Characteristics of Graduate Students in Psychology Meressa Mamon, Madisyn Cuevas*, Elizabeth Garza*, Clarissa Slaton * Project Mentor(s): Heath Marrs, EdD
This study is an exploration of the incoming characteristics of graduate students in psychology on the variables of resilience, trait emotional intelligence, and personality. This study is a part of a larger research program examining well-being and stress among graduate students. Current research indicates that graduate students in many fields are experiencing challenges to well-being as they pursue graduate training (El-Ghoroury et al., 2012; Hulac, 2024). Better understanding the emotional characteristics of graduate students could be helpful in tailoring training to enhance and coping skills to better prepare them for the demands of a career in the helping professions. In this study, archival data from a sample of approximately 30 graduate students in psychology will be analyzed to determine the incoming levels of resilience, trait emotional intelligence, and personality. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords : Graduate students, Well-being, Resilience SOURCE Form ID: 178
The Impact of Tootling on Classwide Sharing Behaviors in Kindergarten Play Settings
Victoria Pipolo*; Richard Marsicano, PhD Project Mentor(s): Richard Marsicano, PhD
School-age children may experience barriers that impact their social-emotional functioning, including the development of prosocial behaviors. Responses to delays in prosocial skills have included the implementation of social stories and positive peer reporting (“tootling”) interventions, but knowledge of their effectiveness in larger classroom settings and for targeting sharing skills, respectively, is limited. Thus, the present study aims to explore if a classwide social story and tootling intervention package has an impact on sharing, disruptive behaviors, and levels of activity engagement within a general education kindergarten classroom. Participants consisted of 11 kindergarten students from one classroom in a public elementary school in Washington state. Students were taught how to share using a classwide social story and were individually trained on how to report their classmates' sharing using the “tootling” intervention. Students were randomly assigned to participate in one of four activity stations daily. Instances of verbal sharing, behavioral sharing, activity engagement, and disruptive behavior were measured in the building activity station, during unstructured and structured play settings. A combined withdrawal and alternating treatments single-subject design will be used to determine evidence of a treatment effect. Initial analyses suggest that the treatment package was effective in increasing the frequency of prosocial skills for Kindergarten students within both unstructured and structured play settings. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords: School Psychology, Behavior Intervention, Prosocial Behavior, Positive Peer Reporting, Single-Subject Design SOURCE Form ID: 131
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