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.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    Pathways to assistance for victims of intimate partner violence
    (2015) Stabile, Rebecca Michelle; Dugan, Laura; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Efforts to understand disclosure of abuse for victims of intimate partner violence have largely focused on characteristics of disclosure rather than the consequences of disclosure. Past research has found that disclosure of abuse to formal and informal sources of support is common among victims of intimate partner violence (Fanslow & Robinson, 2010), however little research exists that attempts to explain the effect that disclosure has on a victim’s ability to survive abuse. This thesis draws upon arguments from Edward Gondolf’s survivor theory (Edwards & Gondolf, 1988) and contends that the act of disclosing is an important step in seeking help from public services in order to escape or reduce abuse. It posits that the effect of disclosure of abuse varies across a number of characteristics. Using National Intimate Partner and Sexual Violence Survey data, this thesis finds that the effect of disclosure on the likelihood that a victim receives needed services varies across type of support to whom the victim discloses, type of service needed, and seriousness of violence.
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    The Relationship of Self-Determination Skills, Use of Accommodations, and Use of Services to Academic Success in Undergraduate Juniors and Seniors with Learning Disabilities
    (2010) Humphrey, Marja J. B.; MacDonald-Wilson, Kim; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Students with disabilities are entering colleges and universities across the nation in ever-increasing numbers, with the greatest percentage being students with learning disabilities (LD). Yet, students with disabilities often do not graduate from college at the same rate as students without disabilities. Self-determination is an important skill for students to possess as they navigate a more complex academic environment in which they are required to make decisions independently. Having effective services for students with LD is crucial to their academic success. Students with LD were recruited through College and University contacts maintained by the student disability offices. Seventy students from eight institutions (all 4-year institutions, which included four independent colleges and four state universities), responded to an online survey, completing measures about their grade point average (GPA), use of accommodations, use of related services, and their skills as measured by the Self-Determination Student Scale. Results indicated that there was a significant, positive relationship between self-determination and GPA, such that self-determination reliably predicted GPA in this sample. However, no relationship was found between use of accommodations and GPA or between use of services and GPA, as many students reported selectively utilizing accommodations and services, which was interpreted to indicate developing self-determination. Recommendations for how campus disability offices might assist students in the development of self-determination skills are discussed and implications for future research academic success are presented.