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- Title
- AN EVALUATION OF TRACHEOSTOMY CARE ANXIETY RELIEF THROUGH EDUCATION AND SUPPORT (T-CARES): A PILOT STUDY.
- Creator
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Crosby, William, Sole, Mary Lou, University of Central Florida
- Abstract / Description
-
Background: Home care of a patient with a tracheostomy after surgery for head and neck cancer requires the caregiver to be proficient with new equipment and required skills. The responsibility of managing an artificial airway, may lead to an increase in caregiver anxiety. Education of caregivers varies; it is often a 1:1 impromptu instruction provided by the patient's nurse and/or respiratory therapist. The purpose of this study was to evaluate the effect of the T-CARES course on caregiver...
Show moreBackground: Home care of a patient with a tracheostomy after surgery for head and neck cancer requires the caregiver to be proficient with new equipment and required skills. The responsibility of managing an artificial airway, may lead to an increase in caregiver anxiety. Education of caregivers varies; it is often a 1:1 impromptu instruction provided by the patient's nurse and/or respiratory therapist. The purpose of this study was to evaluate the effect of the T-CARES course on caregiver anxiety and tracheostomy suctioning competency. Method: A quasi-experimental non-randomized control group design was used. The independent variable was method of instruction (T-CARES versus standard). Dependent variables were caregiver anxiety and tracheostomy suction competence. Caregivers (n=12) self selected into groups based on availability to attend T-CARES course. The control group was to receive the unit-based standard of education. The experimental group participated in the T-CARES course. Only one person chose to be in the control group; therefore, data were analyzed for the experimental group only (N=11). The T-CARES course, created by the researcher, was standardized and instructor-led; it incorporated media and simulated practice. Caregiver anxiety for both groups was obtained before (State/Trait Anxiety) and after (State Anxiety) tracheostomy care instruction was provided. Tracheostomy suctioning competence was assessed using a standardized checklist for participants in the T-CARES study group only. Demographic data were summarized with frequencies and descriptive statistics. Given the small sample size, non-parametric statistics were used for data analysis. Results: Data were analyzed from the experimental group only (n=11). The majority of caregivers were women (n=7), white/caucasian (n=10), married (n=8), employed full time (n=7), and were high school graduates or higher (n=10). The mean age of participants was 50.8 years. Seven of the participants reported previous caregiver experience. Mean score of caregiver trait anxiety was 36.8. Mean caregiver state anxiety score was 50.5 before, and 34.3 after the T-CARES intervention. A Related-Samples Wilcoxon Signed Rank Test was performed on the pre and post T-CARES intervention state anxiety scores. The T-CARES intervention significantly reduced anxiety (p=.008). Tracheostomy suctioning competency for 9 of the participants was evaluated upon completion of T-CARES. Mean score was10.8 skills performed correctly out of a possible 14. Caregivers' responses regarding their biggest fear/concern about tracheostomy care included "not doing it right," "trach coming out or being blocked," "hurting the patient," and "not being able to help in an emergency." Participants' suggestions for future improvements were creation of a Spanish language course and the addition of supplementary training to include CPR, First Aid, and the management of feeding tubes. Discussion: Research supported the hypothesis that the T-CARES course would be successful in reducing state anxiety. The T-CARES course also had a positive impact on tracheostomy suctioning competency, though without a control group it is difficult to quantify the effect. The continued development and dissemination of T-CARES to all tracheostomy patients and their caregivers may ease their transition home. The views expressed are those of the author and do not reflect the official policy or position of the US Air Force, Department of Defense or the US Government.
Show less - Date Issued
- 2012
- Identifier
- CFH0004138, ucf:44824
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004138
- Title
- THE EFFECTS OF PREOPERATIVE EDUCATION ON STRESS IN THE PEDIATRIC POPULATION.
- Creator
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Howard, Amy, Allred, Kelly, University of Central Florida
- Abstract / Description
-
The purpose of this research was to critically analyze relevant literature regarding the effects of preoperative education on levels of stress in the pediatric population. The goal of this research is to review and analyze the available literature to determine best practice as it relates to educating the pediatric preoperative patient in order to relieve stress. Research was retrieved from Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and MEDLINE-EBSCOhost databases...
Show moreThe purpose of this research was to critically analyze relevant literature regarding the effects of preoperative education on levels of stress in the pediatric population. The goal of this research is to review and analyze the available literature to determine best practice as it relates to educating the pediatric preoperative patient in order to relieve stress. Research was retrieved from Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and MEDLINE-EBSCOhost databases using keywords pediatric, preoperative, anxiety, stress, fear, children, hospitalized child, education, play therapy, and surgery. Inclusion criteria included research that focused on relieving anxiety or stress in the pediatric surgical patient. Seven research-based articles were found that met the inclusion criteria. Findings indicate surgery is stressful in pediatric patients at all developmental stages. Preoperative education was found to reduce this stress. Verbal, written, and visual means of education all led to a decrease in stress prior to surgery. More research is needed to determine the best developmentally appropriate educational program to relieve stress in the pediatric patient.
Show less - Date Issued
- 2011
- Identifier
- CFH0003809, ucf:44738
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003809
- Title
- RISK FACTORS IDENTIFIED IN COLLEGE STUDENTS EXHIBITING SOCIAL PHOBIA.
- Creator
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Wallace, Kasie, McConnell, Daniel, University of Central Florida
- Abstract / Description
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College life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic...
Show moreCollege life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic tendencies and the social, emotional, and overall well-being of college students. Social phobia itself is an unnecessary and overwhelming fear of being scrutinized by others (National Institute of Mental Health 2009). By implementing the use of four psychological tests: the Social Phobia and Anxiety Inventory, Positive and Negative Affect Schedule, College Affiliation Questionnaire, and Life Orientation Test, this research sought to investigate the correlations existing between college students' self-reports on these measures through the use of the UCF Sona system. Students' personal characteristics and demographics were also examined correlationally along with their self-reports on all four measures. A total of 165 participants were used in this study. After gathering descriptive statistics from each test and their demographics, correlations were run between the four tests and then between demographic information and tests. The results showed social phobia having a positive correlation with negative affect and a negative relationship with positive affect. In turn, negative emotion was correlated with a lowered overall life orientation and a more pessimistic mindset. No strong correlations were identified between psychological tests and student characteristics as was previously thought. Overall, there are definite indicators that social anxiety has a negative impact on one's quality of life and emotions, however, more research needs to be done with more diverse sampling and different methodology to see if there is a link between particular student characteristics and prevalence rates of social anxiety within those characteristic subsets.
Show less - Date Issued
- 2014
- Identifier
- CFH0004562, ucf:45165
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004562
- Title
- Stepping Outside of Yourself: Social Anxiety, Dissociation, Alcohol Consequences, and Relationship Satisfaction.
- Creator
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Cook, Matthew, Newins, Amie, Beidel, Deborah, Dvorak, Robert, University of Central Florida
- Abstract / Description
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OVERVIEW: Social anxiety disorder is the third most prevalent psychiatric disorder in the United States. Dissociation can arise during acute daily social stressors in individuals with social anxiety. This study examined the relationship between social anxiety and functional outcomes (i.e., alcohol-related consequences and relationship satisfaction) as moderated by levels of dissociation (i.e., depersonalization/derealization). It was hypothesized that dissociation would moderate the...
Show moreOVERVIEW: Social anxiety disorder is the third most prevalent psychiatric disorder in the United States. Dissociation can arise during acute daily social stressors in individuals with social anxiety. This study examined the relationship between social anxiety and functional outcomes (i.e., alcohol-related consequences and relationship satisfaction) as moderated by levels of dissociation (i.e., depersonalization/derealization). It was hypothesized that dissociation would moderate the relationships between social anxiety and alcohol-related consequences and between social anxiety and relationship satisfaction. METHOD: College students who endorsed alcohol use within the past 30 days (n = 320) and college students who reported having been in a romantic relationship lasting 30 or more days (n = 364) were recruited through the Psychology Department's Sona system. All participants completed measures of social anxiety, dissociation, alcohol use motives, alcohol-related consequences, and relationship satisfaction as part of an online questionnaire. RESULTS: Findings indicated no moderation effect in either model; both social anxiety and dissociation predicted alcohol-related consequences via coping-motivated alcohol use. Additionally, there was a negative association between dissociation and relationship satisfaction. CONCLUSIONS: Future research should include longitudinal research designs or ecological momentary assessment designs and should examine these relationships in clinical samples.
Show less - Date Issued
- 2019
- Identifier
- CFE0007445, ucf:52725
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007445
- Title
- Evaluating the utility of a virtual environment for childhood social anxiety disorder.
- Creator
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Wong, Nina, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
- Abstract / Description
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Objective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school...
Show moreObjective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school environment and evaluated its utility for the treatment of social anxiety disorder in preadolescent children (Study 1). This environment included both in-clinic and at-home solutions. In addition, a pilot replication/extension study further examined preliminary treatment efficacy between children who received a standard multi-component treatment and children who received the modified treatment with social skills practice in a virtual environment (Study 2). Method: Eleven children with a primary diagnosis of social anxiety disorder between 7 to 12 years old participated in the initial feasibility trial (Study 1). Five additional children participated in the replication/extension study (Study 2). To investigate preliminary treatment efficacy, clinical outcome measures for the Study 2 sample were compared to a comparison sample who received the standard treatment. Results: Overall, the virtual environment program was viewed as acceptable, feasible, and credible treatment components to children, parents, and clinicians alike but modifications would likely improve the current version. Additionally, although preliminary, children who received the modified treatment with virtual environment practice demonstrated significant improvement at post-treatment on clinician ratings but not parent or self-reported measures. Conclusion: Virtual environments are feasible, acceptable, and credible treatment components for clinical use. Future investigations will determine if the addition of this dose-controlled and intensive social skills practice results in treatment outcome equivalent to traditional cognitive-behavioral programs.
Show less - Date Issued
- 2013
- Identifier
- CFE0004962, ucf:49583
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004962
- Title
- Optimizing Strategies for In Vivo Exposure in the Traditional Clinical Setting.
- Creator
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Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
- Abstract / Description
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This study examined the ability of a pre-recorded videoconferencing (VC) audience to elicit the physiological and subjective arousal associated with Social Anxiety Disorder (SAD) when giving a formal presentation. This study had three objectives: (a) to determine whether speaking to the VC audience elicited significant increases in physiological response (e.g., heart rate and electrodermal activity) and subjective distress over baseline resting conditions (b) to determine whether the VC task...
Show moreThis study examined the ability of a pre-recorded videoconferencing (VC) audience to elicit the physiological and subjective arousal associated with Social Anxiety Disorder (SAD) when giving a formal presentation. This study had three objectives: (a) to determine whether speaking to the VC audience elicited significant increases in physiological response (e.g., heart rate and electrodermal activity) and subjective distress over baseline resting conditions (b) to determine whether the VC task more closely replicates the physiological and subjective experience of giving a speech to a comparable real-life audience than levels elicited by a Virtual Reality (VR) environment and (c) to determine whether the VC task elicited higher levels of presence and fear of negative evaluation than the VR task, more closely replicating levels elicited by an in vivo speech. All participants gave an impromptu speech under three conditions: in vivo, VC, and VR audience while measures of physiological arousal, self-reported distress, and presence were obtained. Results demonstrated that the VC task elicited significantly greater increases in heart rate, electrodermal activity, and self-reported distress than the VR task and VC responses were not significantly different from in vivo. In addition, participants reported levels of immersion and fear of negative evaluation during the VC task that were significantly greater than during the VR task, and did not differ significantly from in vivo. Clinical implications of these findings including cost effectiveness and the role of VC in the treatment of SAD are discussed.
Show less - Date Issued
- 2016
- Identifier
- CFE0006367, ucf:51513
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006367
- Title
- Psychometric Properties of a Social Skills Assessment Using Virtual Environment.
- Creator
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Le, Thien-An, Beidel, Deborah, Paulson, Daniel, Bowers, Clint, University of Central Florida
- Abstract / Description
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Background: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice,...
Show moreBackground: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice, avoidance of social and performance situations, muffled voice, longer speech latency, inappropriate tone or low voice volume, and lack of spontaneous speech (Beidel (&) Turner, 2007; Ollendick, Benoit, (&) Grills-Taquechel, 2014; Spence, Donovan, (&) Brechman-Toussaint, 1999). Currently, there are several methods of assessing symptom severity of SAD, such as structured and semi-structured interviews supplemented by self- and parent-report forms, as well as behavioral assessment of social skills, such as RPTs. However, RPTs inherently present with feasibility concerns as there are several obstacles for its implementation. Thus, the current study will examine the psychometric properties of a VE based social skills assessment as it compares to the traditional RPT. Methods: Participants were 46 children, ages 7 to 14, who underwent two assessment conditions: RPT and VE BAT. Participants were assessed prior to the assessment conditions using the ADIS-C/P and completed several self- and parent-report forms. Participants reported self-ratings of anxiety and acceptability, while blinded observers rated social skills and overall social anxiety. Results: A paired-samples t-test revealed (a) no significant difference in acceptability between the two tasks (t(36) = .209, p (>) .05); (b) the VE BAT elicited somewhat less anxiety and somewhat more skilled social behavior than a comparable and traditional RPT; (c) the VE BAT demonstrated moderate concurrent validity with the SPAI-C (r = .422, p = .004); (d) behaviors were rated as consistent across assessment tasks for speech latency ( r = .367, p = .016), overall effectiveness ( r = .541, p = .000), overall social anxiety (r = .638, p = .000), and SAM ratings (r = .730, p = .000) and; (e) VE BAT was more feasible to implement than the RPT in terms of personnel time (t(45) = 12.87, p = .00, d = 2.69) and costs (t(45) = 12.88, p = .00, d = 1.83). Conclusion: The current study addresses many of the discussed limitations of conducting RPTs and, overall, supports the utilization of VE BATS as a viable alternative to behaviorally assessing social skills in children. Overall, the current study demonstrates acceptability, validity, and feasibility of implementing such a novel method, where a formal RPT is not possible. Further implications for the current study include that VEs have potential in the armamentarium for social skills training with children with SAD.
Show less - Date Issued
- 2016
- Identifier
- CFE0006134, ucf:51178
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006134
- Title
- Predicting the development of counselor self-efficacy in counselors-in-training during their first semester in practicum using embedded, rich media in a distributed learning environment.
- Creator
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Super, John, Young, Mark, Hundley, Gulnora, Hagedorn, William, Ieva, Kara, University of Central Florida
- Abstract / Description
-
The first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test...
Show moreThe first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test how well they fit into the field of counseling (O'Connell (&) Smith, 2005). Additionally, if counselor educators do not fully understand the process counselors in training develop counselor self-efficacy, they may be overlooking opportunities to educate a new generation of counselors or using their time, energy and resources in areas that may not be the most efficient in counselor development. The purpose of this study was to examine the effect of an embedded, rich-media distributed learning environment added to practicum had on the development of counselor self-efficacy, reduction of anxiety and effect on treatment outcomes for counselors in training in their first semester of practicum. This study found the use of distributed learning to extend education beyond the classroom significantly and positively affected the development of counselor self-efficacy, had mixed statistical results on the reduction of anxiety and did not have an affect on treatment outcome. Furthermore, the study used hierarchical linear modeling to see if the characteristics of individual practicums affected the three main constructs, the results did not find a significant effect from the groups.The results of the study produced several implications for counseling. First, if counselor educators help counselors in training become more aware of counselor self-efficacy, the students can better understand how the construct affects their anxiety, their comfort with expanding or improving their clinical skills and the approach they take to a client, session or treatment plan. A second implication is that using an embedded, rich-media learning environment may help the counselors in training to develop their clinical skills. The results of this study imply that utilizing technology and discussions beyond the classroom is beneficial for (a) increasing the students' counselor self-efficacy, (b) normalizing the emotions the students may experience and (c) improving the methods for development through vicarious learning. Also, as technology continues to evolve and as education continues to adapt by integrating technology into the classrooms, counselor educators should begin exploring how to best use technology to teach students during practicum. Traditionally, based on the nature of counseling, practicum has been an interpersonal experience, but the results of the current study imply the methods of extending learning beyond the traditional class time is beneficial. Finally, as counselor educators strive to increase students' counselor self-efficacy early in practicum, in an environment that contains anxiety and self-doubt (Bernard (&) Goodyear, 2009; Cashwell (&) Dooley, 2001) using vicarious learning through video and online discussions can assist in accomplishing the goal.
Show less - Date Issued
- 2013
- Identifier
- CFE0004758, ucf:49762
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004758
- Title
- Psychopathology and Functional Impairment in Adolescents with Social Anxiety Disorder.
- Creator
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Mesa, Franklin, Beidel, Deborah, Cassisi, Jeffrey, Neer, Sandra, University of Central Florida
- Abstract / Description
-
Although social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in...
Show moreAlthough social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in adolescents with SAD (n = 16) and normal control adolescents (n = 14): specific social skills, subjective distress and physiological reactivity during one speech performance task and one social interaction task; alcohol use and expectancies; subjective and objective quality of sleep; and daily distressing social activities. No differences were observed in sleep actigraphy, self-reported sleep difficulties, alcohol use, or alcohol expectancies. Adolescents with SAD reported greater distress during both analogue tasks relative to NC adolescents. During the speech task, adolescents with SAD exhibited significantly greater speech latency (4.42 seconds vs. 1.75 seconds) and spoke significantly less (83.09 seconds vs. 167.75 seconds) than NC adolescents. Additionally, SAD participants manifested greater skin conductance during the speech task. During the social interaction, adolescents with SAD asked significantly fewer questions (2.20 vs. 7.07) and required significantly more confederate prompts (2.33 vs. 1.14) to stimulate interaction. Finally, adolescents with SAD reported more frequent anxiety-provoking situations in their daily lives and greater avoidance of these situations, including answering questions in class, assertive communication, and interacting with a group. The findings are discussed with respect to the current understanding of alcohol use, quality of sleep, and social functioning in adolescents with SAD.
Show less - Date Issued
- 2013
- Identifier
- CFE0004891, ucf:49648
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004891
- Title
- An Investigation of College Student-Athletes' Mental Health Stigma, Help-Seeking Attitudes, Depression, Anxiety, and Life Stress Scores Using Structural Equation Modeling.
- Creator
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007538, ucf:52597
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007538
- Title
- From Dude to Dad: A Study on Prenatal Fatherhood and its Representation in Theatre.
- Creator
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Nilsson, Michael, Thomas, Aaron, Horn, Elizabeth, Reed, David, Niess, Christopher, University of Central Florida
- Abstract / Description
-
A man in the preparatory phase for parenthood with his first child can go through a lot of extreme emotional highs and lows, depending upon the man's economic, relationship, and physical status, as well as community pressures and support. In preparation to portray an array of prenatal fathers in a showcase of scenes, I have read an assortment of plays and scholarly sources. In reading a large sample of prenatal plays, I have extracted several possible emotional changes within a man's psyche....
Show moreA man in the preparatory phase for parenthood with his first child can go through a lot of extreme emotional highs and lows, depending upon the man's economic, relationship, and physical status, as well as community pressures and support. In preparation to portray an array of prenatal fathers in a showcase of scenes, I have read an assortment of plays and scholarly sources. In reading a large sample of prenatal plays, I have extracted several possible emotional changes within a man's psyche. I also analyzed the social rationale behind these changes through the writings of sociologists and other scholarly sources. In addition to this research, I was going through my journey toward parenthood at the initiation of this research, as my child was born half way into the project. With the exploration of theatrical literature and sociological research paired with my personal experience of going through the prenatal phase, I have documented the changes a man may experience in his emotional growth. This time is full of differing anxieties that spring from the anticipation of change, while a man is preparing for parenthood. Through the medium of a showcase of theatrical scenes that are representations of the prenatal father, I explore the emotional journeys of several of these men and document my findings. As actors in theatre, we use the emotional life of characters to enlighten our choices in actions and tactics. These tactics are in service to the selfish goals we have as characters. The emotions the character has may act as either a driving force or an obstacle in obtaining our goals. When exploring the emotions of a pre-paternal man, one must consider all the variables in the creation of these emotions. In this project, I extract the emotions that a prenatal father may be vulnerable to and document for personal use as an actor presenting pre-paternal characters.
Show less - Date Issued
- 2017
- Identifier
- CFE0006771, ucf:51835
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006771
- Title
- INVESTIGATING THE RELATIONSHIP BETWEEN ASSERTIVENESS AND PERSONALITY CHARACTERISTICS.
- Creator
-
Kirst, Laura, Murdoch, Erin, University of Central Florida
- Abstract / Description
-
Assertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience,...
Show moreAssertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness), self-esteem, social anxiety, and shyness to update past research findings. Participants completed the College Self-Expression Scale, the IPIP representation of the NEO PI-R, the Rosenberg Self-Esteem Scale, the Brief Fear of Negative Evaluation Scale, and the Revised Cheek and Buss Shyness Scale. It was hypothesized that assertiveness would correlate positively with extraversion, openness to experience, conscientiousness, agreeableness, and self-esteem. Assertiveness was further hypothesized to correlate negatively with neuroticism, social anxiety, and shyness. Results revealed direct relationships between assertiveness and self-esteem, extraversion, openness to experience, and conscientiousness, as well as inverse relationships to neuroticism, shyness, and fear of disapproval. No significant relationship was found between assertiveness and agreeableness. This study aimed to advance the understanding of the complex personality structure of low-assertive individuals.
Show less - Date Issued
- 2011
- Identifier
- CFH0004071, ucf:44797
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004071
- Title
- HOW SYMPTOMS OF ANXIETY, DEPRESSION, ATTENTION DEFICIT DISORDER (ADD) OR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CONTRIBUTE TO STUDENTS SELF-MEDICATING VIA MARIJUANA AND NON-MEDICAL PRESCRIPTION DRUGS.
- Creator
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Thomas, Maria, Donley, Dr. Amy, University of Central Florida
- Abstract / Description
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This study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their...
Show moreThis study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their overall perceptions of their intended effects of the drug and answers why students do not seek professional help for their anxiety, depression and impulsivity symptoms. Results from the survey indicate that students who report NMPD use self- reported higher symptoms of anxiety, depression and impulsivity. NMPD users reported higher percentages of other substance abuse compared to nonusers. The most prominent NMPD's used by students are Adderall and Vicoden or Codeine. Data also indicates student's primary reasons for their NMPD use are related to academic purposes; as opposed to nonacademic. This analysis is further supported by the fact that the majority of NMPD users did not use before they began college and do not use while classes are not is session. Furthermore, students perceive their overall intended effects of their NMPD use to be beneficial, despite the known risks associated with their drug use. By examining college student's current NMPD use we can provide alternative solutions to students who are self-medicating as a coping mechanism for underlying issues or mental health disorders. Also, we can provide them with the necessary services in order to address their problems professionally.
Show less - Date Issued
- 2013
- Identifier
- CFH0004445, ucf:45114
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004445
- Title
- L2 ANXIETY IN SPANISH-SPEAKING ADULT ESL POPULATIONS: POSSIBLE CAUSES AND CULTURAL INFLUENCES.
- Creator
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Freiberger, Scott, Mihai, Florin, University of Central Florida
- Abstract / Description
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Anxiety has been identified as a plausible factor affecting second language (L2) acquisition. However, more research is needed on how anxiety may influence Spanish-speaking adult English as a Second Language (ESL) populations. Determining precisely what causes anxiety in Spanish-speaking adult ESL populations should be of interest not only to L2 researchers but also to ESL instructors who may have adult Spanish-speaking English language learners (ELLs) in their classes. This study researched...
Show moreAnxiety has been identified as a plausible factor affecting second language (L2) acquisition. However, more research is needed on how anxiety may influence Spanish-speaking adult English as a Second Language (ESL) populations. Determining precisely what causes anxiety in Spanish-speaking adult ESL populations should be of interest not only to L2 researchers but also to ESL instructors who may have adult Spanish-speaking English language learners (ELLs) in their classes. This study researched L2 anxiety in Spanish-speaking adult ESL learners. Specifically, it considered possible causes and cultural influences of L2 anxiety in 10 Spanish-speaking adult ESL students at a university English language institute (ELI). Participants were given a choice of completing an English or Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS) and then participated in follow-up interviews. Results were documented and evaluated. A total of 14 causes of L2 anxiety were identified, including incompatible goals, using English in professional contexts, the native country, and the need for error correction. Finally, contrary to the literature, collaborative group work was found to cause L2 anxiety in Spanish-speaking adult ESL students enrolled at a language institute.
Show less - Date Issued
- 2010
- Identifier
- CFE0003050, ucf:48364
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003050
- Title
- THE EFFECTS OF AUDITORY STIMULI ON STRESS LEVELS OF ADULT PATIENTS IN THE CRITICAL CARE SETTING.
- Creator
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Ellermets, Jessica, Heglund, Stephen, University of Central Florida
- Abstract / Description
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The purpose of this review of literature is to explore the effects of interventional and environmental auditory stimuli on the adult critical care population. Current research has yet to compare and contrast the effectiveness of various interventional auditory stimuli on stress relief, an oversight this thesis aims to remedy. Modern day critical care settings demand the identification of the most therapeutic interventional auditory stimulus and the most stress-inducing environmental stimuli,...
Show moreThe purpose of this review of literature is to explore the effects of interventional and environmental auditory stimuli on the adult critical care population. Current research has yet to compare and contrast the effectiveness of various interventional auditory stimuli on stress relief, an oversight this thesis aims to remedy. Modern day critical care settings demand the identification of the most therapeutic interventional auditory stimulus and the most stress-inducing environmental stimuli, so that interventions can be made to optimize patient stress levels and improve outcomes. Suggestions will be made on how to simultaneously reduce harmful or stress inducing auditory stimuli in the critical care setting and implement the optimal stress-relieving interventional auditory stimuli.
Show less - Date Issued
- 2015
- Identifier
- CFH0004853, ucf:45482
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004853
- Title
- Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
- Creator
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Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
- Abstract / Description
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Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
Show less - Date Issued
- 2016
- Identifier
- CFE0006373, ucf:51537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006373
