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- Creators: Barrett, The Honors College
- Creators: Sanford School of Social and Family Dynamics
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
For my thesis/creative project, I created a prototype for a mental health app. Each section of the prototype has a purpose of instilling mindfulness and healthy habits that can promote and lead to sustainable mental health. Throughout the paper I explain my reasoning for starting this project, the science of mindfulness and how it can bring about positive mental and physical changes, and the design theory behind the prototype.
ContributorsZaja, Peter (Author) / Sopha, Matthew (Thesis director) / Arrfelt, Mathias (Committee member) / Department of Finance (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
ABSTRACT
Background: Although aerobic exercise has been shown to improve the glycemic control of individuals with type 2 diabetes, a simple and effective approach to manage post-meal glycemic control remains less clear.
Purpose: This study examined the effect of 15-minute of post-meal aerobic exercise on the glycemic control and anxiety scores as compared with control trials in participants with and without type 2 diabetes.
Methods: Six adults volunteered to participate in the study (3 adults with type 2 diabetes, age = 44.33 ± 7.71; and 3 adults without type 2 diabetes, age = 31.67 ± 15.76). All participants received aerobic exercise intervention and control treatments. The aerobic exercise treatment was listening to upbeat music and dancing for 15-minutes, whereas the control participants ingested 1 gram of vitamin C 30-minutes post-meal. Glucose levels were measured at baseline, and the 10, and 15-minute mark in both exercise intervention and control conditions 30-minutes post-meal.
Results: There was a significant interaction between treatment and time on the change in glucose levels (P<0.001). There was a significant mean difference in change in glucose levels between exercise intervention and control conditions (P = 0.002). Change in glucose levels in exercise intervention was significantly decreased at 10-minute (-18 ± 4.35 vs. 1.67 ± 4.34, P = 0.009) and 15-minute (-24 ± 4.88 vs. 5.67 ± 4.88, P = 0.001) compared with control condition. Although there were no statistical differences in state anxiety scores between pre- and post-exercise intervention (p=0.42), there was a significant trend in the reduction of state anxiety scores in diabetic participants, as compared with healthy participants, after 15-minute exercise intervention (-8 vs. -1).
Conclusion: Aerobic exercise for 15-minute by dancing to music after a meal is an effective approach to controlling the blood glucose levels in type 2 diabetic and healthy persons.
Background: Although aerobic exercise has been shown to improve the glycemic control of individuals with type 2 diabetes, a simple and effective approach to manage post-meal glycemic control remains less clear.
Purpose: This study examined the effect of 15-minute of post-meal aerobic exercise on the glycemic control and anxiety scores as compared with control trials in participants with and without type 2 diabetes.
Methods: Six adults volunteered to participate in the study (3 adults with type 2 diabetes, age = 44.33 ± 7.71; and 3 adults without type 2 diabetes, age = 31.67 ± 15.76). All participants received aerobic exercise intervention and control treatments. The aerobic exercise treatment was listening to upbeat music and dancing for 15-minutes, whereas the control participants ingested 1 gram of vitamin C 30-minutes post-meal. Glucose levels were measured at baseline, and the 10, and 15-minute mark in both exercise intervention and control conditions 30-minutes post-meal.
Results: There was a significant interaction between treatment and time on the change in glucose levels (P<0.001). There was a significant mean difference in change in glucose levels between exercise intervention and control conditions (P = 0.002). Change in glucose levels in exercise intervention was significantly decreased at 10-minute (-18 ± 4.35 vs. 1.67 ± 4.34, P = 0.009) and 15-minute (-24 ± 4.88 vs. 5.67 ± 4.88, P = 0.001) compared with control condition. Although there were no statistical differences in state anxiety scores between pre- and post-exercise intervention (p=0.42), there was a significant trend in the reduction of state anxiety scores in diabetic participants, as compared with healthy participants, after 15-minute exercise intervention (-8 vs. -1).
Conclusion: Aerobic exercise for 15-minute by dancing to music after a meal is an effective approach to controlling the blood glucose levels in type 2 diabetic and healthy persons.
ContributorsSymons, Nicholas Payne (Author) / Lee, Chong (Thesis director) / Dickinson, Jared (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
This project creates a possible framework for the application of music therapy to reduce test anxiety in students. Although music therapy has grown in recent years as a treatment method for a variety of mental health and wellness problems, it has yet to be comprehensively applied to the specific issue of test anxiety. Some studies have examined the use of music in testing situations in order to reduce anxiety or improve academic performance. However, more in-depth music therapy interventions are a promising, largely untried treatment possibility for students suffering from this type of anxiety.
ContributorsCowan, Sarah Elizabeth (Author) / Crowe, Barbara (Thesis director) / Rio, Robin (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-12
Description
This study was conducted to look at the possible effects of art intervention on anxiety levels of homeless young adults in a local drop-in shelter. While there is a fair amount of literature on art intervention and its applicability with vulnerable populations, its specific effect on anxiety has not been extensively examined. Researchers conducted two art interventions where state-trait anxiety (STAI Inventory) was measured before and after the interventions. Researchers hypothesized that anxiety would decrease after the art sessions. Some significant results were found. Participants reported feeling less strained (p = .041), worrying less over possible misfortunes (p = .02), feeling less nervous (p = .007) and feeling more decisive (p = .001). Future research recommendations are discussed.
ContributorsWille, Emma Margaret (Author) / Roe-Sepowitz, Dominique (Thesis director) / Mendoza, Natasha (Committee member) / Agliano, Stefania (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Social Work (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
Color is an inseparable part of our world as it exists in everything we perceive (Hemphill, 1996). With this constant exposure to colors, it has been widely acknowledged that colors have a distinct effect on a person's feelings and emotions (Hemphill, 1996). In fact, researcher have found that color perception evolved as an adaptation to increase fitness for animals (Bryne & Hilbert, 2003). For humans, color is a part of many everyday associations from temperature to traffic lights to sporting events. Taking this a step further, researchers have studied the effects of color on psychological functioning and physiological responses, including anxiety. A substantial body of research developed a base of information to support the idea that color has a significant effect on humans' emotions, perceptions and behaviors. I set out to test the effects of color on test anxiety and the relationship between anxiety and test performance. It was hypothesized that paper colors red, blue, and green would have an effect on anxiety with red having the most robust effect. It was also hypothesized that there would be a correlation between test performance and anxiety. Fifty undergraduate students took a ten-question brainteaser test printed on one of the three paper colors. Results displayed a significant mead difference between the three test group colors and a significant correlation between test performance and anxiety. This study was then repeated using the colors white, blue, and red. Fifty-eight undergraduate students took the same ten-question brainteaser test. These results failed to suggest a significant mean difference between the three test groups and failed to suggest a correlation between performance and anxiety. These findings conflict with the first study, and therefore, are of interest. Possibilities for these findings are the frequency of occurrence of white and social desirability. Future directions include testing for trait anxiety prior to data collection and using physiological measures to test anxiety. Still, these results can be applied in classroom settings, office environments, and airports.
ContributorsKissinger, Gabriella Nicole (Author) / Lynch, Christa (Thesis director) / Cate, Heather (Committee member) / Patten, Kristopher (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
Anxiety is one of the most common mental illnesses in the United States. In this project, I chose to explore how food is one of the most accessible and inexpensive ways of treating anxiety. This creative project examines the major key components of gut health including the balance of neurotransmitters and bacteria in the gut, restoring hydrochloric acid through celery juice, removing heavy metal toxins through food, eating fermented foods, and limiting refined carbohydrates, and high-sugar consumption. Additionally, this creative project explores my own personal journey through the implementation of foods that influence anxiety revealed in a systemic review over the course of a 6-week period.
ContributorsHunter, Madelyn Grace (Author) / Hart, Teresa (Thesis director) / Barth, Christina (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.
ContributorsBromich, Bobbi Lynn (Author) / Pina, Armando (Thesis director) / Presson, Clark (Committee member) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
The Association Between Acne and Social Appearance Anxiety and Other Correlates Among Undergraduates
Description
The goal of the current study was to investigate the prevalence of SAA and body dissatisfaction among freshman undergraduate students between 18-20 years old suffering from self-reported acne. A total of 73 participants in an online survey were asked to complete the Generalized Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), Body Parts Satisfaction Scale (BPSS), and Social Appearance Anxiety Scale (SAAS). No significant correlation was found between acne severity and SAAS scores, but a significant, positive correlation was found between acne severity and body dissatisfaction. Moreover, acne sufferers had higher mean scores for the BPSS than non-acne sufferers indicating higher body dissatisfaction, but there was no significant difference in the scores for the SAAS between acne sufferers and non-acne sufferers. There was also no significant difference in correlations between acne severity and SAAS scores or BPSS scores between men and women, however, women had much higher mean scores for SAAS than men. In addition, scores for the SAAS and BPSS were found to have a significant, positive correlation with both depression and anxiety across the entire sample. There is paucity of research on the psychosocial effects of acne, more specifically social appearance anxiety (SAA), so further research is needed to replicate and extend the findings of the current study using a larger sample size ranging in acne severity.
ContributorsHowe, Sara Katelyn (Author) / Perez, Marisol (Thesis director) / Jimenez-Arista, Laura (Committee member) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Research on the correlation between exercise and mental health outcomes has been a growing field for the past few decades. It is of specific interest to look at how physical activity affects psychological outcomes and it’s efficacy for treating mental health disorders. The current treatment options for depression and anxiety are not suitable for everyone and therefore there is a need for a more accessible and cost-effective form of treatment, like exercise. Furthermore, exercise as a treatment is also linked with many more health benefits. Indeed a wealth of studies have explored the relationships between exercise and depression as well as exercise and anxiety, showing exercise to be a positive predictor of mental health. The following paper will serve to: define depressive and anxiety disorders, explore the research on the effects of physical activity prescriptions on the outcomes of such disorders, create evidence-based applied recommendations for different disorders, and explore the mechanisms by which exercise mitigates symptoms to ultimately accredit the prescription of exercise as a form of treatment for mental health disorders.
ContributorsAddington, Rachel Anne (Author) / Hoffner, Kristin (Thesis director) / Broman, Tannah (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Impostor syndrome is a psychological experience where an individual doubts their own successes and achievements, even with supporting evidence of their legitimate skill. Although there is plenty of research on impostor syndrome in the workplace and post-graduate programs, there is less information on undergraduate students especially at an inclusive, large, public university. As a student at ASU, I have both experienced and seen others experience a feeling of intellectual phoniness in classes which can lead to insecurity and fear of humiliation. Especially in students who are different than their peers, interacting with faculty and other students can cause unnecessary stress because they see themselves as underqualified.
My research will aim to address what impostor syndrome looks like at ASU and which groups of students are affected by it most. Impostor syndrome can manifest in insecurities and behaviors that make collegiate success more difficult, such as less class participation or a hesitation to attend office hours. Professors can inadvertently add to the issue by creating a classroom culture that caters more towards the traditional, often white male, student in their major, especially in majors where the faculty demographics are not similar to the student demographics. I hope that bringing light to impostor syndrome at ASU can help professors understand why some students may participate less or perform differently. Also, I want to help students who do experience insecurity or feel different understand what impostor syndrome is and that they are not alone in their experiences.
In particular, this study can shine light on areas of study that have less diversity. Many studies have indicated that STEM majors are extremely less diverse than national averages. The National Science Foundation found that woman only made up 30% of engineering and computer science degrees and racial minorities were less than 15% of engineering, math, and physical science degrees in 2013 (NSF, 2014). While pre-college interest may play a part in lower enrollment among traditionally underrepresented students, I believe that STEM professors must also take responsibility for encouraging or discouraging all students to continue studying after taking their classes. The results of my survey may indicate that some demographics feel uncomfortable speaking in class or attending offices hours, which are behaviors professors can go out of their way to make less intimidating.
My research will aim to address what impostor syndrome looks like at ASU and which groups of students are affected by it most. Impostor syndrome can manifest in insecurities and behaviors that make collegiate success more difficult, such as less class participation or a hesitation to attend office hours. Professors can inadvertently add to the issue by creating a classroom culture that caters more towards the traditional, often white male, student in their major, especially in majors where the faculty demographics are not similar to the student demographics. I hope that bringing light to impostor syndrome at ASU can help professors understand why some students may participate less or perform differently. Also, I want to help students who do experience insecurity or feel different understand what impostor syndrome is and that they are not alone in their experiences.
In particular, this study can shine light on areas of study that have less diversity. Many studies have indicated that STEM majors are extremely less diverse than national averages. The National Science Foundation found that woman only made up 30% of engineering and computer science degrees and racial minorities were less than 15% of engineering, math, and physical science degrees in 2013 (NSF, 2014). While pre-college interest may play a part in lower enrollment among traditionally underrepresented students, I believe that STEM professors must also take responsibility for encouraging or discouraging all students to continue studying after taking their classes. The results of my survey may indicate that some demographics feel uncomfortable speaking in class or attending offices hours, which are behaviors professors can go out of their way to make less intimidating.
ContributorsLevine, Olivia (Author) / Kittilson, Miki (Thesis director) / Simhony, Avital (Committee member) / Department of Supply Chain Management (Contributor) / Department of Marketing (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05