Browsing by Author "Farrell, Laura Catherine"

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    A Dual Examination of Content and Effects: News Media Representations of Autism Spectrum Disorder and the Effects of Attributions on Community Members’ Supportive or Discriminatory Feelings, Behavioral Intentions, and Behaviors Toward the Disability
    (North Dakota State University, 2014) Farrell, Laura Catherine
    The media has the ability to influence societal perceptions about important issues. This study involved a dual examination of content and effects of news media representations of a prominent health issue—autism spectrum disorder (ASD) that now affects 1 in 88 individuals (CDC, 2013). Study 1 examined the presence of attributions of ASD and signaling “stigma” cues in news media and Study 2 investigated the effects of attributions of ASD emphasized in news media on community members’ emotions, behavioral intentions, and behaviors toward the disability. Study 1 revealed associations between certain attributions and signaling “stigma” cues and indicated news circulation plays a role in the appearance of cause attributions and social skill deficit cues. The results also illuminated intriguing trends in the presence of certain attributions of ASD and signaling “stigma” cues in news media over the past 16 years. Study 2 shed light on the direct and indirect effects of attributions about ASD emphasized in news stories on community members’ emotions, behavioral intentions, and actual behaviors; these findings partially align with attribution theory. This research provides a holistic understanding about the presence and power of language emphasized in news stories about ASD. Implications and directions for future research are discussed.
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    The Role of Cyber and Face-to-Face Verbal Bullying on Adolescent Victims
    (North Dakota State University, 2010) Farrell, Laura Catherine
    The purpose of this study was to examine adolescent verbal bullying across communication media (e.g., face-to-face [F2F], cyber, both). Media Richness Theory (MRT; Daft & Lengel, 1984; 1986) and hyperpersonal communication (Walther, 1996) are the guiding theories in this study. Results suggested three of the four emotional outcomes [happiness, self-esteem, and peer satisfaction] were not significantly different across verbal bullying media, while the fourth emotional outcome [relational victimization] was significantly different. Results also suggested differences in frequency of bullying communication types between bullying media. There was a significant difference in the frequency of bullying type and grade level; however, there were no significant differences in the frequency of bullying medium based upon biological sex. These results indicate a bullied victim is most affected when the verbal bullying occurs though multiple mediums. Directions for future research are also offered.