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.
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Description
In Arizona, there are virtually no established support groups or services for children on the autism spectrum and their families when experiencing the loss of a loved one. This is due to many factors, including the complexity of autism, an inconsistent belief that children with autism are capable of grieving, and a general lack of research conducted on the crossover of children with autism and grief. This proposal is based on the social work strengths perspective, in which I argue that children living with autism are capable of grieving and need support to do so. The way families and practitioners approach grief among children with autism is with individual counseling based on a therapist's discretion, grief books and guides, and virtual communities. I attempt to compile evidence-based and practical activities, interviews with parents and professionals, and my experience in order to recommend effective support for children with autism experiencing loss. My hope is that caregivers will use this material in order to understand and help a neglected population find the language and means to safely grieve.
ContributorsCohen, Jessica Marie (Author) / Ingram-Waters, Mary (Thesis director) / Stuckey, Michelle (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
As part of a group project, myself and four teammates created an interactive children's storybook based off of the "Young Lady's Illustrated Primer" in Neal Stephenson's novel The Diamond Age. This electronic book is meant to be read aloud by a caregiver with their child, and is designed for reading over long distances through the use of real-time voice and video calling. While one part of the team focused on building the electronic book itself and writing the program, myself and two others wrote the story and I provided illustrations. Our Primer tells the story of a young princess named Charname (short for character name) who escapes from a tower and goes on a mission to save four companions to help her on her quest. The book is meant for reader-insertion, and teaches children problem-solving, teamwork, and critical thinking skills by presenting challenges for Princess Charname to solve. The Primer borrows techniques from modern video game design, focusing heavily on interactivity and feelings of agency through offering the child choices of how to proceed, similar to choose-your-own-adventure books. If brought to market, the medium lends itself well to expanded quests and storylines for the child to explore as they learn and grow. Additionally, resources are provided for the narrator to help create an engaging experience for the child, based off of research on parent-child cooperative reading and cooperative gameplay. The final version of the Primer included a website to run the program, a book-like computer to access the program online, and three complete story segments for the child and narrator to read together.
ContributorsLax, Amelia Ann Riedel (Author) / Dove-Viebahn, Aviva (Thesis director) / Wetzel, Jon (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Popular culture tends to downplay strong female characters to favor a plethora of male figures that children look up to as heroes. This creates a gender imbalance in exposure to inspirational characters that children can look up to as role models. For our team's creative project, we chose to write and illustrate a children's book mainly targeted at young girls, ages eight to twelve that focuses on the stories of selected female figures of Norse mythology. The five stories in our collection focus on the figures Frigg, Skadi, Elli, Idunn, and Freya and are inspired by the mythology contained in the Prose Edda by Snorri Sturluson and selected medieval texts on the Germanic Lombard tribe. Through our book, Women of Norse Myth: For Little Goddesses, we wanted to introduce children to Norse mythology, a branch of myth that is often overshadowed by more popular mythologies such as Roman and Greek. Additionally, our goal was to bring light to the female figures within Norse myth that are generally given less attention than their male counterparts. Keeping in mind these goals, the stories were adapted from the original myths in a manner that would be suitable for a young audience as well as our aim for female empowerment. The final manuscript contains an introduction to Norse cosmology, introductions to the figures, a glossary of Norse terms used, and the illustrated stories themselves. Together with our combined talents, interests, and goals, Women of Norse Myth: For Little Goddesses was completed, and we hope that someday it can be published and serve as a fun and inspiring storybook for children to read and learn from.
ContributorsFarine, Brittany (Co-author) / Muth, Margaret (Co-author) / Youngjohn, Trystan (Co-author) / Alexander, John (Thesis director) / Wells, Cornelia (Committee member) / Department of English (Contributor) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.
ContributorsBromich, Bobbi Lynn (Author) / Pina, Armando (Thesis director) / Presson, Clark (Committee member) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Most research on domestic violence has been regularly generalized, on the issue and the people involved, who are most commonly but not necessarily, only women. Previous studies have focused mainly on women in the United States facing a domestic violence situation and the criminal justice response to them, however studies on the immigrant populations are limited. In this qualitative research we attempt to answer the question of how do domestic violence circumstances during childhood and young formative years, 12 - 18 years old, affect people from diverse cultures, as they become adults in the U.S. This study looks at the perceptions of women from Cambodia, Mexico, Russia and Vietnam as well as the United States, involving Native American women and their dependent children who have emigrated to or lived in the U.S. and experienced violence from their intimate partner and their experiences with the law, culture, Child Protective Services and other programs. Through previous interviews with women of these cultures we gain an understanding of their struggles and thoughts about their experiences and understandings and look into what changes can be implemented in order to help the various cultured victims of domestic violence in the law, community and criminal justice system and programs.
ContributorsBenado Smasch, Alisys Antanaychene (Author) / DeCarolis, Claudine (Thesis director) / Fox, Kate (Committee member) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This creative project is a children's book entitled Sheldon the Shy Tortoise. Accompanying the story is a literature review of the research on childhood shyness. The purpose of the project is to gain a better of understanding of shyness in childhood. Topics covered in the literature review include risk factors and causes, negative social and behavioral effects, impact on academics, and treatment options. Using this information, the children's book was written. It aims to be fun for children to read while also providing insight and encouragement into some of the problems related to being shy. The story features animal characters and a relatively simple plot so it is easily understandable by the target audience of late-preschool and early-elementary children. The main character, Sheldon the tortoise, is often physically and metaphorically "stuck in his shell". He wants to participate in social activities but is afraid to do so. Through a series of events and interactions, Sheldon starts to come out of his shell in every sense of the phrase. The book is illustrated using photographs of hand-crocheted stuffed animals representing each of the characters. By incorporating scholarly research into the writing process, children will hopefully be able to gain an understanding of their shyness and ways to help decrease it. Teachers should be able to better understand their shy students and understand some of the unique challenges of working with shy children. This creative project helps convey necessary information to children and families during a critical period of development.
ContributorsRyan, Amanda (Author) / Hansen, Cory (Thesis director) / Bernstein, Katie (Committee member) / Department of Speech and Hearing Science (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05