College of Behavioral & Social Sciences
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item Anxiety and Anxiety-Coping in Children's Picture Books(2023) Hui, Janisa; Wang, Cixin; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The contribution of this study is to provide an understanding of how picture books educate young children on the common experiences of anxiety. This qualitative study used thematic analysis to analyze 82 English children’s picture books for infants and young toddlers (0 to 5 years old) that were published in 2020. Picture books in this sample portray anxiety in a way that match with the clinical knowledge of childhood anxiety in terms of characterization and signs of anxiety. This study identified five major themes of anxiety-eliciting situations, namely schools, bad things happen, being alone, health and diversity. The findings of this study also include themes and patterns of coping strategies that were used by the protagonists; finding comfort, inhibiting emotions, solving problems, recognizing and expressing emotions and culturally-related strategies are the five themes that summarize the coping strategies found in this sample. Across all types of anxiety-eliciting situations, finding comfort is the most frequently presented coping strategy. This study holds implications for caregivers, teachers and clinicians, through which they can have an idea of how anxiety is presented in some recently published children’s picture books in their use of the books for educational or clinical purposes. Publishers may also take reference on the gaps noted in this study to diversify the content of anxiety-related picture books.Item Understanding Secondary Educators’ Knowledge of Mental Health and Their Perceptions of Their Role in Addressing Student Mental Health(2019) Ross, Ana-Sophia; Wang, Cixin; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Adolescents have significant unmet mental health needs and schools represent the most common place for youth to receive mental health services. Teachers are primarily responsible for recognizing and working with students with mental health needs. Scholarship has investigated teachers’ knowledge pertaining to signs and symptoms for mental illness and found that teachers report little confidence in their knowledge, and have difficulty accurately identifying students struggling with mental illness. Research has provided some insight into how teachers can promote positive mental health amongst their students but little is known about classroom educators’ perceptions about how they can address student mental health concerns. Thus, this qualitative study utilized thematic analysis to investigate 27 teacher/classroom educators’ perceptions about how they can help students who struggle with mental health problems. Five main themes emerged from the analysis: 1) school collaboration, 2) student support, 3) family involvement/family-school partnership, 4) school reform/systematic change, and 5) teacher professional development training. Additionally, the study also investigated educator’s knowledge of signs and symptoms of depression, anxiety, and eating disorders. Eighty-five percent of teachers were able to correctly identify depression from a vignette while all participants were able to identify an eating disorder from a vignette. This study provides insights about how to improve school-based mental health efforts, with specific attention to classroom-based educators’ role in the provision of services.Item LANDSCAPES OF TENSION: EXPLORING NERVOUSNESS AND ANXIETY ON A MARYLAND PLANTATION(2018) BAILEY, MEGAN; Shackel, Paul A; Anthropology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation examines a late eighteenth- and early nineteenth-century plantation site, L’Hermitage, which is located in Frederick, Maryland, on what is now Monocacy National Battlefield. It considers how the interactions among and between the plantation owners, the Vincendière family, and their enslaved workers, in order to investigate how negotiations of power and supremacy can be read through spatial organization, material culture, and interpersonal relations. I refer to Denis Byrne’s (2003) use of the phrase “nervous landscape” to explore how a landscape and its occupants can be literally and figuratively nervous when absolute power fails and a heterogeneity and multiplicity of power and identities are introduced. That is, the disruption of homogeneity and hegemony breeds nervousness. Byrne uses this concept to explore racial tension; however, this project recognizes that anxiety can emerge from uneasiness around other structural factors. This research relies on multiple sources, including historical documents, artifacts, and archaeological features in order to explore how race, gender, class, religion, and nationality interacted on the plantation landscape. This work applies particular attention to how the power dynamics around these hierarchies played out within the nervous frame, mitigating or contributing to a nervous landscape. The dissertation also uses this framework to explore nervousness in the literal sense; how anxiety was a fundamental element of the colonial experience, and more broadly how emotion is an important aspect of the human experience that should be considered in archaeological interpretations of the past. This research is intended to contribute to the National Park Service’s goal of enhancing its interpretation of the larger context of the Civil War. Monocacy National Battlefield (MNB) is primarily valued for the battle that took place in 1864, and this is reflected in much of its current interpretation. However, MNB is committed to expanding this interpretation to situate the Civil War battle in its historical, social, political, economic, and geographical context. Research on plantation life, including topics such as agriculture, slavery, and racism, will contribute toward this goal. Furthermore, the results of my study can be useful in framing the way Monocacy discusses power dynamics and identity in the context of L’Hermitage.Item Understanding the anxiolytic effects of alcohol on the central extended amygdala in humans(2017) Kaplan, Claire Marjorie; Shackman, Alexander J; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The anxiety-reducing properties of alcohol are thought to contribute to development of alcohol dependence, particularly among individuals with anxiety disorders. Remarkably little is known, however, about the neural circuitry underlying anxiolytic effects of alcohol in humans. In a sample of 72 healthy adults, we employed the novel MultiThreat Countdown (MTC) task to investigate the dose-dependent consequences of acute alcohol intoxication (BAL range: 0.061 - 0.145%) during anticipation of certain or uncertain threat, compared to placebo. Focal analyses of the central extended amygdala revealed significant activation during threat in the right, but not left, hemisphere for both the central nucleus [Ce] and bed nucleus of the stria terminalis [BST]. Increasing BALs were associated with decreasing activation in right BST and self-reported fear/anxiety levels during threat. This effect did not differ between certain and uncertain threat. These results build upon converging lines of evidence and suggest involvement of BST in alcohol-induced anxiolysis.Item THE EFFECT OF INTOLERANCE OF UNCERTAINTY ON ATTENTION BIASES AS INDICATED BY PERFORMANCE ON THE EMOTIONAL STROOP AND DOT-PROBE TASK(2014) Norwood, Earta; MacPherson, Laura; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Anxiety disorders affect about 28.8% of the United States population at some time in their lifetime. Current theoretical models of anxiety disorders include cognitive constructs that are believed to play a crucial role in the etiology and maintenance of these disorders. Intolerance of uncertainty is one such cognitive construct, and it has been defined as a negative emotional, cognitive, or behavioral response to uncertain situations and events. Intolerance of uncertainty results in selective encoding and interpretation of information, such that people with high intolerance of uncertainty pay more attention to uncertain stimuli, go through greater elaborative encoding of uncertain information, have enhanced recollection of uncertain stimuli, and have a greater tendency to interpret such stimuli as threatening. Studies investigating processing biases in intolerance of uncertainty have used verbal-linguistic stimuli and have assessed biases during the interpretive and elaborative phase of information processing. The current study investigates intolerance of uncertainty as a moderator in the relationship between anxiety and information processing biases. Attention biases were assessed with the emotional Stroop task (using neutral words, threatening words, and words denoting uncertainty), and the dot-probe task (using photographs displaying faces with neutral or fearful expression). Contrary to our hypothesis, IU was not a moderator in the relationship between anxiety and automatic information processing biases. Additionally, we found no evidence of a relationship between IU and reaction times in the emotional Stroop and dot-probe task. Unexpectedly, the current study did not demonstrate a relationship between anxiety and automatic information processing biases.Item THE EFFECT OF ANXIETY ON REPETITION PRIMING FOR VISUAL STIMULI(2011) Norwood, Earta; Smith, Barry; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Anxiety strongly influences a person's experience by affecting, among others, cognition and learning. Theoretical models of anxiety indicate that the level of anxiety experienced by an individual affects how they analyze threat-related incoming information. The purpose of the present study was to investigate the relationship between anxiety and the difference in the time it takes to make simple decisions about repeatedly presented photographs. The study included 71 participants who completed a task based on the repetition priming effect. The photographs used for this task depicted human faces displaying a happy or fearful expression. The participants were presented twice with each photograph and were asked to indicate the gender of the face presented in the photograph. The outcome measure was the time that it took for each participant to react to the presented photographs. The findings indicate that anxiety, worry, and intolerance of uncertainty affect the perception of visual stimuli, such that people with higher anxiety, worry, or intolerance of uncertainty react differently to such stimuli. People with a history of a DSM-IV anxiety disorder diagnosis reacted faster to visual stimuli relative to healthy controls. The differences in information processing between people with high and low anxiety seem to provide support for cognitive theories that explain anxiety as the result of lack of habituation due to excessive avoidance and those that explain anxiety as the result of disproportionate allocation of cognitive resources.Item Reducing Repetitive Thought in Generalized Anxiety Disorder(2010) Ericson, Sara Kate; Hoffman, Mary Ann; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study evaluated two computerized interventions intended to reduce the frequency of negatively-valenced repetitive thought and negative emotions that accompany these thoughts in college students prescreened for elevated levels of anxiety. The current study also tested the moderating effects of participants' tendency toward different types of repetitive thought, specifically rumination and worry, on outcomes including the amount of time spent discussing the thought, positive affectivity and negative affectivity. The rumination intervention was created for this study and based on goal progress theory, whereas the worry intervention was adapted from Acceptance and Commitment Therapy. Findings revealed no moderating effect of the tendency to engage in a specific type of repetitive thought. Instead, participants who received the worry intervention spent less time focusing on their thought and used less negative emotion words during a post-intervention verbalization period than those who received the rumination intervention regardless of the general tendency toward rumination or worry.