http://hdl.handle.net/10057/461 Search the Channel s http://soar.wichita.edu:8080/dspace/simple-search http://hdl.handle.net/10057/1404 title: Wichita youth empowerment partnership: a community assessment of District 1 authors: Elias Rodas, Dina M.; Wituk, Scott; Meissen, Gregory J.; Thomas, Maaskelah; Gregory, Tara; Goines, Paulette <br>abstract: District 1 of Wichita, Kansas is primarily formed by African American population and faces multiple economic and social challenges that require greater collaboration and improved capacity of local faith-based (FBO) and community-based organizations (CBO). The Wichita Youth Empowerment Partnership (WYEP) is an initiative facilitated by the Center for Community Support & Research (CCSR) and includes 10 partnering faith-based and community-based organizations (FBCBOs) that address youth violence and gang activity in the mentioned district. A participatory community assessment was conducted to obtain information and establish future directions for services and activities of the organizations, from the youth’s perspective. Community assessment was a participatory process that integrated mixed methods to collect information: youth survey, focus groups, photovoice, and archival data. Information obtained was quantitatively and qualitatively analyzed. Adult collaboration and inclusion of a youth research team were central aspects. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br> http://hdl.handle.net/10057/1393 title: Teacher training for Head Start classrooms authors: Moreno, Desirae A.; Just, Christy L.; Snyder, James <br>abstract: The goal of this study was to provide Head Start teachers with specific skills in developing positive relationships with students and in more effectively managing problematic child behavior in the classroom. The hypothesis was that teacher behavior management training (BMT) would reduce child problem behavior and create a more supportive social environment in Head Start classrooms compared to standard teacher practices, or treatment as usual (TAU). Ten teachers serving twenty classrooms in three centers received six hours of specialized training in addition to training as usual, while seven teachers serving fourteen classrooms in two centers received training as usual. Training as usual consisted of standard teacher training provided by Head Start. BMT entailed the addition of 6 hours of group teacher training grounded in “The Incredible Years: Promoting Positive Academic and Social Behaviors” approach, and individualized in-class mentoring. Repeated measures ANOVAs (group X time) were used to assess group differences in change in children’s behavior from fall to spring of the school year. There was a significant group X time interaction (p = .013) in observed rates of child disruptive and aggressive behavior which increased over time in the TAU group and decreased in BMT group. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br> http://hdl.handle.net/10057/1387 title: The great between-subjects assumption authors: Lambdin, Charles; Shaffer, Victoria A. <br>abstract: There seems to be an assumption that some judgment and decision-making (JDM) findings will only be supported in between-subjects designs, even though between-subjects results can be misleading. This paper tested this assumption by taking two famous between-subjects JDM findings (Shafir, 1993; Tversky & Kahneman, 1986) and replicating them within subjects. Replicating within subjects allowed us to conduct a manipulation check, and the qualitative data gathered surprisingly suggest the original experiments lack construct validity <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br> http://hdl.handle.net/10057/1377 title: Sexual satisfaction and commitment authors: Pearson, Rachel <br>abstract: The purpose of this study was to examine the mechanisms by which commitment is associated with sexual satisfaction. This study expanded on previous research to determine whether three pro-relationship sexual behaviors (disclosure, motivation to satisfy partner, and emotional bond) would explain a significant amount of variance in participants’ sexual satisfaction and whether these variables mediated the association between commitment and sexual satisfaction. A convenience sample was collected, consisting of 100 undergraduate female students. Participants completed a survey that included the following measures: Rusbult relationship satisfaction scale, The Global Measure of Sexual Satisfaction, Rusbult’s commitment scale, and scales created by the researcher to assess the three pro-relationship sexual behaviors. There was a statistically significant correlation between sexual satisfaction and relationship satisfaction (r=.70) and between sexual satisfaction and commitment (r=.57). Commitment was most highly correlated with emotional bond (r (100)=.70), followed by motivation to satisfy partner (r (100)=.47), and disclosure (r (100)=.36). These results indicate that women who reported being more committed in their relationship also reported an increased use of the three pro-relationship sexual behaviors. Commitment predicted a significant amount of sexual satisfaction variance (r²=.34). When sexual satisfaction was regressed on total pro-relationship sexual behaviors score, 44% of the variance in sexual satisfaction was accounted for. When commitment was added, only an additional 4% of variance was accounted for. Thus, the relationship between commitment and sexual satisfaction is almost completely mediated by the three pro-relationship sexual behavior scales. Overall the model accounted for 48% of the variance in sexual satisfaction. This research is important in treatment of sexual difficulties. Commitment is important to sexual satisfaction; the three pro-relationship sexual behaviors are especially important for sexual functioning. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br>