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- All Subjects: Mental Health
- Creators: Barrett, The Honors College
Description
Eating disorders are complex psychiatric illnesses often resulting in severe disturbances in eating behaviors and body-image related thoughts. According to the National Eating Disorders Association, nearly 30 million Americans have an eating disorder at a given time (2017). There are various types of eating disorders, the most common being anorexia nervosa (AN), bulimia nervosa (BN), and binge-eating disorder (BED). Moreover, eating disorders are diagnosed by the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013).
This review paper analyzes the current research on eating disorders. Some potential causes of eating disorders include the media, familial influence, and peers (Hogan & Strasburger, 2008). Also, college students are a high-risk population for eating disorders, with athletes and nutrition-related students being more high-risk than others (Arnett, 2004). The potential warning signs of an eating disorder may include (but are not limited to) weight fluctuations, excessive exercise, avoidance of food/functions with food, skipping meals, and evidence of disordered eating behaviors (such as purging) (2017). Moreover, acute medical complications may include amenorrhea (in females), dizziness, dry skin, brittle nails, unhealthy gums and teeth, lanugo, hair loss, muscle weakness, stomach cramps, poor wound healing (2017). Chronic complications of eating disorder behaviors may include osteoporosis, infertility, poor oral health, and cardiovascular abnormalities (2017). Furthermore, this paper also outlines how I have spread awareness of the topic at Arizona State University.
This review paper analyzes the current research on eating disorders. Some potential causes of eating disorders include the media, familial influence, and peers (Hogan & Strasburger, 2008). Also, college students are a high-risk population for eating disorders, with athletes and nutrition-related students being more high-risk than others (Arnett, 2004). The potential warning signs of an eating disorder may include (but are not limited to) weight fluctuations, excessive exercise, avoidance of food/functions with food, skipping meals, and evidence of disordered eating behaviors (such as purging) (2017). Moreover, acute medical complications may include amenorrhea (in females), dizziness, dry skin, brittle nails, unhealthy gums and teeth, lanugo, hair loss, muscle weakness, stomach cramps, poor wound healing (2017). Chronic complications of eating disorder behaviors may include osteoporosis, infertility, poor oral health, and cardiovascular abnormalities (2017). Furthermore, this paper also outlines how I have spread awareness of the topic at Arizona State University.
ContributorsDaryanani, Anita Sonu (Author) / Kniskern, Megan (Thesis director) / Vargas, Jenna (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Individual control of sensitive health information is a matter of great concern to patients, practitioners, insurers and policymakers. Federal and state law generally supports consent approaches that allow patients to share all or none of their health data. However, research demonstrates that patients prefer more detailed control of their personal data sharing. In particular, little is known about data sharing preferences of patients with behavioral health conditions (BHCs). This study will explore the technical feasibility of supporting patient-driven, consent-based data access through a preliminary analysis of data collected from the My Data Choices e-consent tool. Through these findings, this research seeks to inform stakeholders about the clinical, ethical, policy, and regulatory implications of broader consent choices.
ContributorsKaing, Tina C. (Author) / Grando, Maria Adela (Thesis director) / Murcko, Anita (Committee member) / College of Health Solutions (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
Children with cancer can experience decreased emotional health along with deteriorating
physical health compared to children without cancer. Many studies have been done to examine the effects of emotional distress and mental health on the cancer patient, as well as the role of familial support. It was found that children with cancer may suffer from depression, anxiety, PTSD, and socio-emotional problems as a result of the trauma of being diagnosed and treated for a pervasive, life-threatening disease. Late effects may also worsen co-morbid mental health disorders. Childhood cancer patients who experience co-morbid mental health problems of depression and anxiety end up having a longer duration of recovery, as well as a worsened outcome than others with a single disorder (Massie, 2004). It was also shown that family members are affected emotionally and mentally from dealing with childhood cancer. Not only is the cancer patient at risk for PTSD during or after treatment, but also family members (National Cancer Institute, 2015). Siblings of the child with cancer may experience feelings of loneliness, fear, and anxiety, as the parent’s attention is focused on the child suffering with cancer. According to the National Cancer Institute (2015), familial problems can affect the child’s ability to adjust to the diagnosis and treatment in a positive way. However, children with strong familial and social support adjust easier to living with cancer. A common theme found in literature is that regular mental health checkups during and after cancer treatment is important for quality of life. Therefore, it is important for all childhood cancer patients and their families to receive information about mental health awareness, as well as therapeutic interventions that are developed for families caring for a child with cancer.
physical health compared to children without cancer. Many studies have been done to examine the effects of emotional distress and mental health on the cancer patient, as well as the role of familial support. It was found that children with cancer may suffer from depression, anxiety, PTSD, and socio-emotional problems as a result of the trauma of being diagnosed and treated for a pervasive, life-threatening disease. Late effects may also worsen co-morbid mental health disorders. Childhood cancer patients who experience co-morbid mental health problems of depression and anxiety end up having a longer duration of recovery, as well as a worsened outcome than others with a single disorder (Massie, 2004). It was also shown that family members are affected emotionally and mentally from dealing with childhood cancer. Not only is the cancer patient at risk for PTSD during or after treatment, but also family members (National Cancer Institute, 2015). Siblings of the child with cancer may experience feelings of loneliness, fear, and anxiety, as the parent’s attention is focused on the child suffering with cancer. According to the National Cancer Institute (2015), familial problems can affect the child’s ability to adjust to the diagnosis and treatment in a positive way. However, children with strong familial and social support adjust easier to living with cancer. A common theme found in literature is that regular mental health checkups during and after cancer treatment is important for quality of life. Therefore, it is important for all childhood cancer patients and their families to receive information about mental health awareness, as well as therapeutic interventions that are developed for families caring for a child with cancer.
ContributorsBuchanan, Chantel Tatiana (Author) / Seeley, Bridget (Thesis director) / Bradley, Robert (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This study examines the intersectionality of mental health and education, with an emphasis on resources and awareness for elementary school teachers. It starts with a review of mental health awareness in society, particularly in regard to social stigma and its associated effects. I then discuss the existing resources, teaching methods, and third party interventions which address mental health awareness and care within elementary schools. Within this context, the research supports the strong influence of teachers’ behaviors and perceivable attitudes on students. However, despite the identification of teachers playing a significant role in the availability of mental health resources for students, existing studies rarely addresses the necessity of mental health awareness and care to optimize teacher capacity and counteract occupational stress. The study examines the current approach and challenges of an elementary school that has expressed interest in creating a culture of care, characterized by mental health awareness and resources that support teachers within the school environment. After identifying the key mental health concerns of the school’s stakeholders, I propose a custom program of self-care and mental health awareness to support the current work culture. The study concludes with examination of implementation strategies for the school, as well as implications for future mental health awareness in similar settings.
ContributorsGiles, Emma (Author) / Johnston, Erik W., 1977- (Thesis director) / Hinrichs, Margaret (Committee member) / Desch, Timothy (Committee member) / Dean, W.P. Carey School of Business (Contributor, Contributor) / School of Public Affairs (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
By 2030, the number of people above the age of 65 is projected to outnumber those under the age of 18 for the first time in United States history. With a growing older population, it is predicted that the amount of people moving into nursing homes and care facilities will also increase. However, a pressing problem is the high prevalence of depression and anxiety among elderly people residing in institutionalized living arrangements. With drugs and antidepressants less effective at treating patients with both dementia and depression, there is a need for more non-pharmacological interventions geared toward improving older adults’ mental well-being. In response, the potential therapeutic effect of exploring virtual nature through EcoRift—which provides dynamic and realistic 360-degree audio and visual environments—on older adults’ mental well-being was examined in this study. Ten individuals (3 men and 7 women) aged 50 and above were recruited and each participant experienced the virtual nature sojourns for 15 minutes once a week, for a total of three weeks. Pre- and post- virtual reality (VR) survey questionnaires were implemented to gauge the participants’ emotional response, including overall well-being and level of relaxation. Physiological measures such as heart rate and blood pressure were also taken before and after the VR experience. Findings show that immersion in nature through virtual reality improves older adults’ mental well-being by eliciting a transient sense of relaxation, peacefulness, and happiness. Further studies need to be performed in order to validate EcoRift’s effect on physiology; however, preliminary data suggests that immersive virtual nature also acts to decrease blood pressure. Overall, EcoRift shows to be a promising tool for bridging access to remote natural environments and may be a mentally beneficial activity for patients isolated in hospitals, hospices, and nursing homes.
ContributorsChien, Naomi Wei-Chia (Author) / Feisst, Sabine (Thesis director) / Cordes, Colleen (Committee member) / School of Life Sciences (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
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
The goal of this thesis was to create a resource addressing non-course-specific (NCS) student needs that College of Integrative Sciences and Arts (CISA) faculty can provide to their students when appropriate. Students attend faculty office hours for a variety of reasons, and not all are academic in nature. Data was collected in order to determine which resources were lacking in addressing these needs. Student need was identified through a 13-item survey regarding faculty perception of NCS student needs, including the primary reason for office hour visitation and the primary sources of stress, academic advising, and time management complaints from their students. Additionally, feedback was collected regarding faculty perception of available resources and likelihood of utilizing a new resource. Throughout the Downtown, Tempe, and Polytechnic campuses, 24 faculty responded. It was found that work stress, familial stress, academic advising requests, and students comments of being overwhelmed were the primary NCS student needs as perceived by faculty. Additionally, the majority of faculty reported not feeling fully equipped to address these needs. This information was used to create a resource compiling a list of University and off-campus tools that students can access to address these needs. The resource combined data from faculty and from the literature to address general and specific issues of stress, academic advising, feeling ‘off,’ and recovery and was created a double-sided handout to be used electronically or for print. It is currently available for faculty use. With further research, this resource could be expanded or refined to address the needs of a larger population of students in different colleges or on different campuses. Eventually, this could be used as a University-wide tool.
ContributorsMcAnally, Kaylyn Marie (Author) / Chisum, Jack (Thesis director) / Lisenbee, Cayle (Committee member) / School of Social and Behavioral Sciences (Contributor) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Six Years From Now is a verbatim theatre piece all about mental health. This creative project involved interviewing twelve different people about mental health and residential treatment centers, and then creating a play consisting of a series of monologues created from the exact words spoken in the interviews. The goal of writing this play was to help tell other people's stories, educate others about what living with mental illness is really like, educate others on modern residential treatment centers, and reduce the stigma around mental health and mental illness.
ContributorsHirsch, Jenae Danielle (Author) / McMahon, Jeff (Thesis director) / Partlan, William (Committee member) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
With an increase in the discussion around mental health in general, there needs to be research geared toward how educational professionals may assist a student who struggles with anxiety symptoms or disorders. This study aimed to determine how students with anxiety and anxiety disorders are impacted by teachers' responses to their anxiety manifestations, both positive and negative, in terms of their school experience. This study also investigated students' suggestions for how teachers may effectively assist a student who struggles with anxiety. This study used self-reported data from students from an honors college via a survey and focus groups in order to investigate these topics. The results found that students value student-teacher relationships and communication, flexibility (accommodations), and empathy from the teacher. Results suggest it is important for teachers to get to know a student and understand his or her challenges before making judgments.
ContributorsWalsh, Sydney Justine (Author) / Oakes, Wendy (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12