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The association between the quality of attachment relationships and trauma-related dissociation among youth with foster care experience
Get PDFTraumatic events that occur within the context of close interpersonal relationships appear to play a key role in the development of trauma-related dissociative symptoms. This study examined the relationship between youth self-reported quality of attachment relationships with both their biological parents and resource parents and symptoms of posttraumatic stress and dissociation. The sample included 317 youth, ages 9 to 11 (48.9% female) who were living in a foster home, kinship care, or a residential treatment center at the time of the study. The use of two multiple linear regression models revealed statistically significant associations between both measures of attachment (biological parents and foster caregivers) and (a) symptoms of dissociation and (b) posttraumatic stress. To explore moderating effects, analyses were conducted using Hayes’s PROCESS, which revealed that the relationship between youth attachment to their biological parent(s) and dissociation was not further conditional on youth attachment to their currentresource caregiver(s). Limitations and implications for practice, policy, and future research are discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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EXPLORING EQUITY AND ACCESS IN SCHOLARSHIP APPLICATIONS USING MACHINE LEARNING: A MIXED METHODS APPROACH
Get PDFUsing critical theory of technology and intersectionality, this study uses a mixed methods approach to investigate how power dynamics are embedded within the scholarship application of a two-year college in the United State. It also researches what might happen if the scholarship determination process was completed by machine learning and how that might impact students from under-represented communities. Findings indicate that scholarship applications encode power dynamics into the questions based on the federal eligibility requirements, how it defines demographic information like ethnicity and race. The application also presents as objective, subjective measures such as grade point average. In addition, power dynamics are likely to be part of how reviewers evaluate student responses. Applying machine learning to this process appears to remove the power dynamics from the reviewers, however, it perpetuates and amplifies the power dynamics embedded within the application itself, thus creating a harmful effect for students from under-represented communities
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CRITICAL EXAMINATION OF THE DSM-5 CRITERIA FOR POSTTRAUMATIC STRESS DISORDER
Get PDFIn 1952, the American Psychiatric Association (APA) created the Diagnostic and Statistical Manual of Mental Disorders (DSM) in order to build a common language, or discourse, for the diagnosis of mental health disorders. First, the critical historical tracing of the DSM examines the etiology of the document to broaden our understanding of the discourse as a socially constructed narrative bound to historical context. Secondly, the task of the critical examination of the DSM-5 (2013) diagnostic criteria for posttraumatic stress disorder (PTSD) is to imagine how the language could change with the integration of theoretical frameworks provided by liberation psychology and postcolonial psychology. The methodology for this review draws upon critical discourse analysis (CDA), which facilitates exploration of the relationship between themes in the discourse, the transmission of knowledge within sociohistorical context, and the subsequent power in shaping praxis. It is necessary to refine our understanding of trauma and then build a cohesive definition of PTSD that reflects growth and development in knowledge. The goal is to expand the definition of PTSD and include cosmologies of thought that have been historically denied access to authorship of the criteria and open a pathway to initiate systemic reforms, which address the historical, social, political, and economic factors that contribute to creating trauma. The anticipated result of this effort is to help foster environments where it is possible for individuals and communities to be released from the machinations of trauma and increase available resources for healing. Keywords: DSM-5, PTSD, discourse, postcolonial psychology, liberation psycholog
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The Effect of the Process-Oriented Approach and the Use of Corrective Feedback in English Writing
Get PDFThis dissertation investigated the process-oriented approach to teaching English writing and the use of corrective feedback. The first study involved Arab L2 learners of English as participants, while the second study included both Arab L2 learners of English and English as a second language (ESL) writing teachers. The first study, reported in chapter two, utilized a quantitative pre-and post-test design to investigate the effect of the process-oriented writing approach on helping Arab L2 learners reduce common errors in English writing. The study's participants were 42 Arab L2 learners studying English as a second language (ESL) in the United States. Error analysis was performed on the Arab L2 learners’ writing from the pre-test to the post-test to measure the error scores change in their writing samples. The results showed a significant reduction in the Arab L2 learners' grammatical error scores, demonstrating the positive effects of the process-oriented approach to teaching writing in English. The second qualitative study discussed in chapter four utilized semi-structured interviews to investigate the perspectives toward and use of corrective feedback (CF) of 10 Arab L2 learners as well as the perspectives toward and use of instructional strategies to provide CF of three ESL writing teachers. Both Arab L2 learners and ESL writing teachers reported positive perspectives on the usefulness of CF in teaching and learning English as second language writing. This second study found numerous factors influencing ESL writing teachers’ use of instructional strategies when providing CF. It also found various factors influencing Arab L2 learners’ use of CF. This dissertation offers several implications for teaching English as a second language to L2 learners and future research regarding the process-oriented approach and providing corrective feedback to L2 learners related to their English writing
Relationships among racial identity integration, cognitive processes, and attitudes towards racial issues and diversity among multiracial individuals
Get PDFThesis (Ph.D.), Counseling Psychology, Washington State UniversityMultiracial individuals are often perceived to hold a unique perspective of the world because they have to manage multiple racial identities. The purpose of this study is to further examine how multiracial individuals manage their multiple racial identities and to explore the unique perspective they have on societal issues. In particular, this study explored the relationships of racial self-categorization, racial identity integration, cognitive processes, and attitudes towards racial issues and diversity amongst part-White multiracial individuals. Additionally, the study explored how multiracial individuals’ socioeconomic status relates to these cognitive mechanisms and diversity attitudes. Through online advertisements and personal connections, a large sample (N = 809) of part-White multiracial adults was recruited throughout the United States. Several statistical analyses were used to test the hypotheses: MANOVA/ANOVA, multiple regression, correlational analysis, and structural equation modeling. The results indicated that among part-White individuals, (a) self-categorization predicted racial identity integration, cognitive processes, and attitudes toward racial issues and diversity (Hypothesis 1); (b) racial identity integration and cognitive processes had an effect on attitudes toward racial and diversity issues (Hypothesis 2); (c) cognitive processes mediated the relationships between racial identity integration and attitudes toward racial and diversity issues (Hypothesis 3); and (d) cognitive flexibility, dialectical self-views, and racial identity integration were intercorrelated (Hypothesis 4). Lastly, multiracial individuals’ education attainment and family’s SES during upbringing had varying effects on their perception of racial and diversity-related issues. Overall, this study provides a comprehensive framework to describe the lived experiences of multiracial individuals living in the United States. Implications for clinical practice and future multiracial research are discussed.Washington State University, Counseling Psycholog
AN EXPLORATORY STUDY ON WRITING SUPPORT FOR GRADUATE STUDENTS
Get PDFThesis (Ph.D.), Language and Literacy Education, Washington State UniversityWriting support for graduate students is one of the top concerns in the field of graduate writing education and research. The need of graduate writing support through communal writing practice opportunities has not been explored empirically yet. The main purpose of the study is to explore graduate student perception to develop and test a graduate writing support model. In the small-scale study, the development of a writing support model, using Exploratory Factor Analysis, was based on a total of 302 graduate students. This study suggests the reliability of the survey instrument for further data collection to confirm the validity of the model. In the large-scale study, the validity of the model was tested based on a total of 1095 graduate students across the USA. Using Confirmatory Factor Analysis, this study verifies the five- factor structure of the hypothesized writing support model. The results confirm that the writing support model with a reduced 26-item scale fitted model meets the standard of goodness of fit criteria and confirms the validity of the final writing support model. Therefore, the study provides the conceptual background of the need of writing support for graduate students, develops a theoretical framework for supporting graduate writers in communal setting, develops a survey instrument, identifies a five-factor model, tests the internal structure of the model, confirms the validity of the model, and proposes a need assessment tool for promoting communal writing practices.Washington State University, Language and Literacy Educatio
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EXAMINING MEASUREMENT INVARIANCE AND DIFFERENTIAL ITEM FUNCTIONING IN READING SELF-CONCEPT
Get PDFReading self-concept is a key predictor of academic (e.g., performance) and non-academic outcomes (e.g., career progress). The present doctoral dissertation examines (1) what psychometrics properties of reading self-concept measurement instruments were provided through a comprehensive systematic literature review, (2) to what extent reading self-concept measurement instruments in international large-scale assessments (i.e., Programme for International Student Assessment (PISA), and Progress in International Reading Literacy Study (PIRLS)) hold sex-related measurement invariance with a series of multi-group confirmatory factor analyses, (3) to what extent items in reading self-concept measurement instruments in international large-scale assessments exhibit sex-related differential item functioning (DIF) with item response theory models, and (4) what potential underlying factors may have been contributing to the presence of sex-related differential item functioning in items in reading self-concept measurement instruments in PISA with a machine learning approach. Overall, the systematic literature review found a significant lack of providing psychometrics evidence for the use of reading self-concept measurement instruments. Testing for measurement invariance found that there was at least one violation on establishing measurement invariance in reading self-concept measurement instruments across PISA and PIRLS assessments. Detection of DIF in each PISA and PIRLS assessments showed that at least one item in reading self-concept measurement instruments exhibited DIF. Finally, machine learning analysis results showed differential predictions of endorsing a reading self-concept item across sexes which could help explain the underlying potential factors that contribute to the existence of DIF. Implications, limitations and future directions of the present doctoral dissertation are discussed
The effects of perceived discrimination and cultural protective factors on Latinos'/as' psychological health
Get PDFThesis (Ph.D.), Counseling Psychology, Washington State UniversityThe purpose of the current study is to examine the relationship between perceived discrimination and three types of psychological functioning (i.e., depression, anxiety, and self-esteem) through a adult Latino/a community sample. Another purpose is to explore the potential moderating effects of acculturation, enculturation, ethnic identity, and familismo on the relationship between perceived discrimination and psychological functioning. This study consisted of 294 adult Latino/a Americans, predominantly Mexican and Mexican-American, from California’s Central Valley. Both English and Spanish paper survey packets were generated. The survey contained measures of perceived ethnic discrimination, psychological functioning (depression and anxiety, and self-esteem), acculturation, enculturation, ethnic identity, familismo, and self-esteem as well as a demographic questionnaire.
Based on the correlational findings, Hypothesis 1 was partially supported, where Latinos’/as’ perceived discrimination was significantly and positively correlated with symptoms of anxiety and depression, but not with self-esteem. In Hypotheses 2-5, four culturally protective factors were hypothesized as moderators (buffers) on the relations between perceived discrimination and psychological functioning. These four culturally protective factors were enculturation, ethnic identity, familismo, and acculturation. Based on the hierarchical regression findings, none of the identified protective factors were found as moderators on the relations between perceived discrimination and psychological functioning. The study strengths and limitations as well as practical implications and future research are discussed.Washington State University, Counseling PsychologyBy student request, this dissertation cannot be exposed to search engines and is, therefore, only accessible to Washington State University users
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