Browsing by Author "Haddock, Shelley, advisor"
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Item Open Access Does youth mentorship quality moderate or mediate the association between insecure parent child attachment and externalizing behaviors?(Colorado State University. Libraries, 2023) Trotta, Naomi, author; Haddock, Shelley, advisor; Lucas-Thompson, Rachel, advisor; Faw, Meara, committee memberPast literature has indicated that youth externalizing behaviors are associated with negative outcomes in adolescence, such as violence and drug use, however it is unclear if mentorship quality acts as a buffer for these behaviors. The current study examined the interactions between parent-child attachment, mentorship quality, and externalizing behaviors in the context of a youth mentoring program. Specifically, this study assessed 1) the association between parent-child attachment and youth anger, delinquency, and school behavior, 2) the extent to which mentorship quality moderated this association, and 3) the extent to which there are indirect effects of mentorship quality on the main association. Participants (N = 676; 58.4% male, 58.6% White; Mage=14.21) self-reported on the measures at baseline and again at program post-test. Findings showed parent-child attachment security was significantly associated with anger but was not significantly associated with delinquency or school behavior. Secondly, there were no significant interactions between parent-child attachment and mentorship quality in relation to any of the externalizing symptoms found. Lastly, the study found significant indirect effects of attachment security on anger, delinquency, and school behavior at the end of the mentorship program through mentee-reported mentorship quality. These results show promise for possible positive impacts of a strong mentorship quality on youth.Item Open Access Infusing spiritual and religious competencies into traditional counselor education programs(Colorado State University. Libraries, 2008) Parmley, Rhonda R., author; Kees, Nathalie, advisor; Haddock, Shelley, advisorThis narrative study of counselor educators' lives and pedagogical orientations offers an integrated approach to incorporating spiritual and religious issues into traditional, civically-funded counselor education programs. Biographical interviews were completed with twelve counselor educators in CACREP-accredited programs who are teaching a course, have taught a course, or are otherwise infusing content related to spirituality and counseling into their training programs. Based on study findings, suggested qualifications to teach about this topic include: at minimum an interest, and at best, a passion for understanding spiritual and religious issues; personal exploration of varieties of religious and spiritual experiences; peak or transpersonal experiences; self work including the understanding of one's self in relation to models of faith development; Dark Night of the Soul experiences; embodiment of the Sage archetype; and exceptional group processing skills. Courses and student learning about this topic were related as being sites of extraordinary student transformation. Based on course outcomes, an integrated counselor training curriculum is recommended as a way to re-author traditional, civically-funded programs. This curriculum would include: creating a cultural canon focused on community building; increased opportunities for instructors to explore issues (including those of a religious and spiritual nature) most relevant to student lives; a stronger focus on experiential, critical, multicultural and feminist pedagogies; greater attention to creating physical and emotionally inviting learning environments; and allowing enough time for student integration of profound transformations so that they are competent to address issues of significance with clients. Recommendations for further research include: larger, interdisciplinary studies on this topic, such as a cross-disciplinary examination of how spiritual, religious, ethical issues in counseling and psychotherapy are being imparted in other mental health training programs; ethnographic exploration of in-class experiences for students in programs where spiritual and religious issues are being addressed; and further examination of the content and application of the Spiritual Competencies in training and clinical work.Item Open Access Prevention of substance abuse in juvenile delinquents: identification of important mentoring processes(Colorado State University. Libraries, 2013) Weiler, Lindsey Michelle, author; Zimmerman, Toni, advisor; Haddock, Shelley, advisor; Krafchick, Jennifer, committee member; Youngblade, Lise, committee member; Henry, Kimberly, committee memberAlthough effective youth mentoring is associated with desirable changes in vulnerable youth, little is known about its effectiveness in reducing risk for drug and alcohol abuse in juvenile delinquents. The purpose of the current study was to investigate the effectiveness of Campus Corps: Therapeutic Mentoring for At-Risk Youth as a substance abuse prevention program and to examine the mechanisms by which mentoring affects positive outcomes. Results revealed that after participating in Campus Corps, youth (n=298, ages 11-18) decreased the frequency of their substance use, as compared to a comparison group (n=135, ages 11-18). Findings also indicated increased autonomy from marijuana use, more appropriate attitudes toward substance use, and decreased frequency of problem behavior and truancy. Treatment benefits, however, were not observed for academic self-efficacy, grade point average, peer refusal skills, autonomy from alcohol use, or perceptions of problem behavior. Additionally, results indicated support for a structural model of mentoring that highlights the importance of program support, mentor efficacy, youth's existing relationships, perception of compatibility, youth support-seeking behavior, mentor-mentee relationship quality, and mentoring focus of activities in affecting change in youth's substance use, delinquency, and academics. Results from this study contribute to the knowledge base about important mentoring processes for juvenile delinquents at risk of substance abuse, which has important implications for mentoring participants, future substance abuse prevention research, program planning, and program implementation.Item Open Access The association between observed mentor-mentee relationship quality and self-reported mentee and parent-reported externalizing behavior(Colorado State University. Libraries, 2020) Holmström, Freja, author; Haddock, Shelley, advisor; Zimmerman, Toni, committee member; Henry, Kimberly, committee memberYouth mentoring programs can have a significant impact in the lives of at-risk youth. A relationship between youth and an adult can act as a powerful protective factor for youth at risk of developing externalizing behaviors (conduct problems and delinquency). Within the mentor dyad, the quality of the mentoring relationship is theorized to be the key mechanism of change, and there is empirical support that the quality of the mentoring relationship is associated with positive youth outcomes. Specifically, a high-quality mentoring relationship is related to a reduction in externalizing behaviors. Historically, almost all assessments of mentoring relationship quality are self-reports, thus to build upon the existing literature, this thesis incorporates the novel component of observed mentor-mentee relational quality in relation to externalizing behavior within the context of Campus Connections (CC), a time-limited and structured therapeutic mentoring program.Item Open Access Using Wii™-assisted motivational interviewing to increase therapeutic engagement and therapeutic alliance with at-risk adolescents(Colorado State University. Libraries, 2012) McGrath, Randall T., Jr., author; Zimmerman, Toni, advisor; Haddock, Shelley, advisor; Browning, Ray, committee memberAdolescents are a difficult population to form an alliance with and engage in psychotherapy, especially when they do not enter into a therapeutic relationship voluntarily. The present study sought to answer the question of whether using the Nintendo Wii™ videogame console with motivational interviewing therapy will increase therapeutic alliance and therapeutic engagement with adolescent clients more than when using motivational interviewing techniques alone. Justification for focusing on the constructs of therapeutic alliance and therapeutic engagement, and the use of motivational interviewing therapy is presented. An examination of the use of videogames in psychotherapy is also included. Results indicated that no differences exist with regard to therapeutic alliance or therapeutic engagement between treatment groups for the given sample, but support was shown for the theoretical view that engagement (both on the part of the client and the therapist) and alliance are linked constructs. A discussion of the limitations for this study and suggestions for future directions are provided.Item Open Access Wii™ assisted motivational interviewing with first time and low level offending adolescents: strengthening the therapeutic alliance(Colorado State University. Libraries, 2011) Ebner, Laura M., author; Haddock, Shelley, advisor; Zimmerman, Toni, advisor; Browning, Ray, committee memberIn order for psychotherapy to be effective a strong therapeutic relationship, or alliance, must be present. However, establishing a strong and effective alliance with youth in therapy is a widely acknowledged challenge, particularly with youth who have been mandated to attend therapy because of first time or low level offenses. Alliance formation and client satisfaction were examined for youth participating in motivational interviewing therapy and Wii™ assisted motivational interviewing therapy. The results of this study did not show that using the Wii™ during therapy increases alliance or satisfaction with the therapy process. Sample size presented a significant limitation.