An Exploratory, Multistage Evaluation That Examines the Impact of Change Based on the Shared Experiences of the Toe Tag Monologues
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UNLV Theses, Dissertations, Professional Papers, and Capstones 5-1-2020 Change of Venue: An Exploratory, Multistage Evaluation that Examines the Impact of Change Based on the Shared Experiences of the Toe Tag Monologues Lisa Ann Baaske Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, and the Educational Methods Commons Repository Citation Baaske, Lisa Ann, "Change of Venue: An Exploratory, Multistage Evaluation that Examines the Impact of Change Based on the Shared Experiences of the Toe Tag Monologues" (2020). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3862. http://dx.doi.org/10.34917/19412013 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). 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CHANGE OF VENUE: AN EXPLORATORY, MULTISTAGE EVALUATION THAT EXAMINES THE IMPACT OF CHANGE BASED ON THE SHARED EXPERIENCES OF THE TOE TAG MONOLOGUES By Lisa Ann Baaske Associate in Science Elizabethtown Community and Technical College 2008 Bachelor of Science - Middle Grades Education Western Kentucky University 2010 Master of Arts in Education - Adult Education Western Kentucky University 2013 A dissertation proposal submitted in partial fulfillment of the requirements for the Doctor of Philosophy - Curriculum & Instruction The Department of Teaching & Learning College of Education The Graduate College University of Nevada, Las Vegas May 2020 Copyright © 2020 by Lisa Ann Baaske All rights reserved. No part of this dissertation may be reproduced or used in any manner without written permission of the copyright owner except for the use of quotations in a book review or manuscript. For more information, address: [email protected] FIRST EDITION Dissertation Approval The Graduate College The University of Nevada, Las Vegas April 13th, 2020 This dissertation prepared by Lisa Ann Baaske entitled Change of Venue: An Exploratory, Multistage Evaluation that Examines the Impact of Change Based on the Shared Experiences of the Toe Tag Monologues is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy - Curriculum & Instruction The Department of Teaching & Learning Steven Bickmore, Ph.D. Kathryn Hausbeck Korgan, Ph.D. Examination Committee Chair Graduate College Dean Howard Gordon, Ed.D. Examination Committee Member Steven Grubaugh, Ph.D. Examination Committee Member Tiberio Garza, Ph.D. Graduate College Faculty Representative ii ABSTRACT This study determined how Vision Theatrical Foundation addresses the needs of troubled and traumatized local youth. I wanted to see if their services and interventions had an impact and if that impact resulted in a change and/or an improved quality of their lives. In addition, I wanted to see if the impact improved mental health literacy. This is a mixed-method, convergent, multistage, process and impact evaluation. An exploratory process evaluation was conducted on the organization utilizing SAMHSA’s Process Evaluation to Monitor Program Implementation (SAMHSA, 2018), which assesses five key questions about the program. The strengths and weaknesses of the organization were identified. The Toe Tag Impact Scale was used to survey participants regarding their attitudes and beliefs about the services and interventions provided by the organization. The variables were impact and change. There was a moderate positive correlation between the variables, r = .638, n = 18, p = .004, and the ANOVA indicated a 2 statistical significance at F(1,17) [MSE = .227, n = .371], p = .004. A content analysis and an intensive analysis was conducted on essays written by youth who had previously received services. The results showed that youth identified attitudes and beliefs that corresponded with the conceptual framework of Jorm et al (1997), Components of Mental Health Literacy. These components were integrated with the theoretical framework from the Transtheoretical Model of Change (Prochaska & Velicer, 1997). Vision Theatrical Foundation can implement services and interventions that can meet the needs of at-risk youth and juvenile offenders. Keywords: Mental Health Literacy, Transtheoretical Model, impact, change, youth iii ACKNOWLEDGMENTS § I would like to first thank God for guiding me through this 14-year journey. § First, I owe an abundance of gratitude to my mother, Loretta Acres, who kept telling me that I was smart enough to take this journey. Her love and encouragement fueled my motivation. When I said goodbye, I promised that I would finish my doctorate. Ma, I kept my promise! § I also want to thank my papa, Mack Page, who helped me study for my finals the first two years. I miss you Papa, and I would have never made it to my first graduation without you! § My husband, Larry Baaske, has been “my everything” during this process. He was there at the beginning when I needed someone to keep me awake while I wrote my essays. He has supported me, guided me, listened to my crazy ideas, and told me when they didn’t make sense. He accepted many additional responsibilities at home while I was in class, and when I was busy doing homework. He cooked, cleaned, and took care of the kids. I cannot thank him enough! Most importantly, he would not let me quit, no matter how many times I threatened to do so. Honey, I love you and adore you! We need a vacation very soon! § I want to thank my daughter Rebecca, who shared the college experience with me. She was instrumental during the proposal process! She listened while I talked through my ideas and took care of everything else so I didn’t have to. Rebecca, it was a lot of fun! Thank you for your cooking and managing all of the chaos! Now, it’s your turn! I will be there for you. § I want to thank my daughter Sarah, and my granddaughter Katie for their sacrifices. I have been a student in most of your memories. I want to make new memories with the both of you! § I want to thank my committee. I appreciate my Chair, Dr. Steven Bickmore, for helping me make sure this dream came true. I want to thank Dr. Howard Gordon for pushing me to be better than just good enough. I want to thank Dr. Steven Grubaugh for stepping in at the last moment. I especially want to thank Dr. Tiberio Garza, who has been the backbone of this doctoral journey. Dr. Garza, I would not be writing this if it wasn’t for you. Thank you, from the bottom of my heart! I look forward to writing and conducting more research with you! § I want to thank Dr. Jim Berger (WKU/GCSU). You prepared me for this wild adventure! § I want to thank Lixian Tian, who was my cohort bestie, officemate, and friend. We may not have finished together, but we were still there for one another. Tian, I sure do miss you! § I especially want to thank Byron Stringer, who allowed me to share his passion! iv DEDICATION This dissertation is dedicated to my sister. Dawn Marie Nelson 1978 – 2016 May her suicide save lives. v TABLE OF CONTENTS ABSTRACT ................................................................................................................................... iii ACKNOWLEDGMENTS ............................................................................................................. iv DEDICATION .................................................................................................................................v LIST OF TABLES ....................................................................................................................... viii LIST OF FIGURES ....................................................................................................................... ix CHAPTER ONE INTRODUCTION ..........................................................................................1 Setting the Stage ..................................................................................................................1 Violent Issues and Components ...........................................................................................1 Current Statistics ..................................................................................................................5 Trauma-Informed Education ................................................................................................7 Current Resources ...............................................................................................................7 Gaps in the Literature and Interventions ...........................................................................10 One Solution .....................................................................................................................10 Research Purpose ...............................................................................................................11 Definition of Terms ............................................................................................................11