Letter to Margarette Dye regarding the Southeastern Law Librarian, July 9, 1984

A letter from Elizabeth Thweatt to Margarette Dye requesting subscription information for the Southeastern Law Librarian

The Relationship Between Posttraumatic Growth, Social Support, and Rurality

The majority of Americans will experience a trauma in their lifetime (Kilpatrick et al., 2013). While some will experience severe negative symptoms as a result of their trauma (U.S. Department of Veteran’s Affairs, 2019), up to 70% of people will report positive outcomes (Calhoun & Tedeschi, 1999). Posttraumatic growth (PTG) refers to positive changes that individuals experience after a traumatic event (Tedeschi & Calhoun, 2004). A key way for PTG to occur is through social support (Shakespeare-Finch & Copping, 2006). Research found that the quality and the quantity of social support matter when predicting PTG (Shang et al., 2020). Specifically, Shang and colleagues (2020) reported that people who had high quality, high quantity social support experienced high levels of PTG and people who had high quality, low quantity social support experienced low levels of PTG. People who live in rural areas often seek help coping with mental health problems but receive rejection and lack of acceptance (Robinson et al., 2012). Therefore, they may be especially subject to experiencing low quality, high quantity social support in the aftermath of a trauma. This study examined Posttraumatic Stress Disorder severity, PTG, quality of social support, quantity of social support, and online social support. Results found statistically significant relationships between most of the variables. There was a conditional effect of the interaction between quality and quantity of social support on PTG. There was a statistically significant interaction between quantity of social support and online social support on PTG. Implications for these findings are discussed

The experience of being lost

In this study, the experience of being lost was explored through phenomenological interviews and essays submissions from 55 participants from the University of Tennessee. When asked to talk and write about some times when they were lost, participants described situations ranging from being geographically lost while hiking or driving, to being psychologically lost while going through a divorce or after the death of someone close. Several participants also discussed feeling spiritually lost, describing a loss of purpose or a lack of meaning in their lives. In each of these situations, participants reported similar emotional reactions which were organized into two reciprocally figural thematic structures: the experience of the self when lost – lonely, confused, changed, and helpless, and the experience of the world when lost - no landmarks, unfamiliar, different and dangerous. Both the situational categories and the thematic structures are presented with appropriate supportive interview and essay excerpts and these results are discussed in terms of metaphoric and therapeutic implication

Guest Artist Series:Tamara Thweatt, Flute

Kemp Recital Hall Monday Evening October 24, 2005 8:00p.m

The preparation and properties of some spiroaminobarbituric acids

Ph.D.James A. Stanfiel

The effect of teacher immediacy, affinity -seeking, and misbehaviors on instructional outcomes.

The purpose of this study was to investigate the mediating effect of teacher immediacy and affinity-seeking on misbehaviors and credibility and affective learning. Participants were undergraduate students enrolled in large-lecture courses at a large mid-Atlantic university. Teacher immediacy, affinity-seeking, and misbehaviors were manipulated in scenarios. Participants were exposed to one scenario and asked to complete credibility and affective learning measures in relation to the teacher in the scenario. The results of the study revealed that significant main effects were present for teacher immediacy, affinity-seeking, and misbehaviors. The significance level was set at .05. While significant interaction effects were present, the variance accounted for by these interactions was less than three percent in all cases. Variance accounted for in teacher caring by immediacy and affinity-seeking was much higher than variance accounted for in trustworthiness and competence. However, teacher misbehaviors accounted for more variance in teacher competence. Finally, immediacy and affinity-seeking created more variance in the affective learning variables than did teacher misbehaviors. The results of this study indicate students perceive teachers more positively when teachers are high in both immediacy and affinity-seeking thus leading to the conclusion that studying the main effects of these variables is more important than studying the interactions