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Adverse Side Effects of Pharmacological Agents for Pediatric Anxiety Disorders: A Critical Review

Description

Pediatric anxiety disorders are highly prevalent and while pharmacological intervention seems to be an effective treatment, the validity of reported adverse side effects remains unclear. <br/><br/>Objective: To analyze the nature of evidence regarding adverse side effects in the pharmacological treatment of pediatric anxiety disorders. <br/><br/>Approach: A search using Google Scholar,…

Pediatric anxiety disorders are highly prevalent and while pharmacological intervention seems to be an effective treatment, the validity of reported adverse side effects remains unclear. <br/><br/>Objective: To analyze the nature of evidence regarding adverse side effects in the pharmacological treatment of pediatric anxiety disorders. <br/><br/>Approach: A search using Google Scholar, PubMed, and PsychInfo was conducted for meta-analyses of pharmacological treatment of pediatric anxiety disorders as well as randomized controlled trials. The focus was on adverse events.<br/><br/>Results and Conclusion: Reportings of a limited number of adverse events were found among resources available to clinician and patient informed sources to inform pharmacological treatment of pediatric anxiety disorders. Only a small fraction of adverse side effects were found in the research literature. This finding raises concerns about making informed decisions to treat pediatric anxiety disorders with pharmacotherapy.
ContributorsMartin, Mark (Co-author) / Reyes, Trevin (Co-author) / Whooley, Max (Co-author) / Pina, Armando (Thesis director) / Benoit, Renee (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Unearth: Fostering Adolescent Immigrants Toward Belonging Through Self-Awareness, Multicultural Identification, and Journaling

Description

The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on self-awareness, multicultural identification, perceived belonging, and bibliotherapy to create a guided journal titled "Unearth," filled with art and writing prompts…

The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on self-awareness, multicultural identification, perceived belonging, and bibliotherapy to create a guided journal titled "Unearth," filled with art and writing prompts that are age-appropriate for adolescents and that serve as avenues for self-exploration. The project ultimately engages a focus group discussion to understand the usability and accessibility of the intervention.
ContributorsNawrocki, Andrea Elizabeth (Co-author) / Dizon, Arni (Co-author) / Pina, Armando (Thesis director) / Benoit, Renee (Committee member) / Causadias, Jose (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Damietta

Description
"Damietta" is a graphic novel that tells the story of my grandparents, Aziza and Mostafa, and their separate journeys from Egypt to the United States to pursue an education. Using elements of color, form, and narrative style, the graphic novel seeks to put the reader into the perspective of a…

"Damietta" is a graphic novel that tells the story of my grandparents, Aziza and Mostafa, and their separate journeys from Egypt to the United States to pursue an education. Using elements of color, form, and narrative style, the graphic novel seeks to put the reader into the perspective of a young immigrant seeking a future in an entirely new land. In completing this project, I had to interview my grandparents, illustrate 51 pages on a computer, transpose interviews into a first person story, and learn how to publish a book. As a result of this process, I learned it is wise to start early, make a consistent work schedule, and make multiple rounds of revisions.
ContributorsDeadrick, Samuel W (Author) / Brown, Keith (Thesis director) / Button, Melissa (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05

Rethinking Borders and Identities in Armenian Education For Peaceful and Sustainable Coexistence

Description
Borders have deep symbolic, cultural, historical, and religious meanings, and can therefore become mobilized for various political endeavors. Using a critical educational ethnographic approach, my dissertation examines educators’ memories of bordering practices and experiences to rethink national borders and identities in Armenian education. I argue that teachers have the potential…

Borders have deep symbolic, cultural, historical, and religious meanings, and can therefore become mobilized for various political endeavors. Using a critical educational ethnographic approach, my dissertation examines educators’ memories of bordering practices and experiences to rethink national borders and identities in Armenian education. I argue that teachers have the potential to act as key change agents in transforming the Armenia-Azerbaijan and Armenia-Turkey conflicts of the Caucasus region through their distinctive influence both on curriculum and pedagogy, and by creating supportive learning environments in classrooms. This dissertation suggests that borders are central to the defining of identity – as studied among Armenians – and that border thinking has the potential to expand pedagogical practices to not only inform/(re)define identity, but also to sustain peace and make room for an alternative way of being that refutes the dichotomies of colonialism and imperialism, and other prevalent isms. Specifically, my research focuses on the ways in which the idea and reality of “the border” – as well as teachers’ memories of the “border” – shape classroom practices, textbook content, and pedagogical theory in post-conflict Armenia. This research analyzes the capacity and potential of educators to contribute to more peaceful relationships and makes clear the constraints of schools in fulfilling this role. My dissertation contributes to the current scholarship of border studies, post-Soviet transformations, and education in conflict territories by expanding the scope of pedagogical practices necessary for peaceful coexistence. Fieldwork for this study was conducted in Armenia between June 2019 and March 2020 with a one-month site visit in Turkey. This study includes textbook analyses, interviews with teachers, fieldwork observations, as well as document and visual analyses.
ContributorsPalandjian, Garine (Author) / Silova, Iveta (Thesis advisor) / Brown, Keith (Committee member) / Carlson, David L (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2022