Human Development, Family Studies & Counseling
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Item Prekindergarten teachers’ perspectives on decision-making regarding initial set up of classroom environments, modifications during the academic school year, and barriers associated with creating optimal physical environments(1/13/2021) Stankovic-Ramirez, Zlata; Vittrup, BrigitteThe purpose of this study was to examine how prekindergarten teachers in various settings make decisions about physical classroom environments. This qualitative study composed of 22 participants who all participated in a one-hour interview revealing how they make initial decisions regarding classroom environments at the start of the school year, how they go about making decisions about when and if to modify physical environments during the school year, and finally what some of the barriers they face in creating optimal physical environments for prekindergarten age children. The main themes regarding initial decisions about classroom environments were that prekindergarten teachers decide on the initial classroom layout at the start of the school year based on curriculum or approach their school uses, the fact that a new school year is starting, and based on their total work experience. During the school year, prekindergarten teachers make modifications based on communication with other teachers and children, observation of the children and their needs, and finally needs of a center or an area to be modified based on observations or professional development. Finally, prekindergarten teachers face the barriers of space, budget, and time when it comes to creating optimal physical classroom environments. The stakeholders in the field of early childhood education must work hard in order to remove the barriers of space, budget, and time for prekindergarten teachers because children spend a considerable amount of time in build environments (home or classrooms) and it’s imperative that physical classroom environments are funded, intentional, provide adequate spacing, and overall high quality.Item Texas early childhood educators' self-efficacy(1/19/2021) Andrews, Amanda; Rose, Katherine K.The purpose of this study was to examine and analyze the influence of environmental and personal characteristics on the self-efficacy of child care teachers in Texas. Using the self-reported Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) in a convenience sample population from the Texas Department of Family and Protective Services child care licensing list, a multiple linear regression and ANOVA sought to examine group differences of teacher self-efficacy based on their years of experience, highest level of education, whether the center where they were employed was accredited and depending on the type of child care center. During participant recruitment and data collection the historic global pandemic, COVID-19 led to child care center closures, unemployment, and a multitude of emotional and physical tolls on the target population, challenging the internal validity of the study. Due to an underpowered sample, no significant differences were found in either of the analyses, but the lack of significance should be interpreted with caution. Replication of this study in another time is warranted.Item Exploring family strengths and family social capital through parents who completed an attachment-based couples training(1/21/2020) Ryan, Jennifer; Hwang, Shann HwaUsing a curriculum based on Bowlby’s theory of attachment and the modality of Bowen’s family systems this study explored family social capital as couples were equipped with skills to help them feel more empowered in their interpersonal relationships including their intimate partnership, parenting and other relationships. This study employed a phenomenological, qualitative approach as a way of gaining a deeper understanding of the lived experience of committed partners as they attended a training based on the skills used to develop deeper relationships and family emotional connections. This researcher sought to understand the impact an attachment-based emotion skills couples training curriculum had on family social capital, strengths and family social capital. The following questions guided this research. 1. What meanings do individuals give to their committed partnership, parenting, and other relationships while attending an attachment-based emotion skills training class? 2. What meanings do individuals give to their internal working model while attending an attachment-based emotion skills training class? An attachment-based training curriculum was taught to 10 couples over a span of 5 weeks (1.5 hours each week). Two main modes of data gathering were used. First, each of the five training sessions was recorded using a digital recorder and then transcribed by the researcher into a word processing program. The instructor used probing questions throughout the curriculum, which furthered the exploration of the research questions and theory used as a frame in this study. Second, participants were asked to answer journal questions between classes using an online journal. Journal prompts were used to help guide the exploration through the lens of attachment theory and to answer the researcher questions laid forth in this study. Data were analyzed using holistic and emotion coding in first cycle coding and then focused coding in second cycle coding. Peer debriefing, member checks, and researcher reflection were used, ensuring the trustworthiness of this study. Findings revealed four themes, including a storyline that emerged from the curriculum: (1) This is Your Problem, (2) The Real Issue, (3) Kids See Everything, and (4) This is Our Issue. Finally, this study highlighted the importance of Belonging as an overarching theme of family strengths and family social capital.Item Exploring individual meaning and family interaction for anti-human trafficking volunteerism in Romania(1/29/2019) Leventhal, Julie E.; Whitworth, Jerry, Ed. D.As the result of the growing attention to issues related to human trafficking, individuals all over the world are becoming more engaged in volunteerism related to this issue (Limoncelli, 2017). Given that Romania is an origin, transit, and destination country for human trafficking (United States Department of State, 2017), various anti-human trafficking organizations within the country specifically utilize volunteers to provide prevention and intervention services in the community (GRETA, 2016). The purpose of this qualitative study was to explore the individual meaning and interactions within the family that may influence Romanians who participate in anti-human trafficking volunteerism within their own country of Romania. This research stems from the growing prevalence of human trafficking in Romania (United Nations, 2000) and the lack of research focused on both anti-human trafficking volunteerism and volunteerism within Romania. The researcher conducted nine face-to-face interviews with individuals volunteering within an anti-human trafficking non-governmental organization in Cluj, Romania. The volunteers’ interview transcripts were analyzed through first and second cycle coding. Methodological rigor was added to the study through the triangulation of data with member checking and peer debriefing. The findings of this study revealed diverse individual meanings and motivators for volunteering, such as personal or first-hand experiences, education and awareness, responsibility to others, and community or country pride. Volunteers also report mixed degrees of support from family members, ranging from pride in the volunteer’s involvement to a lack of interest or knowledge in the volunteer’s experiences. Regardless of the type of interaction within the family, individuals still had a desire to participate in anti-human trafficking volunteerism. Furthermore, throughout the interview process, many of the volunteers were continuously shaping the meaning of their volunteerism through dialogue with the researcher. It can be concluded that multiple meanings and motivators exist for anti-human trafficking volunteers and that this understanding may develop or change throughout the process of volunteering and through dialogue with others. Within the findings of this study, the researcher was able to generate implications for individuals, families, and institutions or organizations that utilize volunteers to combat human trafficking.Item Financial literacy: Are young adults well equipped to face the current economic world?(1/7/2019) Ramoni, Francisca A; Armstrong, JoyceABSTRACT FRANCISCA A. RAMONI FINANCIAL LITERACY: ARE YOUNG ADULTS WELL EQUIPPED TO FACE THE CURRENT ECONOMIC WORLD? DECEMBER 2018 Previous studies focused on college students and the misuse of credit cards. This study focused on the importance of financial literacy to the well-being of young adults. This study examined the overall financial literacy of young adults using quantitative data from a diverse sample. The sample of 150 young adults was obtained from four faith-based churches in the Dallas Fort Worth Metropolitan area. The population group was limited to 18-25 years of age, who had just finished (a) high school and entering college or attending college, (b) never married, and (c) no dependents. The data were collected using a financial literacy questionnaire. Specifically, the study examined financial knowledge, financial influences, financial attitudes, and financial behaviors as compared by gender and income. Social learning theory, theory of consumer socialization and financial socialization were used to explore this study. The study utilized two instruments a comprehensive questionnaire from the Organization for Economic Co-Operation and only one section of the College Students’ Financial Literacy Survey (CSFLS). The Young Adult Financial Literacy Questionnaire is inclusive of two survey instruments which was organized by the researcher and included Development/International Network on Financial Education (OECD/INFE) questionnaire was designed to measure financial behavior, knowledge, and attitudes, while the College Students’ Financial Literacy Survey (CSFLS) was designed to measure the influences that may affect young adults’ financial literacy. The findings of this study found no significant differences between attitudes and behaviors as compared by gender and income. However, the study found micro-level influences of financial knowledge, parental influence, financial documents, and financial goals specifically with gender. Females were more likely to have a higher financial knowledge while males were more likely to have a budget. Females were more likely to have higher financial knowledge while males were more likely to have a budget. Both females and males reported that they kept receipts/copies of financial documents such as major purchases, minor purchases, bank statements, housing, rent or mortgage payments and tax records. The results of the study provided recommendations about promoting financial literacy by parents, educators, policymakers, and financial professionals.Item Caribbean immigrant parents' cultural perspectives on preparing their children for kindergarten(1/7/2021) South, Suzan Antanya; Snider, SharlaABSTRACT SUZAN A SOUTH CARIBBEAN IMMIGRANT PARENTS’ CULTURAL PERSPECTIVES ON PREPARING THEIR CHILDREN FOR KINDERGARTEN DECEMBER 2020 Early learning and transition into kindergarten are paramount to children’s development. Parent involvement also plays a crucial role in the experience. Parents being the first teachers for their children, develop and acquire expectations essential to developmental domains, and education. A transcendental phenomenological study explored Caribbean immigrant parents’ cultural perspectives on preparing their children for kindergarten. Parents shared experiences that reflected their prior and current knowledge about preparation process, learning, and the school system in general. The experiences created a balance in the changes and transitions that occurred during the preparation. The study focused on understanding and describing cultural perspectives critical to Caribbean immigrant parents’ lived experiences in the United States. Data collected through in-depth interviews captured parents’ experiences. Data analysis used the four steps of philosophical phenomenological method (a) Epoche, (b) Phenomenology Reduction, (c) Imaginative Variation, and (d) Synthesis. Four major themes emerged from the participant’s representation of their cultural perspectives. The four themes include: (a) balancing expectations, (b) developing relationships, (c) investing in your child’s education, and (d) creating lifelong critical thinkers. These findings demonstrate that parents’ cultural differences, values, and perspectives play a crucial role in preparing, developing, and promoting children’s early learning. Overall, being knowledgeable about Caribbean immigrant parents’ preparation process is instrumental in shaping future research in this area.Item Voices of youth: Listening to the perspectives of youth about positive youth development, a mosaic approach(1/8/2018) Brown, Ragan M.; Petty, Karen; Armstrong, Joyce; Moore, LinThe purpose of this qualitative study was to listen to the voices of youth ages 9-12 about environmental contributors or resources that influence their positive youth development. An adapted version of this Clark and Moss (2011) participatory research method, the mosaic approach provided youth an opportunity to use their voice to provide insight to research. Bronfenbrenner’s ecological systems theory and Bandura’s self-efficacy component of the social learning theory were established the theoretical construct that framed this study. Eleven participants from the southwestern region of the United States illustrated their daily life encounters through interviews, photographs, and artifacts. The participants were between the ages of 9-11 and were considered co-researchers. The researcher’s field notes were also used. One interview question created a foundation for participants to provide open-ended responses. Triangulation of interviews, photographs, artifacts, and field notes revealed three themes describing what influenced youth and what they valued. The three themes were 1) interdependent relationships 2) opportunities for risk taking and 3) humanitarian contributions. Implications for early education professionals, parents, and youth programming professionals were offered as well as recommendations for future research.Item An investigation of the implementation of the greeting circle to promote social and emotional skills in pre-kindergarten children(1/8/2020) Murphy, Pamela A.; Moore, LinThe research study investigated the effectiveness of the implementation of the Greeting Circle to promote social and emotional skill development in pre-kindergarten children. The participants in the study were nine pre-kindergarten teachers from three campuses in a charter school district. This research study utilized a phenomenological mixed methods approach. The qualitative data was collected to support the quantitative data. Qualitative data was collected using focus group interviews. Quantitative data included the Children’s Learning Institute Progress Monitoring Tool (CLI) (University of Texas Health Science Center of Houston, 2017) Social and Emotional Behaviors Checklist and the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2008). Classroom quality was measured by the CLASS observations in the fall and spring. There are three domains in the CLASS scoring system: Educational Support, Instructional Support, and Classroom Organization. Mean scores for Emotional Support and Classroom Organization increased, while there was a decrease in mean scores for Instructional Support. Changes in scores from fall to spring were not significant. Children’s social and emotional skill development was measured using the CLI Progress Monitoring Tool. The CLI was used by the pre-kindergarten teachers to score the children’s skills across five dimensions: Positive Social Behavior, Classroom Community, Regulation, Self-Care, and Approaches to Learning. The fall and spring scores for each of these dimensions were used in the analyses. Additionally, data based on the Social and Emotional Behaviors totals were used to determine the overall progress in social and emotional skill development for boys and girls. The children made significant gains in mean scores in four of the dimensions. Self-Care scores increased but not significantly. The total mean scores for Social and Emotional Behaviors increased significantly. Multiple regression analysis was used to determine the best predictors of the spring Social and Emotional Behaviors total scores. The independent variables included the CLASS domain scores, the teachers’ years of teaching, and children’s gender. None of the variables were found to be significant predictors. Focus group interviews were conducted with pre-kindergarten teachers at each of the campuses. Teachers described their experiences with implementing the Greeting Circle. The focus groups interviews were audio-recorded and transcribed by the researcher. Based on several readings of the transcripts, four themes emerged. These themes were supplementing curriculum, use of strategies, challenges, and successes.Item Help seeking behavior in multicultural communities(10/22/2018) Mohsin-Dhanani, Sheeza; Norton, Aaron, Ph. D., LMFTThe study examined Help-Seeking likelihood and its association with Islamoprejudice and self-stigma in faith groups. Statistical analysis was completed to assess the effects of stigma against Help-Seeking Behavior. The perception of Islamoprejudice in Christian, Agnostic, Atheist and Muslim Americans was studied. The study looked at the perception of Islamophobia and its association with help-seeking likelihood behavior for the Muslim participants. Data was collected using various personal contacts and crowdsourcing tool Prolific (Peer, Samat, Brandimarte, & Acquisti, 2016), only from participants who live in the United States.Item Baby talk: Decision making conversations about first-time parenthood(10/25/2018) Shade, Kara M.; Buckley, Rhonda R.This study explored how 214 participants discussed, decided, and planned for first-time parenthood with their partners, and how conflict influenced that process. As predicted, higher scores on the communication danger signs scale were associated with lower perceived partner reciprocity and relationship dedication scores in general. Specifically, reciprocity and dedication were both significant predictors of constructive communication during participants’ decision making conversations about first-time parenthood. Reciprocity was the only significant predictor of self-demand/partner-withdraw (SDPW) behavior, and decision making self-esteem, dedication, and reciprocity were all significant predictors of partner-demand/self-withdraw (PDSW) behavior during these talks. Findings have implications for relationship educators and therapists, as protective factors were identified that may buffer couples through these often emotionally-charged discussions about first-time parenthood, which have the potential for heightened conflict, uncertainty, and stress.Item The relationship between the self-efficacy of school counselors and the use of family systems approaches in the school setting(11/1/2021) Morrow, Ebony; Vittrup, BrigitteThe purpose of this study was to examine if school counselors’ level of self-efficacy could be predicted from the use of family systems approaches in the school setting, and to determine if self-efficacy could be predicted from perceived importance and preparedness of using a family systems approach. In addition, this study explored personal and professional factors of school counselors that could be used to predict school counselors’ self-efficacy. A total of 120 practicing school counselors completed a 53-item online questionnaire for a response rate of 60%. The results of this study can be beneficial in determining how to better train and prepare school counselors to be effective advocates. Results of this study can also be used to inform training, workshops, or professional development opportunities directly related to the use of family systems approaches in school counseling. Results of the current study indicate participants generally felt somewhat competent to deliver school counseling through use of a family systems approach. Findings resulted in recommendation for training considerations in family systems approaches for school counselor educators.Item The perceived impact of African American fathers’ involved presence on their adult children(11/1/2021) Dardar, Kristopher K; Hwang, Shann HwaThe African American family can be viewed as a dynamic enterprise of tenacity, resilience, and flexibility. Throughout the African Americans’ history in America, the African American family has lived within contexts that have, in many instances, been divisively constructed for their demise. Duly noted, African American families have been and continues to be more likely to live in poverty, live in at-risk communities, undereducated, experience early, pre-martial pregnancies, die of disease and other unhealthy aliments such as high blood pressure and obesity, operate in social and systematic racism, and experience familial breakdown than any other racial group in America (Miller, 2018). With these adversities daily besetting the African American family, including in many instances the absence, displacement, and disengagement of the “father role,” I am seeking to explore the lived experiences of African American adult children who self-report the involved presence of their father during childhood through a phenomenological approach. Four major domains will be explored for African American fathers’ effect: (1) gender role development, (2) romantic attachment, (3) self-concept, and (4) future parenting styles. These father-adult child dyads will be explored through three theoretical lenses: (1) family systems theory, (2) resilience, and (3) Afrocentricity. The overarching purpose of this research project is to explore, through a phenomenological approach, the effects of the involved presence of African American fathers on their adult children. With this information, I wish to add to the body of knowledge the lived experiences of such families and add positive outcomes and elements to the literature concerning African American families, fathers and men in particular. The principal purpose is to share such results with everyday fathers in the community who may be statically and/or realistically absent, disengaged, invisible, or displaced. Such illuminating evidence would become vital for all to comprehend the important role constructive, fatherly engagement plays in the development and positive outcome of their children.Item Parents' perceptions of their involvement in their children's education and their future expectations(11/10/2017) Morales, Sandra Ivette; Moore, Lin; Armstrong, Joyce; Brown, Melissa McInnisThis study examined (a) how parents perceived their roles and participation in their child’s education, (b) how schools invited parents to become involved, (c) parents’ knowledge, skills, time, energy, and involvement activities, (d) mechanisms of involvement such as modeling, encouragement and reinforcement to support their children’s education, and (e) parents’ future expectations for their elementary school children attainment. Bronfenbrenner’s bio-ecological systems theory (1977), Epstein’s model of School, Family and Community Partnerships (2009), and Hoover-Dempsey’s and Sandler’s (1995, 1997) model of Parental Involvement were used to understand the perceptions of parents. A descriptive research design utilized a convenience sample of volunteers. Participants included 355 parents and guardians of students who were enrolled in Pre-Kindergarten through fifth grade at two public elementary schools in a large urban school district located in North Texas. A questionnaire developed by Hoover-Dempsey and Sandler (1995, 1997) was used to collect data from parents regarding their perceptions of involvement in their children’s education. Future expectations were determined by responses to a question developed by Kim, Sherraden, and Clancy (2012). A multinomial logistic regression analysis identified the factors that best predicted the parents’ future educational expectations for their children. The findings revealed that parents held positive perceptions of the importance of their participation in their children’s education and high expectations for their children’s future educational attainment.Item Latino father primary role of their responsibility for acculturating their family in the United States(11/10/2020) Garcia, John David; Hwang, Shann HwaABSTRACT JOHN DAVID GARCIA LATINO FATHER PRIMARY ROLE OF THEIR RESPONSIBILITY FOR ACCULTURATING THEIR FAMILY IN THE U.S. DECEMBER 2020 This phenomenological study researched Latino father’s acculturation into the US. The theoretical frameworks applied reflexive approach to family stress theory, contextual model of family stress and coping, resilience theory, and secrets of strong families. The following topics were explored: (1) acculturation process, (2) family structure, (3) father roles, and (4) father responsibility from the Latino father’s perspective. Semi-structured interviews were conducted with twelve participants from a North Texas Christian church. Eight participants migrated to US and four participants were U.S. born. Interview data was collected and transcribed word for word. First cycle coding used a holistic, initial, and emotion and value coding. Second cycle coding consolidated and organized patterns into themes. Credibility was established by peer briefing and member checking. Each participant reviewed his transcription for accuracy during member checking process. The merging patterns the discourse of participants yielded three significant themes: (1) Roles; (2) Migration; and (3) Culture. Roles originated from their father’s actions and behaviors, learned father’s responsibility, and following a traditional vs contemporary expectation. Migration involved the Latino father knowing other fathers know the immigration process, working for U.S. companies that moved him and family to work in the U.S., and to be fully documented and legal to reside, work and stay in the U.S.. Culture connected with acculturating by updating their culture, improving their Spanish and English fluency, and changing some family traditions and religion.Item Black parents’ perceptions of involvement in their children’s schooling during middle childhood within the U.S. Virgin Islands(11/11/2020) Sewer, Carla Mae; Gillum, Nerissa LThe purpose of this qualitative study was to phenomenologically explore Black parents’ perceptions of involvement in their children’s schooling within middle childhood in the U.S. Virgin Islands. Billingsley’s Black family model was used to guide this study. The two research questions were (1) How do Black parents with children in middle childhood in the U.S. Virgin Islands perceive involvement in their children’s schooling? and, (2) What ways have the experience of Hurricane Irma and/or Hurricane Maria influenced involvement in children’s schooling among parents of children in middle childhood within the U.S. Virgin Islands? Ten Black parents were interviewed using a semi-structured meeting guide. Interviews were audiotaped, transcribed verbatim, and analyzed to determine themes. For the first research question, the data yielded one major theme: parents take an active role in their children’s schooling. This theme had three sub-themes: helping with homework, attending school events, and volunteering at the school. For the second research question, the data yielded three major themes: parent involvement was focused on their children’s academic learning, their child’s social needs, and their child’s family’s basic needs. The results of the study were compared to existing literature and conclusions were drawn. Study strengths and limitations and recommendations for future research and for policy and practice are also presented.Item “Are we in or out?” Inclusion of stepparents within a co-parenting system: A phenomenological study(11/15/2021) Papa, Kristina; LeBlanc Gillum, NerissaThe purpose of this phenomenological study was to learn about the lived experiences of stepparents within a co-parenting system. Bronfenbrenner’s bioecological theory was used to understand stepparent inclusion within a co-parenting system. One research question was developed for this study: What are the lived experiences of stepparents within a co-parenting system? Eleven stepparents completed a demographic questionnaire and a semi-structured interview. Interviews were conducted virtually and data were analyzed to develop themes. Bracketing and analyst triangulation were used to help contribute to trustworthiness of the data. Six themes emerged from the data: (1) I do not want to replace your mom or dad, (2) My spouse and I work together to parent the kids, (3) My relationship with the biological parent is not the best, (4) Over time I have been accepted more, (5) I have a good relationship with my stepchildren, and (6) I have someone to depend on. The results of the study were compared to the existing literature and conclusions were drawn. Study strengths and limitations and recommendations for practice and future research were presented.Item Parental factors and child emotional regulation: The moderating role of parental warmth(11/20/2019) Lange, Molly; Norton, Aaron, Ph. D., LMFTParental factors of stress, mental health, use of punitive punishment, and social support have been found to be significantly associated with child emotional regulation (Calkins, Smith, Gill, & Johnson,1998; Chazan-Cohen et al., 2009; Mathis & Bierman, 2015; Maughan, Cicchetti, Toth, Rogasch, 2007; Morris et al., 2007; Mortensen & Barnett, 2018; Wilson, 2017). Parental warmth may buffer this relationship (Wang, Wang, Xing, 2018b). This type of research is specifically needed in at-risk populations in order to help buffer the negative effects experienced within this population, especially in regard to child socioemotional outcomes. Through an attachment lens, this study has utilized a longitudinal design to examine the moderating role of parental warmth in the relationship between parental factors and child emotional regulation. Specifically, this study utilized the data of mothers and children from the Early Head Start Research and Evaluation Project to consider how parental stress, parental mental health, parental use of punitive behavior, and parental social support are associated with child emotional regulation. Additionally, maternal parental warmth was examined as a moderator among these variables. This study found that parental factors (i.e. parental stress, parental mental health, parental use of punitive punishment and parental social support) were significantly associated with child emotional regulation in an at-risk population, particularly parental mental health and parental use of punitive punishment. Additionally, although parental warmth did not play a moderating role among the considered variables, parental warmth was significantly associated with child emotional regulation.Item The impact of father absence among Black males and females during childhood(11/22/2021) Alexander, Aleshia; Hwang, Shann HwaThe purpose of this phenomenological study was to explore the lived experiences of Black American male and female adults’ perception of their childhood with absent fathers through a phenomenological lens. The theoretical frameworks surrounding this study were Andrew Billingsley’s social subsystems model, Urie Bronfenbrenner’s ecological theory, and Murray Bowens family system theory. The research question that guided this study was: 1. What are the lived experiences of Black American adult males and females raised in nonresidential father figure homes? Data was collected from ten participants using a semi-structured interview process. The data that was gathered was transcribed verbatim and integrated through a first and second-cycle coding process. The coding process that was utilized during the first cycle coding was: holistic, initial, and emotions and values coding. The second cycle coding process allowed for the development of the following themes: (1) father involvement, (2) the reality of father absence, (3) resilience and support, and (4) moving forward. The results from this study provided insight into the lived experiences of Black males and females that encountered father absence during their childhood. More importantly, this study highlighted the resilience among such participants and the need for Black fathers to fill the void of not being present in the lives of their children.Item Developmentally appropriate sexual health conversations with adolescent and young adult oncology patients(11/24/2020) Boatman, Elizabeth Anne; McCarroll, ElizabethCancer and its treatments have a significant impact on reproductive functioning, sexual health, and relationships. Because major developmental goals for adolescents and young adults are both sexual and social development, a diagnosis of cancer and it’s treatments can greatly disrupt adolescent and young adult (AYA) development and quality of life. Current AYA research supports the need for developmentally appropriate treatment interventions. The purpose of this study is to create guidelines for providers on the developmentally appropriate sexual health conversations that should take place with AYAs. This was accomplished by using the Delphi method of creating consensus among AYA oncology experts by taking into account the developmental phase and the specific sexual health needs of this particular population. The Delphi panelists concluded that developmentally appropriate sexual health information for AYAs should be determined by considering several patient and provider characteristics. Additionally, panelists expressed overall agreement on the necessary content of sexual health information that should be provided to AYA patients.Item Family relationships and alcohol use from adolescence to early adulthood(11/26/2018) Falbo, Rachel; Norton, Aaron, Ph. D., LMFTPrevious research has explored sibling relationships, romantic relationships, parent-child relationships, and alcohol use in adolescence and early adulthood (Fleming, White, & Catalano, 2010; Rauer & Volling, 2007; Samek & Rueter, 2011). However, the research is miniscule when examining how these factors influence one another. This study examined adolescent family-of-origin relationships, as well as adolescent alcohol use, and its influence on early adulthood relationships and alcohol use, through the lens of Attachment Theory. This study used a subset of participants from the National Longitudinal Study of Adolescent to Adult Health (ADD Health) (Harris & Udry, 2008) (N = 764). The results suggest that relationships and behaviors endure over time. Adolescents’ perceived closeness with both mother and father had a positive influence on perceived closeness with mother and father in early adulthood and alcohol use in adolescence had a positive influence on alcohol use in early adulthood. Furthermore, closeness with mother in adolescence had a negative influence on partner relationship quality in early adulthood. Additionally, alcohol use in adolescence had a positive influence on closeness with mother and father in early adulthood. Implications for clinicians, families and researchers are discussed.