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The Impact of Modifications and Adaptations on Intervention Outcomes: An Examination of the Implementation of the Peer Body Project on University and College Campuses
The Impact of Modifications and Adaptations on Intervention Outcomes: An Examination of the Implementation of the Peer Body Project on University and College Campuses
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153109
- ISBN
- 9798384442325
- DDC
- 378
- 저자명
- Duru, Chinwendu.
- 서명/저자
- The Impact of Modifications and Adaptations on Intervention Outcomes: An Examination of the Implementation of the Peer Body Project on University and College Campuses
- 발행사항
- [Sl] : The University of Texas at Austin, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 161 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
- 주기사항
- Advisor: Bearman, Sarah Kate.
- 학위논문주기
- Thesis (Ph.D.)--The University of Texas at Austin, 2024.
- 초록/해제
- 요약Approximately one in five U.S. young adults suffer from psychiatric disorders annually.The prevalence of psychiatric disorders is even more significant in college students. Despite the large population of college students who experience mental health disorders, they are unlikely to receive treatment on their campuses, even though campus health clinics routinely offer mental health services. Furthermore, college mental health services cannot meet the growing needs of their students. In addition to other psychiatric concerns, eating disorders might be one concern slipping through the cracks. Many eating disorder treatments are intensive, expensive, and differ depending on diagnosis, which can make treatments difficult to implement on college campuses. A solution is to deliver cost-effective group-based prevention programs. One of the most rigorously tested is the Peer Body Project, which has shown reductions in thin-ideal internalization, body dissatisfaction, and eating disorder symptoms. The Peer Body Project has promising evidence for meeting the needs of campuses, but moving to large-scale implementation may pose challenges for fidelity and require modifications and adaptations, especially given cultural diversity. The primary aims of the study were to explore the extent to which general and cultural modifications and adaptations impacted treatment outcomes and test if ethnicity/race moderated effects. Exploratory analyses assessed the relationships of modifications and adaptations with peer educator characteristics, group composition, and ethnic/racial matching. Modifications and adaptations occurred in every intervention group, with 50% of groups implementing cultural modifications and adaptations. Ethnicity/race did not moderate the relationship between modifications and adaptations and treatment outcomes. Exploratory analyses indicated that the more groups a peer educator facilitated, the more general and cultural modifications and adaptations they implemented. Additionally, greater diversity in group composition predicted more cultural modifications and adaptations. Finally, ethnic/racial matching between an individual and other group participants predicted more cultural modifications and adaptations. Also, an ethnic/racial matching between an individual and their group leader predicted better outcomes on thin ideal internalization. The study reveals trends on the impact of modifications and adaptations on treatment outcomes, but a larger sample, especially of minoritized individuals, may be needed to provide a better understanding of these relationships.
- 일반주제명
- Higher education
- 일반주제명
- Educational psychology
- 키워드
- College students
- 기타저자
- The University of Texas at Austin Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)123vireo24625Duru
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aDuru, Chinwendu.
■24510▼aThe Impact of Modifications and Adaptations on Intervention Outcomes: An Examination of the Implementation of the Peer Body Project on University and College Campuses
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a161 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: A.
■500 ▼aAdvisor: Bearman, Sarah Kate.
■5021 ▼aThesis (Ph.D.)--The University of Texas at Austin, 2024.
■520 ▼aApproximately one in five U.S. young adults suffer from psychiatric disorders annually.The prevalence of psychiatric disorders is even more significant in college students. Despite the large population of college students who experience mental health disorders, they are unlikely to receive treatment on their campuses, even though campus health clinics routinely offer mental health services. Furthermore, college mental health services cannot meet the growing needs of their students. In addition to other psychiatric concerns, eating disorders might be one concern slipping through the cracks. Many eating disorder treatments are intensive, expensive, and differ depending on diagnosis, which can make treatments difficult to implement on college campuses. A solution is to deliver cost-effective group-based prevention programs. One of the most rigorously tested is the Peer Body Project, which has shown reductions in thin-ideal internalization, body dissatisfaction, and eating disorder symptoms. The Peer Body Project has promising evidence for meeting the needs of campuses, but moving to large-scale implementation may pose challenges for fidelity and require modifications and adaptations, especially given cultural diversity. The primary aims of the study were to explore the extent to which general and cultural modifications and adaptations impacted treatment outcomes and test if ethnicity/race moderated effects. Exploratory analyses assessed the relationships of modifications and adaptations with peer educator characteristics, group composition, and ethnic/racial matching. Modifications and adaptations occurred in every intervention group, with 50% of groups implementing cultural modifications and adaptations. Ethnicity/race did not moderate the relationship between modifications and adaptations and treatment outcomes. Exploratory analyses indicated that the more groups a peer educator facilitated, the more general and cultural modifications and adaptations they implemented. Additionally, greater diversity in group composition predicted more cultural modifications and adaptations. Finally, ethnic/racial matching between an individual and other group participants predicted more cultural modifications and adaptations. Also, an ethnic/racial matching between an individual and their group leader predicted better outcomes on thin ideal internalization. The study reveals trends on the impact of modifications and adaptations on treatment outcomes, but a larger sample, especially of minoritized individuals, may be needed to provide a better understanding of these relationships.
■590 ▼aSchool code: 0227.
■650 4▼aHigher education
■650 4▼aEducational psychology
■650 4▼aHigher education administration
■653 ▼aPeer Body Project
■653 ▼aPsychiatric disorders
■653 ▼aCollege students
■653 ▼aTreatment outcomes
■690 ▼a0525
■690 ▼a0745
■690 ▼a0446
■71020▼aThe University of Texas at Austin▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g86-04A.
■790 ▼a0227
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164972▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
