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Title: Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States.
Creator: Cantonis, Anastasia Maria, Osborn, Debra S., Lewis, Sandra, Prevatt, Frances A., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of...
Show moreCantonis, Anastasia Maria, Osborn, Debra S., Lewis, Sandra, Prevatt, Frances A., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Despite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature dedicated to mental health treatment and prevention for this population. Even fewer studies have examined the predictors of parenting stress in Hispanic immigrant mothers. This present study aimed to identify the salient predictors of parenting stress in a sample of Hispanic immigrant mothers (N = 110) living in New York City....
Show moreDespite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature dedicated to mental health treatment and prevention for this population. Even fewer studies have examined the predictors of parenting stress in Hispanic immigrant mothers. This present study aimed to identify the salient predictors of parenting stress in a sample of Hispanic immigrant mothers (N = 110) living in New York City. This research utilized archival data previously collected by the Ackerman Institute for the Family in partnership with the Coalition for Hispanic Family Services in September 2014 (n = 53) and in September 2015 (n = 57) for the participants who completed the initial enrollment assessments for their First Steps parenting education program. Measures that assessed participant risk factors, social support, and parenting stress included: the Family Risk Index (FRI; Grossman, 2011), the Patient Health Questionnaire – 9 (PHQ-9; Kroenke & Spitzer, 2002), the Family Support Scale (FSS; Dunst, Jenkins, & Trivette, 2007), and the Parenting Stress Index – Short Form (PSI-SF; Abidin, 1995). It was hypothesized that risk factors (depression, educational attainment, single mother status, documentation status, and having a child with special needs), social support, and length of time living in the U.S. would all significantly predict parenting stress. In addition, it was hypothesized that social support would moderate the relationship between risk and parenting stress and that documentation status would moderate the relationship between social support and parenting stress. Results of a linear multiple regression analysis found depression significantly predicted increased parenting stress and social support significantly predicted decreased parenting stress. However, single mother status, educational attainment, having a child with special needs, documentation status, and length of time living the U.S. were all non-significant predictors of parenting stress. Results of moderated regression analyses found social support significantly moderated the relationship between educational attainment and parenting stress. Documentation status did not moderate the relationship between social support and parenting stress. Despite the limitations of this present study, implications for mental health practitioners highlight the significance of cultural values and contextual circumstances on how a Hispanic immigrant mother appraises depression, social support, and parenting stress. Individualizing prevention and intervention efforts for Hispanic immigrant mothers is recommended in order to capture both cultural values and contextual circumstances unique to each individual.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Cantonis_fsu_0071E_13554
Format: Thesis

Title: The Role of Psychological Well-Being in Eating Disorder Recovery.
Creator: Romano, Kelly, Ebener, Deborah J., Swanbrow Becker, Martin Alan, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreRomano, Kelly, Ebener, Deborah J., Swanbrow Becker, Martin Alan, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Background. While a large body of research has examined eating disorders (EDs) from a pathological perspective, little is known about factors that facilitate the recovery process. Objective. The purpose of the current study is to determine whether six dimensions of psychological well-being (PWB) predict disparate aspects of recovery. Methods. Participants (N = 132; 93.2% female; µBMI = 23.91) with self-reported ED histories completed an online survey. Logistic regression analyses were used to...
Show moreBackground. While a large body of research has examined eating disorders (EDs) from a pathological perspective, little is known about factors that facilitate the recovery process. Objective. The purpose of the current study is to determine whether six dimensions of psychological well-being (PWB) predict disparate aspects of recovery. Methods. Participants (N = 132; 93.2% female; µBMI = 23.91) with self-reported ED histories completed an online survey. Logistic regression analyses were used to determine whether Ryff's (1989) six dimensions of PWB—autonomy, environmental mastery, positive relations with others, purpose in life, personal growth, and self-acceptance—alongside the ED subtypes participants had been diagnosed with throughout their lives, predict the following three aspects of recovery: 1) whether one subjectively classifies oneself as being fully recovered; 2) whether one meets objective criteria for full or partial recovery; 3) whether one's subjective perception of one's recovery status aligns with one's objective classification. Results. Evidence of multicollinearity prevented the incorporation of all six dimensions of PWB in the regression analyses, apart from self-acceptance and autonomy. Higher levels of self-acceptance were associated with an increased likelihood that participants: 1) subjectively believed that they were fully recovered; 2) met objective criteria for full or partial recovery. Lower levels of self-acceptance were associated with higher odds of accurately perceiving oneself to have an active ED. Conclusions. Self-acceptance upholds a pervasive impact on the recovery process. The necessity of targeting this construct in ED treatment is discussed.
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Date Issued: 2017
Identifier: FSU_2017SP_Romano_fsu_0071N_13690
Format: Thesis

Title: Counseling Center Outreach and Its Relationship Between Help Seeking Behavior and Suicidality.
Creator: Branagan, William Tyler, Becker, Martin Swanbrow, Schatschneider, Christopher, Sampson, James P., Prevatt, Frances F., Florida State University, College of Education, Department...
Show moreBranagan, William Tyler, Becker, Martin Swanbrow, Schatschneider, Christopher, Sampson, James P., Prevatt, Frances F., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Colleges and universities are experiencing a growing level of distress on their campuses. Counseling centers have implemented preventive efforts, such as suicide prevention outreach, to avert crisis situations that are potentially life threatening and taxing to university resources. The present study aimed to explore two hypotheses: 1) do counseling centers who meet a higher proportion of students through outreach increase the level of help-seeking on their campus and 2) do counseling centers...
Show moreColleges and universities are experiencing a growing level of distress on their campuses. Counseling centers have implemented preventive efforts, such as suicide prevention outreach, to avert crisis situations that are potentially life threatening and taxing to university resources. The present study aimed to explore two hypotheses: 1) do counseling centers who meet a higher proportion of students through outreach increase the level of help-seeking on their campus and 2) do counseling centers who meet a higher proportion of students through outreach reduce the level of suicidal distress in their students. This study used archival data about college student distress and newly gathered data about the outreach services counseling center staff provided. Twelve universities provided data about the number of outreach events and the number of people met that outreach events on their campus. The 12 universities contained archival data about level of suicidality and help-seeking behavior of 4,606 students nested in the 12 universities. Hierarchical linear modeling using the HLM software was conducted to test each hypothesis. The results for hypothesis 1 found a non-significant relationship between counseling center outreach and help-seeking behavior. The odds ratio was high (13.3) but the confidence interval was vast. This indicated an estimation problem with the analysis that may be related to lack of variance in help-seeking behavior. The results from testing hypothesis 2 found that there were not enough universities who participated in the study to have sufficient power. Due to the lower than expected response rate from universities, an interview was conducted with a staff member at a university who participated, but indicated that their center did not collect outreach data. Responses to the interview stated the importance of data collection for counseling centers while also highlighting several barriers to collecting such data. The findings from the hypothesis testing and interview suggest that the collection of outreach data would support the justification for the services counseling centers provide while also contributing to the research on the effectiveness of outreach. Conclusions from this study are related to the previously explored literature and directions for future research are discussed.
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Date Issued: 2016
Identifier: FSU_2016SU_Branagan_fsu_0071E_13333
Format: Thesis

Title: The Connection Between Psychopathology and Dysfunctional Career Thoughts.
Creator: Finklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology...
Show moreFinklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the...
Show moreThis purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the study. Five case were chosen from an archival database, and all participants had CTI Total Scale T-scores ≥ 65. Each case contained an MMPI-2 Extended Report which was used to determine findings of psychopathology. Alongside the primary researcher’s interpretations, four Experts in the use of the MMPI/MMPI-2 agreed to interpret the Extended Reports and provide thoughts about symptoms and diagnoses of psychopathology were present. Data were analyzed by the primary researcher and findings were determined based on endorsement across cases. Results of this study indicated that individuals with high levels of dysfunctional career thoughts might also be experiencing psychopathologies and diagnoses of depression, anxiety, somatic concerns, obsessional-compulsive concerns, personality disorders, and gender and culturally based concerns. Implications include a strong need for additional training for practitioners at the intersection of mental health and career concerns and awareness to suicidal ideation in those with dysfunctional career thoughts.
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Date Issued: 2016
Identifier: FSU_2016SU_Finklea_fsu_0071E_13426
Format: Thesis

Title: The Mothers and Fathers of Invention: A Meta-Analysis of Gender Differences in Creativity.
Creator: Thompson, Taylor Lee, Pfeiffer, Steven I., Clark, Kathleen M., Canto, Angela I., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of...
Show moreThompson, Taylor Lee, Pfeiffer, Steven I., Clark, Kathleen M., Canto, Angela I., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Relative to males, females have historically been underrepresented among recognized creators, inventors, and innovators. Despite vast strides toward female empowerment and gender equality in various social, political, and employment arenas, a trend of gender imbalance in many creative endeavors has persisted into the present day. Although real-world and anecdotal evidence present a clear disparity, the actual empirical literature regarding gender and creative capabilities presents a more...
Show moreRelative to males, females have historically been underrepresented among recognized creators, inventors, and innovators. Despite vast strides toward female empowerment and gender equality in various social, political, and employment arenas, a trend of gender imbalance in many creative endeavors has persisted into the present day. Although real-world and anecdotal evidence present a clear disparity, the actual empirical literature regarding gender and creative capabilities presents a more muddled picture about gender differences. Some studies have suggested female superiority; some suggest male superiority; some suggest gender equality; and still others suggest that either gender can excel creatively depending on various measurement and contextual factors. The purpose of the current study was 1) to systematically investigate the accumulated evidence on gender differences in creativity and 2) to explore the conceptual factors and potential moderators that may account for past discrepancies in the literature. Specifically, a meta-analysis was conducted to address the question of whether females and males tend to differ in mean level of creativity across the empirical literature and also whether a variety of moderating variables (i.e., creativity construct, domain specificity of measure, measure format, sample age, study era) affect the relationship between creativity and gender. In order to collect a pool of primary studies to address these questions, a systematic literature search was conducted, pulling for studies across the lifespan and throughout historical eras. All studies relating gender to an individual-level, quantitative measure of creative ability or achievement were eligible for inclusion, resulting in a variety of included assessment instruments (i.e., divergent thinking performance tests, evaluation of creative products, self-report inventories, other-report inventories). The literature search returned 271 eligible studies, yielding 480 independent effect sizes and a total N of 137,247 participants. Analyses showed a significant relationship between creativity and gender overall (g ̅= .056, p < .05), such that females showed slightly higher creativity than males across all studies. Creativity construct and age were found to be marginally significant in moderating the association between gender and creativity, and creativity test format was significant at p < .05 as a moderator. However, in a multiple regression combining the predictive power of these three variables, age was no longer found to be a significant moderator. Domain specificity and study era were also not found to be significant moderators. Results of the study were discussed in terms of the strengths and limitations of the design, suggestions for future research, and practical implications for both males and females in pursuing their creative passions.
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Date Issued: 2016
Identifier: FSU_2016SP_Thompson_fsu_0071E_13059
Format: Thesis

Title: The Impact of Perceived Social Support on Event Stressfulness, Core Beliefs Disruption, and Posttraumatic Growth in College Students.
Creator: Dabel, Vanessa, Canto, Angela I., Randolph, Karen A., Ebener, Deborah J., Pfeiffer, Steven I., Florida State University, College of Education, Department of Educational...
Show moreDabel, Vanessa, Canto, Angela I., Randolph, Karen A., Ebener, Deborah J., Pfeiffer, Steven I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Findings from trauma research have indicated that college students report high rates of trauma exposure, yet they may also experience positive growth outcomes following traumatic events. Researchers also indicate that perceptions of social support resources may impact the capacity for posttraumatic growth in these young adults. Examining the factors that may foster these positive posttrauma outcomes is necessary to develop more interventions that promote posttraumatic growth for trauma...
Show moreFindings from trauma research have indicated that college students report high rates of trauma exposure, yet they may also experience positive growth outcomes following traumatic events. Researchers also indicate that perceptions of social support resources may impact the capacity for posttraumatic growth in these young adults. Examining the factors that may foster these positive posttrauma outcomes is necessary to develop more interventions that promote posttraumatic growth for trauma-exposed individuals, especially young adults in college. As a result of this research, individuals may also better understand the importance of perceived social support following trauma. Therefore, the impact of perceived social support on posttrauma outcomes in college students was examined in this study. The goal of the present study was to investigate the possible mediating and/or moderating effects of perceived social support on the relationship between event stressfulness, core beliefs disruption, and posttraumatic growth. The study sample consisted of students from colleges and universities within the United States. A total of 212 participants were included in final statistical analyses because they endorsed an event stressfulness level of 4 or more, thus indicating a significant level of distress that could potentially contribute to posttraumatic growth (Groleau, Calhoun, Cann, & Tedeschi, 2013; Joseph, Murphy & Regel, 2012). Data for this study were collected between Summer and Fall 2015. Participants ranged from 18 to 25 years of age. Trauma, event stressfulness, core beliefs disruption, perceived social support, and posttraumatic growth were assessed using the Trauma History Questionnaire (Green, 1996), a one-item Event Stressfulness measure (Cann et al., 2010), the Core Beliefs Inventory (Cann et al., 2010), the Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), and the Posttraumatic Growth Inventory (Tedeschi & Calhoun, 1996), respectively. A series of regression analyses, including one hierarchical regression analysis, were used to examine the research questions. Based on findings from this study, event stressfulness, core beliefs disruption, and perceived social support were good predictors of posttraumatic growth. Additionally, participants’ perceptions of social support resources moderated the relationship between event stressfulness, core beliefs disruption, and posttraumatic growth. Perceived social support was not found to be a mediator in this relationship. In addition, a bivariate correlation analysis was used to examine relationships among the variables. Results showed significant, positive associations among event stressfulness, core beliefs disruption, and posttraumatic growth. Posttraumatic growth was not significantly correlated with endorsement of trauma. Perceived social support was shown to have a significant, negative relationship with endorsement of trauma, but was not significantly positively correlated with any other variable. Discussion of the implications for these results is provided, as well as study limitations and directions for future research.
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Date Issued: 2016
Identifier: FSU_2016SU_Dabel_fsu_0071E_13361
Format: Thesis

Title: The Incremental Validity of the Barkley Deficits in Executive Function Scale and Cognitive Tests of Executive Function on ADHD Symptoms and Impairments in College Students.
Creator: Dehili, Vincent Malik, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreDehili, Vincent Malik, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Executive Function (EF) is defined as “self-directed actions so as to choose goals and to select, enact, and sustain actions across time towards those goals” (Barkley, 2012; p. 170). These “self-directed actions” can take the form of behavioral, social, or emotional regulation. Since that time, EF has been associated with the frontal lobe function and has been researched as being affected by multiple physical and mental health disorders (Jurado & Roselli, 2007). EF deficits have been linked...
Show moreExecutive Function (EF) is defined as “self-directed actions so as to choose goals and to select, enact, and sustain actions across time towards those goals” (Barkley, 2012; p. 170). These “self-directed actions” can take the form of behavioral, social, or emotional regulation. Since that time, EF has been associated with the frontal lobe function and has been researched as being affected by multiple physical and mental health disorders (Jurado & Roselli, 2007). EF deficits have been linked to Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is frequently displayed and more severe than is typically observed in individuals at a comparable level of development” (APA, 2013, p. 59). Research indicates that 4.4% of the adult population qualify for a diagnosis of ADHD (Barkley, Fischer, Smallish, & Fletcher, 2002; Bush, Valera, & Seidman, 2006; Glutting, Youngstrom, & Walkins, 2005; Kessler et al., 2005; DuPaul, Weyandt, O’Dell, & Varejao, 2009). College students with ADHD face unique challenges compared to their non-ADHD peers with respect to academics (Antshel et al., 2010; Barkley et al., 2006; Dupaul Weyandt, O’Dell, & Varejao, 2009), driving (Barkley, 2011a; Barkley, Anderson, & Kruesi, 2007; Richards et al., 2006), and work performance (Barkley, 2011a; Barkley & Murphy, 2010; Shifrin, Proctor, & Prevatt, 2010; Wilens, Faraone, & Biederman, 2004). Only 20% of young adults with ADHD will enroll in college with about 5% completing college (Antshel et al., 2010; Barkley et al., 2006; Biederman et al., 2006). Adults with ADHD have been shown to have greater likelihood to be at fault for car accidents and receive speeding tickets, (Barkley, 2011a; Barkley, Anderson, & Kruesi, 2007; Richards et al., 2006). Also, adults with ADHD are more likely to have a lower salary are reprimanded more at work (Barkley & Murphy, 2010; Shifrin, Proctor, & Prevatt, 2010; Wilens, Faraone, & Biederman, 2004). Evaluating ADHD in college students is done through multiple methods ranging from cognitive tests of EF to self-report rating scales on ADHD symptomology (Barkley, 2011a). As said previously, cognitive tests of EF were initially used to study individuals with frontal lobe damage (Barkley, 2011a; 2012; Barkley & Murphy, 2011; Jurado & Roselli, 2007). Meanwhile, rating scales of EF for adults evaluate a myriad of cognitive constructs without being based on any theory that allows clinicians to determine which cognitive functions are executive in nature (Burgess et al., 1998; Climie, Cadogan, & Goukon, 2014; Gioia et al., 2000; Naglieri & Goldstein, 2013). The Barkley Deficits in Executive Functioning Scale (BDEFS; Barkley, 2011b) is a recently created self-report rating scale that assesses five behavioral deficit areas related to EF: Self-Management to Time, Self-Organization/Problem Solving, Self-Restraint, Self-Motivation, and Self-Regulation of Emotion (Barkley, 2011a). Barkley (2011a) created the BDEFS to easily evaluate EF deficits in adults with ADHD as well as create a measure that was theoretically based (Barkley, 2012). The purpose of this study was to add further evidence to the incremental validity of the BDEFS on assessing ADHD symptoms and life impairments related to ADHD in college students over commonly used cognitive tests of EF. This study analyzed 83 college students diagnosed with ADHD at a southeastern public university. The mean age of the students was twenty-four years old with a median age of twenty-one years old. 47% of the students were male with 69% of the students identifying as Caucasian, 18% as Hispanic, 4% as African American, 4% Asian, and 4% as “Other.” As well, 11% of students identified as being a freshman, 24% as a sophomore, 19% as a junior, 25% as a senior, 16% as a graduate students, and 5 % did not choose a specific year in college. Through the use of multiple independent t-tests and One-way analysis of variances, no significant effects with respect to age, gender, ethnicity, or year in college were found on each of the dependent variables. With respect to incremental validity, the BDEFS subdomains consistently added significant variance over the variance accounted for by cognitive tests of EF on each dependent variable (i.e., inattention symptoms, hyperactivity symptoms, impulsivity symptoms, work performance, and driving performance). Conversely, cognitive tests of EF were never able to add significant variance over the variance accounted for by the BDEFS subdomains on each dependent variable. It is clear that further support of the validity of the BDEFS is needed. This study demonstrated additional evidence towards the incremental validity of the BDEFS over cognitive tests of EF on ADHD symptoms and impairments. This study also demonstrated evidence towards the ecological validity of the BDEFS.
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Date Issued: 2015
Identifier: FSU_2016SU_Dehili_fsu_0071E_12651
Format: Thesis

Title: Mindful Growth: The Relationship Between Dispositional Mindfulness, Cognitive Coping, Posttraumatic Stress and Posttraumatic Growth.
Creator: Hanley, Adam W., Canto, Angela I., Abell, Neil, Osborn, Debra S., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and...
Show moreHanley, Adam W., Canto, Angela I., Abell, Neil, Osborn, Debra S., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study explored the relationship between dispositional mindfulness, posttraumatic outcomes (i.e., stress and growth) and cognitive coping strategies (i.e., intrusive rumination, deliberate rumination, and positive reappraisal) that may support more positive posttraumatic outcomes. In blending a literature base addressing posttraumatic growth with a literature base exploring mindfulness and positive reappraisal, it appears that dispositional mindfulness is uniquely situated to positively...
Show moreThis study explored the relationship between dispositional mindfulness, posttraumatic outcomes (i.e., stress and growth) and cognitive coping strategies (i.e., intrusive rumination, deliberate rumination, and positive reappraisal) that may support more positive posttraumatic outcomes. In blending a literature base addressing posttraumatic growth with a literature base exploring mindfulness and positive reappraisal, it appears that dispositional mindfulness is uniquely situated to positively influence posttraumatic cognitions, recovery and growth. The relationship between mindfulness, cognitive coping and posttraumatic outcomes was investigated in a sample (N=437) of university students given the high, traumatic exposure prevalence rate (e.g., 72%-92%) and the elevated rates of posttraumatic distress observed in college students (approximately 20% report clinical or subclinical levels of distress). Path analysis revealed that both dispositional mindfulness and the amount of schematic disruption associated with the traumatic exposure had significant direct and indirect effects on posttraumatic stress and posttraumatic growth. Interpretation of the path analysis suggested three, broad paths: 1) An intrusive path linking traumatic disruption to posttraumatic stress through intrusive rumination, 2) A deliberate path linking traumatic disruption to both posttraumatic outcomes through deliberate rumination, associated with greater posttraumatic stress and greater posttraumatic growth, and 3) A mindful-reappraisal path linking mindfulness to both posttraumatic outcomes through positive reappraisal and both ruminative types, associated with reduced posttraumatic stress and greater posttraumatic growth. Results suggest that dispositional mindfulness, the amount of schematic disruption following a traumatic exposure, and cognitive coping styles all affect posttraumatic outcomes. As such, appropriately selected and implemented mindfulness-based interventions may facilitate recovery and growth in the aftermath of trauma.
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Date Issued: 2015
Identifier: FSU_2016SU_Hanley_fsu_0071E_12709
Format: Thesis

Title: Diagnostic Validity of Attention-Deficit/Hyperactivity Disorder in College Students: A Comparison of DSM-IV-TR and DSM-5.
Creator: Marshall, Diana, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology...
Show moreMarshall, Diana, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Symptoms of ADHD have been well observed and extensively discussed throughout the literature; however, classification of the disorder has recently taken on a new level of discrepancy as ADHD is now supported as a longitudinal condition that extends throughout adulthood (Barkley & Murphy, 1998). Discrepancies regarding diagnostic procedures for adult ADHD coupled with recent changes in diagnostic criteria for the disorder have emphasized the continued need for further research pertaining to...
Show moreSymptoms of ADHD have been well observed and extensively discussed throughout the literature; however, classification of the disorder has recently taken on a new level of discrepancy as ADHD is now supported as a longitudinal condition that extends throughout adulthood (Barkley & Murphy, 1998). Discrepancies regarding diagnostic procedures for adult ADHD coupled with recent changes in diagnostic criteria for the disorder have emphasized the continued need for further research pertaining to the diagnosis of ADHD in adults. This study utilized archival data to examine 162 college students diagnosed with ADHD with specific regard to the comparison of inter-rater reliability rates of the Barkley Adult ADHD Rating Scale - IV (BAARS-IV; Barkley, 2011) comparing DSM-IV-TR (APA, 2000) to DSM-5 (APA, 2013) ADHD symptom criteria. Inter-rater reliability of reported age of onset and total symptom values among informants and relevant descriptive data were also explored. Results indicated no significant increase in inter-rater reliability for DSM-5 symptom criteria for adult ADHD, and poor to fair inter-rater reliability among informant reports of age of onset and total ADHD symptoms. Implications regarding these results and the validity of ADHD diagnoses in college students were discussed.
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Date Issued: 2016
Identifier: FSU_2016SU_Marshall_fsu_0071E_13122
Format: Thesis

Title: Predicting Quality of Life of College Students Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
Creator: Sedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education,...
Show moreSedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: While an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the...
Show moreWhile an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the validity and utility of the scale should be evaluated in relation to similar constructs to determine overall benefit. By doing so, researchers and other professionals in the field of counseling, rehabilitation, and professional development can address the relationships, and can improve counseling and rehabilitation services people with ADHD. Therefore, a study encompassing the relationships among measures of self-perceived functional impairment, quality of life, college self-efficacy, and career decision state could prove beneficial in understanding how aspects of ADHD affect individuals throughout the college experience. The purpose of this study was to address and to evaluate the strength of these relationships. If the self-perceived functional impairment scores were deemed to be associated with quality of life and college self-efficacy, the use of the BFIS as a diagnostic and prescriptive tool could be supported to improve the effectiveness of counseling and rehabilitation services for college students with ADHD. Four research questions guided this study. The first question stated, "Is the self-perceived functional impairment related to quality of life?" The second question stated, "Is the self-perceived functional impairment associated with college self-efficacy?" The third question stated, "What is the relationship between perceived level of functional impairment and career decision state as measured by indecision and satisfaction with choice?" The fourth question stated, "What is the relationship between perceived level of functional impairment, college self-efficacy, and career decision state with respect to self-perceived quality of life in students diagnosed with ADHD?" The hypothesis for the first question was, "There is an inverse correlation between self-perceived functional impairment and quality of life in students diagnosed with ADHD." The hypothesis for the second question was, "There is an inverse correlation between self-perceived functional impairment and college self-efficacy in students diagnosed with ADHD." The third question had two hypotheses. The first hypothesis for question three was "There is a positive correlation between level of indecision and perceived level of functional impairment." The second hypothesis for question three was, "There is a positive correlation between degree of dissatisfaction with career choice and perceived level of functional impairment." The hypothesis for the fourth question was, "Functional impairment, college self-efficacy, and career decision state all will capture significant independent variation in the prediction of quality of life in students diagnosed with ADHD." The first, second, and third hypotheses were tested using Pearson Product-Moment correlations. The fourth hypothesis was tested by using linear multiple regression. Data were collected from 150 of 1108 students registered with the Students with Disabilities Resource Center (SDRC) at Florida State University through an email questionnaire. Two emails were sent approximately two weeks apart to obtain participants. Volunteer participants were potentially compensated by having their anonymous identification number submitted to a raffle drawing to receive one of three prizes: a $150 gift card, a $75 gift card, and a $50 gift card. A web-based survey program was utilized, consisting of a background/demographics questionnaire and the Occupational Alternatives Questionnaire (OAQ), the Barkley Functional Impairment Scale-Long Form (BFIS-LF), the World Health Organization Quality of Life-Brief Version (WHOQOL-BREF), and the College Self-Efficacy Inventory (CSEI). This instrument was approved by the Florida State Institutional Review Board (IRB) prior to utilization with participants. Only complete surveys were used in the calculation of results. Results of the study showed the first hypothesis was accepted that quality of life is moderately and inversely associated with perceived level of functional impairment. The second hypothesis also was accepted. College self-efficacy was inversely, but weakly associated with perceived level of functional impairment. The first part of the third hypothesis was rejected that the level of indecision with career choice was related to perceived level of functional impairment. The second part of this hypothesis was accepted that dissatisfaction with career choices was weakly correlated with perceived level of functional impairment. The fourth hypothesis was confirmed that perceived functional impairment, self-efficacy, and level of dissatisfaction with career choice significantly contributed to the quality of life of students diagnosed with ADHD. Levels of functional impairment and dissatisfaction were inversely correlated with quality of life in the prediction model. The information gathered yields beneficial information about the use of the BFIS in disability and rehabilitation counseling centers as a tool for addressing perceived functional impairments and related constructs of students diagnosed with ADHD. The correlations found among self-perceived functional impairment, college self-efficacy, the dissatisfaction portion of career decision state, and quality of life of people with ADHD could significantly benefit the manner in which services are provided to people utilizing various disability services on college campuses. Based on these results, the utility of the BFIS was supported as a prescriptive tool and as an instrument for counselors to use to address the relationship between self-perceived functional impairment, college self-efficacy, dissatisfaction with career choice concerns, and quality of life in college students diagnosed with ADHD.
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Date Issued: 2015
Identifier: FSU_2015fall_Sedam_fsu_0071E_12995
Format: Thesis

Title: Exploring the Impact of a Career Development Intervention on the Career Decision-Making Self-Efficacy and Goal Instability of First Generation College Students, Given Perceived Barriers.
Creator: Joslyn, Brittany Melvin, Lenz, Janet G., Perrewé, Pamela L., Sampson, James P., Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreJoslyn, Brittany Melvin, Lenz, Janet G., Perrewé, Pamela L., Sampson, James P., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Each year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more...
Show moreEach year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more than their counterparts (Chen & Carroll, 2005; Hartley, 2009). The study's aim was to determine whether completion of an online self–exploration intervention, the Self–Directed Search (SDS) Form R Internet version (Holland, Reardon, Latshaw, Rarick, & Schneider, 1999), would increase career decision–making self–efficacy and decrease goal instability levels in 100 first generation college students using a true experimental design. Additionally, this study considered whether initial perceived barriers would impact the intervention's effectiveness. Goal instability was measured using the Goal Instability Scale (GIS; Robbins & Patton, 1985), career decision–making self–efficacy was measured using the Career Decision–Making Self–Efficacy Scale—Short Form (CDMSE–SF; Betz, Klein, & Taylor, 1996), and perceived barriers were measured using the Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001). A two–way MANOVA omnibus test was used to determine whether the intervention impacted career decision–making self–efficacy or goal instability levels, given initial perceived barriers. After completing the intervention, the treatment group showed no statistically significant differences in goal instability or career decision–making self–efficacy, given perceived barriers levels, when compared to the control group. However, both groups showed a statistically significant increase in goal instability and statistically significant decrease in career decision–making self–efficacy. Because the entire sample showed this change, the change cannot be attributed to the intervention, but rather an external, unknown factor. Possible explanations for this outcome are discussed in detail. Finally, in an exploratory analysis, career decision state showed a significant positive relationship with perceived barriers, meaning that individuals less certain about their career decision had higher levels of perceived barriers. The correlational analysis also revealed a positive relationship between career decision–making self–efficacy gain score and goal instability gain score. This relationship implies that as career decision–making self–efficacy increases, goal instability decreases, and vice versa.
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Date Issued: 2015
Identifier: FSU_migr_etd-9652
Format: Thesis

Title: Ethnic Differences in the Impact of Psychosocial Resources on Well-Being of Family Caregivers of Individuals with Dementia.
Creator: Mbiza, Sarah T. (Sarah Tsitsi), Ebener, Deborah J., Glueckauf, Robert L., Canto, Angela I., Dong, Shengli, Florida State University, College of Education, Department of...
Show moreMbiza, Sarah T. (Sarah Tsitsi), Ebener, Deborah J., Glueckauf, Robert L., Canto, Angela I., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The onset of dementia represents a major life stressor for the individual and for the family system. In each family there tends to be a primary caregiver who experiences significant challenges in this role, which may be physical or psychosocial in nature. This study utilized archival data from the Resources to Enhance Alzheimer Caregiver Health (REACH II) study (N = 643) with caregivers from five states to examine the impact of self-care behaviors and psychosocial resources on caregiver well...
Show moreThe onset of dementia represents a major life stressor for the individual and for the family system. In each family there tends to be a primary caregiver who experiences significant challenges in this role, which may be physical or psychosocial in nature. This study utilized archival data from the Resources to Enhance Alzheimer Caregiver Health (REACH II) study (N = 643) with caregivers from five states to examine the impact of self-care behaviors and psychosocial resources on caregiver well-being. This study explored caregiving as dynamic in nature, in that it required continuous adaptation to the increasingly complex needs of the care receiver. The caregiver used both internal and external personal resources to maintain well-being, thus enabling him or her to be most effective at providing care. Various theories and models of the stress process associated with caregiving were examined, as were the roles of common constructs that mediate the stresses experienced by the caregiver. Of primary interest was the influence of the caregiver lifestyle or self-care behaviors on his or her well-being. The role of participation in social activity, religious activities, and social support, were examined. The outcome of interest in this study was overall well-being of the caregiver, as measured by perceived benefits or positive aspects of caregiving, as well as overall well-being as shown by levels of physical health and depression. These outcome measures were conceptualized as indicators of adaptation to the caregiver role. This study found that these caregiver-driven resources provided a mediating impact on the effects of caregiving stress on well-being, providing a path through which less negative effects on well-being were experienced. Secondarily, the role of race or ethnicity on the perception of the caregiver role and its responsibilities, and the overall effect on the experience was examined. There were differences noted in the levels of mediation provided by psychosocial resources, with African American caregivers experiencing a lower benefit from these resources than their White counterparts. Finally, the study explored the differences among racial/ethnic groups in objective stress experienced, psychosocial resources, as well as reported well-being. The results showed that African American caregivers experienced significantly more stress, yet experienced significantly higher levels of well-being compared to White caregivers. African American caregivers also reported higher levels of psychosocial resources than White caregivers. Results from this study provided information that was largely generalizable to caregivers in the US, and contributed to the literature on policies and interventions for caregiver health and well-being.
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Date Issued: 2015
Identifier: FSU_migr_etd-9396
Format: Thesis

Psychology (7)	+ -
Educational psychology (3)	+ -
Cognitive psychology (1)	+ -
Developmental psychology (1)	+ -
Families (1)	+ -

Gerontology (1)	+ -
Hispanic Americans (1)	+ -
Industrial psychiatry (1)	+ -
Study and teaching (1)	+ -

text (12)	+ -
doctoral thesis (1)	+ -
master thesis (1)	+ -

College of Education (12)	+ -
Florida State University (12)	+ -
Osborn, Debra S. (7)	+ -
Ebener, Deborah J. (6)	+ -
Canto, Angela I. (4)	+ -

Dong, Shengli (4)	+ -
Prevatt, Frances F. (3)	+ -
Sampson, James P. (3)	+ -
Swanbrow Becker, Martin Alan (3)	+ -
Pfeiffer, Steven I. (2)	+ -
Stepina, Lee (2)	+ -
Abell, Neil (1)	+ -
Becker, Martin Swanbrow (1)	+ -
Branagan, William Tyler (1)	+ -
Cantonis, Anastasia Maria (1)	+ -
Clark, Kathleen M. (1)	+ -
Dabel, Vanessa (1)	+ -
Dehili, Vincent Malik (1)	+ -
Finklea, Jane Tyler (1)	+ -
Glueckauf, Robert L. (1)	+ -
Hanley, Adam W. (1)	+ -
Hanline, Mary Frances (1)	+ -
Joslyn, Brittany Melvin (1)	+ -
Lenz, Janet G. (1)	+ -
Lewis, Sandra (1)	+ -
Marshall, Diana (1)	+ -
Mbiza, Sarah T. (Sarah Tsitsi) (1)	+ -
Perrewé, Pamela L. (1)	+ -
Peterson, Gary W. (1)	+ -

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