Intimate Partner Violence Among Female Undergraduates: The Role of Language in the Development of Posttraumatic Stress

Intimate Partner Violence Among Female Undergraduates: The Role of Language in the Development of Posttraumatic Stress

Date: August 2011
Creator: Larson, Christina Mary
Description: Research findings across a variety of samples (e.g., clinical, shelter, hospital) estimate that 31% to 84% of women who have experienced intimate partner violence (IPV) exhibit symptoms of posttraumatic stress disorder (PTSD). The current study sought to further investigate the abuse-trauma link by examining the relationship between lifetime trauma exposure, type of abuse (i.e., physical, psychological), and perspective-taking abilities (i.e., here-there, now-then). The role of experiential avoidance in the development of PTSD symptoms was also examined. Results indicated that lifetime trauma exposure (β = .31) and psychological abuse (β = .34) were significant predictors of PTSD symptomatology. Additionally, analyses revealed that experiential avoidance (β = .65) was a significant predictor of PTSD symptoms that partially mediated the relationship between IPV and PTSD symptomatology. Implications of findings are discussed as well as future suggestions for research examining type of IPV and PTSD.
Contributing Partner: UNT Libraries
Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students

Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students

Date: May 2012
Creator: Aguirre, Jacqueline S.
Description: The typical educational stressors experienced by college students, in conjunction with developmental stressors such as separation from parents, individuation, and perceived social support, can interact to impact adaptation significantly. First generation college students (students who are the first in their family to attend college) can experience stressors beyond the typical educational stressors experienced by later generation college students, including lack of support from family and peers as well as financial difficulties that can interact to impact the pursuit of an education beyond the undergraduate level. The present study examined factors that may be especially influential in the pursuit of a higher education for first generation college students. Results indicated that aspects of family enmeshment were related to academic motivation for first generation students, but not for later generation students. Exploratory analysis showed that family and finances were mentioned more often among first generation students when compared to later generation students as stressors that strongly influence the desire to continue beyond the undergraduate level.
Contributing Partner: UNT Libraries
A Recommended Curriculum for Teaching Score Study in the Undergraduate Instrumental Conducting Class

A Recommended Curriculum for Teaching Score Study in the Undergraduate Instrumental Conducting Class

Date: December 1994
Creator: Hamilton, Craig V.
Description: The purpose of this study was to create and gain consensus of an essential curriculum for teaching score study in the undergraduate instrumental conducting class. Questions to be answered by this study were what methods, materials, and evaluations should be used to teach score study to undergraduate instrumental conducting students? Resolving the questions required the collection of information on the methods, materials, and evaluations used in teaching score preparation in the undergraduate instrumental conducting class and the opinions of conductors and teachers of conducting about those methods, materials, and evaluations.
Contributing Partner: UNT Libraries