UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
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Item ASIAN-AMERICAN IMMIGRANT PARENTS’ BELIEFS ABOUT HELPFUL STRATEGIES FOR ADDRESSING ADOLESCENT MENTAL HEALTH CONCERNS(2018) Frese, Kristen Marie; Wang, Cixin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present exploratory, mixed-methods study explores Asian-American immigrant parents’ beliefs about helpful strategies for addressing youth mental illness (i.e., depression and eating disorders). Nineteen Asian-American immigrant parents (M=46.1 years, SD=3.9) completed closed-ended surveys and semi-structured interviews. Frequency counts were collected from the surveys on parents’ attitudes toward mental health services, products, and providers for the prevention and intervention of adolescent mental illnesses. The interviews were coded for themes using thematic analysis in order to explore parents’ beliefs about helpful strategies for addressing youth mental illness. Five primary strategies for addressing youth mental health concerns emerged: Providing social support; providing strategies to improve mental health; teaching adolescents about mental health; seeking help from professionals; and identifying the cause or diagnosing the problem. The roles that the school and culture play in each of those strategies is discussed. Implications are given for school-based mental health providers.Item Language Outcomes of the Play and Language for Autistic Youngsters (PLAY) Project Home Consultation model—An Extended Analysis(2016) Catalano, Allison; Bernstein-Ratner, Nan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study is a post-hoc analysis of data from the original randomized control trial of the Play and Language for Autistic Youngsters (PLAY) Home Consultation program, a parent-mediated, DIR/Floortime based early intervention program for children with ASD (Solomon, Van Egeren, Mahone, Huber, & Zimmerman, 2014). We examined 22 children from the original RCT who received the PLAY program. Children were split into two groups (high and lower functioning) based on the ADOS module administered prior to intervention. Fifteen-minute parent-child video sessions were coded through the use of CHILDES transcription software. Child and maternal language, communicative behaviors, and communicative functions were assessed in the natural language samples both pre- and post-intervention. Results demonstrated significant improvements in both child and maternal behaviors following intervention. There was a significant increase in child verbal and non-verbal initiations and verbal responses in whole group analysis. Total number of utterances, word production, and grammatical complexity all significantly improved when viewed across the whole group of participants; however, lexical growth did not reach significance. Changes in child communicative function were especially noteworthy, and demonstrated a significant increase in social interaction and a significant decrease in non-interactive behaviors. Further, mothers demonstrated an increase in responsiveness to the child’s conversational bids, increased ability to follow the child’s lead, and a decrease in directiveness. When separated for analyses within groups, trends emerged for child and maternal variables, suggesting greater gains in use of communicative function in both high and low groups over changes in linguistic structure. Additional analysis also revealed a significant inverse relationship between maternal responsiveness and child non-interactive behaviors; as mothers became more responsive, children’s non-engagement was decreased. Such changes further suggest that changes in learned skills following PLAY parent training may result in improvements in child social interaction and language abilities.Item Informant Discrepancies: Understanding Differences in Parent and Teacher Ratings of Children's Executive Functions and Social Skills(2015) Albrecht, Jessica; Teglasi, Hedy; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Researchers and practitioners in the field of psychology frequently use parent and teacher rating scales in the assessment, diagnosis, and treatment of young children. However, research has shown that agreement between parents and teachers on rating scales is low to moderate. The present study examined this phenomenon, termed "informant discrepancy", for the Behavior Rating Inventory of Executive Functions (BRIEF) and the Social Skills Improvement System (SSIS). Parents and teachers completed these scales for the same sample of 73 Kindergarten children. Results indicated that parent-teacher agreement was low at the scale and item levels, within-informant correlations were higher than between-informant correlations, mean differences in parent and teacher ratings may be explained by differences in the home and school contexts, and informants identified different children as having significant problems with executive functions and social skills. Implications of the findings for research and practice are discussed.Item 'Being on Top of It:' A Qualitative Examination of the Processes and Contexts Shaping Pediatric Caregiving among Low-Income, Young, African-American Fathers.(2015) Waters, Damian M.; Roy, Kevin M; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Several studies have noted the positive relationship between father involvement and children's health outcomes (Stewart & Menning, 2009; Bronke-Tinkew, Horowitz, Scott, 2009; Yogman, Kidlon, & Earls, 1995; Lamb, 1997; Dubowitz, Black, & Cox, 2001; Chenning 2008). Recent years have also seen a growing interest in the impact of adolescent fathers' characteristics and involvement on children's outcomes (Black, Dubowitz, & Starr, 1999; Fletcher & Wolfe, 2011). Few studies of public health or pediatric outcomes, however, have examined how fathers provide and shape healthcare for their children. Through semi-structured interviews (n = 29), this study explored how low-income, minority young men care for their children's health. Participants were recruited from two programs that provide integrative medical care, mental health services, and case management support for adolescent and young adult parents in the Washington, DC metropolitan area. Interviews were digitally recorded, transcribed, and entered into Atlas.ti (Friese, 2014). Informed by grounded theory, data were analyzed over three phases of coding. This study explored how the contexts in which young men fathered facilitated and complicated fathers' involvement in pediatric caregiving. These contexts included young men's relationships with the mothers of their children, family and kin-relationships, socioeconomic circumstances, community contexts, as well as proximity and distance from their children. This study found that young men developed their approaches to pediatric caregiving from their general health knowledge, prior caregiving experiences, personal health histories as well as their intimate familiarity with their children. Taken together, the findings suggested a tripartite framework for describing fathers' involvement in pediatric caregiving. This framework also highlights common processes--constructing self as caregiver and a father, navigating coparent relationships, and engaging in medical visits--that young men used to engage in preventative, acute, and chronic caregiving. These common processes helped men negotiate contexts that often challenged their involvement in pediatric caregiving.Item Korean American Mothers' Perception: Investigating the Role of Cultural Capital Theory and Parent Involvement(2014) Kim, Yong-Mi; Parham, Carole S.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The strongest and most consistent predictors of parent involvement at school and at home are the specific school programs and teacher practices that encourage parent involvement at school and guide parents in how to help their children at home (Dauber & Epstein, 1995). Joyce Epstein (2004) developed a framework for defining six different types of parent involvement. This framework assists educators in developing school and family partnership programs. "Schools have a vested interest in becoming true learning communities. They are now accountable for all students' learning," she writes. "To learn at high levels, all students need the guidance and support of their teachers, families, and others in the community." School improvement no longer rests solely on the shoulders of the principal, but rather takes the collaborative effort of the entire school community to increase achievement levels of all students. A major stakeholder of that community is the parents who want what is in the best interest of their children. This mixed-methods study examined the perceptions of Korean American mothers regarding their own parent involvement practices and investigated the role of Bourdieu's Cultural Capital Theory using the conceptual framework of Epstein's Parent Involvement Framework. Data for this study were collected by way of survey responses and interview probes with focus groups of six Korean American mothers. In the quantitative phase of the study, 81 mothers from a single school district in the mid-Atlantic United States were identified. The results from the quantitative phase of the study found that English proficiency had a significant impact on whether Korean American mothers engaged in parent involvement activities. Examination of the focus group responses revealed that the Korean American mothers identified English and time as major factors in determining in what types of parent involvement activities they engaged. Parent involvement is essential for promoting successful school improvement. It plays a pivotal part in school reform. Further research is recommended with larger samples of participants in rural and urban settings. In addition, future research should examine the role of fathers in parent involvement.