Matching Items (13)
Description
Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery.
ContributorsGueci, Nika (Author) / Henriksen, Danah (Thesis advisor) / Moses, Karen (Committee member) / Ruth, Alissa (Committee member) / Arizona State University (Publisher)
Created2018
Description
This paper will use a national cross-sectional survey approach to look at the association between trainable mind-body qualities (mindfulness and self-compassion) with well-being and resilience in 111 college students across the U.S.. Specifically, it will investigate (1) the relationship between trainable qualities (mindfulness, self-compassion) and the resilience, and subjective well-being in students, and (2) compare how these variables were distributed based on enrollment in a college course on compassion. After examination of descriptive statistics and Pearson correlations, comparative analyses were also employed to determine whether enrollment in compassion college courses had any relationship to one’s scores. Results: Respondents included 12 students enrolled in Compassion college course, and 99 students who were not. Both mindfulness and self-compassion showed significant positive correlations with well-being and resilience in all students, and in subgroups based on enrollment at p < .01. Additionally, students enrolled in the course averaged 3 points higher scores across all measures except resilience, where scores were about the same. Conclusions: In all college students, regardless of their enrollment in Compassion, well-being and resilience are positively correlated with both mindfulness and self-compassion. Furthermore, scores based on enrollment in “Compassion” yielded higher levels of mindfulness, self-compassion, resilience, and well-being.
ContributorsBrown, Evaline (Author) / Pipe, Teri (Thesis director) / Gueci, Nika (Committee member) / Jimenez, Manuela (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
ContributorsGueci, Nika (Author)
Created2013-12-11
Description
A needs assessment based on students in recovery to build a Collegiate Recovery Program.
ContributorsGueci, Nika (Author)
Created2016-05-01
Description
Qualitative research on student employees of a Collegiate Recovery Program.
ContributorsGueci, Nika (Author)
Created2017-04-01
Description
PPT lecture and notes for Recovery 101 training.
ContributorsGueci, Nika (Author)
Created2016-08-01
Description
In past decades, adverse childhood experiences (ACEs) rapidly gained attentionas a public health crisis due to dose-response relationships with a range of health and
social problems, and early mortality. Converging studies show that ACEs are a pandemic
in the general population of the United States—even in middle to upper-middle class
families that are considered to be ‘better off’. There have been collaborative efforts in
public health to target root-causes of childhood adversity and increase resilient
adaptation in individuals and families at risk. Due to the importance of fostering positive
adaptation in the midst of adversity, this dissertation sought to examine both
vulnerability and protective factors in children’s proximal ecology—e.g., parents and
caring adults at school. A population-based study in this dissertation revealed that
parents’ emotional well-being, measured as negative feelings toward parenting, greatly
influences developing children, so as support and resources for parenting. The presence
of caring adults as a protective factor in teens with highly competitive settings—a newly
identified at-risk group due to high pressure to achieve and internalizing/externalizing
problems. Lastly, this dissertation discusses conceptual and methodological limitations
in current ways of measuring ACEs and provide future directions for research, practice,
and policy. Suggestions include frequent assessments on reaching consensus on how to
define ACEs, expanding the concept of ACEs, considering the duration, timing, and
severity of the event. Healthcare professionals have important roles in public health;
they incorporate frequent assessments on parents’ emotional wellbeing and needs for
parenting as a part of care. Ongoing support from multiple disciplines is necessary to
reduce the impact of ACEs and strengthen resilience development of children and
families.
ContributorsSuh, Bin (Author) / Luthar, Suniya (Thesis advisor) / Pipe, Teri (Thesis advisor) / Castro, Felipe (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation studied the feasibility and acceptability of Through Alzheimer's Eyes, an easy-to-access psychoeducational and skill-building intervention that incorporates information and communication technologies (ICT) that can help to prepare caregivers of persons with Alzheimer’s and related dementias to improve communication skills and manage behavioral issues. Using a Modular Dissertation format, the dissertation includes three manuscripts covering the intervention underpinnings, results, and environmental impact. The first manuscript describes the rationale, protocol, and design of the intervention Through Alzheimer's Eyes. The second manuscript explores the feasibility and acceptability of study results from a mixed-methods approach. The third manuscript offers the impact of a virtual intervention on carbon emissions and potential savings for caregivers of people with dementia. Together, the three manuscripts describe the intervention design, results, and future directions for research and practice.
ContributorsGómez Morales, Abigail (Author) / Coon, David W (Thesis advisor) / Pipe, Teri (Committee member) / Joseph, Rodney P (Committee member) / Arizona State University (Publisher)
Created2022
Description
Background – Among influential education reports, there is clear consensus that an expansive range of intrapersonal (e.g. self-regulation) and interpersonal competencies (e.g. empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education.
Purpose/Hypothesis – This dissertation study explores the impacts of a mindfulness training program on first-year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies.
Design/Method – A four-session mindfulness-based training program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. This study employed a multiphase mixed method design in which quantitative and qualitative data was collected from a total of 35 different students through a post survey (n=31), 3-month follow-up survey (n=29), and interviews (n=18). t-tests were used to evaluate the statistical significance of the program and a rigorous thematic analysis process was utilized to help explain the quantitative data.
Results – The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (i.e. self-management, critical-thinking, focus, resilience, and well-being) and interpersonal competencies (i.e. empathy, communication, teamwork, and leadership).
Discussion / Conclusions – The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal skills among engineering students, which can support their overall academic experience, as well as personal and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs.
Purpose/Hypothesis – This dissertation study explores the impacts of a mindfulness training program on first-year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies.
Design/Method – A four-session mindfulness-based training program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. This study employed a multiphase mixed method design in which quantitative and qualitative data was collected from a total of 35 different students through a post survey (n=31), 3-month follow-up survey (n=29), and interviews (n=18). t-tests were used to evaluate the statistical significance of the program and a rigorous thematic analysis process was utilized to help explain the quantitative data.
Results – The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (i.e. self-management, critical-thinking, focus, resilience, and well-being) and interpersonal competencies (i.e. empathy, communication, teamwork, and leadership).
Discussion / Conclusions – The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal skills among engineering students, which can support their overall academic experience, as well as personal and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs.
ContributorsHuerta, Mark Vincent (Author) / McKenna, Anna (Thesis advisor) / Pipe, Teri (Committee member) / Carberry, Adam (Committee member) / Arizona State University (Publisher)
Created2019