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
The ‘draw and write’ research technique was developed as a bottom-up approach to gaining access to children’s ideas, experiences, and views of the world around them in areas such as health, education, and social issues. While the technique may allow children to participate in research in a way that is less restrictive than other techniques, many critique the method for its adverse ethical concerns, validity, and issues of interpretation and analysis. This article reviews the ‘draw and write’ research technique and its common critiques as well as offers a case study of the ‘draw and write’ technique, performed with children in Acatenango, Guatemala, in order to validate the accuracy of the ‘draw and write’ technique in depicting specific quantitative results.
ContributorsJones, Danielle Lynn (Author) / Maupin, Jonathan (Thesis director) / Hackman, Joe (Committee member) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Post-traumatic stress disorder is prevalent in refugees. The population of refugees in the United States is continuing to increase, of which the majority of the incoming refugees are children. A more comprehensive approach is needed to assess children for PTSD. This creative project involved reviewing existing literature on refugees in the United States, child refugees, Erik Erikson's stages of psychosocial development, and available and applicable PTSD assessment tools. I developed a reference chart that compared the available assessment tools. I recognized that a PTSD assessment tool for refugee children does not exist. In response, I created an approach to assessing PTSD in refugee children ages 5-12. In creating this toolkit, I determined who is appropriate for administering the assessment, discovered how to create trust between the clinician and the child, created the assessment tool, including implementation instructions, and then provided directions on scoring and referrals. The tool itself is called the Child Refugee PTSD Assessment Tool (CRPAT-12). The creation of the CRPAT-12 will hopefully be disseminated and will encourage refugee resettlement organizations to assess children for PTSD upon intake. Early identification of symptoms of distress will help the child receive the appropriate treatment and will help prevent more extreme mental health complications.
ContributorsBuizer, Danyela Sutthida (Author) / Walker, Beth (Thesis director) / Stevens, Carol (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The purpose of the study was to determine the impact of social interaction with children on the symptoms of depression in elderly participants at the John C. Lincoln Adult Day Healthcare center when compared to depressive symptoms in the elderly who do not regularly interact with children. This organization provides care to elderly members of the community in a dignified and stimulating manner. It allows caregivers of participants to take a break from day to day responsibilities while providing the participants with a safe and active environment. It shares premises with the Lincoln Learning Center, which is a care/educational facility for children ages 6 weeks to 12 years of age. The children and the elderly interact one day a week for half an hour in a planned activity in the Adult Day Healthcare Center. The Geriatric Depression Scale- Short Form was used to assess for presence of depressive symptoms in both the control group (those who did not regularly interact with children) and the experimental group (those who did regularly interact with the children). The scale consisted of 15 yes-or-no questions regarding the average emotions the participants experienced in a week. A total of 15 people participated in the study, eight in the control group and seven in the experimental group. Eight of the participants were male, seven were female and they ranged in age from 58 to 96 years old. An independent sample t-test was performed to assess the data for statistical significance.
ContributorsHorneman, Kaitlyn Noelle (Author) / Speer, Therese (Thesis director) / O'Brien, Janet (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Research on joint control during arm movements in adults has led to the development of the Leading Joint Hypothesis (LJH), which states that the central nervous system takes advantage of interaction torque (IT) and muscle torque (MT) to produce movements with maximum efficiency in the multi-jointed limbs of the human body. A gap in knowledge exists in determining how this mature pattern of joint control develops in children. Prior research focused on the kinematics of joint control for children below the age of three; however, not much is known about interjoint coordination with respect to MT and IT in school-aged children. In the present study, joint control at the shoulder, elbow, and wrist during drawing of five shapes was investigated. A random sample of nine typically developing children ages 6 to 12 served as subjects. The task was to trace with the index finger a template placed on a horizontal table. The template consisted of a circle, horizontal, vertical, right-diagonal, and left-diagonal line. Analysis of muscle torque contribution (MTC) revealed the individual roles of MT and IT in the shoulder, elbow, and wrist joints. During drawing of the horizontal line, which requires the most difficult joint control pattern in adults because it does not allow the use of IT for joint rotation, joint control was found to change through development. For the youngest children, the function of elbow MT modified to suppress IT, thereby producing large elbow rotation. The oldest children simplified this by using the shoulder as the principal joint of movement production and with decreased assistance from the elbow. For the other four drawing movements, differences in the pattern of joint control used by all of the subjects was unaffected by an increase in age. Overall, the results suggest that in children above 6 years of age, minor changes in joint control occur during drawing of relatively simple movements. The limited effect of age that was observed could be related to the restriction of movements to the horizontal plane. For a future study, three-dimensional movements that provide more freedom in joint control due to redundancy of degrees of freedom could be more informative about developmental changes in joint coordination.
ContributorsKemmou, Nadaa (Co-author) / Way, Victoria (Co-author) / Dounskaia, Natalia (Thesis director) / Vidt, Meghan (Committee member) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
How do children understand how others see the world? I examined correlations between 4-8 year old children's understanding of beliefs and their understanding of other ways that people represent the world. Beliefs that I measured are understanding of pretense, understanding that things can have multiple identities, understanding that people can know things by inference, and understanding that people can look at the same thing and have different representations of it. I predicted that there would be correlations among these tasks. In particular, I predicted children would be able to understand these tasks when they understood true and false beliefs, based on current theories on belief understanding. I predicted that the classic false belief task alone would not be a good predictor of task performance, but that the combination of true and false belief tasks would. Participants were 100 children recruited at the Phoenix Children's Museum between ages 4 and 8. Previous research has found that children pass all of these tasks between the ages of 6 and 8, but no other studies have looked at the inter-correlations among them. Contrary to my prediction, children did not pass these tasks all at once, but scores went up gradually with age and belief understanding.
ContributorsLaitin, Emily Lynne (Author) / Fabricius, William (Thesis director) / Glenberg, Arthur (Committee member) / Department of Psychology (Contributor) / School of Sustainability (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Equal access to community facilities and resources is vital to the educational development of children. Yet, many times community programs and activities are not appropriately adapted for children with disabilities. This thesis project explored how public library spaces and programs can be adapted to become more accessible for children with special needs. Forty-one library youth staff members were surveyed to understand their training needs and inform the development of a professional workshop. In partnership, Arizona State University and Scottsdale Public Library System created a professional development training to educate library youth staff on cultural responsivity. One component of the training, "Creating Safe Library Spaces for Children with Special Needs," was developed to teach library youth staff about techniques for ensuring equal educational opportunities for all children in libraries. Sixteen library staff members participated in the training and were asked to complete a post-workshop survey evaluating their satisfaction and perceived usefulness of the training.
ContributorsFessenden, Wyatt J. (Author) / Taylor, Michelle (Thesis director) / Gaias, Larissa (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This honors thesis is a combination of analytical and creative endeavors. The research portion of the project examines contemporary transgender issues, including social, emotional, and cultural concerns. Most notably, the research focuses on the relationship between social support and mental health. These findings suggest that children who fail to receive adequate support are liable to face severe developmental and emotional consequences. The accumulation of this research ultimately serves as the foundation and justification for the creative work, which is presented as a children's book directed at transgender and gender non-confirming youths.
ContributorsBellon, Kyana JeRay (Author) / Nelson, Margaret (Thesis director) / Barca, Lisa (Committee member) / School of Social Transformation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12