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.
Browse
20 results
Search Results
Item Mental Health Advocates as Cultural Intermediaries: A Sociocultural Perspective of Advocacy and Legitimacy(2021) Aghazadeh, Sarah Abigail; Aldoory, Linda; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study sought to understand how advocacy as a public relations activity can give voice to marginalized publics and how/if mental health advocates perceive their advocacy work as influencing culture as it relates to mental health. This study incorporated the theoretical frameworks of fully functioning society theory (FFST) and the circuit of culture. Additionally, this study investigated the concepts of advocacy, legitimacy, cultural intermediation and discourses as they entangle with and within FFST and the circuit of culture. The juxtaposition of these theories helped to uncover both culturally situated best practices of advocacy and interrogate the frames that underpin the rhetorical ideals of a fully functioning society. This study employed qualitative, in-depth interviews with 38 mental health advocates who communicated a variety of perspectives about mental health and illness. Some themes that emerged include: advocacy as both education and empowerment, legitimacy as authority that can derive from both lived and learned experience, the multiple subcultures within the field of mental health advocacy, and the variety of mental health discourses. Furthermore, two overlapping, but distinct missions of advocacy exist including 1) general mental health for all of society and 2) advocacy for people who have experienced significant challenges to daily life and/or harm (e.g., prejudice, discrimination) because of a psychiatric diagnosis. This dissertation extended FFST and the circuit of culture to present a culturally embedded conceptual model of advocacy and theoretical propositions to help guide future theory building. The theoretical propositions outline how advocacy is a vehicle for voice to change status quos, how dysfunction and marginality are parallel within FFST, and how legitimation and cultural intermediation align in the context of culturally situated responsible advocacy. The findings also contributed to the existing theories by applying those theories to a specific context of mental health advocacy, which illuminated the importance of questioning normalized values within FFST and approaching intermediation with reflectiveness. This research considers the consequences of advocacy for people with lived experiences and situates advocacy within social justice contexts to inch closer towards the ideals of FFST.Item COMMUNICATING THE RISKS AND BENEFITS OF PRESCRIPTION OPIOID USE: SELF-CATEGORIZATION AS AN INTRINSIC MESSAGE FEATURE THAT INFLUENCES CONSTRUAL LEVEL(2020) Stanley, Samantha Joan; Atwell Seate, Anita; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The opioid crisis presents a challenge for risk communicators because the judicious short-term use of prescription opioids for noncancer pain may benefit quality of life but also poses risks such as the development of opioid use disorder, thus prompting calls for messaging to reduce the demand for prescription opioids. Communicating the possibility for benefits of short-term prescription opioid use and the risks is therefore ethically required, but message characteristics that simultaneously reduce the demand for opioids while offering complete information about its benefits would be most useful and ethical. Construal level theory posits that altering the level of abstraction of one’s mental representation of a choice meaningfully affects one’s cognitions and behaviors regarding said choice. However, in this theoretical framework changing the mental representation of a choice is usually achieved by methods unsuitable for public health messages that are communicated to a large audience (e.g., priming or changing the characteristics of a choice to be more psychologically distant) or interpersonally. Recognizing the limitations of these approaches, I suggest that self-categorization with its focus on self-construals at increasingly abstract levels may act as a potential intrinsic message feature that can affect construal level without altering the characteristics of the choice being evaluated. A thought-listing pilot study demonstrated that self-categorizing at the relational (i.e., significant other) versus subordinate level (i.e., individual) affects the type of salient behavioral beliefs. Study 1 experimentally demonstrated that altering self-categorization changes the extent to which participants focus on the pros of prescription opioid use (high construal level beliefs) but not their focus on the cons of use or psychological distance. However, psychological distance, pro focus, and con focus all predicted intent to use prescription opioids. Study 2 experimentally demonstrated that altering self-categorization in a message about pros and cons of using prescription opioids significantly indirectly predicted attitudes, subjective norm, and perceived behavioral control over prescription opioid use mediated by identity salience. Attitudes, subjective norm, and perceived behavioral control in turn predicted behavioral intent to use prescription opioids. This dissertation integrates construal level theory and self-categorization theory to provide an intrinsic message feature that alters behavioral intention to use prescription opioids.Item HOW SCHOOL PRINCIPALS USE TWITTER TO SUPPORT LEADERSHIP PRACTICES: A MIXED METHODS DESIGN(2018) Lynch, Jennifer Mohler; Croninger, Robert G; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the past ten years, Internet-based communication mediums have eclipsed print and television media. Digital communications allow for information to be shared rapidly, in real-time, and with little mediation. The pervasive integration of digital platforms has changed the values, norms, and expectations of today’s society. This has profound implications for how school leaders interact with all stakeholders. School leaders are charged with executing three main roles: setting directions, developing organizations, and developing people (Leithwood & Riehl, 2003). Communication serves as a critical element that supports the effective execution of these roles. In a predominantly digital society, leaders may benefit from the integration of digital platforms to create a comprehensive communication profile. Despite a robust body of literature on leadership practices, there is little research on how K-12 school principals are using digital communication platforms to execute leadership roles and responsibilities. This study contributes to the literature by exploring how school leaders are using the popular digital platform Twitter. This research employed a sequential mixed methods design, utilizing both descriptive quantitative data and interview qualitative data to answer the question “who” is tweeting and explore the deeper questions of “why” and “how” school leaders use Twitter. This study moved through six phases with prior phases informing subsequent phases to construct a comprehensive profile of Twitter use and leadership practices. This research demonstrates that school principals primarily use Twitter as a promotional tool to excite and engage an expanded stakeholder base around a common vision. Both informational and promotional tweets served to build relationships, provide information, and satiate the intense informational needs of an expanded stakeholder base, now firmly situated in the digital generation. School leaders used Twitter to project information that serves to support their leadership roles of setting a vision and developing an organization. To a lesser extent, they used Twitter to consume and collect information that supports their leadership role of developing people.Item The effect of child gender on parental nonverbal communication(2019) Booth, Tiara; Newman, Rochelle; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Previous work has studied parental verbal communication and found differences based on child gender. The current study was designed to better understand any differences in maternal nonverbal communication based on child gender. The nonverbal parameters analyzed were eye contact/joint attention, gestures, positive and negative facial expressions, and open and closed body language. Previously recorded mother-child play sessions when the children were 7 months (n=103) and 24 months (n=73) were coded to assess three main questions: a) Does maternal nonverbal communication differ with child gender? b) Does maternal nonverbal communication change over time? c) Does maternal nonverbal communication effect vocabulary outcomes at 24 months? Mothers used more positive facial expressions with girls at 7 months and more gestures with boys at 24 months. Mothers were consistent in their use of positive facial expressions and gestures over time. Finally, there was no apparent relationship between maternal nonverbal communication and vocabulary.Item THERAPIST COMMON FACTORS’ INFLUENCE ON CLIENT CONSTRUCTIVE COMMUNICATION AND CONFLICT RESOLUTION IN COUPLE THERAPY(2018) Harbison, Liza; Epstein, Norman B; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated the relationship between therapist common factors behaviors and changes in client constructive communication during couple therapy. Research suggests that common factors are associated with client improvement, but research on these factors in couple therapy is lacking. This study was a secondary data analysis of 41 couples presenting with mild to moderate psychological and physical partner aggression who received ten sessions of couple therapy at a university family therapy clinic. The study examined the relationship between therapist collaborative behavior and use of systemically based techniques coded from the fourth couple therapy session, and changes in client constructive communication, measured by client cognitions during conflict, client and partner behavior during conflict, and video coding of couple communication. Minimal significant links were found, but unexpectedly, therapist use of systemic techniques was negatively associated with change in female constructive problem solving cognitions. Implications of these findings are discussed.Item Beyond Words: A Post-Process Business Writing Pedagogy(2016) Lloyd, Adam M.; Wible, Scott A; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The goals of this dissertation are twofold: to identify shortcomings in contemporary business writing pedagogies that result in students being insufficiently prepared for the writing challenges of their post-college careers and, to develop an alternative pedagogy that addresses these problems. To achieve these ends I review the recent history of business writing pedagogy, examine 105 business communication syllabi from U.S. colleges, and perform a close textual analysis of the five textbooks most commonly used in these courses. I then perform a communication audit of the American Cancer Society Cancer Action Network as an exemplar of how communication functions in a workplace setting. Armed with this data I assert that contemporary pedagogical models do not adequately account for the atomistic complexity and fluidity of actual workplace discourse: the historical and organizational factors that affect every discursive interaction, the personal preferences and individual relationships that determine success with each new dialogic engagement, the very nature of communication as uncodifiable and paralogical, or the generative, living genres that allow these activity systems to function. “Beyond Words” presents a new pedagogy that accomplishes several objectives: first, it accounts for the weaknesses of current business writing pedagogies. Second, it addresses the challenges of contemporary workplace communication, in which writing expectations are constantly evolving and progressively intricate. Third, it incorporates the principles of post-process theory—that writing is public, interpretive, and situated—and draws on aspects of activity theory and ethnographic analysis that remain consistent with a post-process framework but add depth to the holistic conception of discourse practices. Fourth, rather than trying to teach students how to write—which post-process theory argues is impossible—it focuses on helping students to “read” the situated contexts of what are commonly considered discourse communities as evidence of prior communicative theories so as to better triangulate the passing hermeneutic strategies of each of their interlocutors. Most importantly, this pedagogy prepares students for the increasingly complex, unstable, diverse writing conditions of the contemporary workplace and empowers them to better analyze and adapt to whatever communications challenges they face throughout their professional careers.Item INVESTIGATING HOW INDIVIDUAL SCHOOL INTERNAL SOCIAL NETWORKS CONTRIBUTE TO THE COMMUNICATION OF SYSTEMIC INITIATIVES IN A LARGE URBAN SCHOOL DISTRICT(2015) Kochanowski, Melissa Lynn; McLaughlin, Margaret J.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Implementation of initiatives and mandates in schools and districts has increased over the last decade and districts are constantly tasked with disseminating new information to staff in the schools. Recently studies have been conducted in the field of education using Social Network Analysis (SNA) to explore how information and knowledge flow between people in schools and districts in order to identify key disseminators, brokers, and hinders of information, as well as the overall patterns of communication. The purpose of this study was to examine the informal communication networks and key actors used to disseminate information about the Common Core State Standards (CCSS) in four elementary schools in a large urban school district. The study was based on the premise that obtaining a better understanding of the informal communication pathways in these schools would allow school and district leaders to better understand how information flows throughout schools and to determine whether the positions intended to communicate new information in a school were actually being used. This exploratory study used an online survey and SNA to identify the flow of and key actors for communication around two initiatives, CCSS and Data Wise. The findings suggest that each of the four schools had highly centralized networks where only a few key staff members were integral for sharing information about initiatives. The key people in each school tended to be administrators and individuals who held two positions. One of the key positions in each school was the Professional Development Lead Teacher (PDLT), which is the position the District had created to ensure information about key initiatives was disseminated.Item Probing Allosteric Communication Between Disordered Surfaces in a Protein(2015) Cressman, William John; Beckett, Dorothy; Biochemistry; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Molecular mechanisms of protein allostery are not well understood, particularly in those systems that undergo disorder to order transitions upon activation. BirA, an E.coli metabolic enzyme and transcriptional repressor, is a model allosteric protein in which corepressor, bio-5’-AMP, binding enhances dimerization by -4 kcal/mol and is coupled to disordered loop folding on both functional surfaces. In this work, BirA variants with single alanine substitutions in dimerization surface residues are investigated to further characterize communication between the two sites. Isothermal titration calorimetry (ITC) measurements of corepressor binding of these BirA variants indicate only the G142A substitution perturbs the Gibbs free energy of binding. The G142A crystal structure indicates a mechanism of communication from the corepressor binding to the dimerization surface involving α-helical extension of residues 143-146. Measurements of the heat capacity changes associated with corepressor binding to the BirA variants support a model in which the helical extension enhances dimerization by enabling the formation of a network of intramolecular interactions on the dimerization surface.Item Spatial cueing by a novel agent in preschool children and adults(2015) Terrizzi, Brandon; Beier, Jonathan S; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the current study we assessed preschool children and adults' reflexive, covert spatial attentional response to a novel entity. In particular, we assessed whether covert attention was selectively engaged after construing the novel entity as an agent. Previous research has demonstrated that children and adults' covert spatial attention may be flexibly engaged by a non-directional cueing stimulus (e.g., a circle), however this attentional response is neither spontaneous nor is it reflexive (i.e., participants were told that the stimulus predicted the eventual target's location). For the first time we have shown that covert spatial attention is spontaneously and reflexively engaged by a morphologically unfamiliar cueing character when it is interpreted as an agent but not otherwise. The implication of this finding for theoretical accounts of the development of covert attention and agency attributions more generally are discussed.Item Journalists or Cyber-Anarchists? A qualitative analysis of professional journalists' commentary about WikiLeaks(2013) Roberts, Jessica Stewart; Steiner, Linda; Journalism; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)New media for sharing information online have presented a challenge to professional journalism in a variety of ways, as new tools or media for communicating information allow more of the public to share information in a publicly available way. WikiLeaks, an online site that began publishing secret and classified information in 2007, provides a useful lens through which to examine professional journalists' responses to one such challenge. In responding to these challenges, journalists may engage in paradigm repair, making efforts to reinforce and police their professional norms and practices by identifying and normalizing violations. This study examines the terms and the frames used in commentary about WikiLeaks by professional journalists, in an attempt to understand how professional journalists define and defend their own profession through their efforts at paradigm repair, and to consider the professional, social, and political consequences of those efforts. Journalists primarily framed WikiLeaks as a non-journalist actor, one that threatened the national security of the United States. This framing can be seen as paradigm repair, as journalists excluded WikiLeaks from their profession on the basis of its lack of editorial structure, physical location, and concern for U.S. public interest. The consequences of this exclusion are to leave WikiLeaks and other non-traditional journalistic actors more vulnerable, and to make it more difficult for professional journalists to stay relevant and adopt improved practices in the changing media ecology.