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Browsing by Author "Williford, Anne, committee member"

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    Evaluation of resilience in schools and educators (RISE): an adult-centered social-emotional learning program for K-12 educators
    (Colorado State University. Libraries, 2024) Rossier, Chloe Z., author; Riggs, Nathaniel, advisor; MacPhee, David, committee member; Williford, Anne, committee member
    Educators' mental health and well-being has become imperative to address post the COVID-19 pandemic as the risk for burnout has increased (Jennings & Greenburg 2009; Schonert-Reichl, 2017; Oliveira et al., 2021). However, current research on adult-focused social-emotional learning (SEL) programs aimed at increasing educator well-being is still new (Oliveira et al., 2021). The present study examines the Resilience in Schools and Educator's program (RISE) program, developed by the Center for Resilience & Well-being, through the University of Colorado, Boulder, focusing on universal, school-based prevention specifically for educators (Fitzgerald et al., 2021). RISE aims to enhance educators' social-emotional competence (SEC), emotion-focused relationship skills and resilience. The goal of the current study was to confirm the factor structures of the three main constructs within the RISE logic model (e.g., Educator SEC, RISE Skills and Educator Well-being) and determine if there was meditation present between these constructs and program dosage on educator well-being. Results demonstrated that no direct associations were found between number of workshops (b = 0.002, SE = 0.007, p > 0.05) and number of coaching sessions (b = -0.007, SE = 0.006, p > 0.05) and educator well-being as well as no indirect associations between dosage and well-being mediated by Educators' SEC or RISE Skills. Future recommendations for the RISE program are discussed.
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    Nothing about us, without us: elevating voices from the autistic community
    (Colorado State University. Libraries, 2023) Banks, Tiffany N., author; Holmquist-Johnson, Helen, advisor; Williford, Anne, committee member; Brown, Samantha, committee member; Opsal, Tara, committee member; Gabriels, Robin, committee member
    Autism Spectrum Disorder (ASD) is a neurocognitive, developmental disability that impacts social communication and is associated with restricted and repetitive behaviors. Autistic youth, however, are more likely than their peers to have a co-occurring mental health challenge and less likely to engage in outpatient mental health treatments compared to typically developing peers. Emerging evidence to support the efficacy of complementary and alternative medicines, such as animal-assisted interventions, lacks input from this historically marginalized and oppressed population. In this dissertation, I explore what the experience of engaging in animal-assisted interventions is like for 3 young people. Using a multiple case study analysis, I am sharing the lived experience of difference, voice, and individualization in a therapeutic horseback riding program. Ultimately this dissertation emphasizes the importance of voice in the evidence-based practice model and illustrates the value of being heard and seen in this world, regardless of our differences.
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    Type II diabetes mellitus self-management: relating diabetes distress, social support, self-efficacy, and performance of diabetes self-care activities
    (Colorado State University. Libraries, 2020) Dawson, Christine, author; Malcolm, Matthew, advisor; Atler, Karen, committee member; Williford, Anne, committee member
    Type 2 Diabetes Mellitus (T2DM) is a widespread chronic disease that negatively impacts an individual's health and well-being, particularly when uncontrolled. Due to the nature of T2DM, individuals are responsible for the challenge of self-managing the disease. Several factors act as barriers and facilitators to self-management, but the literature has failed to establish consensus about how these factors interact with one another. The present study utilized a correlational design to examine the relationships among diabetes distress, social support, self-efficacy, and performance of diabetes self-care activities. A total of 33 adults with T2DM participated in the study by completing a battery of surveys regarding performance of diabetes self-care activities and psychosocial factors. Self-efficacy was associated with diabetes distress (ρ = -.419). Support satisfaction was related to both self-efficacy (ρ = .495) and diabetes distress (ρ = -.431), although relationships were not found with other aspects of social support. We did not find any significant relationships among the psychosocial variables and performance of diabetes self-care activities, though both psychosocial factors and performance of diabetes self-care activities were linked to key health indicators like A1C and BMI. Our findings suggest that these psychosocial factors should be areas of interest for healthcare practitioners, researchers, and individuals with T2DM. Diabetes distress, self-efficacy, and social support should be assessed and monitored, in addition to performance of diabetes self-care activities. Future research should continue to explore relationships among psychosocial and contextual factors and their potential impact on ability to successfully self-manage T2DM.