Matching Items (314)
Description
Obtaining a college degree can be a critical turning point in anyone’s life. At ASU, value is placed on the inclusion and success of students from all backgrounds. However, a population that is often forgotten about is students who have been incarcerated. Students who have a history of incarceration may face unique challenges to completing their education. Proposed here is a training, called Pathways to Second Opportunities, that shares knowledge and resources with faculty and staff to help facilitate success of these students.
ContributorsMcKenzie, Genevieve Beathe (Author) / Wright, Kevin (Thesis director) / Telep, Cody (Committee member) / School of Criminology and Criminal Justice (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Children who experience ACEs are more susceptible to engaging in illegal acts later in adulthood. Despite the frequency of ACEs within the prison population, the criminal justice system continues to employ a punitive ideology in its operations instead of addressing the ACEs that lead people to commit illegal acts. Many defendants in this study had prior charges and/or were confirmed to have previously served some amount of time in an incarceration facility before they appeared in court to be tried again. The criminal justice system is sometimes referred to as a “revolving door” because it describes the high recidivism rate and how many released ex-offenders return to jail a few years after their release. Every single defendant in the study had current and/or previous drug charges or a history of substance abuse, which goes to show how much the criminal justice system needs to change the way it approaches substance use disorders if the goal is to reduce recidivism. A punitive approach to substance abuse and addiction is ineffective when people who have experienced a multitude of ACEs are released from prison just to return to the same environment that they were arrested from.
ContributorsLe, Aimee (Author) / Yan, Shi (Thesis director) / Henson, Abigail (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2024-05
Description
My thesis is a creative writing project. I wrote the first chapter of what will be a book that is an original retelling of Beauty and the Beast. There is an analytical component, which is an essay comparing various retellings of Beauty and the Beast, in different forms, to the original fairy tale to see how the themes continue through all the different retellings.
ContributorsRindenau, Brooke (Author) / Irish, Jennifer (Thesis director) / Mack, Robert (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor) / Walter Cronkite School of Journalism and Mass Comm (Contributor)
Created2024-05
Description
This study determines if principles of embodied cognition can be used to enhance the teaching of self-regulation skills in a sample of preschoolers. The current research replicates Conway and McKinney (2022). In the replication study, 15 participants were recruited at ASU’s Child Study Lab (CSL) for a total of 39 participants (when combined with Conway and McKinney) ages three to six, across the entire experiment. The combined results of both the original study and the replicated study are reported. The participants were matched on the Peabody Picture Vocabulary Test (PPVT) scores and one from each pair was randomly placed in the embodied group and the other was placed in the traditional group. The structure of the experiment had two phases, with four lesson plans each; the first focuses on sequential thought, and the second focuses on impulse control and how that could relate to emotions (i.e., self-regulation). Because the sequential thought pattern (First, Next, Last) resembles self-monitoring via impulse control (Stop and Think), we expected the sequential thought pattern to transfer across the phases. In Phase 1 of the experiment, the embodied group received four embodied lesson plans (i.e., with physical manipulable items) and the traditional group received four traditional, two-dimensional style lesson plans (i.e., flipbook with pictures). In Phase 2 of the experiment, each participant received four traditional-style impulse control lesson plans. The hypothesis for this study is that the embodied condition would see an increase in overall net scores in Phase 1 and 2 of the experiment compared to the traditional condition. The researchers conducted a two-way factorial ANOVA to analyze both group pre- and post-test scores. While there was no evidence that the effect of condition, either embodied or traditional, influenced pre- and post-test scores, there was evidence that the participants learned in the experiment. This experiment may need to be modified to have more lesson plans and be replicated with a larger sample size to determine any statistically significant effect.
ContributorsOskowis, Athena (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2024-05