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Theses and Dissertations

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Browsing Theses and Dissertations by Author "Banning, James H., committee member"

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    Couple interactions in daytime dramas series
    (Colorado State University. Libraries, 2011) Bennett, Sera Luisa, author; Matheson, Jennifer L., advisor; Zimmerman, Toni Schindler, committee member; Banning, James H., committee member
    The Daytime Emmy Award Best Drama Series nominees and Nielsen top rated daytime dramas from 2005-2006, which include As the World Turns, The Bold and the Beautiful, Days of Our Lives, General Hospital, Guiding Light, One Life to Live, and The Young and the Restless were chosen to be observed and analyzed couple interactions portrayed on television. The sample was made of 35 episodes, 37 couples from the episodes with 72 unique individuals. This study utilized the findings of Gottman (1994) as a coding scheme. The conversations of the couples portrayed in the daytime dramas were coded using the following categories: The Four Horsemen, Facilitative Behaviors, Bids for Attention and Engagement, Emotional Engagement, Coercion/Demands and Response to Conflict (Gottman). The frequencies of the behavioral categories were tallied and examples of the behaviors were detailed. Demographic information was collected on the couples to determine if there were significant differences in Gottman Interactions based on age, gender, ethnicity, social class, occupation, time in relationship and relationship status. Demographic findings showed that the majority of the couples portrayed on daytime dramas are young, Caucasian, heterosexual, upper class, in committed relationships, and in the early stages of these relationships. Gottman interaction findings showed that behaviors among couples were mixed and did not show a consistent pattern for all positive or all negative behaviors. Occupation, age, and relationship status appeared to be significant in negative interactions such as turning away from partner's bid attempts, pressures for change, and interrupting behaviors. This study may be useful for therapists to apply in a clinical setting in order to train others on Gottman's Interaction coding schemes.
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    Evaluation of FAIR in a residential treatment facility through character education lenses
    (Colorado State University. Libraries, 2010) Helfrich, Christine Mary, author; Palermo, Francisco, advisor; Le, Thao, advisor; Banning, James H., committee member
    The increasing ethnic, cultural, language, and class diversity in the U.S. calls for a proactive approach in helping young people develop into socially competent adults. FAIR: Fairness for All Individuals through Respect is an experiential multicultural education program that addresses fairness in social interactions. The purpose of this study was to evaluate the effectiveness of FAIR for at-risk youth in treatment facilities in Northern Colorado. In order to identify change in participants' level of respect, responsibility, and fairness, two measures, the Role Model Inventory and the Character Development Survey, were administered before and after FAIR. Results revealed that individuals who participated in FAIR curriculum versus individuals who were wait-listed did not differ significantly in their levels of respect, responsibility, and fairness. Although results were not statistically significant, the study provides a valuable framework for conducting future research in the field of character education with at-risk youth.
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    Evaluation of the FAIR program: teaching diversity awareness and social justice to at-risk youth
    (Colorado State University. Libraries, 2010) Weiler, Lindsey Michelle, author; Le, Thao, advisor; Palermo, Francisco, advisor; Banning, James H., committee member
    The increasing ethnic, cultural, language, and class diversity in the United States calls for a proactive approach in helping young people develop into socially competent adults. FAIR: Fairness for All Individuals through Respect is an experiential multicultural education program that addresses fairness in social interactions. The purpose of this study was to evaluate the effectiveness of FAIR for at-risk youth aged 11 to 19 in five treatment facilities in Northern Colorado. Outcome measures included youths' awareness of privilege and oppression, multicultural attitudes, and ethnocultural empathy. Results revealed that scores on those measures for the youth who participated in FAIR remained fairly stable, whereas scores for the knowledge, empathic feelings and expression, and empathic awareness subscales for the control group decreased. For the care subscale, results revealed a decrease for participants in both the experimental and control group. The current study highlighted the need for diversity education programs for youth in residential and day treatment, as well as the need for continued research with this population. Results and implications for research and practice are discussed.