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- Creators: Barrett, The Honors College
Description
In a healthcare system already struggling with burnout among its professionals, the COVID-19 pandemic presented a barrage of personal and occupational strife to US healthcare workers. Structural and everyday discrimination contributed to the health inequities of people of color in the US, exacerbated by COVID-19-related racism and xenophobia. There is little research regarding the effects of COVID-19 and related and/or concurring discrimination upon minority nursing staff, despite their importance in supporting the diverse American patient population with culturally competent, tireless care amid the pandemic. This cross-sectional survey study aimed to examine 1) the relationships between discrimination, social support, resilience, and quality of life among minority nursing staff in the US during COVID-19, and 2) the differences of discrimination, social support resilience, and quality of life among minority nursing staff between different racial/ethnic groups during COVID-19. The sample (n = 514) included Black/African American (n = 161, 31.4%), Latinx/Hispanic (n = 131, 25.5%), Asian (n = 87, 17%), Native American/Alaskan Native (n = 69, 13.5%), and Pacific Islander (n = 65, 12.7%) nursing staff from 47 US states. The multiple regression results showed that witnessing discrimination was associated with a lower quality of life score, while higher social support and resilience scores were associated with higher quality of life scores across all racial groups. Furthermore, while participants from all racial groups witnessed and experienced discrimination, Hispanic/Latinx nursing staff experienced discrimination most commonly, alongside having lowest quality of life and highest resilience scores. Native American/Alaskan Native nursing staff had similarly high discrimination and low quality of life, although low resilience scores. Our findings suggest that minority nursing staff who have higher COVID-19 morbidity and mortality rates (Hispanic/Latinx, Native American/Alaskan Native) were left more vulnerable to negative effects from discrimination. Hispanic/Latinx nursing staff reported a relatively higher resilience score than all other groups, potentially attributed to the positive effects of biculturality in the workplace, however, the low average quality of life score suggests a simultaneous erosion of well-being. Compared to all other groups, Native American and Alaskan Native nursing staff’s low resilience and quality of life scores suggest a potential compounding effect of historical trauma affecting their well-being, especially in contrast to Hispanic/Latinx nursing staff. This study has broader implications for research on the lasting effects of COVID-19 on minority healthcare workers’ and communities’ well-being, especially regarding Hispanic/Latinx and Native American/Alaskan Native nursing staff.
ContributorsLaufer, Annika Noreen (Author) / Chen, Angela (Thesis director) / Fries, Kathleen (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Abstract Communication scholars have begun to contribute to the theoretical understanding of resilience as a dynamic and collaborative process, which can be talked into being (Buzzanell, 2010). Previous research has examined the role of resilience in romantic couples, however, has focused disproportionately on heterosexual couples. This offers a limited, and singular understanding of how resilience is developed and sustained in romantic relationships. To better understand the scope and breadth of resilience, this study examined five same-sex couples through an in-depth qualitative case study analysis. The purpose of this study was to contribute to the small body of existing data, as well as, enhance our understanding of how resilience works in other contexts. Data was analyzed for thematic patterns, and compared to existing data on same-sex relationships. The findings supported that resilience is a collaborative process that is facilitated by communication. There were some discrepancies from the data collected in this study compared to previous findings; however, due to the small sample size, findings from this study cannot be generalized to the larger population.
ContributorsHartt, Cori Ann (Author) / Waldron, Vincent (Thesis director) / Kelley, Doug (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
DescriptionMy creative project is a brand new Barrett, The Honors course that examines the complex and evolving intersections between natural disasters, culture, and resilience in Italy.
ContributorsNavia, Bianca Christine (Author) / Dal Martello, Chiara (Thesis director) / Vitullo, Juliann (Committee member) / School of Politics and Global Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
Attention-deficit/hyperactivity disorder (ADHD) is a common developmental disorder characterized by symptoms of impulsivity, inattention, and hyperactivity that interfere with development. Given the lasting academic and social deficits associated with ADHD symptoms, it is critical to study the risk factors of this disorder and possible factors that could protect against its development. Therefore, the current study investigated the potential role of social support from parents, siblings, teachers, and peers as promotive and protective factors against the development of ADHD symptoms for children at familial risk of developing ADHD symptoms. Participants included 903 twins (30.5% monozygotic twins, 35.9% same-sex dizygotic twins, 31.7% opposite-sex dizygotic twins) from the longitudinal Arizona Twin Project. Children (51.6% female) were assessed for social support and ADHD symptoms at age 8 (M = 8.42, SD = 0.68) and for ADHD symptoms at age 9 (M = 9.71, SD = 0.93). Children’s familial risk for developing ADHD symptoms was assessed as a function of their cotwin’s symptom status at age 8 and the pair’s zygosity. Mixed model regression analyses indicated that familial risk was a robust predictor of ADHD symptoms. Further, peer acceptance was found to operate as a promotive factor against the development of ADHD symptoms, with some evidence for positive parenting as a promotive factor, as well. None of the forms of social support were found to be protective factors for children at familial risk of developing ADHD symptoms. Bivariate twin analyses revealed that peer acceptance and ADHD were related for both genetic and environmental reasons, suggesting that children’s heritable behaviors influence their peer acceptance. Future directions may include examining additional factors as possible moderators of familial risk of developing ADHD symptoms.
ContributorsHawkins, Jessica Kathryn (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Miadich, Samantha (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
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
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
The interplay between Post Traumatic Stress Disorder (PTSD) and self-efficacy lies in the efficacy-activated processes that comprise an individual’s cognitive and belief systems. Previous research shows that low self-efficacy contributes to development and maintenance of mental disorders like PTSD, while high self-efficacy influences ability to visualize, implement, and maintain success scenarios (resilience) related to effective mental coping. Negative cognition makes it difficult to pursue a coping success scenario in the presence of overriding self-doubt and often arises because a traumatic event has made it difficult to retrieve positive self-identities or has reactivated negative self-identities. Consistent with this model, we predict that a negative association exists between self-efficacy and PTSD onset susceptibility. We employed a pre-test/post-test design using a susceptibility/resilience questionnaire to assess predisposition to PTSD. Vignettes, designed to either raise or lower self-efficacy, were used to separate participants into groups and revealed a significant interaction between low and high self-efficacy across the pre- and post-tests, supporting the assertion that high self-efficacy guards against PTSD onset susceptibility while low self-efficacy may make someone more susceptible to developing PTSD-related symptoms.
ContributorsNightingale, Jeffrey W (Co-author) / Holloway, Steven R. (Thesis director) / Náñez, José E. (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Using the case of a children's home in Nepal, Ama Ghar, this study utilizes concepts of resiliency and community service to assess children's ability to react and recover from disaster. As earthquakes continues to strike rural and urban populations \u2014 from Mexico to Italy \u2014 learning the recovery stories of the 2015 Nepal Earthquake from the Ama Ghar family may further understanding on how to promote resiliency for youth in a post-disaster stage. Although community service in many respects has been supported as a successful youth development tool in Western contexts, researchers call for a more extensive look that compares variables of community service through a global lens. Because of the research backing the benefits that community involvement has on promoting civic responsibility, citizenship, and human and societal well-being, this study proposes that facilitating an active role through community service is a positive way to generate resilience among a child. After conducting in-depth interviews on Ama Ghar caretakers and alumni, it was ultimately concluded that there is a positive relationship between community service and overall resilience of a child. It was found that different forms of discussions of disaster, community service, and resilience shows the complex interconnectedness among these attributes and how this relationship accounts for the building up of resiliency among children who have faced disaster such as the earthquake in Nepal. Learning about the nurturing of children within the blended Ama Ghar family and their vivid first-hand experiences may be scalable however more in-depth research should be conducted to fully understand the complex factors that contribute to the rebuilding of well-being for disaster-affected youth.
ContributorsZapata, Lindsay (Author) / Chhetri, Nalini (Thesis director) / Legg, Eric (Committee member) / School of Public Affairs (Contributor) / School of Community Resources and Development (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
Resilience is defined as an individual's ability to cope or "bounce back" after experiencing stressful life events (Rew et al., 2001). Survivors of trauma who express high levels of resilience are more likely to experience positive future life outcomes than equally troubled peers with lower resilience scores. It is possible to increase resilience by targeting several core factors: (1) personal competence, (2) sense of belonging, (3) sense of optimism (Lee et al., 2009). I developed an eight-week creative writing curriculum to boost these three core factors in the hopes of both increasing resilience in homeless youth while also introducing creating writing as an effective coping strategy. Each one-hour session included free-form writing exercises, mindfulness practices, writing workshops, and group presentations. Prompts and activities were carefully developed to encourage resilience-building in a group of homeless children and adolescents of ages seven to fourteen at Homeward Bound in Phoenix. With sample writing works and facilitator feedback, this curriculum was designed to be exceptionally easy and cost effective for future implementation. I hope that other organizations in the future will consider implementing this program to help build resilience in youth who have experienced childhood trauma.
ContributorsPopeski, Cara (Author) / Popova, Laura (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Pickhart, Kalani (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05