Matching Items (24)
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- All Subjects: psychology
- Creators: School of Social and Behavioral Sciences
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
The purpose of this project is to raise awareness for children with social anxiety. As a book directed to children around the age of 12, it will give them a character they can relate to, so they can feel less alone. Throughout the story, the main character experiences symptoms of social anxiety and is subject to events that exacerbate those symptoms. Despite her challenges, the main character is able to effectively cope with her social anxiety through her own hard work, and help from her family members, teachers, and peers. The intent is to show children with social anxiety that, contrary to what their disorder makes them feel, they are special and have the capacity to develop skills that are relevant to their talents and interests, and overcome their fears. They should know that parents, teachers, and peers will be there to help and support them and will not judge them as harshly as they suspect. The supporting characters in this story show how a strong support base can influence the success of children with social anxiety. By the end of the story, the main character still has social anxiety, but has gained confidence and her symptoms are less severe. This illustrates that, although social anxiety cannot simply be overcome—that is, it doesn’t go away completely—it can be effectively managed with assistance from close others, and perseverance.
ContributorsDillard, Bethlehem (Author) / Lewis, Stephen (Thesis director) / Gaffney, Cynthia (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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
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
A home holds so much more meaning and power than the physical structure of a house. As much as our personal space serves as an extension of ourselves, it also affects us. Furthermore, whichever state a home environment is in has a major impact on psychological well-being. This thesis is an investigation of the idea of home design as a means of addressing psychological anxiety through the point of view of a college student. The information is divided into three chapters; which are Overview of Relevant Scholarly Literature, Design Philosophies, and Personal Experience. Within the scholarly literature, well-being and anxiety are two trends in the studies of environmental psychology, positive psychology, and the humanities. There is still limited knowledge in these areas, so it is important to expand the understanding of the home environment's influence. Based on this research, well-known philosophies, and personal experience, design philosophies are an effective way to potentially improve well-being and reduce anxiety, especially for college students. While Hygge and Wabi-sabi are both design philosophies rising in recognition, Feng Shui is already widespread around the world. Some of the recommendations discoverer were to add cozy décor and lower lighting options to soften the room, get rid of extra clutter taking up space, or bring in nature with greenery and fresh flowers. However, these objects have countless interpretations and there is not a single correct answer. In the end, adjusting the space to be individualized will bring more comfort and these efforts will begin to make a difference in the user’s state of mind.
ContributorsDemaagd, Brittni Nicole (Author) / Gruber, Diane (Thesis director) / Ramsey, Ramsey Eric (Committee member) / School of Social and Behavioral Sciences (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Animal psychology is the study of how animals interact with one another, their environment, and with humans. This can be done in two different settings, the wild and captivity, and through two different approaches, academic research and practice. Academic research relies primarily on behavioral observation for data collection. Practice uses behavioral observation as well, but allows for a more hands on experience and lets the practitioner make improvements in the quality of life. I interviewed two people, one who practices in captivity, and one who does research in the wild. Dr. David Bunn has done research on wild animals in Kruger National Park in South Africa for over twenty years, studying human-animal interactions. Hilda Tresz has worked in zoos nearly forty years and specializes in chimps. Working within the same field, but utilizing a different setting and approach makes a big difference in the feel of the job. Though I found many differences between the two by doing my own research and from conducting interviews, there are many similarities to note as well. The general field of animal psychology is very rewarding, requires a lot of patience, and leads to a better understanding of animal behavior and how to care for specific species of animals. Working with captive animals allows for the opportunity to make a big difference in animal's lives through behavioral enrichment and general care. Working in the wild allows us to understand the innate animal behaviors displayed. Through practice, people get more hands on experience; while through research, you get to observe animals in their native habitats. Each setting and approach has it's own benefits depending on what each person's goals are for their job.
ContributorsDaniel, Mckenna Lynne (Author) / Childers, Daniel (Thesis director) / Hall, Sharon (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of this thesis is to examine the relationship between mental illness and capitalist consumer society. Many Americans are suffering from mental illness and there has to be something causing it besides a chemical imbalance in the brain. A capitalist society creates a set of expectations that conflict with human desires. The thesis takes a historical, economical, and psychological approach to answering the following question: Does a capitalist society make its citizens mentally sick? A brief history of capitalism over the past century is discussed, as well as a more in depth look at capitalism and the creation of neoliberalism during the 1980s. The psychological effects capitalism has on human beings is discussed for the majority of the thesis and focuses on ideas from the 1950s as well as the early 2000s. To show the effect capitalism has on modern day society, an analysis of a psychopharmaceutical drug commercial is given. The concluding thoughts attempt to offer solutions to the problems of human unhappiness in a consumer culture.
ContributorsSerki, Aisling Erin (Author) / Gruber, Diane (Thesis director) / Ramsey, Ramsey Eric (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2014-05
Description
This correlational study investigated how adolescent's artistic style changed depending on their level of interest in art. The participants were 28 students from the 7th and 8th grade of Zuni Hills Elementary School. A survey was administered which measured, in regards to their artwork, the categories of interest, experimentation in subject, experimentation in material, abstract style, literal style, imagination, identity, emotion and storytelling. It was predicted that interest would have a significant positive relationship with abstract style and experimentation with subject. It was also predicted that interest would have a significant negative relationship with literal style and experimentation with material. Scores for all categories were compared and significant positive relations were found in regards to emotion, identity and storytelling. There was also a significant positive realtionship between interest and imagination as well as interest and emotion. These findings add to research about motivation in adolescent art through the means of expression of the self.
ContributorsAbeyta, Jennifer Lee (Author) / Miller, Paul (Thesis director) / Lewis, Stephen K. (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2014-05
Description
This research explores how to best communicate positive body images to women. This project was intended to improve a blog I created my freshmen year in college called You're Not A Potato where I used original illustrations to tell a narrative about body image issues. The thesis begins with an historical overview of body image issues and finds that women have been dealing with high levels of body dissatisfaction since the Victorian era. The thesis then recaps the role of traditional media as well as contemporary social media and the role they play in imposing rigid beauty ideals on women's bodies. After an analysis of social media culture, it becomes evident women still communicate about their bodies in a negative manner, not only towards themselves, but towards others. To address this issue, I define the Body Positive movement and explore how public figures are using social media to implement Body Positivity. To conclude this project, I utilize my new-found knowledge in body positive communication by impacting my university campus community. I started a "You're Not a Potato" Campaign for Body Pride week with the help of the ASU Wellness Team and designed and facilitated several engaging programs that reflected the values of the Body Positive movement to our students. Through this research, I discovered how our appearance-based culture has stolen self-confidence from young women today, but by the end of this project, I explain how we can attempt to rebuild our culture by effectively communicating self-love and body acceptance in our online and physical communities.
ContributorsMouton, Brianna Anais (Author) / Gruber, Diane (Thesis director) / Taylor, Jameien (Committee member) / Manninen, Bertha (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Abstract White matter thickness correlates with various mental illness. Commissure white matter tracts are responsible for interconnecting the same cortical area in both hemispheres. Injury to the brain can result in thinning and shrinkage even collapsing and detachment of the white matter tracts' myelin sheaths. Injury can affect cognitive function and time points are essential for therapeutic intervention. Research is beginning to identify gradual long-term neurodegenerative effects. With the advancement of brain imaging technology, we know that Wallerian degeneration has a significant negative impact on the white matter tracts throughout the brain (Johnson, Stewart, & Smith, 2013). If major tracts become injured like, the corpus callosum, then it can affect interhemispheric communication. Once myelin is damaged the axon becomes vulnerable, and the mechanisms of nerve recovery are not well known. Myelin sheath recovery has been studied in hopes to proliferate the oligodendrocytes that make up for the atrophied myelin. Neurotoxic chemicals released at activation of macrophages which hinders the brains ability to proliferate myelin protein needed for myelin differentiation adequately. In the central nervous system myelin has mechanisms to recover. Neurogenesis is a naturally occurring recovery mechanism seen after brain injury. Understanding the time points in which brain recovery occurs is important for treatment of diffuse injuries that cannot be identified through some imaging techniques. To better understand critical timepoints of natural recovery after brain injury can allow further investigation for early intervention to promote adequate recovery.
ContributorsLiptow, Kristen Ashley (Author) / Neisewander, Janet (Thesis director) / Law, L. Matthew (Committee member) / School of Social and Behavioral Sciences (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