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- All Subjects: Mental Health
- Creators: School of International Letters and Cultures
- Creators: School of Molecular Sciences
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The goal of our study is to identify socio-economic risk factors for depressive disorder and poor mental health by statistically analyzing survey data from the CDC. The identification of risk groups in a particular demographic could aid in the development of targeted interventions to improve overall quality of mental health in the United States. In our analysis, we studied the influences and correlations of socioeconomic factors that regulate the risk of developing Depressive Disorders and overall poor mental health. Using the statistical software STATA, we ran a regression model of selected independent socio-economic variables with the dependent mental health variables. The independent variables of the statistical model include Income, Race, State, Age, Marital Status, Sex, Education, BMI, Smoker Status, and Alcohol Consumption. Once the regression coefficients were found, we illustrated the data in graphs and heat maps to qualitatively provide visuals of the prevalence of depression in the U.S. demography. Our study indicates that the low-income and under-educated populations who are everyday smokers, obese, and/or are in divorced or separated relationships should be of main concern. A suggestion for mental health organizations would be to support counseling and therapeutic efforts as secondary care for those in smoking cessation programs, weight management programs, marriage counseling, or divorce assistance group. General improvement in alleviating poverty and increasing education could additionally show progress in counter-acting the prevalence of depressive disorder and also improve overall mental health. The identification of these target groups and socio-economic risk factors are critical in developing future preventative measures.
ContributorsGrassel, Samuel (Co-author) / Choueiri, Alexi (Co-author) / Choueiri, Robert (Co-author) / Goegan, Brian (Thesis director) / Holter, Michael (Committee member) / Sandra Day O'Connor College of Law (Contributor) / School of Molecular Sciences (Contributor) / School of Politics and Global Studies (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study investigates how the patient-provider relationship between lesbian, gay, and bisexual women and their healthcare providers influences their access to, utilization of, and experiences within healthcare environments. Nineteen participants, ages 18 to 34, were recruited using convenience and snowball sampling. Interviews were conducted inquiring about their health history and their experiences within the healthcare system in the context of their sexual orientation. The data collected from these interviews was used to create an analysis of the healthcare experiences of those who identify as queer. Although the original intention of the project was to chronicle the experiences of LGB women specifically, there were four non-binary gender respondents who contributed interviews. In an effort to not privilege any orientation over another, the respondents were collectively referred to as queer, given the inclusive and an encompassing nature of the term. The general conclusion of this study is that respondents most often experienced heterosexism rather than outright homophobia when accessing healthcare. If heterosexism was present within the healthcare setting, it made respondents feel uncomfortable with their providers and less likely to inform them of their sexuality even if it was medically relevant to their health outcomes. Gender, race, and,socioeconomic differences also had an effect on the patient-provider relationship. Non-binary respondents acknowledged the need for inclusion of more gender options outside of male or female on the reporting forms often seen in medical offices. By doing so, medical professionals are acknowledging their awareness and knowledge of people outside of the binary gender system, thus improving the experience of these patients. While race and socioeconomic status were less relevant to the context of this study, it was found that these factors have an affect on the patient-provider relationship. There are many suggestions for providers to improve the experiences of queer patients within the healthcare setting. This includes nonverbal indications of acknowledgement and acceptance, such as signs in the office that indicate it to be a queer friendly space. This will help in eliminating the fear and miscommunication that can often happen when a queer patient sees a practitioner for the first time. In addition, better education on medically relevant topics to queer patients, is necessary in order to eliminate disparities in health outcomes. This is particularly evident in trans health, where specialized education is necessary in order to decrease poor health outcomes in trans patients. Future directions of this study necessitate a closer look on how race and socioeconomic status have an effect on a queer patient's relationship with their provider.
ContributorsRajan, Sindhu (Co-author) / Bradley, Arianna (Co-author) / Larson, Michelle (Co-author) / Alvarado, Aimee (Co-author) / Ingram-Waters, Mary (Thesis director) / Arnold, Michelle (Committee member) / School of Molecular Sciences (Contributor) / School of Social Transformation (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / College of Public Service and Community Solutions (Contributor) / School of Human Evolution and Social Change (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Honey bees (Apis mellifera) are responsible for pollinating nearly 80\% of all pollinated plants, meaning humans depend on honey bees to pollinate many staple crops. The success or failure of a colony is vital to global food production. There are various complex factors that can contribute to a colony's failure, including pesticides. Neonicotoids are a popular pesticide that have been used in recent times. In this study we concern ourselves with pesticides and its impact on honey bee colonies. Previous investigations that we draw significant inspiration from include Khoury et Al's \emph{A Quantitative Model of Honey Bee Colony Population Dynamics}, Henry et Al's \emph{A Common Pesticide Decreases Foraging Success and Survival in Honey Bees}, and Brown's \emph{ Mathematical Models of Honey Bee Populations: Rapid Population Decline}. In this project we extend a mathematical model to investigate the impact of pesticides on a honey bee colony, with birth rates and death rates being dependent on pesticides, and we see how these death rates influence the growth of a colony. Our studies have found an equilibrium point that depends on pesticides. Trace amounts of pesticide are detrimental as they not only affect death rates, but birth rates as well.
ContributorsSalinas, Armando (Author) / Vaz, Paul (Thesis director) / Jones, Donald (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project aims to help with the stigma and mystery surrounding mental health through the combination of art and psychology. The project was created by first interviewing individuals with different disorders and then researching the disorders further to acquire an accurate idea of the experiences of those afflicted. Then paintings were created to depict the emotions and struggles faced by individuals with psychological disorders. The project focusses on five different abnormal disorders: Major Depressive Disorder, Generalized Anxiety Disorder, Obsessive Compulsive Disorder, Bipolar Disorder, and Schizophrenia. These particular ailments were chosen because they include the main diagnoses that the average American thinks of when mental health is mentioned. My thesis contains interviews that I personally conducted, descriptions of the five disorders included, and artistic representations of those disorders in the form of oil paintings. It is my hope that this project will help unafflicted individuals to better understand others who live with abnormal psychological disorders, as well as help the afflicted see themselves represented in a way that they otherwise might not.
ContributorsSanchez Rodriguez, Wendy (Author) / Solis, Forrest (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
More than 260 million people suffer from an anxiety disorder worldwide, with 40 million in the U.S. alone—18% of the American population. And that label includes everything from Social Anxiety and Posttraumatic Stress Disorder to phobias and Obsessive Compulsive Disorder. Thus, people with anxiety may not have a singular cause for their worry, but a myriad number of them that influence every aspect of their lives. And, that doesn’t include people who’ve never been formally diagnosed and don’t receive proper medication or therapy.
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.
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.
ContributorsSchneider, Sage Ann (Author) / deLusé, Stephanie (Thesis director) / Boyd, Patricia (Committee member) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Home Base Initiative is a student-led venture project co-founded by Madison Sutton and Sonia Sabrowsky in January 2018. As an organization, Home Base Initiative addresses the problem of teen suicide by educating parents, teachers, and students about the research-backed mental health resources currently available to them and by implementing peer-based support programs in local high schools. With the belief that positive mental health habits are for everyone, not just individuals with a clinical diagnosis, Home Base Initiative aims to encourage positive conversations about mental health and to increase social and emotional resilience among adolescents to help them navigate the challenges in their lives. In addition to identifying the community problem our organization aims to solve, this document outlines the initial conception, development, and future outlook Home Base Initiative by describing the methods by which the organization has researched other like-minded programs, formed strategic partnerships with community members, piloted its peer-based program at a local high school, and established a foundation for future success as a student organization at Arizona State University. Currently, the Home Base Initiative team consists of 10 undergraduate students at ASU with diverse backgrounds and academic interests as well as credible mentors who are involved in the ASU Tillman Scholars Program, ASU Counseling Services, and The Courage Lab at ASU. We are united by our passion for supporting others’ mental health, and we are dedicated to playing an active role in the healthy development of our fellow community members through mental health advocacy and the facilitation of positive peer-to-peer interactions.
ContributorsSabrowsky, Sonia (Co-author, Co-author) / Sutton, Madison (Co-author) / Mokwa, Michael (Thesis director) / Eaton, John (Committee member) / School of Molecular Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In this creative thesis, I traveled to India and used my month long summer vacation back home to interview people about mental health in India. I talked to a therapist and four students about depression to find out what the situation is in India, contributing factors, experiences and stigma unique to depression among students in India, what the government is doing, and possible solutions or steps that can be taken to help students struggling with mental health problems. I also went to mainstream and special schools to meet special educators who work with differently abled children, occupational therapists, parents of differently abled children, and a student with Asperger’s in Chennai, Tamil Nadu to find out about the stigma surrounding differently abled children and their education path.
My efforts have culminated in the creation of the website mentalhealthinindia.com that can be used as a resource both by people in India as well as those abroad who are curious to learn about the stigma surrounding depression and differently abled children in India.
My efforts have culminated in the creation of the website mentalhealthinindia.com that can be used as a resource both by people in India as well as those abroad who are curious to learn about the stigma surrounding depression and differently abled children in India.
ContributorsVenkatakrishnan, Ranjani (Author) / Koester, Nicole (Thesis director) / Pruitt, Rhonda (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Bee communities form the keystone of many ecosystems through their pollination services. They are dynamic and often subject to significant changes due to several different factors such as climate, urban development, and other anthropogenic disturbances. As a result, the world has been experiencing a decline in bee diversity and abundance, which can have detrimental effects in the ecosystems they inhabit. One of the largest factors that impacts bees in today's world is the rapid urbanization of our planet, and it impacts the bee community in mixed ways. Not very much is understood about the bee communities that exist in urban habitats, but as urbanization is inevitably going to continue, knowledge on bee communities will need to strengthen. This study aims to determine the levels of variance in bee communities, considering multiple variables that bee communities can differ in. The following three questions are posed: do bee communities that are spatially separated differ significantly? Do bee communities that are separated by seasons differ significantly? Do bee communities that are separated temporally (by year, interannually) differ significantly? The procedure to conduct this experiment consists of netting and trapping bees at two sites at various times using the same methods. The data is then statistically analyzed for differences in abundance, richness, diversity, and species composition. After performing the various statistical analyses, it has been discovered that bee communities that are spatially separated, seasonally separated, or interannually separated do not differ significantly when it comes to abundance and richness. Spatially separated bee communities and interannually separated bee communities show a moderate level of dissimilarity in their species composition, while seasonally separated bee communities show a greater level of dissimilarity in species composition. Finally, seasonally separated bee communities demonstrate the greatest disparity of bee diversity, while interannually separated bee communities show the least disparity of bee diversity. This study was conducted over the time span of two years, and while the levels of variance of an urban area between these variables were determined, further variance studies of greater length or larger areas should be conducted to increase the currently limited knowledge of bee communities in urban areas. Additional studies on precipitation amounts and their effects on bee communities should be conducted, and studies from other regions should be taken into consideration while attempting to understand what is likely the most environmentally significant group of insects.
ContributorsPhan, James Thien (Author) / Sweat, Ken (Thesis director) / Foltz-Sweat, Jennifer (Committee member) / School of Music (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The college textbook is the most commonly required component of almost any college course, regardless of a student's academic discipline. Professors often expect students to have access to the textbook and to use it to complete assigned readings. Textbooks often contain features that are designed to facilitate active reading, or critical engagement with the information being read, to enhance learning of the material. However, students often do not read or prioritize reading the textbook. Students who do read, tend not to read the textbook as intended or use many of the features designed to promote active reading and enhanced learning of the material. Educational studies of textbooks tend to focus on aspects related to topics more relevant to publishers or professors with less research on aspects of the textbook applicable to students at the college level. The purpose of this study is to evaluate students' textbook use and their attitudes toward the textbook in an introductory biology course. Results of this study indicate students hold positive attitudes toward their textbook in an introductory biology course and majority of students do not use components meant to facilitate active learning. Although students report completing assigned readings, students may actually be reading select portions of what is assigned in using the textbook to prepare for exams. These results suggest that students may only be using their textbook to enhance their understanding of materials they expect to be tested on. The findings of this study help to understand the role of the textbook from the perspective of the student and provide insight for improving textbook design and use in science courses at the college level.
ContributorsRudolph, Alexia Marion (Author) / Vanmali, Binaben (Thesis director) / Chen, Ying-Chih (Committee member) / Yoho, Rachel (Committee member) / Department of Psychology (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05