Browsing by Author "Carroll, Nicole"
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Item Play therapy and academic achievement: Evolution and application of researched practice(2019) Carroll, Nicole; Maher, HelenThe purpose of this research presentation is to present recent research on play therapy and academic achievement in populations of at‐risk and normal functioning students. These studies include both long‐term and short‐term play therapy methods. Using a population of elementary school students, short‐term play therapy studies demonstrate the variety of impact that in‐school play therapy can have for students. This includes the impact of short‐ term play therapy on child academic achievement, and self‐ regulation with academically at‐risk students. Studies have shown the impact of bi‐weekly short‐term play therapy on academic performance in at‐risk students, as well as bi‐weekly short‐term play therapy on academic performance in normal functioning students. Additionally, short‐term play therapy with normal functioning students demonstrated improvement in both performance anxiety and academic achievement. Studies which use long‐term play therapy methods include improvement in overall academic performance for normal‐functioning students and improvement in academic achievement scores for academically at‐ risk studentsItem The influence of parenting factors and child resilience on mental health in children with type 1 diabetes(12/4/2019) Carroll, Nicole; Vittrup, BrigitteThe purpose of this study was to compare parent-reported measures of child resilience, child mental health, parent stress, and parenting self-efficacy between a group of parents of children diagnosed with type 1 diabetes (T1D) (ages of 6-12 years old) and a group of parents with typically-developing children without chronic illness (ages of 6-12 years old). The four hypotheses were as follows: 1) Parents of children diagnosed with T1D will have higher levels of stress than parents of children without T1D. 2) Children diagnosed with T1D will have higher levels of parent-reported child mental health issues than children without T1D. If hypothesis 1 is supported, then the influence of parent stress will be included in this analysis. 3) The relationship between a diagnosis of T1D and parent-reported child mental health issues is moderated by the child’s level of parent-reported psychological resilience. 4) The relationship between a diagnosis of T1D and parent-reported child mental health issues is moderated by the parent’s level of parenting self-efficacy. For hypotheses 1 and 2, it was found that parents of children with T1D reported significantly higher amounts of both parent stress and parent-reported child mental health issues than comparison group parents. However, once the effect of parent stress and parenting self-efficacy had been accounted for, there was no longer a significant difference in child mental health issues. For hypotheses 3 and 4, while the individual predictor of child group status (type 1 diabetic, comparison group) significantly affected the outcome variable, neither of the moderating variables of child resilience or parenting self-efficacy significantly influenced the relationship between child group status and amount of child mental health issues. In conclusion, the moderating variables of child resilience and parenting self-efficacy were found to not significantly affect the amount of child mental health issues differently based on whether the child had been diagnosed with type 1 diabetes or had no chronic illness.