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- Creator:
- Kusmanova, Zhanna
- Description:
- The Larry P. v. Riles court case of 1979 prohibited the use of intelligence tests in the state of California for the purposes of determining special education eligibility with African American students enrolled in public education. This legislation resulted in a dramatic shift in the service provision of school psychology practitioners who have traditionally relied on the use of intelligence tests for special education determination. Despite the legally mandated changes, the question remains as to how special education eligibility is determined for students whose learning disabilities call for the use of intelligence tests, as in the case of Specific Learning Disability. This study examined how consistently practitioners in California determined SLD eligibility for a case impacted by the Larry P. mandate, what information the participants found most pertinent to their decision, and how school’s assessment models (Discrepancy; Response to Intervention) interacted with eligibility determinations. Overall, results indicated that the lack of information from intelligence tests appears to have drastic implications for African American students’ overrepresentation in special education. Furthermore, practitioners’ practice under the various assessment models suggested that there is a lack of initiative and comfort level in moving towards assessment practices that rely less on intelligence scores and more on data of students’ progress to interventions.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Minton, Douglas Brian
- Description:
- College students often report poor body image and increased levels of social physique anxiety. Exercise has been shown to be a factor that can influence body image and social physique anxiety. This study examined the effects of strength, aerobic, and stretch-based group-exercise interventions on body image and levels of social physique anxiety in college-aged individuals (N=165) throughout the course of an entire semester at California State University, Chico. A repeated mixed model ANOVA was utilized to examine change over time comparing comparison and experimental groups as well as examining changes within different exercise conditions. There were significant differences in body image scores among the different exercise conditions by class type, but not by time. Converse to existing research, it was found that there were no significant changes in social physique anxiety in both control and experimental groups, and no significant differences in scores among the different exercise conditions. BMI and prior group exercise experience did not influence outcomes for social physique anxiety and body image.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Gutierrez, Carina
- Description:
- This study examines the use of a mindfulness-based SEL intervention for reducing the at-risk social and emotional behaviors in second grade students while also accounting for student gender and ethnicity as factors that may influence at-risk behaviors and response to intervention. The teaching of mindfulness in the school setting—still in its early stages—fits within the scope of social and emotional learning (SEL) instruction. SEL is a process of developing and utilizing a wide range of skills needed for managing emotions, expressing empathy for others, maintaining positive relationships, and setting goals. Previous research has demonstrated that including SEL instruction in schools has benefits such as improving peer relationships and increasing academic achievement. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) was used as the screening tool to determine students’ behavioral risk. Students that received the intervention experienced changes in both at-risk social and emotional behaviors that were significantly different from their control group peers. Both male and female students demonstrated similar changes over time in both types of behavior. Hispanic students and White students also showed similar changes over time in both types of behavior. Additionally, the intervention was similarly effective for students regardless of gender or ethnicity.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Lester, Robert O.
- Description:
- A growing national concern for mental health services and an increasing number of students attending university have set the stage for overwhelmed university counseling centers. More and more students across universities are seeking campus counseling services, with counseling directors reporting a greater number of students with severe psychological problems being seen and the number of hours of consultation almost doubling (National Survey of College Counseling Centers, 2014). Limited resources are available on university campuses to allow for conventional means of treatment to meet this issue of a growing student population seeking mental health services. This pilot study looked at the use of a peer-mentoring through a narrative lens to study the effects of peer-mentoring on a clinical population of college-aged students seeking counseling services. Fifteen participants were a part of an 8-week intervention, and completed pre and posttest questionnaires to measure differences in Social Connectedness, Campus Connectedness, Life Satisfaction, and a variety of psychological symptoms. Significant differences were found in the areas of Social Connectedness, Life Satisfaction, and several psychological symptoms. These findings are presented in table 1. Additionally, four participants were interviewed in person for 45 - 60 minutes. The researcher looked at the impact of the program on participants’ experience of personal, social, and campus relationships, and used a narrative lens to thematically code transcripts. Themes included dominant stories, unique outcomes, and counter-stories. These themes are presented in table 2. This study adds new ideas to peer-mentoring literature as a model for intervening on college campuses with clinical populations. The pilot program has the potential to serve as a blue print for strengthening mental health services on college campuses.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Kwon, Jung Yul
- Description:
- The public goods game (PGG) has been a useful tool for providing insight into cooperation in social dilemmas. Heterogeneity in cooperation suggests that individual difference variables may have predictive value. I hypothesized that social axioms, defined as generalized beliefs about the social world, and the five-factor model personality traits would predict earlier contributions in an iterated PGG, while feedback about others’ contributions may become more important in the later rounds. Participants (n = 136) played ten rounds of PGG in three conditions – cooperative, selfish, or realistic – created by using false feedback. Participants also completed the Social Axioms Survey (SAS) and the Big Five Inventory (BFI). Results indicated that the ten-factor model best predicted cooperation in the early rounds of the realistic condition. Cooperation was a function of religiosity in the selfish condition.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Thomas, Brandy
- Description:
- Interest in collaborative services is on the rise, yet little is known about consumers’ perceptions of these services. The current research study aimed to gain further information on consumers’ and their family members’ perceptions on collaborative counseling and health care in the areas of personal interest, perceived benefits, and the desired structure of the services. Participants completed a measure on family functioning and a constructed perceptions measure. A series of correlations were conducted and the results indicate that current health care satisfaction had a significant positive relationship with healthy family functioning and a significant inverse relationship with perceived physical benefits of collaborative services. The findings of this research indicate that consumers believe there is a perceived benefit and interest in collaborative counseling and health care.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Becerra, Alexis D.
- Description:
- A lack of research exists examining Mexican American emerging adulthood experiences. This present study attempts to address the influences of acculturation and familism on emerging adulthood. Five hypotheses are presented comparing the Mexican American group and the non-Mexican American group across overall emerging adult-hood experiences, cultural generation level and acculturation. Participants completed the Attitudinal Familism Scale for Latinos, Acculturation Rating Scale for Mexican Ameri-cans-II (ARSMA-II) and the Inventory of the Dimensions of Emerging Adulthood (IDEA). A series of t-tests, multiple regressions, and factor analysis were completed to examine the relationship and significance between the above variables. Results are indi-cated in the thesis.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
8. Narrowing the scope of eating disorder risk factors: sociocultural, familial and individual domains
- Creator:
- Rollins, Denni Alyse
- Description:
- The most widely accepted approach in trying to understand the etiology eating disorders is the biopsychosocial model which incorporates a wide range of risk factors. The present study attempts to narrow the scope of risk factors by incorporating three risk domains – sociocultural, familial, and individual. Three hypotheses are proposed comparing an eating disordered group to a comparison group across the specified domains, then focusing more specifically on anorexia nervosa and bulimia nervosa. Participants completed measures of sociocultural, familial and individual risk factors. A series of t-tests were conducted and found significant differences in perceived maternal and paternal bonding and ineffectiveness between the ED group and comparison group. One significant difference was found between AN and BN: AN scored higher on perceived pressure. Limitations and suggestions for future research are discussed.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Caldwell, Steven Franklin
- Description:
- The current investigation was designed to examine whether metaphors, when presented as a graphic or as a text, help to increase learners’ understanding of unfamiliar concepts in physics—specifically the functionality of electrical circuits. One-hundred and eighty-eight undergraduate volunteers read one of two texts explaining electrical circuits, in terms standard physics terminology or in terms of a metaphor for electrical circuits. Each text was accompanied along with one of three graphic conditions: a graphic depicting the elements of the standard text, a graphic depicting the elements of the metaphorical text, or no graphic. Results from the present investigation revealed that a metaphorical description can be just as effective for learning as a standard description, but only when the learners’ rationales are examined for the metaphorical perspective of the explanations relative to their standard explanations—and a graphic is present.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Psychology
- Creator:
- Vierra, Kristin
- Description:
- Previous research has explored feminist identity in college-aged women but not younger age groups (Alexander & Ryan, 1997; Manago, Brown, & Leaper, 2009) It is not known whether feminist identity can begin to develop in childhood if encouraged at a young age. Additionally, research has yet to measure whether exposure to a feminist pedagogical activity can increase the feminist identity development of young girls. All girls of appropriate age from local Boys and Girls Clubs were invited to participate. Fifteen girls from The Boys and Girls Club participated. This study used a quasi-experimental design to examine if girls who participated in a feminist pedagogical activity had greater feminist identity than girls who did not participate in the activity. The independent variable was the activity in which girls participated and the dependent variable was participant feminist identity. Researchers supplied girls with an adapted version of The Feminist Identity Development Scale (Bargad & Hyde, 1991) and an adapted version of a self-concept scale. It was predicted that girls who participated in the feminist pedagogical activity would have greater development of feminist identity than girls who did not participate. Results did not support the hypothesis. Feminist identity was not different in the experimental and control groups, but was strong, overall. Further research is suggested to enhance our understanding of feminist identity development and to study the creation of feminist pedagogical activities to enhance feminist identity.
- Campus Tesim:
- Chico
- Department:
- Psychology