Browsing by Author "Barrett, Karen, committee member"
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Item Open Access Adverse childhood experiences, executive function, and maladaptive behaviors in children involved with child protective services(Colorado State University. Libraries, 2024) Carvalho, Isidro, author; Daunhauer, Lisa, advisor; Aichele, Stephen, committee member; Sample, Pat, committee member; Barrett, Karen, committee member; Riggs, Nathaniel, committee memberChildhood traumatic events are common and frequently associated with maladaptive coping mechanisms which contribute to long-term harm. Yet few targeted treatment options exist to prevent maladaptive coping in children exposed to trauma. The purpose of this thesis is to identify if executive function may serve as a potential target for such interventions. This thesis used a sample of 244 children – aged 6 to 18 years old – who were referred by the Larimer County Department of Human Services for trauma assessments. Participant trauma events, executive function, and maladaptive behavior data were used to determine if executive function moderated the established association between trauma events and maladaptive behavior development. Results showed no significant interaction between trauma events and executive function when assessing for either maladaptive internalization or externalization. However, results indicated that executive function had a main effect on both internalization and externalization. This study emphasizes the need for further research on the associations between childhood trauma, executive function, and maladaptive behaviors. It is imperative that moderators of the association between childhood trauma and maladaptive behaviors are found so that new treatment options can be developed.Item Open Access Assessing the effectiveness of the America On the Move family program in a real-life setting through Colorado Extension(Colorado State University. Libraries, 2013) Roark, Constance Mary, author; Anderson, Jennifer, advisor; Hill, James, committee member; Barrett, Karen, committee member; Bellows, Laura, committee memberBackground: More than 30% of the U.S. adult population and 17% of children between the ages of 2-19 years are considered to be obese; representing 72 million adults and 12.5 million children [1, 2]. Although Colorado currently holds the leanest state in the nation status, with an obesity rate of 21% [3], the state is not exempt from increasing rates of obesity in its population. According to the Colorado Department of Public Health and Environment, more than 50% of the population is considered overweight and the percentage of obese adults has doubled since 1996 to 21.4% [4]. In addition, the state ranks 29th in the U.S. in childhood obesity, with one out of every eight children 2-14 years of age being obese, and an obesity rate of 14.2% for youth between the ages of 10-17 years [4-6]. Rural communities suffer from many of the same health challenges facing the rest of the country; however, differences in overweight and obesity may exist between rural and urban areas. In one study, the risk for becoming overweight or obese for children in rural communities was 25% higher as compared to their urban-living counterparts [7]. Significant challenges are associated with the large changes required to reverse overweight and obesity. An approach that is focused on prevention and based on small changes has been proposed. It is suggested that smaller changes may be more doable and sustainable to prevent weight gain from occurring initially or reducing further weight gain in those who are currently overweight and obese [8-12]. The health-related consequences of obesity are numerous and of particular concern is the potential relationship between body-mass index (BMI) in adolescence and health complications in adulthood. One of the most significant predictors of obesity in children is the obesity status of their parents [13]. While heredity may be a contributing factor, evidence suggests that the influence of parents and the home environment play significant roles [13-21]. It is suggested that family-based approaches to treating and preventing obesity are not only efficacious, but may be a necessary component for success [22-26]. The America On the Move (AOM) Family program is one such approach. The AOM Program is a free, self-administered web-based program in which individuals learn to take control of their health through small sustainable changes in their diet and exercise routines and to manage their weight through energy balance [27]. Objective: The focus of this research study was to address phase three of the USDA funded grant, The America On the Move (AOM) Family Program for Weight Gain Prevention, in which the AOM Family Program was disseminated to families in Colorado through Extension in order to evaluate its usefulness for participating families. Methods: Eleven Family and Consumer Science Extension agents recruited families from Colorado communities to participate in this study. Participating families were given the AOM Family Program Toolkit together with pedometers and were asked to follow the program over a six month period. Families provided self-reported baseline (month 1) and final (month 6) assessments that included height, weight and seven day step results in addition to pre- and post- questionnaires. Changes in step activity and weight status outcomes using BMI and BMI percentiles (BMIp) for adults and children, respectively, were determined from baseline to final assessment. Additionally, feedback from the participants and the Extension agents was collected and relationships between behaviors and weight status outcomes were assessed. Results: Thirty-six families from nine communities completed the study, including 50 adults and 55 children. At the end of the six month study the adults had achieved a statistically significant reduction in mean body weight and BMI and the children demonstrated no statistically significant changes in mean BMI percentile; consistent with the AOM Family Program objective of weight gain prevention. The majority of the participants (86%) rated the program as either good or better and would recommend it to others. In contrast, only half of the Extension agents rated the program as good and most would not continue to offer it in their communities without changes. Conclusions: With further exploration and adjustments it is feasible that the AOM Family Program could become a valued tool in support of a more healthful lifestyle for families living in Colorado, with Extension serving as the conduit within their respective communities.Item Open Access Becoming relationally effective: high-risk boys in animal-assisted therapy(Colorado State University. Libraries, 2011) Schneider, Abbey Ann, author; Biringen, Zeynep, advisor; Barrett, Karen, committee member; Harvey, Ashley, committee member; Kogan, Lori, committee memberThis study was conducted to formally evaluate the effectiveness of the Human Animal Bond in Colorado (HABIC, 2010), an animal-assisted therapy (AAT) intervention based in 23 elementary schools in the Front Range; these terms are used interchangeably in this report. Previous research on the benefits of human and dog relationships has provided support for using measures of attachment to rate the quality of connection within this dyad (Kurdek, 2008; Melson, 2003; Triebenbacher, 1998). The Emotional Availability (EA) Scales 4th Edition (Biringen, 2008), an attachment-derived system, were used to objectively evaluate the interactions in the human-animal team, representing the first use of the EA system to assess the quality of the human-animal bond. In addition, the Bonding Scale (Angle, Blumentritt, & Swank, 1994) was used to assess the child's report of bonding to the dog, the Child Behavior Checklist and the Teacher Report Form (Achenbach, 1991) were used to assess behavior problems, and school records yielded information about attendance and disciplinary referrals. All of the participants in this study were boys considered to be at high-risk for internalizing and externalizing behaviors. Paired-sample t-tests revealed that EA (child-dog and child-adult) significantly increased from pre- to post-test. (Child-adult EA scores apply to the child's display of EA towards both the adult dog trainer and the school professional on the HABIC team.) In addition, a significant decrease was seen in student disciplinary referrals from pre- to post-test.Item Open Access Developing and evaluating a website on infant feeding, specifically breastfeeding, for child care providers(Colorado State University. Libraries, 2006) Clark, Alena Michelle, author; Jennifer Anderson, advisor; Adams, Elizabeth, committee member; Baker, Susan, committee member; Barrett, Karen, committee memberResearch studies have shown that breastfeeding provides a multitude of benefits to infants, mothers and communities. Yet, many women cease breastfeeding before the recommended times. A common reason women cease breastfeeding is because of returning to work or school. Because child care providers often provide care to these infants, further research on the role of child care providers on infant feeding practices, specifically breastfeeding, is warranted. This research project occurred in three phases. First, a needs assessment survey was conducted to determine the knowledge, attitudes, behaviors and training needs of child care providers on infant feeding, specifically breastfeeding, in child care centers. The most appropriate medium to integrate best practice information and provide educational tools to child care providers was also examined. Based on the first phase of this project, a website for child care providers on infant feeding, specifically breastfeeding, was determined to be the desired medium for child care providers. Because no other infant feeding website for child care providers was available, InfaNET Nutrition for Child Care Providers website was developed during the second phase of this project based upon the needs assessment results and facilitated group discussions' feedback. The Social Learning Theory was used as the theoretical framework for the development of the content information on the website. A process evaluation with infant feeding experts, child care providers and web design experts deemed the website ready to be tested. Thirdly, a quasi-experimental research design with a control and intervention group was completed. The target population viewed the website as a well-liked and effective means to provide infant feeding information. Results also showed that between the pre- and post-test intervention, the intervention group had more statistically significant positive changes in attitude and behaviors than the control group. Child care providers already possessed a desirable level of knowledge in regards to storing, preparing and feeding infants' breastmilk and formula, but not in distinguishing hunger cues or introducing solid foods. The behavior and attitude changes were not sustained at follow-up, but results showed there was a non-significant positive trend in knowledge for the intervention group.Item Open Access Early childhood mental health consultation: care providers' experiences of the consultative relationship(Colorado State University. Libraries, 2017) Kniegge, Krystal, author; Yuma, Paula, advisor; Miles, Brenda, committee member; Barrett, Karen, committee memberThis study examines child care teachers' experiences receiving early childhood mental health consultation (ECMHC). Although there is substantial research demonstrating that ECMHC is an effective intervention in helping teachers better address challenging behaviors in their classroom and promote a more nurturing classroom environment, there has not been any published research to date investigating teachers' personal experiences receiving consultation. Considering that teachers are the primary focus of most ECMHC interventions, the purpose of this study was to examine child care teachers' personal experiences receiving consultation. Eight child care teachers were interviewed for this study, and data from these interviews were used to construct a theoretical model for how child care teachers experience consultation. Results from this study indicated that most teachers found consultation to be helpful in addressing challenges and promoting protective factors in child care. The most meaningful components of the consultative relationship as identified by participants were consistency, confidence in the confidentiality of consultation, and teachers' perception of consultants' positive emotional responsiveness. The most significant benefits identified by participants were: 1) having space to speak freely, 2) brainstorming in consultation, 3) processing personal concerns in consultation, 4) feeling validated as a teacher, 5) gaining additional knowledge and skills, and 6) growing in self-awareness. Challenges experienced within the consultative relationship included unmet expectations of receiving immediate feedback from consultants, wanting consultants to spend more time working directly with children, and dealing with inconsistency in consultation. These results indicate the most helpful components of consultation, and speak to the challenges that arose in consultation, providing consultants and researchers with valuable insight into how ECMHC affects child care teachers. By examining the helpful and challenging dynamics of consultation identified by child care teachers, consultants and researchers can consider ways to expand and improve future implementation of ECMHC.Item Open Access Examining personality dimensions, emotion dysregulation, and emotion regulation strategies as predictors of engagement in health-risk and self-injurious behaviors(Colorado State University. Libraries, 2019) Wallace, Gemma T., author; Conner, Bradley, advisor; Barrett, Karen, committee member; Henrry, Kim, committee memberHealth-risk behaviors and self-injurious thoughts and behaviors (SITBs) have been associated with poor mental health outcomes, and some individuals seem more predisposed to engaging in these behaviors than others. However, the behavioral etiology of health-risk behaviors and SITBs is unclear. Emotion dysregulation, reliance on maladaptive emotion regulation strategies, and the personality dimensions sensation seeking, impulsivity, neuroticism, and conscientiousness (inversely), have all been implicated in maladaptive behaviors, but these constructs have not been evaluated simultaneously. In addition, most research to date has focused on one or a few outcome behaviors, and few studies have examined underlying mechanisms for engagement in different types of health-risk behaviors and SITBs. The current study used latent profile analysis (LPA) to identify classes of individuals based on personality and emotion dysregulation dimensions. Differential engagement in seven behaviors (non-suicidal self-injury, suicidal ideation, suicide attempt, disordered eating, drug use, heavy alcohol use, and unprotected sex), along with reliance on adaptive versus maladaptive emotion regulation strategies, were then evaluated across classes. Class membership was also evaluated as a moderator of the relations between emotion regulation strategies and each behavioral outcome. The LPA discerned three classes of participants. The Emotionally Regulated class displayed lowest levels of emotion dysregulation, impulsivity, neuroticism, and risk seeking and highest levels of conscientiousness and experience seeking. The Urgency Inclined class had middle-range scores on all indicators, with notably elevated scores in positive and negative urgency compared to the Emotionally Regulated class. The Dysregulation Inclined class reported highest levels of emotion dysregulation, impulsivity, neuroticism, and risk seeking and lowest levels of conscientiousness and experience seeking. Classes were primarily derived by emotion dysregulation, urgency facets of impulsivity, and neuroticism. Engagement in outcome behaviors generally increased across the Emotionally Regulated, Urgency Inclined, and Dysregulation Inclined classes, and results suggest that different behavioral phenotypes may underlie engagement in SITBs and disordered eating versus substance use. Reliance on maladaptive emotion regulation strategies increased and adaptive strategies decreased significantly across classes with increasing emotional instability, suggesting that interventions targeting emotion regulation skills may be especially valuable for individuals in the Urgency Inclined and Dysregulation Inclined classes. There was no evidence for moderation between class membership and emotion regulation strategies in predicting outcome behaviors. Results extend previous literature that identifies emotion-related behavioral traits as salient antecedents to engagement in health-risk behaviors and SITBs. Elucidating heterogeneity among individuals who engage in maladaptive behaviors has important implications for interventions among populations at risk of experiencing associated negative outcomes.Item Open Access Mastery motivation: moving towards a better understanding of college student success(Colorado State University. Libraries, 2019) Bruick, Thomas J., author; Kuk, Linda, advisor; Barrett, Karen, committee member; Felix, Oscar, committee member; Jòzsa, Krisztian, committee memberThis comparative and associational quantitative study applied a pragmatic theoretical perspective to the exploration of college student dispositions. First, the study evaluated the Dimensions of Adult Mastery Motivation Questionnaire College (DAMMQ-C) as a measure of mastery motivation in U.S. college students. Secondly, the study explored the relationship between mastery motivation, high school grade point average (HSGPA), ACT composite score, and college academic performance. Finally, the study examined differences in mastery motivation across various student characteristics, including developmental education status. Participants at a four year regional comprehensive, n = 288 , and a two-year community college, n = 37, completed a 35-item adapted version of the Dimensions of Adult Mastery Motivation Questionnaire (DAMMQ) that included three college specific social persistence scales to better align the instrument with the broader student success literature. Principal axis exploratory factor analysis with a varimax rotation was conducted to evaluate the underlying structure of the 35 items. Multiple iterations of hierarchical multiple regression were conducted with the aggregate sample and disaggregated groups based on development education status to explore the ability of dispositional and cognitive factors. to explain variance in college GPA. Logistic regression analysis was conducted to explore the ability of dispositional and cognitive factors to correctly classify participants that did or did not pass all attempted hours. Finally, t-tests and one-way ANOVA were conducted to examine potential difference in DAMMQ-C scale scores by student characteristics. Following exploratory factor analysis, 27 items were retained within seven factor structure: (a) preference for challenge, (b) task persistence, (c) task pleasure, (d) task absorption, (e) social persistence with peers, (f) social persistence with faculty, and (g) academic relationship with faculty. The factors displayed adequate to good internal consistency. Regression analysis results indicated that the DAMMQ-C dispositional scales provided increased explanation of variance in college GPA over and above traditional cognitive factors for the aggregate, developmental, and non-developmental education groups. However, the amount of variance explained varied by group. For the aggregate and non-developmental education groups the DAMMQ-C scales contributed an additional 5% and 2%, respectively. Within the developmental education group, the model failed to significantly explain variance in college GPA until the DAMMQ-C scales were added in the final block. The model then explained 15% of the variance in college GPA. A few statistically significant differences were found based on student characteristics. Developmental education students reported statistically significantly lower scores in academic relationship with faculty, task-related pleasure, and total mastery motivation. Black students reported statistically significantly lower scores in social persistence with peers, social persistence with faculty, academic relationship with faculty, and total mastery motivation. The results supported continued use of dispositional factors in understanding and supporting student success, in faculty and staff training, admission practices, and identifying and developing student success interventions, especially for developmental education students. Finally, the study carried implications for future research through the initial validation of a multi-faceted dispositional instrument that was concise and practical for use in longitudinal studies needed to (in)validate more comprehensive models of college student success.Item Open Access Parental expressed emotion and treatment outcomes in adolescents with autism spectrum disorder(Colorado State University. Libraries, 2020) Bigner, Joshua, author; Hepburn, Susan, advisor; Barrett, Karen, committee member; Essert, Deborah, committee memberThis study uses a case series design to explore the effects parental expressed emotion has on the parent-child relationship and the effects of the outward affect on the treatment outcomes of interventions focused on improving youth coping skills. This paper explores the relationship between the frequency of negative expressed emotions of parents raising children with Autism Spectrum Disorder and the youth's treatment outcomes achieved within a parent-child intervention delivered via telehealth. Characteristics of ASD have far-reaching effects on behavior, particularly in social interactions, such as the ongoing interactions of parents and children within a family. The parents' stress often influences these behaviors. During adolescence, parents often experience high stress due to adolescents' needs for independence and the behaviors associated with puberty. This parenting stress is thought to be heightened if the adolescent is diagnosed with Autism Spectrum Disorder. When parents are stressed, it can increase their negative perceptions of their son or daughter, which likely alters how parents behave towards their children and may be associated with increases in the youth's negative behaviors towards their parent (C. Smith et al., 2018).Item Open Access School-based individual therapy for children with behavior problems(Colorado State University. Libraries, 2011) Rosenberg, Josie, author; Biringen, Zeynep, advisor; Barrett, Karen, committee member; Harvey, Ashley, committee member; Kogan, Lori, committee memberThis study was conducted to assess the impact of individual child therapy for children aged 5-11 who exhibit classroom misbehavior. We hypothesized that the emotional availability of children would significantly increase and that reports of behavior problems would significantly decrease over the course of a school-based child therapy intervention. The Emotional Availability (EA) Scales (Biringen, 2008) were used to assess child therapeutic engagement. (Biringen & Easterbrooks, 2000). Therapy sessions were taped monthly to assess the child's EA. Disciplinary referral data and teacher reports of behavior problems using the Teacher Report Form (TRF) (Achenbach,1991) were collected pretest and posttest. Results indicated a significant reduction in disciplinary referrals, but no significant changes in teacher reports or EA scores. Implications and future directions for research are discussed.Item Open Access The bi-directional association between Spanish-speaking preschoolers' English oral proficiency and student-teacher relationship qualities(Colorado State University. Libraries, 2012) Stargel, Lauren E., author; Palermo, Francisco, advisor; Barrett, Karen, committee member; Bundy-Fazioli, Kim, committee memberThis study examined the bi-directional association between Spanish-speaking preschoolers' (N = 137) English use tendencies and vocabulary skills and the quality of the student-teacher relationship (e.g., close, conflictive, and dependent). Results revealed that children who began preschool in the fall with high English expressive vocabulary skills and a high tendency to use English were more likely to develop close relationships with their teachers the following spring. Further, children with dependent relationships with their teachers in the fall of preschool were more likely to exhibit low English receptive vocabulary skills in the spring. These findings highlight the importance of Spanish-speaking children's English oral proficiency upon school entrance for the development of positive student-teacher relationships, which might be one avenue to foster their school achievement and help close the academic performance gap between Spanish-speaking students and monolingual English speaking peers.Item Open Access The effects of anticipatory cognitive processes and rumination on negative affect reactivity to a laboratory controlled stressor(Colorado State University. Libraries, 2021) Muller, Anna M., author; Luong, Gloria, advisor; Barrett, Karen, committee member; Adams, Henry, committee memberA growing body of literature on stress reactivity shows mixed findings on the efficacy of anticipatory cognitive processes (ACPs) in reducing negative affect reactivity (NAR). Established stress research highlights the association between high NAR and poor long-term health outcomes. The current study explores cognitive processes that may buffer negative and prolonged reactions to stress and reduce the likelihood of stress contributing to poorer health in the future. This study aims to provide answers as to how the use of anticipatory deliberation (AD), anticipatory appraisals (AA), and rumination differentially predict NAR using a standardized lab stressor. It was predicted that participants who engaged in more frequent AD and more positive AA would experience less NAR, and those reporting high rumination about lab stressors would experience greater NAR. To test these hypotheses, researchers recruited participants from the parent HEADE study. The participants answered a series of daily Ecological Momentary Assessments (EMAs) reporting their engagement use of AD, AA, and rumination. Participants took part in three lab sessions where they completed the Trier Social Stress Test (TSST) and answered questionnaires about their current affect before and during the TSST to measure NAR. Results from the correlation matrix and multiple regressions analyses did not support the hypothesis about AD and AA. AA showed no measurable effect on NAR, and AD exacerbated NAR rather than reduced it. The hypothesis regarding rumination was supported. Results showed rumination and AD were strongly correlated with one another and both were associated with a significant increase in NAR. Implications of these findings, such as the negative impacts of perseverative thought both before and following a stressor, as well as strengths, limitations and future research directions are also discussed in this paper.