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The Design of School-Based Mental Health Services in the United States: An Analysis and Understanding of Policy Implications

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This thesis first examines the history and contemporary landscape of school mental health, offering evidence for schools as an essential component of the child and adolescent system of care. It then provides contemporary discussion around the importance of design in public administration, as well as analyzes the current design model…

This thesis first examines the history and contemporary landscape of school mental health, offering evidence for schools as an essential component of the child and adolescent system of care. It then provides contemporary discussion around the importance of design in public administration, as well as analyzes the current design model of school-based mental health services, including key actors, normative assumptions, and underlying conceptual models to demonstrate the outdated presumptions that have led to a model that is not designed to adapt to the unique needs of students, especially after the COVID-19 pandemic. Building on contemporary theory of design in public administration, I argue that the largely fragmented, decentralized, bureaucratic, complex, and underdeveloped design of school-based mental health services mainly developed in the 1970s and 1980s has reached its limits and cannot adapt to new societal variables. Lastly, I discuss said limitations of this model to argue for a conceptual and practical re-design of the current system of school-based mental health systems in the United States.
ContributorsMontero, Armando (Author) / Strickland, James (Thesis director) / Anderson, Derrick (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Politics and Global Studies (Contributor) / Economics Program in CLAS (Contributor)
Created2023-05

Achieving a Flow State in Piano Performance by Redefining Technical Challenges

Description
This project is a small scale investigation of various factors concerning "Flow" in Piano Performance. "Flow" is the sweet spot where ability and challenge are about equal, and usually high (Csikszentmihalyi 1990). Piano performance is a state of playing the piano with some intent to perform. In this case, the…

This project is a small scale investigation of various factors concerning "Flow" in Piano Performance. "Flow" is the sweet spot where ability and challenge are about equal, and usually high (Csikszentmihalyi 1990). Piano performance is a state of playing the piano with some intent to perform. In this case, the intent is to create something new or improvise. Improvisation is one form of expressive creativity on the piano stemming from some knowledge and extrapolation upon that knowledge (Nachmanovitch 82). Creativity is essential to the development of new music, and though extensive literature exists on both creativity and music independently, there is a gap in research regarding links between the two (Macdonald et al. 2006). This project aims to address some of these gaps by working with piano players and non-musicians of various technical skill levels to examine the "Flow" state in improvisation as well as potential factors affecting creative performance. Factors such as listening, self-confidence, frustration in methodology, and meditation practices were found to correlate positively with technical skill. Participants who completed the practice program were able to reconstruct challenges and enter the "Flow" state in improvisation regardless of high or low technical scores.
ContributorsDorr, Alexander Nathan (Author) / Kaplan, Robert (Thesis director) / Parker, John (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05

Fostering Belonging In the Math Classroom

Description
The compelling question is “How can a sense of belonging be brought to the Math classroom?” This topic centers at the intersection of mathematics, history, and education. The mathematics field is overwhelmingly portrayed as antiquated, white, and male. There is a lack of history taught in the math classroom. As…

The compelling question is “How can a sense of belonging be brought to the Math classroom?” This topic centers at the intersection of mathematics, history, and education. The mathematics field is overwhelmingly portrayed as antiquated, white, and male. There is a lack of history taught in the math classroom. As such, adding history that counters the perceptions of who belongs in mathematics will engage students who had not previously felt represented in the field. In addition, students who lack interest in mathematics may find themselves interested in the historical aspects, leading to more retention in the classroom. The main goals of this project are to create an addition to the mathematical curriculum that can be added as a starter to classroom discussions or a warm up before a lecture. The ideal form is a laminated flip book consisting of photos, descriptions, and fun facts about 52 mathematicians (one per week) from diverse time periods, countries, and backgrounds.
ContributorsNeff, Juniper (Author) / Klemaszewski, James (Thesis director) / Mohacsy, Hedvig (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Public Affairs (Contributor)
Created2024-05