Theses and Dissertations

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Open Access
The relationship of ego-resiliency to a representational measure of attachment
(Colorado State University. Libraries, 1986) Johnson, Laurel, author
Research has shown that a secure attachment in infancy is related to high ego-resiliency ratings in preschool (Sroufe, 1983). In this study I asked the question whether a concurrent representational measure of attachment security was similarly related to preschoolers' ego-resiliency ratings. Toward this end, children's responses to story beginnings designed to elicit attachment issues were compared to ego-resiliency ratings by parents. Thirty children ranging in age from 3.5 to 5.5 years of age, and their parents were recruited from local preschools. The measure of attachment quality was based on the degree of parental supportiveness and non-supportiveness enacted by the children using small family figures. The ego-resiliency scores were obtained through the California Child Q-Sort (Block, 1978) given to both parents. It was hypothesized that children who depicted the story parents in highly supportive roles would have a high ego resiliency rating, and that low-supportiveness scores derived from the story responses would correlate with low ego-resiliency ratings. Whereas the basic hypothesis of this study was not supported, some of the results were interesting. The high frequency of appropriate responses indicated that the story beginnings did elicit relevant thoughts about attachment issues, although it is not clear whether the story responses reflect children's actual attachment experiences. A gender by age analysis of variance was performed on the story and ego-resiliency scores. Although age effects were not significant, gender effects did reach significance, with girls scoring higher in supportiveness and lower on ego-resiliency than boys. This could be due to idiosyncrasies of the sample or the possibility that girls are socialized to respond in a more nurturing and less independent fashion than boys. It is suggested that this study be replicated using a revised version of the story task and with teacher ratings of ego-resiliency.
Open Access
Factors influencing the effectiveness of a family intervention for adolescent versus adult mothers
(Colorado State University. Libraries, 1998) Wood, Jill R., author; Fritz, Janet J., advisor; Rickard, Kathryn M., committee member; MacPhee, David, committee member
A family intervention program entitled DARE To Be You was found to be equally effective for both adolescent and adult mothers, but the factors that predicted program effectiveness differed for the two groups. Adolescent mothers were defined as those who were 19 or younger when their youngest child was born and were 23 or younger upon entry into the program, while the adult mothers were older than 22 when their youngest child was born and had a current age of 25 or older. The sample consisted primarily of Hispanic and Anglo mothers from both urban and rural sites, and Ute and Navajo Native Americans from rural or reservation sites. For both age groups, a low sense of competence in the maternal role prior to the intervention predicted a larger increase in maternal sense of competence, but an internal locus of control was only predictive of larger improvements in sense of competence for the adolescent mothers. Large social support networks were associated with larger improvements in positive parent-child interactions and nurturance for the adult mothers and improvements in the effective use of discipline for the Anglo adolescent mothers, but large support networks were associated with less improvement in the effective use of discipline for Native American and Hispanic adolescent mothers. Adolescent Native Americans did not increase as much as the other two ethnic groups in nurturance, and there was a trend toward an analogous difference for the adult mothers in the effective use of discipline. The amount of the variance explained by variables that predicted program effectiveness iii was greater for the adolescent mothers (12% to 48%) than for the adult mothers (6% to 27%). A second line of inquiry examined the relation between maternal self-appraisals and parenting practices both before and after the intervention. The two significant differences that existed between the two age groups at follow-up were between positive attitude toward the maternal role and both communication and the use of harsh punishment. The relation between positive attitude and communication was positive for the adults and near zero for the adolescents, and the relation with harsh punishment was positive for the adolescents and negative for the adults. In conclusion, even after adolescent mothers become adults, they are still different from mothers who waited until adulthood to have children and may need special attention when they are involved in intervention programs.
Open Access
The experiences of at-risk adolescent girls in group therapy, cofacilitated by a psychotherapist and music therapist: a pilot study
(Colorado State University. Libraries, 2005) Braham, David L., author; MacPhee, David, 1954-, advisor; Lyness, Kevin P., committee member; Davis, William B. (William Barron), committee member
This study bridges the gap between psychotherapy and music therapy. Based on the experiential essence of musical interventions, it is hypothesized that the inclusion of music therapy in the context of adolescent group psychotherapy may enhance the therapeutic process. At-risk adolescent girls age 14-18 participated in the study. Both quantitative and qualitative data was collected. Pre-and post-tests were administered to each participant using the Therapeutic Factors Inventory (TFI; Lese & MacNair-Semands, 2000), and descriptive information was collected through informal interviews following the 6-week intervention. While the TFI showed little promise in identifying the therapeutic factors contributing the outcomes due to a small sample size (n=3), qualitative data supports the use of music as an influential and significant contribution to group psychotherapy with at-risk adolescents.
Open Access
Alzheimer's disease and family caregiving: loss of the family caregiver role
(Colorado State University. Libraries, 2010) Gentz, Audra, author; Fruhauf, Christine A., advisor; Quijano, Louise, committee member; Oltjenbruns, Kevin, committee member
Family caregiving for adults with Alzheimer's disease is an important issue that affects many individuals. When caregivers are no longer caregiving, the loss of the role may impact their life. However, it is unknown in the gerontological literature how the loss of the caregiver role is experienced. The purpose of this research was to understand the loss of the caregiving role of family caregivers who provided assistance to individuals who had Alzheimer's disease. A total of 21 participants, age 41 to 88, participated in one focus group (i.e., three focus groups were conducted with 5 to 10 participants) addressing the loss of their caregiver role. Many participants (i.e., n = 18) were female and were caring for a parent/in-law (i.e., n = 14). A third of caregivers provided care for 5 to 8 years. Qualitative data analysis techniques were used to develop themes and codes to understand the experiences of previous caregivers. Two themes emerged from the data: caregiving journey and standing at a cross-road. Data focusing on the caregiving journey addressed rewards and stumbling blocks of caregiving during and after active caregiving. For example, participants discussed their tools and feelings associated with caregiving. Standing at a cross-road illustrated four sub-themes: unforeseen happenings, unexpected phase of caregiving, caregiver's sense of self, and grief/sadness. Future researchers should consider examining gender differences and the loss of the caregiver role for children versus spouses. Professionals should consider developing support groups or educational materials focusing on the loss of the caregiver identity.
Open Access
Exuberant children and their peer relationships
(Colorado State University. Libraries, 2010) Smalley, Carrie Bongberg, author; Barrett, Karen Caplovitz, advisor; Youngblade, Lise M. (Lise Marie), committee member; Rosén, Lee, committee member
The current study examined exuberant young children and their relationships with peers. 41 children between the ages of four and six were recruited from Fort Collins, Colorado and 13 of these children were found to be exuberant. Children were classified as exuberant if they scored in the top tercile of an aggregate of certain emotions subscales and certain emotion regulation subscales on the Children;s Behavior Questionnaire and the Emotions Questionnaire. To determine with whom the children preferred to play, they completed a sociometric picture measure where they categorized their peers' photos into three categories: "I like to play with", "I kind of like to play with", and "I do not like to play with". The results indicated that middle children had a significantly higher percentage of friends who were exuberant than exuberant children did. There were no significant differences in other analyses regarding the peer relationships of exuberant children. The results indicate that more research with larger samples is needed in order to investigate the nature of friendships in exuberant children.
Open Access
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.
Open Access
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.
Open Access
Career goals, challenges and resources for women in atmospheric sciences
(Colorado State University. Libraries, 2010) Lessner, Lauren M., author; MacPhee, David, advisor; Canetto, Silvia Sara, advisor; Banning, James, committee member; Cook, Alicia, committee member
Women are underrepresented in education and careers in the geosciences. One of the many obstacles to women’s greater participation in the sciences in general is that they disproportionately shoulder family responsibilities. It is not clear, however, if multiple role involvements are what prevent women from getting ahead in the geosciences. Among the geosciences, atmospheric sciences have received minimal research attention despite the growth in the field. The few available studies on women in atmospheric sciences focus on women in academia. A critical time for career decision making is graduate school. To fill this gap in the literature, this study focused on women in atmospheric sciences who are in graduate school or a recent graduate. Because knowledge about this population and the issues they face is so limited, the present study used a qualitative method. Semi-structured interviews with 12 female atmospheric science graduate students and recent graduates were conducted and coded via interpretative phenomenological analysis (IPA) to identify challenges and resources related to education, career, partnership and parenthood. This study found that at the time of graduate school, women in atmospheric science: (1) felt social expectations and pressures to prioritize family, (2) experienced challenges pursuing their career goals in conjunction their partner’s career, (3) often viewed career and parenting roles as conflicting or incompatible, (4) benefited from exposure to role-models who balanced these domains, (5) were positively influenced by supportive partners, and (6) desired flexibility in career and family paths. The narratives shared by women in atmospheric sciences at graduate school time underscore how family and career expectations interact to challenge and support women’s persistence in atmospheric sciences.
Open Access
Association of ethnic identity and perceived discrimination with risk behaviors for multi-ethnic emerging adults
(Colorado State University. Libraries, 2010) Wensink, Jamie M., author; Le, Thao, advisor; Swaim, Randall, committee member; Palermo, Francisco, committee member; MacPhee, David, committee member
The purpose of this study is to gain insight about the risk behaviors of multiethnic emerging adults by exploring whether ethnic identity and perceived discrimination are associated with individuals’ participation in risk behaviors. Risk behaviors include unsafe sex, drug and alcohol use, and co-occurring risk behaviors including car-related risk behaviors. The sample of participants were selected from the original sample of approximately 10,500 college students in the Multi-site University Study of Identity and Culture (MUSIC) who are part of the emerging adult population, 17-25 years old. With the increased complexity of multi-ethnic emerging adults having to navigate through multiple identities, it was hypothesized that (1) multi-ethnic emerging adults engage in more risk behaviors than mono-ethnic emerging adults; (2) multi-ethnic emerging adults score lower on ethnic identity and higher on perceived discrimination than mono-ethnic emerging adults; (3) ethnic identity is negatively associated with and perceived discrimination will be positively associated with the risk behaviors among multi-ethnic and mono-ethnic emerging adults; and (4) the relation between ethnicity classification for emerging adults and risky behaviors is mediated by ethnic identity and perceived discrimination. The following measures were used: Ethnic Identity Scale, Perceived Discrimination Subscale from the Scale of Ethnic Experience, and Risk Behavior Questions. Analyses consisted of correlations, r-tests, and regressions. Results revealed that multi-ethnic emerging adults did not score higher on risk behaviors as compared to mono-ethnic emerging adults. On the other hand, results did reveal that multi-ethnic emerging adults scored higher on perceived discrimination, which supports the second hypothesis. Correlation analyses for mono-ethnic emerging adults revealed that ethnic identity exploration, affirmation, and resolution were negatively associated with all risk behaviors. In addition, perceived discrimination was positively associated with correlated risks. For multi-ethnic emerging adults, there were negative associations among the following: ethnic identity exploration with alcohol-related risks; ethnic identity affirmation with all risk behaviors; and ethnic identity resolutions with total risk behaviors. However, perceived discrimination was not positively associated with risk behaviors. Furthermore, mono-ethnic classification was found to be associated with alcohol-related risk behaviors, which was contrary to expectations. Mediation results suggested that perceived discrimination was possibly a full mediator; however, the Sobel test statistic revealed that it was not statistically significant. Further investigation is needed to untangle the relationship between mono- vs. multi-ethnic identification and risk outcomes, as well as the processes and mechanisms associated with the connection.
Open Access
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.
Open Access
Identity integration and family ethnic socialization as moderators of acculturation stress and psychological outcomes
(Colorado State University. Libraries, 2011) Johansen, Samantha van Limbeek, author; Le, Thao N., advisor; MacPhee, David, committee member; Swaim, Randall, committee member
Acculturation stress is the stress associated with navigating between the dominant culture and one's culture of origin. This stress can be particularly daunting for young people as they are also grappling with issues of identity. For some, the stress can pose a risk for poor psychological outcomes such as depression and anxiety (Choi et al., 2008; Suarez-Morales & Lopez, 2009). As societies like the United States become more ethnically, culturally, and linguistically diverse (American Psychological Association, 2003), multiculturalism and acculturation become increasingly important areas to study. Although it can be straining, research suggests that individuals living among multiple cultures benefit, in terms of positive psychological outcomes, if they are able to develop a bicultural or multicultural identity (Bacallao & Smokowski, 2009; Suarez-Orozco & Suarez-Orozco, 2001). Studies have also highlighted the importance of family factors such as support and solidarity in terms of facilitating positive psychological outcomes (Bacallao & Smokowski, 2005; Choi et al., 2007; Rivera, 2007). The current study uses an existing multisite data set, the Multiple University Survey on Identity and Culture (MUSIC) data set (2008). The survey targeted all undergraduate students at multiple universities across the United States and included individuals between ages 17-25 (N=10,572). For the purpose of this study, only individuals who indicated 1st generation or 2nd generation immigrant status were included (N= 3,654). Multivariate statistical analyses were then conducted in terms of multiple regressions. An integrated bicultural identity was a significant moderator of acculturation stress and psychological well-being, as was family ethnic socialization (FES). This indicates that individuals who have resolved identities and are low on conflict are more likely to have higher levels of psychological well-being in the face of acculturation stress. In turn, individuals whose families engage in more FES are more likely to have higher levels of psychological well-being in the face of acculturation stress. FES, however did not moderate the relationship between acculturation stress and maladaptive psychological outcomes such as depression and social anxiety. Bicultural identity distance and ethnic identity resolution were significant moderators of depression and social anxiety (respectively) in the face of acculturation stress. It is becoming clearer, in the field of human development, that addressing youth risk factors and vulnerabilities does not necessarily mean that we are finding ways to promote positive youth outcomes. What this study highlights is the notion that one can still find ways to promote well-being in the face of acculturation stress even though vulnerabilities to maladaptive outcomes have not been entirely eliminated.
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 member
This 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.
Open Access
In defense of wise emotions: the relation between emotion and wisdom in autobiographical memories
(Colorado State University. Libraries, 2011) Quinn, Amy, author; Le, Thao, advisor; Fruhauf, Christine, committee member; McKee, Patrick, committee member
Autobiographical memories are an often untapped resource in research. The current study utilizes these memories to understand the role of emotions in individuals' reporting of gaining and using wisdom. Bluck & Glück's (2004) previous research on autobiographical memories and how wisdom is used in daily life forms the basis for this study. This study extends Bluck & Gluck's (2004) study by examining the nature of emotions in individuals' recollection of events in their lives in which they gained and used wisdom. To examine the role of emotion in wisdom, this study examined 122 community-dwelling adults' scores on the Three-Dimensional Wisdom Scale (3D-WS; Ardelt, 2003) and analyzed participants' responses when asked to recall situations in which the participants gained and used wisdom. Positive and negative emotion words were coded in the interviews, and analyses were conducted using thematic content coding. Results revealed that when participants discussed an experience in which they gained wisdom, they expressed more negative emotions words in their narrative. On the other hand, when participants were asked to recall an experience in which they used wisdom, they expressed more positive emotion words in their narrative. Participants' expression of using logic/reasoning with respect to wisdom was also examined; it was found that individuals used more logic words when discussing using wisdom but not when gaining wisdom. The influence of gender and age was also considered and revealed no statistically significant findings. Autobiographical narratives revealed some interesting findings on the role of emotions in gaining and using wisdom. Future interventions may want to facilitate emotional experiences in order to help individuals either gain or use wisdom to make their lives more positive overall.
Open Access
Parent and peer influences: their role in predicting adolescent moral values and delinquent behavior
(Colorado State University. Libraries, 2011) Thomas, April M., author; Youngblade, Lise, advisor; Palermo, Francisco, committee member; Henry, Kimberly, committee member
Given the alarming number of juvenile arrests in recent years (Puzzanchera, 2009), as well as the appreciation that outcomes of deviant or delinquent activity are often of serious consequence to both the youth and to society, there is a growing interest in examining the factors that lead adolescents to engage in juvenile delinquency or deviant behavior. To address these factors, the present study used secondary data analysis, with a sample of 290 adolescents, aged 13-19 to examine the relationship between adolescent moral values and adolescent delinquency. Adolescent moral values were examined as a mediator of the relationships between parent moral values and adolescent delinquent behavior, and also between peer delinquent behavior and adolescent delinquent behavior. Attachment to parents and peers was also examined as a moderator of these relationships. Regression analysis was used to analyze the data for this study. Overall results revealed that adolescent moral values were negatively and significantly predictive of adolescent delinquent behavior. Findings also showed that adolescent moral values partially mediate the relationships between parent moral values and adolescent delinquent behavior, as well as between peer delinquent behavior and adolescent delinquent behavior. Peer-youth attachment was identified as a significant moderator of the relationship between peer delinquent behavior and adolescent delinquent behavior. The other moderating pathways of the model were not statistically significant. In general, findings support the current literature in emphasizing parent and peer contexts as highly influential of adolescents' delinquency and introduce how such contexts influence adolescents' moral development. These findings illustrate the important nature of adolescent morality in predicting adolescents' delinquent behavior. Additionally, these findings provide evidence in support of classical theories of risk behavior, such as problem behavior theory, social control theory, and the social development model, as well as attachment theory.
Open Access
Object affordances in young children with Down syndrome
(Colorado State University. Libraries, 2011) Norell, Caroline Ann, author; Fidler, Deborah J., advisor; MacPhee, David, committee member; Most, David E., committee member
Young children with Down syndrome (DS) have limited exploration of their surroundings (Loveland, 1987). This may have long-term effects for the development of representations of object affordances in this population. This study aims to look at the relationship between developmental status and object affordance skills in young children with DS. The sample consisted of thirteen 1 to 4 year olds with DS. The Mullen Scales of Early learning served as the developmental measure, an object retrieval task and the Fewell play scales were used to assess object affordance skills. The results of the study indicate that a higher developmental status is highly correlated with increased exploration of objects. These results contribute to the overall field of information regarding DS, but specifically to interventions to aid in the development of object affordances.
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 member
In 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.
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
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 member
This 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.
Open Access
Cultural differences in shame and guilt between American and Chinese preschoolers
(Colorado State University. Libraries, 2011) Zhang, Dongying, author; Barrett, Karen Caplovitz, advisor; Lunkenheimer, Erika S., committee member; Morgan, George A., committee member
The emotions of guilt and shame play a significant role in socialization. Many cross-national studies about shame in American and Chinese cultures use college students as their subjects. Little attention has been given to the investigation of differences in shame behaviors between American and Chinese young children, and even less to differences in guilt behaviors between these two populations. The purpose of this study was to gain a better understanding of similarities and differences in shame and guilt of preschoolers in these two countries. In this study, we hypothesized that children raised in Chinese families would show higher levels of shame-related behavior than those raised in American families; and that in both Chinese and American cultures, girls would show higher levels of shame-related behavior than boys. No directional predictions regarding guilt were made given the paucity of empirical literature on this topic. Thirty two three to three and a half-year-old children from the United States and thirty four children from China participated in this study. Results indicated that there were cross-national differences in both observed and parentally reported shame behaviors and in parentally reported guilt behaviors between Chinese and American samples, but no evidence of gender effects.
Open Access
Dyadic flexibility and positive affect in mother-child interaction and child effortful control as independent and interacting predictors of child internalizing behaviors
(Colorado State University. Libraries, 2012) Albrecht, Erin C., author; Lunkenheimer, Erika S., advisor; Fidler, Deborah J., committee member; Most, David, committee member
The current study examined both the structure (i.e., in terms of dynamic systems based indicators of flexibility) and the affective content of mother-child interaction, as these relate to children's internalizing behaviors. Child effortful control (EC) was also examined. Together, child EC, dyadic flexibility and dyadic positive affect were tested as independent and interactive predictors of children's internalizing behaviors. In a sample of 100 mother-child dyads when children were approximately 3 years of age, dyads participated in a free play interaction task, and children's EC was observed in a gift delay, snack, and tower task at T1. At T2, mothers and partners reported on children's internalizing behaviors. Child EC significantly predicted internalizing behaviors at T2; there were significant within-time relations between dynamic measures of mother-child interaction and internalizing, and the relation between dynamic measures of mother-child affect at T1 showed a trend towards significantly predicting internalizing at T2. This short-term longitudinal assessment of mother-child interaction and child EC illustrates the complex processes involved in the prediction of children's internalizing behaviors.