The College of Education, Health and

Human Sciences

Announces the Final Examination of

Julia Watters Wilson

for the degree of

Doctor of Education

May 14, 2015 at 1:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Health and Human Performance, The University of Tennessee at Martin

Master of Science, Education, The University of Tennessee at Martin

Advisory Committee

Dr. Satomi Izumi-Taylor, Ph.D., Professor, Instruction and Curriculum Leadership, Committee chair

Dr. Cathy Meredith, Ed.D., Clinical Associate Professor, Instruction and Curriculum Leadership

Dr. Duane Giannangelo, Ph.D., Professor, Instruction and Curriculum Leadership

Dr. Vivian Morris, Ph. D., Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: August, 2014

Teachers’ Perceptions of the Use of Music and Movement to Promote Phonemic and Phonological Awareness Instruction

Abstract

Wilson, Julia Watters. Ed.D. The University of Memphis. August, 2015. Teachers’ Perceptions of the Use of Music and Movement to Promote Phonemic and Phonological Awareness Instruction. Major Professor: Satomi Izumi-Taylor, Ph.D.

Because the kindergarten school year is the time in which a literacy foundation is constructed, early literacy continues to receive a great deal of focus in Tennessee. Since kindergarten literary experiences predict literacy success in later grades, which impact students academically and socially, these foundational skills are essential during the kindergarten school year, especially phonemic and phonological awareness. Because kindergarten students are very young, the need exists to teach phonemic and phonological skills through effective strategies that are developmentally appropriate. The purpose of this study was to examine kindergarten teachers’ perceptions of the use of music and movement activities to promote phonemic and phonological awareness in kindergarten students. Research has indicated that teachers’ perceptions greatly influence all components of their teaching practice. This study employed qualitative methods including asynchronous online surveys, participant observation, field notes, lesson plans, photos taken by the teachers and me, and videos. The selected participants included six female kindergarten teachers from two elementary schools with varying educational backgrounds and teaching experiences. Three themes emerged from data analysis: differentiation, Developmentally Appropriate Practice (DAP), and the importance of playful activities. Results of the study suggested that all teachers perceived music and movement activities to be necessary and helpful for teaching phonemic and phonological awareness. All six teachers perceived that establishing a supportive classroom environment, in terms of DAP, was necessary for effective instruction to occur. While all six teachers appeared to think that differentiation was important, not all teachers implemented differentiation for phonemic and phonological awareness instruction. Discrepancies seemed to exist between the teachers’ philosophies of teaching and their practices in the classroom. These teachers shared the perception that students should be offered playful activities and games, and their practices were reflective of this perception. To offer such instruction, teachers included music and movement activities, as well as enjoyable literacy centers for their students. Kindergarten teachers need more professional development regarding resources and strategies for supporting phonemic and phonological awareness with music and movement activities.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Joseph Patrick Sweeney

for the degree of

Doctor of Education

May 11, 2015 at 1:00 pm

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English, Michigan State University

Masters of Arts, Curriculum and Instruction, University of Mississippi

Advisory Committee

Clif Mims, Ph.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair

Deborah Lowther, Ph.D., Professor Chair, Instruction and Curriculum Leadership

Emery Trey Martindale, Ed.D. Associate Professor, Instruction and Curriculum Leadership

Lisa Hight, Ed.D., Professor of Biology, Baptist Memorial College of Health Sciences

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: June, 2014

SUPPORTING SIMULATION WITH TRAINING: A STUDY OF FACULTY PERSPECTIVES

Abstract

Authentic learning is rooted in the idea that learning is situated within a real-world context. The learning is then assessed through the performance of a skill or demonstration of applied knowledge (authentic assessment). Using simulation in healthcare education allows students to engage in authentic tasks, and in turn, develop the multitude of skills they need in order to be successful healthcare practitioners. While simulation is not a new concept, advancements in Human Patient Simulators (HPSs) have furthered the possibilities available for the simulation experience, and the use of HPSs continues to grow. Professional development is crucial for undergraduate faculty interested integrating simulation into the curriculum. The purpose of this research was to answer the following four research questions: What are the current faculty perceptions of simulation?, What professional development needs do faculty report concerning simulation implementation?, After participating in simulation-related faculty development, what strategies do faculty perceive as most helpful?, and What are the benefits and barriers concerning simulation-related faculty development, and how do these findings compare to findings from existing research? Data were gathered concerning faculty perceptions of simulation and faculty development, and participants completed an online training module titled Simulation Basics. After completing the training, participants were asked about their perceptions of training, along with the benefits and barriers of simulation-related training. The results of this study showed that faculty generally have a positive view of simulation, and that they prefer self-paced learning along with hands-on workshops. It was also discovered that faculty need several forms of support in order to feel comfortable enough to use simulation in their curriculum. This support is also crucial to overcoming the barriers to simulation implementation.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jami A. C. Voss

for the degree of

Doctor of Philosophy

May 5, 2015 at 11:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, Arizona State University

Bachelor of Science, Human Development & Family Studies, Arizona State University

Masters of Education, Counseling, University of Missouri

Educational Specialist, Counseling, University of Missouri

Advisory Committee

Sara K. Bridges, Ph.D., Associate Professor, Counseling, Educational Psychology and Research, Committee chair

Douglas Strohmer, Ph.D., Professor Chair, Counseling, Educational Psychology and Research

Elin Ovrebo, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research

Nancy Nishimura, Ph.D., Associate Professor, Counseling, Educational Psychology and

Research

Major Field of Study

Counseling Psychology

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: August, 2013

Alternative Sexual Lifestyles: An Exploration of Client Needs, Therapist Competencies, and Training

Abstract

Sex is a fundamental aspect of human functioning but a topic that often involves myths, embarrassment, and silence, particularly related to alternative sexual behaviors, such as consensual paraphilias; bondage and discipline, domination and submission, sadism and masochism (BDSM); and polyamory. Because clients who live alternative sexual lifestyles seek mental health services, it is important for clinicians to be prepared to work with this population. This study used the Delphi method to understand the needs of these clients from the perspective of those who currently work with this population as well as the competencies and training necessary to be a kink aware professional. Professionals who have expertise in working with clients who live alternative sexual lifestyles were asked open-ended questions followed by rounds of surveys in order to establish consensus. Participants agreed that kink clients come in for unique (e.g., discrimination, stigma) and similar (e.g., depression, anxiety) presenting concerns as their non-kink peers. Therefore, therapists need to be skilled practitioners who are knowledgeable about alternative sexual lifestyles. Additionally, participants agreed that therapist cultural competency, positive attitudes, comfort with sexual topics, and knowledge of their competency limits are important for work with this population. Participants reported limited availability of training related to alternative sexual lifestyles but identified several formal and informal sources of information, such as professional conferences, readings, courses, and community events for alternative sexual lifestyles, as ways therapists can increase their competency. Limitations and future directions were also discussed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Lindsey Renée Swanson

for the degree of

Doctor of Philosophy

May 4, 2015 at 10:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Psychology, Georgia College & State University Institution

Master of Science, Professional Counseling, Georgia State University

Advisory Committee

Suzanne Lease, Ph.D., Associate Professor, Counseling, Educational Psychology and Research, Committee chair

Christian Mueller, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Douglas Strohmer, Ph.D., Professor Chair, Counseling, Educational Psychology and Research

Sami Yli-Piipari, Ph.D., Assistant Professor, Health and Sport Sciences

Major Field of Study

Counseling Psychology

Period of Preparation: 2012 – 2016

Comprehensive Examination Passed: August 2014

Understanding the Influence of the Coach and Team Relationships on Sport Motivation in Collegiate Student-Athletes

Abstract

The National College Athletic Association (NCAA) reports ever-increasing numbers of students participating in collegiate sports. As the demand for and intensity of collegiate sports continue to grow, there is a need to understand the sport environment and assist in the development of environments conducive to the well-being of student-athletes. This study used the vocational and industrial-organizational theory of person-environment fit to conceptualize the collegiate sport environment as it shares numerous characteristics with a work environment. This study examined the relationships between the perceived cohesion student-athletes experience with their coaches and teammates and their motivation to perform. The impact of three moderators (athletic identity, sex, and sport type) on the cohesion – motivation relationship was also examined. Using data collected from 219 male and female collegiate student-athletes, hierarchical multiple regressions tested the effects of the perceived coach-athlete relationship and team-athlete relationship on predicting athletes’ motivation to perform as well as the moderating effects of athletic identity, sex, and sport type. The athletes’ perceived coach-athlete cohesion, team-athlete cohesion, and athletic identity predicted the intrinsic and self-determined motivation levels of student-athletes. Athletic identity moderated the relationship between perceived team-athlete cohesion and motivation; sport type moderated the relationship between perceived coach-athlete cohesion and motivation. For student-athletes who reported a low athletic identity, perceived cohesion with their team was more predictive of their motivation levels than it was for those who had higher athletic identity. The degree to which they perceived cohesion with coach was more strongly predictive of self-determined motivation levels for student-athletes of individual sports compared to student-athletes involved in team sports. Clinical implications of the findings and future research are discussed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jessica Nicole Buttacavoli-Smith

for the degree of

Doctor of Philosophy

April 24, 2015 at 10:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, University of Washington

Master of Arts, Community Counseling, Gonzaga University

Advisory Committee

Elin Ovrebo, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research, Committee Chair

Suzanne H. Lease, Ph.D., Associate Professor, Counseling, Educational Psychology and Research, Committee co-chair

Nancy Nishimura, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Chloe Lancaster, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research

Major Field of Study

Counseling Psychology

Period of Preparation: 2011-2015

Comprehensive Examination Passed: August, 2013

The Psychological Distress Experienced in Women Seeking Educational Upward Mobility: The Role of Backlash, Self-Esteem, and Race

Abstract

Women earn roughly 58% of all conferred higher educational degrees in the United States and this number is projected to continue to grow (U.S. Department of Education, 2012). It is commonly known that going to college provides a number of benefits, especially to women as education is one of women’s primary means of upward social mobility and higher earning power (Benjamin, 2005; Hill, 2003; Hout, 1998; Simmons, 2009). However, relatively few studies have explored the backside of educational upward mobility. As women who are seeking a higher degree often experience pushback from family, friends, support persons, and the educational systems themselves, the current study investigated how these women’s perceived backlash, self-esteem, and race predicted psychological distress. It was expected that perceived backlash would predict psychological distress and that this relationship would be moderated by women’s self-esteem and race. The current study examined survey responses from 207 women participants who were either currently seeking a higher educational degree or had their degree conferred in the last five years. A hierarchical multiple regression showed that perceived backlash significantly predicted psychological distress. Neither self-esteem nor race was found to moderate the relationship between perceived backlash and psychological distress, although self-esteem was significantly and positively related to psychological distress. This study has implications for how mental health professionals and educators may assist women in their pursuit of higher education in the future.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Angela Alice Izmirian

for the degree of

Doctor of Philosophy

April 28, 2015 at 11:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, University of California, Los Angeles

Masters in Marriage and Family Therapy, Marriage and Family Therapy, University of Southern California

Advisory Committee

Sara Bridges, Ph.D., Associate Professor, Department of Counseling, Educational Psychology and Research, Committee chair

Yonghong Jade Xu, Ph.D., Associate Professor, Department of Counseling, Educational Psychology and Research

Elin Ovrebo, Ph.D., Assistant Professor, Department of Counseling, Educational Psychology and Research

Alison Happel-Parkins, Ph.D., Assistant Professor, Department of Counseling, Educational Psychology and Research

Major Field of Study

Counseling Psychology

Period of Preparation: 2012 – 2016

Comprehensive Examination Passed: August 2014

Sexual satisfaction in Armenian women living in the United States: Exploring acculturation and gender role ideology and the meditational role of sex guilt

Abstract

Sexual satisfaction is associated with many personal and relational benefits (Sprecher, 2002; Yeh et al., 2006). However, one cannot assume that the factors that influence sexual satisfaction are universal. There are many cultural, contextual and relational factors that vary based on ones background (Drew, 2003; McClelland, 2014; Richgels, 1992). In particular for Armenian American women, who typically come from an immigrant background, the degree to which they associate with the United States culture could influence their sexual beliefs and practices (Dagirmanjian, 2005). Moreover, ascribing to traditional or egalitarian gender roles could impact their sexual satisfaction as well, especially since the purity of the females in an Armenian family is central to the respect of the family as a whole (Bakalian, 2011; Dagirmanjian, 2005). As they transition into the American culture, Armenian American women are likely to experience conflict when they do not follow traditional and conservative expectations, which could lead to guilt related to violating personal standards of proper sexual conduct. The focus of the present study was to more fully understand the influence of acculturation to the United States and gender role ideology on the sexual satisfaction of Armenian American women. As part of this exploration, the potential mediating role of sex guilt was also examined. This study analyzed data on 217 Armenian women who lived across the United States. Many of the results do not support previous research linking acculturation, gender role ideology, or sex guilt to sexual satisfaction. For example, this study did not find significant relationships between acculturation and sexual satisfaction, gender role ideology and sexual satisfaction, and sex guilt and sexual satisfaction. In addition, sex guilt did not mediate the relationship between both acculturation and gender role ideology and sexual satisfaction. The study found that 58% of the variance of sex guilt was accounted for by acculturation and gender role ideology and that 1.2% of the variance of sexual satisfaction was explained by the combination of acculturation, gender role ideology, and sex guilt. The findings’ implications for counseling psychology, future research directions, and study limitations are discussed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Ryan S. Cox

for the degree of

Doctor of Philosophy

April 27^th, 2015 at 11:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, St. Edward’s University

Master of Arts, Counseling, Pacific University

Advisory Committee

Dr. Suzanne Lease, Ph.D., Associate Professor, Counseling, Educational Psychology and Research, Committee Chair

Dr. Sara Bridges, Associate Professor, Ph.D., Counseling, Educational Psychology and Research

Dr. Elin Ovrebo, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research

Dr. Brian Schilling, Ph.D., Associate Professor, Health and Sport Sciences

Major Field of Study

            Counseling Psychology

Period of Preparation: 2011-2015

Comprehensive Examination Passed: August 2013

Hegemonic Masculinity and Health Outcomes in Men:

A Mediational Study on the Influence of Masculinity on Diet

ABSTRACT

Research has demonstrated that men have markedly worse health outcomes than women and have higher rates of death from all 15 leading causes of death except Alzheimer’s disease. Little is known about the cause of this discrepancy, except that in evaluations of lifestyle choices and preventive health factors, men engage in far more health-defeating behaviors than women, including consuming diets significantly lower in fruits, vegetables, whole grains, and micronutrients, and higher in fat and cholesterol. The purpose of this dissertation was to examine the links between hegemonic masculinity, social physique anxiety, and poor dietary choices in men. Hegemonic masculinity is a form of masculine identification associated with cultural dominance and subordination of women and other, less idealized forms of masculinity. Specifically, I hypothesized that adherence to hegemonic masculinity would predict higher rates of social physique anxiety among American men that, in turn, would predict worse dietary habits and patterns. The current study examined survey responses from 313 male participants living in the United States. A multiple regression indicated that the total masculinity scale score was not significantly related to food choices, nor to social physique anxiety. Social physique anxiety, however, was found to be highly predictive of dietary choices and beliefs. These results have implications for how mental health professionals may assist men in making more healthful and conscientious choices.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Cynthia Alexander Mitchell

for the degree of

Doctor of Education

April 8, 2015 2:30 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Human Learning K-8, University of Tennessee

Masters of Education, Administration and Supervision, Freed-Hardeman University

Advisory Committee

Dr. Beverly E. Cross, Ph.D., Holder of the Chair of Excellence, Education, Health and Human Sciences, Committee Chair

Dr. Reginald Green, Ed.D., Professor, Education, Leadership and Policy

Dr. Angiline Powell, Ph.D., Associate Professor, Instruction and Curriculum Leadership

Dr. Satomi Taylor, Ph.D., Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: April, 2013

CULTURALLY RESPONSIVE SCHOOL LEADERSHIP: EXPLORING THE CHARACTERISTICS FOR URBAN SCHOOL LEADERS

Abstract

In today’s society, school leaders are confronted with the needs and perspectives that students from diverse cultural backgrounds bring to the school within both urban and suburban communities (Moll, 1992). Educators face challenges of how to assist children who come from diverse groups and how to navigate school verses home life (Banks, 2001). Culture, cultural competence, and proficiency are essential to understanding school (Bustamante, Nelson, & Onwuegbuzie, 2009). With increasing diversity in schools,   for innovative approaches are essential for leaders to have culturally responsive characteristics and capacities (Madhlangobe & Gordon, 2012).

The purpose of this quantitative study was to identify characteristics that establish the key characteristics for culturally responsive leadership who serve in the role of urban school leaders. This identification clarified and attempts to offer a distinction of the definition of culturally responsive school leaders and teachers which are seen as synonymous. This studies aim was to offer a clear distinction between the roles of culturally responsive teachers versus school leaders (i.e. Principals, Assistant Principals, Guidance Counselors, and Central Office Leadership).

Participants shared their academic experiences through a three round Delphi Method to identify qualities that establish the key characteristics for culturally responsive leadership in the roles of urban school leaders.   For this study, 12 participants who currently served in a leadership role in education were included. These leaders understood the expectations and challenges of leadership and had seven or more years of experience working with populations that reflect cultural diversity among the students served within the United States.

The findings in this study suggest that each of the participants’ responses was a reflection of their separate and shared views. The fundamental agreement among participants is the fact that there were particular characteristics essential for urban school leader to be successful in culturally diverse situations.   Urban school leader who identify and participate in professional practices that improve the way communicate learning could led to genuine transformation of student outcome with a genuine understanding of cultural responsiveness.

Finally, readers of this study should be able to see that there are six characteristics, based on an analysis of the data, which identified as essential to the success culturally responsive leaders. The culturally responsive leaders is inclusive, culturally aware, shared leadership, visionary, instructional leadership, and equitable. Lastly, when these conditions are present, culturally responsive leaders have the opportunity to restructure teaching and learning and shape the total community.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Crystal Dawn Cook

for the degree of

Doctor of Education

April 2, 2015 at 02:30 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Interdisciplinary Studies, Texas Woman’s University

Master of Science, Instruction & Curriculum Leadership, University of Memphis

Advisory Committee

Dr. Beverly E. Cross, PhD, Holder of the Chair of Excellence, Education, Health & Human Sciences, Committee chair

Dr. Teresa Dalle, PhD, Associate Professor, English

Dr. Laurie MacGillivray, EdD, Professor, Instruction & Curriculum Leadership

Dr. Shelly Counsell, EdD, Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Instruction & Curriculum Leadership

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: March 2013

LITERACY PRACTICES IN THE HOMES OF IMMIGRANT FAMILIES AND THEIR RELATIONSHIP TO LANGUAGE ACQUISITION

Abstract

The purpose of this study was to examine the literacy practices of immigrant families and their children and what that support resembles in their homes. In addition, the purpose also centered on the role of language in literacy practices and the association between family relationships and literacy practices. By conducting this study, it was the researcher’s hope that the literacy practices of immigrant families with their children contributed to the sufficient preparation of instructional planning for classroom teachers in helping ELL/ESL students improve their English language acquisition. Furthermore, the study contributed validity to the importance of identifying and acknowledging the individuality each child brings to the classroom.

This study was guided by the following research questions:

1. What are the key literacy practices of immigrant families in their homes with their children?
2. What are the immigrant families’ perceptions of the connections of these practices to their cultures?
3. How do immigrant families’ view the connection between their home literacy practices and the acquisition of English?

The results of this study indicated that there literacy practices that occurred in the homes of immigrant families. The methods for collecting the data included interviews, photo elicitation, and the use of my research journal. Three themes emerged from the overall data collection. The three themes that emerged were the studying of the Bible was the primary literacy source in the homes, homework practices were the secondary literacy source in the families’ homes, and family time activities were also literacy practices in the families’ homes. Family time activities were considered a minor theme, while studying the Bible and homework practices were major themes represented from the data. It was determined from the collected data that families engaged in key literacy practices in their homes and that also, the families perceived connections to their culture and to the enrichment of their children’s acquisition of English.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Mary Claire Williams

for the degree of

Doctor of Education

March 27, 2015 at 9:30 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology-Sociology, Birmingham-Southern College

Master of Science, Community Agency Counseling, The University of Memphis

Advisory Committee

Stephen A. Zanskas, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research, Committee chair

Ronnie Priest, Ph.D., Adjunct Professor, Counseling, Educational Psychology, and Research

Nancy Nishimura, Ed.D., Professor, Counseling, Educational Psychology, and Research

Lisbeth A. Berbary, Ph.D., Professor, Counseling, Educational Psychology, and Research

Dewaine Rice, Ed.D., Associate Professor and Assistant Chair and Director of Counseling Programs, Counseling, Educational Psychology, and Research

Major Field of Study

Counselor Education

Period of Preparation: 2011-2015

Comprehensive Examination Passed: April 2013

Coping Strategies as Seen Through the Eyes of Select African-American Female Child Sexual Abuse Survivors

Abstract

Although there is a vast research in child sexual abuse survivors, the literature often focuses on those survivors in the dominant discourse, with scant research on survivors of child sexual abuse within marginalized groups, such as African-American women. Moreover, given the limited amount of research on African-American child sexual abuse survivors and how they “cope” with experience(s) of child sexual abuse often creates an assumption of shared or similar experiences of “coping” as survivors within the dominant discourse. While there may be similarities between African-American female child sexual abuse survivors and those survivors within the dominant discourse, without such information, misperceptions may be made, thus perpetuating dominant beliefs of child sexual abuse survivors and the survivors’ coping strategies. Therefore, based in the need to expose these misconceptions, this qualitative research uses narrative inquiry informed by black feminism in an effort to better understand racial differences as well as individualized coping strategies for child sexual abuse survivors.

Data was collected using unstructured life-story interviews with six individuals who self-identified as female, African-American, and as a child sexual abuse survivor. This research was guided by the following broad questions: 1.) How do coping strategies of African-American women who are survivors of child sexual abuse relate to dominant discourses on coping strategies of child sexual abuse survivors?; 2.) How do African-American women who are survivors of child sexual abuse perceive the usefulness of their individualized coping strategies?; and 3.) Based on the experiences of African-American women who are survivors of child sexual abuse, what recommendations do they have for other child sexual abuse survivors and professionals working with survivors? Using Creative Analytic Practice (CAP), the findings of this study were presented through loosely chronological journal entries and a zine that was constructed from the data in order to illuminate the diverse experience(s), perspectives, and coping strategies of African-American female child sexual abuse survivors. These constructed narratives may sensitize the reader to the experience(s) of and in coping with child sexual abuse that African-American women have been subject to.