The results further support the effectiveness of IOOV and indicate that graduate level helping professionals can benefit from anti-stigma programs. Future research should go beyond self-report knowledge and attitude evaluation, test the efficacy of the components of the IOOV program (video, contact with presenters), and test the lasting effects of the program.

A large proportion of youth in foster care receive special education services, and poor educational outcomes are one of the most important difficulties facing these youth.One potential risk affecting the low educational achievements of youth in foster care and special education could be teachers' negative and stigmatizing comments toward them.Teachers' negative and stigmatizing comments could have negative effects on youths' behaviors, school attitudes and school performance. Yet, research on the nature and the impact of teachers' negative and stigmatizing comments remains limited.Based on labeling and attribution theories, this study investigated the nature and impact of teachers' negative and stigmatizing comments on the school performance of 123 youth in foster care and special education. Qualitative analysis of the youths' IEP documents was conducted, along with longitudinal quantitative analysis of the associations of negative and stigmatizing IEP comments and the youths' school attitudes, behavior, and performance.Qualitative findings revealed that almost three-fourths of the IEPs included one or more negative comments, and that a substantial proportion of teachers' negative comments specifically included stigmatizing features that could convey negative attitudes or perceptions about the youth to others, including subjective or judgmental comments, biased reports from other teachers, low expectations, and little attention to context or reason.Findings from structural equation modeling showed that teachers' negative comments indirectly predicted youths' school absences through a mediational effect of youths' problem behaviors, and the relationship between current and future youth ii absences was partially mediated through a complex mechanism incorporating both direct and indirect pathways involving youths' school attitudes and problem behaviors. The findings highlight the important predictive and potentially protective roles of teachers' negative comments and youths' school attitudes and problem behaviors on youths' absenteeism.iii Dedication This dissertation is dedicated to God Almighty who has been my eternal rock and hope, and kept me all through the journey of completing this work.To my father and mother who have provided unconditional love, support, and prayer.To my wife who has supported me with patience and prayer.

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