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Via my personal, academic and professional journey, I closely examine my career growth and how my perspectives on early childhood environments developed in reference to free play. Using a narrative format, I share personal experiences that have shaped my views on free play. Free play is a type of

Via my personal, academic and professional journey, I closely examine my career growth and how my perspectives on early childhood environments developed in reference to free play. Using a narrative format, I share personal experiences that have shaped my views on free play. Free play is a type of play that features choices, freedom of selection, cognitive and social development, and child interest. I review relevant literature and weave in my personal and professional experiences in order to reflect on free play from two different perspectives: participant (child), and the Early Childhood Professional (teacher and/or administrator). I also demonstrate how my professional and academic milestones have contributed to my developing beliefs and ideas put into practice about free play in early childhood environments.
ContributorsAlleyne, Teja Diamond (Author) / Swadener, Beth Elizabeth (Thesis advisor) / Nagasawa, Mark (Committee member) / Bartlett, Margaret (Committee member) / Arizona State University (Publisher)
Created2011
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A theme in the life experiences of ethnic minority adolescents is the perception of discrimination and its concomitant challenges. Although existing literature has examined the perception of discrimination in adolescents, little research has examined how the cultural and familial setting may heighten or alleviate the impact of perceived discrimination on

A theme in the life experiences of ethnic minority adolescents is the perception of discrimination and its concomitant challenges. Although existing literature has examined the perception of discrimination in adolescents, little research has examined how the cultural and familial setting may heighten or alleviate the impact of perceived discrimination on psychological outcomes in Latino youth. The current study investigated how traditional cultural values and parent-adolescent relationships prospectively interact with perceptions of group based discrimination to influence Latino adolescent mental health, adjustment, and risky behaviors. Data used from the Parents and Youth Study included 194 Mexican American (MA) adolescents. Adolescents reported on their perceptions of group discrimination, endorsement of traditional Mexican cultural values, and parent-child relationships in the 7th grade (Time 1). The study also used indices of externalizing (mother report), internalizing, substance use and risky sexual behavior (adolescent report) in 10th grade (Time 2). The findings demonstrated that traditional Mexican cultural values, particularly familism, moderated the relationship between perceived group discrimination and adolescent sexual behavior. Additionally, a better overall relationship with mother and father buffered the detrimental effects of perceived group discrimination on risky sexual behavior. The current work discusses future directions of how the context of culture and family may shape an adolescent's response to perceived discrimination and the well-being of minorities.
ContributorsDiaz, Priscila (Author) / Saenz, Delia S. (Thesis advisor) / Kwan, Virginia S.Y. (Committee member) / Gonzales, Nancy (Committee member) / Geiser, Christian (Committee member) / Arizona State University (Publisher)
Created2011
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Family plays an important yet understudied role in the development of psychopathology during childhood, particularly for children at developmental risk. Indeed, much of the research on families has actually concentrated more on risk processes in individual family members or within-family subsystems. In general, important and complex associations have been found

Family plays an important yet understudied role in the development of psychopathology during childhood, particularly for children at developmental risk. Indeed, much of the research on families has actually concentrated more on risk processes in individual family members or within-family subsystems. In general, important and complex associations have been found among family-related constructs such as marital conflict, parent-child relationships, parental depression, and parenting stress, which have in turn been found to contribute to the emergence of children's behavioral problems. Research has begun to emerge that certain family system constructs, such as cohesion, organization, and control may influence children's development, but this research has been limited by a focus on parent-reports of family functioning, rather than utilizing observational methods. With notable exceptions, there is almost no observational research examining families of children at developmental risk. This study examined the longitudinal relations among family risk and family system constructs, as well as how family systems constructs mediated the relations between family risk and child outcome. Further, the study examined how developmental risk moderated these relations. The sample followed 242 families of children with and without developmental risk across the transition-to-school period. Family risk factors were assessed at 5 years, using parental reports of symptomatology, parenting stress, and marital adjustment, and observational assessments of the parent-child relationship. Family system constructs (cohesion, warmth, conflict, organization, control) were measured at age 6 using structured observations of the entire family playing a board game. Child behavior problems and social competence were assessed at age 7. Results indicated that families of children with developmental delays did not differ from families of typically developing children on the majority of family system attributes. Cohesion and organization mediated the relations between specific family risk factors and social competence for all families. For families of typically developing children only, higher levels of control were associated with more behavior problems and less social competence. These findings underscore the importance of family-level assessment in understanding the development of psychopathology. Important family effects on children's social competence were found, although the pathways among family risk and family systems attributes are complex.
ContributorsGerstein, Emily Davis (Author) / Crnic, Keith A (Thesis advisor) / Aiken, Leona (Committee member) / Bradley, Robert (Committee member) / Gonzales, Nancy (Committee member) / Arizona State University (Publisher)
Created2012
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Description
Posttraumatic stress disorder is a psychiatric disorder that can develop after exposure to a traumatic event, and it can cause affected individuals to relive the associated event through flashbacks or nightmares. This project centers around the prevalence of PTSD in parents of infants admitted to the neonatal intensive care unit.

Posttraumatic stress disorder is a psychiatric disorder that can develop after exposure to a traumatic event, and it can cause affected individuals to relive the associated event through flashbacks or nightmares. This project centers around the prevalence of PTSD in parents of infants admitted to the neonatal intensive care unit. Past research has shown that these parents are at increased risk of developing traumatic stress symptoms, with affliction rates as high as 53% in mothers and 33% in fathers (Hua et al., 2018). With this statistic as a catalyst, the present text has a variety of aims, all hinging on the goal of easing the NICU journey for parents. This thesis explores the different types of therapy used in the treatment of traumatic stress, with a focus on trauma-focused cognitive behavioral therapy (TF-CBT) and eye movement desensitization and reprocessing (EMDR) as these were shown to be the most effective in past research. A compilation of resources was also gathered that can now be distributed to NICU parents, including information on PTSD, how to access a therapist, and other helpful articles. An additional component of this project included the administration of a survey to NICU parents to gain a better understanding of their stress levels, what resources were most helpful to them, what barriers limited their ability to seek help, and their thoughts on a text-messaging resource service. Institutional IRB approval was received for this survey. The survey indicated that parents were very stressed when admitted to the NICU, but their stress levels tend to decrease over time. Parents also faced a variety of barriers, with the need to return to work or maintain a busy schedule being the most pervasive. Additionally, an analysis was completed on federal legislation relating to healthcare and the NICU experience. Furthermore, special considerations for limited English proficient (LEP) families were also considered. The paper concludes with steps that should be taken, in both research and action, to improve on the NICU experience for at-risk parents. The implementation of a text-messaging resource service for NICU parents was desired by survey respondents and is a recommended next step. Changes in policy surrounding insurance reform and longer, paid family leave would also be beneficial. Training of NICU staff on how to provide resources and communicate sensitively and effectively with parents is also crucial if the current situation is to be improved. There are definitive steps that should be taken immediately to ease the journey and provide comfort for NICU parents.
ContributorsBryant, Tyler (Co-author) / Beck, Kelsey (Co-author) / Puruhito, Krista (Thesis director) / Visconti, Kari (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Politics and Global Studies (Contributor, Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Background: It is estimated that 50% of all mental illness arises prior to age 14, an incident attributed in part to disruptions and imbalances within the family system. Equine assisted learning is a complementary and alternative approach to family therapy which is being used increasingly to promote mental health in

Background: It is estimated that 50% of all mental illness arises prior to age 14, an incident attributed in part to disruptions and imbalances within the family system. Equine assisted learning is a complementary and alternative approach to family therapy which is being used increasingly to promote mental health in both adults and children. This study sought to build and deliver an evidence-based, family-centered equine assisted learning program aimed at promoting family function, family satisfaction and child social-emotional competence, and to measure its acceptability and preliminary effect.

Method: Twenty families with children 10 years and older were recruited to participate in a 3-week equine assisted learning program at a therapeutic riding center in Phoenix, Arizona. Sessions included groundwork activities with horses used to promote life skills using experiential learning theory. The study design included a mixed-method quasi-experimental one-group pretest posttest design using the following mental health instruments: Devereaux Student Strengths Assessment, Brief Family Assessment Measure (3 dimensions), and Family Satisfaction Scale to measure child social-emotional competence, family function, and family satisfaction, respectively. Acceptability was determined using a Likert-type questionnaire with open-ended questions to gain a qualitative thematic perspective of the experience.

Results: Preliminary pretest and posttest comparisons were statistically significant for improvements in family satisfaction (p = 0.001, M = -5.84, SD = 5.63), all three domains of family function (General Scale: p = 0.005, M = 6.84, SD = 9.20; Self-Rating Scale: p = 0.050, M = 6.53, SD = 12.89; and Dyadic Relationship Scale: p = 0.028, M = 3.47, SD = 7.18), and child social-emotional competence (p = 0.015, M = -4.05, SD 5.95). Effect sizes were moderate to large (d > 0.5) for all but one instrument (Self-Rating Scale), suggesting a considerable magnitude of change over the three-week period. The intervention was highly accepted among both children and adults. Themes of proximity, self-discovery, and regard for others emerged during evaluation of qualitative findings. Longitudinal comparisons of baseline and 3-month follow-up remain in-progress, a topic available for future discussion.

Discussion: Results help to validate equine assisted learning as a valuable tool in the promotion of child social-emotional intelligence strengthened in part by the promotion of family function and family satisfaction. For mental health professionals, these results serve as a reminder of the alternatives that are available, as well as the importance of partnerships within the community. For therapeutic riding centers, these results help equine professionals validate their programs and gain a foothold within the scientific community. Additionally, they invite future riding centers to follow course in incorporating evidence into their programs and examining new directions for growth within the mental health community.
ContributorsSolarz, Allison (Author) / Chen, Angela (Thesis advisor)
Created2019-05-02