David A. Dia’s research while affiliated with University of Tennessee at Knoxville and other places

Anxiety and depressive disorders are the most common mental health problems for adolescents; understanding their etiology and course is necessary for developing effective prevention and treatment programs. The tripartite model of anxiety and depression was evaluated in a random, clinical sample of 185 adolescents, with an average age of 15.09 years (SD = 1.9), with 58.4% males (n = 108). Survey packets were mailed to participants (61% response rate). Two models were evaluated: (a) Model one fit adequately, however, modification indices and prior research and theory suggested adding paths between anxiety and depression. (b) Model two tested paths between anxiety and depression; this revised model fit the data well, suggesting a relationship from anxiety to depression. Further, physiological hyperarousal may be a distinct component for anxiety and negative affectivity may be a general risk factor for anxiety and depression in adolescents. The findings that different factors contribute to the cause of anxiety and depression have implications for practice.

Exploring the relationship between parenting and women's use of violence the current study surveyed 106 mothers arrested for intimate partner violence (IPV) related crimes on parenting styles and attitudes toward when using violence against their partner is justified. Findings indicate parenting styles indicative of low belief in using physical discipline with their child/ children and an internal parental locus of control. However, a moderate to weak relationship between parenting styles and justification for using violence against a partner was also found. Although some support for the spillover theory is noted, results are far from conclusive.

Anxiety and depression are common conditions in children and adolescents, which have a high degree of co-morbidity. The tripartite model posits, negative affectivity is a common component to anxiety and depression, low positive affectivity (anhedonia) is related to depression, and physiological hyperarousal is related to anxiety (Clark & Watson, 1991). Theory suggests that NA and PA are independent, but more recent research suggests that NA and PA may be negatively related in children and adolescents (Crook et al., 1998; Chorpita & Dalieden, 2002). The Positive and Negative Affectivity Scale Child version (PANAS-C) was developed to measure negative and positive affectivity within this model and is used in practice to help distinguish between anxiety and depression (Laurent et al., 1999). There is evidence of reliability and validity of the measure (e.g., Laurent et al., 1999) but, there were inconsistencies found with the model. PA had a statistically significant correlation with NA (Chorpita & Dalieden 2002; Crook et al., 1998) and PA had a significant negative correlation with anxiety (Lonigan et al., 1999). This study evaluated the psychometric properties of the PANAS-C in an outpatient, sample of adolescents. The advantage of this sample is that it is the population of interest and a developmentally homogenous group. The objectives were: 1) to assess the reliability and validity of the PANAS-C and 2) to determine if NA and PA are independent. Methods: Surveys were mailed to a random sample of adolescents (N = 185; 61.1% response rate) who were currently in mental health treatment for an anxiety and / or depressive disorder. Participants completed the Positive and Negative Affectivity Scale for Children and the Revised Child Anxiety and Depression Scale for the measure of anxiety and depression (Chorpita, et al., 2000). Results: The scale evidenced good reliability with Cronbach's alphas for PA = .92 and NA .91. Using exploratory factor analysis (EFA), all items loaded on their appropriate subscale. NA was correlated with anxiety (r = .68, p Conclusions and Implications: There was good evidence for reliability and convergent validity. The PANAS-C did not evidence discriminant validity as well. PA was negatively related to anxiety and NA and PA had a negative relationship, which is inconsistent with the model. These results are consistent with the previous research. The PANAS-C was not effective in differentiating between anxiety and depression in this sample of adolescents. A second and alternative explanation is that negative affectivity and low positive affectivity in adolescents are not independent. This suggested that it may not be as important to focus on discriminating between anxiety and depression in adolescents, but to focus on the core component of these two disorders, negative affectivity.

This exploratory study examines cognitive risk factors, anxiety sensitivity, and positive and negative affect, as related to the development of anxiety and depression. In a mailed survey, adolescents completed the Child Anxiety Sensitivity Index and the Positive and Negative Affectivity Scale. Previous research utilized the broad and unified variable of anxiety sensitivity as a predictor of anxiety. In this study, we separate and examine the four specific factors of anxiety sensitivity: mental incapacitation concerns, social concerns, disease concerns, and unsteady concerns, and relate it to specific anxiety disorders and depression. Results indicate good convergent validity and improved divergent validity when utilizing the four factors of anxiety sensitivity as compared to using it as one construct. Results also suggest: (1) OCD and GAD share numerous similarities and (2) the importance of the role of negative affectivity in anxiety and depression. Being aware of the components of anxiety sensitivity and how they relate to specific anxiety disorders can help a social worker when rendering a diagnosis.

Children with disabilities receive most of their support from families. While most family caregivers are mothers or fathers, grandparents are increasingly providing care for children with disabilities. In addition, family caregivers come from diverse cultural backgrounds that impact their views on disability. This paper reviews the literature on parent and grandparent caregivers of children with disabilities as well as the literature on parenting children with disabilities across cultures. Drawing from a literature review, the paper discusses emerging directions in intervention.

In this study, 230 licensed social workers participated in a cross-sectional survey to examine participants' self-perceived change in knowledge, attitude, and behavior (KAB) following formal and informal continuing professional education (CPE). Self-perceived change scores were significantly higher for informal than formal CPE. Higher motivational orientation toward professional knowledge was found to be a stronger predictor of self-perceived change in KAB following participation in formal and informal CPE. In addition, following formal CPE, greater age and increased expectation to apply learning predicted greater perceived change in KAB. Implications for social work education are discussed.

The purpose of this study was to evaluate the measurement model and theory underlying the Educational Participation Scale–Modified (EPS-M) using confirmatory factor analysis. A probability sample of 225 licensed social workers in Maryland completed the mailed survey. The findings support a six independent factor model. Results also support the EPS-M as a valid and reliable measure for identifying motivational orientations of social workers who pursue continuing professional education. Professional knowledge was the most frequently reported motivational orientation. Implications regarding social workers’ motivational orientations and the design of continuing professional education activities are discussed.