Development and Evaluation of a Brief, Bystander Bullying Intervention for Low-Income, Ethnically-Blended Middle Schools

This dissertation includes three individual articles that examine a brief bystander bullying intervention (STAC) culturally adapted for low-income, ethnically-blended middle schools. Chapter One provides a brief introduction to the three articles that comprise this dissertation, the theoretical framework, and the rationale and purpose of this dissertation. Chapter Two includes a mixed-method study examining the development of the culturally adapted intervention. Qualitative data was used to inform the intervention adaptations. Quantitative data provides preliminary support for the cultural validity of the adapted intervention. Chapter Three includes a mixed-method study examining the appropriateness of the culturally adapted intervention. Qualitative data was collected to describe the experiences of the students who participated in the adapted intervention. Quantitative data indicates an increase in knowledge about bullying, confidence to intervene in bullying situations, and use of the STAC strategies to intervene in bullying situations. Chapter Four evaluates the effectiveness of the culturally adapted interventions on reducing bullying victimization. Quantitative data indicates a decrease in bullying victimization and bias-based bullying victimization from baseline to the 6-week follow-up. Chapter Five includes a summary of the three articles

On the Dimension of Group Boundaries

The goal of this dissertation is to find connections between the small-scale dimension (i.e. covering dimension and linearly controlled dimension) of group boundaries and the large scale dimension (i.e. asymptotic dimension and macroscopic dimension) of the group. We first show that generalized group boundaries must have finite covering dimension by using finite large-scale dimension of the space. We then restrict our attention to CAT(0) group boundaries and develop metrics on the boundary that allow us to study the linearly controlled dimension. We then obtain results relating the linearly controlled dimension of CAT(0) boundaries to the large scale dimension of the CAT(0) space

Strategy Inventory for Language Learning

The strategy inventory for language learning (SILL) was created by Rebecca L. Oxford in the mid 1980s and has been continuously studied and changed over the years. The SILL is used to enhance language learners’ strategy use and to discover the strategies that work best for individual learners. This poster will present an overview of the SILL as well as the current research on its effectiveness. Key findings and practical implications for classroom practitioners are also presented. By examining learner strategy use and encouraging strategy instruction in foreign and second language classrooms, language learning outcomes may be improved

Students’ Experiences Conducting Telehealth Counseling During a Pandemic

In this article, the results of an Interpretative Phenomenological Analysis qualitative research study are presented. This study explored the experiences of counselors-in-training learning how to conduct telehealth counseling during their practicum experience. Telehealth counseling was implemented for training due to the global COVID-19 pandemic. Results highlighted the five superordinate themes of participants: (1) importance of relationships, (2) emotional awareness; (3) counselor development; (4) belief in counseling; and (5) skill acquisition. Participant quotes are included to convey the essence of their experiences. Following the presentation of results, a discussion with implications and the need for future research is presented