Matching Items (3)
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- All Subjects: Latino
- Creators: Dumka, Larry
Description
The purpose of this study was to provide a foundation for a plan for evaluations of the impact of the Learning Center on elementary school children with respect to academic achievement and school-related behaviors. Exploratory pre- and posttest data were collected and analyzed and recommendations were provided for a broader evaluation plan to be used in the future. The experience from the exploratory evaluation, limitations and the recommendations in this study can be used by Chicanos Por La Causa to strengthen the Learning Center and thereby optimize the benefit to the children served within the San Marina residential community.
ContributorsLodhi, Osman Sultan (Author) / Roosa, Mark (Thesis director) / Dumka, Larry (Committee member) / Perez, Norma (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
There is a widespread inequality in health care access and insured rates suffered by the Latino, Spanish-speaking population in Arizona, resulting in poor health measures and economic burden. The passage of the Affordable Care Act in 2010 provided mechanisms to alleviate this disparity, however, many Latino communities lack accessible information and means to gain access to health insurance enrollment. Chicanos Por La Causa (CPLC) is a community based organizing that provides many services to low-income communities across Arizona, one of which is the CPLC Insurance Program. In collaboration with the Community Action Research Experiences (CARE) at Arizona State University, the program was studied to help address the need of a LOGIC model and evaluation plan to determine its effectiveness. Interviews with three executives within CPLC were conducted in conjunction with a literature review to determine the inputs, strategies, outputs, and outcomes of the LOGIC model that drive CPLC Insurance's mission. Evaluation measures were then created to provide the necessary quantitative data that can best show to what degree the program is achieving its goals. Specifically, the results indicated the key outcomes that drive the LOGIC model, and an evaluation plan designed to provide indicators of these outcomes was produced. The implications of this study are that the suggested data collection can verify how effectively the program's actions are creating positive change, as well as show where further improvements may be necessary to maximize effectiveness.
ContributorsCunningham, Matthew Lee (Author) / Fey, Richard (Thesis director) / Dumka, Larry (Committee member) / School of Molecular Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2016-05
Description
It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual experiences.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Dumka, Larry (Committee member) / Jager, Justin (Committee member) / Kochel, Karen P (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2016