postsecondary education moderate the relationship between emerging adults’ sociopolitical development and vocational outcomes. The overarching goal of this study was to increase scholarly understanding of the stability of sociopolitical and vocational development across emerging adulthood. Additionally, scholars hoped that study findings would verify whether, similar to adolescents, sociopolitical development and vocational outcomes predicted one another for emerging adults. Study results demonstrated that sociopolitical and vocational development are stable for a majority of emerging adult subgroups. Furthermore, findings indicated that these two constructs do not predict one another during emerging adulthood. Implications for practice and research are discussed to expand and diversify research on emerging adulthood.Item Open Access A Longitudinal Examination of the Role of Intimate Partner Violence, Depression and Substance Use Problems in Young Adult Vocational Outcomes(University of Oregon, 2016-02-23) Heng, Leakhena; Chronister, KristaIntimate partner violence (IPV) is a serious public health concern in the United States and around the world, with adolescents and emerging and young adults most at-risk for IPV. Early experiences of IPV have far-reaching, immediate negative effects on individual health and developmental outcomes. There is a small body of research on the impact of IPV on young adults’ vocational outcomes and the links between these two factors. This study utilized prospective, longitudinal data collected nationally from 1,386 individuals to examine how IPV experiences during adolescence impact IPV experiences, depression, and substance use problems during emerging adulthood and vocational outcomes during young adulthood. It was hypothesized that (a) IPV victimization during adolescence will be associated with vocational outcomes during young adulthood; (b) IPV experiences, depression and substance use problems during emerging adulthood would mediate the relationship between IPV victimization during adolescence and vocational outcomes during young adulthood; (c) there would be a positive association between depression and substance use problems during emerging adulthood; and (d) there would be a positive association between educational attainment and employment status during young adulthood. Path analyses were performed using a Structural Equation Modeling framework to test study hypotheses. Study findings revealed that adolescent IPV victimization significantly predicted emerging adult IPV victimization, reciprocal IPV and depression, and young adult educational attainment. Emerging adult depression and reciprocal IPV mediated adolescent IPV victimization and young adult vocational outcomes. Depression and substance use problems during emerging adulthood and educational attainment and employment status during young adulthood were significantly associated. The present study provides support for the developmental cascading risks of IPV on individuals’ development over time. This study adds to the dearth of empirical research showing a relationship between early IPV experiences and vocational development for young adult men and women and the importance of assessing for different types of IPV experiences and the differential impact on mental health and vocational outcomes, for women and men, across time. These findings support the importance of identifying key mediating factors and time points that may be targeted to interrupt the accumulation of IPV risk from adolescence into young adulthood.Item Open Access A Multilevel Analysis of Student, Family, and School Factors Associated with Latino/a Parental Involvement in the Middle School Learning Environment(University of Oregon, 2016-11-21) Chain, Jennifer; Stormshak, ElizabethResearch suggests parental home and school involvement improves multiple outcomes for middle school students, including academic achievement, school engagement, motivation, self-efficacy, and prosocial behaviors. Little is known, however, about multilevel factors associated with Latino/a parental involvement in the middle school learning environment. In the current study, multilevel analysis was used to explore student, family, and school factors associated with Latino/a parental involvement. Results from the hierarchical linear modeling analyses found (a) Latino/a parental home and school involvement varied within schools and between schools, (b) student gender, prosocial behavior, and academic achievement were positively associated with parental home involvement, and (c) student gender, problem behavior, prosocial behavior, academic achievement, and family socioeconomic status were positively associated with parental school involvement. Percentages of Latino/a students and low-income students in schools did not significantly moderate the average parental home or school involvement across students and across schools. The results of this study have implications for educators and policy makers to promote Latino/a parent-teacher collaboration in the middle school learning environment.Item Open Access A Phenomenological Exploration of Parents’ Psychological Experiences Obtaining a Diagnosis and Access to Services for Their Children with Autism Spectrum Disorder(University of Oregon, 2018-04-10) Hidalgo, Nina; McWhirter, EllenThe three primary purposes of this study were to (1) acquire knowledge of parents’ psychological experiences obtaining a diagnosis and accessing services for their child with ASD by examining the actual situation, as lived through and experienced by the parents, (2) gain knowledge of the meaning of advocacy and empowerment from parents who are living these experiences, and (3) derive possible implications for enhancing services provided by mental health professionals, service providers, and policy-makers to parents of children with autism. I utilized a sequential transformative integrated design, drawing data in Wave II of a larger, on-going investigation examining child, family, and community variables associated with early identification and treatment of autism spectrum disorders in the Pacific Northwest. I conducted a descriptive exploratory analysis to describe all participants from Wave II with respect to measures of sociodemographic variables, parental satisfaction with services, family empowerment, and reported relationships among these variables. Next, I conducted in-depth semi-structured interviews with six participants identifying as low-income and/or ethnic minorities to explore their experiences throughout the process of obtaining a diagnosis and accessing services for their child with ASD. Interviews were recorded and transcribed. Data were analyzed using a phenomenological reduction and integrated with quantitative results. Constituent elements of the parent experiences included, but were not limited to: a desire and/or appreciation for sources of support and information regarding services; engaging in ongoing research and networking to learn about services; a need to be the expert on their child; and fear regarding availability of future services and child’s future after parents die. Constituent elements of empowerment and advocacy showed that these were conceptually and experientially related to one another, such that advocacy functioned as a behavioral manifestation of empowerment for parents in this study. Findings contribute to the literature on family experiences with the diagnostic and service utilization processes for ASD. Findings are discussed in regards to recommendations and implications for mental health professionals, service providers, and policy-makers working towards fostering more supportive and equitable diagnostic and service utilization pathways for these families.Item Open Access Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions(University of Oregon, 2015-08-18) Knoble, Naomi; Stormshak, ElizabethSelf-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of verbal peer victimization on the growth of self-regulation across four years of early adolescence using parallel process growth modeling. For all adolescents, higher levels of self-regulation buffered early adolescents from the effects of negative peer interactions. In addition, early adolescents with initially low levels of self-regulation also had higher levels of depression and experienced higher levels of peer victimization than their better regulated peers. Importantly the Family Check-Up, a brief preventative intervention, resulted in improvements in self-regulation that was sustained over time. The relationship between peer victimization and self-regulation was not predictive; however, a significant persisting association was observed suggesting that improvements in adolescent self-regulation abilities help buffer youth from the impact of negative peer interactions. This research highlights the importance of the social context on the development of self-regulation during adolescence and contributes novel findings of the effect of contextual variables on self-regulation development. These findings support an ecological prevention approach, including family-centered intervention and social-emotional curricula, to promote increased self-regulation and reduce peer victimization among adolescents.Item Open Access Adverse Childhood Experiences and Sexual Risk Behavior in Female Youth: Examining the Mediating Role of Externalizing Behaviors and Substance Use and the Moderating Role of Resistance to Peer Influence and Parent Support(University of Oregon, 2021-11-23) Kovensky, Rachel; Leve, LeslieSexual risk behavior in adolescence can result in serious health consequences that persist across the lifespan, particularly for female youth. While experiences of early adversity have been linked with engagement in sexual risk behavior later in life, little research has examined pathways that may help to explain this association nor modifiable factors that may help to buffer against the direct risk conferred by adverse childhood experiences (ACEs) on adolescent sexual risk-taking. To address this gap, the present study examined substance use and externalizing behaviors as two possible pathways through which ACEs might exert influence on sexual risk behavior in female youth. The present study also tested whether the association between ACEs and sexual risk behavior in female youth depended on youth-reported levels of resistance to peer influence and parent support. I examined data from 122 adolescent females, ages 13-18, who were involved in the juvenile justice system or receiving social supports from local agencies and schools. Female youth were asked to report their exposure to ACES, engagement in substance use and sexual risk behavior, and overall degree of resistance to peer influence and parent support. Caregivers were asked to report on youth’s externalizing behaviors. Findings suggest that increased exposure to ACEs may place female youth at heightened risk for externalizing behaviors and substance use and that higher ACEs may indirectly increase sexual risk-taking in female youth through substance use. Additionally, findings indicate that ACEs, in the context of low parent support, are significantly linked with increased sexual risk-taking in female youth. Conversely, among youth reporting average to high levels of parent support, the association between ACEs and sexual risk behavior was not significant, suggesting the protective role of parent support. Interventions aimed at preventing or decreasing substance use may be particularly important in reducing sexual risk behavior among at-risk female youth. Further, female youth with low levels of parent support may particularly benefit from interventions that seek to improve the parent-youth relationship as a means to prevent sexual risk-taking in female youth exposed to early adversity.Item Open Access An Application of Finite Mixture Modeling to Characterize Sources of Between-Study Variation in Meta-Analyses of Prevention Program Effects(University of Oregon, 2020-09-24) Parr, Nicholas; Seeley, JohnIn meta-analyses of prevention programs, findings of primary research studies are pooled to estimate an overall program effect, an approach generally offering improved statistical power and precision over analyses at the individual study level. Across studies, however, programs are often implemented with considerable variation in implementation quality, program components, assessment approaches, and sample characteristics. Differences across these and other aspects of a program’s implementation can induce between-study variation in program effects. Excessive between-study variation can compromise the utility of a summary estimate of program effect, as derived in meta-analysis, because the estimate can be unrepresentative of the broad distribution of effects across implementations of the program. Importantly, variation produced by observable primary study characteristics is often explainable using variables that represent study methodology, program design, and sample attributes, and utilizing approaches such as subgroup analysis and meta-regression can provide insight into study-level factors that moderate the magnitude or direction of program effects. While widely used, these moderation analysis methods have recognized statistical and interpretive limitations, in particular when there is an interest in understanding the interrelation of multiple potential moderator variables and their combined influence on variation in program effects, as well as their co-occurrence in typical studies implementing a program. To address these limitations, this dissertation describes and demonstrates a multivariate approach to moderation analysis in aggregate-data meta-analysis, which employs finite mixture modeling as its underlying analytic framework. Results of the approach suggest it provides insight into the co-occurrence of potential moderators in a sample of studies implementing a prevention program, and into how such co-occurrence relates to program effectiveness.Item Open Access An Examination of Adolescents' Social and School Influences on Ethnic Identity Development in Emerging Adults(University of Oregon, 2018-09-06) Peterson, Carolyn; Stormshak, ElizabethEthnic identity is an important aspect of individuals’ sense of self. For individuals identified as ethnic minorities, ethnic identity has been found to be a potential protective factor for overall well-being. Multiracials (i.e., individuals identified with two or more races) are one of the fastest growing minority populations in the United States. Limited research examining multiracials’ ethnic identity development currently exists. Furthermore, there is a paucity of ethnic identity literature examining longitudinal ethnic identity growth from adolescence to emerging adulthood. Ethnic minority adolescents, such as multiracials, and emerging adults are often at higher risk for lower psychological well-being and higher substance use. Therefore, understanding developmental trajectories and factors that contribute to ethnic identity development allows for clinicians to work with ethnic minority individuals in ways that are empowering and facilitate success. The current study utilizes Hierarchical Linear Modeling (HLM) to examine longitudinal growth trajectories of ethnic identity among multiracial and monoracial groups (White, Black, Latino/a, and Other [includes Asian, Pacific Islander, Native American, and Other]). HLM was also used to examine the relationships between social factors (i.e., experiences of discrimination, teasing by peers, and bullying) and school contextual factors (i.e., school climate, school safety, and perception of teachers) factors in the development of ethnic identity over time. The present study drew from an ethnically diverse sample of individuals living in the Pacific Northwest who were assessed each year from grade 6 to 9 and once during emerging adulthood (N = 593). Results indicated small linear increases of ethnic identity over time. In general, ethnic identity increased from Grades 6 through 8, decreased from Grade 8 to 9, and increased again from Grade 9 to emerging adulthood. Multiracials’ ethnic identity growth, however, did not differ from the identity growth of individuals within monoracial groups. Negative peer interactions significantly contributed to decreases in ethnic identity scores for individuals from Grade 8 to 9. School context did not significantly contribute to changes in ethnic identity growth. Findings suggest that individuals’ ethnic identity changes over time, and is significantly impacted by peer interactions.Item Open Access An Investigation of the Relationship Between Childhood Trauma Type and Emerging Adult Distress with a Help-Seeking College Student Population(University of Oregon, 2019-01-11) Reichard, Anna; Chronister, KristaSuccessful negotiation of emerging adult transitions predicts positive developmental outcomes across the lifespan. Emerging adults who have experienced childhood trauma are at increased risk for maladaptive development. The purpose of this dissertation study was to (a) provide descriptive demographic and health information about emerging adult survivors of childhood trauma seeking support from a university counseling center and (b) investigate the impact that different types of childhood trauma had on psychological symptoms and aspects of distress experienced by that population during college. It was hypothesized that there would be no significant differences in student distress based on single-type abuse, but that there would be significant differences based on the experience of polyvictimization, with multi-type abuse related to increased distress. Extant client data collected by the University of Oregon Counseling and Testing Center (UO-UCTC) were used to meet study objectives. Participants were college students, age 18-25 years, who voluntarily sought mental health services from UO-UCTC and who endorsed childhood trauma experiences on their intake paperwork. Results from descriptive, finite mixture modeling, logistic regression, chi-square, and multiple regression analyses revealed that (a) there were unique relationships between trauma type and a variety of demographic variables; (b) help-seeking emerging adults reported experiencing childhood emotional single-type abuse most frequently, with childhood emotional-physical abuse being the most commonly reported form of multi-type abuse; (c) the sample endorsed higher than typical psychological symptoms and aspects of distress both in terms of quantity and severity, with particularly elevated depression, family distress, and generalized anxiety scores; (d) a five-component solution emerged, classifying participants into five clusters of symptom reporting; however, no relationship was found between symptom cluster and childhood trauma type; (e) the probability of experiencing generalized anxiety and/or family distress was related to the type of childhood trauma experienced; and (f) the severity of generalized anxiety and/or family distress that participants reported was significantly related to the type of childhood trauma they experienced. Findings highlight the importance of contextualizing current abuse typologies and assessing multi-type abuse. Recommendations for expanding definitions of trauma and providing care to emerging adult survivors of childhood trauma on college campuses are discussed.Item Open Access Associations Between Impulsivity, Adverse Childhood Experiences, and Suicide Ideation in a Sample of At-Risk Teen Girls(University of Oregon, 2020-02-27) Reich, Emily; Leve, LeslieSuicidal behaviors are significant mental health and public health concerns that are preventable by targeted prevention and intervention efforts. It is especially important to focus research and clinical work on adolescents, as suicide is the second leading cause of death in this age group (Heron, 2017). The present study examines the impact of risk factors of adverse childhood experiences, impulsivity, and delinquency on suicide ideation in a sample of 122 at-risk female adolescents who were enrolled in a randomized trial of a skills coaching intervention. Depressive symptoms, intervention condition, and age were controlled for in cross-sectional, longitudinal, and mediation analyses. Adverse childhood experiences and depressive symptoms were found to have a significant direct effect on both concurrent and longitudinal suicide ideation. Discussion of these results provides implications for future research and intervention efforts.Item Open Access Career Information System Utilization and High School Students’ Vocational Skills Self-Efficacy, Outcome Expectations, Work Hope, Career Planning, and Career Decision-Making Difficulties(University of Oregon, 2019-01-11) Garcia, Eric; Hawley McWhirter, EllenThe aim of the present study was to examine the effects of Career Information System (CIS) on high school students’ vocational skills self-efficacy, outcome expectations, work hope, career planning, career decision-making difficulties and postsecondary plans. CIS is an internet-based computer system of occupational and educational information designed to help users become more knowledgeable about the labor market and education system, as well as provide career planning support. Students from two high schools participated in the study. Participants at School A were first-year students who completed the Interest Profiler module of CIS. Participants at School B were first-year students who completed the Interest Profiler, IDEAS, SKILLS, Reality Check, and Work Importance Locator modules of CIS. First-year students who did not participate in the CIS intervention served as the control group in both schools. Participants in both schools who utilized the CIS intervention demonstrated a number of significant differences compared to control group participants at posttest. School A treatment participants' vocational outcome expectations and work hope were higher and career decision-making difficulties (i.e. inconsistent information and lack of information) were lower compared to control participants. School A treatment group participants were also more likely to indicate postsecondary educational plans of specialized training, 2-year community college, or 4-year college, instead of no education plans, compared to control group participants. School B treatment participants' vocational skills self-efficacy was significantly higher than control participants at posttest. Treatment group participants at both schools demonstrated more changes in their occupational interests compared to control group participants at posttest. The effects of CIS did not vary as a function of race/ethnicity or socioeconomic status in regards to any of the career outcome variables in either school. Implications for the use of CIS among first-year high school students will be discussed and suggestions for future research will be provided.Item Open Access Coach Discussion of Sport-related concussions in Student-Athletes: An Analysis of Silences(University of Oregon, 2021-04-27) Gomez, Douglas; McWhirter, EllenDISSERTATION ABSTRACT Doug Gomez Doctor of Philosophy Counseling Psychology and Human Services June 2020 Title: Coach Discussion of Sport-Related Concussions in Student-Athletes: An Analysis of Silences Context: Sport-related concussions affect millions of athletes every year and represent a significant risk for college athletes. This particular injury is difficult to treat because the presentation of the symptoms is mostly internal, and self-report is the primary method of determining whether an individual has a concussion. Coaches are charged with creating a team environment that does not put players at greater risk of injury, and coaches express a desire to keep players safe; however, many athletes who sustain a concussion still return to play while symptomatic. There is a discrepancy between the stated values of coaches, and the behaviors that occur with regard to sport-related concussions in a team environment. The present study elicited coaches’ perspectives on what challenges exist when it comes to managing sport-related concussions. Methods: An analytic question was used in the study, which was “How does a deconstructive analysis create an awareness of silences and illuminate the silent articulations of concussion sequelae.” Data were analyzed using a deconstructive methodology focused on inferences that were gleaned through the analysis of different types of silence as well as the analysis of the conditions that produced those silences. Analysis involved a three-phase process, which was analysis of the transcripts individually, concurrently with the audio of the interviews, and the analysis of the audio interviews individually with no written material. Results: Four types of silence were identified: Digressive, Discordant, Desiring, and Disciplinary. Examples were provided of each type of silence in the context of the interviews. Digressive and Discordant silences were found primarily in the first phase of the analysis followed by the Desiring and Disciplinary silences in the second and third phases respectively. Conclusions: Concussion sequelae extend beyond the traditional physiological sequelae and include the effects concussions can have on coaches and even interviewers discussing the phenomenon. Alternative methods of inquiry provide unique understandings of this complex issue. Digressive and Discordant silences were counterproductive in that they encouraged increased focus on the silences pertaining to the discussion of concussions rather than avoidance of the issue. Desiring silences have the potential to produce greater awareness of Disciplinary silences.Item Embargo College Student Survivors' Evaluations of Institutional Responses To Reports of Sexual Violence(University of Oregon, 2017-05-01) South, Kelsey; Chronister, KristaSexual violence among college students is one of the largest public health concerns of violence researchers and administrators of Institutions of Higher Education (IHEs). The vast majority of college students do not formally report incidents of sexual violence to IHEs, but the experiences of those survivors who do report these crimes have not been thoroughly investigated. The purpose of this study was to (a) examine relationships between survivors’ evaluations of IHE responses, secondary victimization emotions, and future reporting intentions, and (b) determine what constitutes helpful and unhelpful IHE responses for student survivors. The sample was 115 college students at an IHE in the Pacific Northwest who were identified as victims of sexual violence incidents that were formally reported to the University of Oregon. Self-report, descriptive data included sample demographics, victimization type, substance use, revictimization, and academic departure following the reported incident. Participants evaluated three different aspects of the IHE response: the first staff member to whom they reported, the response by the institution’s victim services team, and the IHE’s overall response. Path analyses were conducted to determine relationships between survivors’ evaluations of IHE responses, voluntary substance use prior to the incident, secondary victimization emotions, and future reporting intentions. Qualitative data identifying participants’ experiences of helpful and unhelpful aspects of IHE responses was also collected. Path analyses revealed that (a) victim voluntary substance use and more negative evaluations of overall IHE response predicted secondary victimization emotions; (b) more positive evaluations of the IHE victim services team, more positive evaluations of the overall IHE response, and less secondary victimization emotions predicted future reporting intentions; and (c) secondary victimization emotions partially mediated the relationship between overall IHE response and future reporting intentions. Findings highlight the importance of assessing student survivors’ experiences of IHE responses to reports of sexual violence. Recommendations for improving IHE responses are provided and implications for future research and practice are discussed.Item Open Access CORRESPONDENCE OF GLOBAL AND MOMENTARY REPORTS OF EMOTION-RELATED SOCIALIZATION BEHAVIORS AMONG CAREGIVERS OF YOUNG CHILDREN(University of Oregon, 2024-01-09) Wright, Joanna; Giuliani, NicoleParents and other primary caregivers support their children's social and emotional development through emotion-related socialization behaviors, which include assistance with emotion regulation strategies. Most research in this area relies on global caregiver self-report measures, but no studies have measured caregiver assistance with child emotion regulation strategies in naturalistic settings or examined correspondence between global and momentary reports. This warrants attention because information captured by global reports may not fully reflect emotion-related socialization behaviors as they occur in dynamic contexts of daily life. To address this gap, the present study employed ecological momentary assessment methods to investigate correspondence between global and momentary reports of caregiver assistance with child use of four emotion regulation strategies: acceptance; distraction; cognitive reappraisal; and expressive suppression. The present study also evaluated whether caregiver stress and household socioeconomic status moderated the correspondence between global and momentary measures. A United States sample of 174 primary caregivers with children ages 1.5-5 years completed virtual check-ins up to three times per day for seven days. Caregivers reported their child’s emotion and the emotion regulation strategies they helped their child use. Caregivers also completed a global measure of assistance with child emotion regulation strategies, a global measure of stress, and demographics. Correlation and regression analyses showed evidence of correspondence between global and momentary reports for acceptance and expressive suppression but not for distraction or cognitive reappraisal. Caregiver stress and socioeconomic status did not significantly moderate associations between global and momentary reports. Results caution against assumptions that global measures of caregiver support for child emotion regulation accurately index individual differences in these behaviors in daily life. Correspondence between global and momentary reports differed across strategies, showing stronger alignment for acceptance and expressive suppression, but weaker alignment for more complex, multifaceted cognitive reappraisal and distraction strategies. Future research can build on this work by investigating potential drivers of the varied correspondence patterns observed here, drawing on more diverse samples, and using validated momentary measures designed to align closely with their global counterpart.Item Open Access Cultural Adaptation of a Career Development Intervention for Latina Immigrant Intimate Partner Violence Survivors(University of Oregon, 2019-09-18) Valenzuela, Yolanda; Chronister, KristaIntimate partner violence (IPV) is a worldwide public health crisis that brings long-lasting consequences to victims’ mental and physical health as well as vocational and economic development. Limited extant research shows that the impact of IPV precludes women’s involvement in career and vocational development activities that may be crucial to helping victims escape abusive relationships. Considerably less is known about immigrant Latinas’ experiences of IPV and how those experiences impact their vocational development and economic mobility, and what prevention and intervention efforts are most effective at remedying these impacts. No current intervention focuses on helping Spanish-speaking Latina immigrant survivors of IPV explore and identify the impact of IPV on their work skills identification, self-esteem and self-efficacy in engagement in vocational development, and career and economic development. To address APA’s mandate to bridge gaps in practice and intervention for diverse populations, scholars in recent decades have undertaken the task of culturally adapting existing psychological health interventions. The purpose of this dissertation study was to complete Phase 3 of the Heuristic Framework for cultural adaptations with a focus group qualitative research design and constructivist/interpretivist paradigm to examine the validity of the preliminary adaptation version of the ACCESS vocational intervention for Latina immigrant IPV survivors. The results of this study inform Phase 4 refinements necessary to further increase the cultural validity of ACCESS. Focus group and session data were analyzed using inductive conventional qualitative content analysis. Results indicate the preliminarily adapted version of ACCESS is culturally relevant for unique and intersectional vocational development needs of Latina immigrant IPV survivors and that few changes are required to refine the intervention in the next phase of the cultural adaptation. Data themes also confirmed extant literature findings; that barriers such as lack of English skills, xenophobia and racism, and documentation status negatively affected participants’ work experiences, choices, and goals. Furthermore, participants expressed that in addition to the IPV that they experienced, aspects of familismo, traditional gender role expectations, and their role as mothers impacted their decisions about when to work and what type of work they pursued.Item Open Access Cultural Strengths and Eating Behavior of Latina Young Adults: An Exploration of Ethnic Identity, Familismo, and Spirituality of Eating and Health-related Behavior(University of Oregon, 2013-10-10) Pena, Diana; Chronister, KristaUsing a strength-based paradigm, this study explored resilience factors (i.e. ethnic identity, familismo, and spirituality) associated with a continuum of eating disorder (ED) and obesity risk variables, depression, anxiety, and acculturation among Latina women. Two models predicting psychological distress and ED outcomes were tested using cross-sectional data (N= 262) from an internet-based survey. Results indicated that cultural resilience factors were associated with less psychological distress, fewer ED symptoms, and less ED risk. Psychological distress partially mediated the relationship between cultural resilience and ED symptoms and risk, indicating the possibility of heightened ED risk when cultural resilience is low and psychological distress is high. Acculturation to U.S. mainstream culture was not associated with cultural resilience or negative outcomes; rather, biculturalism, or successful negotiation of both cultures, appeared to facilitate use of cultural practices and values that protect Latinas from negative eating behaviors and psychological outcomes. Implications for practice and future research are discussed.Item Open Access Decreasing Misperceptions of Sexual Violence to Increase Bystander Intervention: A Social Norms Intervention(University of Oregon, 2014-10-17) Darlington, Erin; Todahl, JeffreySexual violence (SV) on college campuses is a significant and enduring problem. Campus administrators, advocates, family members, students, and researchers have examined the factors that enable SV and have developed university-based pilot programs to reduce SV rates. This study contributes to existing SV intervention literature by examining the impact of a social norms intervention, delivered by university peers, on SV attitudes, knowledge, bystander involvement, and behavior change on university men living in fraternity communities. Fraternity units were randomly assigned to an existing student-led forty-five minute SV awareness training (Sexual Wellness Advocacy Team, SWAT), to SWAT plus, which had additional time devoted to SV social norms and bystander intervention, and to a wait-list control. Participants included male members (N = 324) of nine fraternities at a large public university. Four outcomes were examined: SV knowledge, attitudes, behaviors, and social norms among male fraternity members. Measurements were taken at pretest, two-week posttest, and four-month follow-up. Data were analyzed using Poisson regression, Hierarchical Linear Modeling, and repeated measures ANOVA. Overall, results indicated mixed results for the effectiveness of SWAT and SWAT plus compared to the control group. There was evidence that both interventions, when analyzed together and compared to the control group, were effective at decreasing rape myth acceptance. When analyzed separately, both SWAT and SWAT plus were effective at increasing the number of helpful bystander behaviors participants could list and increasing bystander self-efficacy. The SWAT plus intervention appeared to be more effective at increasing actual bystander intervention behavior. The SWAT intervention appeared to be more effective at increasing intention to help. There were also mixed results for the effectiveness at posttest and follow-up. Implications for future research and practice are discussed.