Sep
9
Wed
2015
Prospectus Presentation – Laura Rosenbaum @ College of Education and Human Development, room 981
Sep 9 @ 10:00 am – 12:00 pm

Enhancing executive function in preschoolers through a mindfulness-based intervention
by Laura Rosenbaum

Executive functioning includes skills such as maintaining attention, inhibiting attention towards distractions, and making decisions based on incoming information. These skills develop across the lifespan with the most dramatic growth occurring during the preschool years (i.e. ages 3-5; (Center on the Developing Child at Harvard University [CDCHU], 2011 ). The development of executive functioning in the preschool years is important as these skills form the foundation for school readiness and future academic achievement, above and beyond intellectual ability (Fitzpatrick et al., 2014). One suggested approach to enhancing executive functioning in preschoolers is through mindfulness-based interventions (MBis). Mindfulness refers to paying attention to the internal and external experiences of the present moment with acceptance and curiosity. Among other positive outcomes, researchers who have explored MBis with school-aged children have reported significant improvements in executive functioning. Although we know that the preschool years are a time of dramatic growth for EF skills and that MBis can improve EF skills in older children, research on the effectiveness of MBis with young children is limited. The purpose of the current study is to evaluate Mini Mind, an MBI developed specifically for preschool-aged children. The intervention includes twelve 20-minute sessions across 6 weeks and focuses on developing curiosity towards and awareness of internal and external experiences. We propose to use a randomized, wait-list active control design with 40 preschool students. We plan to use multiple sources and methods of evaluation to provide a comprehensive understanding of the acceptability, feasibility, and effectiveness of Mini Mind.

Sep
14
Mon
2015
Prospectus Presentation – Kan Guvensel @ College of Education and Human Development, room 915
Sep 14 @ 10:00 am – 12:00 pm

The relationship among Gender Role Conflict Normative Male Alexithymia men’s non-romantic relationships, and the psychological well-being of men
by Kan Guvensel

The impact of masculinity on men’s relationships and well-being has received much empirical and theoretical attention by researchers over the past 30 years. Normative Male Alexithymia (NMA; Levant 1992) and Gender Role Conflict (GRC; O’Neil, 2008) have emerged in the literature as empirically supported masculinity-based constructs that could be possible predictors of men’s psychological well-being. The majority of existing studies examined the impact of masculinity in the contexts of men’s romantic relationships. Yet, there exists a paucity of research that examines the triadic intersection of the GRC, NMA, and men’s friendships; and the relationship among these three variables with the psychological well-being of men. The purpose of this study is to examine the triadic relationship of GRC, NMA, and men’s friendships with other men, and the impact of this triadic relationship on men’s psychological well-being. The study will answer the following three research questions: (1) What are the relationships among men’s tolal scores regarding Gender Role Connie! (GCR), Normative Male Alexithymia (NMA), men’s same-sex friendship conflicts, and psychological well-being? (2) Does GRC significantly moderate the effect of NMA and same sex relationship qualities/connicts on men’s psychological well-being? (3) Which model most accurately predicts the relationship between GRS, NMA, men’s same-sex friendships conflicts, and psychological well-being in college men? Data collection will include survey responses from the demographic questionnaires, Normative Male Alexithymia Scale (NMAS; Levant et al., 2006) scores, Gender Role Conflict Scale (GRCS; O’Neil et al, 1986) scores, Network of Relationships Questionnaire Relationship Qualities Version (NRI-RQV; Buhrmester, 1992; Buhrmester & Furman, 2008) scores, and the Scales of Psychological Well-Being (SPWB; Ryff, 1989) scores. Bivariate correlation analyses will be conducted to test the relationships among all of the variables. A hierarchical regression analysis with two separate interaction variables will be conducted to test the moderation. The interaction variables will consist of the product of the scores of NRI-RQV and GRCS, and the product of the scores of NMAS and GRCS. Finally, the all possible regression analysis (Pedhazur, 1997) will be conducted to determine the best predictive model.

Sep
16
Wed
2015
Dissertation Defense – Yi-Shi Hsiao @ College of Education and Human Development, room 981
Sep 16 @ 10:00 am – 12:00 pm

“Perfectionism, Acculturative Stress, Coping Styles, and Depression among International Students”
by Yi-Shi Hsiao

The present study examined whether adaptive and maladaptive perfectionism, acculturative stress, and three coping strategies (reflective, suppressive, and reactive) have interaction effects in predicting depression. Data were collected from 789 international students at seventeen different college campuses across the United States using an online survey. Results from hierarchical regression analyses indicated that there were significant main effects for adaptive perfectionism, maladaptive perfectionism, acculturative stress, and three coping strategies. Results also indicated that there were four significant two-way interactions among the variables in the prediction of depression. Ineffective coping (suppressive and reactive) moderated the relationship between acculturative stress and depression. Maladaptive perfectionism moderated the relationship between acculturative stress and depression. Reflective coping moderated the relationship between maladaptive perfectionism and depression only for students with relatively higher maladaptive perfectionism. There were no significant three-way interactions among the variables in the prediction of depression. Implications for counseling and future research suggestions are discussed.

Sep
21
Mon
2015
Prospectus Presentation – Christen Peeper McDonald @ College of Education and Human Development, room 981
Sep 21 @ 10:00 am – 12:00 pm

The Relationships Among Multiracial Identity, Color-Blind Racial Ideology, and Discrimination in Multiracial Individuals and Implications for Professional Counseling and Counselor Education
by Christen Peeper McDonald

Due to the ongoing growth of the multicultural population in the U.S. (Rockquemore, et. al., 2009; Shih and Sanchez, 2005, 2009) and the continuous struggle minorities face regarding racial attitudes, discrimination, and understanding their own racial identity, it is more important than ever for mental health professionals, including professional counselors and counselor educators, to work to further understand how these factors interact and ultimately impact Multiracial people. The overall purpose of this study is to understand the relationships between the constructs of Multiracial identity, color-blind racial ideology, and discrimination in Multiracial individuals. The specific research questions include: 1) What are the relationships among the total scores of color-blind racial attitudes, experiences of discrimination, and Multiracial identity integration for Multiracial people? 2) Are the experiences of the total scores of perceived discrimination and color-blind racial attitudes predictive of the total score of Multiracial identity integration in Multiracial people? 3) Does color-blind racial attitudes moderate the relationship between discrimination and Multiracial identity? The data will be collected using online questionnaires and will be analyzed using hierarchical regression and moderation analysis, specifically seeking to understand if color-blind racial attitudes serve as a moderating variable. Investigations like the current study have the potential to influence multicultural counseling competencies for professional counselors and counselor educators by providing further knowledge regarding Multiracial individuals that could lead to multiculturally competent care by professional counselors and counselor educators working with Multiracial clients students and supervisees.