Matching Items (13)
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- All Subjects: history
- Creators: Sanford School of Social and Family Dynamics
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Both dialogic reading and embodied cognition have showed to be effective strategies in the development of early literacy skills. Additionally, the use of electronic books has been found to also have a positive effect, including in combination with dialogic reading. The effectiveness of dialogic reading and embodied strategy while reading an e-book has not been compared. The purpose of the study is to determine if embodied cognition can improve dialogic reading practices and possibly offer a theoretical framework for why dialogical reading practices work. Additionally, this study aims to determine the impact of embodied cognition and dialogic reading on the development of both vocabulary and story recall skills in preschool-aged children. Twenty-nine preschool children between the ages of 3 and 5 years old took part in a matched pairs experiment that included reading an e-book. Children in the experimental groups received four readings of either an embodied cognition condition or a dialogic reading condition. Following the four readings, the groups switched treatment. The children who received the embodied cognition conditions scored significantly higher on both story recall and vocabulary acquisition compared to those in the dialogic reading and control groups. Results of the study suggest embodied cognition in conjugation with dialogic reading practices could provide a more effective and improved model for promoting early literacy skills.
ContributorsMedrano, Danielle Alessandra (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Gomez, Ligia (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
Description
My creative thesis project is titled “NOTEworthy HERstory: A Feminist Exploration of Prominent Women in Pop Music.” Specifically, I seek to answer this research question: what is the dynamic, reciprocal relationship between these prominent female artists’ music and careers with feminist theory? In other words, I am exploring how feminist theory influenced their work, and also how their work influenced feminist theory and our societal understanding and appreciation of women’s lives. This topic incorporates history, sociology, musicology, and feminist theory. I have presented my findings about specific female artists through a series of four podcast episodes. I selected Carole King, Tina Turner, Beyoncé, and Taylor Swift as the subjects for the episodes because they each jumped out to me as being highly connected to specific feminist themes: waves of feminism, patriarchy, intersectionality, and power, respectively.
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
Description
Arizona’s struggle with the opioid crisis reflects a failure of drug policy. This failure stems from decades of mimicking federal narcotic criminalization legislation. Arizona’s deference on narcotic policy was driven by a fear of addicts that was intentionally inflated by federal agents. Further, the federal prioritization of state uniformity of narcotic policy spread and entrenched the consequences of creating an illegal narcotics market. Arizona adopted these uniform policies enthusiastically. The state’s continued adoption of federal policy— exemplified by five pieces of legislation spanning between 1931 and 1979— show a continued theme of fear of addicts and prioritization of criminalization for the sake of uniformity. Criminalization and demonization of addicts are the main drivers of the modern opioid crisis. In this way, Arizona is culpable and is thus obligated to adopt an alternate narcotic policy approach that prioritizes evidence, compassion, and individual rights.
ContributorsRamsey, Grace Michele (Author) / Provine, Doris Marie (Thesis director) / Spohn, Cassia (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Public Affairs (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the four-day intervention sessions were assessed and emotion was coded. Each session was emotion-coded for child emotions and for child-researcher emotions. The child specific emotions were 1) engagement in the task, this included level of participation in the activity, 2) motivation/attention to persist and complete the task, as well as stay focused, and 3) positive affect throughout the session. The child-researcher specific emotions were 1) engagement with each other, this involved how the child interacted with the researcher and under what context, and 2) researcher’s positive affect, this incorporated how enthusiastic and encouraging the researcher was throughout the session. It was hypothesized that effectiveness of the intervention would be directly correlated with the degree that the child displayed positive emotions during the intervention. Thus, the analysis of these emotions should highlight differences between the control and EMBRACE group and help to explain variability in effectiveness of the intervention. The results did indicate that children in the EMBRACE group generally had a significantly higher positive affect compared to the control group, but these results did not influence the ability for the child to effectively recall or moderate the EEG variables in the post-test. The results also showed that children who interacted with the researcher more tended to be in the EMBRACE group, whereas children who did not interact with the researcher more frequently were in the control group, showing that the EMBRACE intervention ended up being a more collaborative task.
ContributorsOtt, Lauren Ruth (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05