Matching Items (3)
Filtering by
- Creators: Department of Psychology
- Creators: Gunnare, Chrystina Jean
- Creators: Mikulski, Ariana
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
The Baby Friendly Hospital Initiative (BFHI) was created in 1991 with the goal to provide support and education to mothers on breastfeeding in order to increase the rate and duration of breastfeeding across the world. Despite being around for over 20 years, it has only been successfully incorporated into 245 hospitals in the United States as of 2015. Due to the many benefits this initiative brings to mothers, infants, and the hospitals themselves as well as being shown to increase the incidence, duration, and exclusivity of breastfeeding, the goal of this project was to create a mother friendly brochure sharing this. The brochure was created in order to spread the word of the BFHI to expecting mothers so that they are informed and able to use this information to not only improve their own child-birthing experience but also push for implementation in their delivering facilities. The brochure covers additional topics such as breastfeeding benefits and tips, lactation resources, and steps to incorporate into their own hospital stay if outside of a BFHI facility in order to get a few of the benefits that the Baby Friendly Initiative provides. The brochure was tested for clarity, effectiveness, and for overall reactions in a study conducted at a local women's clinic surveying expectant mothers through the use of a short survey. These results were used to make minor improvements to the brochure before moving on to plans of how to disseminate the brochure to more clinics within the Phoenix area. The dissemination of this brochure will share this important information with women of childbearing age and hopefully lead to greater knowledge and progress towards improved maternal and neonatal outcomes.
ContributorsGunnare, Chrystina Jean (Author) / Whisner, Corrie (Thesis director) / Bever, Jennie (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor)
Created2015-05
Description
It has been 30 years since research has tried to determine how adults decide if an infant is male or female (Seavey et al., 1975; Sidorowicz & Lunney, 1980), with research at that time indicating that participants tended to label infants as male. The purpose of this study is to investigate whether adults today can identify infant gender above chance, and what tools adults use to assign gender labels to babies. I hypothesize that females, social science majors, students who frequently interact with children, and students who are very confident will all assign gender labels more accurately than their counterparts. I showed a video to University students featuring five sets of parents playing with their infants. The video featuring three male and two female babies was edited to remove any gender identifying information. Students were asked to guess whether each of the infants was male or female, and to explain how they came to that conclusion. One sample t-tests revealed that students overall were able to correctly identify infant gender significantly more than what would be expected due to chance for 4 out of 5 infants. The results did not support my hypothesis that social science majors or people who frequently interact with children are better at assigning gender labels. This study did find a significant correlation between confidence and accuracy. When asked to explain how participants assigned infant gender labels, I found a significant correlation between infant physical movement and correct students labeling the infant as male. There was also a significant relationship between parental voice being and participants labeling infants as female whether the infant was actually female or not. Unlike research from the late 1970's and early 1980's, college students today can accurately assign gender labels to infants. This suggests that either the conceptualization of gender in the U.S. culture has changed enough since previous research over 3 decades ago, that there is something about parent-baby play that helps people correctly identify infant gender, or both.
ContributorsLove, Echo (Author) / Shapiro, Alyson (Thesis director) / Mikulski, Ariana (Committee member) / Martin, Carol (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
Description
According to Jean Piaget, a prominent cognitive development psychologist in 1954, infants should have an understanding of object permanence at 12 months of age. Current research has backed this idea and shown that children younger than 2 years of age understand object permanence- shown through their increased looking times to inconsistent displays in which a moving object appears to have fallen through a solid shelf. However, current research used active search tasks with 2 year olds and found that they failed to search for the object consistently. My thesis explores why 2 year olds are failing search tasks if infants are appearing the understand object permanence with their looking responses. The Theory of Mind Lab at ASU designed a simple two door/two room apparatus to test 2 year olds’ ability to search for an object once it goes out of sight. Two doors open to two rooms separated by a green wall that extends above the front wall. Results showed that 2-year-olds randomly searched for the object. Perhaps children were not able to clearly differentiate the two separate spaces and ultimately started guessing because they assumed both doors go to the same room. Therefore, my thesis involved adding a ‘hallway’ between the two rooms to help children mentally separate the two spaces by showing them the bottom of the barrier. Despite the hallway, results showed that 2-year-olds again hardly performed above chance across all 6 trials. To remove the social aspects and the need to coordinate motor movement with knowledge of the object’s location, I designed a Visual Anticipation Task with automatic doors that required 2-year olds to merely look at the correct door for the hidden object. Results showed that children looked correctly at the first location correctly but when hidden in a new location in the second trial, perseverated and looked back at the first location. These results showed that 2-year olds do not understand object permanence at this age when it comes to both searching and looking.
ContributorsVirani, Sanya Z (Co-author) / Virani, Sanya (Co-author) / Fabricius, William (Thesis director) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05