Miracle-dz/UniFAR-FTUs huggingface dataset:
Family processes and child mental health : unpacking nature from nurture

This thesis aims to develop understanding of the relative role of mothers and fathers for children’s psychopathology, with a primary focus on interparental conflict, maternal and paternal parenting, and the coparenting relationship. This is among the only research to use a multimethod, multi-informant, longitudinal adoption-at-birth design to assess these processes from early-to-middle childhood. The present thesis analyzed data from the Early Growth and Development Study (EGDS; Leve et al., 2007), a US-based study developed to assess family processes and children’s development. The adoption-at-birth design allowed examination of environmental processes without the confound of common genes (Jaffee & Price, 2012). The present thesis examined N > 300 intact mothers and fathers and their children from 2.5 years to 6 years using observational and parent-reported data. Study 1 examined whether interparental conflict, maternal depression and paternal depression influenced child internalizing and externalizing problems via mother-child and father-child hostility. Study 2 examined the relative role of mother hostility, father hostility and coparenting as mediators in the relationship between interparental conflict and child internalizing and externalizing problems. Finally, study 3 examined whether distinct maternal and paternal parenting practices (hostility, harsh and inconsistent discipline, positive parenting) differentially mediated the relationship between interparental conflict and child internalizing and externalizing problems, and whether coparenting moderated these relationships. Each study also examined child-evoked effects on parenting and coparenting. Overall, findings showed interparental conflict to be important for child externalizing problems via father-child hostility, maternal and paternal parenting processes to be differentially related to child internalizing and externalizing problems, and early child behavior to evoke different parenting processes. Coparenting was not associated with parenting or child outcomes, nor did it moderate associations, highlighting the need for changes in conceptualization and measurement of the coparenting relationship. Findings are discussed with regards to policy and practice implications.
Examining the Utility of the HEXACO-PI-R for Predicting Positive and Negative Indicators of Police Officer Performance

Examining the Utility of the HEXACO-PI-R for Predicting Positive and Negative Indicators of Police Officer Performance by Angela Ripley M.Ed., Mount St. Vincent University, 2007 M.Ed., Acadia University, 2006 B.Ed., University of New Brunswick, 1999 B.Sc.K, Dalhousie University, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Industrial/Organizational Psychology
Out in Time

The life experiences and sexual identity development of three generations of gay men, the Stonewall, AIDS, and Queer generations, are explored. While there are generational differences in the lived experiences of young gay men shaped by the sociopolitical contexts of the historical epoch in which they emerged into adulthood, and a crisis that has come to define each generation, there also are consistencies across generations and across time in the psychological process of coming out that defines identity formation of gay men, as these individuals transition from a period of sexual identity awareness to sexual identity integration. The life experiences are also shaped by conceptions of hypermasculinity, racism and discrimination, substance use, and adventurous sexuality. Despite the many challenges that have defined the lives of gay men across time and that are informed by the homophobia of American society, the vast majority of the population also has demonstrated resilience and fortitude in achieving both pride and dignity. These ideas are explored through the life narratives of fifteen diverse gay men, across the three generations.
Preparing for their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning

ABSTRACT High school students perspectives related to school facilitation of involvement of students in the transition process were examined. Qualitative interviews with 40 high school students with Learning Disabilities (LD) were conducted using a semi-structured interview protocol and a constant comparative approach was used in data coding. Qualitative analysis of interview data resulted in the emergence of three primary themes based on student perceptions of what works in transition planning related to (1) diploma options and course choice, (2) meaningful Individualized Education Program and Transition Plan involvement, and (3) opportunities to explore transition domains of career and college preparation. Implications for practice include a discussion of ways in which schools can facilitate meaningful student involvement in transition planning for graduation and post-school success.
L'aisance de lecture en matiere de langue seconde

Cet article presente une recension des ecrits (theorie et recherches) portant sur la facilite en lecture. Les questions etudiees regroupent : les variations de la vitesse de lecture selon le processus de lecture, le role et le developpement de la vitesse de lecture dans les modeles de lecture actuels (tels que le modele du traitement de l'information, de l'efficacite verbale et les modeles de traitement parallele et distribue), ainsi que les facteurs contribuant a un traitement inefficace de l'information et a des vitesses de lecture reduites parmi les lecteurs de langue seconde (L2). L'auteur examine les implications pedagogiques s'inscrivant a l'interieur de ce cadre theorique et decrit des activites particulierement prometteuses pour developper la facilite de lecture chez les apprenants de L2 (activites telles que lecture repetee, lecture prosodique et lecture par syntagmes), et pour favoriser l'epanouissement de cette aptitude (a l'aide, par exemple, de la previsualisation et du procede d'analyse de mots). This article reviews theory and research in the area of fluency in reading. Issues examined include variations in reading rate according to reading process; the role and development of rate in current models of reading (i.e., information processing, verbal efficiency, and PDP models); and factors contributing to inefficient processing and slower reading rates among L2 readers. In light of this theoretical framework, instructional implications are drawn and specific instructional activities that show promise to develop L2 reader fluency (i.e., repeated reading, prosodic reading, phrase group reading) and facilitate the fluent reading of L2 text (i.e., previewing, word analysis procedure) are described. The English version of this text is available at http://www.utpjournals. com/product/cmlr/611/fraser.htm.
Exploring self-control of workers with a chronic condition: a qualitative synthesis

ABSTRACT Working while having a chronic condition can be challenging. Self-control at work could play an important role for workers with a chronic condition in sustainable work participation. The aim of this qualitative synthesis is to profile elements of self-control at work and to gain insight in its exertion, from the perspective of workers with a chronic condition. Four databases were systematically searched for relevant articles from January 2007 to October 2017 (PubMed, PsycINFO, Embase, and CINAHL). Search terms were related to work, seven prevalent chronic conditions, subjective needs to continue working, and qualitative research. The included articles were thematically analyzed using ATLAS.ti. The search yielded 6,445 articles of which 17 studies were included. Four elements of self-control at work for workers with a chronic condition were identified: disclosure, finding a healthy balance, requesting work accommodations and support, and management of symptoms and limitations in the workplace. These elements of self-control at work for workers with a chronic condition are helpful in developing a strategy for occupational health professionals to support these workers in strengthening their self-control and to facilitate sustainable employment.
Exploring the Relationships Between Mindfulness, Self-Compassion, and Shame

Mindfulness has been proposed as an effective tool for regulating negative emotions and emotional disorders. However, little is known about the relationship between mindfulness and shame. The purpose of the current study was to investigate associations between mindfulness, self-compassion, and shame. One-hundred and fifty-nine participants completed the Five-Facet Mindfulness Questionnaire, the Self-Compassion Scale-Short Form, and the Experience of Shame Scale. As expected, both mindfulness and self-compassion were negatively correlated with the experience of shame. In addition, self-compassion was found to fully mediate the relationship between mindfulness and shame. In an effort to explore this relationship further, the associations between specific facets of mindfulness (e.g., observing, describing, acting with awareness, non-reactivity, and non-judgment) and shame were examined. Results showed that the non-judgment facet remains a significant predictor of shame even after controlling for self-compassion. These findings highlight the negative self-evaluative nature of shame, suggesting that shamed individuals may benefit most from interventions that foster non-judgment attitudes toward feelings and thoughts.
Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity

In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered coaching intervention and the teachers’ implementation fidelity. There was also an overall improvement in all of the four students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.
How Teachers Define and Identify Self-Regulated Learning

Abstract The first step for teachers to be efficacious in teaching self-regulated learning (SRL) in their classroom(s) is to have clear understandings of what constitutes SRL and when to use it. This study examined how K–12 teachers (N = 128, 73% female, predominantly Caucasian) define SRL and identify students with deficient SRL by examining their responses to open-ended questions. The results indicated that most definitions of SRL (84%) did not closely reflect the components of SRL that are identified and viewed as important in contemporary models of SRL; however, the areas of greatest overlap were motivation and self-monitoring. Interestingly, teachers often (55%) described SRL as self-directedness without connecting it to the SRL processes that researchers perceive to facilitate self-directedness. There were no significant relationships between teachers’ definitions of SRL and their level of experience or training. When asked how teachers identify students who lack SRL, teachers described maladaptive classroom behaviors and/or outcomes (e.g., off task, poor work completion) more often than they identified the absence of SRL processes (e.g., deficient planning). We discussed how the current findings relate to teachers’ efficacy to teach SRL.
The Effect of Self-Esteem and Prosocial Tendencies on Helping Behavior in the Bystander Effect

NAPP, ALEXANDRA The Effect of Self-Esteem and Prosocial Tendencies on Helping Behavior in the Bystander Effect. Department of Psychology, June 2013. ADVISOR: George Bizer While there has been considerable research on the bystander effect, little is known about how personality moderates the process. The current study examines the ways in which prosocial behavior and self-esteem moderate the bystander effect. In this study, participants were asked about their self-esteem and prosocial tendencies using the Rosenberg Self-Esteem Scale and the Prosocial Tendencies Measure, respectively. While completing their work, participants were exposed to an emergency situation in which the researcher apparently fell ill. The participants’ responses to the emergency were recorded. Surprisingly, participants lower in prosocial behavior were more likely to help than participants higher in prosocial behavior. The findings in this study, while not in accordance with the hypotheses, lead to an opportunity for further testing. Furthermore, exploration of the negative state relief model might answer some questions about the surprising results.
Changing children's eating behaviour : using digital photography to measure the effects of two school-based interventions on children's intake of macro- and micro-nutrients at lunchtime

80 Introduction . 80 Method . 82 Search Strategy . 82 Selection Process . 83 Methodological Quality . 83 Data Extraction and Synthesis . 84 Results . 84 Results Search Strategy.84 Methodological Quality of Included Studies . 84 Study Findings . 88 Healthy milk choice. 88 Fruit and/or vegetable consumption.89 Global Nutritional Improvement. 102 Discussion . 108 Conclusion . 110 Chapter 5 . 112 A Low-Cost Behavioural Nudge and Choice Architecture Intervention Targeting School Lunches Increases Children’s Consumption of Fruit. 112 Abstract . 113 Introduction . 114. 113 Introduction . 114 CHANGING CHILDREN'S EATING BEHAVIOUR 9 Method . 115 Aim . 115 Ethics . 115 Participants . 116 Materials . 116 Intervention Procedure . 116 Behavioural nudges. 116 Implementation. 117 Data Collection Procedure . 118 Data processing and Coding . 118 Consumption estimates from digital photographs . 118 Preliminary data analyses. 119 Statistics and Sample Size Calculations . 119 Results . 119 Changes in Children’s Fruit Consumption . 119 Children’s Vegetable Consumption . 122 Changes in Children’s Nutrient Intake . 122 Discussion . 123 Conclusion . 125 Chapter 6 . 30 The Food Dudes Programme . 50 The Foundation of the Food Dudes Programme . 50 The Development of the Food Dudes Programme . 51 The Current Food Dudes Programme . 52 Introducing the Fourth Paper in the Present Thesis . 54 How Fruit and Vegetables Displaced the Foods High in Fat, Sugar and Salt: Changes in Nutritional Content of Children’s Lunches After the Food Dudes Healthy Eating Programme . 56 Abstract . 56 Introduction . 57.56 Introduction . 57 CHANGING CHILDREN'S EATING BEHAVIOUR 10 Method . 59 Aims . 59 Ethics . 60 Participants . 60 Materials . 60 Procedure . 60 Data collection . 60 Intervention procedure . 62 Data collection at follow-up . 63 Data Processing and Coding . 63 Determining the final sample . 63 Calculating children’s consumption of each food in grams . 64 Calculating children’s overall consumption scores . 64 Preliminary analysis of data distribution . 65 Preliminary analysis of subsample differences . 65 Results . 65 Changes in Children’s Fruit, Vegetable, Protein, and Calorie Consumption . 65 Fruit . 65 Vegetables . 66 Protein . 66 Calories . 68 Other Changes in Children’s Macronutrient Consumption . 68 Carbohydrates . 68 Sugar . 68 Fat . 69 Saturated Fat . 69 CHANGING CHILDREN'S EATING BEHAVIOUR 11 Fibre .
Schooling Silence: Sexual Harassment and its Presence and Perception at Uganda’s Universities and Secondary Schools

Although reports indicate that a majority of students in Uganda are sexually abused while in school, sexual harassment and its impact on educational attainment is a rampant yet understudied problem (The Uganda National Strategic Plan on Violence Against Children in Schools, 2015). While harassment in schools by teachers and students is not the only factor leading to high dropout rates among students, the behavior of teachers and students in school, and the lack of discipline towards their actions is an internal contribution to this effect. This study aims to better understand the perceptions on what constitutes “sexual harassment” in Uganda (specifically sexual harassment in schools), if this conversational definition matches up with what the legal definition currently is, and to also assess the effectiveness of reporting systems on sexual harassment and what can be done to improve what is currently inefficient. Through focus groups with secondary school students and university students (n=13), as well as key informant interviews (n=10), participants were asked how they defined sexual harassment, how they came to know about it, and the barriers they saw to speaking up about it. Findings indicate that though the perceptions and definitions of sexual harassment are varied, young people perceive this to be a problem of great concern in schools. Despite this perception, schools themselves effectively foster a culture of silence around the topic of sexual harassment, ultimately resulting in ineffective reporting procedures and an environment that shames and mentally disturbs survivors. Recommendations include comprehensive anti-sexual harassment education mechanisms and the creation of distinct anti-sexual harassment policies that separate this action from other forms of “bad behavior” that violate schools’ codes of conduct. Content warning: mentions of sexual harassment, sexual abuse, sexual violence, and rape 1 The researcher will be using the word “survivor” rather than “victim” in this study, as it is more empowering to the individual, and the commonly accepted word now when discussing sexual violence. SCHOOLING SILENCE Mieszczanski v Table of
Career Objectives of Graduating Dental Students of Riyadh ELM University in Riyadh City an Analytical Study

The purpose of this study is to investigate the future plans of the soon-to-be graduating studentsof the Riyadh Elm University (REU). A self-administered questionnaire was distributed to seniordental students in REU. Result: A total of 155 questionnaires were returned. More than halfentered dental school because it is their interest (59.3%). Most of the respondents chose to joinpostgraduate studies after they graduate (50.9) while 25.8% chose to work as general dentist in agovernmental or private practice. The most two specialties chosen equally for PG studies wereprosthodontics and restorative dentistry (23.8%). United states and Saudi Arabia were the twocountries mostly selected for postgraduate studies (58% and 18.4% respectively). Approximatelyhalf of the respondents plan to have their own private practice. Marriage is thought to moderatelyaffect the future plan of the respondents (35.4%). It is concluded that most of the senior dentalstudents will pursue PG studies after graduation. Further studies are recommended to investigatethe future plans of senior dental students in REU and other dental colleges.
Handwriting: Developing Pupils’ Identity and Cognitive Skills

This paper synthesises some of the recent studies that have made links between handwriting as an orthographic-motor strategy and the quality of pupils’ learning and literacy skills. A poor standard of literacy is evident in many British school leavers and, in some cases, university graduates. The paper outlines the implication of this situation for educationalists, policy makers and future interventionist programmes. It also highlights a stark incongruity in British schooling. For instance, after primary school there is no legal requirement in the National Curriculum for teachers to teach handwriting skills. Despite that good handwriting improves pupils’ level of literacy, enhances creative skills and develops their sense of identity, the process of abandoning the teaching of handwriting altogether has already begun in some countries. With reference to some key studies, this polemic paper puts the case that handwriting should be in the foreground not only at primary school stage but throughout pupils’ secondary school education.
Understanding How Kindergarten Teachers' Beliefs Shape Their Transition Practices.

Kindergarten teachers can support children’s transition to school by reaching out to parents to encourage parent involvement. These outreach efforts, which are also commonly referred to as transition practices, have the potential to support children’s transition to school. Scholars suggest that teachers’ beliefs shape their practices. This article reports findings from a qualitative case study conducted with three kindergarten teachers that aimed to understand the ways in which teachers’ beliefs shape their transition practices. Kindergarten teachers in this study believed that a variety of skills and behavioral attributes support children’s successful transition to kindergarten, but they emphasized the importance of early literacy skills. The ways in which teachers’ beliefs about school readiness, parental involvement, and efficacy shape their transition practices are described. These findings highlight important issues related to developing home–school partnerships which aim to increase parent involvement to support children’s readiness for school.
Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies (k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.