Theses and Dissertations from UMD
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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 give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Decolonizing in Individual Psychotherapy: A Qualitative Exploration(2024) Bansal, Priya; Hill, Clara E; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)We interviewed 12 therapists experienced in practicing decolonizing about their understanding of decolonizing and its relevance to therapy, as well as how they implemented this approach with at least one client. Interviews were analyzed using Consensual Qualitative Research (CQR) and revealed that colonial paradigms had negative individual, relational, and societal impacts; therapists used a range of interventions aligned with decolonizing, including interventions to help clients gain insight about the systemic context of psychological problems and to facilitate client resistance of colonial ideologies; sociocultural identity interactions between therapist and client considerably shaped the therapy work; therapists encountered conceptual, practical, and systemic barriers to decolonizing practice; and clients experienced improvements across intrapersonal and interpersonal functioning. Implications for practice and research are discussed.Item WOMEN IN ORANGE: HOW WOMEN IN PRISON ADAPT, NAVIGATE RELATIONSHIPS, AND MAINTAIN IDENTITY(2023) Philippon , Cassandra Nicole; Porter, Lauren; Ellis, Rachel; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The body of literature describing women’s prisons and the adaptations of women in prison largely overlook the role femininity plays in structuring life in the single-sex space of a women’s prison. Virtual, semi-structured interviews were conducted with fifty-six women housed at a women’s prison in Arizona. Participants described providing care for others and care for the self. Life in the prison was therefore structured primarily around care, which refers to a feeling of concern or interest, providing for the needs of someone, or paying close attention to doing something to avoid harm.Item Sleep throughout the alcoholism recovery process: a mixed methods examination of individuals' experiences transitioning from an inpatient research facility providing rehabilitation treatment to the community(2015) Brooks, Alyssa Todaro; Beck, Kenneth; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Despite research establishing the relationship between sleep disturbances and alcohol use, there is no clear understanding or model for what occurs once individuals who seek inpatient alcoholism treatment are discharged from rehabilitation facilities and attempt to integrate back into their homes and communities. This study used a mixed methods approach to assess individuals' perceptions of and experiences with sleep throughout the process of alcohol rehabilitation and to explore associations between sleep-related beliefs/behavior, sleep quality, and relapse. The Social Cognitive Theory (SCT), which posits that personal factors, the environment, and human behavior exert influence upon each other through reciprocal determinism, was used as the underlying theory for this study. Constructs from the SCT were measured directly in this study using both quantitative and qualitative approaches in a convergent parallel design to study the following aims: a) to assess perceptions of and experiences with sleep during alcohol rehabilitation, b) to describe sleep patterns, perceptions, and beliefs among individuals who are alcohol-dependent throughout the transition from a clinical research facility providing rehabilitation treatment back to the community, and c) to assess whether sleep-related beliefs and/or behavior are associated with sleep quality or alcohol relapse. Data were collected from a cohort of clinical research participants enrolled on an inpatient alcohol treatment protocol (n=32). Sleep was assessed quantitatively and qualitatively within one week of discharge from the inpatient facility and again four to six weeks post-discharge. Results indicated a prevalence of sleep disturbances throughout the process of rehabilitation. Self-efficacy for sleep was associated with better sleep quality at both time points. Thematic analyses of interview transcripts yielded overarching themes of sleep-related beliefs/behavior, sleep environments, stress related to transitions, and self-medication. This study demonstrates a prevalence of sleep disturbances among individuals undergoing alcohol treatment and relationships between SCT constructs and sleep quality. The period of transition from inpatient to outpatient represents a time of change, thus future behavioral sleep intervention efforts in this population may benefit from addressing underlying sleep-related beliefs and behaviors to improve sleep quality and encourage healthy and sober living.Item DRINKING, TEXTING, AND HOOKING UP: THE FEMALE PERSPECTIVE ON GETTING TOGETHER WITH MEN IN COLLEGE(2014) Ross, Katherine; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Non-platonic relationships are a significant stressor for women in college, and can lead to a variety of negative outcomes (Lindgren, Parkhill, George and Hendershot, 2008). Flirting is how non-platonic interactions begin, yet it has not been studied in a university setting. In this study, semi-structured interviews with twelve heterosexual female college students gathered information about women's intentions, behaviors, and outcomes in non-platonic heterosexual interactions. Understanding college students' goals and communication strategies in non-platonic interactions may improve educational and intervention strategies (Lindgren, Blayney, Schacht, George & Pantalone, 2009). Researchers analyzed interview data using Consensual Qualitative Research methods, which allow for rigorous exploratory analysis aimed at describing the actual experiences of college student women. Students spoke about their personal experiences as well as to their perceptions of norms on college campuses. The conclusions drawn from the data demonstrate the ways in which the college social environment, indirect interpersonal communication, and a desire for human connection characterize college student women's experiences of non-platonic relationships in college.Item TEACHERS AND THE IDENTIFICATION PROCESS: MINORITY STUDENTS IN SPECIAL EDUCATION(2012) Danner, Carlin Linden; MacDonald, Victoria-Maria; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Racial, ethnic, and gender disproportionality in the field of Special Education is a phenomenon that has challenged our school systems since Brown v. The Board of Education (Blanchett 2006). This study of a Middle School in a Mid-Atlantic state is aimed to view disproportionality through the lens of the identification process (Kid Talk, Student Support Team Meetings, and Initial Individual Education Plan meeting). It is a qualitative study that included observations of initial IEP meetings and interviews with five professionals within the school setting. These interviews included two general educators, two special education teachers, and one administrator. Through a comprehensive data analysis, it was found that for these individuals the introduction of students into the special education depends upon a complex set of factors that include: teacher preparation, the perception of the teacher by their colleagues, and the student's academic/behavioral struggles, amongst others. Some recommendations include further professional development in the identification process and cultural competence.Item Information Seeking in Context: Teachers' Content Selection during Lesson Planning Using the Shoah Foundation's Visual History Archive of Holocaust Survivor Testimony(2011) Lawley, Kathryn Newton; Soergel, Dagobert; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study explored the information seeking task of content selection. An integrative conceptual framework used existing models to examine the context and process of information seeking, evaluation, and selection. The conceptual framework incorporated three main elements of the information seeking process: * The information need context, * The information search process, * Relevance criteria. Among teachers' many duties are the creation, implementation, and revision of lesson plans. A subtask of lesson planning is content selection, which occurs when teachers seek outside content, such as readings or audio recordings, to incorporate into lesson plans. Content selection is seen here as a work-task-embedded information seeking process. A qualitative study was implemented within the setting of a week-long professional development workshop, during which eight teachers used a custom software product that combined a lesson-planning module with an information retrieval (IR) system. The IR system provided access to a subset of the Shoah Foundation's Visual History Archive. Data types included interviews, fly-on-the-wall transcripts, transaction logs, relevance judgments, and lesson plans. Analysis combined inductive and deductive techniques, including start codes, constant comparison, emergent themes, and matrix analysis. Findings depict associations among each component of the framework. 1. The information need context consists of five layers (Environment, Role, Person, Task, Information Source), each of which influences information search and relevance. 2. The ISP includes two cognitive-behavioral facets: Conceptualizing and Actualizing. 3. Relevance criteria are the situationally-driven embodiment of contextual elements that apply to information seeking. These findings have theoretical and practical implications for information studies and education. For information studies, this study contributes to understanding of the ISP as contextual, cognitive, and interactive. Information need, while unobservable in its native form, can be depicted in enough detail to supply meaningful requirements for the design of information systems and processes. Content selection is a form of exploratory search, and this study's implications suggest that the "traditional" reference interview should be used as an interaction model during exploratory search. For education, this study extends the discourse about consequences of standards-based education for teacher practice and contributes to models of teacher planning as an iterative, cognitive process.Item Teachers' Perceptions of the Sources of Collective Efficacy in an Organizational Environment Conducive to Collective Learning(2011) Williams, Letitia Marion; Mawhinney, Hanne; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Collective teacher efficacy has emerged as a significant predictor of student achievement and is theorized to influence teachers' actions in ways that improve student learning. Bandura's theory of efficacy formation posits that efficacy beliefs are formed from the perception and interpretation of four sources of efficacy. This qualitative study explored the organizational antecedents of collective teacher efficacy, specifically, how the organizational context of the school, conceptualized as a professional learning community (PLC) influenced teachers' perceptions and interpretations of the sources of efficacy. Teachers were interviewed and observed interacting with faculty and administrators. The study found that the PLC conditions shared vision, collective learning, and shared and supportive leadership had the most significant impact on teachers' collective efficacy beliefs. In addition, the student demographic, predominantly minority, low-income students, influenced how teachers conceptualized the teaching task and how they assessed the competence of their colleagues. Individual-level attributes such as years of teaching experience also accounted for differences in teachers' perceptions and interpretations of efficacy sources. Finally, the study found support for the importance of the principal's role in the development of teachers' collective efficacy beliefs.Item Therapist Dreams about Clients(2007-08-10) Spangler, Patricia T; Hill, Clara E; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Little empirical research has been conducted on therapist dreams about clients. The purpose of the current study was to learn more about this phenomenon, with a focus on four specific areas: (1) themes that occur in such dreams, (2) the meaning therapists make of the dreams, (3) what methods therapists use for gaining understanding of these dreams, and (4) what uses therapists make of their understanding. The consensual qualitative research method was used to analyze transcripts of interviews with 8 experienced therapists. Results indicated that the dreams typically had primarily negative interpersonal patterns, deepened therapist awareness of a known issue; therapists used multiple methods to work with the dreams; and therapists used their understanding of the dream in deciding how to proceed with the case. Specific meaning of the dreams included signals of unmanaged countertransference and indications to make fundamental changes in the therapeutic relationship or the therapist's life.Item Incarceration and Partner Relationships: A Qualitative Analysis of Men's Perceptions of Social Support(2007-05-07) McDowell, April; Roy, Kevin; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Incarceration impacts families in a number of different ways ranging from emotional distress, economic challenges, and social stigma. The purpose of this analysis was to explore how men's perceptions of support from their partners during incarceration and community reentry shape intimate partnerships. Using secondary data content analysis, a sample of 20 fathers from the Fathers and Families Resource and Research Center study dataset has been examined (Roy, 2002-2004). Using family stress theory and symbolic interactionism, qualitative methods were used to examine life history interviews. Interviews were coded for themes related to past incarceration, intimate partnerships, and social support. Overall, men reported feeling supported in their roles as partners across their relationship trajectories and support shifted occurred from their roles as romantic partners to their roles as co-parents. Community reentry was an especially significant time that support mattered due to the recommitments that many made to fatherhood during this process.Item Fostering Resilience Among Early Adolescents Exposed to Community Violence: Challenges, Strategies, and Support Needs of Middle School Teachers in Predominantly African American Urban Communities(2006-04-27) Maring, Elisabeth Fost; Koblinsky, Sally A.; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Community violence places youth at risk for adverse developmental consequences such as poor school achievement, aggression, and self-destructive behaviors. Although an increasing number of studies have investigated the strategies that parents use to protect their children from negative effects of violence exposure, there is a dearth of research that focuses on the challenges faced by teachers in violent communities. Recognizing the potential for teachers to have a major influence on early adolescents' development, this study addressed a major gap in the literature by examining: 1) the challenges that teachers face in low-income neighborhoods with high community violence; 2) the strategies that teachers use to foster resilience in their students; and 3) the supports that teachers need to more effectively teach and guide youth within violent communities. This qualitative study adopted an ecological/risk and resilience framework. Teachers' voices provided important information about the challenges of teaching in violent neighborhoods and the protective factors within various ecological contexts that help teachers foster youth resilience and maintain their own teaching effectiveness. The investigator recruited 20 teachers from three middle schools with predominantly African American students located in neighborhoods with high violence levels in Maryland. A modified grounded theory approach was used for data analysis. Results revealed that community violence was the central phenomenon affecting teachers in the three schools. Three emergent concepts framed teachers' depiction of their challenges, strategies, and support needs: 1) guidance; 2) structure; and 3) self preservation. Specifically, teachers in violent communities confronted challenges providing youth with guidance and structure, while preserving their own mental health. They employed guidance-related strategies to foster youth resilience; addressed structure in their classrooms, school, and community; and engaged in behaviors to preserve their personal mental health. Finally, teachers expressed needs for support to effectively guide youth; improve school and community structure; and access mental health-related services. The study concludes by discussing implications of the findings for programs and policies, including the need to improve teacher training, school leadership, school security, peer mediation and counseling services, parent education, and community involvement in anti-violence initiatives. Suggestions for future research are also discussed.