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003 OCoLC;

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007 cr unu||||||||;

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035 a| (Sirsi) o1231501459;

035 a| (OCoLC)1231501459;

049 a| EREE;

090 a| RJ503;

100 1 a| Foster, Courtney C.,e| author.?| UNAUTHORIZED;

245 14 a| The effect of a DNA-v program on psychological flexibility moderated by gender and race /c| by Courtney Foster.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2020.;

300 a| 39 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 869.6 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2020.;

500 a| Presented to the faculty of the Department of Psychology;

500 a| Advisor: Jeannie Golden;

500 a| Title from PDF t.p. (viewed August 19, 2021).;

520 3 a| Previous research suggests that adolescents are vulnerable to a wide range of psychological issues and that these issues are often inadequately addressed. When addressed, mental health concerns are commonly handled in schools, who are in a unique position to intervene with social and emotional difficulties. Unfortunately, the implementation of social and emotional curriculum present barriers for implementation and impacting positive change in student functioning. An emerging model of behavior change uses principles of Acceptance and Commitment Therapy, positive psychology, and behaviorism to target behaviors and promise healthy behaviors in youth. Data were collected from four Health/PE classes in a rural high school. The participants received a 6-week universal prevention intervention targeting social and emotional learning skills and psychological inflexibility. Participants who received the intervention curriculum did not exhibit significant changes in psychological inflexibility. Moderation analyses were conducted to determine if the change from pre- to post-intervention was moderated by gender or race. Overall, neither gender nor race moderated the relationship between pre-intervention psychological inflexibility to post-intervention psychological inflexibility.;

504 a| Includes bibliographical references.;

650 0 a| Teenagersx| Mental health.=| ^A1019618;

650 0 a| Positive psychology.=| ^A582476;

650 0 a| Adaptability (Psychology)=| ^A9609;

653 a| psychological flexibility;

653 a| moderation;

700 1 a| Golden, Jeannie,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/8811;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5547885;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5547885-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/14/2021x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5547885-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/14/2021x| ETDz| HERESOURCE;

The effect of a DNA-v program on psychological flexibility moderated by gender and race / by Courtney Foster.

Author/creator	Foster, Courtney C. author.
Other author	Golden, Jeannie, degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2020.
Description	39 pages
Supplemental Content	Access via ScholarShip
Subjects	Teenagers--Mental health. Positive psychology. Adaptability (Psychology)

Summary	Previous research suggests that adolescents are vulnerable to a wide range of psychological issues and that these issues are often inadequately addressed. When addressed, mental health concerns are commonly handled in schools, who are in a unique position to intervene with social and emotional difficulties. Unfortunately, the implementation of social and emotional curriculum present barriers for implementation and impacting positive change in student functioning. An emerging model of behavior change uses principles of Acceptance and Commitment Therapy, positive psychology, and behaviorism to target behaviors and promise healthy behaviors in youth. Data were collected from four Health/PE classes in a rural high school. The participants received a 6-week universal prevention intervention targeting social and emotional learning skills and psychological inflexibility. Participants who received the intervention curriculum did not exhibit significant changes in psychological inflexibility. Moderation analyses were conducted to determine if the change from pre- to post-intervention was moderated by gender or race. Overall, neither gender nor race moderated the relationship between pre-intervention psychological inflexibility to post-intervention psychological inflexibility.
General note	Presented to the faculty of the Department of Psychology
General note	Advisor: Jeannie Golden
General note	Title from PDF t.p. (viewed August 19, 2021).
Dissertation note	M.A. East Carolina University 2020.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The effect of a DNA-v program on psychological flexibility moderated by gender and race / by Courtney Foster.

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