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Department of Human Development and Family Studies

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https://hdl.handle.net/10217/100455
These digital collections include theses, dissertations, and faculty publications from the Department of Human Development and Family Studies. Due to departmental name changes, materials from the following historical departments are also included here: Child Development and Family Relationships.

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Browsing Department of Human Development and Family Studies by Subject "adolescence"

Now showing 1 - 7 of 7
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    An investigation of mindfulness, adolescent psychopathology and regulatory emotional self-efficacy
    (Colorado State University. Libraries, 2021) Miller, Reagan L., author; Lucas-Thompson, Rachel, advisor; Coatsworth, J. Douglas, advisor; Prince, Mark, committee member
    A robust body of literature suggests that mindfulness benefits mental health and psychological well-being, but the majority of this research has only been conducted among adults; also, mechanisms that link these two concepts are not fully understood. Mindfulness is theoretically expected to reduce psychopathology through more effective emotion regulation and, as a result, greater beliefs about one's ability to regulate their own emotions; therefore, regulatory emotional self-efficacy (RESE) is a likely mediator of this relationship. In order to comprehensively understand the relationship between the variables, however, two theoretical models were tested; RESE was first tested as a meditator and secondarily tested as a predictor of mindfulness. Among a sample of 149 adolescents (14-21 years old), bias-corrected bootstrapped estimates revealed that RESE was not found to be a mediator in the relationship between mindfulness and adolescent psychopathology. RESE was, however, a better predictor of mindfulness and subsequent reductions in adolescent psychopathology. These results suggest that mindfulness and RESE work together to reduce adolescent psychopathology and that adolescents may need to have effective management of their emotions before being able to practice mindfulness. Going forward, the investigation of additional mediators, as well as multiple facets of mindfulness among a more diverse and longitudinal sample, warrants further investigation.
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    Examining the moderating effects of race/ethnicity and socioeconomic status on the association between substance misuse and mental health in adolescence
    (Colorado State University. Libraries, 2022) Hatch, Kyle, author; Riggs, Nathaniel R., advisor; Prince, Mark, committee member; Luong, Gloria, committee member
    Adolescence has been shown to be a critical time for healthy development, however, research has suggested that substance use is high during this developmental period. Adolescent substance use is of concern, as it can lead to negative developmental health outcomes. Specifically, adolescent cannabis use has been associated with mental health outcomes like depression. This thesis sought to investigate the relationship between adolescent cannabis use and depression, and to test potential moderators such as race/ethnic identity and socioeconomic status (SES) in this relationship. It was found that adolescent cannabis use, along with assigned female sex at birth and low-SES, were associated with increased depressive symptoms in adolescence. Race/ethnic identity and SES did not significantly moderate the relationship between adolescent cannabis use and depression. Implications of these findings and suggestions for future studies are discussed.
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    Exploring the pathway between family chaos, stress reactivity, and emotion regulation
    (Colorado State University. Libraries, 2024) Najman, Jonathan I., author; Lucas-Thompson, Rachel, advisor; MacPhee, Dave, committee member; Faw, Meara, committee member
    Family chaos is the cumulative exposure to disorienting environments (Fiese & Winter, 2010), and is associated with poor academic outcomes, health problems, and adjustment problems (e.g., Evans & Kim, 2013). Two distinguishable elements of family chaos are a) instability, or unpredictable events that disrupt continuity of the household, and b) disorganization, or enduring experiences that contribute to overwhelming disorder (Garrett-Peters et al., 2019). Although a relatively new distinction, it appears critical, in that instability is a stronger predictor of executive functioning than disorganization (Andrews et al., 2021). Our goal was to provide an investigation of this model to other key outcomes: stress reactivity and emotion regulation. A total of 153 adolescents (10-17yrs) completed the stress test and reported emotion regulation (Zeman et al., 2001; Garnefski et al., 2001). Family instability was significantly but weakly associated with disorganization, r = .16, r2 = .03, p < .05. Generalized Estimating Equations controlling for age, income, and race revealed that family instability, but not disorganization, significantly negatively predicted cortisol reactivity (b= -4.65, SE= 4.17, p<.05). The distinction of family chaos into instability and disorganization requires further research to elucidate the relationship between family chaos and poor developmental outcomes.
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    Investigating links between family factors and adolescent authenticity
    (Colorado State University. Libraries, 2014) Siler, Katherine Lovisa, author; Lucas-Thompson, Rachel, advisor; Zimmerman, Toni, committee member; Kees, Nathalie, committee member
    This study used Kernis and Goldman's (2006) conceptualization of authenticity to examine family level factors associated with adolescent authenticity. Previous research has indicated that adolescence is an important developmental period to examine authenticity. Studies have suggested that family level, and marital factors may predict adolescent authenticity. It was hypothesized that adolescent authenticity would be associated with parent authenticity, parent-adolescent relationship quality, and marital equality. It was anticipated that adolescent authenticity would be predicted by interactions between relationship quality and parent authenticity, as well as interactions between gender ideology and marital equality. Adolescents (n = 153) completed questionnaires about authenticity and relationship quality; mothers (n = 98) and fathers (n = 98) completed questionnaires about authenticity, gender ideology and perception of marital inequality. Bivariate and multivariate analyses were performed to examine hypotheses. Adolescent authenticity was significantly associated with father's authenticity and parent-adolescent relationship quality. However, the multivariate analysis indicated that mother-adolescent relationship quality was the only significant predictor of adolescent authenticity. Future research should use a longitudinal study design with a larger sample size. Studies should examine child's perceptions of parent authenticity, parent-adolescent conflict and indirect effects of parent gender ideology on adolescent authenticity.
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    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.
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    Sensation seeking and impulsivity in relation to youth decision making about risk behavior: mindfulness training to improve self-regulatory skills
    (Colorado State University. Libraries, 2014) Johansen, Samantha van Limbeek, author; Youngblade, Lise M., advisor; Rambo-Hernandez, Karen, committee member; MacPhee, David, committee member; Haddock, Shelley, committee member; Aloise-Young, Patricia, committee member
    The goal of this study is to examine the effects of a mindfulness intervention on at-risk adolescents' decision-making about risk behavior. Significant research shows that during adolescence individuals are at higher risk for morbidities and co-morbidities resulting from risk-taking behavior than at other points in the lifespan. Further, research shows that although adolescents are cognitively similar to adults in appraising risk in hypothetical situations, they are still over-represented in health-compromising risk-taking behavior, suggesting that there are other factors contributing to their decision-making about risk. Sensation seeking and impulsivity have been shown to lead to a proclivity for risk behavior and decisions that involve reward-seeking, susceptibility to peer pressure and increased risk-taking. Furthermore, developmental research demonstrates that youth are still developing self-regulatory skills that can down regulate impulsive or sensation-seeking behavior. Interestingly, there is also beginning evidence that self-regulation can be practiced and fostered during adolescence, suggesting that self-regulation is an important intervention target. Thus, this study tests the hypothesis that a mindfulness intervention will improve self-regulation as a way reducing the link between impulsivity, sensation-seeking and decision-making that leads to risk-taking behavior. The sample for this study includes 178 diverse (63% Male; 50% White, 33% Hispanic, 6% Native American, 4% Black), at-risk, youth between the ages of 10-18 (mean age = 13.6) who are participating in a university-based therapeutic mentorship program, Campus Corps. Youth were referred to the mentoring program by the juvenile court magistrate, the district attorney's office, probation officers, and school counselors. Campus Corps pairs at-risk youth with university students and takes place once per week for four hours over a 12-week period. Youth engage in tutoring and prosocial activities with their mentors. This program is led by marriage and family therapy graduate students. Youth were randomly assigned to a control (Campus Corps as usual) or an intervention (Campus Corps with mindfulness) condition. The mindfulness intervention (Learning to Breathe; Broderick, 2009) is implemented for one hour during the Campus Corps evening over a six week period. The intervention includes specific lessons in mindfulness surrounding decision making, self-awareness, and regulation. Results indicate that mindfulness does not significantly moderate the process of self-regulation as a moderating factor with respect to impulsivity and various decision making bases, as well as with respect to sensation seeking and various decision making bases. However, secondary data analyses reveal that the mindfulness intervention did have a significant moderating effect on self-regulation as a moderating variable between impulsivity and risk behavior count (number of risks taken during the past three weeks) over time, as well as between sensation seeking and risk behavior count over time. Speculations regarding the results of this study include the notion that the interaction between self-regulation and mindfulness more strongly affects the "in the moment," gratification-seeking, and/or emotional drive to engage in a particular behavior than the reflective cognitive process measured by decision making bases.
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    Supporting youth mental health through life coaching and mindfulness
    (Colorado State University. Libraries, 2022) Moran, Megan J., author; Shomaker, Lauren, advisor; Lucas-Thompson, Rachel, advisor; Merz, Emily, committee member
    School-based prevention programs are a promising avenue to support youth mental health on a broad scale. Life coaching and mindfulness-based intervention are two specific approaches that may be effective in promoting resilience in the face of risk factors for adverse mental health outcomes and may be particularly well-suited for universal school-based delivery. Theory and limited empirical evidence suggest that these two types of interventions may share underlying mechanisms; however, there has not been any research directly investigating this overlap. This randomized controlled trial examined the effects of a school-based life coaching intervention with a mindfulness component on depression and anxiety symptoms as well as resilience, emotion regulation, self-efficacy, and mindfulness. Participants were N=230 early adolescents 9–13 years of age. Participants in the intervention condition received up to six weekly one-one-one coaching sessions, incorporated into the school day. All participants completed pre- and post-test self-report measures using scales validated for use with adolescents. Linear mixed effects models revealed no significant effect of the intervention on mental health outcomes, resilience, self-efficacy, or mindfulness. However, participants who received the intervention had a greater reduction in emotion regulation difficulties, relative to control, from pre- to post-intervention. Findings suggest that life coaching and mindfulness may be effectively integrated within a school-based intervention to reduce difficulties in emotion regulation, which have been shown in prior research to be precursors to mental health symptomology in adolescence.