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.
Recent Submissions
Item Examining Parent Dropout from Parent-Based Treatments for Elementary School-Aged Children with Oppositional Defiant Disorder(2024-08-30)This research article is compiling and synthesizing the current research on reducing dropout from parent-based interventions for oppositional defiant disorder. Previous research has identified factors related to inducing dropout as well as explored potential actions for addressing dropout. Past research has lacked a unified theoretical framework to explain dropout and why interventions may be successful at reducing dropout in this population. The present study has conducted an analysis of the current literature and explored the potential for Deci and Ryan's self-determination theory as an appropriate framework for researchers and clinicians to use to understand dropout from parent-based treatments for oppositional defiant disorder.Item Understanding ADHD's Influence on Self-Perception in Children and Youth(2024-08-19)This comprehensive literature review investigates the impact of attention-deficit hyperactivity disorder (ADHD) diagnosis on the self-perception of children and adolescents. The study explores how ADHD influences self-concept, cognitive and emotional functioning, and social dynamics, emphasizing the complex interplay between these factors in shaping the identities of young individuals. An analysis of peer-reviewed, English-language studies published between 2018 and 2024, and a thematic synthesis revealed that formulating self- identity, cognitive and emotional challenges, perception biases, and the critical role of social interactions influence the self-perception of diagnosed young people. The findings highlight the importance of culturally sensitive interventions, tailored psychoeducation, and therapeutic approaches focusing on strengths rather than deficits. Additionally, the research advocates for integrating social skills training and the need for systemic changes to improve access to evidence-based care. This review provides valuable insights for clinicians, educators, and policymakers, emphasizing the need for a holistic approach to supporting the mental health and well-being of children and adolescents diagnosed with ADHD.Item Transformational Leadership: Developing a Culture of Curiosity, Growth, and Professional Development(2024-09)This capstone study examines the role of transformational leadership in fostering professional learning communities dedicated to continuous growth and development. Research indicates that by engaging with the learning team, school leaders can cultivate a collaborative community of teachers who pursue ongoing improvement through their colleagues, thereby enhancing the team's overall capacity. When teachers collaborate, they are more effective in solving problems and addressing challenges than when working alone. Transformational leadership leverages in-house expertise to broaden knowledge and understanding across the team. Professional learning communities enable transformational leaders to strengthen teacher self-efficacy and collective efficacy as teachers witnessing student achievement realize the impact of their efforts. In the 21st-century, where learners evolve rapidly, a single individual cannot address all needs; instead, a collaborative team is essential. Transformational leaders develop a shared purpose, motivating and encouraging teachers to work towards continuous improvement. School leaders must build supportive and trusting relationships with teachers, allowing them to take risks without fearing failure. This involves fostering continuous collaboration through collegial visits whereby teachers observe teaching practices and engage in constructive discussions that promote critical reflection. This enhances the team’s efficacy, as they collectively see their efforts positively influencing student success and achievementItem Cultural Perspectives on ADHD Diagnosis in Adolescents from Immigrant Families in North America: Impact on Recognition, Treatment, and Management(2024-08-31)This capstone project investigates Cultural Perspectives on ADHD Diagnosis in Adolescents from Immigrant Families in Canada to address a significant gap in understanding how cultural factors impact the recognition, treatment, and management of attention-deficit/hyperactivity disorder (ADHD). Recent studies by Dong et al. (2020) and Koschorke et al. (2017) highlight the need for culturally sensitive assessment tools and the impact of cultural stigma on the acceptance of the universality of stigma related to mental illness (Anglin et al., 2020). Guided by a theoretical framework, the capstone research questions focus on understanding how cultural perspectives influence the recognition of ADHD symptoms, choice of treatment modalities, and adherence to treatment plans. The hypothesis is that cultural factors significantly shape these aspects, contributing to unique challenges and opportunities within immigrant families. This capstone project aims to contribute valuable insights into the cultural perspectives on ADHD within immigrant families in Canada or North America. Shedding light on these dynamics has the potential to inform the development of more inclusive and practical approaches to diagnosing and managing ADHD, fostering culturally competent healthcare practices.Item Fostering Growth Through Student Self-Image Development and Classroom Engagement to Create an Effective Team; A Classroom Action Research Study(2024-09-04)This was a classroom action research study focused on unifying student growth, beliefs, and abilities by uniting students, encouraging them to take part in building classroom community, and increase student engagement to create an effective team. The participants were a 2nd grade classroom of 22 students. 17 students' primary language was Spanish, 2 students primary language was Arabic, 1 student's primary language was Russian, 1 student's primary language was Ukrainian, and 1 student's primary language was English. A question that arose during this investigation was how I build student confidence and allow them to grow individually as well as a larger community of learners. My goal was to ensure that students of all backgrounds and personality types were able to bond, trust each other, grow as individuals, and learn in a collaborative environment to become an effective team. By collecting qualitative data spanning 9 weeks of the school year, I implemented videos, affirmations, mindfulness practices, and group lessons with games week to week in order to promote student self-confidence, foster growth, belief in their own learning abilities, develop classroom engagement, and build community to create an inclusive team environment. Results showed correlation between whole group learning through games and team building with positive inclusive outlooks. As well as positive reflections with the mindfulness applications and an improvement in students reporting positive school day outlooks.
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