Mountain Scholar :: Browsing by Author "Haddock, Shelley, committee member"

Browsing by Author "Haddock, Shelley, committee member"

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Open Access
A test of social-cognitive theory on child rearing: are more authoritative parents higher in parental self-efficacy?
(Colorado State University. Libraries, 2023) Gaylord, Joshua J., author; MacPhee, David, advisor; Haddock, Shelley, committee member; Mallette, Dawn, committee member
Corporal punishment (CP) and harsh parenting behaviors increase the risk of child abuse and are associated with several detrimental outcomes among children. Drawing from the foundations of social cognitive theory and coercion theory, I examined long-term changes in parent self-efficacy (PSE) in relation to changes in child-rearing practices (i.e., authoritative and authoritarian). Using longitudinal data from the prevention program Dare to Be You (DTBY), I found that PSE was a significant predictor of child-centered discipline (authoritative), and harsh punishment (authoritarian). Child-centered discipline was moderated by parent attributions (self-blaming). Harsh punishment was significantly easier to predict, as expected by previous research on coercive cycles, and was explained by parent attributions (i.e., self-blaming and child-blaming), and problematic child behaviors. The effects of the DTBY intervention were also significant, with the long-term use of effective child-rearing strategies mediated through increases in self-efficacy. The implications of findings, especially the significance of coercive cycles and social cognitive processes in child rearing, are discussed. Future research and prevention applications are also noted to further prevent child abuse at large.
Open Access
Authenticity and coping behaviors in adolescents
(Colorado State University. Libraries, 2016) Dillard, Amanda Nicole, author; Lucas-Thompson Graham, Rachel, advisor; Haddock, Shelley, committee member; Harman, Jennifer, committee member
The goal of this thesis was to determine the extent to which adolescents' reported level of relational authenticity is associated with the use of adaptive or maladaptive coping behaviors. This study used secondary data analyses using data from a previous study (Wenzel & Lucas-Thompson, 2012), which collected questionnaire responses from 153 adolescent participants who completed a modified version of the Authenticity Inventory 3 (AI-3, Goldman & Kernis, 2006) and the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefsky et al., 2001). A factor analysis revealed three categories of coping behaviors: a) adaptive/optimistic, b) adaptive/realistic, and c) maladaptive. These labels were selected because of past research about the effects of the coping behaviors in each factor. Results revealed a negative association between authenticity and adaptive-optimistic coping behaviors and a positive association between authenticity and maladaptive behaviors. Post hoc analyses, which were completed in an attempt to further understand and explain the findings, revealed negative associations between authenticity and symptoms of depression and anxiety, negative associations between adaptive/optimistic coping behaviors and symptoms of depression and anxiety, and positive associations between maladaptive coping behaviors and symptoms of depression and anxiety. Conclusions: The results from this study emphasize need for further research of authenticity and the use and effectiveness of coping behaviors in adolescents. Results also highlight the difficulty of using 'adaptive' or 'maladaptive' as language to describe or categorize coping behaviors.
Open Access
Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out
(Colorado State University. Libraries, 2017) Knowles, Jennifer, author; Gloeckner, Gene, advisor; Kamberelis, George, committee member; Mainiero, Lisa, committee member; Haddock, Shelley, committee member
The purpose of this study was to examine the experiences of career reentry of high achieving professional women who had opted out of the workforce after having children. The theoretical framework was based on the Kaleidoscope Career Model of Mainiero and Sullivan, and its parameters of authenticity, balance, and challenge. The research indicated that most professional women did not willingly leave the workforce after having children. Instead, due to family pulls and workplace pushes, they felt like they had no other option. While the main focus of the study revolved around the experiences of high achieving professional women reentering the workforce, reasons why these women opted out as well as their experiences while opted out were also examined to fully understand the phenomenon. Although there is considerable research as to why women opt out, minimal research exists on their experiences while opted out and their career reentry experiences. The participants studied were eight high achieving professional women who had successfully reentered the workforce after opting out. They were married, had attended graduate school, and had been in professional careers prior to opting out. In-depth interviews and life histories were conducted. Data were analyzed using Clarke's situational analysis method, and the story of these women was told through the composite woman. Three types of maps were used to help analyze the data: situational maps, both messy and ordered, social world/arena maps, and positional maps. While Clarke's maps are typically used for the hard sciences, they were beneficial for this social science study. Modifications to the maps were made and the differences are discussed. The Kaleidoscope Career Self-Assessment Inventory (KCSI) was also given to the participants to better understand which parameter of authenticity, balance, and challenge was given the most focus. Rich results were added to the existing research. Flexibility was critical for the composite woman to successfully reenter the workforce. She faced challenges reentering and was offered a lower salary. Balance became a daily struggle. She strived to achieve authenticity, while putting the least emphasis on challenge. Understanding why she left the workforce, her experiences while she was opted out, as well as her struggles to successfully reenter the workforce provides valuable information for organizations, human resource professionals, those who create government policies, as well as women who have opted out. New models were created to provide a framework on how to succeed during these three stages: decision to opt out, experiences while opted out, and career reentry experiences. Creating a more equitable and flexible work environment would result in inching closer to breaking the glass ceiling by reducing the prevalence of opting out.
Open Access
Couple conflict and physical health: the moderating role of dyadic processes in romantic relationships
(Colorado State University. Libraries, 2021) Swamy, Varsha, author; Quirk, Kelley, advisor; Haddock, Shelley, committee member; Carlson, Laurie, committee member
A growing body of research suggests that there may be specific interpersonal behaviors that couples can engage in to protect themselves from the well-researched negative effects that couple conflict has on physical health in romantic relationships. The current study explored a moderation model of three interpersonal variables (secure attachment, dyadic coping and mindful partnering) on the relationship between couple conflict and physical health.620 participants from a large Western United States University subject pool and Mechanical Turks completed self-report measures of couple conflict, physical health, attachment, dyadic coping and mindful partnering. Results from multiple regression moderation analyses indicated that secure attachment and mindful partnering moderated the association between couple conflict and physical health in romantic relationships. Though dyadic coping trended towards moderation of couple conflict and physical health at the bivariate level, it was not indicated to be a moderator at the multivariate level. Clinical implications, limitations, and areas for future research are also discussion in the paper.
Open Access
Couple-level minority stress in LGBTQ couples: the impact of dyadic coping and outness
(Colorado State University. Libraries, 2022) Klimo, Kasey D., author; Quirk, Kelley, advisor; Haddock, Shelley, committee member; Carlson, Laurie, committee member
Lesbian, gay, bisexual, transgender, and queer (LGBTQ) couples face sexual-minority identity stressors that are uniquely different from heterosexual couple experiences. Much of the literature has focused on the effect of minority stressors on the individual level, however, no current research has examined couple-level minority stress. LGBTQ couple-level minority stress can be conceptualized as stressors related to the sexual-minority status of each individual within the couple, and how these stressors manifest within the couple and affect couple functioning and health. The current study sought to fill this gap in the literature by creating and testing a measure of LGBTQ couple-level minority stress, adapted from established qualitative research on the subject (Frost et al., 2017). Couple-level minority stress likely impacts relationship satisfaction, and we hypothesize that this relationship is moderated by degree of outness (e.g., level of disclosure of one's sexual identity) and by engagement in dyadic-coping (e.g., how partners cope with stress jointly). Individuals who report being in a same-sex relationship took a one-time self-report survey answering questions regarding outness, dyadic coping, the impact of LGBTQ couple-level minority stress, and relationship satisfaction. Results reveal a significant positive relationship between dyadic coping and relationship satisfaction, and a significant negative relationship between outness and couple-level minority stress.
Open Access
Do mentor-mentee self-reported relationship quality measures differ or overlap from observed measures?
(Colorado State University. Libraries, 2020) Prabhu, Neha, author; Lucas-Thompson, Rachel, advisor; Zimmerman, Toni, advisor; Haddock, Shelley, committee member; Henry, Kimberly, committee member
Mentoring programs have been rapidly growing in the United States since the mid-1990s. Studies have revealed significant positive associations between mentoring programs and increases in at-risk youths' socio-emotional, cognitive, and identity development. Specifically, the relationship quality between mentor and mentee has been identified as central to outcomes for youth positive development trajectory. Many studies have examined mentor-mentee relationship quality using self-report measures (Dutton, Deane, & Bullen, 2018; Karcher, Nakkula, & Harris, 2005; Rhodes, Schwartz, Willis, & Wu, 2017). This study utilized both self-report measures and methodological tools to naturalistically collect data to examine mentor-mentee relationship quality. By assessing both the mentor and mentee perception of the relationship quality with self-report and observed measures, researchers will be able to identify differences or overlap between these two measures. We hypothesize both mentor and mentee observed relationship qualities will be related to self-reported mentor-mentee relationship quality in small to moderate amounts. Specifically, we anticipate a positive association between the two.
Embargo
Ecological momentary assessment of mechanisms of change during a mindfulness-based intervention for adolescents exposed to chronic stressors
(Colorado State University. Libraries, 2023) Miller, Reagan L., author; Lucas-Thompson, Rachel, advisor; Shomaker, Lauren, advisor; Haddock, Shelley, committee member; Prince, Mark, committee member
Adolescents exposed to chronic stressors (e.g., financial instability) are at heightened risk for developing mental health problems. Chronic stressors may contribute to greater mental health problems by interfering with adolescents' ability to effectively regulate emotions. According to the mindfulness stress buffering hypothesis, mindfulness acts as a buffer against the deleterious effects of life stressors by ameliorating maladaptive stress appraisals and by improving emotion regulation. However, an assumption of this hypothesis is that individuals can maintain mindfulness and regulate their emotions during periods of stress. These two papers explore this assumption by first investigating the real-time, dynamic relationship between life stressors, mindfulness, and emotion regulation difficulties (Study 1) and then by exploring if mindfulness training may help to ameliorate the negative effects of life stressors on mindfulness and emotion regulation (Study 2). Eighty-one participants who were 10-18 years of age (Mage=13.75 years, SD=2.17; 56% male; 57% Caucasian; 24% Hispanic/Latino; 7% Native American; 7% more than race; and 5% Asian/Pacific Islander or Black/African American) completed ecological momentary assessments (EMA) three times a day for seven days at three different intervals (baseline, mid-intervention and post-intervention) throughout the study, contributing to a total of 3,178 EMA reports. Multilevel structural equation modeling revealed that the presence (versus absence) of stressors and the greater severity of stressors both were associated with lower mindfulness and greater emotion regulation difficulties concurrently in the same moment, but not prospectively from one moment to the next. In other words, life stressors may only be more immediately associated with lower mindfulness and greater emotion regulation difficulties as short-term, delayed effects from one moment (T1) to the next moment (T2) were not observed. Also, mindfulness training, compared to an active control group, was protective at post-intervention against the negative (concurrent) effects of stressors on mindfulness and emotion regulation (Study 2). Findings highlight that adolescents' life stressors may degrade untrained mindfulness and emotion regulation at given moments, but mindfulness training may help to buffer against these negative impacts of life stressors. Going forward, it will be helpful to investigate these relationships in the context of mental and physical health outcomes and to include longer periods of follow-up to determine the sustainable benefits of mindfulness training for adolescent health.
Open Access
Evaluation of Speak Up!: a sexual violence prevention program for middle school youth
(Colorado State University. Libraries, 2017) Cornelis, Hope M., author; Riggs, Nathaniel, advisor; Haddock, Shelley, committee member; Winokur, Marc, committee member
Sexual violence (SV) is a pervasive crime that disproportionately affects young people. Despite the need for SV prevention initiatives with young adolescents, a majority of documented efforts to understand and prevent SV have targeted college-aged individuals. The purpose of this study was to evaluate Speak Up!, an intensive, school-based, gender-separated SV prevention program for middle school youth. The evaluation utilized pre and post-test data from 76 students, aged 11-15, who participated in Speak Up! during the 2014-2015 academic year. Participants completed self-report surveys, developed by the implementing organization, at baseline and immediately after the intervention. The survey measure assessed participants' adherence to unhealthy relationship/sexual norms, self-efficacy for bystander intervention, and rigidity in gender ideology. Main effects and moderating associations were examined using repeated measures analyses of covariance (RM ACOVAs) and Cohen's d effect size estimates comparing participants' pre and post-test mean scores. Results revealed significant improvements in participants' adherence to unhealthy relationship/sexual norms from pre to post-test, regardless of implementation modifications and gender. Additionally, findings indicated that girls showed greater pre-post changes on the outcomes than did boys (marginally significant). Although strong conclusions about program impact could not be derived due to study limitations, this study illuminates the promise of SV prevention with youth and the need for further exploration of how to effectively prevent SV with this population.
Open Access
Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry
(Colorado State University. Libraries, 2019) Lorenzo, Lorisa, author; Anderson, Sharon K., advisor; Chesson, Craig, committee member; Haddock, Shelley, committee member; Kuk, Linda, committee member
Approximately 21% of female undergraduates and 7% of male undergraduates report being sexually assaulted while in college (Krebs et al., 2016). Student survivors of sexual violence experience negative impacts on their academic performance, which can result in a lower grade-point average (GPA) and a decision to leave the institution where the incident occurred (Baker et al., 2016). To gain a better understanding of the academic experience of college student survivors of sexual violence, the author conducted a qualitative phenomenological study using the descriptive phenomenological psychological method developed by Giorgi (Giorgi, 2009) to answer the following research question: "How do college student survivors of sexual violence describe their academic experiences following an incident of sexual violence?" Six currently enrolled undergraduate college students completed semistructured interviews to explore their lived academic experiences following an incident of sexual violence. In-depth analysis of the data revealed the following essential constituents of the academic experience of participants following the incident of sexual violence: negative emotional and mental health consequences, shame and self-blame, isolation from classmates and professors, impaired ability to focus on academic tasks, losing motivation and questioning academic goals, finding ways to cope, healing and reconnection, and academic identity as more than GPA. These essential constituents constitute the general structure of the academic experience of participants following an incident of sexual violence. Results of the study provide a deeper understanding the psychological mechanisms through which sexual violence negatively impacts the academic experience of college student survivors of sexual violence.
Unknown
Goal matching in couple therapy: individual and couple level trajectories
(Colorado State University. Libraries, 2018) Smith, Amy D., author; Quirk, Kelley, advisor; Haddock, Shelley, committee member; Steger, Michael, committee member
In couple therapy, the degree to which partners are aligned in their therapy goals is important and is understudied in the psychotherapy literature. Individual and couple level factors likely influence whether a couple has matched or mismatched goals at the first session. These factors include open expression and flexibility of each individual partner, as well as the relational factors of commitment and sexual satisfaction. The therapeutic alliance was also examined to investigate the association with belonging to a relationship with matched versus mismatch goals. Data were gathered from couples who were in naturalistic couple therapy, from sessions one through ten. Growth models were performed to examine base line differences and trajectory differences between goal matched versus goal mismatched groups. Results revealed that couples reported significantly lower commitment and sexual satisfaction in the goal mismatched group, as compared to the goal matched group, at the initial therapy session, and no significant trajectory differences were found between these two groups for these variables across sessions. In addition, those in the goal matching group reported higher ratings of the individual alliance and between partners alliance (within-alliance) at the initial session. As sessions progressed, couples in the goal mismatch group displayed significantly higher within-alliance ratings, as compared to those couples in the matched group. These data suggest that couples with matched versus mismatched therapy goals start therapy in different places in regard to commitment and sexual satisfaction, and therapist may play an important role in helping couples become more aligned as therapy progresses. Implications for therapists who are working with couples that present with goal match or mismatch are offered.
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How do Latina patients experience integrated care?
(Colorado State University. Libraries, 2017) Rivera, Veronica, author; Davies, Timothy G., advisor; Anderson, Sharon, committee member; Haddock, Shelley, committee member; Aragon, Antonette, committee member
The underutilization of mental health services by Latinos and Latinas in the US is often attributed to factors such as cultural beliefs and perceptions about mental health; lack of awareness of the available services; and socio-economic matters. In order to improve the access to mental health services for Latinos, it is necessary to learn about their experience of these services. The purpose of this study was to gain understanding of patients from Latin-America making meaning of their experience as recipients of mental health services at two community health clinics that offer integrated care services. This is a phenomenological study that aims to understand the factors influencing Latina patients' decision about whether or not to follow up on subsequent mental health care appointments. Eighteen Latina women who had attended mental/ behavioral health services at the family health clinic were interviewed about their experiences. The first main theme to arise was patients' symptoms and the referral process. This included services requested by the patient or offered by the clinic, trust in the referring personnel, and familiarity with mental health services. The second theme was the behavioral health specialist's attitude and clinical approach, including personal qualities, clinical skills and knowledge. The third theme was the outcomes; these included improvement of symptoms and behavior, improved level of functioning, and better understanding of the situation. The essence of the findings was the overall feeling about their experience at the clinic, and the benefit to see the psychotherapist in the same health clinic in which they received medical services. Keywords: Primary care, integrated care, Latino mental health, behavioral health, cultural competency, behavioral health consultant.
Unknown
Identity as a moderator of the association between minority stress and stress physiology
(Colorado State University. Libraries, 2022) Cook, Mary, author; Quirk, Kelley, advisor; Haddock, Shelley, committee member; Carlson, Laurie, committee member
Lesbian, gay, bisexual, transgender, queer or questioning, and other sexual and gender minority identifying (LGBTQ+) youth are at increased risk for experiencing a multitude of social and structural disparities compared to their cisgender, heterosexual counterparts. These include but are not limited to higher rates of childhood abuse, school bullying, victimization, and discrimination. The cumulative negative impact of these factors on health is known as minority stress. Much of the existing research on minority stress in LGBTQ+ adolescents has focused on psychological outcomes, such as anxiety and suicidal ideation. Fortunately, previous research has identified several protective factors against negative mental health outcomes, including identity pride, mindfulness, and community connectedness. Drawing from Minority Stress Theory and Identity Theory, we hypothesized a significant association between minority stress and physical health indicators (i.e., stress physiology) (hypothesis 1). We additionally hypothesized that identity pride (hypothesis 2), mindfulness (hypothesis 3), and community connectedness (hypothesis 4) would moderate this relationship. To test these hypotheses, we administered 21 LGBTQ+ adolescents, ages 12 to 18, an online survey measuring the target variables. A multiple regression was conducted to test main effects and moderators. Results revealed support for all four hypotheses. In other words, minority stress was positively associated with stress physiology (B= .38, p < .001). Identity pride (B = -.13, p= .04), mindfulness (B = .21, p < .001), and community connectedness (B= -.20, p =.02) significantly moderated the association between minority stress and stress physiology. These associations indicate that for participants who reported higher levels of one or more of the variables, identity pride, mindfulness, and community connectedness, the association between minority stress and stress physiology was weakened.
Open Access
Intergenerational transmission of gender ideology: the unique associations of parental gender ideology and gendered behavior with adolescents' gender beliefs
(Colorado State University. Libraries, 2017) Bishop, Amy, author; Lucas-Thompson, Rachel, advisor; Haddock, Shelley, committee member; Canetto, Silvia, committee member
Parents' modeled behavior of shared or non-egalitarian division of labor does not always reflect their gender ideology. I examined whether parents' modeled behavior or their own gender ideology was a better predictor of adolescents' egalitarian or non-egalitarian gender beliefs. Parents and their adolescent children were assessed in terms of gender ideology and perceptions of parent marital equality. Bivariate correlations showed that parent gender ideology was a significant predictor of adolescent gender ideology but parent marital equality behavior was not. Furthermore, in multivariate regression analyses, there were interactions between parent gender ideology and adolescent sex: parent gender ideology was significantly associated with gender ideology for male adolescents but was not significantly associated with gender ideology for female adolescents. Implications, limitations, and directions for future research are discussed.
Open Access
Intergroup exposure in wilderness programming and effects on prospective college belonging among low-income adolescents
(Colorado State University. Libraries, 2016) Valentino, Salem Wolk, author; Coatsworth, Doug, advisor; Haddock, Shelley, committee member; Riggs, Nathaniel, committee member; Henry, Kimberly, committee member
Despite improved rates of college matriculation for low-income students, national disparities in BA attainment remain pervasive in this country. While structural inequities inarguably contribute to lower academic preparedness for this population of students, incoming college freshman with identical academic qualifications will exhibit divergent outcomes based solely on students’ socioeconomic background. Students’ “non-cognitive factors,” or attitudes and beliefs towards learning and school, represent an area of opportunity for youth-serving organizations to intervene with students and influence their college readiness. While the majority of these programs occur within a school setting, outdoor experiential education (OEE) is another venue available to low-income youth to bolster these skills. Moreover, exposure to upper-income, white youth in the context of these facilitative settings can begin to prepare them socially for the challenges of being underrepresented in a college setting. The current study used contact theory to frame whether intergroup exposure while on an OEE wilderness expedition would contribute to students’ beliefs regarding prospective college belonging through improved empathy and perspective-taking. The sample consisted of 246 high-school students participating in the Summer Search program who went on summer wilderness expeditions either with their peers in the program or with upper-income, majority-white youth. Results revealed that intergroup exposure did not uniquely predict improved college belonging; however, particular peer- and adult-related group processes on the trip, social exclusion, negative peer dynamics, positive adult behaviors, and negative adult behaviors, all exhibited effects on college belonging indirectly through empathic perspective-taking. Social exclusion and positive adult behaviors also exhibited direct effects on college belonging. The effects of group processes did not differ based on intergroup exposure. Implications for practice and directions for future research are discussed.
Open Access
Is a life skills training infusion an effective strategy to reduce substance use among at-risk teens in a mentoring program?
(Colorado State University. Libraries, 2016) Konkel, Kristen E., author; Henry, Kimberly, advisor; Aloise-Young, Patricia, committee member; Davalos, Deana, committee member; Haddock, Shelley, committee member; Youngblade, Lise, committee member
Adolescent substance use is a challenge that has myriad detrimental consequences for the individual, school systems, and society. Before graduating from high school, 70% of high school students have consumed alcohol (Johnston, O'Malley, Bachman, & Schulenberg, 2009) and 40% have tried marijuana (Johnston et al., 2009). There is a critical need to address this issue using novel evidence-based interventions that are adaptable to a school or community’s needs. Interventions focusing improving adolescent skills and providing a pro-social adult may help adolescents overcome some of the factors that put them at risk for substance use. For the current project, I designed, implemented, and evaluated an infusion-model type intervention, where two evidence-based programs for substance use reduction among at-risk teens were innovatively combined and executed. Specifically, Life Skills Training (LST; Botvin, Eng, & Williams, 1980), a skills-based program that traditionally has been delivered in a school classroom setting, was adapted and infused into Campus Connections (CC), a youth mentorship program at Colorado State University that matches university students with an at-risk youth from the community. Participants included 166 11-18 year olds enrolled in CC (85 in the LST infusion group, 81 in the comparsion group). Facilitators were trained to deliver age-appropriate 20-minute LST lessons each evening during CC, and the college student mentors were trained to practice skills and behaviors as well as have conversations with the participants about each topic during the rest of the CC evening. After a successful implementation, the evaluation unexpectedly did not show significant results. Participants in the LST infusion group did not have increased social skills, personal self-management skills, or drug resistance skills, nor did they have lower levels of substance use, substance use intentions, or self-reported delinquent behavior. A secondary evaluation of the LST-infusion treatment group only did not show that mentor fidelity to the program infusion improved outcomes. Practical implications for prevention and limitations of the current study are discussed.
Open Access
Is GLBT community commitment a risk or protective factor for health outcomes?
(Colorado State University. Libraries, 2013) Konkel, Kristen E., author; Henry, Kimberly, advisor; Vacha-Haase, Tammi, committee member; Haddock, Shelley, committee member; Lehmiller, Justin, committee member
The present research applied a modified version of the investment model to the study of how gay, lesbian, bisexual, and transgender (GLBT) persons become committed to the social, political, and organizational GLBT community. Additionally, a main goal of the study was to determine if community commitment was a risk or protective factor for health behaviors and outcomes. First, a confirmatory factor analysis determined that the three theorized aspects of the GLBT community can be measured distinctly and individually. However, results did not indicate that commitment to individual aspects of the GLBT community (while controlling for commitment to other aspects) predicted individual health outcomes. It was not demonstrated that commitment to the GLBT community was either a risk or a protective factor. This research has important implications for understanding how one's community can or cannot influence health behaviors.
Open Access
Mentoring first-time and low-level delinquent adolescents: the impact of an on-campus mentoring program on sense of self and rule non-compliance
(Colorado State University. Libraries, 2011) Leboeuf, Jordan Lindsay, author; Haddock, Shelley, committee member; Zimmerman, Toni, committee member; Henry, Kim, committee member
Researchers have linked sense of self variables such as self-esteem and self-concept to delinquent activity among adolescents for decades, finding that delinquency is often associated with lower levels of sense of self and proposing that lower self-esteem may motivate delinquent behavior. This thesis first considers relevant research and theories, and then presents an evaluation of Campus Corps, a college-campus mentoring program for low-level or first-time offending youth. Using hierarchical regression models, it was determined that youth in Campus Corps, compared to non-participants, experienced higher levels of self-esteem, self-concept, and feelings of being important to others. Youth in higher-quality mentor relationships experienced, on average, lower rule non-compliance, higher self-esteem, higher feelings of being noticed by others, and higher feelings of being important to others. This program evaluation contributes to the small body of research on mentoring programs for delinquent and status-offending youth, adding to the definition of what makes a mentoring program effective.
Open Access
Mindful partnering: implications of a novel theoretical construct for predicting reduced reactivity to marital conflict, greater physical health, and lower mortality risk
(Colorado State University. Libraries, 2022) Seiter, Natasha, author; Lucas-Thompson, Rachel, advisor; Quirk, Kelley, committee member; Prince, Mark, committee member; Haddock, Shelley, committee member
According to the theory of allostatic load, chronic stress leads to damage on the body that contributes to problems with physical health and early mortality. A large body of research suggests that mindfulness reduces stress, health problems, and mortality risk. In addition, stressful relationships with intimate partners have the power to cause frequent and/or intense physiological responses that, over time, contribute to allostatic load and thus negative health and mortality outcomes. However, previously identified predictors of relational and thus physical health lack a unifying concept to synthesize them. Study 1 presents the conceptualization of a novel theoretical construct, mindful partnering, as interpersonal mindfulness with ones' romantic partner, as well as initial validation of the Mindful Partnering Measure (MPM). Participants were 599 individuals from: 1) an undergraduate student sample recruited from a university subject pool [used for exploratory factor analyses (EFA), N= 335] and 2) a sample of married adults recruited through Mechanical Turk [used for confirmatory factor analyses (CFA), N= 264, subsets used for construct validity N= 147, and test-retest analyses N= 53]. Results of the EFA and CFA supported a five-factor structure. Tests of internal consistency, construct validity, and test-retest reliability in the sample of married adults provided evidence for reliability and validity of the total MPM to assess mindful partnering, as well as the Mindful awareness and Acceptance/compassion subscales. However, the other subscales did not demonstrate adequate test-retest reliability. Use of this measure in further research will allow for the study of the potential correlates and benefits of mindful partnering to further our understanding of this novel construct, and the following studies utilized the total and validated subscales of the MPM. Study 2 investigated whether higher levels of mindful partnering would be associated with lesser biological stress to relationship conflict. Seventeen couple pairs (N= 34) visited the laboratory to complete several tasks, including questionnaires (e.g., the MPM) and a conflict discussion. Participants had their Respiratory Sinus Arrythmia (RSA), a measure of parasympathetic nervous system activation, measured during the baseline period and conflict discussion. Regression analyses suggested that MPM-Mindful awareness significantly predicted partners' greater RSA during the discussion task, with a small effect, suggesting greater physiological relaxation. No other results were significant, however, there were greater-than-trivial effects for several associations between mindful partnering variables and RSA, as discussed. In general, results suggested that when one's partner is more mindful, it may soothe the nervous system and relieve the potential stress of marital disagreement, however, practicing mindful partnering may actually be associated with biological stress. Study 3 examined associations among mindful partnering and physical health as well as telomere length, an indicator of cellular aging. Eighty-three (N= 166) couples completed questionnaires (including the MPM as well as an item to measure overall physical health), and 43 (N= 86) of these couples gave a saliva sample which was assayed for telomere length. Results of regression analyses demonstrated that self-health was associated with total mindful partnering as well as MPM-Acceptance/compassion, which was also associated at trend levels with partner health. Links between total mindful partnering and MPM-Acceptance/compassion with health variables, as well as between MPM-Mindful awareness and partner health also demonstrated greater-than-trivial/small, positive effect sizes. Associations between mindful partnering and telomere length did not reach significance, however, there were greater-than-trivial effect sizes for associations between self telomere length and MPM-Mindful awareness in the negative direction and MPM-Acceptance/compassion in the positive direction, and partner telomere length showed a small positive effect with MPM-Mindful awareness. These findings suggest that long-term health may be improved through mindful partnering, with implications for couples therapy and other interventions for couples.
Open Access
Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum
(Colorado State University. Libraries, 2016) Garcia, Michelle, author; Zimmerman, Toni, advisor; Haddock, Shelley, committee member; Anderson, Sharon, committee member
There is some evidence that critical consciousness, sociopolitical awareness and action, may be beneficial to youth development. However, there is a paucity of research throughout the critical consciousness literature evaluating replicable diversity awareness interventions intended to raise levels of critical consciousness. The primary objective of the present study was to evaluate the effectiveness of the FAIR: "Fairness for All Individuals through Respect" program in raising levels of critical consciousness among youth. Critical consciousness was measured using the newly validated Critical Consciousness Scale. No significant differences in critical consciousness scores from pre-test to post-test were found in the intervention group, who participated in the FAIR program, compared to the control group. There were several limitations in the study that prevent the researchers from drawing definitive conclusions.
Open Access
Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth
(Colorado State University. Libraries, 2016) Rubinson, Amy, author; Aragon, Antonette, advisor; MacPhee, David, advisor; Peila-Shuster, Jackie, committee member; Haddock, Shelley, committee member
This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing for the research. I prepared chapters 3, 4, and 5 as independent research publications; therefore, some of the introductory content of each is summative and yet repetitive of the chapters that precede it. In the final, sixth chapter, I describe how the three research studies relate to each other and contribute to the research worlds of youth development and out-of-schooltime programming, specifically as related to identity development, college readiness, and exposure to science, technology, engineering, and mathematics (STEM) fields. The research in study 1 supports other findings that out-of-schooltime programs provide support for youth of color. I collected data through focus groups of program participants and alumni to understand the participants' experiences in the program. The study results show the amount of community cultural wealth (CCW) that youth of color developed through participation in the out-of-schooltime program. The research also emphasizes the role of the program location in the development of CCW. I use a critical-race-theory (CRT) lens through which to frame the analyses for this portion of the research. I present the data through a composite counternarrative told through the program participants' voices. Findings reveal that the participants experienced a great deal of CCW, which seemed to assist them during college. I include examples of the six forms of CCW the participants gained from the program. The study concludes with suggestions for practice and future research. This research is part of a larger project intended to provide a basis for increased understanding into how out-of-schooltime programs support underrepresented youth. In the second study, I investigate the factors that seem shared among participants who graduate with 4-year degrees and among those who do not. I use qualitative and quantitative survey data to gather information from alumni youth participants. I analyze the data using a CCW and bioecology framework to understand the strengths of the community throughout the college-readiness process. Findings reveal that participants who academically successful are supported from many different venues. Additionally, these participants need opportunities to shine and show pride in their academics and STEM accomplishments. Those participants who pursued STEM fields indicated they were engaged in fun STEM activities at a young age and received positive recognition in a STEM area. This research supports the need for youth programs that create an inclusive community and values each person’s role and contributions. This study closes with suggestions for practice. For the final study of this three-part research project, I investigated the ways in which amount of experienced discrimination and level of identity awareness influenced participants’ academic and STEM outcomes. I used the same qualitative and quantitative survey tool as in the prior study, and the same population of youth program alumni. I analyzed the data using a three-part framework, including CCW, CRT, and bioecology. I used bioecology in the survey design, as is evident in the survey asking about many components of participants’ lives. I used CRT to identify instances of discrimination and to reframe my perspective to be that of my participants instead of my own. I used CCW to identify strengths the participants employed to overcome discrimination and other obstacles. Findings reveal that participants experienced increasing discrimination for multiple identities at each of the escalating levels (individual, institutional, societal, and civilizational). Additionally, the nonSTEM-persistent participants experience more high-level awareness and discrimination for their identities compared to the STEM-persistent group. In many cases, participants who had experienced more discrimination had higher academic aspirations. This research builds on the growing knowledge base related to the experiences and effects of institutional racism on underrepresented youth.