WPSphere Repository (William Paterson University)
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Exploring the Association of TikTok Usage to Anxiety, Depression, Body Image, and Self-Esteem: The Role of Perfectionism and Social Comparison as Moderating Factors
Full text linkSince its inception, social media has largely been characterized as maladaptive for its users. Limited empirical research exists investigating the psychological implications of newer platforms such as TikTok, characterized by short videos which comprise the majority of its content. The present study examined the association between TikTok usage and mental health symptoms among 114 undergraduate students, a relevant population due to the platform’s popularity in this demographic subgroup. Based on existing literature on social media and mental health, the study sought to determine whether frequency of TikTok usage would show an association with symptoms of distress, body image disturbance, and self-esteem problems. It was hypothesized that frequency of TikTok usage would be significantly and positively correlated with symptoms of psychological distress (i.e., symptoms of anxiety and depression), body image disturbance, and self-esteem problems. Results showed that TikTok usage was indeed significantly and positively associated with distress, but not body image disturbance or self-esteem problems. Additionally, based on existing literature, it was hypothesized that perfectionism and social comparison would each significantly moderate the relationship between TikTok usage and distress, body image disturbance and self-esteem problems. More specifically, it was expected that higher perfectionism and social comparison scores would be associated with an even stronger positive association of TikTok use and outcome measures. Contrary to predictions, neither social comparison nor perfectionism moderated any of the relationships with TikTok usage, although both showed significant bivariate relations with some outcome measures. This study underscores the relevance of evaluating reduction in the use of TikTok as a means of possibly lowering distress among college students, and vice versa
School Nurses as Social Justice Leaders: Advancing Health Equity in New Jersey Schools – A Mixed Methods
Full text linkThis dissertation examines the perceptions, leadership practices, and challenges of school nurses in New Jersey as they advocate for health equity in educational settings. Using a mixed- methods design, the study integrates quantitative survey data (n = 101) and qualitative interviews (n = 6) to assess how school nurses evaluate health equity efforts, identify barriers and facilitators, and lead change through a social justice lens. Grounded in the School Nursing Practice Framework™, Health Equity Promotion Model, and Social Justice Leadership Theory, the research highlights the dual roles of school nurses as care providers and systemic advocates. Quantitative findings show alignment in equity perspectives across school types, but significant variation by grade level served. Cronbach’s alpha values ranged from 0.81 to 0.92, confirming strong internal consistency across the five equity-related scales. However, over 60% of respondents reported minimal training and limited administrative support. Thematic analysis of interviews yielded four themes: leadership in equity, addressing disparities, professional development, and post-pandemic priorities. Together, findings reveal a strong personal commitment among nurses to advance health equity despite structural limitations. The study calls for systemic reforms including culturally responsive training, stronger interdisciplinary collaboration, and policy integration. It positions school nurses as key leaders in public health and equity within school communities
The Influence of Nurses’ Confidence on Practice Breakdown
Full text linkBackground: New graduate nurses are tasked to provide complex clinical care in hospitals. As they transition into professional practice, they may lack confidence leading to practice breakdown. Objective: Determine the relationship between nurses’ confidence level and practice breakdown in a community hospital. Methods: An electronic cross-sectional survey was conducted among nurses at Mountainside Medical Center. Data were collected from 100 registered nurses using the Casey-Fink Graduate Nurse Experience Survey, the Nurse Practice Breakdown Checklist, and a demographic questionnaire. Descriptive statistics were utilized to summarize the characteristics of the respondents, including mean scores for role confidence and practice breakdown. The chi-square test for equal proportions was used to examine the distribution of responses across nurse characteristics. Mean scores were compared using an independent t-test. One-way ANOVA was conducted to examine the relationship between the demographic variables, confidence, and practice breakdown. Statistical analyses were conducted using SAS 9.4. Approvals to conduct the study were obtained from the Western Copernicus Group Institutional Review Board and William Paterson University’ s Institutional Review Board. Results: A total of 100 nurses responded to the survey, yielding a response rate of 20.4%. Respondents were likely to have five years or more of experience (60, 60%) or have a history of being a charge nurse (n=69, 69%). Overall mean scores for role confidence and practice breakdown were 3.42, (SD=0.67), and 0.95(SD=1.37), respectively. Older nurses had higher role confidence, p<0.05. Those with a specialty certification demonstrated higher role confidence (mean = 3.63, SD = 0.60) and lower levels of practice breakdown (mean = 2.96, SD = 1.30). There was no relationship between confidence level and practice breakdown. Implications for nursing practice: Practice breakdown is most likely a multifactorial phenomenon, and additional research is recommended
The Bad News Diner
Full text linkMy thesis project will be the culmination of nearly 10 years of work; a conclusion to a project abandoned because of work responsibilities, motherhood, and Covid. This opportunity to do a graduate thesis is a moment to finish something I started, but also bring to life the one part of the project I never could figure out because of its personal nature. Time and distance has helped me think about how to move forward and I am excited to take this on.
The Robot Series project was always about protection. I had often joked that I functioned in the world much like a robot, distanced from my emotions, a skill I learned through a difficult childhood. In many ways I considered it a superpower, in that it contributed my drive to succeed. I started making the robot series by replacing myself in childhood photos but never published them. It was as much a photoshop experiment as it was a personal statement. From there, a much more whimsical project took shape, and took over. I put aside some of that original intent to explore photography, photoshop and my life long love of both miniatures and dioramas. The joy of the project came as much from sourcing the miniature items as it did from the final project. The process brought such joy. I broke the robot series into different episodes. At first, for nearly two years I did an elaborate (more so as I continued) scene for every month, publishing on the first of each month on my website and then as a calendar at the end of the year. Some of those images were personal and held deeper meaning and some were just for the pure wonder of the project. This would encompass what I am calling one “set” of these images.
The second set would be “Great Robots in Art History”. As I dove deeper into photoshop I decided to move back to the original intent of the project, and use the robot head to replace the heads of women in famous painting throughout history, often calling on my art history colleagues for suggestions. The results were among my favorite, and most challenging of the series. I learned so much about light and shadow in photoshop, attempting to seamlessly merge the images together. This portion of the project dovetailed into what will eventually be my final set. In each of the scenes from art history I seek to “protect” the female leads in the images with the robot heads. Some were just whimsical images and some were quite serious. There’s humor in all of it but it also was always meant to delve into trauma.
The next two sets were travel, most notable the “Made in China” series. Taken over 21 days of nearly eighty thousand miles of travel in China, this series was among my most exhibited and my most professionally photographed. Another travel set was completed in Iceland and was more focused on the contrast of the robot in start natural environments. The travel set would be set three.
And this is where things stopped. I had two children, became chair, and we all entered a pandemic. I did all those things nearly at the same time, and my creative process came to a halt, never making it to the final set of images and the original intent of the project: to recreate moments from the childhood that originally inspired the robot as my own protector. A new part of this project will be researching contemporary diorama makers. As I delve into some of that material I am inspired to re-enter the fray even more. For the final stage of this project I will seek inspiration from the journals I kept from around 8 years old through college. These journals both bear witness and create the narrative of these dioramas. My intent is to embed pieces of the journals into the dioramas in a collage type technique and incorporate them into scenes from those stories. I would also display the photo that is inspiring the diorama if there is one. (I think there should be). The project will be called “Bad News Diner”. While that may seem random, the origin of this name is actually what I have always called the robot project but never publicized. When I was a child I was required to go to my father’s house every weekend. Very rarely he would stop on the hour-long drive to his house at a diner. I knew if we were going to the diner he was going to tell me something he was upset about, something about me or my life with my mother. I came to associate trips to this diner with bad news and thus the name bad news diner was born. When I began the robot series I purchased the web address badnewsdiner.com and hope to roll in a web component to the project. What I like about this project is it pulls together graphic design, photography, and 3D diorama making and completes a journey. This feels like an opportune bookend for this moment. My perspective has shifted now that I am a parent myself and this journey has evolved and I seek to reflect that in this final series of images
Teachers’ Perspectives of Inclusive Practices and Positionality in a Northeastern U.S. Region: Insights from Diversity, Equity, Inclusion, and Belonging Professional Development
Full text linkThis exploratory study examined K-12 teachers’ perspectives on inclusive teaching practices and positionality following professional development (PD) focused on diversity, equity, inclusion, and belonging (DEIB) in a northeastern U.S. region. Grounded in critical race theory (CRT) and positionality theory, this research aimed to understand the effects of DEIB PD on teachers’ self-efficacy implementing inclusive teaching strategies and their positionality awareness. The study used an exploratory sequential mixed-methods design, with quantitative data collected through a demographic questionnaire, the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, and a positionality scale. These instruments assessed teachers’ self-reported competency in inclusive pedagogy and positionality awareness. A qualitative phase followed, incorporating interviews with educators who had and had not recently received DEIB PD. The findings revealed significant disparities in perceptions of inclusivity and self-awareness between these groups, emphasizing the necessity of sustained, research-based DEIB PD. Teachers who participated in DEIB PD reported increased confidence in incorporating culturally responsive practices, while those without such training highlighted a lack of institutional support and preparedness. This research contributes to the growing discourse on social justice leadership in education by reinforcing the importance of intentional DEIB PD in equipping teachers to navigate systemic inequities in schools. The study’s findings can inform best practices for DEIB PD, and include recommendations for educational leaders seeking to implement effective, equity-driven professional learning initiatives
Educational Technology and the Pre-K-12 Environment: Implications for Education Leaders, Teachers, and Students
Full text linkEducational technology has accelerated in recent years, and it has had a profound impact on current teaching and learning in the Pre-K-12 environment. In future years, advancement and innovation in technology will continue to empower teachers to customize students' learning experiences. To accomplish this, teachers will need ongoing professional development, which includes engaging in learning activities associated with technology play theory that focuses on educational technology and technology integration involving the technology integration planning cycle. This article will discuss the impact of content neutral technologies on pre-K-12 grade levels and content areas, the use of educational technologies used in remote instruction during the COVID-19 pandemic, the use of TPACK, the importance of creating a sense of belonging in the online learning environment, the need for teachers to pursue micro-credentials related to digital learning, and the impact that virtual reality, augmented reality, the metaverse and artificial intelligence can have on teachers, administrators, and students
Resilience in the Face of Adversity: Examining Coping Strategies and Cognitive Emotional Regulation in Mitigating the Impact of Adverse Childhood Experiences (ACEs)
Full text linkAdverse Childhood Experiences (ACEs), including abuse, neglect, and household dysfunction, are well-established risk factors for adverse mental health outcomes in adulthood. However, the mechanisms through which ACEs influence coping strategies, psychiatric symptoms, and resilience remain less understood. This study examined these relationships in a sample of university students. Participants (N = 107) completed self-report measures assessing ACEs, coping strategies, psychiatric symptoms, and resilience. Independent samples t-tests and ANCOVA analyses revealed that individuals with high ACE scores (≥4) reported significantly greater use of maladaptive coping strategies compared to those with lower ACE scores (<4). Multiple linear regression analysis indicated that higher ACE scores were significantly associated with greater psychiatric symptom severity, even after controlling for age and gender. A hierarchical regression analysis tested whether adaptive coping strategies moderated the relationship between ACEs and psychiatric symptoms, but no significant interaction effects were found. Finally, multiple linear regression analysis demonstrated that ACE scores were negatively associated with resilience, though adaptive coping strategies did not significantly predict resilience. These findings suggest that resilience is much more complex than engaging in adaptive coping behaviors or adaptive cognitions. Future research should explore additional factors that may buffer against the negative effects of ACEs
Gender Rolls: The Association of Tabletop Roleplaying Games and Gender Dysphoria in Transgender and Gender Non-Conforming Adults
Full text linkResearch has shown that transgender and gender non-conforming (TGNC) adults often experience Gender Dysphoria at clinically impairing (American Psychiatric Association, 2013) and subclinical levels (Galupo et al., 2020). However, there is presently little research on interventions that target and mitigate Gender Dysphoria, especially when it presents at subclinical levels. Recently, tabletop role-playing games (TTRPGs) have been repurposed to be more inclusive of queer identities. This study explored the gender affirmation that may be intrinsic to TTRPGs by investigating the associations between TTRPG gameplay and Gender Dysphoria, transgender resilience, and cognitive and psychological functions (e.g., immersion, cognitive flexibility, and emotion regulation). A sample of 225 transgender and gender non-conforming adults were included in the study and participants were fairly homogenous, with most identifying as White, well-educated, and as young adults (25-34). Contrary to predictions, exposure to TTRPG gameplay was not significantly associated with increased transgender resilience nor with the investigated cognitive and psychological functions. Additionally, Gender Dysphoria did not decrease with exposure to TTRPG gameplay. However, identity pride was negatively correlated with the amount of TTRPG gameplay, suggesting that transgender individuals who experienced more pride in their gender identity spent less time playing TTRPGs. These findings suggest that significant TTRPG game play may be used to avoid gender-related distress, but not reduce it. Future directions are discussed
An Examination of Pyramid Model Implementation in a New Jersey Preschool
Full text linkPreschool teachers play a critical role in fostering young children's social-emotional development, yet they often lack the necessary training and support to address challenging behaviors effectively. This study examines the implementation of the Pyramid Model (PM) in a public preschool program in New Jersey over five school years, with a particular focus on the impact of professional development (PD) and practice-based coaching (PBC) on teacher practices. This research employs a program implementation evaluation study approach by examining quantitative data from the Teaching Pyramid Observation Tool (TPOT) with qualitative insights from a teacher survey. Findings suggest that teachers who received PM module training in addition to PBC demonstrated higher fidelity in implementing PM teaching practices, as measured by TPOT scores, compared to teachers who received only PBC. However, over time, a decline in fidelity was observed across all participants, suggesting a need for sustained PD and systemic support. Thematic analysis of teacher survey responses highlighted key implementation challenges, including the need for ongoing support, resource allocation, and strategies to address implicit bias. This study contributes to early childhood education by providing empirical evidence on the long-term sustainability of PM implementation. Findings underscore the importance of structured PD and PBC in enhancing teacher practice and promoting equitable, inclusive learning environments for all preschool children. It is a call to action for early childhood leaders to ensure that multi-tiered systems of support (MTSS) are in place and data is consistently monitored to best support preschool teachers, students, and families
Optimizing Fluid Intake Management in Adult Hemodialysis Patients: The Impact of the H2Overload Mobile Health App on Interdialytic Weight Gain
Full text linkFluid intake management is crucial for adult patients undergoing hemodialysis (HD) to prevent adverse health outcomes, including excessive interdialytic weight gain (IDWG). This study evaluated the impact of the H2Overload mobile health app on fluid intake management and IDWG among adult HD patients. Utilizing a pre-post mixed-method single-group design, 18 participants were recruited from Ocean Renal Associates in Toms River, New Jersey. The study assessed changes in adherence to fluid restrictions, perceptions of fluid management importance, and IDWG before and after a four-week intervention using the app. Quantitative results showed significant improvements in adherence (p < .001), perception of importance (p = .004), and understanding of fluid restrictions (p = .005). However, the intervention did not yield a statistically significant reduction in IDWG (p = .517). Qualitative feedback identified the app's user-friendly interface and helpful features but also highlighted challenges, such as the inability to track fluid-rich foods and editing entries. These findings suggest that while the H2Overload app enhances patient knowledge and attitudes toward fluid management, additional strategies are needed to translate these improvements into better clinical outcomes. Further research is warranted to explore the app's long-term efficacy and to enhance its functionality for better fluid intake tracking in adult HD patients. This study contributes to understanding the role of mobile health interventions in chronic disease management, emphasizing the need for tailored solutions to support fluid management in this vulnerable population