The National University System Repository exists to increase public access to research and other materials created by students and faculty of the affiliate institutions of National University System. Most items in the repository are open access, freely available to everyone.
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Item Exploring the Factors of Suicidality in Individuals with Level One Autism Spectrum Disorder(2026-04)There is a lack of information about individuals with autism who are regularly experiencing suicidality. The problem addressed by this qualitative phenomenological study was to learn about the lived experience of individuals with level one autism who have experienced suicidality. The purpose of this study was to learn about the factors that led to the high prevalence of suicidality, lived experiences of suicidality, and the factors of suicidality that are experienced by individuals with autism. Data was collected through recorded phone calls during semi-structured interviews that were linked to the problem, purpose, and research questions. A total of seven clients’ experiences were shared by their therapists from the states of Washington, Wisconsin, California and Oregon. The Interpersonal Theory of Suicide states that individuals process through at least three stages to suicide: thwarted belongingness, perceived burdensomeness, and acquired capability (Joiner, 2005). Mental health professionals and researchers are impacted by the individualized information gathered, and how the clients with autism in this study did not process through the suicidality theory as expected. Future research is needed in this area. Mandated reporters are impacted by this study due to the childhood trauma and abuse. These experiences led to suicidality for every client and effected adult relationships significantly. Mental health and healthcare professionals are impacted by these results, and can learn what is needed when an individual with autism is experiencing suicidality. Creating access to suicide programs, individualizing questionnaires and intake forms at clinics and emergency rooms to include communication, poverty, abuse, and immigration issues will help with suicide prevention, especially for individuals with autism.Item The Role of Paternal Anxiety in Emotional Regulation and Child Anxiety(2026-04)Most research on parental anxiety has focused on mothers, and fathers have been studied much less. Anxiety disorders are among the most common mental health concerns in children and adolescents, affecting approximately 31.9% of adolescents and nearly 10% of children in the United States. Recent research shows that fathers also experience anxiety, which may play a role in family functioning and children’s emotional well-being. This study examined the relationship between paternal anxiety, fathers’ ability to regulate emotions, and fathers’ reports of anxiety symptoms in their children. A quantitative, cross-sectional design was used. The sample included 50 fathers of children between the ages of 6 and 18. Fathers completed an online survey that included the Beck Anxiety Inventory (BAI), the Difficulties in Emotion Regulation Scale (DERS), and the Spence Children’s Anxiety Scale–Parent Report (SCAS-P). Hierarchical multiple regression analyses were conducted, controlling for fathers’ age. Results showed that higher paternal anxiety was strongly related to greater emotion regulation difficulties in fathers and higher levels of father-reported child anxiety. Paternal anxiety accounted for over half of the variance in both outcomes (54% and 55%), while paternal age was not a significant factor. These findings suggest that fathers’ anxiety is important in how emotions are handled in families and how children experience anxiety. The results also show the importance of including fathers in research and clinical work related to child anxiety and family mental health.Item Teacher Descriptions of Mindfulness Practices in a PreK through Grade 12 Independent School(2026-03)The purpose of this qualitative descriptive case study was to explore how PreK–12 educators described how mindfulness practices shaped their reflective processes and their perceptions of the role these practices play in student achievement. Understanding educator descriptions is essential to determining how mindfulness may support teacher growth and student outcomes. The theoretical foundation of this study was Schön’s reflective practice theory, which emphasizes reflection in and on action to improve professional practice. The research questions guiding this study asked how educators perceived their reflective processes with mindfulness practices and how these practices were perceived to play a role in student achievement. A purposive sampling method was used to achieve a sample of 25 participants from a private PreK–12 school in Northern New Jersey. Data were collected through ten semi-structured interviews and two focus groups. All sessions were recorded, transcribed, and analyzed using NVivo software. Braun and Clarke’s thematic analysis method was used to analyze the data from interviews and focus groups. Participants described improvements in classroom climate, student focus, and resilience, which they perceived to contribute positively to student achievement. The findings provided insight into how educators perceived mindfulness as enhancing reflection, patience, and intentionality in their professional practice. These results suggest that mindfulness practices may serve as a valuable tool to strengthen reflective practice and instructional effectiveness.Item Re-Righting History: A Phenomenological Study Addressing Teaching an Amended Version of American History(2026-02)The problem that this phenomenological research addressed was the lack of interpretative research centered on educators' lived experiences of being required to navigate state-mandated curricular expectations related to slavery and its historical legacy (Dallman, 2024). The purpose of this qualitative phenomenological study was to examine how educators interpret their professional accountability, ethical responsibilities, and instructional decision-making within the context of the legally imposed curricular mandates (Moffa, 2022). My research topic highlighted the lived experiences of educators regarding the implemented mandates surrounding changing the narrative of American history as it relates to enslaved individuals and the subsequent mistreatment of their descendants. Particularly, the bans and restrictions that are being placed on teaching American history. Eight participants were purposively selected for this research. For the research, participants were given a questionnaire and also took part in an interview. Interpretative phenomenological analysis was employed in conjunction with NVivo software to analyze the data. Themes indicated that educators were only vaguely familiar with the bans and legislation; they all expressed their personal feelings and concerns for students. Other themes pertained to curriculum content factors, the impact of the changed narrative, and the training and professional development required to implement it. This study’s findings demonstrated that, despite educators' disagreement with legal mandates, many feel they are not as familiar with their state’s regulations as they would like to be. Recommendations and contributions for practice for future research include examining the long-term impact of amended curricula on student knowledge, social attitudes, and civic engagement of American history.Item The Practicability of the Bank Secrecy Act in Combating Illegal Financial Flow: A Sequential Explanatory and Non-Experimental Correlational Study(2026-02)The Bank Secrecy Act, passed by Congress and signed by President Nixon on October 26, 1970, was intended to help banks detect and prevent money laundering and other financial crimes. While the Act had good intentions, it has faced challenges, particularly due to high compliance costs, raising doubts about its effectiveness. This study examines how compliance with the Act relates to illegal financial flow activities and the factors that have led to noncompliance. The main problem is that the Bank Secrecy Act has struggled to curb illegal financial flows due to these compliance challenges. This study focused on 72 commercial banks in New Jersey and included participants such as Bank Secrecy Act officers, auditors, IT officers, management staff, and CEOs. The study employed a mixed-methods design using random and purposive sampling. Data was collected via an online questionnaire in Qualtrics, and selected government reports and archives were reviewed to support the findings. The analysis employed Spearman’s correlation and content analysis of archived records. The results showed a moderate association between compliance with the Bank Secrecy Act and the occurrence of illegal financial flows. However, the Act has not been very effective, mainly due to noncompliance. Noncompliance has been due to various reasons, including the costs of complying with the rules and the specific goals organizations pursue. All parties and stakeholders, especially enforcement agencies, need to work together to encourage compliance with the Act rather than relying solely on fines and penalties. If these noncompliance issues are not tackled, they could harm the integrity of financial systems. It is recommended to examine broader motivational factors to improve compliance rather than relying solely on punitive measures. A nationwide survey could also help capture a wider variety of responses and identify overall trends related to this problem.
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