Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
Filtering by
- All Subjects: Depression
- Creators: School of Life Sciences
Methods: Using PubMed, Medline, and CINAHL the search terms adolescents, depression, and yoga were searched for related articles. Articles were then excluded or included based on certain criteria. Focus was placed on articles written within the last 10 years as well as studies done on children within 10-19 years of age. Final articles underwent extraction for relevant information and comparisons were drawn between the studies.
Results: Final exclusion lead to a total of 5 suitable studies. Studies varied in styles of yoga performed and measurement scales used to assess depression. Populations of adolescents varied significantly as well. The majority of these studies showed significant improvement in depression symptoms when measuring from pre to post intervention. Similar improvements were also noted in anxiety symptoms and low self-esteem.
Conclusion: Data gathered indicated that yoga serves a suitable intervention for decreasing depression symptoms in adolescents. Additionally, there seems to be promising results regarding the viability of yoga as an intervention for decreasing symptoms of anxiety and increasing self-esteem. Despite, current promising results, there is need for more research to affirm the findings found in these articles to determine the long term effects of yoga interventions.
This project concerns justification for why partner dance, particularly ballroom dance, should be a part of the Arizona public-school curriculum. It consists of a review of peer-reviewed scientific research on the subject, as well as interviews conducted with local experts on dance. Moreover, a sample curriculum is supplied that should provide guidance on how to implement a ballroom dance program in the K-12 system. The goal of this paper is to empower educators to create ballroom dance programs in their schools, with the ultimate plan to help develop students into better citizens.
Depression is a worldwide public health problem that affects millions of people every year. Due to recent reports that depressed individuals have an altered gut microbiome composition, there is speculation that treatments that influence microorganisms in the gut could potentially lead to alleviation of depressive symptoms. Apple cider vinegar has been studied extensively for its health-promoting properties and benefits. Apple cider vinegar’s main ingredient is the short chain fatty acid, acetic acid. Short chain fatty acids have been shown to improve mood state and depressive symptoms, as well as amplify the effect of prebiotics in restoring the gut microbiome. This experimental design study examined the effects of ingesting 2 tbsp. apple cider vinegar (1 g acetic acid) twice daily with a meal on the levels of urinary metabolites in 14 college students compared to a control group of 11 college students that took one vinegar supplement tablet (0.015 g of acetic acid) daily for 28 days. All participants were healthy, normal to underactive (< 300 minutes of moderate exercise a week), and free of chronic or acute illnesses. Urinary metabolite analysis revealed a significant production of enzymes involved in the hexosamine pathway in the liquid vinegar group compared to baseline levels. However, anticipation of an alteration in tryptophan metabolites, a possible consequence of altered metabolism of gut microflora, was not observed. These data suggest that apple cider vinegar might be a potential treatment for depression through the production of hexosamine pathway enzymes.
Latinas face among the highest documented rates of depressive symptoms among all adolescent groups. According to the Centers for Disease Control and Prevention's 2018 Youth Risk and Behavior Survey, 46.8% of Latina adolescents reported feeling sad and hopeless on a daily basis. As a Latina myself, I found myself wondering how we could direct power back to our Latina youth. I turned to the tradition of storytelling, an integral practice in Latino/a communities. Storytelling is a social and cultural tradition, which upholds intergenerational connection, understanding, and education. While many Latinas engage with storytelling in the family space, I wanted to foster a safe space outside of the household for Latinas to connect with one another. I was inspired by psychologist Dr. Lillian Comas-Diaz's concept "Spirita," a synthesizing spirituality among women of color which places emphasis on understanding the shared traumatic experiences and drawing joy from empathetic connections and commitment to creating community with one another. From here, I developed a website called "Sanando Juntos," or "Healing Together," teaching Latinas how to use storytelling as a tool to better understand themselves as well as create a space to foster connections with other Latinas. In order to develop a theoretical framework for the website, a literature review was conducted observing successful methods of digital storytelling in adolescent audiences. I then used this research to develop the main pillars for the website, a storytelling workshop, safe-space building, multimedia approaches, and peer-to-peer interaction. With many young Latina girls disproportionately suffering from suicidal ideation and depression, Sanando Juntos acts as a way to break down the stigma surrounding these difficult conversations while empowering and connecting like-minded Latinas. The final website can be viewed at https://sanandojuntos.com.
Squeakie is a positive influence on the way the other characters perceive themselves. The shadow turns each character’s self-doubt and negative feelings into fuel, which he stores in a paintbrush. When he takes the fuel from the character, it fades their body color. Phan has anxiety and uses the 4-7-8 breathing technique to overcome her panic attacks. Her range of color is blue to light blue. Ovid feels guilty and exercises to take his mind off his guilty thoughts. Ovid is either red or light pink. Amelia is depressed and reframes her way of thinking to overcome her inability to fly. Visually she is green or light green. The shadow is later revealed as a misguided character who was just looking to escape the dream world and find friends.
The story is resolved by the stuffed animals joining forces with the perceived antagonist, the shadow, to operate a plane. They each use their strength of color to fuel the plane, which takes them back to the real world. When Sophia’s mom pulls the stuffed animals out of the washer, the shadow comes with them. The shadow, now a cat with rainbow patches, is instantly loved by Sophia. The story ends with the stuffed animals drying on the porch bench while Sophia plays with the shadow in the new backyard.
There is increasing interest in understanding how active learning affects students’ mental health as science courses transition from traditional lecture to active learning. Prior research has found that active learning can both alleviate and exacerbate undergraduate mental health problems. Existing studies have only examined the relationship between active learning and anxiety. No studies have examined the relationship between active learning and undergraduate depression. To address this gap in the literature, we conducted hour-long exploratory interviews with 29 students with depression who had taken active learning science courses across six U.S. institutions. We probed what aspects of active learning practices exacerbate or alleviate depressive symptoms and how students’ depression affects their experiences in active learning. We found that aspects of active learning practices exacerbate and alleviate students’ depressive symptoms, and depression negatively impacts students’ experiences in active learning. The underlying aspects of active learning practices that impact students’ depression fall into four overarching categories: inherently social, inherently engaging, opportunities to compare selves to others, and opportunities to validate or invalidate intelligence. We hope that by better understanding the experiences of undergraduates with depression in active learning courses we can create more inclusive learning environments for these students.