Browsing by Author "Minney, Jessica Ann"

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    Configurations of risk factors for poor parental treatment engagement
    (University of Alabama Libraries, 2011) Minney, Jessica Ann; Lochman, John E.; University of Alabama Tuscaloosa
    Behavioral parent training is an effective treatment for many child behavior problems; however, low parent attendance and engagement has been a chronic barrier to its successful implementation. Previous research identified a number of risk factors that were predictive of low engagement in parent training. The present study tested whether these risk factors were valid predictors in a targeted prevention sample using latent class analysis and a binary segmentation procedure to identify meaningful sub-groups within the sample. Although the latent class analysis did not identify meaningful classes which predicted attendance, the binary segmentation procedure resulted in six mutually exclusive groups. These groups were classified based on social support and stressful life events, and group membership significantly predicted attendance at parent training. The validity of these predictors was further supported by a backward stepwise regression. Other frequently studied predictors, such as income, did not discriminate within the sample. These findings suggest that the risk factors for low engagement and participation in targeted prevention parenting interventions may be different from the risk factors for treatment seeking samples.
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    Isolation: the optimum environment for creativity? the relationship between the experience of ostracism and creativity
    (University of Alabama Libraries, 2016) Minney, Jessica Ann; Lochman, John E.; Guadagno, Rosanna E.; University of Alabama Tuscaloosa
    Creativity is a social construct affected by personality, intelligence, motivation, historical context, and environment, among other variables. Ostracism is a form of social rejection that has been shown to negatively affect cognitive processes. The present study tested whether there was a causal relationship between the experience of ostracism and subsequent creativity. Participants in the present study were either included or excluded during a game of Cyberball, and then were in one of three social conditions (social: expectation for future social interaction with a confederate, coaction with a confederate: no expectation for future social interaction; or solo task completion: no confederate present) while they completed two tasks of creativity (drawing and writing). Multivariate analysis of the drawing task ratings revealed a significant Cyberball x social condition x drawing apprehension interaction; participants in the Cyberball-excluded/solo condition received the highest ratings on complexity, but only when they were high in drawing apprehension. Additionally, Cyberball-included/social condition, participants high in drawing apprehension received much higher ratings of drawing complexity than participants low in drawing apprehension. The implications of these findings are discussed, as well as directions for future research.