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Title: The relationship between first generation college students' levels of public and personal stigma, social support, perceived discrimination, and help-seeking attitudes.
Creator: Kim, Nayoung, Taylor, Dalena, Lambie, Glenn, Barden, Sejal, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (...
Show moreThe purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (&) Haake, 2006); social support, as measured by the Multidimensional Scale of Perceived Social Support (Dahlem, Zimet, (&) Walker, 1991); and perceived discrimination, as measured by the revised Everyday Discrimination Scale (Stucky et al., 2011). The researcher further investigated mediating effects of public and personal stigma in the relationships among the constructs. The researcher found statistically significant relationships among the variables for FGCSs and mediating effects of personal and public stigma. Specifically, public stigma mediated the relationship between perceived discrimination and personal stigma and the indirect effect of perceived discrimination on personal stigma via public stigma was statistically significant ((&)#223; = .070, p = .030). Personal stigma also fully mediated the relationship between public stigma and help-seeking attitudes and the indirect effect of public stigma on help-seeking attitudes via personal stigma was statistically significant ((&)#223; = -.231, p (<) .001). Public stigma partially mediated the relationship between social support and personal stigma and the indirect effect of social support on personal stigma via public stigma ((&)#223; = -.089, p = .010) was statistically significant. In addition, both public and personal stigma partially mediated the relationship between social support and help-seeking attitudes. The indirect effect of social support on help-seeking attitudes via both public and personal stigma was statistically significant ((&)#223; = .062, p = .015). The researcher presented discussion of results, limitations of the study, and implications of the findings.
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Date Issued: 2019
Identifier: CFE0007663, ucf:52471
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007663

Title: The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation.
Creator: Blount, Ashley, Lambie, Glenn, Young, Mark, Taylor, Dalena, Ricard, Richard, University of Central Florida
Abstract / Description: Wellness is an integral component of the helping professions (Myers (&) Sweeney, 2005; Witmer, 1985). Specifically, wellness is included in ethical codes, suggestions for practice, and codes of conduct throughout counseling, psychology, and social work fields (see American Counseling Association Code of Ethics, 2014; American Psychological Association Ethical Principles of Psychologists and Code of Conduct, 2010; National Association of Social Workers Code of Ethics, 1996). Even so, wellness...
Show moreWellness is an integral component of the helping professions (Myers (&) Sweeney, 2005; Witmer, 1985). Specifically, wellness is included in ethical codes, suggestions for practice, and codes of conduct throughout counseling, psychology, and social work fields (see American Counseling Association Code of Ethics, 2014; American Psychological Association Ethical Principles of Psychologists and Code of Conduct, 2010; National Association of Social Workers Code of Ethics, 1996). Even so, wellness in helping professionals is a difficult construct to measure. Thus, the purpose of the research investigation was to develop the Helping Professional Wellness Discrepancy Scale (HPWDS) and examine the psychometric features of the HPWDS in a sample of helping professionals and helping professionals-in-training. A correlational research design was employed for this investigation (Gall, Gall, (&) Borg, 2007). Specifically, the researcher examined: (a) the factor structure of the HPWDS with a sample of helping professionals; (b) the internal consistency reliability of the HPWDS; (c) the relationship between HPWDS scores and Counseling Burnout Inventory (CBI) scores; (d) the relationships between helping professionals' HPWDS scores and their reported demographic data; and (e) the relationship between HPWDS factor scores and the Marlowe-Crowne Social Desirability Scale-X1 (MCSDS-X1). The research questions were examined using: (a) Factor Analysis (FA), (b) Cronbach's alpha, (c) Spearman Rho correlation, (d) Multiple Linear Regression (MLR) and (e) internal replication analysis. A review of the literature is provided, discussing theoretical and empirical support for all the items on the initial model of the HPWDS (n = 92) as well as for all the items included on the final HPWDS exploratory model (n = 22). The researcher investigated helping professionals' perceived levels of wellness, aspirational levels of wellness, and the discrepancy between perceived and aspirational levels of wellness. The data was collected via online, mail out, and face-to-face administration to increase methodological rigor. The sample size for the investigation was 657, with 88 coming from Face-to-Face sampling, 87 from mail out sampling, and 484 from online/email sampling. Data analysis resulted in a five-factor exploratory HPWDS model that accounted for 69.169% of the total variance. Model communalities were considered acceptable with only three communalities below the recommended .5 value. Factor 1 represented Professional (&) Personal Development Activities and accounted for 32.605% of the variance, Factor 2 represented Religion/Spirituality and accounts for 13.151% of the variance, Factor 3 represented Leisure Activities and accounted for 9.443% of the variance, Factor 4 represented Burnout and accounted for 7.198% of the variance, and Factor 5 represented Helping Professional Optimism and accounted for 6.773% of the variance. In addition to a literature review, the research methodology and research results are provided. Results of the research investigation are discussed and areas for future research, limitations of the study, and implications for the helping professions are presented. Some implications of the findings include: (a) a theoretically and methodologically sound instrument for assessing wellness discrepancies in helping professionals is important; (b) helping professionals should be aware of both the personal and professional activities they are engaging in to increase their knowledge and self-efficacy, as well as their leisure activity engagement; (c) it is advantageous for researchers to use the scale development procedures, rigorous sampling methodologies, and FA guidelines outlined throughout Chapters 3 and 4 when developing new assessments for evaluating helping professionals; and (d) a five factor wellness assessment allowing helping professionals to evaluate themselves in Professional (&) Personal Development Activities, Religion/Spirituality, Helping Professional Optimism, Leisure Activities, and Burnout arenas is integral in assessing wellness discrepancies in helping professionals.
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Date Issued: 2015
Identifier: CFE0006026, ucf:51017
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006026

Title: The Impact of a Neurofeedback Training Intervention on College Students' Levels of Anxiety, Stress, Depression, and Cortisol.
Creator: McKinzie, Caitlyn, Lambie, Glenn, Hundley, Gulnora, Taylor, Dalena, Bai, Haiyan, University of Central Florida
Abstract / Description: Anxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an...
Show moreAnxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an innovative intervention to treat anxiety, depression, and stress as it is designed to regulate brain processes in an effort to increase more effective brain functioning. A quasi-experimental, nonequivalent control group design was utilized to determine differences between treatment group and waitlist control group participants' anxiety, stress, and depression scores at four time points as measured by the: (a) Beck Anxiety Inventory [BAI] (Beck, Epstein, Brown, (&) Steer, 1988); (b) Beck Depression Inventory, Second Edition [BDI-II] (Beck, Steer, (&) Brown, 1996); (c) Perceived Stress Scale [PSS] (Cohen, Kamarck, (&) Mermelstein, 1983); and (d) Social Anxiety Thought questionnaire [SAT] (Hartman, 1984). Furthermore, cortisol testing was used through assessment of saliva samples using Salimetrics Enzyme-Linked Immunosorbent Assay (ELISA). Key findings for the current investigation include: (a) a marginally significant (p = .051) difference between treatment group and control group participants' PSS (partial ?2 = .093), BDI-II (partial ?2 = .089), and SAT (partial ?2 = .052) scores over time; (b) no significance difference among participant demographics between treatment group and control group assessment scores over time; (c) no significance between treatment group and control group assessment scores and salivary cortisol levels over time; and (d) a negative relationship between the control group participants' salivary cortisol levels at pre-test on the BAI, PSS, and SAT. Finally, results are compared to previous studies. Limitations and implications as well as areas for future research are explored.
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Date Issued: 2018
Identifier: CFE0007052, ucf:51973
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007052

Title: Aging Well: How Subjective Age, Playfulness, and Depression Influence Quality of Life Among Older Adults.
Creator: Saliba El-Habre, Yvette, Barden, Sejal, Taylor, Dalena, Lambie, Glenn, Robinson, Edward, Witta, Eleanor, University of Central Florida
Abstract / Description: Given the growing population of aging adults, there is a need for research examining factors that enhance quality of life for older adults (QoL; Colby (&) Ortman, 2014). Changes in health, relationships, support systems, and social identity are inevitable throughout the lifespan. Therefore, research focused on lessening the negative effects of changes due to aging while also improving QoL is warranted. As such, the aim of the current research study was to examine the extent to which...
Show moreGiven the growing population of aging adults, there is a need for research examining factors that enhance quality of life for older adults (QoL; Colby (&) Ortman, 2014). Changes in health, relationships, support systems, and social identity are inevitable throughout the lifespan. Therefore, research focused on lessening the negative effects of changes due to aging while also improving QoL is warranted. As such, the aim of the current research study was to examine the extent to which subjective age (SA; how old or young an individual feels), playfulness (PF; (")the ability to frame or reframe everyday situations to experience them as entertaining, intellectually stimulating, and/or personally interesting(") [Proyer, 2015, p. 93-94]), and depression (an emotional state ranging from mild discouragement to feelings of extreme despair [CDC, 2017; Corsini, 2002]) predict QoL ((")a person's sense of well-being that stems from satisfaction or dissatisfaction with the areas of life that are important to him or her(") [Ferrans, 1985, p. 15]) among adults over the age of 55. Using convenience sampling with eligibility requirements, adults (N = 1,315) 55 and older and who spoke and read English were surveyed both face-to-face (F2F) and online (e.g., Amazon Mechanical Turk and a senior educational program). Standard multiple regression was utilized, and results identified a statistically significant model with the variable of depression predicting the largest unique contribution to the model, while PF predicted a small, statistically significant contribution. Subjective age did not statistically contribute to the prediction. Implications from the findings that relate to counselors, counselor educators, and researchers are provided. In addition, the findings provide guidance and a new perspective on variables associated with QoL and aging adults.
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Date Issued: 2018
Identifier: CFE0007090, ucf:51959
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007090

Title: An Investigation of College Student-Athletes' Mental Health Stigma, Help-Seeking Attitudes, Depression, Anxiety, and Life Stress Scores Using Structural Equation Modeling.
Creator: Tabet, Saundra, Lambie, Glenn, Barden, Sejal, Taylor, Dalena, Wood, Eric, Jahani, Shiva, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the directional relationship between student-athletes' degree of mental health stigma, help-seeking attitudes, depression, anxiety, and life stress scores. This investigation tested the theoretical model that student-athletes' (N = 621) degree of mental health stigma (as measured by the Perceived Devaluation-Discrimination Scale (-) Adapted [PDD-A; Eisenberg et al., 2009]) contributed to their attitudes towards help-seeking (as measured by the...
Show moreThe purpose of this study was to investigate the directional relationship between student-athletes' degree of mental health stigma, help-seeking attitudes, depression, anxiety, and life stress scores. This investigation tested the theoretical model that student-athletes' (N = 621) degree of mental health stigma (as measured by the Perceived Devaluation-Discrimination Scale (-) Adapted [PDD-A; Eisenberg et al., 2009]) contributed to their attitudes towards help-seeking (as measured by the Attitudes Toward Seeking Professional Psychological Help (-) Short Form [ATSPPH-SF; Fisher (&) Farina, 1995]) and levels of depression (as measured by the Patient Health Questionnaire (-) 9 [PHQ-9; Kroenke et al., 2001]), anxiety (as measured by the Generalized Anxiety Disorder - 7 [GAD-7; Spitzer et al., 2006]), and life stress (as measured by the College Student-Athlete Life Stress Scale [CSALSS; Lu et al., 2012]). Specifically, the researcher tested the hypothesized directional relationship that student-athletes with a greater amount of mental health stigma would have (a) decreased positive help-seeking attitudes and (b) increased levels of depression, anxiety, and life stress. The results of the structural equation model (SEM) analyses identified that student-athletes' amount of mental health stigma contributed to help-seeking attitudes (25.6% of the variance), but not levels of depression (.16% of the variance), anxiety (.09% of the variance), or life stress (.81% of the variance). Specifically, student-athletes' degree of mental health stigma shared a strong negative relationship (-.506) with attitudes towards seeking professional psychological help. Further, the results identified that personal stigma mediates the relationship between public stigma and help-seeking attitudes. Implications of the findings include (a) greater knowledge of the importance student-athletes' mental health stigma and attitudes toward receiving help; (b) increased understanding for counselors of student-athletes mental health needs; and (c) insight into practices for institutions of higher education as they implement mental health initiatives within intercollegiate athletics.
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Date Issued: 2019
Identifier: CFE0007538, ucf:52597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007538

Title: The Client Assessment of Multicultural Competent Behavior (CAMCB): Development and Validation.
Creator: Oh, Seungbin, Shillingford-Butler, Ann, Lambie, Glenn, Taylor, Dalena, Witta, Eleanor, University of Central Florida
Abstract / Description: The significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater...
Show moreThe significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater emphasis on the development of therapists' MCC through the training and education, but also made ongoing efforts to integrate MCC into evidenced-based treatment. However, the mental health professions have faced difficulty in exploring evidence for the validity of MCC in therapy, due to a measurement concern regarding MCC. Specifically, such measurement concern in the MCC literature is involved with the fact that there has not existed a client-rated instrument designed to measure therapists' actual MCC performance (i.e., multicultural competent behaviors) in therapeutic process. Therefore, the present study aimed to develop the Client Assessment of Multicultural Competent Behavior (CAMCB) and examine its psychometric properties with a sample of clients.With a correlational research design, the present study involved two phases (Phase I and II) with a sample of diverse clients to inform the development and validation investigation of the CAMCB. Exploratory factor analysis (EFA; n = 280) with the initial pool of 30 items resulted in a three-factor, 23-item CAMCB model. Subsequently, confirmatory factor analysis (CFA; n = 282) was performed to cross-verify the three-factor, 23-item structure of the CAMCB (as identified from EFA) and accumulate evidence of its psychometric properties. CFA resulted in a final three-factor, 19-item CAMCB model with an acceptable model fit. The final CAMCB was found to have good internal consistency reliability and initial evidence for convergent validity with the current data. Lastly, results from a multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) indicated small but significant difference in the CAMCB total or subscale scores by some subgroups (e.g., race, gender, religion). Discussion of results, limitations of the present study, recommendations for future research, and implications for mental health professionals, researchers, and educators are provided.
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Date Issued: 2018
Identifier: CFE0007582, ucf:52566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007582

Title: A Trauma-informed School-based Mental Health Counseling Intervention to Promote the Academic and Social-emotional Functionality of Children Living in Poverty.
Creator: Perleoni, Mary, Lambie, Glenn, Kelchner, Viki, Taylor, Dalena, Boote, David, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected...
Show moreThe purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected at pretest (first session), mid (fifth session), and posttest (tenth session). In addition, this investigation examined if participants showed greater improvement in academic behavior in comparison to students who did not receive a SBMHCI through the creation of matched sample control group.Results indicated that the participants' trauma-symptomology, social-emotional functionality, and academic behaviors improved over time. Specifically, results of trauma-symptomology per child report exhibited significant decrease in re-experiencing scores (?(&)#178; = .088), arousal scores (?(&)#178; = .086), and total trauma symptomology scores (?(&)#178; = .08). Further, results of trauma-symptomology per parent report exhibited significant decrease in re-experiencing scores (?(&)#178; = .251), avoidance scores (?(&)#178; = .180), negative thoughts and feelings scores (?(&)#178; = .315), arousal scores (?(&)#178; = .192), and total trauma symptomology (?(&)#178; = .369). In regard to social-emotional functionality, parents reported significant decreased in internalizing (?(&)#178; = .236), externalizing (?(&)#178; = .160), and total problem behavior scores (?(&)#178; = .211). Similarly, teachers reported significant decrease in the participants' total problem behavior scores (?(&)#178; = .090). Further, the students who received the 10-week intervention showed a significant decrease in their office discipline referrals (?(&)#178; = .094). When a matched sample control group was implemented, there was a between-subject effect among the treatment and control group concerning office discipline referrals (p = .042; partial ?(&)#178; = .052) with the treatment group exhibiting greater decrease in office discipline referrals.Implications of the findings include: (a) support for the use of a TI-SBMHCI for children living in low-income communities; (b) evidence that a TI-SBMHCI promotes elementary school students' social emotional functionality, decreases their trauma-symptomology, and improves their academic behavior; and (c) reinforces the importance of trauma-informed counseling within an effective school-based mental health counseling program.
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Date Issued: 2019
Identifier: CFE0007704, ucf:52455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007704

Title: Bridging the Gap Between Hospital and School: Addressing the Academic and Social-Emotional Needs of Students with Chronic Illness.
Creator: Eggert, Nicole, Hopp, Carolyn, Vitale, Thomas, Trimble Spalding, Lee-Anne, Taylor, Dalena, University of Central Florida
Abstract / Description: This dissertation in practice examined the literature and a sample of existing programs that addressed the educational and social-emotional challenges of students with chronic illness in order to bridge the gap between hospital discharge and school re-entry. Literature showed that the hospital homebound setting was problematic for chronically ill students due to minimal hours of academic instruction and little interaction with peers. Students with chronic illness were at higher risk for...
Show moreThis dissertation in practice examined the literature and a sample of existing programs that addressed the educational and social-emotional challenges of students with chronic illness in order to bridge the gap between hospital discharge and school re-entry. Literature showed that the hospital homebound setting was problematic for chronically ill students due to minimal hours of academic instruction and little interaction with peers. Students with chronic illness were at higher risk for maladaptive behaviors, lower educational attainment, and higher use of social services. Programs created at other facilities to address this problem were visited and reviewed for pertinent information such as funding sources, location, division of responsibility, and relationships with school districts. Those findings were incorporated into a hospital-based learning center model designed to address both the academic and social-emotional needs of elementary students using the Positive Youth Development (PYD) framework. The design process included a focus group of hospital professionals (music therapy, child life, and family-centered care), school district partners (literacy), university partners (art), and parents of chronically ill students. The focus group reviewed the model and provided feedback on the design based on their expertise and modifications were made by the researcher to the design. Webex-Teams, an online meeting platform, was used for stakeholders to review modifications to the physical layout and analyze a proposed sample interdisciplinary session plan. The final model design included five components: literacy, art, music therapy, play, and technology, a physical floorplan, and an interdisciplinary session plan to address the academic and social well-being of chronically ill students that can be replicated at any hospital facility.
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Date Issued: 2019
Identifier: CFE0007625, ucf:52529
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007625

Title: The Influence of Online Dating on Emerging Adults' Levels of Empathy, Objectification of Others, and Quality of Romantic Relationships.
Creator: Bloom, Zachary, Lambie, Glenn, Taylor, Dalena, Barden, Sejal, Gutierrez, Daniel, University of Central Florida
Abstract / Description: The purpose of this research study was to investigate the directional relationship between emerging adults' intensity of online dating and their levels of empathy, objectification of others, and quality of romantic relationships. This investigation tested the theoretical model that emerging adults' (N = 1,613) intensity of online dating (as measured by the Online Dating Intensity Scale [ODI]) contributed to their levels of empathy (as measured by the Adolescent Measure of Empathy and Sympathy...
Show moreThe purpose of this research study was to investigate the directional relationship between emerging adults' intensity of online dating and their levels of empathy, objectification of others, and quality of romantic relationships. This investigation tested the theoretical model that emerging adults' (N = 1,613) intensity of online dating (as measured by the Online Dating Intensity Scale [ODI]) contributed to their levels of empathy (as measured by the Adolescent Measure of Empathy and Sympathy [AMES]; Vossen, Piotrowski, (&) Valkenburg, 2015), objectification of others (as measured by the Sexual-Other Objectification Scale [SOOS]), and quality of relationships with romantic partners (as measured by the Relationships Structure Questionnaire [ECR-RS; Fraley, Heffernan, Vicary, (&) Brumbaugh, 2011] and Relationship Assessment Scale [RAS; Hendrick, 1988]). Specifically, the researcher tested the hypothesized directional relationship that emerging adults with greater intensity of using online dating services (e.g., websites and applications) would have (a) decreased levels of empathy, (b) increased levels of objectification of others, and (c) decreased quality of relationships with romantic partners. In addition, the researcher investigated the relationship between emerging adults' demographic variables (e.g., age, gender, ethnicity, etc.) and the intensity of their use of online dating services, levels of empathy, objectification of others, and relationship quality with romantic partners.The researcher conducted a thorough review of the literature regarding the constructs of interest in this investigation, providing conceptual evidence and empirical support for the research hypotheses and exploratory research questions. A convenience sample of emerging adult undergraduate or master's level students enrolled in various colleges and universities throughout the United States were invited to participate in this study. The researcher collected data through web-based survey and face-to-face administration. The researcher employed structural equation modeling (SEM) analyses to test the research hypothesis. In order to utilize SEM, the researcher also conducted confirmatory factor analyses and exploratory factor analyses to evaluate the validity and reliability of the assessment data used in the investigation. Additionally, the researcher conducted multiple linear regression, Pearson Product-Moment correlations, Spearman Rank Order correlations, and analysis of variance to analyze the data for the exploratory questions.The results of the structural equation model (SEM) analyses identified that emerging adults' intensity of online dating contributed to their levels of empathy (5.3% of the variance explained) and objectification of others (9% of the variance explained). Furthermore, the results of the analyses indicated a dynamic relationship between emerging adults' levels of empathy and objectification of others. Specifically, emerging adults' level of empathy shared a strong negative relationship with their level of objectification of others (98% of the variance explained). In contrast, emerging adults' level of objectification of others positively related to empathy (59.3% of the variance explained). Lastly, emerging adults' levels of empathy and objectification of others contributed to emerging adults' quality of romantic relationships (64% of the variance explained; 37% of the variance explained respectfully). The researcher compared the findings from the current investigation to previous research and assessed the limitations of this study. The findings from the study have implications for future research, clinical practice, counselor education, and instrument development. Specifically, findings from this investigation provide support for (a) increased clinical awareness of emerging adults' widespread use of online dating services; (b) the incorporation of social communication technology and online dating subjects into CACREP accredited counseling courses; and (c) and insight into the instrument development of the ODI, AMES, and SOOS.
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Date Issued: 2016
Identifier: CFE0006075, ucf:50943
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006075

Title: The Effect of Virtual Simulation on the Development of Basic Counseling Skills, Self-Reported Immersion Experience, Self-Reported Counselor Self-Efficacy, and Self-Reported Anxiety of Counselors-in-Training.
Creator: Uwamahoro, Olivia, Hagedorn, W. Bryce, Young, Mark, Taylor, Dalena, Boote, David, Lenz, A. Stephen, University of Central Florida
Abstract / Description: There is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills,...
Show moreThere is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills, and (c) behavior (ACA, 2014; CACREP, 2009).The goal of this study was to contribute to further understanding the most effective instructional approach to facilitating role play while instructing pre-practicum counseling students. The purpose of this study was to examine the effect of virtual simulation training on the development of basic counseling skills, the immersion experience, levels of anxiety, and levels of counselor self-efficacy (CSE) among CITs using student-to-avatar and student-to-student role play. A quasi-experimental research design was used to investigate the effect of the treatment on the constructs.The results of this study found that there was no statistically significant difference between the two groups across all four constructs. A spilt-plot analysis of variance, trend analysis, and repeated measures between factor multivariate analysis of variance were used to analyze the data. The results of this study indicated that exposure to virtual simulation training did not affect the development of basic counseling skills, immersion experience, counselor self-efficacy, and anxiety. The results also showed that virtual simulation did not hinder the development of basic counseling skills, or negatively influence immersion experience, counselor self-efficacy or anxiety.
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Date Issued: 2015
Identifier: CFE0005895, ucf:50875
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005895

Title: Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
Creator: Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
Abstract / Description: Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
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Date Issued: 2017
Identifier: CFE0006565, ucf:51326
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006565

Title: The contribution of educators' levels of inspiration and compassion for others to their degree of burnout.
Creator: Bierbrauer, Samuel, Lambie, Glenn, Barden, Sejal, Hundley, Gulnora, Taylor, Dalena, Witta, Eleanor, University of Central Florida
Abstract / Description: This study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, (&) Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of...
Show moreThis study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, (&) Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of burnout (as measured by the three components of burnout [emotional exhaustion, depersonalization, personal accomplishment] on the Maslach Burnout Inventory (-) Educator Survey; MBI-ES; Maslach, et al., 1996). In addition, the investigation examined the relationship between educators' levels of inspiration, compassion for others, and burnout and their reported demographic information (e.g., age, years of experience, type of school, etc.). A review of the literature along with empirical support for the tested theoretical model of the three constructs of interest (educator inspiration, compassion for others, and burnout) is presented. A correlational research design was used to investigate the hypothesized structural model and exploratory research questions (Tabachnick (&) Fidell, 2012). Structural equation modeling (SEM) was used to test the hypothesized structural model. The results found an acceptable model fit with these data. Specifically, the results yielded statistically significant relationship between educator inspiration and burnout, with educator inspiration accounting for approximately 17%, 15%, and 33% of variance in emotional exhaustion, depersonalization, and personal accomplishment, respectively. Study limitations and implications of this study are discussed.
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Date Issued: 2017
Identifier: CFE0006721, ucf:51886
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006721

Title: Exploring Relationship Quality as a Dyadic Mediator of Adverse Childhood Experiences and Health for Economically Disadvantaged Couples.
Creator: Wheeler, Naomi, Barden, Sejal, Lambie, Glenn, Young, Mark, Carlson, Ryan, Taylor, Dalena, Daire, Andrew, University of Central Florida
Abstract / Description: The purpose of this research study was to investigate the directional relationships between Adverse Childhood Experiences (ACE; Felitti et al., 1998), relationship quality (as measured by the Relationship Assessment Scale [Hendrick, 1988] and the Behavioral Self-Regulation for Effective Relationships Scale [Wilson, Charker, Lizzio, Halford, (&) Kimlin, 2005]), and health (as measured by the OQ 45.2 [Lambert et al., 2004] and a Brief Medical History Questionnaire [Daire, Wheeler, (&) Liekweg,...
Show moreThe purpose of this research study was to investigate the directional relationships between Adverse Childhood Experiences (ACE; Felitti et al., 1998), relationship quality (as measured by the Relationship Assessment Scale [Hendrick, 1988] and the Behavioral Self-Regulation for Effective Relationships Scale [Wilson, Charker, Lizzio, Halford, (&) Kimlin, 2005]), and health (as measured by the OQ 45.2 [Lambert et al., 2004] and a Brief Medical History Questionnaire [Daire, Wheeler, (&) Liekweg, 2014]) among economically disadvantaged couples. The theorized model included a dyadic structure and mediation of ACE and health by relationship quality using the Actor-Partner Interdependence Mediation Model (APIMeM). The researcher employed structural equation modeling analyses and the APIMeM to investigate the model fit with archival and enrollment data from 503 heterosexual couples in a relationship education program. The majority of participants (76.9%) also identified a racial or ethnic minority background. Final results indicated a good fit for the model to the sample data and explained a significant portion of variance in health (i.e., 82.3% for men [a large effect], 56.5% for women [a large effect]). Significant findings included: (a) ACE exerted an effect on health indirectly through relationship quality (i.e., 98.05% of the male total actor effect, 57.4% of the female total actor effect); (b) ACE exerted a direct effect on health for women; (c) overall ACE, relationship quality, and health were significantly related at the actor-level; and (d) a dyadic influence between male and female reports of ACE, relationship quality, and health contributed to the overall model fit. Discussion of results, implications for practice, recommendations for future research, and study limitations are provided.
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Date Issued: 2017
Identifier: CFE0006673, ucf:51229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006673

Title: Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
Creator: Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
Abstract / Description: Diversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack...
Show moreDiversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack-Brown, 1999; Vaughn, 2007). This creates frequent cross-cultural counseling relationships within schools necessitating that school counselors have multicultural competence. Multicultural counseling competence (MCC) has been related to awareness of privilege (Mindrup, Spray, (&) Lamberghini-West, 2011). This research investigates that connection and the connection of self-reported MCC of school counselors to their multicultural school counseling behavior. The research also examines the connection with school climate, which has been connected in previous literature to academic achievement. This research indicates relationships between the self-reported MCC of school counselors and awareness of privilege and oppression. Results indicated a predictive relationship between MCC and awareness of privilege and oppression on multicultural school counseling behavior. Furthermore, results indicated a predictive relationship between MCC and awareness of privilege and oppression on perceived school climate. Results also indicate a relationship between reported multicultural school counseling behavior and perceived school climate. Selected demographic factors were also examined, indicating differences in the constructs of interest based on gender, ethnicity, and having taken a multicultural class. Relationships and differences remain after accounting for social desirability.
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Date Issued: 2014
Identifier: CFE0005498, ucf:50352
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005498

Title: An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools.
Creator: Luis, Dalena, Johnson, Jerry, Baldwin, Lee, Taylor, Rosemarye, Gill, Michele, University of Central Florida
Abstract / Description: This mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the...
Show moreThis mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the percentage of Hispanic students identified for gifted education in 2016-2017, indicating that Hispanic gifted representation was higher in Grades 6-8 than in Grades K-5 or Grades 9-12. Qualitative methods were utilized to analyze exceptional student education (ESE) policy manuals in two purposively sampled school districts and data from interviews with gifted coordinators in those same districts to determine how policies influenced school-level practices in increasing Hispanic representation in Florida's K-12 gifted programs.
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Date Issued: 2018
Identifier: CFE0007220, ucf:52231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007220

Counseling (2)	+ -
Depression (2)	+ -
help-seeking attitudes (2)	+ -
mental health stigma (2)	+ -
Academic Persistence (1)	+ -

Aging (1)	+ -
Anxiety (1)	+ -
Career Development (1)	+ -
Childhood adversity (1)	+ -
Children (1)	+ -
Client Assessment (1)	+ -
Client-Rated Instrument (1)	+ -
College Students (1)	+ -
Cortisol (1)	+ -
Counseling behaviors (1)	+ -
Counselor education (1)	+ -
Couples (1)	+ -
Distress (psychology) (1)	+ -
Florida Gifted (1)	+ -
Florida Gifted School Policy (1)	+ -
Florida Minority Gifted (1)	+ -
Gifted Hispanic Under-representation (1)	+ -
Gifted representation (1)	+ -
Health (1)	+ -
Helping Professionals (1)	+ -
Hispanic Gifted (1)	+ -
Instrument Development (1)	+ -
Logistic Regression (1)	+ -
Low-income (1)	+ -
Multicultural (1)	+ -

University of Central Florida (15)	+ -
Taylor, Dalena (14)	+ -
Lambie, Glenn (10)	+ -
Barden, Sejal (6)	+ -
Witta, Eleanor (4)	+ -

Young, Mark (3)	+ -
Bai, Haiyan (2)	+ -
Boote, David (2)	+ -
Daire, Andrew (2)	+ -
Hagedorn, W. Bryce (2)	+ -
Hopp, Carolyn (2)	+ -
Hundley, Gulnora (2)	+ -
Shillingford-Butler, Ann (2)	+ -
Van Horn, Stacy (2)	+ -
Baldwin, Lee (1)	+ -
Belser, Christopher (1)	+ -
Bierbrauer, Samuel (1)	+ -
Bloom, Zachary (1)	+ -
Blount, Ashley (1)	+ -
Carlson, Ryan (1)	+ -
Eggert, Nicole (1)	+ -
Gill, Michele (1)	+ -
Greene, Jennifer (1)	+ -
Gutierrez, Daniel (1)	+ -
Jahani, Shiva (1)	+ -
Johnson, Jerry (1)	+ -
Kelchner, Viki (1)	+ -
Kim, Nayoung (1)	+ -
Lenz, A. Stephen (1)	+ -
Luis, Dalena (1)	+ -

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