Browsing by Author "Bouchard, Lauren M."

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    Correlates of Attendance in Psychiatric Services: A Critical Review
    (Office of the Vice Chancellor for Research, 2013-04-05) Bonfils, Kelsey A.; McGuire, Alan B.; Bouchard, Lauren M.; Kukla, Marina
    Attendance and dropout are concerning problems in the mental health field. With dropout rates averaging around 50%, mental health agencies lose money and resources invested in missed appointments and under-attended groups, providers lose valuable time, and consumers do not receive recommended levels of services. While there is research on consumer, provider, and agency factors that affect attendance, it has not been integrated and reviewed in the context of community services for those with psychotic disorders. The authors conducted a critical review of literature examining correlates of attendance in community services provided to samples with psychotic disorders as the most prominent diagnostic category. Twenty-two studies were identified that met inclusion criteria. Over 100 unique correlates of attendance were tested; the authors categorized these into eight content areas: demographics, current functioning, history (psychiatric/functional), neurocognitive functioning, services/treatment, social functioning, self-stigma/insight, and symptoms/psychopathology. Correlates were also sorted according to how often they were examined and how many times they were found to be significantly related to consumer attendance. The category containing the most unique correlates was symptoms/psychopathology. Demographic correlates were researched the most, with three unique correlates examined in over ten studies (age, sex, and living situation). Of these demographic correlates, all but two were found significant 25% of the time or less, and none exceeded 40%. Alternatively, some correlates have been investigated few times, but with promising results and theoretical connections to attendance, such as baseline illness severity, which has been found significant in 75% of analyses. There is evidence that researchers are examining correlates for which there is little empirical evidence of a connection to attendance. This may lead to missed opportunities to maximize attendance, use of services, and resources. Implications for future research in the area are discussed.
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    Self-Leadership, Self-Efficacy, and Academic Performance in Undergraduate Students and Peer Mentors
    (Office of the Vice Chancellor for Research, 2013-04-05) Bouchard, Lauren M.
    This study investigates the role of self-leadership and self-efficacy on the academic performance of students—specifically academic peer mentors. It investigates if undergraduate academic peer mentors differ from comparable students in terms of self-leadership and self-efficacy as well as in general academic performance. Self-leadership is a construct based on how well a person can utilize cognitive and behavioral strategies to manage their own development while academic self-efficacy refers to a person’s belief in their academic competency. We hypothesize that peer mentors will have higher scores on the revised self-leadership questionnaire (RSLQ) and academic self-efficacy as well as higher levels of academic performance as evidenced by GPA and specific academic self-report questions. This study also seeks to understand self-efficacy as a mediating variable between self-leadership and academic performance. We hypothesize that self-efficacy will mediate self-leadership and academic performance in this context. Results from this study will be meaningful for students in academic leadership positions as well as comparable peers, and it is anticipated the results will be used for student growth and leadership development.