School of Social Work, Psychology & Philosophy
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Browsing School of Social Work, Psychology & Philosophy by Subject "Adjustment"
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Item The effects of an early intervention program on students' social classroom behaviors(1995-12) Shelton III, Huntly E.; Jackson, Karen; Hamilton, Basil; Vitro, FrankThe impact of a secondary prevention program for primary grade students with school adjustment problems in a North Texas School District was examined in this study. The subjects consisted of 138 Kindergarten through fourth graders across 19 elementary schools. The experimental group was selected from students who participated in the Growth Center Project. The control group was matched to the experimental group by gender, grade, race, and handicapping condition. The students in the experimental group worked with trained volunteers a minimum of one hour a week for twelve sessions. Pre- and post-measures were administered to the teachers of this group. Beginning six week grades were compared to the students' grades at the end of the sessions. Additionally, the type of activities the student and volunteer engaged in were recorded in the volunteer log. The experimental group post-measures were also administered to the teachers of the control group as a normative measure. The design of this study was a pre-test/post-test nonequivalent design. The differences between the pre- and post-treatment scores obtained on the Social Skills Rating System--Social Skills Questionnaire Teacher Form, the seven standard scores on the Texas Features of Emotional Disturbance (TX-FED) Instrument System--Teacher Checklist of Child Behavior, the two total scores on the Fort Worth ISD Child Behavior Rating Scale, and the students' grades were analyzed for significance. If the differences were significant, then univariate t-tests were done on each dependent variable. The post-treatment scores for the experimental group were then compared with the matched group normals and analyzed for significance. Differences were then followed-up with post hoc univariate t-tests. A marked improvement was noted in the social behavior of the experimental group following twelve treatment sessions, even though a significant improvement was not seen in these students' grades. Both scales of the Fort Worth ISD Child Behavior Rating Scale reflected a significant improvement after treatment. Although, the students participating in the Growth Center Project did not obtain mean scores equivalent to the non-referred matched control group, they otherwise demonstrated relative and significant improvements.Item First-year college student adjustment before and during the COVID-19 pandemic(2022-08-01T05:00:00.000Z) Miller, Trisha; Rosen, Lisa; Smith, Gabrielle; Scott, Shannon; Ricks, NilaThe purpose of the current study was to understand the impact that COVID-19 had on first-year college student adjustment related to depressive symptoms, peer conflict, coping strategies, help-seeking behaviors, and Living Learning Community (LLC) experiences. Two secondary data sets were used to analyze group differences in these variables, and a thematic analysis was conducted to understand differences in positive and negative perceptions of LLCs before and during the COVID-19 pandemic. The first survey administered in Fall 2019 included 305 participants, and the second survey administered in Fall 2020 included 263 participants. Results indicated that first-year college students who entered college during the pandemic reported more depressive symptoms, less problem-focused coping strategies, and less time spent in LLCs than those who entered college before the pandemic. There were no significant differences in peer conflict or help-seeking behaviors. Thematic analysis of LLC experiences revealed that positive themes of peer connections, academic support, access to campus resources, and learning new skills, and negative themes of limited peer connections, academic-related concerns, requirements, and peer conflict emerged both before and during the pandemic. Furthermore, first-year students reported more positive and less negative experiences in their LLC during the pandemic compared to before the pandemic. The results from the study will add to the understanding of how first-year college student adjustment was affected by the pandemic and will give universities insight into the protective factors that contribute to first-year student well-being and positive adjustment during times of stress.Item The impact of a mentoring relationship on college adjustment and college-related stress for first-year, first-generation college students(12/31/2015) Horton, Rhea; Rubin, Linda; Harris, Jeff E.; Marshall, David, Ph. D.; Porras Pyland, ClaudiaThe researcher aimed to determine whether developing a mentoring relationship, as a form of coping for first-year, first generation college students (FGCS), would assist in reducing college-related stress and improving level of college adjustment. Experiences of first-year FGCS, who self-identify as either having or not having a mentoring relationship, were evaluated. A demographic form created for this study, the Student Adaptation to College Questionnaire (SACQ) Social Adjustment section (Baker & Siryk, 1989), the College Student Stress Scale (Feldt, 2008), the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the College Student Mentoring Scale (Crisp, 2009) were administered through an online survey to assess these factors. One hundred and thirty first-year FGCS matriculating at Texas Woman’s University successfully participated. The sample was comprised of 89% women, 9% men, and 2% who identified as other. A MANCOVA was used to analyze all of the hypotheses on mentoring, college-related stress, and level of college adjustment. Based on the findings, it appears that there is a significant link between higher levels of college adjustment and lower levels of college-related stress among first-year FGCS who were involved in a mentoring relationship. The highly mentored group did not differ on college adjustment and college-related stress when compared to the less mentored group. It appears that mentoring is beneficial for first-year FGCS, but that the degree of mentoring does not have an impact on college adjustment and college-related stress. Implications for theory, research, training, and practice are discussed.