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Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Valérie benoit.

1 Department of Special Education, University of Teacher Education, 1014 Lausanne, Switzerland

Piera Gabola

2 Department of Development from Childhood to Adulthood, University of Teacher Education, 1014 Lausanne, Switzerland; [email protected]

Associated Data

Data are available on request.

Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.

1. Introduction

Children’s well-being is often associated with objective aspects such as demographic and socio-economic characteristics [ 1 ]. In particular, poverty (lack of basic material resources, limited access to health care, and lack of family time) is known to affect, as are other environmental and social issues, youth’s physical and mental health (see, e.g., [ 2 ]). It could also affect happiness, another indicator of well-being, in multiple ways by directly or indirectly involving the child [ 3 ] (p. 336). In addition to objective aspects, well-being can also be defined more broadly as a subjective experience, i.e., the perception that individuals have of how well their lives are going (see, for example, [ 4 ], p. 295). In the field of positive psychology, Seligman [ 5 ] indeed defines well-being as “the positive evaluation that people make of their lives” and it “includes positive emotion, engagement satisfaction, and meaning” [ 6 ] (p. 1). Positive psychology considers well-being from two perspectives: first, hedonic or subjective well-being is related to positive affect (e.g., happiness), experiences of negative emotions (e.g., trauma and loss of a person), and life satisfaction [ 7 ]. Second, eudemonic or psychological well-being is operationalized with positive relationships, autonomy, and purpose in life [ 8 ]. Theses perspectives have implications in terms of measuring, despite the most popular measures of well-being are those that assess overall satisfaction or happiness in life [ 9 ]. Although it is rare to find studies on the development of programs that include subjective or eudemonic well-being for children at the school or preschool level, positive psychology emphasizes the importance of creating constructive living environments (e.g., families or institutions) throughout the life cycle. The promotion of healthy environmental systems, particularly healthy school environments, is essential to promoting the well-being and mental health of children and young children [ 10 ]. Aspects of social and emotional developmental are no less important for children’s well-being and mental health. Thus, even before entering school, skills such as self-confidence, developing positive relationships, and expressing emotions effectively are essential for the future development of young children [ 11 ]. A study including 52 systematic reviews and meta-analyses endorses the importance of promoting well-being and preventing mental health problems in schools through early intervention with young children, especially in areas that develop emotional and social skills [ 12 ].

Currently, there are many interventions aimed at developing and adjusting emotional and social skills in school, such as social and emotional learning (SEL) programs (see e.g., [ 13 ]) or positive youth development (PYD) interventions (see e.g., [ 14 ]). However, there seems to be a need to integrate or add other programs whose primary aim is to improve young children’s mental health by targeting well-being as a motivating factor to feel competent in future learning, reducing stress and increasing life satisfaction. Research in the field of positive psychology, the science of well-being and the study of optimal human functioning [ 15 ], aims in particular at evaluating practices that can improve well-being in the human life cycle [ 16 ].

The research community in positive psychology focuses specifically on positive emotions and positive character traits to improve mental health and promote well-being. The experience of positive emotions contributes to the development of social, physical, intellectual, and psychological resources [ 17 ] in adults and adolescents, and also in children. Indeed, the foundations of emotional development are set during childhood and influence the emergence of social and cognitive processes during this period [ 18 ]. Positive character traits such as optimism [ 19 ] are a quality in youth and adults, and also a potentially beneficial quality for child development [ 20 ]. Teaching optimism to children can prevent anxiety and depression problems [ 21 ]. Research has also shown that children with higher levels of hope, another positive trait, are more positive about themselves and less depressed than children with lower levels of hope are [ 22 ].

In order to test practices that can improve well-being, researchers in positive psychology use placebo-controlled trials of positive psychology interventions (PPIs). These are programs based on practices consistent with positive psychology theory to promote sustainable well-being [ 23 ]. Positive psychology interventions are often based on Seligman’s [ 24 ] PERMA model, which refers to five conditions: positive emotions, which refer to feelings that motivate human actions, such as happiness, pleasure, and optimism; engagement , which refers to participation and concentration (flow state) in learning activities; relationships , which refers to the perception of having positive and secure relationships, receiving support and appreciation; perceived meaning , which involves being able to use one’s strengths to accomplish a goal that is important to oneself; personal accomplishment , which refers to the feeling of having achieved personal goals. This model has been adapted to the educational context with the incorporation of a sixth condition, health , generating the PERMA(H) model [ 25 ]. Health refers to optimal physical, emotional, and psychological health, which are crucial aspects of well-being, especially in creating good habits at an early stage for long-term health benefits [ 25 , 26 ]. According to this model, well-being consists of fulfilling one or more of these dimensions, measured independently of each other, which are essential not only for well-being but also for fostering positive affect, the development of secure relationships, life satisfaction, and reducing the risk of mental health problems, including in young children. While the use of these dimensions is a useful and beneficial way to explore well-being, it is also true that while much has been done to depict the dimensions of well-being, there is little to no consensus in the literature on the definition of well-being [ 27 , 28 , 29 , 30 ]. “Well-being lacks definition, both as a concept and in practice. Thus there emerges a range of factors identified as inherent in it or against which it is recognizable and/or measurable” [ 29 ] (p. 183). In order to go beyond the dimensions and descriptions of well-being in previous research, Dodge et al. [ 30 ] proposed a new definition of well-being, which is intended to be simple, universal, and as close as possible to the need for equilibrium or homeostasis of any individual. Thus, they define “well-being as the balance point between an individual’s resource pool and the challenges faced” (p. 230). Another strength of this definition is its optimism, which links it to positive psychology. In this sense, individuals are perceived as agents of their happiness or well-being, who can act on their resources and challenges to maintain a certain state of balance [ 5 , 30 ]. This self-management can be learned and taught, and this is also what positive psychology intervention programs aim to do when they seek to develop or promote well-being, particularly from elements such as those represented in the PERMA(H) model.

1.1. Background on the Effects of PPIs

Several meta-analyses conducted with adult samples [ 31 , 32 , 33 , 34 , 35 , 36 ], with younger people, mainly from 8 to 18 years old [ 37 , 38 , 39 ], or with both [ 40 ] have reported PPIs’ effect on participants’ via increased levels of well-being and decreased levels in depressive, anxiety and stress symptoms compared to the control group. These meta-analyses were conducted with clinical and nonclinical samples, in Western and non-Western countries. Significant small-to-medium effects of PPIs on increasing strengths and quality of life were reported by Carr et al. [ 40 ]. Some of these meta-analyses [ 31 , 32 , 38 ] also reported that findings remained significant after follow-up (two to twelve months), such as decreased depressive symptoms or increased well-being in adults as well as in young people. In terms of moderator impacts (e.g., age, clinical status, and program duration), Carr et al. [ 40 ] found notably that PPIs’ effects were higher on quality of life within younger samples and on well-being within older samples. Likewise, Sin and Lyubomirsky [ 35 ] reported that age was one of the factors that influenced the effectiveness of the intervention, along with depression status, self-selection, and format and duration of the interventions. In line with Bolier et al. [ 31 ] and Sin and Lyubomirsky [ 35 ], Carr et al. [ 40 ] also showed greatest advantages when PPIs were provided in a long-term individual or group therapy format in clinical population. On the contrary, in a nonclinical population, in an educational context or in another context and with a group or individual, findings indicated that brief PPIs were more effective [ 40 ]. Some of these results need to be considered in light of certain limitations, primarily the bias associated with small sample sizes. Indeed, White et al. [ 41 ] reanalyzed two highly cited meta-analyses that examined the effectiveness of PPIs on well-being and depression, namely, Bolier et al. [ 31 ] and Sin and Lyubomirsky [ 35 ]. By taking into account the small-sample-size bias, the results of White et al. [ 41 ] indicated that the effectiveness of PPIs on well-being was smaller than the effects found, in particular, by Bolier et al. [ 31 ] and, to a lesser extent, by Sin and Lyubomirsky [ 35 ], but still significant. In contrast, their results also indicated that “the effects of PPIs on depression were variable, dependent on outliers, and generally not significant” (p. 1). In line with other researchers arguing for preliminary power analysis to establish an appropriate sample size (e.g., [ 32 , 40 ]), White et al. [ 41 ] called for more PPI research with a larger sample size.

While positive psychology emerged in the 2000s, its application in the form of positive education and positive intervention in schools arrived later [ 42 ]. PPIs in schools are many and different, but they share a common goal: to improve the developmental trajectory of young people and prevent possible future difficulties by teaching positive behaviors [ 43 ]. Benefits of positive psychology interventions in schools have been demonstrated notably through systematic meta-analyses [ 43 ]. For instance, Brunwasser et al. [ 38 ] indicated significant effects of a resilience intervention (Penn Resiliency Programme, PRP) on young people’s levels of depressive symptoms (but not on depressive diagnoses), i.e., lower levels, especially at the post-test follow-up measurement point. On the contrary, the meta-analysis by Bastounis et al. [ 37 ], conducted to evaluate the effectiveness of a resilience intervention (PRP) to prevent depression and anxiety in students aged 8–17 years, showed that there is no evidence that these programs and derivatives reduce depression or anxiety. Likewise, although the meta-analysis by Renshaw and Olinger Steeves [ 39 ] provided evidence that gratitude is an indicator of subjective well-being in young people (e.g., gratitude is positively associated with positive affects or negatively associated with depression), it also reported that gratitude-based interventions are poorly effective. Despite these mixed results, positive psychology interventions have, as with prevention programs [ 14 , 44 ], the advantage of focusing on all students, children or young children, and not just on those with problems. McCabe et al. [ 45 ], referring to Meyers and Meyers [ 46 ], pointed out that “exercises in positive psychology to teach concepts such as happiness, gratitude, and life satisfaction can be implemented in schools as measures of primary prevention to promote individual growth as well as positive interactions among all students, not just those at risk” (p. 180). Similarly, enjoyment of school work seems to play a more important role on motivation than the role of anxiety [ 47 ]. The school context is therefore seen as a key criterion for assessing the well-being of children. Children’s quality of life is also an important indicator reported in international OECD surveys, as poor schooling has later consequences for the adult life course [ 48 ]. Finally, a positive school climate has an impact on children’s happiness and well-being at school [ 45 ].

1.2. Study Objective

With the exception of the meta-analysis by Carr et al. [ 40 ], where 20% of the selected studies were conducted on samples of children and adolescents (<18 years old), previous meta-analyses were mainly based on the effects of PPIs in adults. Although three meta-analyses have been conducted on the effects of PPIs in young people [ 37 , 38 , 39 ], most of the samples are from late childhood or adolescence rather than from early childhood. Given the interest of positive psychology in preventing mental health problems by improving the well-being and quality of life of children, adolescents, and adults, research on this topic targeting children in early childhood seems crucial in terms of promoting healthy living environments, positive habits, as well as in an inclusive perspective [ 49 ]. Indeed, early childhood is a fundamental period of emotional and cognitive development. It is therefore considered to be a particularly favorable time for fostering future well-being in life [ 45 ]. However, little is known about the benefits of PPIs for young children. Thus, the purpose of this systematic literature review is to examine studies that have demonstrated the effectiveness of positive psychology interventions on the well-being of young children (<6 years old), both in the context of preschool education with educators or teachers and in the family context with parents. It is essential that parents, educators, and teachers have knowledge and understanding of such programs (PPIs) and their effectiveness in order to encourage, in a promotional and preventive perspective, the development of well-being in early childhood. Indeed, “increases in well-being are likely to produce increases in learning, the traditional goal of education”, but also increases in life satisfaction and decreases in depression [ 42 ] (p. 294).

2. Materials and Methods

The search process adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 50 ]. Literature searches of original studies published from 2000 to 2020 (as of 22 October 2020) were conducted in Web of science (Core Collection), OVID, and PubMed electronic databases. Various keywords were used in the search, including terms describing (1) the research area and the application (e.g., positive psychology intervention or positive psychology program), (2) the evaluation (e.g., intervention effect or efficacy), (3) elements associated with the PERMA(H) model and possible outcomes (e.g., well-being, quality of life, mental health, positive emotion, engagement, meaning, relationship, or achievement), and (4) the target population or setting (e.g., young children, toddler, preschool, kindergarten, or parent).

The inclusion criteria allowed for the selection of only (1) peer-reviewed studies (2) published from 2000 to 2020, (3) written in English, and (4) measuring the effects of (5) a positive psychology intervention (PPI) on (6) the well-being of (7) young children (<6 years old). More specifically, participants could be male or female children, with or without disabilities, with or without physical or mental health issues, and from community or clinical samples. Studies with samples of preschool and older children were also retained. In addition, the interventions were to aim to improve children’s well-being through activities related to positive psychology theory (i.e., PPIs). There were no restrictions on the professional experience of those conducting the interventions, the contexts in which the programs were carried out, or the mode of implementation. Only studies reporting data both before and after the intervention (with or without a follow-up measure) using self-report or clinician/researcher-administered psychometric instruments were retained. Studies with no alternative control groups, as well as studies without control groups were taken into account. Well-being was considered in its broad definition and was associated with at least one dimension of the PERMA(H) model [ 24 , 25 ]. No other limitations in terms of outcomes were imposed.

Exclusion criteria were (1) study sample over 6 years old only (e.g., primary school children, adolescents, or adults), (2) absence of PPI, (3) absence of outcomes, outcomes not reported or qualitative results only, (4) no pre-/post-test assessment, (5) no variable linked to PERMA(H) model, (6) literature review or books, and (7) grey literature (e.g., dissertations or conference proceedings). Studies on positive parenting programs (i.e., Triple P) have also been excluded as their efficacy has already been widely demonstrated (e.g., [ 51 , 52 ]). The screening process was conducted in Excel sheets; no automation tools were used. For the entire process, the two authors discussed discrepancies between their respective independent evaluation until they reached consensus.

In line with inclusion criteria, data extraction was carried out using the PICOTS method [ 53 ] and performed in a double-blind manner by listing, in an Excel sheet, the following categories: authors, year of publication, country, study objective, population characteristics (age, gender, and developmental characteristics), intervention (type and description), comparator (e.g., control group), method used, assessment instruments, time, setting, and outcomes in terms of effects of positive education intervention programs on children’s well-being. Thus, outcomes were subdivided with the PERMA(H) model dimensions (i.e., positive emotions, engagement, relationships, meaning, accomplishment, and health) [ 24 , 25 ]. The health dimension has been subdivided into five categories: mental health (i.e., behavior problems), emotional well-being, global well-being, self-esteem, and life satisfaction. The discrepancies were discussed and recoded by both authors in order to reach full agreement.

3.1. Identification of Eligible Studies

As presented in the PRISMA flow diagram ( Figure 1 ), the initial literature searches returned 762 papers, and 715 results remained after removing duplicates. Title and summary screening led to the removal of 685 articles not meeting the inclusion criteria, mostly due to population ineligibility (>6 years old), nonrelevant content and form (e.g., conference paper, review, language other than English, or incorrect reference). A total of 30 studies were included by the title and abstract screening for text eligibility. Discrepancies in eligibility were discussed between the authors until a consensus was reached. Finally, 27 publications did not fit the inclusion criteria (e.g., population characteristics, absence of PPI, review or theoretical, or no English language), and only three studies remained for review.

PRISMA flow diagram. * Reasons for exclusion included ineligible population (n = 15), ineligible intervention (n = 9), outcomes not reported (n = 3), other (irrelevant content, n = 1; ineligible language, n = 1; inadequate methodology, n = 1). Adapted from Moher et al. [ 54 ].

The following sections present the detailed results according to the PICOTS method for intervention studies reviews [ 53 ]. The population of the studies is described first, followed by the characteristics of the interventions, including information on comparator, time, and setting. This is followed by details on key methods of the studies (e.g., research design and assessment instrument). Finally, results in terms of the effects of positive psychology interventions on young children’s well-being are reported using the variables related to the PERMA(H) model.

3.2. Populations of the Studies Reviewed

Table 1 provides an overview of the selected studies in terms of country, sample, and intervention characteristics. The selected studies were conducted in three different countries (Netherlands, the USA, and Israel) and published in the last decade (2013 to 2020). Sample characteristics indicate that only one study included a specific sample of young children (<6 years; 315 children aged 3–6 years [ 55 ]). The other two included a broader age range of 4–12 years [ 56 , 57 ]. Results of Elfrink et al. [ 56 ] are discriminated for children from grade 1 (4–5 years) to grade 3 (6–7 years), with n = 32 remaining after parental permission, but not for preschoolers in grades 1 and 2 only. No such distinction is provided in the study by Owens and Patterson [ 57 ]. This finding reflects the current paucity of research focusing solely on preschoolers. Only one study included other populations in its sample, namely, parents and school staff [ 56 ]. In all selected studies, the ratio of girls to boys is well balanced (see Table 1 ). Finally, all three studies used a community sample without mentioning or focusing on children with special educational needs.

Overview of the positive psychology intervention programs.

3.3. Interventions, Comparators, Time and Research Settings

The positive psychology interventions of the three selected studies are very different in terms of content, duration, target population, and settings. An overview of the PPI characteristics is described in Table 1 . Their commonalities are highlighted further below.

In terms of setting, and as they did not target a unique preschool population, Owens and Patterson [ 57 ] recruited participants from suburban schools of middle- to lower-middle-class population. Elfrink et al. [ 56 ] selected two schools (rural/urban) in Netherlands in line with previous recommendations of “whole-school approach to positive education for primary schools” (p. 216). Shoshani and Slone [ 55 ] selected 12 demographically similar preschool classrooms in a central city in northern Israel (same geographic area). Regarding duration, one study [ 57 ] was conducted over a few weeks, comprising four to six intervention sessions. The other two studies [ 56 , 57 ] were conducted over a school year, with a consequently larger number of sessions.

Although only two studies [ 55 , 56 ] explicitly refer to the PERMA(H) Seligman’s [ 24 ] model, all three examined how PPIs are applied to the educational context. We can argue that the dimensions studied in each study can fit into one or more areas of the PERMA(H) model. The emotional dimension is taken into account in most studies as an essential aspect of young children’s well-being. As shown in Table 1 , the positive emotion of empathy is developed in one program [ 55 ] and the positive emotion of gratitude in two programs [ 55 , 57 ]. Engagement was worked on in two of the three programs considered [ 55 , 56 ], positive relationships in one program [ 55 ] and accomplishment in two [ 55 , 57 ]. Meaning has not been addressed in these programs.

3.4. Key Methods of the Reviewed Studies

With the aim of examining the effects of an intervention, the selected studies all used a longitudinal research design (see Table 2 ). All included at least two measurement points, pre- and post-intervention, at intervals of a few weeks [ 57 ] or several months within the same school year [ 55 , 56 ]. No study included an additional midpoint measurement or a delayed post-test follow-up measurement point. Two of the selected studies opted for a quasi-experimental design. The study by Shoshani and Slone [ 55 ] compared 160 children in the intervention condition to 155 children in demographically similar control classes. Owens and Patterson [ 57 ] compared three groups: an intervention group (gratitude condition), an alternative intervention group (best possible selves’ condition), and a control group. Elfrink et al. [ 56 ] did not include a control group. However, it is the only study to adopt a whole-school approach and to present a mixed-method research design by adding qualitative interviews with parents and school staff to quantitative measures.

Methodological characteristics, measures, and outcome summary of positive psychology interventions on children’s well-being.

To measure outcomes associated with children’s well-being through variables related to the PERMA(H) model, a number of reliable assessment instruments were used ( Table 2 ), either self-reports in individual interviews with the researchers or parent report: The Positive and Negative Affect Scale for Children (PANAS-C [ 58 , 59 ]) [ 55 , 57 ], a modified version of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS [ 60 ]), the Affective Situations Test for Empathy (FASTE [ 61 ]), the Perceived Competence Scale for Children (PCS-C [ 62 ]) to measure self-esteem, and the Kiddy Health-Related Quality of Life for children questionnaire (KINDL-R [ 63 ]) to measure children’s well-being. Shoshani and Slone [ 55 ] also assessed children behavioral regulation with the Head-to-Toes task (HTKS [ 64 ]) as well as children’s learning behaviors with the Approaches to Learning Scale (ALS [ 65 ]). Some instruments were modified in several ways to be completed by children, particularly preschoolers (e.g., items were read aloud; wording was simplified; the response scale was reduced; the Likert scale was pictured; see, e.g., [ 55 ]). The student–teacher relationship was completed by teachers in Elfrink et al.’s [ 56 ] study with the Leerkracht Leerling Relatie Vragenlijst (LLRV [ 66 ]). Finally, two of the selected studies [ 55 , 56 ] also assessed outcome variables related to the health dimension, namely, children’s emotional and behavioral functioning (or mental health), measured with the Strength and Difficulties Questionnaire (SDQ [ 67 ]) parent report form.

3.5. PPIs’ Effects on Preschool Children’s Well-Being

The results of the selected studies are summarized in Table 2 . They are presented according to the PERMA(H) model, with the exception of the dimension meaning, as none of the selected studies reported outcomes on it.

3.5.1. Positive Emotions

Two studies examined the impact of PPIs on positive and negative affect [ 55 , 57 ]. Their results differ slightly. Owens and Patterson [ 57 ] found no effect on positive affect in any condition (i.e., gratitude, best possible selves condition, or control condition). However, they showed that children as young as 5 or 6 years old were able to experience and to express gratitude for a variety of people or events (i.e., through drawing and explaining what they were grateful for).

Although neither Owens and Patterson [ 57 ] nor Shoshani and Slone [ 55 ] found any effects of the PPIs on negative emotions, Shoshani and Slone [ 55 ] found a significant increase in positive emotions after the intervention in the experimental group, especially empathy, as reported by the children themselves and their parents.

3.5.2. Engagement

The positive impact of the PPIs on children’s engagement in classroom activities is supported by qualitative evidence reported by teachers in the study by Elfrink et al. [ 56 ]. Teachers also reported how the program led them to improve their ability to observe and support students’ engagement. Similarly, teachers in the study by Shoshani and Slone [ 55 ] reported a significant increase in children’s engagement in the intervention group (medium effect size) but not in the control group. However, they did not find a significant impact of the PPI on children’s self-regulation.

3.5.3. Relationships

Shoshani and Slone [ 55 ] reported a significant increase of pro-social behaviors in the intervention group, but not in the control group. Although pro-social behaviors can lead to more positive relationships, no significant change in the overall teachers’ perception of his or her relationship with the students was found between pre- and post-intervention in Elfrink et al.’s [ 56 ] study. However, subscale scores revealed that such PPIs lead to significant improvements in teachers’ closeness with students, including experiences of enhanced affection, warmth, and communication. In addition, in this study, parents reported a positive impact of the intervention on the overall school climate (large effect size), with a significant improvement in subscale scores such as “supportive cooperation and active learning”, “forbidding physical punishment and violence”, “not tolerating bullying, harassment and discrimination” and “promoting equal opportunities and participation in decision-making”.

3.5.4. Accomplishment

This dimension is examined very differently in two of the selected studies. Elfrink et al. [ 56 ] reported that the PPIs improved teachers’ awareness of students’ skills and talents, which are known to be critical for achievement. In Shoshani and Slone’s [ 55 ] study, teachers reported improved preschool functioning in the intervention group (i.e., positive learning behaviors: enthusiasm for learning, attention, autonomy, and persistence).

3.5.5. Health—Well-Being

Several studies measured the PPIs’ effect on children’s overall well-being. Elfrink et al. [ 56 ] reported a positive impact on children’s self-report of well-being, with a larger effect for younger children on health-related quality of life (p. 224). Owens and Patterson [ 57 ] as well as Shoshani and Slone [ 55 ] measured children’s well-being through life satisfaction. Unlike Owens and Patterson [ 57 ], who found no significant effect of the intervention on life satisfaction (regardless of condition), Shoshani and Slone [ 55 ] found a significant increase in children’s life satisfaction in the intervention group but not in the control group. Regarding self-esteem, which is often acknowledged as a predictor of later health condition, Owens and Patterson [ 57 ] found a significant increase over time in the best possible selves condition, but not in the gratitude or control condition.

Two studies also examined the effect of PPIs on well-being in terms of mental health (i.e., behavior problems) measured with the SDQ. In this case, results also differ. Elfrink et al. [ 56 ] noted a positive impact of the intervention on behavior problems, including hyperactivity, emotional problems, and relationship problems. However, although the total difficulty score showed a significant decrease between pre- and post-intervention (medium to large effect size), no significant changes were found in the subscales. These quantitative results were confirmed by qualitative evidence from teachers about the positive impact of PPI on children’s positive behavior. Parents also reported a decrease in behavioral difficulties. On the contrary, Shoshani and Slone [ 55 ] found no change in mental health difficulties after the intervention. They found a significant effect of time in both the experimental and control groups i.e., a decrease in mental health difficulties.

3.5.6. Moderator Effects

All selected studies controlled for moderator effects. Among different variables (e.g., age, educational level, gender, family, and socio-economic status), only age and gender had significant effects. Shoshani and Slone [ 55 ] reported that age was the only variable found to be significantly correlated with one outcome variable (conduct problems). They also found that children’s age was positively related to higher subjective well-being and lower mental health problems at the beginning of their study. As for Owens and Patterson [ 57 ], their results indicated age effects on the frequency of realistic possible selves responding (i.e., declining with age). Finally, Elfrink et al. [ 56 ] reported larger effects of the PPI on quality of life (health-related variable) in younger children than in older ones.

In Owens and Patterson’s [ 57 ] study, gender was found to have significant effects in that girls reported realistic best possible selves more frequently than boys did. Without having a significant effect on the outcome variables, Shoshani and Slone [ 55 ] also found a gender difference, with boys having more behavior problems and fewer positive and negative emotions than girls.

4. Discussion

The aim of this review was to examine the effects of positive psychology interventions on the well-being of young children (<6 years), both in the context of preschool education with educators or teachers and in the family context with parents. Our review produced only three articles that met our criteria. However, the results of the selected studies provide preliminary support for the usefulness of PPIs in improving the well-being of young children. Before discussing these main findings in relation to the PERMA(H) model, we first present a general discussion based on the descriptive characteristics of the selected studies. The main limitations of our study will then be discussed, and implications for practice and future research will be highlighted.

4.1. Overall Discussion

Descriptive characteristics from the three selected studies indicate firstly that empirical interest in the effects of PPIs on young children is relatively recent, with the first published study dating from 2013. More importantly, these studies are extremely rare and have been conducted exclusively in school or after-school settings, but not in family settings. Moreover, the selected studies only included typically developing young children aged 3–6 years, leaving out children aged 0–2 years and children with special educational needs. This is consistent with previous meta-analyses of the effects of PPIs, indicating that positive psychology interventions appear to be most applicable with adults and youth in late childhood and adolescence, as well as in the educational context, and less so in the family context. In a related area, Renshaw and Olinger Steeves [ 39 ] also reported a very small number of studies examining the effects of gratitude-based interventions among young people (i.e., n = 5). However, several explanatory hypotheses deserve to be addressed.

First of all, one of the necessary conditions for implementing PPIs in schools and other educational settings (e.g., daycare) is to have trained educators, notably because they can be the connection between school and families [ 68 ]. For parents, being trained allows them to contribute and reinforce at home the message that children learn at school [ 12 ]. However, positive psychology is not yet well developed in the initial training of teachers or educators, implying that researchers in this field have to train participants, which takes time and resources. The intervention design of two of the selected studies [ 55 , 56 ] in our review included teacher and/or parent training in positive psychology or related area. Training in positive psychology prior to or concurrent with the intervention led to several advantages. Elfrink et al.’s [ 56 ] qualitative results indeed indicated that both teachers and parents positively assessed the professional workshops they attended. In particular, teachers reported the importance of training focusing on practical strategies, guidelines, and activity-based resources to support the roll out (and the perpetuation) of positive psychology interventions (p. 225). The results of this pilot study also showed that over the course of the school year, the positive education program was gradually integrated into daily school activities and teachers were better able to understand their role in the program and to continually provide children with positive psychology-based activities. This highlights the importance of ongoing training for adults in such programs as well as the continued integration of positive psychology practices into daily school activities and routine educational practices, as has already been demonstrated for SEL programs [ 69 , 70 ]. However, more than specific knowledge and teaching strategies acquisition, there is a strong need for changes in educators’ attitudes, beliefs, and values [ 12 ].

Secondly, the lack of research on the effect of PPIs on the well-being of young children may be because preschools and kindergartens place a disproportionate emphasis on the cognitive aspects of being ready for school, while it would also be important to focus on well-being aspects (e.g., social and emotional aspects) from an early age [ 71 ].

Thirdly, this may also be due to the fact that measuring the effects of PPIs involves the administration of self-report questionnaires before and after the intervention. Yet, as reported by Park and Peterson [ 3 ], self-report questionnaires are a limitation in research with very young children due to their level of language development and cognitive maturation. Similarly, the aspects of “meaning” are difficult to include in interventions with young children [ 72 ] if researchers are to apply all of the five conditions of the PERMA model to assess well-being.

Gratitude interventions are also questionable in young children, despite Owens and Patterson [ 57 ] finding that children under 7 years of age are cognitively mature enough to experience and express it. Indeed, gratitude appears to be a process that is developing over several years and consolidating by mid-childhood [ 73 ], making the effectiveness of gratitude interventions unclear in the scientific literature, particularly for younger children [ 39 ].

Finally, another possible explanation for this lack of studies on the effects of positive psychology interventions on young children’s well-being is that positive psychology is a recent scientific discipline (emerging in the early 2000s). Chodkiewicz and Boyle [ 43 ] also point out that “it will not be until the discipline has matured and researchers are able to carry out more comprehensive and longitudinal research studies, along with extensive meta-analyses, that the research field will begin to see the full potential of school-based positive psychology programmes” (p. 72). In line with this hypothesis, the paucity of PPIs for young children can be due to the already widespread use of SEL programs [ 70 ], which also provide systematic training in preschool settings on how to support children’s social-emotional development and improve their self-regulation skills.

After these initial considerations, the following discussion is intended as a reasoned interpretation of the results obtained due to the main limitations of the study outlined hereafter.

4.2. PERMA(H) Outcomes

As mentioned in the introduction, the difficulty in finding a consensus definition of well-being can present significant barriers to the implementation and evaluation of programs aimed at improving well-being in schools (see, for example, [ 74 ]). Although the dimensions of the PERMA(H) model do not define well-being per se, they nevertheless represent constituent and measurable elements of well-being [ 30 , 75 ]. Indeed, these dimensions allowed us to not only select articles related to both positive psychology and well-being, but also to organize and aggregate research findings in this area.

Our findings on the PERMA(H) model outcomes point out that all different kinds of programs lead to positive effects on children’s overall well-being. Specifically, with regard to positive emotions, two studies [ 55 , 57 ] examined the impact of PPIs on positive and negative emotions. Yet, an increase in positive emotions in the experimental group was found in only one study [ 55 ], highlighting the potential of these programs to promote positive emotions in young children, but also its inconsistency. A possible explanation for this increase in positive emotions in the study by Shoshani and Slone [ 55 ] but not in Owens and Patterson’s [ 57 ] study relates to the different duration of the intervention, with the former lasting much longer (months) than the latter (weeks). While this is not consistent with the findings of Carr et al. [ 40 ] that, in general, short PPIs are more effective particularly in educational settings, it is consistent with the findings and recommendations of Weare and Nind [ 12 ] regarding school-based interventions of all kinds that promote child well-being. Another explanation for this discrepancy may lie in the nature or the format of the intervention. In the study by Shoshani and Slone [ 55 ], the intervention was run by preschool teachers, equipped with a manual containing practical and theoretical material on four modules addressing different themes, including a specific one on positive emotions. This is interesting considering that, as Villarreal et al. [ 76 ] reported, knowledge of the theory and usefulness behind a program positively influences teachers’ engagement in its implementation. In contrast, in Owens and Patterson’s [ 57 ] study, the intervention was managed by a research assistant. It could therefore be that teachers who are in constant contact with the pupils and have a strong relationship with them can influence students’ positive emotions more than a research assistant who barely knows the children can. Furthermore, teachers have the opportunity to be in contact with students even on school days when the intervention is not taking place, thus promoting the skills acquired during the intervention on an ongoing basis [ 77 ]. Finally, no significant effect on negative emotions was observed in the study by Shoshani and Slone [ 55 ]. According to the authors, this result can be explained by the duration of the program, which does not seem to be sufficient to learn how to manage negative emotions for such young children. Indeed, at this stage of life, the regulatory system is not yet developed. These are probably the same reasons why, in Owens and Patterson’s [ 57 ] study, gratitude interventions did not influence children’s negative affect.

Regarding the dimension of engagement, results from two studies showed that children’s engagement in school was reported by teachers to be improved by the intervention [ 55 , 56 ]. Although Elfrink et al. [ 56 ] did not find results using a control group, their findings are consistent with those of other studies that have also shown how implementing a school-wide positive education approach has positive effects on improving school engagement, as well as achievement and health [ 2 , 78 ]. This effect of PPIs is interesting considering (1) that preschoolers’ positive engagement promotes better attention and impulse control [ 79 , 80 ] and (2) that pupils’ cognitive and behavioral skills at the time of school entry can predict school engagement some years later [ 81 , 82 ]. Moreover, a continued focus on engagement allows children’s resources to be valued over their limitations, thereby improving their academic performance [ 83 ].

In terms of (positive) relationships , Elfrink et al. [ 56 ] found no significant improvement in the overall teacher–student relationship, but they did report a positive impact of the program on one subscale, namely, teachers’ closeness to children. Children’s behavior is notably predicted longitudinally by the quality of the teacher–child relationship [ 84 ]. Specifically, teachers who establish positive emotional connections with children create an environment that is conducive to children’s ability to self-regulate their behavior. The demands and supports available (e.g., provided by the teacher) within a preschool classroom also influence children’s ability to regulate their behavior, emotions, and thoughts [ 84 ]. Furthermore, Elfrink et al. [ 56 ] found a positive impact of the intervention on improving supportive cooperation, promoting equal opportunities, and participation in decision-making, elements that promote positive relationships. Their intervention also led to improvements in behaviors such as the prohibition of physical punishment and violence and the nontolerance of bullying, harassment, and discrimination.

Findings on accomplishment were found in two studies [ 55 , 56 ]. In the school context, this dimension includes achievement in different school areas [ 25 ]. Elfrink et al. [ 56 ] reported that teachers were more aware of students’ talents. Teachers in Shoshani and Slone’s [ 55 ] study reported greater positive approaches to learning (e.g., enthusiasm for learning, attention, persistence, and autonomy) among children in the experimental group than in the control group. Yet, attention and perseverance would have a mediating effect on the relationship between cognitive flexibility and school readiness [ 85 ]. According to Shoshani and Slone [ 55 ], a better preschool functioning “forms the base for a sense of achievement and acquisition of personal goals” and “lays the foundation for learning skills and engagement with learning, which are important qualities that will influence subsequent academic success” (p. 8). Similarly, these strengths are expected to enhance students’ flourishing in school, thereby increasing their satisfaction with school [ 86 ]. Achievement through the implementation of these positive psychology programs from an early age can be developed by working and reinforcing children’s talents (e.g., in music, drawing, or sport), thus paying more attention to the potential than to limitations of the pupils.

With regard to the health dimension, PPIs target health promotion by addressing quality of life and life satisfaction already in young children. In this respect, one of the selected studies showed significant increases in children’s self-report of life satisfaction [ 55 ] and another found a positive impact on younger children’s self-report of health-related quality of life [ 56 ]. In our view, these results enhance the likelihood that children who have participated in a positive psychology intervention will have positive emotional and social development as adults. This is also in line with the findings of Weare and Nind [ 12 ], who recommend that school-based interventions that promote mental health and prevent problems in schools start early with the youngest children, notably in order to develop social and emotional skills.

4.3. Key Limitations

Despite the large number of studies screened, the main limitation is the small number of studies that were ultimately selected (n = 3). This obstacle could have been overcome by conducting the literature search with other, less usual electronic databases, by including grey literature, or by using more creative search terms [ 87 ] (p. 239). However, as pointed out for meta-analyses [ 87 ], we argue that a very small number of studies selected for a systematic review can transparently indicate the empirical status of a research area. Indeed, it definitely highlights the need for further research on this topic, with young children (<6 years old) and especially in family and day-care settings. Moreover, when very few studies are selected and these have very different characteristics, the synthesis of results may be undefendable [ 87 ] (p. 241). Although this may be the case for our review, the numerous and precise inclusion and exclusion criteria and the use of a theoretical model (PERMA(H)) in the conduct of the literature review and in the extraction of data helped to present interesting results in a most transparent manner.

Another limitation is due to methodological concerns in the selected studies. For instance, one study did not use a control group, some have small sample size, and none of them used a delayed post-test follow-up measurement point. We can also point out the lack of assessment tools validated within children samples. In addition, studies including preschool and older children did not clearly identify preschool subsamples (<6 years old), which would allow the presentation of results differentiated by children’s age. Indeed, the effects of PPIs on young children may differ from those of older children, depending on the former’s ability to understand certain concepts (e.g., gratitude; [ 57 ]) or their ability to see things in a systematically positive way [ 56 , 63 ].

4.4. Practical Implications

The diversity of PPIs implemented in the three selected studies allows us to present some useful practical recommendations. Firstly, according to Elfrink et al. [ 56 ] and as discussed above, the implementation of PPI in educational settings needs to be combined with training for educators in order to have a synergistic effect on children. This training should address a number of issues, such as the explicit link between theory and practice or the possibility for school staff to “live” the tenets of positive education, i.e., the skills taught within a PPI [ 25 ] (p. 151). Thus, the training should provide educators with activity-based strategies and resources to implement theoretical concepts based on positive psychology in daily practice and to integrate them in the curriculum [ 25 ]. Training should also be ongoing in schools, especially in response to the specific needs of educators.

A whole-school framework, as in the study by Elfrink et al. [ 56 ], is also recommended to improve student well-being [ 12 , 31 , 42 , 78 ] and to embed positive education throughout the school system [ 2 , 25 ]. Indeed, this approach not only considers the curriculum and classroom setting, but also shapes the whole school, including its organization, relationships, physical environment, curriculum, and teaching practices [ 88 ].

Another practical implication concerns the duration of the intervention. Despite the paucity of selected studies and contrary to the findings of Carr et al. [ 40 ], longer interventions appear to be more effective, as has been shown for adult samples [ 31 , 35 ], for other school-based mental health interventions [ 12 ] or for intervention programs to improve well-being in the family context [ 89 ].

Finally, creative methods like drawing, role-playing, or child-to-adult dictation should be explored as means to implement PPIs [ 57 ]. For young children in particular, creative ways to develop character strengths can pave the way for promoting well-being [ 25 ].

4.5. Future Research

Taken together, our findings suggest that this topic is very poorly studied within young children. Further studies using robust research methods to explore the effectiveness of PPIs with large samples are therefore particularly needed [ 41 , 55 , 56 ], especially given the importance of schools benefiting from such programs to improve the emotional and social well-being of young children (see also [ 12 ]). Moreover, future research could benefit from building on the dimensions of the PERMA(H) model, as they provide a useful and valid conceptual framework not only for implementing practices (PPIs) that promote children’s (and more broadly teachers’ and school community’s) well-being, but also for evaluating their effectiveness, as demonstrated, for example, in Shoshani and Slone’s [ 55 ] study.

Authors also called for immediate impacts of PPIs as well as long-term effects on children, as well as on teachers and the school as a whole [ 25 , 56 ]. Monitoring the long-term effects of the seeds of positive education sown in early childhood with longitudinal studies is therefore a necessity [ 55 ] (p. 9). However, demonstrating the long-term benefits of PPIs cannot take place without greater monitoring of children’s well-being and increased research support for planned PPIs in educational settings, notably preschool. Thus, research in this area could also follow the example of research on the effects of SEL programs not only on general well-being but also on academic performance to help convince school policymakers and stakeholders to implement PPIs. Indeed, they should be able to see how well-being can benefit the development of academic skills [ 90 ] and see it as a complementary rather than a competitive goal [ 25 ].

In addition, all three selected studies used a community sample without focusing on children with special educational needs, despite the current international trend towards inclusive education. Although the PPI in Shoshani and Slone’s [ 55 ] study is integrative in nature and therefore relevant to children with diverse needs and backgrounds, future research could explore the impact of PPI also on young SEN children explicitly, including those with behavioral difficulties, using community and clinical samples. In comparison, the effects of social and emotional learning (SEL) programs in school, and notably among high-risk children, are already well demonstrated in a variety of areas such as achievement, misbehavior, and mental health (see e.g., [ 12 , 69 ]).

Moreover, it seems essential to construct and validate appropriate measurement tools for young children. In this regard, the adaptations made by Shoshani and Slone [ 55 ] are typical examples of avenues to be explored and validated. Finally, given that our results are only from three countries, it would be relevant to explore the effectiveness of these programs on young children’s well-being in other educational settings.

5. Conclusions

This article summarized 20 years of research on the impact of positive psychology interventions on the well-being of young children (<6 years). To our knowledge, this is the first systematic review of the literature to examine the effects of these programs on the well-being of such a young population. Despite encouraging results in various areas (e.g., positive emotions, social competency, and positive relationships), our review demonstrated the paucity of research examining positive psychology interventions for preschool children. As mentioned earlier, we believe that it is essential to integrate these interventions into existing programs (e.g., SEL) at an early stage so that they can play a positive role in children’s developmental trajectories. Indeed, early childhood is a time of major acquisitions in many areas, including social-emotional skills [ 91 ], which are known to support school readiness, help prevent later mental health issues [ 92 , 93 , 94 ], and to promote well-being, which in turn should be an indicator of school success [ 95 ]. Certainly, talking about well-being in terms of positive psychology (i.e., focusing on children’s resources rather than their limitations, [ 56 ]) is a shift in perspective. We are aware that there is much to be done, such as replicating and confirming the few existing studies, before clarifying the findings in the field of positive early childhood psychology [ 43 ] (p. 78).

Author Contributions

Conceptualization, V.B. and P.G.; methodology, V.B. and P.G.; software, Excel; validation, P.G. and V.B.; formal analysis, P.G. and V.B.; investigation, V.B. and P.G.; data curation 22 October 2020; writing—original draft preparation, V.B. and P.G.; writing—review and editing, V.B. and P.G.; visualization, P.G. and V.B.; supervision, V.B. and P.G.; project administration, V.B. and P.G. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Home > College of Social and Behavioral Sciences > Psychology > Psychology Theses, Projects, and Dissertations

Psychology Theses, Projects, and Dissertations

Theses/projects/dissertations from 2024 2024.

Impact of Perinatal Escitalopram Exposure on Adolescent Behavior , Jessica Bezenah - Bottorff

EFFECTS OF APOLIPOPROTEIN E, DEPRESSION, AND ANXIETY ON COGNITIVE DECLINE AMONG OLDER ADULTS AT RISK FOR ALZHEIMER’S DISEASE , Lea Hemphill

Career motivation as mediator between cultural self-construal and interest , Mengxuan Zhang

Theses/Projects/Dissertations from 2023 2023

WHY WE LEAVE: THE ROLE OF APPROACH AND AVOIDANCE MOTIVATIONS IN ROMANTIC RELATIONSHIP DISSOLUTION , Emily Connard

THE IMPACT OF TRANSFORMATIONAL LEADERSHIP AND WORKPLACE RELATIONSHIPS ON EMPLOYEE BURNOUT AND THEIR CORRELATION TO TURNOVER INTENTION AND ORGANIZATIONAL COMMITMENT , Teni Davoudian

Development and Validation of the Employee-Supervisor Attachment Scale , Johnny Doherty

Adverse Childhood Experiences Effects on Hot and Cool Executive Functioning , Miriam Gabrielle Fenton

BIOMARKERS OF OBJECTIVE CRITERIA FOR SUBTLE COGNITIVE DECLINE IN PARKINSON’S DISEASE , Mary Ellen Garcia

THE EFFECTS OF INNOVATIVE WORK CULTURE AND TRAINING QUALITY ON COUNTERPRODUCTIVE WORK BEHAVIORS , Emily Anne Garreton

Perceptions of Interpersonal and Intrapersonal Gains Following a Therapeutically Applied Tabletop Role Play Game Group , Tyler Giatroudakis

Pathways Through Care of Latinx Individuals Experiencing First-Episode Psychosis , Estevan Hernandez

BURNING OUT OF TIME: THE RELATIONSHIP BETWEEN FUTURE TIME PERSPECTIVE, WORKAHOLISM, PSYCHOLOGICAL CAPITAL, EMOTIONAL INTELLIGENCE, AND BURNOUT , Hira Ikram

AUTHENTICITY, SUPPORT, AND IDENTITY MANAGEMENT IN THE WORKPLACE FOR TRANSGENDER EMPLOYEES , Raeven Jones

EMPLOYEE PERCEPTIONS OF STRESSORS AT WORK: AN ATTACHMENT PERSPECTIVE , Emma Josephine Naudet

Psychological Distress and Problematic Video Gaming: The Role of Psychological Inflexibility and Emotion Dysregulation , Frank Nieblas

IMPACT OF SUBJECTIVE COGNITIVE COMPLAINTS ON MCI DIAGNOSTIC CRITERIA IN ALZHEIMER’S DISEASE , Rhiannon Rivas

One of Us: Monoracial Latinx Perspectives of Multiracial Latinx-White Individuals , Rosemary Rojas

Cerebrospinal Fluid Biomarkers Not Associated with Neurologic Compromise Among Mild Cognitively Impaired Reverters with Parkinson's Disease , Cameron Ryczek

THE EFFECT OF RESPONSE FORMAT ON FAKING IN PERSONALITY MEASUREMENTS USED FOR PERSONNEL SELECTION , Gilberto Sanchez

An Evaluation of Therapeutically Applied Role-Playing Games for Psychological and Social Functioning Amongst Youth/Young Adults , Adam Thomas Soleski

REPEATED TREATMENT WITH 5-HT1A AND 5-HT1B RECEPTOR AGONISTS: EVIDENCE OF TOLERANCE AND BEHAVIORAL SENSITIZATION , Jordan Taylor

Toxic Leadership and its effect on Employees' Subjective Well-Being , Vaishnavi Waldiya

GRIEF, DEPRESSION, AND WELL-BEING: THE ROLE OF SOCIAL SUPPORT AND PSYCHOLOGICAL INFLEXIBILITY , Ashley Wicochea

The Effects of Organizational Justice , Anneliese Yuenger

Overtime Worked and Its Effect on Burnout, Illness, and Health outcomes , Haoqiu Zhang

Theses/Projects/Dissertations from 2022 2022

THE EFFECT OF NUMERACY AND MATH ANXIETY ON WHOLE NUMBER BIAS , Jasmine Jessica Leanna Bonsel

THE INFLUENCE OF MOTIVATION, ROLE IDENTITY, AND PERCEIVED MEANINGFULNESS OF WORK ON THE RELATIONSHIP BETWEEN VOLUNTEER SATISFACTION AND VOLUNTEER CONTRIBUTION , Tonia Christine Caraveo

The Influence of Work-Life Balance Directionality on Retirement Decisions , Joshua Craig

The Relationship Between COVID-19 Stress, Psychological Inflexibility, and Psycholoical Well-Being , Alyx Duckering

AS SEEN ON TV: REPRESENTATION OF WOMEN IN ADVERTISEMENTS AND THE EFFECTS ON WOMEN’S SELF-PERCEPTIONS, SELF-OBJECTIFICATION, AND SELF-DEHUMANIZATION , Kori Gearhart

Social Comparison and Shifting in Quantitative Performance , Ashlee Pardo

TO PREVENT OR TO DECEIVE: THE EFFECTS OF ORGANIZATIONAL JUSTICE ON MALINGERING AND WORKPLACE INJURY VIA PSYCHOLOGICAL CONTRACT BREACH AND SAFETY CLIMATE , Abraham Rico

THE ROLE OF TRAUMA COPING SELF-EFFICACY AND SHAME IN THE RELATIONSHIP BETWEEN VARIANTS OF SELF-BLAME AND PSYCHOLOGICAL OUTCOMES , Melody Robinson

OBSERVING GENDER ROLE SALIENCE AND GENDER ROLE FLEXIBILITY AS POTENTIAL BUFFERS BETWEEN LEVELS OF HOUSEHOLD RESPONSIBILITIES AND EXPERIENCES WITH WORK-FAMILY CONFLICT AND ROLE OVERLOAD , Roberta Alexis Salgado

PREDICTORS OF DEPRESSION IN DIFFERENT SUBGROUPS OF PARKINSON'S DISEASE: A NEUROIMAGING STUDY , Yenny Gabriela Valenzuela

Theses/Projects/Dissertations from 2021 2021

I AM OUT, NOW WHAT?: THE DOUBLE-EDGED SWORD OF BEING JUSTICE-INVOLVED , Eric J. Cazares

What Impact Can Conflict Resolution Skills Have on Conflict Experienced Within Culturally Heterogenous Virtual Teams? , Kellen Dohrman

ANTECEDENTS AND OUTCOMES OF EMPLOYEE ORGANIZATIONAL ORIENTATION PERCEPTION , Kaleb Garcia

HOUSEHOLD RESPONSIBILITIES AND EXPERIENCES OF WORK-FAMILY CONFLICT AND WELL-BEING AMONG FATHERS: THE ROLE OF IDENTITY AND GENDER ROLE BELIEFS , Rita Garcia

I’M ATTACHED TO MY WORK: AN INVESTIGATION OF JOB EMBEDDEDNESS AS A MEDIATOR BETWEEN WORKAHOLISM ON EMOTIONAL EXHAUSTION, SUBJECTIVE WELL-BEING, AND TURNOVER INTENTIONS , Cristian Hernandez

HOW THE LEVEL OF JOB COMPLEXITY IMPACTS THE GENDER WAGE GAP ACROSS OCCUPATIONS , Zytlaly Magaña Corona

LGB EMPLOYMENT AND CIVIL RIGHTS PROTECTIONS: EMPHASIZING EXISTING AND POTENTIAL POLICY FOR IMPROVING THE LGB HIRING , Alexa Nicole Massiquet

FAMILY-SUPPORTIVE SUPERVISOR BEHAVIOR AND FATHERS’ WORK-FAMILY CONFLICT , Talar Ohanian

SEROTONIN 1B/1A RECEPTOR MODULATION ON BEHAVIORAL FLEXIBILITY IN C57BL/6J MICE , Brandon L. Oliver

EFFECTS OF NEONATAL ETHANOL EXPOSURE IN NORMAL AND DOPAMINE DEFICIENT RATS , Jessica Luz Razo

THE WEIGHT OF SCOPE, PACE, AND PRACTICES OF ORGANIZATIONAL CHANGE DURING EVALUATIONS OF ACCEPTANCE OF ORGANIZATIONAL CHANGE , Lewis Schneider

Inducing Proactive Control with High Load AX-CPT , Mina Selim

INVESTIGATING THE ROLE OF EXPECTATIONS OF DISCLOSURE IN THE RELATIONSHIP BETWEEN TRAUMA-RELATED SHAME AND SEEKING MENTAL HEALTH SERVICES , Holly Rachelle Timblin

Does Working Memory Capacity Modulate the Relationship between Intentional Mind-Wandering and Task Demand? , Stephen Ware

Spirituality, Inclusivity, Workplace Well-Being, and Organizational Citizenship Behavior , Rebecca Williams

HELPING YOUR CHILDREN DEVELOP POSITIVE, SUCCESSFUL SIBLING RELATIONSHIPS: A 4-SESSION PARENTING WORKSHOP , Caitlin Marie Younger Sackett

Theses/Projects/Dissertations from 2020 2020

THE IMPACT OF EXPERIENCING AGEISM AND SOCIAL SUPPORT ON THE RELATIONSHIP BETWEEN AGE AND PERCEPTIONS OF SELF-EFFICACY , Sean Alexander

Working Women’s Cognitive Attributions and Self-Perceptions After Experiences of Subtle Sexism and Internalized Sexism , Amanda Bain

THE IMPACT OF NEGATIVE AFFECT ON PSYCHOLOGICAL WELL-BEING THROUGH AFFECTIVE COMMITMENT, ORGANIZATIONAL CITIZENSHIP BEHAVIORS, AND EMPLOYEE BURNOUT , Michelle Balesh

BIOLOGICAL SIBLINGS: CAN YOU TRUST THEM WITH YOUR MATE? , Elisha Barron

THE INCREMENTAL EFFECT OF VOLUNTARINESS OF PART TIME WORK STATUS OVER AGE IN PREDICTING WORK MOTIVATION IN PART TIME WORKERS , Daniel A. Caro

INVESTIGATING WORK ENGAGEMENT AND AFFECTIVE COMMITMENT THROUGH A MULTI-DIMENSIONAL WORK UNDERLOAD SCALE, MEDIATED BY WORK-RELATED BOREDOM , Jessica Clemons

REFINEMENT OF THE SPITEFULNESS CONSTRUCT , Arturo Covarrubias-Paniagua

Anticipated Stigma and Chronic Illness: The Impact of Psychosocial Safety Climate , Michelle DeOrsey

A PARENTING CURRICULUM FOR PARENTS AND CAREGIVERS OF YOUNG CHILDREN WITH A FOCUS ON ATTACHMENT THEORY , Alexandria Driscoll

ESTABLISHING THE PUBLIC LIBRARY AS AN OUT-OF-SCHOOL PARTNER IN STEM/STEAM EDUCATION , Gwyneth Fernandez

THE RELATIONSHIP BETWEEN AUTOMATION THREAT AND EMPLOYEE RELATED OUTCOMES USING SUPPORT AS A BUFFER AND MODERATED BY TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP , Monica Garcia

A FOUR-SESSION WORKSHOP FOR PARENTS OF CHILDREN WITH AUTISM: UNDERSTANDING AND MANAGING CHALLENGING BEHAVIORS, AND SUPPORTING THE DEVELOPMENT OF CHILDREN WITH ASD , Vanessa Huizar

SELF-STIGMA AND HELP-SEEKING IN FIRST GENERATION STUDENTS: THE MODERATING ROLE OF EMPOWERMENT , D'Andra P. Johnson

Virtuality Now: Redefining Virtuality from an Individual Perspective , Trinity Kerr

SUPPORTING EARLY DEVELOPMENT AND SCHOOL READINESS IN INFANTS AND TODDLERS: A 4-SESSION PARENTING WORKSHOP , Elaine Krzeminski

Work-Related Communications After Hours: The Influence of Communication Technologies and Age on Work-Life Conflict and Burnout , Alison Loreg

The Myers-Briggs Personality System and its Moderating Effects on the Relationship Between Job Characteristics and Job Satisfaction , Rebecca Marshall

THE ROLE OF EMOTIONAL ACCEPTANCE AND AWARENESS IN THE RELATIONSHIP BETWEEN POSTTRAUMATIC STRESS DISORDER SYMPTOMS AND POSTTRAUMATIC GROWTH AMONG SURVIVORS OF SEXUAL ASSAULT , Cecilia Maria Melendez

DUAL MECHANISMS OF COGNITIVE CONTROL: AN EYE TRACKING STUDY , Kyle Mobly

SCOPE OF ATTENTION VARIATION AS A FUNCTION OF ANXIETY AND DEPRESSION , Kathleen O'Donnell

The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance , Pilar Olid

DEMOGRAPHIC DIFFERENCES IN THE PERCEIVED INVASION OF PRIVACY WHEN SOCIAL MEDIA IS USED IN PERSONNEL SELECTION , Zayna Osborne

RETIREMENT PLANNING MOTIVATION FROM A REINFORCEMENT SENSITIVITY THEORY (RST) PERSPECTIVE , Luke Poulter

Developmental Implications of Parentification: An Examination of Ethnic Variation and Loneliness , Bertha Preciado

Helping Young Girls Build a Positive Body Image: A Training Workshop for Parents , Jennifer Richardson

HOW TO HELP YOUR CHILD SUCCEED IN ELEMENTARY SCHOOL A PARENT EDUCATION WORKSHOP , Lauren Rivera

The Relationship Between Subtle Sexism and Women's Careers Explained by Cognitive Processes and Moderated by Attachment Styles , Patricia Carolina Rivera

The Consequences of Social Exclusion on Women's Negative Emotions and Self-Regulation of Unhealthy Eating , Caitlin Shaw

The Importance of Nutrition for Development in Early Childhood , Kaitlyn Sue Suha

FELT INCLUSION AMONG SEXUAL MINORITY EMPLOYEES: THE ROLES OF THE ORGANIZATION AND SUPERVISOR , Jamie Michael Tombari

The Importance of Recess in the Lives of Children , Kayla L. Villanueva

THE INFLUENCE OF SPIRITUALITY ON MOTIVATION IN THE WORK PLACE , Tong Yao

Theses/Projects/Dissertations from 2019 2019

How Prototypicality Influences Inferences and Discrimination Towards Gay Men , Adam Beam

THE RELATIONSHIP BETWEEN JUSTICE PERCEPTIONS, CONSCIENTIOUSNESS AND WORKPLACE BEHAVIORS AMONG OLD AND YOUNG EMPLOYEES , Martha P. Blanco Villarreal

THE IMPORTANCE OF FIT: FOSTERING JOB SATISFACTION AND RETENTION IN EARLY CHILDHOOD EDUCATORS , Heather Carrasco

THE IMPACT OF SEXUAL ASSAULT DISCLOSURE REACTIONS ON INTERPERSONAL FACTORS AND MENTAL HEALTH , Lindsey Chesus

Women's Perceptions of Sexual Assault Perpetrators and Fear of Rape , Aaron George Cisneros

DIVERSITY STRUCTURES AND WHITES' CLAIMS OF BIAS , Princess Egbule

IMPACT OF CONDITIONAL JOB OFFER ON APPLICANT REACTIONS TO SOCIAL MEDIA IN THE SELECTION PROCESS , Ashley Gomez

THE EFFECTS OF WORKING MEMORY CAPACITY AND TRAIT ANXIETY ON VISUAL SHORT-TERM MEMORY PERFORMANCE , Celene Gonzalez

THE DARK SIDE OF FAMILY SUPPORTIVE SUPERVISOR BEHAVIORS: IS GETTING HELP WITH FAMILY NEEDS DETRIMENTAL TO WOMEN'S CAREERS? , Gino Howard

EARLY-LIFE METHYLPHENIDATE DECREASES SOCIAL ANXIETY IN ADULT FEMALE RATS WITHOUT CENTRAL DOPAMINE DEFICIENCY , Graham James Kaplan

The Impact of Sexual Assault Training and Gender on Rape Attitudes , Monica Krolnik Campos

THE RELATIONSHIP BETWEEN REPRESENTATION AND STRESS FOR WOMEN OF COLOR IN THE WORKPLACE , Aurora Luksetich

EFFECTS OF ANXIETY AND WORKING MEMORY CAPACITY ON PERFORMANCE IN THE EMOTIONAL STROOP TASK , Gia Macias

THE ROLE OF SELF-COMPASSION IN THE RELATIONSHIP BETWEEN MORAL INJURY AND PSYCHOLOGICAL DISTRESS AMONG MILITARY VETERANS , Mernyll Manalo

Development of the Mate Expulsion Inventory , Nestor Maria

Sexual Harassment, Justice Perceptions, and Social Identity: Cognition and Group Dynamics , Devon Marrott

THE ROLE OF SEXUAL SELF-SCHEMA AND PSYCHOLOGICAL DISTRESS IN THE RELATIONSHIP BETWEEN SEXUAL VICTIMIZATION AND SEXUAL FUNCTIONING AND SATISFACTION , Alexandra Medina

Page 1 of 9

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Clinical Psychology Masters Theses Collection

This collection contains open access and campus access Masters theses, made possible through Graduate Studies at the University of Massachusetts Boston. The full content of open access theses is available to all, although some files may have embargoes placed on them and will be made available as soon as possible. The full content of campus access theses is only available to those either on the UMass Boston campus or with a UMass Boston campus username and password. Click on the "Off-Campus UMass Boston Users" link on the record page to download Campus Access publications. Those not on campus and those without a UMass Boston campus username and password may gain access to this thesis through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan.

Theses from 2023 2023

Taking Back the "Permission to Narrate": Examining a Grassroots Organization's Process of Supporting BIPOC Youth in Developing Counternarratives and Counterspaces as Decolonial Resistance , Michelle Gabriela Del Rio

Exploring Predictors of Healing from an Expressive Writing Intervention About Heterosexism and Why LGBTQ+ Clients Might Withhold from their Therapists , Ally B. Hand

Meta-Method Analysis on Therapists’ Experiences: An Inquiry into Qualitative Psychotherapy Research Methodology , Javier L. Rizo

We Resist, We Heal, We Transform: Exploring Youth of Color Journeys Towards Healing Justice in a Grassroots Organization in Urban Boston , Rhyann Leslie Robinson

A Re-Examination of the Role of Cognitive Reappraisal in Cognitive-Behavioral Group Therapy for Social Anxiety Disorder , Jenny Liang Wu

No Injustice So Peace: The Interaction Between Race-Related Stress, Colorblind Racial Attitudes, and Resistance and Empowerment Against Racism , Kaela A. Yamini

Theses from 2022 2022

Exploring the Association Between Mentoring Focus and Change in Mentee Depression Symptoms in Youth , Selen Amado

Associations Between the Content and Level of Parent Concerns Pre-Diagnosis and Timeliness of Autism Screening and Diagnostic Evaluation Among a Diverse Sample of Children in Part C Early Intervention , Kohrissa Joseph

"Until Society Evolves:" Access to Gender-Affirming Care in Historic Assessment Criteria and Current Models of Care , Elliot Marrow

Responders and Nonresponders Undergoing Cognitive Behavioral Group Therapy (CBGT) for Social Anxiety Disorder (SAD): Trajectories of Symptom Change Across Treatment Stages as Potential Predictors of Outcome , Sriramya Potluri

Theses from 2021 2021

Acknowledgment of Culture and Stereotypes: Black Participants’ Perceptions of Specific Therapist Behaviors , Tsotso T. Ablorh

Religious Coping After Natural Disaster: Predicting Long-Term Mental and Physical Health in Survivors of Hurricane Katrina , Monica Arkin

Stigma and Prodromal Psychosis: Self-Disclosure of Symptoms and Diagnoses in At-Risk Youth , Caitlin Bryant

Excess Stress and Natural Mentors in the Lives of Sexual Minority Youth , Cherrelle Gipson

Addressing the White Problem Critically: An Exploratory Latent Profile Analysis of Racial Attitudes , Ryan Parigoris

Sex Differences in Symbolic Play of Toddlers with Autism Spectrum Disorder (ASD) , Looknoo Patcharapon Thammathorn

Developmental Profiles of 57,966 Children in Early Intervention: A Confirmatory Latent Profile Analysis , Mary E. Troxel

Theses from 2020 2020

Parent-Teacher Relationship Quality as a Predictor of Changes in Externalizing Behaviors at School for Children with ASD , Lana Andoni

Unique Syndemic-Related Clusters in a Sample of Sexual Minority Men , Christopher Chiu

Bilingual Children with Autism Spectrum Disorder: Language Abilities and Social Communication , Ingrid Hastedt

Examining the Interrelations Among Trajectories of Mindfulness, Acceptance, and Valued Actions in Acceptance-Based Behavioral Therapy for Generalized Anxiety Disorder , Stephanie Marando-Blanck

The Association Between Anger in Response to Racism and Depression Among Black Americans: Exploring Potential Moderating Effects of Active Coping and Collective Self-Esteem , Darrick Scott

Theses from 2019 2019

Appraisals of Trust Development within the Therapist-Client Relationship: Impacts on Client Retention in a Hypothetical First Session of Therapy , Lorraine U. Alire

Parent Negative and Positive Impacts: Reciprocal Associations Between Child Behaviors and Parenting Experiences in Families of Children with Autism Spectrum Disorder , Alison E. Chavez

A Heavy Burden: Associations Between Sexual Minority Status, Mental Health, and BMI in Women , Alison E. A. Goldblatt

Working Memory and Mindfulness in an RCT of ABBT and AR , Anna M. Hall

Racial Microaggression Distress and Depression among Black Americans: Examining the Roles of Racial Identity Importance, Social Support, and Gender , Shannon M. Hughley

“It’s More Complicated Than That!”: The Influence of Multiple Presenting Problems on Youth Outcomes in Formal Mentoring Programs , Yui Sum Poon

Theses from 2018 2018

Healing from Heterosexism Through Expressive Writing , Kathleen M. Collins

Clients’ Critical Experiences in Psychotherapy: Initial Measure Development , Lauren M. Grabowski

Neuropsychology and Neurogenetics of Mental Health: Risk, Resilience & Wellbeing , Keira E. O'Donovan

Reciprocal Associations between Language Ability and Social Functioning Development over a Two-Year Period in Young Pre-Verbal Children with Autism Spectrum Disorder , Devon R. Oosting

Effects of Racism-Related Stress on Resistance against Racism in Black Americans , Noor N. Tahirkheli

Identifying Child Correlates of Parent-Reported Executive Functioning Impairments in Preschool-Aged Children with Autism Spectrum Disorder: An Examination of both Early and Concurrent Child Characteristics , Deanna Toner

Theses from 2017 2017

Attentional and Emotional Consequences of Emotional Acceptance and Suppression in an Elevated Anxiety Sample , Natalie Arbid

The Interpersonal Effects of Mindfulness and Social Anxiety in Romantic Relationships , Bryan Balvaneda

It’s Not You, it’s My Schedule: An Exploratory Study of Early Termination in School-Based Mentoring Programs , Samantha Burton

The Role of Athletic Coach Mentors in Promoting Youth Academic Success: Evidence from a National Longitudinal Study , Kirsten M. Christensen

Ethnic Differences in Race-Related Stress Among Blacks in the US: Racial Colorblindness as a Potential Moderator , Samantha Duterville

Social Skills as a Predictor of Peer Relationship Quality for School-Age Children with Autism Spectrum Disorder , Melanie S. Feldman

Examining Attentional Control and Processing Speed Deficits as Underlying Mechanisms of Neuropsychological Impairment in Schizophrenia , Mayte Forte

Drinking Motives, Drinking Problems, and Mental Health Symptoms in Sexual Minority Men , Hamish A. Gunn

Psychosocial Profiles of Youth who Acquire a Natural Mentor During a School Year , Matthew A. Hagler

Whether or not 'It Gets Better'…Coping with Parental Heterosexist Rejection , Cara Herbitter

Language Subdomains among Young Children with Autism Spectrum Disorder: Associations with Social Skills , Sarah A. Levinson

Relations between Family Demographic Characteristics and Early Intervention Service Receipt after Children's Initial ASD Diagnosis , Thanh Phuong Thi Nguyen

Theses from 2016 2016

The Importance of Action: Understanding Characteristics of Social Action Campaigns and Their Impact on Youth's Motivation and Engagement , Jacqueline G. Hargrove

Patterns of Parent-Teacher Disagreement on Behavior Problems of Young Children with Autism Spectrum Disorder , Juliana Neuspiel

Theses from 2015 2015

The Trajectory of the Co-Occurrence of Anxiety and Depressive Symptoms in Treatments for Generalized Anxiety Disorder , Amber L. Calloway

Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) , Ivy Giserman Kiss

Being and Becoming an Ally: The Lived Experience of Social Justice Action from Privileged Spaces , Alissa L. Gross

Social Cost Bias, Probability Bias, and Self-Efficacy to Achieve a Specific Goal or Outcome as Mechanisms of Behavioral Action in Social Anxiety , Carol S. Lee

Coping With Racism: Emotional Acceptance and Systemic Attribution of Racism as Buffers against Social Anxiety among People of Color , Jennifer H. Martinez

Theses from 2014 2014

A Model of Social Functioning in Schizophrenia: Symptomatology, Personality, and Brain Region Volumes , Victoria Choate

Reductions in Experiential Avoidance as a Mediator of Change in Symptom Outcome and Quality of Life in Acceptance-Based Behavior Therapy and Applied Relaxation for Generalized Anxiety Disorder , Elizabeth Hemenway Eustis

Promoting Maternal Well-Being and Child Behavioral Health: The Role of Positive Beliefs , Sara Kaplan-Levy

Validation of the Post-traumatic Growth Inventory: Relationships between Perceived Post-Traumatic Growth and Measured Pre- to Post-Disaster Changes in Analogous Constructs in a Sample of Low-Income Mothers who Survived Hurricane Katrina , Emily E. Manove

Reciprocal Influences amongst Early Childhood Externalizing Behavior, Maternal Distress, and Parenting Style: A Longitudinal Analysis , Shirley Marie Immacula Poyau

Psychopathy and Disadvantageous, Risky Decision-Making in a Sample of Ex-Offenders , Ashley-Ann C. Shirai

The Relation between Cultural Values and Unprotected Sex among Latino Gay Men , Francisco I. Surace

Cognitive Processes and Moderators of Willingness in Individuals with Social Anxiety Disorder and Non-Anxious Controls in Response to a Social Performance Task , Lauren P. Wadsworth

Predictors of Change in Body Mass Index in Young Mothers after Hurricane Katrina , Elyssa Briann Weber

Mentor Motivation as a Predictor of Relationship Approach , Max B. Wu

Adults Who "Get": Adolescents' Perceptions of Relational Engagement with Key Adults , Laura A. Yoviene

Theses from 2013 2013

Latino Youth Experiences of Immigrant Policy, Enforcement, and Exclusion: Exploring Risk and Resilience , Darcy Alcantara

A Person-Oriented Approach to Identifying Parenting Styles in Mothers of Early School Age Children , Amy E. Heberle

The Effects of Racism Related Stress on Asian Americans; Anxiety and Depression among Different Generational Statuses , Charles M. Liu

Predictors of Psychotropic Medication Use in Adolescents with Autism Spectrum Disorders , Melissa P. Maye

The Effects of Nesting Environment on Neonatal Hypoxic-Ischemic Injury , Laura Grace Rollins

Pathways to Well-Being in the Lives of Recently Returning Veterans , Sarah Krill Williston

Theses from 2012 2012

Implications of Self-Other Overlap in Unsuccessful Romantic Relationships , Josephine A. Bell

Exposure to Potentially Traumatic Events, Emotional Adjustment, and Social Competence in Preschoolers Facing Economic Risk , Hillary Hurst

Adolescent Males in Formal Youth Mentoring Programs: The Influence of Same Versus Cross-Gender Matching , Stella S. Kanchewa

Maternal Depressive Symptoms and Responsiveness to Infant Distress: Contingency Analyses of Home Mother-Infant Interactions at 3 Months , Fernanda Lucchese

Parental Well-Being within the Marital Subsytem: A Study of Mother-Father Dyads Raising Young Children with Autism , Frances de Lourdes Martinez-Pedraza

The Relation of Racism-Related Stress to Racial Identity, Ethnic Identity and Racism-Related Empowerment in Asian Americans , Fanny Ng

Young Children's Perspectives on Parent-Child Relationship Quality as Measured by the Berkeley Puppet Interview: Associations with Behavioral Adjustment , Marisa Murphy O'Boyle

The Neuropsychological Functioning of Older Adults Pre- and Post-Cognitive Training with a Brain Plasticity-Based Computerized Training Program , Shannon M. Sorenson

Examining the Relation between Sensory Sensitivity and Obsessive-Compulsive Behaviors in Autism Spectrum Disorders as Moderated by Language Acquisition , Timothy W. Soto

Theses from 2011 2011

Children and Spirituality: Understanding the Meaning of Spirituality of Former Street Children in Bolivia , Katia Margarita Canenguez

A Lonely Road: Loneliness, Death Anxiety, Childhood Punishment, and Attributions of Hostility in a University Population , Melody Joy Blass Fisher

The Effects of Trauma Exposure on Cognitive Functioning in Toddlers , Danielle Forbes

The Impact of Exposure to Family and Community Violence on Children's Adaptive Coping and Mental Health Symptoms among Ethnic Minority Families Living in Poverty , Esroruleh Tamim Mohammad

The Practice Effect: The Relationships among the Frequency of Early Formal Mindfulness Practice, Mindfulness Skills, Worry, and Quality of Life in an Acceptance-Based Behavior Therapy for Generalized Anxiety Disorder , Lucas Paul Kawika Morgan

Dyadic Flexibility during the Face-To-Face Still-Face Paradigm: Analysis of Infant-Caregiver Interactions within a Dynamic Systems Framework Using the State Space Grid Analytic Technique , Akhila Venkatachalam Sravish

Black Women's Mental Health in Response to Unwanted Sexual Experiences and Spirituality as a Protective Factor , Speshal T. Walker

Theses from 2010 2010

Latino Immigrant Mothers' Experiences and Adapations to Promote Personal and Family Wellness in Response to Increased Anti-Immigrant Climate , Hercilia B. Corona-Ordoñez

The Relationship between Racist Experiences and Anxiety in a Black Sample: Moderating Effects of Church-Based Social Support , Jessica Rose Graham

Caregiver, Family System, and Environmental Predictors of Child Maltreatment: An Ecological Transactional Approach , Kelly Brooke Graling

Trajectories of Early Externalizing Behaviors: Their Relation to Second Grade Reading , Sarah Gray

What Do You See in this Picture?: Bias and Reflexivity in Physician Narratives of Disparities , Michelle Levine

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Dissertations / Theses on the topic 'Child development. Child psychology. Education'

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Vorster, Hein. "Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52219.

Dixon, Wallace E. Jr, C. Shore, R. M. Bartlett, Page M. McIntyre, and K. E. Brakke. "Developmental Perspectives from the APA National Conference on Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4934.

Meyer, Lauren. "Child life specialists in foster care| A case for child life in a nontraditional setting." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557350.

The current study examined the possible gaps in meeting the needs of children in foster care, the additional skillsets that contribute to meeting their needs, and the role child life specialists play in meeting those needs. Additionally, the study looked specifically at how child life could find a place in the nontraditional setting of foster care. Two groups of participants were recruited for the study; the first group was comprised of child life specialists. The second group included professionals who worked directly with children in foster care in some capacity. Two surveys were designed and conducted, one for each group. Generally, both groups of participants identified the following unmet needs: emotional needs, attachment needs, behavioral needs, supporting children in coping, and psychological preparation. Skillset matches for meeting these needs included experience in psychological preparation for children, knowledge in supporting coping, child development expertise, and awareness of family-centered care. These matches are closely tied to child life specialists' training. Additionally, there seems to be a lack of play in working with foster children, and this was identified as a possible gap in the system, highlighting another way child life specialists could support children in foster care. Through this study, clear ways were identified in which child life specialists could strengthen the services provided to children in foster care. These results have implications for an interdisciplinary future of the child life field.

Keywords: child life, foster care, unmet needs, child life in nontraditional roles

Garcia, Ester. "CHILD WELFARE: TRAUMA INFORMED PRACTICE AT TIME OF CHILD REMOVAL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/873.

Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

Mascall, Doris. "The development of the self-concept in the young child." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3706.

Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.

Koussa, Michelle D. "Adolescent Academic Adjustment during Chronic Illness: Online Training for Child Life Specialists." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404622/.

Hendricks, Sarah Elizabeth. "An examination of parent-child interactions and developmental pathways of emotion regulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/123.

Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.

Zvara, Bharathi Jayanthi. "Can fathers' education level moderate relations between low birth weight and child cognitive development outcomes?" Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243447958.

Beins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper, et al. "Principles for Quality Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.

Rubinsztein, Denise Vivian. "Developmental adjustment of the pre-school child to the divorce process." Thesis, Stellenbosch : Stellenbosch University, 1986. http://hdl.handle.net/10019.1/49633.

Krieger, Kenin M. "School counseling and child development the integration of theory and practice in elementary school settings /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223034.

Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

Mistretta, Jacqueline M. "The Relationship between Type of Child Care Setting and Externalizing Behaviors in Kindergarten Students." Thesis, Alfred University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687289.

Past studies examining child care and externalizing behaviors have produced conflicting results. This study examined whether an association exists between type of child care that a child attended the year before kindergarten and externalizing problem behaviors as rated by the child’s kindergarten teacher. Ordinary least-squares regression was used to examine variables that impact ratings of externalizing behavior by evaluating data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011). The ECLS-K:2011 has up-to-date data that includes a nationally representative sample of children in the United States. Participants were 13,544 children. Additionally, SES and the total number of hours of weekly care were analyzed to see if they moderated the relationship between type of care and externalizing behaviors. Findings indicated that children who attended center care only exhibited more externalizing behaviors than children who attended other types or combinations of care. Children from lower SES families had significantly more externalizing behaviors than children from higher SES families. Findings also indicated that SES had less of an effect on externalizing behavior among children who attended relative and center care than children who attended center care only. The more hours a child spent in care each week, the greater their ratings of externalizing problem behaviors. Additionally, the effects of total hours on externalizing behaviors were lower for children who attended relative care only and relative and center care than those who attended center care only. Study implications for policymakers, parents, and researchers are discussed in depth. For instance, if parents wish to send their children to center care, they may want to incorporate an additional type of weekly care, which may act as a buffer to externalizing problem behaviors. Additionally, policymakers may want to facilitate greater access for child care other than center care only.

Zadeh, Sheava T. "Academic achievement factors in children with chronic illness: A report based on the National Institute of Child Health and Human Development, from the Study of Early Child Care." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2421.

Hoopes, Renee. "The Intervention Path: The Experiences of Mothers Seeking Help for Their Child with Atypical Behavioral Development." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7523.

Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.

Greene, Andrea Paige. "A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.

Metindogan, Wise Aysegul. "Parenting, child mastery motivation, and children's school readiness to learn in Turkey a structural equation analysis /." Related electronic resource, 2007. http://proquest.umi.com/pqdweb?did=1407688751&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

Manay, Quian Natalia. "Child functioning, parent coping strategies and parent mental health outcomes in families with children with developmental disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114572.

McCarty, Betty M. Carlson. "The Effect Of Kindergarten Nonpromotion Of The Developmentally Immature Child On Self-Concept, Peer Acceptance, Academic Attitude, Classroom Adjustment And Academic Achievement." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3180.

Carter, Jennifer. "Child life specialists' perspectives in supporting adolescents struggling with medical non-compliance." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557343.

The current study sought to examine child life specialists' perspectives on supporting adolescents struggling with medical non-compliance. The intent of the study was to identify various factors involved in adolescent medical non-compliance and to examine the role of the child life specialist in supporting this population. Eighty-five certified child life specialists were surveyed regarding their work with adolescents and the strategies used to support adolescents struggling with medical non-compliance. The issues surrounding medical non-compliance were examined as well as child life specialist education and how capable child life specialists felt in their ability to support this population. Results support previous literature suggesting a negative impact of typical adolescent development on medical compliance. In addition, results revealed the multidisciplinary team approach and family dynamics as being barriers to supporting adolescents' struggle with medical non-compliance. These findings support the need for additional education to better equip child life specialists in their work with this population.

Keywords: child life specialists, adolescents, medical non-compliance, medical non-adherence

Bersche, Sara. "Beyond theological correctness the role of others' knowledge in children's developing God-concepts /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23256.

Parker, Shaunette Roberta Byers. "Impact of Positive Youth Development Services on Resilience Among Adjudicated Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2571.

Torres, Misty Dawn. "Finding Childcare for the Disabled Child: The Process and Decisions Through the Primary Caregiver’s Lens." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1433776716.

Hopkins, Sydney. "The relationship between parent stress and child expressive and receptive language abilities in families of children with developmental disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114334.

Hornby, Diana Scot. "Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/242.

Doucerain, Marina 1982. "Characterizing grade 8 students' microdevelopmental changes in understanding of conservation of matter, in the context of a discussion-based instructional unit." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116130.

Wohlk, Hannah L. "A PARENT EDUCATION CURRICULUM FOR DECREASING STRESS IN FAMILIES RAISING A CHILD WITH AN AUTISM SPECTRUM DISORDER." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/578.

Rudin-Gorelik, Julia Beth. "Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101304.

Susmani, Krystle Anne. "Certified child life specialists' perspectives on supporting siblings of infants in the neonatal intensive care unit." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588940.

The current study sought to examine certified child life specialists’ perspectives on supporting siblings of infants in the neonatal intensive care unit (NICU). The intent of the study was to identify the types of support available, barriers to offering support, the individuals who offers support and the effectiveness of interventions by certified child life specialists with siblings of infants in the NICU. Sixty-eight certified child life specialists were surveyed regarding their work supporting siblings of infants in the neonatal intensive care unit. Results support previous literature suggesting that there are many barriers to offering support to siblings in the hospital, including: staff availability, space constraints, funding, and visitation policies. In addition, results demonstrated that provided supports still vary widely from hospital to hospital and certified child life specialists are the individuals who are most likely to offer support when it is available. Furthermore, the certified child life specialists surveyed view their interventions with siblings of infants in the NICU as effective or very effective. In conclusion, these findings support the need to increase the presence of certified child life specialists in the NICU in order to adequately meet the psychosocial needs of siblings.

Keywords : certified child life specialists, child life interventions, siblings, neonatal intensive care unit, NICU

LaMont, Mary S. "Mother-Child Attachment and Preschool Behavior Problems in Children with Developmental Delays." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/846.

Kwon, Julie H. "WHAT ARE THE EXPERIENCES OF SOUTH KOREAN IMMIGRANT PARENTS WHO HAVE A CHILD WITH AUTISM SPECTRUM DISORDER." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426745935.

Orten, Heather Rhea. "An Item Analysis of the Child Behavior Checklist with Preschool Children with Autism." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1182.

Weiss, Maria. "Female Superiority in Social Cognition: Can Pretend Play Help the Boys Catch Up?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/967.

Tremaine, Elizabeth Jane. "Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277672.

Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families (Chatterji, 2005; Fryer, Jr. & Levitt, 2004; Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Magnuson & Waldfogel, 2005; Reardon, 2011). To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten.

Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year.

Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles. Five school readiness profiles were detected: 1) Scholastic, 2) On Par, 3) Room to Grow, 4) Super Regulator, and 5) Wiggler. Membership in these profiles was predicted by key demographic variables, and membership in profiles in turn uniquely predicted change in achievement outcomes across the kindergarten year. More specifically, children in the Super Regulator profile improved notably in academic skills, which were their weaker skills at school entry, but did not show improvement in social and engagement skills as a group across the year; children in the Wiggler profile showed moderate improvements in engagement skills, social skills, and self control across the year; children in the On Par profile showed no change in social and engagement skills, while showing the most improvement in math scores across all the profiles; the social and engagement skills of children in the Scholastic profile improved moderately, while their academic skills improved the least of all the groups; and children within the Room to Grow profile showed the most growth in social and engagement skills and improved moderately in math skills, but did not show the same improvement in reading skills.

Furthermore, this study contrasted the person-centered approach described above to a more traditional, variable-centered approach. The author believes that the person-centered approach succeeded in providing findings about school readiness that can be more easily and succinctly communicated to early childhood education stakeholders than did the variable-centered approach.

Hughes, Kevin. "The Development and Construct Validation of the Children’s Academic Motivation Inventory." TopSCHOLAR®, 1986. http://digitalcommons.wku.edu/theses/1685.

Michaelis, Stephen Henry. "A Model of Suicidal Behavior In Latency Age Children Based on Developmental Object Relations Theory." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/2939.

Keane, Melissa. "How the quality of the early mother-infant relationship Influences decision making in risky situations later in life." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/111.

Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.

Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.

Sugimoto, Reiko T. "Japanese children's responses to the Gospel narratives and metaphors age five through seventeen /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

Gordon, Diandra Renee. "Childhood Exposure to Intimate Partner Violence and Socioemotional Development from Early to Middle Childhood." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429799346.

Hurdle, David A. "The Giving Tree Academy." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1457.

Pasqualini, Juliana Campregher [UNESP]. "Contribuições da psicologia histórico-cultural para a educação escolar de crianças de 0 a 6 anos: desenvolvimento infantil e ensino em Vigotski, Leontiev e Elkonin." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90339.

Pasqualini, Juliana Campregher. "Contribuições da psicologia histórico-cultural para a educação escolar de crianças de 0 a 6 anos : desenvolvimento infantil e ensino em Vigotski, Leontiev e Elkonin /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/90339.

Siller, Christina. "A father's supportive presence: Understanding how fathers influence children's developmental outcomes." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/125.

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Overview of Child Psychology and Development

There Are Three Major Contexts in Children's Psychology

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Aron Janssen, MD is board certified in child, adolescent, and adult psychiatry and is the vice chair of child and adolescent psychiatry Northwestern University.

• Major Contexts
• Influential Factors

Child psychology is one of the many branches of psychology . This particular branch focuses on the mind and behavior of children from prenatal development through adolescence. Child psychology deals not only with how children grow physically, but also seeks to better understand their mental, emotional, and social development as well.

Children's psychology encompasses the five stages of child development: newborn, infant, toddler, preschool, and school age.

History of Child Psychology

Historically, children were often viewed simply as smaller versions of adults. When Jean Piaget suggested that children actually think differently than adults, Albert Einstein proclaimed that the discovery was "so simple that only a genius could have thought of it."

Today, psychologists recognize that child psychology is unique and complex, but many differ in terms of the unique perspective they take when approaching development.

Experts differ in their responses to some of the bigger questions in child psychology , such as whether early experiences matter more than later ones or whether nature or nurture plays a greater role in development. Because childhood plays such an important role in the course of the rest of life, it is little wonder why this topic has become such an important one within psychology, sociology, and education.

Experts focus not only on the many influences that contribute to normal child development but also on various factors that might lead to psychological problems during childhood. Self-esteem, school, parenting, social pressures, and other subjects are all of tremendous interest to child psychologists who strive to help kids develop and grow in ways that are healthy and appropriate.

Major Contexts in Children's Psychology

If you are like most people, you probably think about the internal factors that influence how a child grows, such as genetics and personal characteristics. However, development involves much more than the influences that arise from within an individual. Environmental factors such as social relationships and the culture in which we live also play essential roles.

There are three major contexts that we need to consider in our analysis of child psychology.

Cultural Context

The culture a child lives in contributes a set of values, customs, shared assumptions, and ways of living that influence development throughout the lifespan. Culture may play a role in how children relate to their parents, the type of education they receive, and the type of childcare that is provided.

Social Context

Relationships with peers and adults have an effect on how children think, learn, and develop. Families, schools, and peer groups all make up an important part of the social context.

Socioeconomic Context

Social class can also play a major role in child development. Socioeconomic status (often abbreviated as SES), is based upon a number of different factors including how much education people have, how much money they earn, the job they hold, and where they live.

Children raised in households with a high socioeconomic status tend to have greater access to opportunities, while those from households with lower socioeconomic status may have less access to such things as health care, quality nutrition, and education. Such factors can have a major impact on child psychology.

Remember, all three of these contexts are constantly interacting. While a child may have fewer opportunities due to a low socioeconomic status, enriching social relationships and strong cultural ties may help correct this imbalance.

Factors Influencing Child Psychology

Child psychology encompasses a wide range of topics, from the genetic influences on behavior to the social pressures on development. The following are just some of the major subjects that are essential to the study of child psychology:

• Cognitive development
• Environmental influences
• Gender Roles
• Personality development
• Prenatal development
• Social Growth
• Sexual Development

Child psychologists, for example, might look at which childcare settings and practices lead to the best psychological outcomes or they might work with kids to help them develop growth mindsets . 

Child psychologists may specialize in helping kids cope with specific developmental concerns, or they may take a more general approach. In either case, these professionals strive to help kids overcome potential problems and grow in ways that lead to healthy outcomes.

A Word From Verywell

Understanding what makes kids tick is an enormous task, so the study of child psychology is both wide and deep. The goal is to study the many influences that combine and interact to help make kids who they are and to use that information to improve parenting, education, child care,  psychotherapy , and other areas focused on benefiting children.

By having a solid understanding of how children grow, think, and behave, parents and professionals working with children can be better prepared to help the kids in their care.

American Psychological Association. Clinical child and adolescent psychology .

Chalmers D, Hunt L (Eds). University Teaching in Focus: A Learning-Centered Approach ; 2013.

Goswami UC.  Child Psychology: A Very Short Introduction . First edition. Oxford University Press; 2014.

Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success; Board on Children, Youth, and Families; Institute of Medicine; National Research Council; Allen LR, Kelly BB, editors. Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation . Washington (DC): National Academies Press (US); 2015 Jul 23. 4, Child Development and Early Learning.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Home > Graduate Studies > Child Development > Child Development Theses

Child Development Theses

As of May 2015, all Sarah Lawrence College Master’s theses are available digitally. They are made accessible in one of three ways:

1. “Thesis – Open Access” – If the document type in the metadata reads “Thesis – Open Access,” the thesis is available to download immediately via the Download button on the right. NOTE: If a thesis is embargoed for a specific length of time, the date after which the item will be available via open access is noted under the Download button on the right.

2. “Thesis – Campus Access Only” – If the document type in the metadata reads “Thesis – Campus Access Only,” the thesis is available only on the campus of Sarah Lawrence College via IP address or via the Off-Campus Download button if you are a current SLC faculty, staff, or student. You will need your MySLC login and password to access from off-campus.

3. “Thesis – Closed Access” – If the document type in the metadata reads “Thesis – Closed Access,” access to the thesis requires written permission from the author.

If you are not a member of the Sarah Lawrence College Community and you are interested in access to a “Campus Access Only” thesis, please contact the author (if the Contact Author button is available on the right) or request the item through Interlibrary Loan from your local librarian. For additional questions, please contact [email protected].

Copyright for theses is held by the authors.

Theses from 2023 2023

The Bonds of Play: A Case Study of Attachments in a Parent-Toddler Play Group for Latin American Immigrant Families in New York City , Adriana Bass

Chronically Ill Children and Child Life Specialists: An Investigation Into How Play Acts as a Form of Healing , Kortni Baughman

Play Therapy with Neuro-Diverse Children Who Have Experienced Trauma: A Multiple-Case Study , Caroline Gillespie

Early Childhood Care: A Comparative Analysis of Preferred Practices , Shaija A. Mills

“Where's Daddy? Where's Daddy?”: Exploring the Experience of a Male Social Worker of Color in Dyadic Play Therapy with Mothers and Young Children , Alfonso Navarrete-Mojica

Emotion Regulation: Preschool Children During Outdoor Play , Mandira Tiwari

Theses from 2022 2022

Transcending Mormonism: Trans and Gender Nonconforming Experiences in the LDS Church , Keith Burns

Preschool and the Pandemic: Perspectives on Remote Schooling From Parents and Teachers , Annie Mudick

Theses from 2021 2021

Supporting Low Income Parents in the Early Years: Group and Dyadic Intervention Programs for Mothers and Babies , Eve Atkins

Sensory Processing Disorder and Solutions: An Overview of How to Help Children Living with SPD , Ivory C. Butler

The Impact of COVID-19 on Young Children's Education - Exploring the Compatibility of Combining Progressive Education with Online Learning , Yini Li

Reflections on Working via Telehealth with Bilingual Families Experiencing Trauma During the COVID-19 Pandemic , Kristen Yates

Theses from 2020 2020

Mental Health Work With Youth Leaving Foster Care: Strengthening Resilience , Lily Avnet

Minecraft's Sandbox: Play in a Virtual World of Creative Exploration , Callum Bayle-Spence

Cultivating Curiosity and Collaboration: Mentalizing as a Modality of Intervention in Attention-Deficit/Hyperactivity Disorder , Danielle M. Bryson

Models And Metaphors Of Play Therapy: The Role Of The Child Therapist , Agathe David-Weill

The Value Of Play in Infant and Child Psychotherapy in a Group Attachment-Based Intervention (GABI) , Joana Hötte Fittipaldi

"He Knows Who He's Messing With": Hostile/Helpless Representations on the Parent Development Interview , Anna Kilbride

The Criminal Justice System's Problematic Response To The Commercial Sexual Exploitation Of Children , Alexandra Levitskaya

Not "Bad Boys": Psychosocial Implications Of Aggression In Boys With PTSD , Anjette Rostock

Pediatric Hospital Social Work , Sasha Silber

Adverse Childhood Experiences: A Clinical Tool For Intervention with Families and for Exploring Intergenerational Impacts , Molly Silverman

Anger Suppression in Late Childhood , Dana Williams

Early Interventions and Special Education Services for Children with Autism , Misha Wooden

Theses from 2019 2019

Selective Mutism: What it is and Approaches to Intervention , Agatha Barnowski

Empathy at Work in a Social Service Agency: Individual Experiences and Systems Theory , Marjorie H. Blann

A Model for a Progressive Preschool Approach in Ghana , Ruth Djarbeng

Lived Experiences of Young Adults who had a Sibling with Cancer in Childhood , Brittany Lawton

Being Together: Reflections on the Development of Empathy and Prosocial Behavior in Toddler Twins in a Preschool Classroom , Zoe Lefkowitz

Exploring Attachment in the Context of Domestic Violence: A look at two case studies from an attachment-based therapeutic program , Caitlin Plaut

Theses from 2018 2018

Mass Incarceration and Adolescent Development: Connecting Identity and Trauma in Black Adolescent Males , Michelle E. Chen

Theory of Mind and False Belief in Two-Year-Olds: The Smiling Butterfly is Happy , Simone Forsberg

Exploring Race, Culture, and Identity Among Chinese Adoptees: “China Dolls,” “Bananas,” and “Honorary Whites” , Soleil S. Groh

More Than Adversity: Poverty as a Source of Potential Trauma in Children and Adolescents , Coreen Knowles

Theses from 2017 2017

Autism and Language: A Case Study of an Adolescent , Isabel Barata Adler

A Reflection on How Children with Insecure Attachments in Foster Care Experience Trauma , Khadija Bleasdell

How the Foster Care System Impacts Cognitive Behavioral Therapy (CBT) , Anna Bratushevskaya

The Circle of Play: A Cross-Cultural-Study of Teachers’ Views of Play Before and After Observing a Community Adventure Play Experience , Andrea Davis

Refugee Children and Resettlement in the United States , Rachel Kerber

Bridging Play and Social Interaction in Young Children with Language Delays , Angela Miller

Pathways to Empowerment: A Social Work Student’s Reflection on Anti-Oppressive Clinical Social Work Practice , Katelyn Necastro

The Impact of Childhood Chronic Illness on Mental Health: A Review of Parent and Child Reports of Stress and Maladaptive Behaviors in a Longitudinal Study , Caroline Raak

Lessons in Bioecological Research Design from Flint, MI: Get to know the participants! , Khushboo Shah

Re-patterning Attachments at School and Beyond: An Exploration of the Healing Power of Relationships and School Community , Sophia Sherman

Theses from 2016 2016

Reflections on Practicing Mindfulness with Adolescents with Mental Health Disorders , Lucia Garcia-Giurgiu

Assessing Latino Caregiver’s Knowledge and Understanding of Medication Management for Children and the Use of Health Technology to Gather Information , Kamal Jennifer Johal

The Effects of Praise and Motivational Interviewing on Fostering Intrinsic Motivation in Youth , Elianna Platt

Pediatric Palliative Care: Reflections upon the Current and Future Field , Rachel Rusch

Growing With Your Toddler: A Relationship-Based Approach to Healthy Child Development , Anna Kriegel Weiss

Theses from 2015 2015

Wanda and Joseph: Language development in the context of family stress and trauma , Isabel Jay

Treating the Whole Child: An Integrated, Flexible Treatment Approach to Children with ASD , Danielle Kuhn

Parents’ Needs After Their Child Receives a Diagnosis of Developmental Disability , Talia Pearl

Shhh…listen to your pebble Mindfulness Education: The Relationship Between Children, Imagination, and Nature , Jeanie Yeo

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100 Psychology Thesis Topics for 2023

Students know the importance of developing great psychology dissertation topics for a graduate assignment. However, many don’t have the time to brainstorm ideas that meet the requirements their professors expect. We’ve done a lot of the heavy lifting and have put together a list of 100 psychology thesis topics suitable for several situations. Feel free to pick a topic and start writing your thesis proposal .

General Psychology Topics for High School

• Give five top reasons why you would want to become a psychologist.
• What kind of influence has psychology research had in other sciences?
• Why are teenagers at higher risk of developing an eating disorder?
• How are phobias developed in children under the age of twelve?
• In what ways did Pavlov’s conditioning experiment contribute to our understanding of addiction therapy?

Child Psychology Research Paper Topics

• What are the major differences between psychiatry and psychology?
• Discuss mental tools that can be used to determine when children are lying to adults.
• What were the ethical complications involve 12d in the Little Albert Experiment?
• What does research suggest is the origin of intelligence in children?
• How does emotional intelligence in children affect their learning abilities?

Cognitive Psychology Topics

• How did Alan Turing’s suggestion that the brain is an organized machine lead to computers?
• Do the “seven chunks of information” still hold through in research?
• Can we develop working memory to retain greater long-term memory?
• Can a person that has been convicted of a felony charge change into a law-abiding citizen?
• How can cognitive therapy be used to help patients suffering from emotional disorders?

Developmental Psychology Topics

• How do our perceptions of our experiences affect development in teenagers?
• What are the four levels of development and which is most important in children?
• Can a moral judgment be taught to toddlers who have latent reasoning skills?
• How are our personalities developed through the influence of others?
• Are children naturally beholden to one parent or the other?

Social Psychology Topics for College Students

• How are a person’s original opinions influenced by the opinions of larger groups?
• What psychological effects does spending too much time on social media have?
• How do social psychologists deal with aggression and violence in young adults?
• What impact has social psychology had on our understanding of online bullying?
• How do family dynamics change when a member of the immediate family dies?

Sports Psychology Research Topics

• Does aging have a bigger impact on retired athletes’ mental health than head trauma?
• How is mental health affected by long recovery schedules for serious body injuries?
• How does neuro-linguistic programming in professional athletes affect performance?
• How do professional athletes mentally prepare for competitions?
• How have approaches to sports training and preparation been affected by developments in psychology?

Controversial Topics in Psychology

• How did the Milgram Obedience Experiments of the 1960s help us understand how we view authority figures?
• How did the Stanford Experiment help further our knowledge of situational variables on human behavior?
• How did Harlow’s experiments of affection (especially the lack of affection) lead to advancements in child development theories?
• Does the implementation of capital punishment on sex offenders prevent them from committing a crime?
• What is the link between criminal acts and teenagers that were bullied?

Health Psychology Topics for College Students

• What impact do regular exercise and healthy eating have on mental health in young adults?
• How have the media’s depictions of body ideals have negatively impacted how young adults see themselves?
• What are the most effective strategies for getting people to develop healthy eating habits?
• What can local governments do to help people maintain mental health after a disaster?
• How do stress management techniques help people cope with difficult situations in the workplace?

More Controversial Psychology Topics

• What did the “lost in a mall” study lead to a better understanding of how memories are formed and stored?
• Why was were the Voodoo Correlation studies of the 1960s so controversial and what did they reveal about human behavior?
• What did showing a lack of affection in infants reveal about the need to nurture one’s young?
• What did the Kirsch Anti-Depressant reveal about the impact that harmless placebos have on humans?
• What are the potential risks of taking part in multiple health studies throughout a given year?

Great Educational Psychology Topics

• How can different technologies help students perform better at school?
• Does working in a small group help students retain more information?
• How does physical activity help students perform better on standardized tests?
• What psychological factors should teachers consider as they develop each year’s curriculum?
• In what ways do psychologists help develop confidence in students with learning disabilities?

Excellent Cultural Psychology Topics

• What are some of the most difficult cultural situations young people face?
• In what ways does developing culture roots with one’s family positively impact social behavior?
• What stresses do young people feel when they return to their native countries?
• What impact does cultural learning have on students in elementary school?
• How does family support help young people cope with difficult decisions?

Psychology Topics to Write About

• Why are adolescents more at risk of developing some type of eating disorder?
• What are the negative effects of insomnia in patients being treated in a medical facility?
• In what ways does group therapy positively impact a patient’s ability to overcome addiction?
• Why should therapists refrain from prescribing ADHD medications to children?
• What are the most effective ways of treating PTSD without using prescription medication?

Abnormal Psychology Topics

• What are the psychological effects of telling either a truth or a lie among young adults?
• What are the major causes of borderline personality disorder in teenagers?
• In what ways does the level of insanity change in patients under specific treatment?
• Why are some people more prone to suffer from personality disorders?
• Can the Oedipus complex first introduced by Freud be used in treatment today?

Developmental Psychology Research Topics

• What role does television media play in promoting violence in adults?
• What are the major psychological characteristics in a child prone to aggression?
• What are the major factors in sociopathic behavior among youth?
• What are some traditional ways of parenting that have been proven ineffective?
• What environmental factors increase the chances of child abuse by a parent?

Biological Psychology Topics

• How are cognitive diseases related to the development of certain disorders?
• How are our perceptions of the world around us affecting the way we behave?
• Can alcohol addiction and other drug-related dependencies be tied to genetics?
• Does biology prevent humans from experiencing a pure sense of free will?
• In what ways does functionalism play into biological psychology?

More Sports Psychology Topics

• What are the negative effects on the mind of exercising to lose weight?
• How is having a network of supporters important for athletic performance?
• How does the attention of PHDs affect the way people feel about sports?
• What impact do sports role models have on a youth’s development?
• Is the NCAA giving an adequate education to its student-athletes?
• What are the most effective ways of dealing with school bullying?
• What are the major causes of psychopathic tendencies in teenagers?
• How does our modern society deal with gender roles?
• What are the key characteristics that improve the abilities to learn a new language?
• Do children require a good foundation to excel academically?

Forensic Psychology Topics

• How can psychology be used to identify and put suspects on trial for certain crimes?
• How has forensic psychology assisted in the way we look at death penalty cases?
• Can psychotic disorders be reevaluated as a result of better psych understanding?
• Should mental diseases be considered in capital punishment cases?
• How would you evaluate the mitigating effects of capital cases in people?

What did you think of our list of psychology thesis topics? Our professional dissertation writers keep our list of ideas up-to-date so that students are always pushing the envelope of research in every discipline. Check back for new general psychology topics or contact us to have a list custom-made for a specific research project.

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Home > School, College, or Department > CLAS > Psychology > Dissertations and Theses

Psychology Dissertations and Theses

Theses/dissertations from 2024 2024.

Faculty Mentors' Influence on Latino/a/x STEM Undergraduates' STEM Identity Development , Sandy Cerda-Lezama

Individual and Structural Contributors to Implicit and Explicit Anti-Muslim Bias in the United States , Aeleah M. Granger

The Wage of Wellness: The Relationship Between Socioeconomic Status, Race, and Work Recovery , Emily Julia Ready

It Takes a Village: An Examination of Social Relationships and Mental Health , Em Francis Trubits

Theses/Dissertations from 2023 2023

Examining Factors Impacting the Service Needs of Unhoused Women , Holly Brott

Main, Mediated, and Moderated Effects of Participating in an After-School Social and Emotional Learning Program on Young Children's Development of Social-Emotional Skills , Amy L. Cordier

Who Puts the "Support" in Supportive Housing? The Impact of Housing Staff on Resident's Well-Being, and the Potential Moderating Role of Self-Determination , Kenna Estell Dickard

Motivation to Collaborate: A Qualitative Exploration of the Perspectives of Service Providers on an Alternative First Response Program , Desiree' J. DuBoise

Tell Me, Do You Feel It Too? A Meta-analysis of Dyadic Emotional Contagion in the Workplace , Stefanie Fox

Left on "Read" and All Alone: Instigated Cyber Incivility, Shame, and Experienced Ostracism at Work , Alison Lucia Hunt

Exploring Associations between Military Identity and Well-being Outcomes among Post-9/11 Veterans after Separation , James David Lee

Experiences of People with Serious Mental Illness Seeking Services at Community Mental Health Centers During the COVID-19 Pandemic , Emily Leickly

Why So Serious? Using the Belongingness Need Tenet from the Self-Determination Theory to Examine Workplace Humor and Its Outcomes , Katharine Lucille McMahon

Emotion Knowledge, Its Applications, and Their Associations With African American Children's Social Relationships With Teachers and Peers in Kindergarten and First Grade , Brielle Emily Petit

Stress-Reduction from Positive Support: Impacts of Receiving Partner Capitalization Support on Veteran Stress/Work Stress , MaryAnn Dona Samson

Diversity in Recruitment: The Role of Realistic Website Job Previews for Racial and Ethnic Minority Applicants , Jennifer Saucedo

Antecedents of FSSB: Evaluating the Demographic Basis of Support , Erika Ann Schemmel

A Daily Investigation of the Recovery Paradox: Examining the Dynamic Interplay of Workload, Recovery Experiences, and Microbreaks , Morgan Rose Taylor

Not on the Menu: Customer Sexual Harassment in the Restaurant Industry , Fernanda Wolburg Martinez

Theses/Dissertations from 2022 2022

Model.Disclose(): Examination of Obsessive-Compulsive Disorder Disclosure at Work , Timothy Allen Carsey

Transforming Learning Communities, Transforming Ourselves: A Qualitative Investigation of Identity Processes in a Participatory Action Research-themed Undergraduate Course , Julia Sara Dancis

Clarifying and Measuring Inclusive Leadership , Kelly Mason Hamilton

Intersections of Masculinity, Culturally Relevant Factors, and Intimate Partner Violence Perpetration Among Asian American Men , Jason Z. Kyler-Yano

Sleeping to Support: An Examination of the Relationship Between Leader Sleep and Positive Support Behaviors , Jordyn Jan Leslie

Work-Related IPV Among Latinos: Exploring the Roles of Fatherhood Status, Gendered Expectations, and Support for Intimate Partner's Employment , Adrian Luis Manriquez

Masculinity Instability and Ideologies as Predictors of IPV Perpetration: The Mediating Role of Relationship Power , Emma Christine Marioles O'Connor

The Benefits of Social Support on Health and Well-Being in Military Populations: Examining Mechanisms, Source of Support, and the Reach of a Workplace Well-Being Intervention , AnnaMarie Sophia O'Neill

Do Motives Matter? The Role of Motivation in Shaping the Impact of Mindfulness Training on Teachers' Psychological Distress and Wellbeing , Cristi N. Pinela

Theses/Dissertations from 2021 2021

The Longitudinal Effects of a Family and Sleep Supportive Intervention on Service Member Anger and Resilience , Shalene Joyce Allen

Drug Conviction and Employment Restriction: Experiences of Employees with Drug-Related Criminal Histories , Liana Bernard

Sustaining Boys' Motivation Over the Transition to Middle School: Can Interpersonal Resources Protect Boys from Engagement Declines Across Sixth Grade? , Brandy Anne Brennan

Returning to Rejection: Outcomes and Boundary Conditions of Mental Illness Stereotypes , Stefanie Fox

Guarding Against Strain: The Moderating Role of Nonwork Experiences in the Relationship Between Work-Related Hypervigilance and Strain in Correctional Officers , Samantha Getzen

Anti-Muslim Bias: Investigating Individual Differences, Threat Perceptions, and Emotions in Islamophobic Policy Support , Aeleah M. Granger

Black Children's Development of Self-Regulation within Stressful Contexts of Parenting: Investigating Potential Buffering Effects of a Kindergarten Social-Emotional Learning Program , Eli Labinger

"Like I Was an Actual Researcher": Participation and Identity Trajectories of Underrepresented Minority and First-Generation STEM Students in Research Training Communities of Practice , Jennifer Lynn Lindwall

Claiming Miscommunication to Justify Rape: The Role of Liking the Perpetrator , Alyssa Marie Glace Maryn

An "I" for an "I" : A Systematic Review and Meta-Analysis of Instigated and Reciprocal Incivility , Lauren Sarah Park

Parenting and Children's Academic Coping as a Dynamic System: Feedforward, Feedback, and Mediators of Changes Across the School Year , Kristen Elizabeth Raine

Does Experiencing Spousal Support and Strain Impact the Quality of Family-Based Support that Supervisors Provide to Employees? , Joseph Alvin Sherwood

"B-ing Flexible" : Examining Creativity in Bisexual Employees , Megan Jane Snoeyink

Exploring the Relationships Between Community Experiences and Well-Being among Youth Experiencing Homelessness , Katricia Stewart

Mothers' Drinking Motives , Sheila Kathleen Umemoto

An Examination of Nurses' Schedule Characteristics, Recovery from Work, and Well-Being , Sarah Elizabeth Van Dyck

Preventing Sexual Violence Through Understanding Perceptions of Sexual Offenders , Judith G. Zatkin

Theses/Dissertations from 2020 2020

Examining Employee Needs at Work and Home: a Self-Determination Theory Perspective , Dana Anuhea Auten

Trajectories, Time Windows, and Alternative Pathways of Engagement: Motivational Resources Underlying Academic Development during Middle School , Heather Anne Brule

Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness , Jaiya Rae Choles

Detecting Reinforcement Patterns in the Stream of Naturalistic Observations of Social Interactions , James Lamar DeLaney 3rd

An Investigation of the Temporal Relationship Between Agitation and Sleep Disturbances , Emily Catherine Denning

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School , Daniel Lee Grimes

Home Resources Supporting Workplace Resources: an Investigation of Moderated Intervention Effects From the Study for Employment Retention of Veterans (SERVe) , Sarah Nielsen Haverly

"It Puts a Face to All the Knowledge We've Gotten" : a Program of Research on Intimate Partner Violence Surrogate Impact Panels , Kate Louise Sackett Kerrigan

A Daily Examination of Anger and Alcohol Use Among Post-9/11 Veterans , James David Lee

An Examination of Daily Family-Supportive Supervisor Behaviors, Perceived Supervisor Responsiveness and Job Satisfaction , Luke Daniel Mahoney

Nurse Can't Even: the Immediate Impact of Incivility on Affect, Well-being, and Behavior , Katharine Lucille McMahon

Perceptions of Police Use of Force at the Intersection of Race and Pregnancy , Emma Elizabeth Lee Money

The Impact of Paternal Caregivers for Youth Who Commit Sexual Offenses , Miranda Hope Sitney

Human Energy in the Workplace: an Investigation of Daily Energy Management Strategies, Job Stressors and Employee Outcomes , Morgan Rose Taylor

Individual and Community Supports that Impact Community Inclusion and Recovery for Individuals with Serious Mental Illnesses , Rachel Elizabeth Terry

Investigating Sexual Fantasy and Sexual Behavior in Adolescent Offenders , Hayley Lauren Tews

Theses/Dissertations from 2019 2019

Integrating Work Ability into the Organizational Science Literature: Advancing Theory and Developing the Nomological Network , Grant Brady

Family Linked Workplace Resources and Contextual Factors as Important Predictors of Job and Individual Well-being for Employees and Families , Jacquelyn Marie Brady

The Role of Teacher Autonomy Support Across the Transition to Middle School: its Components, Reach, and Developmental Effects , Julia Sara Dancis

Does X Mark the Applicant? Assessing Reactions to Gender Non-Binary Job Seekers , Kelly Mason Hamilton

Urbanicity as a Moderator of the Relationship Between Stigma and Well-being Outcomes for Individuals with Serious Mental Illnesses , Emily Leickly

The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance , Jennifer Lindwall

Perceived Partner Responsiveness, Sleep and Pain: a Dyadic Study of Military-Connected Couples , AnnaMarie Sophia O'Neill

Recruitment Marketing: How Do Wellness and Work-Life Benefits Influence Employer Image Perceptions, Organizational Attraction, and Job Pursuit Intentions? , Amy Christine Pytlovany

The Combined Effects of Parent and Teacher Involvement on the Development of Adolescents' Academic Engagement , Nicolette Paige Rickert

Examining the Development and Classroom Dynamics of Student Disaffection Over Multiple Time Periods: Short-term Episodes and Long-term Trajectories , Emily Anne Saxton

Drinking on a Work Night: a Comparison of Day and Person-Level Associations with Workplace Outcomes , Brittnie Renae Shepherd

Development and Validation of the Workplace Mental Illness Stigma Scale (W-MISS) , Nicholas Anthony Smith

Relational Thriving in Context: Examining the Roles of Gratitude, Affectionate Touch, and Positive Affective Variability in Health and Well-Being , Alicia Rochelle Starkey

Preventing Child Sexual Abuse and Juvenile Offending Through Parental Monitoring , Kelly E. Stewart

"To Call or Not to Call?" The Impact of Supervisor Training on Call Center Employee Attitudes and Well-Being , Whitney Elan Schneider Vogel

Theses/Dissertations from 2018 2018

The Impact of Leader Race and Gender on Perceptions of Organizations in Response to Corporate Error , Nicolas Derek Brown

Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial , Jaiya Rae Choles

Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support , Cailin Tricia Currie

Insufficient Effort Responding on Mturk Surveys: Evidence-Based Quality Control for Organizational Research , Lee Cyr

Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses , Alyssa Marie Glace

Gendered Partner-Ideals, Relationship Satisfaction, and Intimate Partner Violence , Sylvia Marie Ferguson Kidder

Organizational Calling and Safety: the Role of Workload and Supervisor Support , Layla Rhiannon Mansfield

Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding , Erin Christine McConnell

Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences , Jean Marie McMahon

Perceived Overqualification and Withdrawal Among Seasonal Workers: Would Work Motivation Make a Difference? , Anthony Duy Nguyen

Differential Well-Being in Response to Incivility and Surface Acting among Nurses as a Function of Race , Lauren Sarah Park

Financial Strain and the Work-Home Interface: a Test of the Work-Home Resources Model from the Study for Employment Retention of Veterans (SERVe) , MacKenna Laine Perry

Neighbor Perceptions of Psychiatric Supportive Housing : the Role of Knowledge, Attitudes, and Behaviors , Amy Leigh Shearer

The Role of Caregiver Disruption in the Development of Juvenile Sexual Offenders , Miranda Sitney

Intrapersonal and Social-Contextual Factors Related to Psychological Well-being among Youth Experiencing Homelessness , Katricia Stewart

Age-based Differences in the Usefulness of Resources: a Multi-Study Investigation of Work and Well-being Outcomes , Lale Muazzez Yaldiz

Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development , Rita Yelverton

Theses/Dissertations from 2017 2017

The Force of Manhood: the Consequences of Masculinity Threat on Police Officer Use of Force , Aurelia Terese Alston

Supervisor Mindfulness and Its Association with Leader-Member Exchange , Dana Anuhea Auten

Combat Experiences, Iso-strain, and Sleep Quality Affect Symptoms of Posttraumatic Stress among Working Post-9/11 Veterans , Gilbert Patrick Brady Jr.

A Study of Shame-proneness, Drinking Behaviors, and Workplace Role Ambiguity Among a Sample of Student Workers , Sarah Nielsen Haverly

Intraminority Support For and Participation In Race-Based Collective Action Movements: an Intersectional Perspective , Jaboa Shawntaé Lake

Patients and Nurses and Doctors Oh My!: Nurse Retention from a Multi-Foci Aggression Perspective , Kevin Oliver Novak

Intimate Partner Violence Impact Panels for Batterer Intervention: a Mixed-Methods Evaluation of a Restorative Justice Process , Kate Louise Sackett

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