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- Creators: Homer, Judith
- Status: Published
Description
This study explored several training variables that may contribute to counseling trainees' multicultural counseling self-efficacy and multicultural case conceptualization ability. Specifically, this study aimed to examine the cognitive processes that contribute to multicultural counseling competence (MCC) outcome variables. Clinical experience, multicultural knowledge, and multicultural awareness are assumed to provide the foundation for the development of these outcome variables. The role of how a counselor trainee utilizes this knowledge and awareness in working with diverse populations has not been explored. Diversity cognitive complexity (DCC) quantifies the process by which a counselor thinks about different elements of diversity in a multidimensional manner. The current study examined the role of DCC on the relationship between training variables of direct clinical experience with diverse populations, multicultural knowledge, and multicultural awareness and the two training outcomes (multicultural counseling self-efficacy and multicultural case conceptualization ability). A total of one hundred and sixty-one graduate trainees participated in the study. A series of hypotheses were tested to examine the impact of DCC on the relationship between MCC predictors (multicultural knowledge, multicultural awareness, and direct contact hours with diverse clinical populations) and two MCC outcomes: multicultural counseling self-efficacy and multicultural case conceptualization ability. Hierarchical regression analyses were utilized to test whether DCC mediated or moderated the relationship between the predictors and the outcome variables. Multicultural knowledge and clinical hours with diverse populations were significant predictors of multicultural counseling self-efficacy. Multicultural awareness was a significant predictor of multicultural case conceptualization ability. Diversity cognitive complexity was not a significantly related to any predictor or outcome variable, thus all hypotheses tested were rejected. The results of the current study support graduate programs emphasizing counselor trainees gaining multicultural knowledge and awareness as well as direct clinical experience with diverse clinical populations in an effort to foster MCC. Although diversity cognitive complexity was not significantly related to the predictor or outcome variables in this study, further research is warranted to determine the validity of the measure used to assess DCC. The findings in this study support the need for further research exploring training variables that contribute to multicultural counseling outcomes.
ContributorsRigali-Oiler, Marybeth (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Arciniega, Guillermo M (Committee member) / Nakagawa, Kathryn (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
Academic achievement among Asians has been widely recognized in the literature, but the costs of this success may be tied to significant mental health consequences. Three samples of undergraduate students in India were recruited from cities such as Chennai, Kerala, and Delhi totaling 608 (303 male, 301 females). Both online and in class recruitment occurred.
There were three main purposes of this study: 1) to construct a quantitative measure of parental pressure, 2) to evaluate whether self-esteem was a potential buffer of the negative impacts of parental pressure and academic stress, and 3) to understand better the factors impacting suicidality among adolescents in India by testing a path model of possible predictors suggested by the literature. Prevalence data of suicidal ideation and attempt history were also collected. Reporting on their experience over the past six months, 14.5% (n = 82) of the participants endorsed suicidal ideation and 12.3% (n = 69) of the participants admitted to having deliberately attempted to hurt or kill themselves.
Five constructs were explored in this study: parental pressure, academic stress, depression, suicidality, and self-esteem. The Parental Pressure for Success Scale, designed for this study, was used to measure parental pressure. The Educational Stress Scale-Adolescents was used to measure academic stress. The Center for Epidemiological Studies-Depression scale was used to measure depressive symptomology. Two items from the Youth Self-Report Checklist were used as a measure of suicidality in the past six months. The Rosenberg Self-esteem Scale was used to measure global self-esteem.
Preliminary support for the reliability and validity of the Parental Pressure for Success Scale was found. While self-esteem was not a significant moderator in this study, it was a predictor of both stress and depression. Results of the path analysis indicated that parental pressure predicted academic stress, stress predicted depression, and depression predicted suicidality. Parental pressure indirectly predicted suicidality through academic stress and depression. Results were discussed in the context of cultural influences on study findings such as the central role of parents in the family unit, the impact of cultural valuing of education, collectivistic society, and the Hindu concept of dharma, or duty.
There were three main purposes of this study: 1) to construct a quantitative measure of parental pressure, 2) to evaluate whether self-esteem was a potential buffer of the negative impacts of parental pressure and academic stress, and 3) to understand better the factors impacting suicidality among adolescents in India by testing a path model of possible predictors suggested by the literature. Prevalence data of suicidal ideation and attempt history were also collected. Reporting on their experience over the past six months, 14.5% (n = 82) of the participants endorsed suicidal ideation and 12.3% (n = 69) of the participants admitted to having deliberately attempted to hurt or kill themselves.
Five constructs were explored in this study: parental pressure, academic stress, depression, suicidality, and self-esteem. The Parental Pressure for Success Scale, designed for this study, was used to measure parental pressure. The Educational Stress Scale-Adolescents was used to measure academic stress. The Center for Epidemiological Studies-Depression scale was used to measure depressive symptomology. Two items from the Youth Self-Report Checklist were used as a measure of suicidality in the past six months. The Rosenberg Self-esteem Scale was used to measure global self-esteem.
Preliminary support for the reliability and validity of the Parental Pressure for Success Scale was found. While self-esteem was not a significant moderator in this study, it was a predictor of both stress and depression. Results of the path analysis indicated that parental pressure predicted academic stress, stress predicted depression, and depression predicted suicidality. Parental pressure indirectly predicted suicidality through academic stress and depression. Results were discussed in the context of cultural influences on study findings such as the central role of parents in the family unit, the impact of cultural valuing of education, collectivistic society, and the Hindu concept of dharma, or duty.
ContributorsSarma, Arti (Author) / Robinson-Kurpius, Sharon (Thesis advisor) / Kinnier, Richard (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2014
Description
The millennial generation is quickly solidifying its place as the dominate generation within the workforce. As millennials transition through workplace hierarchy it is essential organizations understand how to properly develop incoming talent. This is especially important within sales as the opportunity cost for hiring and developing new sales professionals is much higher compared to other professions. Downward trends in millennial retention rates is also a strong contributing factor to the importance of understanding the millennial generation. This paper aims to identify key concepts and elements employers should incorporate into their sales training programs in order to better develop millennials entering sales roles. Through an analysis of each generation and sales training a clear framework will be identified to achieve this goal. Analyzing millennials unique strengths and weaknesses will provide the basis for the key areas employers need to focus on when designing their sales development programs. The framework identified is easily adaptable within any organizations as the concepts discussed can be universally applied.
ContributorsStensland, Zachary William (Author) / Montoya, Detra (Thesis director) / Schlacter, John (Committee member) / Department of Marketing (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Positive psychology focuses on the promotion of well-being (Seligman, & Csikszentmihalyi, 2000). Positive psychology interventions (PPIs) have been developed to help facilitate the development of skills needed to flourish and current research suggests that PPIs can help individuals improve their happiness, reduce stress, and become more resilient (Lyubomirsky, King, & Diener, 2005). National surveys highlight that students in higher education are in dire need of interventions aimed at helping them cope with the negative impact of stress (Douce & Keeling, 2014; Marks & Wade, 2015). Research among the graduate student population is scant even though they report high levels of stress and work even more hours than undergraduate students (Wyatt & Oswalt, 2013). PPIs implemented in the graduate student population focus heavily on psychologically-based programs, like psychology and social work, whose students may already be receiving assistance in self-care (Botta, Cadet, & Maramaldi, 2015; Burkhart, 2014; Nelson, Dell'Oliver, Koch, & Buckler, 2001). Thus, this current study is a randomized controlled trial testing an online PPI, adapted from Achor's work in the business industry (2012, 2014), compared with an online informative stress group and a wait list control group among graduate students from various disciplines at a large, public university in the Southwest. Participants were administered pre-, post-, and three-month follow-up tests to determine the impact of the interventions on their levels of perceived stress, happiness, and resilience. A multivariate analysis of covariance (MANCOVA) was used with covariates of age, gender, race, program of study, and graduate level of study (masters versus doctoral). The main findings of the study included: the students in the PPI group reported significantly higher resilience at the end of the three weeks than did the students in the informative stress or wait list control groups, even though measures of happiness or perceived stress were not impacted; and students from psychologically based programs received the most benefit from treatment, especially from the PPI intervention. All findings, implications, and suggestions for future directions are discussed.
ContributorsVenieris, Pauline (Author) / Kinnier, Richard (Thesis advisor) / Rund, James (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2017
Description
Training for law enforcement on effective ways of intervening in mental health crises is limited. What is available tends to be costly for implementation, labor-intensive, and requires officers to opt-in. DEFUSE, an interactive online training program, was specifically developed to train law enforcement on mental illness and de-escalation skills. Derived from a stress inoculation framework, the curriculum provides education, skills training, and rehearsal; it is brief, cost-effective, and scalable to officers across the country. Participants were randomly assigned to either the experimental or delayed treatment control conditions. A multivariate analysis of variance yielded a significant treatment-by-repeated-measures interaction and univariate analyses confirmed improvement on all of the measures (e.g., empathy, stigma, self-efficacy, behavioral outcomes, knowledge). Replication dependent t-test analyses conducted on the control condition following completion of DEFUSE confirmed significant improvement on four of the measures and marginal significance on the fifth. Participant responses to BPAD video vignettes revealed significant differences in objective behavioral proficiency for those participants who completed the online course. DEFUSE is a powerful tool for training law enforcement on mental illness and effective strategies for intervening in mental health crises. Considerations for future study are discussed.
ContributorsHacker, Robyn Lea (Author) / Horan, John J (Thesis advisor) / Homer, Judith (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2017
Description
Cancer survivors engaged in either six-week Internet-delivered mindfulness training or a usual-care control and were compared on the following outcome battery: The Hospital Anxiety and Depression Scale, the Profile of Mood States, the Pittsburgh Sleep Quality Index, and the Fatigue Symptom Inventory. Assessments were conducted before and after treatment and intervention compliance was monitored. Mindfulness treatments were delivered at a time and on a computer of the participants’ choosing. Multivariate analysis indicated that mindfulness training produced significant benefits on all measures (p < .05). Online mindfulness instruction represents a widely-accessible, cost-effective intervention for reducing psychological distress and its behavioral manifestations in cancer survivors, especially those who are unable to participate in in-person training.
ContributorsMesser, David, Ph.D (Author) / Horan, John J (Thesis advisor) / Homer, Judith (Committee member) / Larkey, Linda (Committee member) / Arizona State University (Publisher)
Created2017
Description
The purpose of this study was to evaluate whether five select scales of the MMPI-A (F, Scale 2, A-dep, A-lse, and A-aln) are predictive of a diagnosis of a major depressive episode according to the current DSM-IV-TR criteria. Participants were 90 girls and 58 boys in a clinical psychiatric setting. The study examined two separate hypotheses across the five scales. The first set of hypotheses tested whether a significant T-score on each of the five scales would predict a diagnosis of a major depressive episode in clinical adolescents. The second set of hypotheses attempted to step away from the constraints of diagnostic and statistical cut-off criteria and evaluated the ability of discrete T-scores of the MMPI-A in predicting the number of symptoms of a major depressive episode in clinical adolescents. Results indicated that none of the five scales were predictive of a diagnosis of a major depressive disorder in clinical adolescents. All but one scale (Scale 2) was significant in its ability to predict the number of depressive symptoms in clinical adolescents. Implications of this study include the need for a better diagnostic criteria for adolescent depression as well as re-evaluating the cut-off criteria of scales on the MMPI-A. Directions for future research are also discussed.
ContributorsPham, Tuyen T (Author) / Claiborn, Charles D. (Thesis advisor) / Homer, Judith (Committee member) / Gerkin, Richard D. (Committee member) / Fair, Christine (Committee member) / Arizona State University (Publisher)
Created2010