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Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper will use a national cross-sectional survey approach to look at the association between trainable mind-body qualities (mindfulness and self-compassion) with well-being and resilience in 111 college students across the U.S.. Specifically, it will investigate (1) the relationship between trainable qualities (mindfulness, self-compassion) and the resilience, and subjective well-being in students, and (2) compare how these variables were distributed based on enrollment in a college course on compassion. After examination of descriptive statistics and Pearson correlations, comparative analyses were also employed to determine whether enrollment in compassion college courses had any relationship to one’s scores. Results: Respondents included 12 students enrolled in Compassion college course, and 99 students who were not. Both mindfulness and self-compassion showed significant positive correlations with well-being and resilience in all students, and in subgroups based on enrollment at p < .01. Additionally, students enrolled in the course averaged 3 points higher scores across all measures except resilience, where scores were about the same. Conclusions: In all college students, regardless of their enrollment in Compassion, well-being and resilience are positively correlated with both mindfulness and self-compassion. Furthermore, scores based on enrollment in “Compassion” yielded higher levels of mindfulness, self-compassion, resilience, and well-being.
ContributorsBrown, Evaline (Author) / Pipe, Teri (Thesis director) / Gueci, Nika (Committee member) / Jimenez, Manuela (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992) reported that intelligent youth are more resilient than less intelligent youth under low stress conditions but they lose their advantage under high stress conditions. This study examined whether intelligence (reflected in grade point average; GPA) and maladaptive (internalizing and externalizing symptoms) behaviors are negatively related in adolescents, and tested whether level of stress, reflected in emotion regulation and friendship quality, moderated that association. It also probed whether the relationships differ by gender. Sixth-graders (N=506) were recruited with active parental consent from three middle schools. Adolescents completed self-report questionnaires Regarding demo graphics, maladaptive behaviors, emotion regulation, and friendship quality, and GPA data were collected from the school. Regression analyses found that GPA was negatively related to externalizing symptoms. Girls with poor friendship communication report significantly higher maladaptive behaviors. This relation was more pronounced for girls with high GPAs, as predicted. Results support the theory that intelligent female adolescents are more reactive under adverse circumstances. Future efforts should follow students through middle school into high school to evaluate whether friendships remain important to adjustment, hold for boys as well as girls, and have implications for relationship interventions.
ContributorsGonzales, Ashlyn Carol (Author) / Luthar, Suniya (Thesis director) / Davis, Mary (Committee member) / Infurna, Frank (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
A look at the benefits of the integration of music in the classroom. This thesis focuses on how music supports brain development and how that affects the ways children learn the classroom. It also highlights how current teachers feel about integrating music in the classroom and the best practices used for integrating music. Lastly, this thesis contains strategies on how to integrate music in the classroom using the Common Core standards as well as personal compositions written using Common Core standards.
ContributorsAnger, Jack Vottero (Author) / Dahlstrom, Margo (Thesis director) / Stahlman, Rebecca (Committee member) / Mann, Michael (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
Culture is a living, dynamic concept that influences the lives of all human beings, making it one of the cornerstone building blocks of the human experience. However, there is a widespread assumption that culture matters more for some people than others. Recent studies have found evidence of a cultural (mis)attribution bias among psychologists, the tendency to exaggerate the role of cultural factors in the behavior of racial/ethnic minorities while simultaneously exaggerating the role of personal psychological factors in the behavior of the racial/ethnic majority (Causadias, Vitriol, & Atkins, 2018a; 2018b). This study aims to explore the cultural (mis)attribution bias, and how it manifests in the beliefs and attitudes of undergraduate students at ASU. Additionally, this paper will also explore the implications of those results and how to apply that knowledge to our daily interactions with the people around us.
ContributorsKwon, Woochan (Author) / Causadias, José (Thesis director) / Pedram, Christina (Committee member) / Korous, Kevin (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The goal of this thesis was to create a theory of change for an annual Multicultural Arts Camp (MAC) that offers youth with trauma histories opportunities to cultivate protective factors associated with resilience. MAC is designed to promote four primary protective outcomes among its participants: (1) safety, (2) self-expression, (3) skill-building and (4) self-efficacy through exploration of various multicultural art forms and connecting with caring adults. The theory of change was informed by my observations during my experience as a MAC volunteer and my review of academic literature to better define and understand how various factors involved in the MAC program are linked to resilience processes. Arts programming can provide opportunities for youth who have experienced trauma to feel safe enough to engage in self-expression and build corresponding skills that promote feelings of self-efficacy. Building these protective factors thereby strengthens children’s capacity for resilience. Accordingly, the theory of change articulates program activities and processes that promote these outcomes among participating youth. Program directors may draw on the theory of change for strategic planning and evaluation efforts assessing the program’s processes and corresponding impact.
ContributorsJanss, Alena Lilia (Author) / Sechler, Casey (Thesis director) / Foster, Stacie (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Objective: This study examined how the belief (internalization) in the model minority myth of achievement orientation and of unrestricted mobility relates to one’s social awareness of racial inequity and inequality in society (critical consciousness) amongst Asian American college students. Methods: Participants (N = 275, 67.7% female, M_age = 22.35) were recruited from Asian American ethnic studies classes, clubs and organizations and completed an online cross-sectional survey. Results: Results indicated that internalization of achievement orientation significantly correlated with levels of racial critical consciousness while unrestricted mobility did not. Conclusion: These findings extend research exploring the correlates of critical consciousness on internalization of racial stereotypes for Asian Americans.
ContributorsMatriano, Ronae (Author) / Yoo, Hyung Chol (Thesis director) / Atkin, Annabelle (Committee member) / Li, Wei (Committee member) / School of Social Transformation (Contributor) / School of Life Sciences (Contributor) / Hugh Downs School of Human Communication (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Prior research suggests that African American adults are more likely than White adults to experience negative alcohol use outcomes such as alcohol use disorder (AUD) despite reporting lower rates of alcohol consumption. Research also shows that African Americans experience higher rates of depression, which can increase risk for alcohol consumption and AUD through drinking to cope. The current study examined the role of depressive symptoms and drinking to cope in alcohol consumption and AUD symptoms among White and Black/African American college students. Participants completed an online survey during the fall (T1) and spring semester (T2) of their first year of college (N = 2,168, 62.8% female, 75.8% White). Path analyses were conducted to examine whether depressive symptoms and drinking to cope mediated the association between race/ethnicity and alcohol consumption and AUD symptoms, as well as whether race/ethnicity moderated the associations between depressive symptoms, drinking to cope, and alcohol use outcomes. Results indicated that White participants had higher levels of depressive symptoms and alcohol consumption than African American participants. Drinking to cope at T1 was also associated with more depressive symptoms at T1, higher levels of alcohol consumption at T2, and higher levels of AUD symptoms at T2. Also, there was an indirect effect of depressive symptoms on AUD symptoms via drinking to cope. Results from multigroup path analyses suggested that depressive symptoms were more strongly associated with drinking to cope for White students than African American students. There were no significant racial/ethnic differences in the associations between depressive symptoms or drinking to cope and alcohol use outcomes. Future research should examine the roles of race, depression, and drinking to cope in alcohol use outcomes for college students.
ContributorsTaylor, Nicole (Author) / Su, Jinni (Thesis director) / Corbin, William (Committee member) / Chassin, Laurie (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
The goal of this paper is to examine the relevance of ethnic identity in young Latinos and Whites in the Phoenix area. Based on interviews with 30 Latino and White young adults, I explore how “Zoomers” and millennials think about their ethnicity. I found that Whites’ ethnic identity tends to be symbolic or meaningless as they attribute less importance to ethnic identity because it has low personal significance and is inconsequential in their daily lives. Latinos, with their stronger connection to the ethnic core, tend to describe their ethnicity as consequential due to their experiences of discrimination that make their ethnic identity less optional. This research has implications for those looking to better understand how different groups think about their ethnicity.
ContributorsTorre, Samantha (Author) / Flores-González, Nilda (Thesis director) / Salgado, Casandra (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2022-05
Description
A case study using Bate Guide to Physical Examination and History Taking to look at gender and racial biases in medical school textbooks. 5 chapters were looked at specific based on their racial and gender themes present in the images in the chapters. Data from these chapters demonstrate the medical field as beneficial for white and male patients, while women and patients of racial minorities are underrepresented. This underrepresentation impacts future medical care, where these patients are dying as a result of this underdeveloped material.
ContributorsTrantina, Emily (Author) / Haskin, Jennifer (Thesis director) / Carlsen-Landy, Beverly (Committee member) / Barrett, The Honors College (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Molecular Sciences (Contributor)
Created2022-05