Matching Items (11)
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- All Subjects: Embodied Cognition
- Creators: Sanford School of Social and Family Dynamics
- Resource Type: Text
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
Both dialogic reading and embodied cognition have showed to be effective strategies in the development of early literacy skills. Additionally, the use of electronic books has been found to also have a positive effect, including in combination with dialogic reading. The effectiveness of dialogic reading and embodied strategy while reading an e-book has not been compared. The purpose of the study is to determine if embodied cognition can improve dialogic reading practices and possibly offer a theoretical framework for why dialogical reading practices work. Additionally, this study aims to determine the impact of embodied cognition and dialogic reading on the development of both vocabulary and story recall skills in preschool-aged children. Twenty-nine preschool children between the ages of 3 and 5 years old took part in a matched pairs experiment that included reading an e-book. Children in the experimental groups received four readings of either an embodied cognition condition or a dialogic reading condition. Following the four readings, the groups switched treatment. The children who received the embodied cognition conditions scored significantly higher on both story recall and vocabulary acquisition compared to those in the dialogic reading and control groups. Results of the study suggest embodied cognition in conjugation with dialogic reading practices could provide a more effective and improved model for promoting early literacy skills.
ContributorsMedrano, Danielle Alessandra (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Gomez, Ligia (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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
Using interpretative phenomenological analysis (IPA), a qualitative research method, combined with quantitative data, this study was designed to examine what it means to be an adolescent living with muscular dystrophy, a life-limiting disease. A sample of twelve adolescents with Duchenne (eight), limb-girdle (two), and friedreich's ataxia (two) as subsets of muscular dystrophy were interviewed one-on-one, as were their parent or adult guardian. Interviews consisted of 16 opened-ended questions for adolescents, and 17 open-ended questions for parents or guardians. Participants also completed a pre-interview online survey consisting of 38 closed-ended questions using a Likert-type scale to gather demographic and treatment information. The focus of these interviews included peer relationships, self-concepts, and family dynamics in the lives of adolescents with muscular dystrophy. Each of these categories was examined in relation to participants' processes of making meaning of their experiences. It was discovered that parent and child attitudes towards disability run parallel, whether that be positive, negative, or neutral in regards to quality of life with a disability. It was also determined that at least one parent must be a stay-at-home job or be able to work from home in order to be the caliber of caregiver required for their child. Adolescents in this study all had a strong support system in place, with the predominant support system being their family. Self-reports on whether or not adolescents worried about how their muscular dystrophy affected their families were split. Families planned activities within their family unit by utilizing a complete activity inclusion approach, separate opportunities for siblings approach, or activity elimination approach. Regardless of level of family support, it was found that the majority of adolescents in this sample try not to think about muscular dystrophy, or have neutral feelings towards these thoughts. They also thought that people who do not have muscular dystrophy do not know what it is like to live with this disease, and felt neutrally towards the way that they look. Medically speaking, the majority of adolescents reported feeling neutral towards the support that they receive from their medical providers, and that their providers do not talk directly to them but rather to the rest of their family or caregiver instead. These adolescents could not manage their own medical needs and their medical appointments were made by a parent or other type of caregiver. A strong misperception that a physical disability also signals the presence of an intellectual disability when at school was evident. Adolescents were also quick to point out the social stigma that comes with having the assistance of an aid at school with able-bodied peers. However, a small few, particularly those younger in age, reported a lack of peer stigma, and even the social benefit of having an adult friend at school. While the Muscular Dystrophy Association is trusted in coordinating patient care, their treatment advisements are perceived to be outdated, and Goodwill Ambassador program considered manipulative by patients. Application to the Muscular Dystrophy Association (MDA) Transitions Program are named so that the organization formerly relied upon most to serve these families and who has a program designed to serve this exact population can benefit from them. With zero families interviewed having heard of or utilized this program, a clear change in their programs and practices need to take place. The information gathered from this study provides insight for developing and to guide new programs to assist this population in making the difference the MDA Transitions Program aims to do.
ContributorsBlotner, C (Author) / Spinrad, Tracy (Thesis director) / Seeley, Bridget (Committee member) / Brougham, Jennifer (Committee member) / Sanford School of Social and Family Dynamics (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
Due to the Covid-19 pandemic, healthcare professionals including occupational therapy practitioners (OTPs) were required to transition to working utilizing an online-service delivery model called telehealth. The use of telehealth for occupational therapy (OT) sessions was limited prior to the pandemic, and this shift required OTPs to provide services in ways many had never experienced. The purpose of this study was to identify how the transition to telehealth impacted OTPs and their ability to provide proper care to the pediatric population via telehealth. The final analytic sample included 32 female OTPs who worked with the pediatric population. Results from qualitative and quantitative analyses showed that OTPs had positive feelings toward using telehealth and that the telehealth modality had a moderate impact on their job performance. The areas that pediatric OTPs want to be addressed included technology and internet issues, lack of parent involvement, decreased quality of care, inaccessibility of materials, decreased attention span and increased distractions, and lack of general knowledge about telehealth among clients, parents, and professionals. Despite these drawbacks, a positive theme emerged that the telehealth model is good for current circumstances. The results show telehealth is a positive experience for OTPs and allows OT to be more accessible to their clients. Implications for increasing education for healthcare professionals, clients, and parents/guardians to make telehealth accessible to clients on a large scale are discussed.
ContributorsMulvaney, Kaitlin Marie (Author) / Bryce, Crystal (Thesis director) / Seeley, Bridget (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.
ContributorsBowe, Emily (Author) / Kappes, Janelle (Thesis director) / Panneton, Teresa (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
Description
Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the four-day intervention sessions were assessed and emotion was coded. Each session was emotion-coded for child emotions and for child-researcher emotions. The child specific emotions were 1) engagement in the task, this included level of participation in the activity, 2) motivation/attention to persist and complete the task, as well as stay focused, and 3) positive affect throughout the session. The child-researcher specific emotions were 1) engagement with each other, this involved how the child interacted with the researcher and under what context, and 2) researcher’s positive affect, this incorporated how enthusiastic and encouraging the researcher was throughout the session. It was hypothesized that effectiveness of the intervention would be directly correlated with the degree that the child displayed positive emotions during the intervention. Thus, the analysis of these emotions should highlight differences between the control and EMBRACE group and help to explain variability in effectiveness of the intervention. The results did indicate that children in the EMBRACE group generally had a significantly higher positive affect compared to the control group, but these results did not influence the ability for the child to effectively recall or moderate the EEG variables in the post-test. The results also showed that children who interacted with the researcher more tended to be in the EMBRACE group, whereas children who did not interact with the researcher more frequently were in the control group, showing that the EMBRACE intervention ended up being a more collaborative task.
ContributorsOtt, Lauren Ruth (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (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
Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsConway, Bryn (Author) / McKinney, Keagan (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2022-05