Matching Items (30)
Filtering by
- All Subjects: psychology
- Creators: Sanford School of Social and Family Dynamics
- Member of: Theses and Dissertations
Description
The current study investigated whether intermittent restraint stress (IRS) would impair fear extinction learning and lead to increased anxiety and depressive- like behaviors and then be attenuated when IRS ends and a post- stress rest period ensues for 6 weeks. Young adult, male Sprague Dawley rats underwent restraint stress using wire mesh (6hr/daily) for five days with two days off before restraint resumed for three weeks for a total of 23 restraint days. The groups consisted of control (CON) with no restraint other than food and water restriction yoked to the restrained groups, stress immediate (STR-IMM), which were restrained then fear conditioned soon after the end of the IRS paradigm, and stress given a rest for 6 weeks before fear conditioning commenced (STR-R6). Rats were fear conditioned by pairing a 20 second tone with a footshock, then given extinction training for two days (15 tone only on each day). On the first day of extinction, all groups discriminated well on the first trial, but then as trials progressed, STR-R6 discriminated between tone and context less than did CON. On the second day of extinction, STR- IMM froze more to context in the earlier trials than compared to STR-R6 and CON. As trials progressed STR-IMM and STR-R6 froze more to context than compared to CON. Together, CON discriminated between tone and context better than did STR-IMM and STR-R6. Sucrose preference, novelty suppressed feeding, and elevated plus maze was performed after fear extinction was completed. No statistical differences were observed among groups for sucrose preference or novelty suppressed feeding. For the elevated plus maze, STR-IMM entered the open arms and the sum of both open and closed arms fewer than did STR- R6 and CON. We interpret the findings to suggest that the stress groups displayed increased hypervigilance and anxiety with STR-R6 exhibiting a unique phenotype than that of STR-IMM and CON.
ContributorsShah, Vrishti Bimal (Author) / Conrad, Cheryl (Thesis director) / Newbern, Jason (Committee member) / Judd, Jessica (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
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
The rates of anxiety, depression, and attempted suicide for transgender individuals are extremely elevated relative to the general population. Yet, little research has been conducted about the transgender population regarding social transition (an individual presenting as their authentic/true gender, one different than the gender they were assigned at birth, in the context of everyday life) and parental acceptance. Both of which have been shown to impact the mental health of transgender individuals. The purposes of this study were: (1) To characterize a sample of transgender adults on their age of awareness of their authentic gender identity and their age of social transition. (2) Examine whether age of social transition, (3) parental acceptance, and (4) the gap in time between age of awareness and age of social transition (awareness-transition gap) were related to mental health. (5) Examine whether parental acceptance was related to age of social transition or to awareness-transition gap. (6) Examine whether age of social transition or awareness-transition gap interact with parental acceptance as correlates of mental health. The sample consisted of 115 transgender adults, ages 18 to 64. Measures were separated into 7 subheadings: demographics, transgender
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
ContributorsRosenberg, Beth Ann (Author) / Gonzales, Nancy (Thesis director) / Saenz, Delia (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Impostor Phenomenon (IP) is defined as an occurrence in individuals who have difficulty internalizing success, and live in constant fear of the "mask being unveiled," or being exposed as a fraud (Clance, 1985). It is estimated that 70% of the population will experience at least one episode of Impostor Phenomenon in their lifetime. (Gravois, 2007) This study surveyed 120 first-time freshmyn at Arizona State University West campus to gain access to demographic information, first-year programming attendance, and their Impostor Phenomenon scores using the Clance Impostor Phenomenon Scale. After the data was analyzed, it was determined that there were no significant findings between Impostor Phenomenon scores, honors status, and generational status, nor were there statistically significant findings when compared against age, gender, and first-year programming attendance. The average score for all students surveyed ranged in the "frequent bouts" of Impostor Phenomenon, which is the third-highest level of Impostor Phenomenon. Although there are no statistical differences between the identified groups, it is important to note that the average scores are high, and that changes can be made to first-year programming to help lower the average Impostor Phenomenon scores. Teaching students self-compassion is one way to address the common symptoms of Impostor Phenomenon. In addition to background on self-compassion, this thesis offers suggestions on how self-compassion teachings could be incorporated into first-year programming to make students more comfortable and confident during their first year at Arizona State University.
ContributorsStifano, Natalia Alexandra (Author) / Ramsey, Ramsey Eric (Thesis director) / Koch, Drew (Committee member) / Isbell, Dennis (Committee member) / Division of Teacher Preparation (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of this study was to determine how I, as a future teacher, can best combat inequities in technological access and fluency in my future classroom. In this study, I explored a range of literature on the role of technology in the classroom, the digital divide in home and school settings, and variance in digital literacy. Additional insight was gained through interviews and observing school faculty in three public school districts in the Phoenix Metropolitan Area. This provided a better understanding of local context in order to gain a sense of the national and local realities of the digital landscape as they relate to educational equity in the educational settings where I aim to serve as a certified teacher.
ContributorsJakubczyk, Nicole Marie (Author) / Foulger, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Media and technology are integral parts of today’s society. Unlike in the past, most adults in the United States now have access to the internet via their own personal devices. Technology’s popularity does not stop with adults. The children of this generation are extremely knowledgeable when it comes to media and technology and are exposed to it at a very young age. This paper analyzes the effect that this exposure is having on early childhood development. The research shows that there are several benefits to children using technology at a young age. Some of these benefits include increased learning opportunities, preparation for future careers, and support for children with disabilities. However, there are also several challenges that technology can cause. Some of these challenges include increased violence, exposure to inappropriate content, sleep issues, and an increased chance of obesity. In addition to this paper, a resource website titled Toddlers and Technology was created. The purpose of this website is to give parents insight into the information that is available in regards to technology and child development. The website includes the benefits and challenges of children using technology, recommendations on how parents can combat the challenges, and a list of 10 educational apps for early childhood development.
Keywords: children, technology, media, apps, families
Keywords: children, technology, media, apps, families
ContributorsCave, Mckenna Ann (Author) / Farrand, Kathleen (Thesis director) / Boozer, April (Committee member) / Division of Teacher Preparation (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Token economies are a type of behavioral reinforcement that are particularly useful in classroom settings for increasing student compliance, for both typically developing children and children with autism spectrum disorder. During this study, we implemented a token economy in an inclusive preschool classroom with tokens contingent on compliance to classroom rules. Three participants, two with a diagnosis of autism spectrum disorder and one considered typically developing, were included in the study. Results indicated that levels of compliance increased for both the typically developing participant and participants with autism, and did not drop below baseline levels during the withdrawal phase, suggesting there was no lack of intrinsic motivation. Further, the typically developing participant and one of the participants with autism spectrum disorder had very similar levels of compliance, while the other participant had much higher levels of compliance throughout every phase, suggesting that the compliance levels for peers with more advanced repertoires with autism may differ from both typically developing peers and peers who have less developed repertoires. The implications of these results are discussed as they relate to compliance from an ABA perspective.
ContributorsEggen, Kelly (Author) / Hahs, Adam (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Higher education institutions have increasingly sought to diversify the ethnic makeup of freshmen classes (Covarrubias, Herrmann, & Fryberg, 2016) and rates of Latinx college attendance have been rising (Hall, Nishina, & Lewis, 2017). However, despite comparable levels of earned-credits, Latinx students have lower rates of college completion (Contreras & Contreras, 2015). One potential explanation may be disproportionate increases in stress, and in particular, discrimination experiences reported by Latinx students during the transition from high school to college (Hunyh & Fuligni, 2012). As such, the aim of the current study was to examine whether everyday discrimination in high school and college were associated with changes in adolescent well-being and academic adjustment over the college transition in a sample of Latinx adolescents. Study participants were 209 Latinx adolescents (85.1% Mexican descent, 62.1% 2nd generation; 35.6% male; Mage= 17.59) who completed questionnaire assessments during the spring or summer before entering college (T1) and again during the first semester of college (T2; 88.5% retention). In both high school and college, participants completed a modified version of the Everyday Discrimination Scale (T1 α=.88, T2 α=.89; Williams et al., 1997). Dependent variables included internalizing symptoms in college (depressive symptoms {α = .95}, anxiety symptoms {α = .88}, stress symptoms {α = .94}; DASS; Lovibond & Lovibond, 1995), and institutional records of college GPA. Correlation and regression analyses were conducted in SPSS 23 to examine associations between discrimination experiences (high school and college) and college internalizing symptoms and GPA, controlling for high school levels. Other covariates included immigrant generation status, sex, parent education (as a proxy for socioeconomic status), and whether the participant attended the focal higher education institution. Zero order correlations (Table 1) revealed that greater reports of discrimination in high school and college were associated with higher depressive symptoms, higher anxiety symptoms, higher stress, but not GPA in college (Table 1; all ps <.05). In multivariate analyses and after adjusting for covariates similar patterns emerged (Table 2). Greater reports of discrimination in college were associated with higher depressive symptoms (β = .18, p < .05), anxiety symptoms (β = .19, p <.05) and stress (β = .18, p <.05), but not GPA (β = -.04, ns). Everyday experiences of discrimination in high school were not significantly associated with college outcomes. In summary, our findings suggest that discrimination experiences among Latinx students in college, but not high school, are associated with increases in internalizing symptoms, including depression, anxiety and stress. Interestingly, discrimination experiences in high school and college were not associated with academic achievement in the first semester of college. Such findings suggest that higher education institutions should focus on global indicators of well-being during the Latinx college transition and seek to implement programs to: a) reduce stress associated with engaging in diverse college environments and b) reduce discrimination experiences on college campuses. Future research is needed for replication of these results and should also seek to further explore the trajectories of internalizing symptoms beyond the first semester of college.
ContributorsSills, Jessica (Author) / Doane, Leah (Thesis director) / Perez, Marisol (Committee member) / Castro, Saul (Committee member) / Department of English (Contributor, Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational play puts students in the role of active protagonists in their own learning and positions them to use their growing knowledge to make authentic choices that can affect problems they face in reality and thereby transform: the circumstances of their lives, the way they understand knowledge as a functional asset, and the way they see themselves as agents with the ability to act and create change. This can be especially empowering to students who have thus far been facing a feeling of hopelessness or powerlessness in their lives. Teachers can apply the concepts behind transformational play throughout the learning process to improve the consequentiality of students' learning experiences.
ContributorsCurtis, Camryn (Author) / Barab, Sasha (Thesis director) / Arici, Anna (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12