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Description
Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many

Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many members of our society have a tendency to not embrace the full potential of their community roles. It is always about who is a Republican, who is a Democrat, who looks better, or who has a better name. Now it must be noted that this is not in absolute, not all members of our society work in this thought process, but many still do. If that doesn't come as a surprise to you, then the simplicity of how you can be an engaged member will. As a student attending Arizona State University at the West campus in Phoenix, Arizona, I have chosen to challenge the traditional view of civic engagement and prepare this development plan for the campus community. Having done so, I not only discovered the paths that one can take to be engaged in such matters, but also continued my role as a civil servant.
ContributorsWaldie, Howard William (Author) / Ackroyd, William (Thesis director) / Smith, Sharon (Committee member) / Alvarez Manninen, Bertha (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
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Description
Utilizing a participatory action research methodology, adolescent participants from two unique populations were challenged to identify salient social justice issues and explore the community impacts of these topics through collaborative artistic expression. The study’s population consisted of 32 adolescents (Phoenix sample n=8; Belfast sample n=24). This research investigates underserved adolescent

Utilizing a participatory action research methodology, adolescent participants from two unique populations were challenged to identify salient social justice issues and explore the community impacts of these topics through collaborative artistic expression. The study’s population consisted of 32 adolescents (Phoenix sample n=8; Belfast sample n=24). This research investigates underserved adolescent attitudes and beliefs about civic engagement and how they view their roles in their communities. Youth from both groups reported an increased interest in pro-social behaviors after participation in this service-learning experience (Phoenix sample: 66%, Belfast sample: 75%). Though the youth were from different backgrounds, both groups identified with feelings of inequality stemming from various social forces. They both also expressed desires for spaces to talk about social justice issues they believe in and want to impact. Implications of this research are discussed.
ContributorsOlsen-Medina, Kira (Author) / Foster, Stacie (Thesis director) / Sechler, Casey (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Description
College students are motivated, passionate, and knowledgeable individuals who lack opportunities and the appropriate first-hand experience to get involved in their local community. I used an Academic Community Engaged Learning (ACEL) approach to build student self- efficacy to engage with their community. I created a formal curriculum that teaches students

College students are motivated, passionate, and knowledgeable individuals who lack opportunities and the appropriate first-hand experience to get involved in their local community. I used an Academic Community Engaged Learning (ACEL) approach to build student self- efficacy to engage with their community. I created a formal curriculum that teaches students the basics of community development and encourages students to consider their role and impact in the community. I organized a community project with a local elementary school to create a kindness mural that would give students an opportunity to experience community engagement, thereby facilitating deeper comprehension of the material. I find that ACEL can be a valuable tool in harnessing college students by using their motivation and passion to facilitate a collaborative process.
ContributorsNye, Evan (Author) / Sechler, Casey (Thesis director) / Foster, Stacie (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
Intercultural competency is becoming more crucial for effective communication as the world becomes more global and interconnected. This issue is particularly true in health care settings, where effective communication is essential for providing the best care possible. There is very little research about intercultural competence training for Child Life Specialists

Intercultural competency is becoming more crucial for effective communication as the world becomes more global and interconnected. This issue is particularly true in health care settings, where effective communication is essential for providing the best care possible. There is very little research about intercultural competence training for Child Life Specialists whose primary role is to communicate with the patients and parents. The purposes of this study was to investigate 1) the levels of cultural competency training Child Life Specialists (CLSs) report having received, as well as their interest in more training, 2) assessing the extent to which CLSs are providing culturally competent care (self-reported), 3) understanding the extent to which barriers to providing culturally competent care are present, 4) identifying relations between culturally competent practice, barriers, and perceived feelings of success, and 5) determining whether there are group differences on culturally competent practice, barriers, and perceived feelings of success between those who reported having received training and those who reported no training. A total of 42 Child Life Specialists completed an online survey. Results indicated a variety of training experiences, with those reporting more training perceiving fewer barriers to culturally competent care. A strong interest in more training was also revealed.
ContributorsBallinger, Kylie Marie (Author) / Foster, Stacie (Thesis director) / Spinrad, Tracy (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12