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- All Subjects: psychology
- Status: Published
Unfortunately, medication has many possible side effects, and both medication and therapy are often expensive. However, there are alternatives for someone dealing with anxiety. This book proposal offers a range of solutions for anxiety management, from do it yourself techniques like guided imagery and yoga, to biofeedback devices like HeartMath, to research trials on Eye Movement Desensitization and Reprocessing, as well as Repetitive Transcranial Magnetic Stimulation. The idea was not to outline every potential solution for anxiety, but to educate people on available opportunities and empower them to take control.
Though anxiety can be managed and reduced, there is no cure. That’s because anxiety is a normal part of life, and in most cases a helpful evolutionary tool to keep people on track. But, when this anxiety becomes a burden on someone’s life, there is a plethora of alternative solutions available. Understanding anxiety and learning to manage it is not an impossible task. This thesis provides an introduction to the idea and then allows the reader to move forward on their own path as they choose.
Perfectionism and daily stressors (e.g., relationship stress and hours of sleep) were significantly associated with internalizing symptoms and rule-breaking behaviors for both males and females across schools. Our findings suggest that there may be a unique interplay among perfectionism, relationship stress, and hours of sleep for students attending high achieving schools. Future research should attempt to tease apart the interactions among these risk factors and determine whether interventions should address them as separate, modifiable dimensions or treat them in a holistic manner.
Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self-perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance?
After developing a portrait of each participant’s pre-college and college experiences, analysis reveled that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their “Grittiness” to successfully transition from an HBCU to a PWI.
Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences.
In this study I hope to begin evaluating contemporary young adult literature that focuses on the bereavement of adolescents to see if the novels portray psychologically proven productive coping methods. I hope to initiate a conversation around how complicated bereavement is depicted within young adult literature that will establish a body of research that can be expanded into a further exploration into the young adult literature market. Within my study, I will conduct a psychological literature review on young adult complicated grief and coping mechanisms. Then I will create an instrument of analysis, a rubric/model to evaluate the fidelity of novels based on the research within the literature review. Finally, I will evaluate the depiction of productive adolescent grief coping mechanisms in the recently published novel All My Rage by Saaba Tahir based upon my literary model. Finally, I will write my own short story based upon my research and findings in analyzing the model, seeking to represent methods not seen in the literature or not discussed within research.
In this study I present and analyze the cases of nine participants who attended an after-school care program at a homeless shelter for families in the southwestern United States. Participants were 8 to 12 years old and represented diverse ethnicities and genders. Data were gathered over a period of two to eight months, depending on participant, via interviews, music and art making, and observations. Research questions in this study included: What are the relationships, as experienced in, through, and around music, in the lives of children experiencing homelessness; and, What do music experiences tell us about the lives of children experiencing homelessness?
Some children experienced fractured music relationships and could not continue to engage with music in comparison to their lives before homelessness. Some children continued to make music regularly before and during their shelter stay. A few children discovered new connections through music interactions at the shelter and hoped to engage with music in new ways in their new homes. Multiple children faced barriers to music making in their respective school music programs. Children preferred to engage in music consistent with current popular culture, accessed through the radio, smart phone, and computer. Use of hands-on activities that fostered active engagement engendered the most participation and connection to music.
Recommendations include examination of current procedures and practices to ensure alignment with the McKinney-Vento Homeless Act federal mandate, development of a supportive environment to foster social and emotional growth, facilitating communication with parents, and the inclusion of music from the child’s background in the classroom repertoire. Performance and interactive music opportunities can mitigate the effects of homelessness and restore a sense of dignity, relationship, and autonomy. All stakeholders in the wellbeing of children should include conversations about student experience of homelessness in current dialogue on educational policy and practice.