Browsing by Author "Kim, Han Joe"
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Item A brief measure of peer affiliation and social acceptance (PASA): Validity in an ethnically diverse sample of early adolescents(Journal of Clinical Child and Adolescent Psychology, 3/10/2014) Dishion, Thomas J.; Kim, Han Joe; Stormshak, Elizabeth A.; O'Neill, MayaObjective Conduct a multiagent–multimethod analysis of the validity of a brief measure of deviant peer affiliations and social acceptance (PASA) in young adolescents. Peer relationships are critical to child and adolescent social and emotional development, but currently available measures are tedious and time consuming. The PASA consists of a youth, parent, and teacher report that can be collected longitudinally to study development and intervention effectiveness. Method This longitudinal study included 998 middle school students and their families. We collected the PASA and peer sociometrics data in Grade 7 and a multiagent–multimethod construct of deviant peer clustering in Grade 8. Results Confirmatory factor analyses of the multiagent–multimethod data revealed that the constructs of deviant peer affiliations and social acceptance and rejection were distinguishable as unique but correlated constructs within the PASA. Convergent, discriminant, concurrent, and predictive validity of the PASA was satisfactory, although the acceptance and rejection constructs were highly correlated and showed similar patterns of concurrent validity. Factor invariance was established for mother and for father reports. Conclusions Results suggest that the PASA is a valid and reliable measure of peer affiliation and of social acceptance among peers during the middle school years and provides a comprehensive yet brief assessment of peer affiliations and social acceptance.Item A Study of the Psychometric Properties of the Pediatric Symptom Checklist- 17 Used in Primary Care for Children with Developmental Delays and Disorders(2022-08-19) Meinert, Allison; Mire, Sarah S.; Curtis, David F.; Keller-Margulis, Milena A.; Shellman, Alison B.; Kim, Han JoeBackground: Primary care physicians (PCPs) frequently see pediatric patients with developmental delays and developmental disorders (DD/D) during well child checks. PCPs who operate within organizations that have adopted a collaborative behavioral health model are well-positioned to regularly screen for psychosocial symptomatology among this population because they have regular access both to behavioral health clinicians (e.g., psychologists, social workers) and to patients; are often viewed as authority figures by parents; and generally have longstanding relationships and involvement in children’s care throughout the developmental period. Psychosocial screening is particularly important for youth with DD/D because of the high rate of co-occurring behavioral and emotional difficulties common to this population. While the most widely used primary care psychosocial screener, the Pediatric Symptom Checklist-17 (PSC-17), is validated for use with typically developing children, it has been unclear whether this measure accurately identifies psychosocial comorbidities for pediatric patients with DD/D. Purpose: The present study assessed the accuracy of the PSC-17 for identifying psychosocial impairment in children with DD/D. Evaluating the psychometric properties of this instrument when used with this population was the overarching purpose of this study. Thus, the following research question was addressed: does the PSC-17 accurately identify psychosocial concerns among pediatric patients with DD/D? Methods: Data collected from 3,596 pediatric patients at a primary care clinic affiliated with a large hospital system in metropolitan Texas were analyzed for this study; 174 of these patients had DD/D (e.g., global and specific developmental delays and/or developmental disorders [e.g., autism spectrum disorder [ASD], intellectual disability]) at the time of PSC-17 administration. Descriptive analyses, measurement invariance testing, internal consistency evaluations, sensitivity and specificity calculations, and receiver operating characteristic (ROC) analyses were conducted to assess the psychometric properties of the PSC-17 and address the aforementioned research question. Results: Descriptive statistics showed that sample demographics regarding DD/D and psychosocial diagnosis and impairment aligned with prior studies which used larger, national samples. Hierarchical confirmatory factor analyses (CFAs) supported measurement invariance for children with DD/D compared to children of typical development. Internal consistency of the PSC-17 was adequate-to-strong for children with and without DD/D. However, the sensitivity and specificity results as well as the ROC analyses were inconsistent with prior studies of the PSC-17, likely due to the use of psychosocial diagnoses as true positives. Conclusions: The results of the descriptive, measurement invariance, and descriptive analyses support the use of the PSC-17 for universal primary care screening for all children, including those with DD/D. Replication of the findings related to the descriptive statistics, measurement invariance, and the internal consistency analyses will enhance confidence that the PSC-17 can validly and reliably identify psychosocial impairment in children with DD/D. Future studies should continue to examine PSC-17 psychometric properties for children with DD/D in order to address the limitations of the sensitivity and specificity calculations and ROC analyses. Accurate psychosocial screening in children with DD/D is critical, because the timely and accurate identification of psychosocial comorbidities in those with DD/D can facilitate early and accurate intervention needs and recommendations, which ultimately may enhance long-term functioning of children with DD/D and their families.Item A Three-Part Study Investigating Parent Perceptions of Control Regarding Their Child’s Autism Spectrum Disorder(2023-08) McNeel, Morgan Margaret; Mire, Sarah S.; Keller-Margulis, Milena A.; Kim, Han Joe; Storch, Eric AlanBackground: While children with autism spectrum disorder (ASD) experience symptoms that affect them as individuals, the impact of ASD extends beyond the diagnosed child. Despite strengths, parents of children with ASD face unique challenges and experience higher levels of stress and depression. It is critical to understand and address parent-specific factors that may negatively affect families and, ultimately, children. Parent cognitions, such as perceptions and beliefs, influence coping and have implications for important health-related behaviors, such as those related to intervention needs, decision-making, and processes. More specifically, better understanding parent perceptions regarding control, a construct related to parenting self-efficacy, may aid researchers and healthcare providers in improving support for families of autistic children. Purpose: This three-part study investigated: (1) parent, child, and family variables as predictors of parents’ perceived control; (2) how parents’ perceived control may change over time, and possible relationships between those changes and changes in other child, parent, and/or family factors; and (3) relationship between parents’ perceived control over ASD symptoms and their treatment decision making, when also considering other parent, child, and family characteristics. Methods/Results: Study 1 used data from 362 parents of children with ASD. Multiple linear regression revealed that parents’ perceptions of more/higher control over their children’s symptoms was predicted by lower Parental Distress, child age, and overall ASD symptom severity, as well as higher Positive Coping Skills. Study 2 examined parent perceptions of control related to their child’s ASD for a subset of 16 parents across two time points alongside other individual, parent, and family characteristics. Change in parents’ perceptions of control over symptoms was examined at the item-and scale-level, and findings included that perceptions of control among parents in this small sample were generally high and relatively stable over time, though the sample size limits interpretation and generalizability of these findings; the clinical significance of the change was also considered. Study 3 used a subset of data from 327 parents from study 1. A series of binary logistic regression analyses identified several predictors of ever using specific autism-focused interventions among families in this sample. Parent perceptions of effects of the child’s diagnosis, perceived controllability of symptoms, and perceived severity of core ASD symptoms were the most common significant predictors of families endorsing ever having used certain popular interventions. Conclusion: Outcomes of these interrelated studies have both research and practice implications for better understanding and supporting parents and families of children with ASD. The studies highlight the importance of further exploring parent perceptions regarding control and self-efficacy when working with this population.Item A Three-Part Study Investigating Suicide Risk Assessment in Schools(2023-08) Erps, Kristen Herner; Keller-Margulis, Milena A.; Mire, Sarah S.; Kim, Han Joe; Bonis, Sarah OchsBackground: As the second leading cause of death in adolescents, suicide is a major concern for youth-serving professionals. With the amount of time students spend in the academic setting, schools are pressured to address youth suicide through prevention and intervention procedures. However, many schools do not assess for suicide risk or engage in suicide prevention with students. As school-based mental health providers, school psychologists are uniquely positioned to address suicidality in adolescents; however, many leave graduate school with a lack of training in this area. Previous studies show a disparity in school psychology trainees and program directors' perceptions of graduate training in this area. This incongruence may reflect a gap in research related to the current state of school psychologists' training in suicide risk assessment and the impact that lack of preparedness may have on crisis responding and knowledge of suicide-specific measures for diverse populations. Moreover, this lack of training may lead to lack of accurate and appropriate assessment of diverse populations, such as individuals with ASD who are at higher risk for suicide attempt. Purpose: Three studies examined school psychologists' role and competency in suicide prevention and examined the factors that may influence comfort and confidence identifying and intervening with students who are suicidal. The first study sought to better understand school psychologists’ graduate preparation and perception of both their role and competency in suicide risk assessment. The second study examined what factors influenced school psychologists’ comfort identifying and intervening with suicidal youth. The aim of the third paper was to conduct a scoping review to examine suicidality in school-age youth with autism spectrum disorder. Methods: Study 1 surveyed school psychologists (N = 92) to examine their perception of their role and competency in suicide risk assessment. Study 2 was a secondary analysis using data from Study 1. This study involved conducting multivariate multiple regression to examine whether receiving graduate training in suicide risk assessment, the level of graduate training, or serving on a crisis team predicted confidence in suicide-specific knowledge, comfort identifying, or comfort intervening with students at risk for suicide. Study 3 was a scoping review examining suicidality in autistic youth. It was conducted using the five steps laid out in Arksey and O'Malley (2005) and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Results: Study 1 participants indicated lacking adequate graduate preparation; however, most participants were confident in their knowledge of suicide and suicide risk assessment and were comfortable identifying and intervening with a student who is suicidal. Study 2 results found that receiving suicide-specific professional development, suicide-specific graduate training, and crisis team membership predicted confidence in knowledge of suicide, comfort identifying students at-risk for suicide, and comfort intervening with students who are suicidal. Study 3 extracted 48 studies focused on suicidality in youth with ASD. This study highlighted suicide risk factors, measures used for suicide risk assessment, and the impact of ASD characteristics on suicide risk assessment processes for autistic youth. Implications for practice and directions for future research are discussed.Item A Three-Part Study Investigating the Validity of Universal Screeners in Kindergarten for Determining Long Term Academic Performance(2022-08-17) Pierce, Lindsey L.; Keller-Margulis, Milena A.; Gonzalez, Jorge E.; Schanding, G. Thomas, Jr.; Kim, Han JoeBackground: Universal screening should be conducted in kindergarten to allow for the provision of early academic and social, emotional, and behavioral interventions (SEB), which are crucial for future success. There are numerous measures that can be used for this purpose, such as Acadience Reading for screening early literacy skills and the Strengths and Difficulties Questionnaire (SDQ) for screening SEB skills. More research is needed on these measures when used in kindergarten, particularly with English Learners (ELs). Purpose: The overarching aim of this three-part study was to investigate the properties of the Acadience Reading early literacy screener and the SDQ SEB screener used in kindergarten with ELs and non-EL students. The purposes of the studies included: (1) investigate the predictive validity and diagnostic accuracy of the kindergarten Acadience Reading measures with third-grade standardized test scores in reading for ELs and non-ELs, (2) investigate the relationship between demographic variables and teacher ratings on the SDQ and determine the percentages of students identified as at risk using the SDQ recommended cut points and (3) identify profiles of kindergarten students and determine if significant differences in third-grade reading performance exist among the identified profiles. Methods: Data for all three studies were drawn from a universal screening project previously conducted at an early childhood campus (n = 272). Data analyses for the respective studies included (1) a multiple linear regression to predict STAAR scores based on the Acadience Reading subtests with EL status as an interaction term, and diagnostic accuracy statistics for ELs and non-ELs, (2) a negative binomial regression with ethnicity, EL status, and gender as independent variables and SDQ Total score as the dependent variable and the percentages of students identified as at-risk at each cut point, and (3) a latent class analysis using Acadience Reading, SDQ scores, and EL status and a multiple regression to evaluate effects of kindergarten risk group membership on third grade STAAR reading performance. Results: Results of the three respective studies revealed (1) Acadience Reading scores at the end of kindergarten significantly predicted third grade reading scores, EL status was not a significant predictor, and Acadience Reading provided moderate long-term diagnostic accuracy (Landry et al., 2021), and (2) EL status significantly predicted SDQ scores after controlling for ethnicity and gender, and using the Slightly Raised/Slightly Lowered cut point resulted in anticipated distributions of risk status based on the Multi-Tiered Systems of Support (MTSS) framework. Lastly, (3) Two latent classes were identified: high risk and low risk, and group membership significantly predicted third grade reading scores. Conclusion: Results of these studies indicate that kindergarten academic and SEB skills predict reading achievement in third grade, which further solidifies the connection between reading achievement and behavior and highlights the importance of early screening and intervention in both areas. Research should continue to investigate the use of these screeners with EL students, and practitioners and researchers should consider the cultural context when interpreting these measures with EL students. Continued examination of screeners allows for accurate identification of at-risk students and early intervention.Item Academic Acquisition and Academic Application: A Latent Profile Analysis(2022-06-08) Desadier, Velda D.; Kim, Han Joe; Wiesner, Margit F.; Gonzalez, Jorge E.; Robinson, J. StephenBackground: Complex problem-solving (CPS) refers to how an individual strategically explores problems that are nonroutine in a methodical manner. This involves analyzing, applying, synthesizing, and evaluating new information. Individuals charged with crafting curriculum for primary and secondary education are becoming more aware of the difficulty of equipping students not only with a basket of facts, but with the ability to apply these facts to problem-solving, which is a significant challenge considering that students possess a vast array of differences including learning disabilities, attention deficit hyperactivity disorder, speech and language issues, and high intellectual ability, all of which require adjustment in curriculum delivery (Lemons et al., 2018). While education is typically studied from a subject domain perspective, there are fewer studies that explore relationships between acquisition skills and application skills which are the dimensions of CPS. Purpose: This cross-sectional study seeks to employ a person-oriented approach utilizing a data set of 916 primarily White, middle-class children (average age 12.43 years), the majority of whom attend private schools in urban/suburban areas of a large city in Texas. The study focuses on sub-grouping children in the data set using acquisition and application skills to identify the characteristics of these children. Focusing on subgrouping may provide insight into the characteristics that impact CPS ability. Methods: A latent profile analysis (LPA) approach was employed to identify latent profiles of examinees based on academic acquisition and application scores measured by the Woodcock-Johnson-IV Tests of Achievement. This study utilized data gathered within a private practice during completion of a battery of psychoeducational evaluations during the years 2007-2020. To address the research questions, an LPA model was estimated best fitting latent class model that identified sub-groups of children based on academic acquisition and application scores. Then, multinomial logistic regression was used to examine the relationship between the sub-groups and the following individual characteristics: Age, gender, intellectual ability, previous ADHD diagnosis, presence of learning disabilities, and reported speech delay. Results: Results generated by this analysis identified the groups Average, Academic Amblers, Conceptual Leapers, and Floundering in terms of academic achievement. Results also demonstrate that presence of LDs, age, and IQ were statistically significant predictors for group assignment (p=<.001). Conclusion: Students with high IQ may be able to apply skills learned at the academic acquisition level without explicit instruction in order to solve complex problems; however, this does not seem to be the case for exceptional students with average IQ. Explicit instruction on the transference of academic acquisition skills to problem-solving is vital at the curriculum level.Item Cognitive Dissonance in College: Focusing on the Classroom Experience(2020-08) Balaman, Ayse; Kim, Han Joe; Day, Susan X.; Hein, Sascha D.; Lee, Mimi MiyoungBackground: According to cognitive dissonance theory, when individuals encounter information at odds with their existing values, beliefs, experience, or knowledge, they may experience cognitive dissonance, and consequently engage in dissonance reduction behaviors. The college experience in general, and highly diverse college campuses in particular, are spaces with significant potential for students to encounter dissonance-arousing information. Student responses to such experiences have important implications for conceptual development, which may be facilitated through improved academic material and practices. Past research on cognitive dissonance in college students employing qualitative methods is limited. Purpose: The overall goal of this study is to explore primarily qualitatively, the wider scope of cognitive dissonance experiences of college students, driven by the following questions: 1) What are some thematic trends in dissonance arousing topics important to college students, and the specific settings and contexts in which such topics became relevant? 2) What are students’ cognitive, affective, and behavioral responses to dissonance arousing experiences? Specifically, what information-seeking behaviors do they engage in upon such experiences? 3) Are there any significant systematic relationships between any features of the dissonance experiences and students’ cognitive, affective, and behavioral responses to them? Methods: The sample consists of undergraduate students enrolled in courses listed in the University of Houston SONA research participation system. The study employed a within-stage mixed-model design. At Phase 1, 49 undergraduate college students responded to an online survey with open-ended and closed-ended items, using the Qualtrics data collection software. At Phase 2, an independent sample of eight undergraduate students from the same participant pool participated in 12- to 45-minute semi-structured face-to-face interviews on campus. Data analysis was conducted using thematic analysis for the qualitative data, and frequency counts and chi-square tests of independence for the quantitative data. Results: Topics of cognitive dissonance for undergraduate college students were widely varied, and the second most frequently reported context of dissonance encounters was the classroom setting. Interview data showed dissonance experiences involving classmate behavior, instructor behavior, and course content. Undergraduate students’ self-reports of responses to classroom dissonance experiences consisted of overall negative affect and cognitive and behavioral responses which demonstrated varying levels of disengagement behaviors consisting of withdrawal from the physical classroom environment, avoiding engagement with class content, and superficial engagement with class content. Students also reported positive affective, cognitive, and behavioral responses to dissonance experiences at large. Chi-square results yielded a relationship between positive affective responses and behavior change. Conclusion: Qualitative data found evidence for maladaptive responses to cognitive dissonance experienced in the classroom setting and demonstrated that college classroom dissonance encounters have the potential to lead to disengagement from class material and thus hinder learning at least in the short run. Future research should explore classroom practices aiming to minimize such negative experiences, as well as practices that can facilitate ways in which such experiences--when they do occur--can be transformed into cognitive growth experiences, enhancing the well-being of students.Item Development and Validation of the Work Capital Scale(2023-08) Kim, Taewon; Allan, Blake A.; de Dios, Marcel A.; Arbona, Consuelo; Kim, Han JoeBackground: Scholars in vocational psychology have called for greater attention to different forms of capital to better understand the vocational development of marginalized groups, such as immigrants, refugees, and people from lower social class backgrounds. However, previous research has had several conceptual and measurement limitations, such as using less inclusive frameworks; the overuse of categorical, dummy coded, and objective measures; and the exclusion of economically and socially marginalized samples. Given these limitations, researchers, career counselors, and policymakers cannot obtain data to improve work interventions for those lacking work capital. Purpose: The proposed scale development study aimed to (a) develop a subjective, continuous, and multidimensional work capital scale and (b) validate the new scale with a representative sample of working adults and job seekers across two studies. Methods: In Study 1, I developed and refined items to develop the Work Capital Scale (WCS), conducted exploratory factor analysis on the scale, and assessed its reliability. In Study 2, I compared factor structures and tested the validity of the new scale. Results: In Study 1, I finalized a 16-item, four-factor work capital scale. The four factors (i.e., Economic Work Capital, Human Work Capital, Social Work Capital, and Cultural Work Capital) significantly and positively correlated with one another and demonstrated good reliability. In Study 2, the correlational model fit best to the data, and the four subscales correlated with subjective social class, objective socioeconomic indicators, and existing measures of capital. Conclusion: The WCS is a valid and reliable scale measuring four forms of subjective work capital, which advances theory and research and provides a tool for practitioners to use in the community.Item Development of the Coping Ahead Intervention for Latina First-Generation College Students(2022-08-17) Turner, Sarah Churchill; Kim, Han Joe; Fan, Weihua; Day, Susan X.; Gonzalez, Elsa; Hein, Sascha D.Background: Academic achievement among Latina students has improved rapidly for college enrollment, but degree completion has not. Many of these Latina students are first-generation college students, with neither parent attending college. Without a role model at home with first-hand experience to relate to the struggles of college, providing guidance may help them cope with stressful situations and build confidence. Purpose: Study 1 focused on developing four lessons in the Coping Ahead Intervention to help first semester Latina first-generation college students by targeting optimism, coping strategies, college self-efficacy, and psychological well-being. Study 2 focused on gathering data about differences these malleable factors of resilience among students of different ethnicities and generational status. Research Questions: RQ 1: Among the participants in the Coping Ahead Intervention, were there differences in mean scores in resilience, optimism, college self-efficacy, coping strategies, and psychological well-being before and after the intervention? RQ 2: How did Latina first-generation college students describe stressful situations in their lives that they can change by using the Coping Ahead skills? What potential assets did these students use to compensate for situational adversities? RQ 3: How did the Latina first-generation college students describe their experiences in the Coping Ahead Intervention? RQ 4: Among college students of different ethnicities, generational status, and the interaction effect, were there differences in mean scores between resilience, optimism, college self-efficacy, coping strategies, and psychological well-being? Methods: Study 1. Using a pretest-posttest design, responses were analyzed by using quantitative and qualitative methods. Lessons were adapted for college students from Linehan’s ABC PLEASE emotion regulation skill and Seligman’s positive psychology research. The sequence of lessons was to identify and “cope ahead” for stressful situations in college, increase confidence, identify goals in college, and encourage self-care. In Study 2, responses from 279 female undergraduates were analyzed using two-way MANOVA, descriptive statistics, correlation analyses, and ANOVAs. Results: Study 1. Three students completed four lessons and surveys. The stressful situations included procrastinating, preparing for exams, and connecting with others on campus. Their assets were often grounded in culture, resilience, and social capital in their relationships at home and at school. Study 2. The omnibus MANOVA results showed no significant differences in mean scores across ethnicity and generational status. Conclusion: The participants reported the Coping Ahead Intervention was qualitatively useful in coping with stressful situations, improving relationships, and improving self-acceptance, but not statistically significant in most subscales.Item Developmental cascade models of a parenting-focused program for divorced families on mental health problems and substance use in emerging adulthood(Development and Psychopathology, 2017-05) Wolchik, Sharlene A.; Tein, Jenn-Yun; Sandler, Irwin N.; Kim, Han JoeA developmental cascade model from functioning in adolescence to emerging adulthood was tested using data from a 15-year longitudinal follow-up of 240 emerging adults whose families participated in a randomized, experimental trial of a preventive program for divorced families. Families participated in the program or literature control condition when the offspring were ages 9–12. Short-term follow-ups were conducted 3 months and 6 months following completion of the program when the offspring were in late childhood/early adolescence. Long-term follow-ups were conducted 6 years and 15 years after program completion when the offspring were in middle to late adolescence and emerging adulthood, respectively. It was hypothesized that the impact of the program on mental health and substance use outcomes in emerging adulthood would be explained by developmental cascade effects of program effects in adolescence. The results provided support for a cascade effects model. Specifically, academic competence in adolescence had cross-domain effects on internalizing problems and externalizing problems in emerging adulthood. In addition, adaptive coping in adolescence was significantly, negatively related to binge drinking. It was unexpected that internalizing symptoms in adolescence were significantly negatively related to marijuana use and alcohol use. Gender differences occurred in the links between mental health problems and substance use in adolescence and mental health problems and substance use in emerging adulthood.Item Dual Factor Model: Comparative Impact of Eudaimonic vs. Subjective Well-Being on College GPA(2022-05) Esat, Gulden; Smith, Bradley H.; Kim, Han Joe; Rangel, Virginia Snodgrass; Aguirre-Muñoz, ZenaidaBackground: Retention of college students is a major national problem, with substantial implications for student debt and lifetime earnings. College GPA is one of the best predictors of retention. Examining the relationship between mental health and college GPA can guide prevention and intervention efforts to maximize retention. Purpose: This study is designed to compare the differences in predicting college student GPA using two types of well-being (i.e., subjective vs eudaimonic) and two types of symptoms (i.e., anxiety, and depression) within the framework of the Dual Factor Model (DFM) of mental health. The hypotheses were: Continuous and categorical variables of Subjective Well-being (SWB) and eudaimonic well-being (EWB) will predict GPA above and beyond depression and anxiety, when gender, age, race/ethnicity, and stress are controlled; DFM categories formed by joint considerations of well-being and symptoms will predict GPA better than continuous variables; the models with EWB will have better predictive power in comparison to models with SWB. Methods: The study is a cross-sectional correlational investigation using self-reported symptoms and well-being to predict GPA. Data were collected from 160 college students recruited from a large Southern University. The ethnicity of the students was diverse: Caucasian 20 %, African American 13.8 %, Asian 25.6 %, Hispanic/Latino 35.6 %, and 5 % Other. The predictor variables were self-report of demographic variables; stress, anxiety, and depressive symptoms measured by Depression Anxiety Stress Scale; SWB and EWB measured by Pemberton Happiness Index. The outcome variable was official GPA records. Several regression analyses were performed with comparisons of R2 change across two symptoms (i.e., anxiety and depression), two types of well-being (i.e., subjective and eudaimonic), and type of variable (continuous and DFM categories). Results: Hypotheses testing yielded no significant results; therefore, all the hypotheses were rejected. However, the results of the post-hoc analyses investigating the effect of race/ethnicity found that SWB of Hispanic/Latino students predicted their GPA significantly. Another unexpected finding was that Asian-American students were found to be significantly less happy and more depressed when compared to other groups. Conclusion: For this diverse sample, SWB and EWB measured by PHI were not found to be predicting GPA. The results indicated the contribution of SWB, but not EWB in predicting GPA for only Hispanic/Latino students. Consequently, DFM of mental health did not present itself as a more informative assessment methodology. Given the differential results across ethnicity with respect to SWB, developing culturally responsive well-being promotion interventions is implicated. Retention efforts should include well-being promotion, especially for Hispanic serving higher education institutions.Item Examining the Relationship between Children’s Weight Status and the Different Patterns of Educational, Emotional, and Behavioral Problem Outcomes: A Latent Class Analysis(2022-08-08) Kuno, Caroline Bena; Kim, Han Joe; Wiesner, Margit F.; Frankel, Leslie A.; Olvera, Norma E.Background: Health and education are essential to general wellbeing. However, emotional, and behavioral problems or health related issues like obesity and overweightness among children might interfere in the attainment of quality education, and quality of life in general. As such, there has been an increasing interest in studying obesity among children and the interconnectedness in the relationships between educational, and behavioral and emotional problem outcomes. Emerging evidence suggests that childhood obesity might have consequential effects on both schooling and emotional or behavioral outcomes of children. The relationships between children’s weight status and educational outcomes, and emotional or behavioral problem outcomes have been studied in isolation from each other, employing mainly variable-oriented statistical approaches. These variable-oriented approaches focus solely on the aggregated relationship between variables, whilst ignoring the fact that there may be qualitatively significant differences among various groups of people. Purpose: This study seeks to employ a person-oriented approach, which focuses on sub-grouping of people in each population. A latent class analysis (LCA) was employed to identify groups of children, based on educational, emotional, and behavioral problem outcomes (Research question 1). Further, the study investigated the relationship between child’s weight-status and the identified groups, controlling for child and household-based factors (Research question 2). Methods: This cross-sectional study utilizes data from a 2018 survey conducted by the National Survey of Children’s Health (NSCH) with a sample size of n= 21,954. The majority of the children identified as white (69.0%) and male (52.3%). Five educational variables were used, school engagement (two items; children who care about doing well in school, and children who do all required homework), grade repetition, school absence, and school problems. Five emotional and behavioral problem variables included conduct problems, bullying (two items; children who are bullied, and those who bully others), depression, and anxiety. Results: Unconditional latent class models were estimated to address research question one. Five distinct groups were identified - thriving, educational and internalizing problems, multi-problems, low school engagement, conduct problems and bullying victimization- when using the full sample, and when separately examining the sample of children aged 10-17 years. Four similar groups except for educational and internalizing problems emerged for children aged 6-9 years. A multinomial logistic regression was performed to address research question two. Children with obesity compared to normal weight were more likely to be classified into the multi-problems, educational, and internalizing problems groups compared to the thriving group. Several child and household-based factors such as physical activity, ethnicity, and household income, to mention but a few predicted the different identified groups. This provided further an insight of the characteristics of the individuals assigned to each group. Conclusion: This study will contribute to extant literature on educational, emotional, and behavioral problem outcomes, and associated factors by focusing on person-oriented approaches, as an alternative view of studying data. Lastly, this research has the potential to provide theoretical knowledge and implications for policies related to children’s wellbeing.Item EXPLORING FATHERS’ PERCEPTIONS, BELIEFS, AND EXPERIENCES ABOUT THEIR CHILD’S AUTISM SPECTRUM DISORDER: A THREE-PART STUDY TO INFORM TARGETED SERVICE AND SUPPORT(2022-07-21) Grebe, Stacey Claire; Mire, Sarah S.; Keller-Margulis, Milena A.; Kim, Han Joe; Storch, Eric AlanBackground: The cognitive experiences, such as perceptions and beliefs, of caregivers raising children with autism spectrum disorder (ASD) influence whole-family coping, treatment decision-making, and intervention needs and processes. Parents’ self-reported stress, coping and adjustment, etiological beliefs, and social support affect not only parent, family, and child functioning, but also influence long-term outcomes. Given the importance of contextual variables on children with ASD, understanding and supporting their caregivers is a critical focus of research. In most ASD studies, mothers are the primary parent participants, providing most, if not all, of the parent reported data. As a result, little is known about fathers’ perceptions of, beliefs about, and experiences surrounding their children’s ASD; as well as whether and how these differ from mothers’ perceptions, beliefs, and experiences. The omission of fathers in ASD research parallels a frequent failure to consider their unique needs when serving families whose children have a lifelong neurodevelopmental diagnosis. However, understanding the potentially unique experiences and needs of fathers may elucidate future directions for father focused ASD research and reveal considerations for practitioners to better support dads raising children with ASD. Purpose: This three-part study explored the aforementioned gaps in current ASD literature regarding fathers of children who have ASD. The purposes of the respective studies included: (1) comparing self-reported stress, coping, support, and cognitive representations of ASD between fathers and mothers; (2) identifying patterns in and comparisons between parental dyads’ etiological beliefs about their children’s ASD diagnoses that may influence treatment-seeking behaviors; and (3) examining the unique social support needs and barriers of fathers of children with ASD. Methods/Results: Study 1 was previously completed as a Candidacy (i.e., thesis) requirement. Data from 361 biological parents of children with ASD were analyzed, all of whom participated in a larger study exploring the relationships between parent cognitions, affective responses, social supports, and child-specific characteristics. Of these participants, 67 were fathers 294 were mothers. Results identified significant differences between mothers' and fathers' self-reported stress and coping. Using a mixed-methods approach, Study 2 explored the etiological beliefs of a subset of the participants from Study 1, fathers in parental dyads (N = 27 dyads), and compared these with their children’s mothers’. Findings indicated significant differences between mothers’ and fathers’ etiological beliefs about their child’s ASD. Finally, since so little work has been done to investigate fathers’ unique needs, Study 3 yielded a scoping review utilizing preferred reporting items for systemic reviews and meta-analyses (PRISMA) guidelines to provide insight into the unique social support needs and barriers to support of fathers whose children have ASD. Results revealed 35 studies for review. Upon data extraction, eight common support needs and seven support barriers for fathers of autistic children were identified. Conclusion: Outcomes of these interrelated studies have both research and practice implications that highlight the unique needs of fathers whose children have autism.Item Is Math For All? Latent Profile Analysis of Gender Stereotypes and Self-Perceptions(2022-12-12) Sriutaisuk, Suppanut; Master, Allison; Fan, Weihua; Kim, Han Joe; Rangel, Virginia SnodgrassBackground: Girls and women remain underrepresented in STEM fields. These gender gaps are in part due to negative gender stereotypes (shared perceptions of gender groups), such as the belief that boys are better than girls at math. These stereotypes can shape students’ self-perceptions, including their views of their own ability and interest toward a domain. In turn, self-perceptions can determine STEM choices and performance. As girls (but not boys) tend to be negatively stereotyped in STEM fields, girls may be demotivated to enter or persist in these fields. However, most research on STEM motivation is based on variable-centered analyses (e.g., regression) focusing on relations among variables. Thus, several important research questions which focus on individuals remain unaddressed. One key question is whether students can be arranged into groups, such that different groups have different patterns of self-perceptions and stereotypes. Purpose: This dissertation utilized a latent profile analysis to identify groups of students based on self-perceptions and stereotypes about boys’ and girls’ math attributes (ability and interest). A secondary purpose was to explore how STEM outcomes (math grades, STEM major intentions) and demographic predictors (socioeconomic status, racial/ethnic minority, educational level) were associated with profile membership. Methods: Three datasets collected through online surveys between 2019 and 2021 were used. Sample sizes were 999 (500 girls; Grades 6-12), 1,267 (669 girls; Grades 6-12), and 865 (469 girls; Grades 7-10) diverse students in the U.S. Results: Across datasets and genders, five profiles emerged, representing beliefs that math is For All, For Me, For Few, For Others, and For Some. The results revealed that profile membership was related to STEM outcomes and students’ demographics. Students in the For All and For Me profiles typically had higher math grades and STEM intentions than those in other profiles. There was some evidence showing that students with low socioeconomic status, minority status, or high school status were overrepresented in the For Few profile (versus For All). Conclusion: The findings advance the understanding of how self and group perceptions may cohere and which combinations of these beliefs may be most positive and most negative. This dissertation suggests that motivational interventions should promote the belief that all students can be successful and enjoy math.Item Pain-contingent interruption and resumption of work goals: A within-day diary analysis(The Journal of Pain, 1/1/2017) Okun, Morris A.; Karoly, Paul; Mun, Chung Jung; Kim, Han JoeDaily pain-related attributions for and negative affective reactions to the non-pursuit of work goals and individual differences in chronic pain severity and stress were used to predict work goal resumption in a sample of 131 adults with chronic pain. Variables were assessed via questionnaires and a 21-day diary. On days when participants reported non-pursuit of work goals in the afternoon, increases in pain-related attributions for goal interruption were positively associated with higher negative affective reactions which, in turn, were associated with an increased likelihood of same-day work goal resumption. Stress amplified the relation between pain-related attributions and negative affective reactions, and chronic pain severity was positively related to work goal resumption.Item Project QTMINDS: Queer and Trans Mending of Inflexibility when facing Non-Affirmation, Discrimination, & Stigma(2023-05-16) Soltis, Dani; Smith, Nathan Grant; Allan, Blake A.; Kim, Han Joe; Winderman, Katherine E.Background: Sexual and gender minorities (SGM) in the United States are faced with a unique historical moment in the 2020s. Changes in sociocultural unrest and discriminatory legislation have made identifying as lesbian, gay, bisexual, transgender, queer (LGBTQ) or other SGM identities increasingly fraught. Purpose: Grounded in the context of the current political landscape, the following set of studies revolved around a central question: does having a psychologically flexible worldview help SGM people navigate the stress and strain of this sociopolitical moment and, more broadly, does psychological flexibility serve a protective function for these populations when coping with sexuality and gender specific marginalization stress? Methods: Manuscript 1 explored these questions by focusing on people with diverse sexual identities and assessed psychological inflexibility’s mediating role in the relationship between sexual orientation marginalization stressors and psychological distress outcomes, including anxiety, depression, and suicidal ideation. Participants were recruited via listservs of related professional organizations, through a university research participation system, and through posts on social media, resulting in a sample of 412 participants who met eligibility criteria. Manuscript 2 focused on people with diverse gender identities and explored psychological flexibility’s mediating role in the relationship between gender-related marginalization stressors and gender dysphoria. The same methods used in study 1 were used to recruit a sample of 187 participants who met criteria for study 2. The third and final manuscript is a qualitative, thematic analysis study that focused on the present moment by examining resilience narratives for those identifying as transgender or gender diverse during the current push for anti-trans legislation and messages. Semi-structured interviews were analyzed to assess what role psychological flexibility has in the strategies currently used by transgender and gender diverse people in a time when they are the direct targets of anti-trans sentiments. Participants in studies 1 and 2 were provided the option to participate in study 3 if they met criteria. Along with this method and social media posts, 8 participants were recruited for the semi-structured interviews. Results: Manuscript 1 found expected results, in that psychological inflexibility partially mediated the relationship between marginalization stress for those with diverse sexual orientations and psychological distress. The results of manuscript 2 were less clear, suggesting a more nuanced relationship of psychological flexibility in association to gender-related marginalization stress and gender dysphoria. Lastly, manuscript 3 uncovered the variety of stressors transgender and gender diverse are experiencing in the face of anti-trans movements as well as the ways that psychologically flexible approaches (as well as others such as community and identity pride) provided positive coping and resilience. Implications: Findings suggest that counseling psychologists can empower those of diverse sexual orientations and gender identities in their spheres with psychological flexibility interventions, particularly when their experiences of marginalization stress may translate into anxiety or mood symptoms. However, more work must be done to see if psychological flexibility interventions are useful for those coping with gender dysphoria.Item Promoting Healthy Development in Early Childhood At-Risk Populations: A Three-Part Study to Understand Maternal Role Beliefs and Health Behaviors Affecting Their Child’s Early Developmental Outcomes(2022-08-17) Richardson, Georgette; Keller-Margulis, Milena A.; Mire, Sarah S.; Kim, Han Joe; Chapman, Stephanie G.; Dempsey, Allison G.Background: Health inequity exists in the United States and child health disparities by race, ethnicity, and socioeconomic status are persistent and pervasive. While many children achieve healthy development, some are more likely to be at risk for adverse developmental outcomes before their first day of school. Recognizing that maternal-infant health is multifaceted has led to health and education policy that addresses individual-level factors as well as the health services and education centers that have a role in development. Purpose: Three studies examined outcomes during early childhood by studying factors such as maternal role beliefs, maternal health behaviors, and health systems interventions. Study One aimed to better understand a mother’s role in early cognitive development with preschool-aged children at risk for early language deficits. Study Two synthesized evidence to better understand what effect integrated health care (IBH) models implemented in obstetric primary care settings have on maternal and neonatal health outcomes. Study Three aimed to understand the relationship between depression screen scores, pregnant woman’s gestational age at the first prenatal visit, attending a behavioral health appointment, and their neonate’s gestational age and birthweight within an IBH model. Methods: Study One utilized focus groups and self-report questionnaires to elicit mothers' perceived roles and beliefs about their children's early language and literacy development. Mixed methods were used to analyze and identify focus group themes. Study Two, a scoping review, followed Joanna Briggs Institute guidelines and the PRISMA-ScR reporting framework. Study Three retrospectively examined the relationship between pregnant women’s depression screen scores and gestational age at an initial prenatal appointment, access to IBH services, and their neonate gestational age and birthweight. Both logistic and linear regression analyses included known covariates. Results: Study One results indicated mothers used a direct teaching style to develop a prescribed set of knowledge and skills important for kindergarten. Study Two results indicated that IBH in obstetric primary care improves life functioning, health-promoting behaviors, and neonate birth outcomes. The collaborative care model was the term most used to describe IBH. Study Three found that with each point increase in depression screen score at the initial prenatal visit was associated with an 18% increase in odds of attending an initial behavioral health appointment. Additionally, no statistically significant relationships between pregnant women's depression screen scores at the initial prenatal visit and neonate birth outcomes. Conclusions: Findings have implications for practice in pediatric and obstetric health and early childhood educational settings, especially those serving low-income, ethnic, racial, and linguistically diverse populations. Study One findings provide recommendations for culturally informed home interventions for oral language development. Study Two findings broadly indicate that IBH models in obstetric primary care result in a maternal-infant health benefit. Methodological heterogeneity across studies defining and describing the IBH model limits the available evidence to make decisions about healthcare delivery systems and policy. Study Three adds to evidence about the relationship between depression symptoms reported at the first prenatal visit seeking behavioral health care, a critical step in addressing maternal mental health service equity.Item Supporting Self-Beliefs and Intentions in STEM: A Longitudinal Investigation for Math and Science Ability Self-Concepts and STEM Major Intention among High School Students(2023-08) Tang, Daijiazi; Fan, Weihua; Master, Allison; Kim, Han Joe; Rangel, Virginia Snodgrass; Sahin, AlpaslanBackground: Educational researchers have focused on understanding adolescents’ motivational beliefs and STEM major intentions, with the aim of supporting their postsecondary education in STEM fields. Purpose: This dissertation consists of multiple manuscripts, using longitudinal analyses on a three-year data set from high school students (Grades 10 to 12). The primary goal is to investigate the leading factors predicting ability self-concepts and STEM major intentions as well as their developmental trajectories. Methods: Two studies included three time-waves from the 2017 to 2019 academic years. A total of 1,456 high school students were included in the two studies. Study 1 was grounded on self-concept theories, using a two-level growth curve model to examine the influences of individual, school, and family factors on math and science ability self-concepts and their longitudinal changes. Study 2 was grounded on social cognitive career theory (SCCT) and employed a two-level logistic growth curve model to examine longitudinal change in students’ STEM major intentions and antecedents, including motivational, environmental, and individual factors. Results: In Study 1, results showed that students’ math ability self-concepts significantly decreased, while their science ability self-concepts remained constant over three high school years. Individual factors and school factors positively influenced the two ability self-concepts. However, the family factor of parents’ expectations of students’ future education only positively influenced science ability self-concepts. Demographic variables demonstrated different influences on math and science ability self-concepts. In Study 2, results showed that students’ STEM major intentions significantly decreased over three high school years. Motivational factors and environmental factors positively influenced STEM major intentions. Gender and ethnicity, as two individual variables, were also associated with students’ STEM major intentions. Conclusion: Two studies contributed to the literature by examining the roles of a wide range of pertinent factors in predicting high school students’ perceived math and science ability self-concepts and STEM major intentions. The multilevel approach enhanced our understanding of how ability self-concepts and STEM major intentions changed during a critical developmental period while considering individual characteristics.Item The trajectory of fidelity in a multiyear trial of the Family Check-Up predicts change in child problem behavior(Journal of Consulting and Clinical Psychology, 10/1/2015) Chiapa, Amanda; Smith, Justin D.; Kim, Han Joe; Dishion, Thomas J.; Shaw, Daniel S.; Wilson, Melvin N.Therapist fidelity to evidence-based family interventions has consistently been linked to child and family outcomes. However, few studies evaluate the potential ebb and flow of fidelity of therapists over time. We examined therapist drift in fidelity over four years in the context of a Family Check-Up prevention services in early childhood (age 2–5). At age 2, families engaging in Women, Infants, and Children Nutritional Supplement Program (WIC) services were randomized and offered annual Family Check-Ups. Seventy-nine families with a child in the clinical range of problem behaviors at age 2 were included in this analysis. Latent growth modeling revealed a significant linear decline in fidelity over time (M = ?0.35, SD = 0.35) and steeper declines were related to less improvement in caregiver-reported problem behaviors assessed at ages 7.5/8.5 (b = ?.69, p = .003; ? = ?.95, CI: ?2.11 | ?0.22). These findings add to the literature concerning the need to continually monitor therapist fidelity to an evidence-based practice over time to optimize family benefits. Limitations and directions for future research are discussed.Item The Validation of Macro and Micro Observations of Parent–Child Dynamics Using the Relationship Affect Coding System in Early Childhood(Prevention Science, 2018-05) Dishion, Thomas J.; Mun, Chung Jung; Tein, Jenn-Yun; Kim, Han Joe; Shaw, Daniel S.; Gardner, Frances; Wilson, Melvin N.; Peterson, JeneneThis study examined the validity of micro social observations and macro ratings of parent–child interaction in early to middle childhood. Seven hundred and thirty-one families representing multiple ethnic groups were recruited and screened as at risk in the context of Women, Infant, and Children (WIC) Nutritional Supplement service settings. Families were randomly assigned to the Family Checkup (FCU) intervention or the control condition at age 2 and videotaped in structured interactions in the home at ages 2, 3, 4, and 5. Parent–child interaction videotapes were microcoded using the Relationship Affect Coding System (RACS) that captures the duration of two mutual dyadic states: positive engagement and coercion. Macro ratings of parenting skills were collected after coding the videotapes to assess parent use of positive behavior support and limit setting skills (or lack thereof). Confirmatory factor analyses revealed that the measurement model of macro ratings of limit setting and positive behavior support was not supported by the data, and thus, were excluded from further analyses. However, there was moderate stability in the families’ micro social dynamics across early childhood and it showed significant improvements as a function of random assignment to the FCU. Moreover, parent–child dynamics were predictive of chronic behavior problems as rated by parents in middle childhood, but not emotional problems. We conclude with a discussion of the validity of the RACS and on methodological advantages of micro social coding over the statistical limitations of macro rating observations. Future directions are discussed for observation research in prevention science.