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- Creators: Sanford School of Social and Family Dynamics
- Creators: Bruening, Meredith
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
Social support for Mexican-origin adolescent mothers can benefit mental health. Currently, there is little research on specific dimensions of social support and how they change during the beginning years of parenthood, and even less focusing on the influence each dimension has on adolescent mothers' mental health. This study sought to fill such gaps through the analysis of data from the Supporting MAMI Project at Arizona State University. First, the current study assessed perceptions of emotional, instrumental, and companionship support received from mother figures by Mexican-origin adolescent mothers (N = 204; Mean age at Wave 1 = 16.24, SD = .99) across five years through descriptive statistics and univariate latent growth models. Second, the study assessed the strength of the impact that each dimension of social support had on mental health across six years via conditional growth models. Findings indicated that each dimension of social support shifted in a bi-linear spline shape from Wave 1 to Wave 6, with growth parameters' significance varying for each dimension of support. Each dimension of support was significantly related to depressive symptoms at Wave 6, with varying degrees of influence across growth parameters. Implications for future research and practice are discussed.
ContributorsWendelberger, Bailey Joan (Author) / Umaña-Taylor, Adriana (Thesis director) / Vega, Sujey (Committee member) / School of Social Transformation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Background: The prevalence of childhood obesity has disproportionately affected Latino youth. This increase in obesity is seen with an increased incidence of Type 2 Diabetes. Objective/Hypothesis: The objective of this study was to determine the effects of a community based lifestyle intervention, which encompassed nutrition education and physical activity, on diabetes risk in pre-diabetic Latino adolescents. Diabetes risk was assessed using pancreatic beta cell function as measured by proinsulin: insulin ratio. It was hypothesized that reductions in added sugar intake and reductions in saturated fat intake will be associated with improved beta cell function as measured by proinsulin: insulin ratio. Study Design/Participants: In this quasi-experimental study design, n=17 pre-diabetic Latino adolescents between the ages of 14-16 participated in a lifestyle intervention. Methods: Anthropometric measurements (weight, height, waist circumference, BMI) and body composition (body %) were determined for all participants at baseline and post intervention. Fasting proinsulin (PI), fasting insulin (I) and 2hr-OGTT were also determined. Dietary intake was measured using the Block Kids Food Screener for kids ages 2-17y (2007). The intervention consisted of nutrition education classes and physical activity sessions for 12 weeks. Results: We found significant decreases in body fat % following the intervention. There were no significant decreases in fasting insulin. Proinsulin significantly decreased. However we did no see a significant change in PI/I (p= 0.003). Dietary behaviors of added sugar (p=0.03) and saturated fat (p=0.04) showed significant decreases. No significant associations were found between changes in added sugar to improvements in beta cell function, r=0.072, p-value= 0.7. We also did not observe significant associations between reductions in saturated fat intake and improvements in beta cell function, r=0.152, p-value =0.6. Conclusions: We concluded that a 12-week lifestyle intervention resulted in significant changes in dietary behaviors. These changes were not however associated with improvements in beta cell function.
ContributorsKaur, Manroop (Author) / Shaibi, Gabriel (Thesis director) / Bruening, Meredith (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor)
Created2015-05
Description
A look at the benefits of the integration of music in the classroom. This thesis focuses on how music supports brain development and how that affects the ways children learn the classroom. It also highlights how current teachers feel about integrating music in the classroom and the best practices used for integrating music. Lastly, this thesis contains strategies on how to integrate music in the classroom using the Common Core standards as well as personal compositions written using Common Core standards.
ContributorsAnger, Jack Vottero (Author) / Dahlstrom, Margo (Thesis director) / Stahlman, Rebecca (Committee member) / Mann, Michael (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
The purpose of this study is to explore the impact that media messages has on adolescents and the development of their sexual activity and body image. Specifically the question of how the hypersexualized and stereotypical portrayals of men and women in the media impact the adolescents that consume them. The proposed study will analyze how media consumption impacts male adolescents growing up in a single mother household. The methods used in this study are ethnographic research, interviews, and self-report surveys.
ContributorsBowien, Katherine Elisabeth (Author) / Watson, Carrie (Thesis director) / Seeley, Bridget (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Objectives. This study primarily explored the relationship between family meal frequency and youth intake of fruits and vegetables (FV) and added sugar from sugar-sweetened beverages (SSBs) in a population of Latinx parents and their middle school children. The study secondarily explored factors influencing family meal frequency; specifically, whether parent education level, income level, acculturation level, and food insecurity are associated with family meal frequency.
Methods. Latinx parents and their 6th-8th grade children were recruited from eligible middle schools in Maricopa County to participate in a larger intervention study. A sample of parent-youth dyads from the first cohort of the larger study was selected for cross-sectional analysis of baseline data in this study (n=124). Participants completed a survey requesting demographics, family meal habits, and dietary intake. Participants were asked to report annual income, education level, and number of family meals in the home in the past week. They were also asked to complete an Acculturation Rating Scale for Mexican Americans, a 6-item Household Food Security Questionnaire, and a 26-question Dietary Screener Questionnaire. Analyses were run using Spearman’s Rank Correlation test and a Chi Square test of Independence.
Results. Mean daily youth intake of FV was 2.7 ± 1.4 cup equivalents, and daily youth intake of sugars from SSBs was 8.6 ± 4.9 teaspoon equivalents per day. Fifty percent of parents reported 7 or more family meals per week, while 38.7% reported 3-6 family meals per week and 11.3% reported 2 or fewer family meals per week. There was no significant association between family meal frequency and youth FV (r=-0.154; p=0.256) or added sugar from SSBs (r=0.027; p=0.807) intake. Similarly, results from Chi Square analyses suggested there was no association between family meal frequency and parent income level (p=0.392), Mexican-oriented acculturation level (p=0.591), Anglo-oriented acculturation level (p=0.052) and food insecurity (p=0.754). In contrast, a significant association between parent education and family meal frequency was found (p=0.014).
Conclusions. Parent education may play a role in shaping family meal practices in Latinx families. More research is needed to further understand this relationship and the relationship between family meal habits and youth dietary intake.
Methods. Latinx parents and their 6th-8th grade children were recruited from eligible middle schools in Maricopa County to participate in a larger intervention study. A sample of parent-youth dyads from the first cohort of the larger study was selected for cross-sectional analysis of baseline data in this study (n=124). Participants completed a survey requesting demographics, family meal habits, and dietary intake. Participants were asked to report annual income, education level, and number of family meals in the home in the past week. They were also asked to complete an Acculturation Rating Scale for Mexican Americans, a 6-item Household Food Security Questionnaire, and a 26-question Dietary Screener Questionnaire. Analyses were run using Spearman’s Rank Correlation test and a Chi Square test of Independence.
Results. Mean daily youth intake of FV was 2.7 ± 1.4 cup equivalents, and daily youth intake of sugars from SSBs was 8.6 ± 4.9 teaspoon equivalents per day. Fifty percent of parents reported 7 or more family meals per week, while 38.7% reported 3-6 family meals per week and 11.3% reported 2 or fewer family meals per week. There was no significant association between family meal frequency and youth FV (r=-0.154; p=0.256) or added sugar from SSBs (r=0.027; p=0.807) intake. Similarly, results from Chi Square analyses suggested there was no association between family meal frequency and parent income level (p=0.392), Mexican-oriented acculturation level (p=0.591), Anglo-oriented acculturation level (p=0.052) and food insecurity (p=0.754). In contrast, a significant association between parent education and family meal frequency was found (p=0.014).
Conclusions. Parent education may play a role in shaping family meal practices in Latinx families. More research is needed to further understand this relationship and the relationship between family meal habits and youth dietary intake.
ContributorsMasek, Emily (Author) / Vega-Lopez, Sonia (Thesis advisor) / Bruening, Meredith (Committee member) / Ayers, Stephanie (Committee member) / Arizona State University (Publisher)
Created2020
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 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