A model of downward abusive communication: exploring relationships between cognitive complexity, downward communicative adaptability, and downward abusive communication

Thesis (M.A.) University of Alaska Fairbanks, 2013A model was proposed to understand the antecedents of abusive supervision. Relationships were explored between cognitive complexity, downward communicative adaptability, and downward abusive communication. Superiors from various organizations were asked to take an online survey which measured superiors' cognitive complexity, downward communicative adaptability and abusive supervision. There was no evidence to support H1, which linked cognitive complexity to downward communicative adaptability, but there was evidence for H2, which stated that downward communicative adaptability was negatively correlated with downward abusive communication. The RCQ proved to be reliable but its validity was questioned in the present study which is why H1 may not have been supported.Chapter 1. Theory and research -- 1.1. Abusive supervision -- 1.2. Cognitive complexity -- 1.2.1. Constructs -- 1.2.2. Cognitive complexity -- 1.2.3. Effects of cognitive complexity -- 1.2.3.1. Relational compatibility -- 1.2.3.2. Interpersonal problem solving -- 1.2.3.3. Perceptual differentiation -- 1.3. Communicative adaptability -- 1.3.1. Effects of communicative adaptability -- 1.3.1.1. Interpersonal attraction -- 1.3.1.2. Friendship formation -- 1.3.1.3. Conflict management -- 1.4. Linking cognitive complexity to communicative adaptability -- 1.5. Abusive supervision -- 1.5.1. Individual difference variables as causes of abusive supervision -- 1.5.1.1. Personality characteristics -- 1.5.1.2. Demographic characteristics -- 1.5.1.3. Supervisors' beliefs -- 1.6. Linking communicative adaptability to abusive communication -- 1.7. Hypotheses -- 2. Research methodology -- 2.1. Participants -- 2.2. Procedures -- 2.3. Measures -- 2.3.1. Cognitive complexity -- 2.3.2. Downward commicative adaptability -- 2.3.3. Downward abusive communication -- Chapter 3. Results -- 3.1.1. Linking cognitive complexity with downward communicative adaptability -- 3.1.2. Linking downward communicative adaptability and downward abusive commication -- Chapter 4. Discussion -- References

A Model worth Sharing: A Community Mental Health Clinic with an Award Winning Integrated Physical Health Program

The lifespan of people with severe mental illness (SMI) is shorter compared to the general population. This excess mortality is mainly due to physical illness. (De Hert et al 2011). Mental health services should be able to provide at least a standard routine assessment of their patients, in order to identify or suspect the presence of physical health problems. (Maj, M 2009) The first step in addressing the gap between psychiatric and health management is to integrate physical health into mental health planning. (Miller, H 2008) The paper provides an overview of the innovative nurse led Physical Health Program which has successfully integrated into the core business of a community mental health clinic within Melbourne’s public health service and created working partnerships with primary care and community health. The paper provides an overview of the innovative nurse led Physical Health Program which has successfully integrated into the core business of a community mental health clinic within Melbourne’s public health service and created working partnerships with primary care and community health. Dedicated nursing roles and the development of a unique approach provides a barrier free long term care model which has returned high rates of engagement with consumers in addressing their physical health needs and goals. The model, which has been promoted for replication across the service, showcases best practice, the value of collaborative working with our community health and primary care partners, and the substantial progress and effective outcomes that can be achieved when a mental health nurses takes the lead in innovation and change

Lurch: Short Stories on Revolution

These short stories present an ongoing and incomplete attempt to comprehend the nature of revolution in its broadest context. Characters experience personal revelations in conjunction with, and often as the result of, their involvement with changing political, social, religious, or scientific landscapes. In this way, these stories explore revolution from the point of view of the singular unit, the revolutionary, in order to grasp the role of individual decisions and beliefs within greater movements

Acceptance and Commitment Therapy as an Eating Disorder Intervention

The purpose of this study is to determine if a new intervention using techniques from Acceptance and Commitment Therapy (ACT; Hayes et al., 1999) in combination with activities from The Body Project (Stice et al., 2009), will be able to reduce negative body image concerns and increase mindfulness skills in college females. Prior to receiving the intervention, participants completed a pre-test measuring their current body image concerns as well as mindfulness abilities. The intervention was administered in a large, group setting and took approximately 35 minutes to administer. After receiving the intervention, participants completed the same assessment measures as the pre-test, but in a post-test form. Results indicate that there was a significant difference in body image after participants received the intervention of ACT and The Body Project. There was not a significant difference for the mindfulness facets measured in the study. This research contributes to a growing area of eating disorder treatment using ACT, and can help provide evidence for the benefits of using specific ACT and The Body Project activities for treating and preventing negative body image

CAARS-S:L INFREQUENCY INDEX VALIDATION: A PILOT COMPARISON OF PAPER AND ONLINE ASSESSMENTS

One obstacle to the accurate diagnosis of ADHD in college students is malingering, although many symptom self-report measures do not contain feigning validity scales. The Infrequency Index (CII) for the Conners’ Adult ADHD Rating Scale–Self-Report: Long Version (CAARS-S:L) was developed for this purpose, although further validation of the index is needed. Another topic of interest in ADHD malingering research is the increasing use of online assessments. Little is known about how ADHD is malingered in an online format, particularly on the CAARS-S:L. The current study aims to integrate these strands of research by examining the utility of the CII in detecting feigning and the effect of administration format on CAARS-S:L profiles. Data from 139 (27 diagnosed with ADHD, 46 without ADHD responding honestly, and 66 without ADHD instructed to feign) students were analyzed. Seventy-five completed the CAARS-S:L on paper, and 64 completed the assessment online. The clinical and feigning groups produced statistically similar elevations on seven of eight CAARS-S:L clinical scales. Administration format did not have a significant effect on the clinical scales or CII. The CII demonstrated 36% sensitivity and 85% specificity at the recommended cut score across administration formats. Specificity reached desirable levels at raised cut scores

Educating English Language Learners in the Elementary Classroom

According to the National Clearinghouse for English Language Acquisition [NCELA] (2013), English Language Learners (ELL) are the fastest-growing student population in schools across the United States. Between the years of 1989-2006, the ELL population more than doubled from just over 2,000,000 to over 5,000,000 (NCELA, 2008). The NCELA as cited by Oliveira (2011), reports that “more than 10% of the K-12 student population across the United States is comprised of ELLs, which accounts for over five million students in our schools (p. 59). This rapid increase in ELL students in the nation’s schools has greatly affected classroom teachers. While districts have English as a Second Language (ESL) teachers who are trained and certified in teaching ELLs, many classroom teachers have very limited coursework and/or professional development to equip them to effectively teach their grade-level content to limited English proficient students. It is clear that there is a drastic discrepancy between ELLs’ achievement and proficiency in English language arts (ELA) and math as compared to the total student population throughout the state of New York. This researcher focused specifically on two school districts surrounding Syracuse, New York: Liverpool and Oswego school districts. In order to identify the amount of coursework and/or professional development of elementary classroom teachers regarding ELLs and the potential gaps, eighteen elementary classroom teachers and two English as a second language (ESL) teachers answered a 12-question survey. The survey was sent only to elementary school teachers in buildings within those two districts, Oswego City School District and Liverpool Central School District, as identified by the New York State Education Department as schools with “limited English proficient” students (http://www.nysed.gov/, 2013). Through the current research and this thesis project, the researcher will create a professional development workshop where elementary school teachers will learn the necessary background knowledge on second language acquisition and effective teaching strategies for ELLs, as supported by the teacher responses from the survey

Mild Cognitive Impairment in Presurgical Deep Brain Stimulation for Parkinson\u27s Disease

Although clinically characterized by motor impairments, Parkinson\u27s disease (PD) often affects cognition early in the disease course. Cognitive changes common in PD include visuospatial abnormalities and prominent executive function (EF) deficits, with 30% of individuals eventually developing Parkinson’s disease dementia (PDD). Mild cognitive impairment (MCI) has been identified as a transitional state between normal cognition and PDD. A large cohort of individuals with PD at the Kentucky Neuroscience Institute have undergone pre-surgical evaluations for deep brain stimulation, although cognitive performance in this cohort has never been probed. Baseline cognitive performance of this cohort from 2017-2020 was examined to characterize the pattern of cognitive functioning in these individuals. Data from 136 patients were available for inclusion, and 110 were available for MCI analyses. Prevalence of MCI was approximately 20%, with highest agreement between MCI criteria and clinician diagnostic impressions using a cut point of 1.5 standard deviations (SD) below normative values. The memory domain was most often impaired for those with MCI (65.5%), whereas the language domain was least often impaired (20.9%). Areas under the curve (AUC) were accordingly weaker for language domain measures (e.g., Boston Naming Test, AUC=.695) relative to domains such as visual memory (e.g., BVMT-R Delay, AUC=.883) and EF (e.g., D-KEFS Trails Switching, AUC=.829). Results support the use of 1.5 SD below normative values as a cut point for identifying MCI in PD and highlight the need for visual memory measures in PD cognitive evaluations. Results also align with the extant findings of impairment in key domains such as EF in PD-MCI. Further longitudinal investigation is needed to elucidate the impact of pre-DBS PD-MCI on post-surgical cognitive outcomes

Acoustic Measures of the Singing Voice in Secondary School Students

Descriptions of voice quality in vocal and choral music often rely on subjective terminology, which may be perceived differently between individuals. As access to software used in acoustic measurement becomes more widespread and affordable, music educators can potentially combine traditional descriptive terminology with objective acoustic descriptors and data, which may improve both teaching and singing. The secondary school choral music educator has specific challenges, in that they teach students who experience drastic physical and acoustic changes of the voice as they grow from children to adults. The purpose of this study was to objectively analyze various acoustic characteristics of the singing voice in secondary school students. In this study, secondary school students (N = 157) from three different schools who were enrolled in choir (n = 89) or instrumental music classes (n = 68) recorded voice samples singing five vowels, /i/, /e/, /a/, /o/, and /u/. Research questions investigated (a) descriptive statistics for vibrato rate, vibrato extent, singing power ratio, and amplitude differences between specific harmonic pairs; (b) differences in vibrato rate and extent between students enrolled in choir and students not enrolled in choir; (c) between-subjects and within-subjects comparisons in singing power ratio (SPR) between singers based on choir enrollment and voice part for five different vowel productions; and (d) between-subjects and within-subjects comparisons for differences in amplitude between specific harmonics between singers based on choir enrollment and voice part for five different vowel productions. Vibrato rate (M = 4.58 Hz, SD = 1.45 Hz ), vibrato extent (M = 1.45% or 25 cents, SD = 0.86% or 15 cents), and SPR (M = 24.67 dB, SD = 10 dB), and various amplitude differences were not different between students enrolled in choir and students not enrolled in choir. There were significant within-subjects differences for singers by vowel, as well as significant within-subjects interactions for vowel and voice part with SPR and amplitude differences between harmonic pairs. There were also significant differences between voice parts for amplitude difference between harmonic pairs. Implications for choral music educators and suggestions for further research based on these findings were discussed in Chapter 5

College ESL Writers: Applied Grammar and Composing Strategies for Success

Authors\u27 Description: College ESL Writers: Applied Grammar and Composing Strategies for Success is designed as a comprehensive grammar and writing etext for high intermediate and advanced level non-native speakers of English. We open the text with a discussion on the sentence and then break it down into its elemental components, before reconstructing them into effective sentences with paragraphs and larger academic assignments. Following that, we provide instruction in paragraph and essay writing with several opportunities to both review the fundamentals as well as to demonstrate mastery and move on to more challenging assignments. We have structured the etext into three basic parts. Part I, Composing Strategies and Techniques, includes a sequenced discussion from composing effective sentences through paragraph and essay writing. This includes the prewriting and planning stages of writing as well as the revising and editing stage in the first five chapters. Part II, Language Use, Grammar, and Mechanics, is meant to be used as a grammar and mechanics handbook as well as the practice and review of idiomatic wording. Part III, All About Writing: Samples, Topics, and Rubrics, has chapters with additional writing topics for practice, sample student papers, and rubrics for evaluating writing. This open textbook was created through a Round Six ALG Textbook Transformation Grant. Accessible files with optical character recognition (OCR) and auto-tagging provided by the Center for Inclusive Design and Innovation.https://oer.galileo.usg.edu/english-textbooks/1014/thumbnail.jp