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- All Subjects: psychology
- Creators: Arizona State University
Description
Lucid dreaming occurs in those who become aware they are dreaming, while still in the dreaming state. Although lucid dreaming has been studied with respect to personality characteristics and as a learned cognitive skill to enhance well-being via processes such as mindfulness, less research has been conducted on relationships between lucid dreaming and emotion. I collected self-reports from a college sample of 262 participants to examine the relationships between lucidity experienced in dreams and emotion regulation, dispositional positive emotions, interoceptive awareness, and mindfulness. Pearson correlations revealed that greater lucidity experienced within dreams was significantly related to more positive emotions, greater interoceptive awareness, and greater mindfulness; however, lucidity was not related to emotion regulation. Furthermore, regression analyses revealed that greater lucidity experienced within dreams predicted more dispositional positive emotions above and beyond emotion regulation and interoceptive awareness. It is important to note that these relationships were tested across people who self-identified as lucid dreamers as well as those who identified as non-lucid dreamers. Overall, lucidity may be beneficial for anyone who recalls his or her dreams, in that higher lucidity was associated with more positive affect during waking. Positive emotions experienced during waking also may translate into greater awareness during dreaming.
ContributorsRosenbusch, Kaylee Michael Ann (Author) / Roberts, Nicole A. (Thesis advisor) / Burleson, Mary H (Committee member) / Neal, Tess (Committee member) / Arizona State University (Publisher)
Created2016
Description
The relationship between stress and policing has long been established in literature. What is less clear, however, is what departments are doing to help officers deal with the stress that comes with the job. Looking at a small Southwestern police agency and using a modified version of Speilberger’s (1981) Police Stress Survey, the present study sought to examine stressors inherent to policing, as well as to identify departmental services that may be in place to help officers alleviate those stressors and whether or not police officers would choose to take part in the services that may be offered. The findings suggest that a shift in stress in policing is occurring with operational stressors being reported at higher levels than organizational stressors, contrary to previous research.
ContributorsPadilla, Kathleen (Author) / White, Michael (Thesis advisor) / Telep, Cody (Committee member) / Sweeten, Gary (Committee member) / Arizona State University (Publisher)
Created2016
Description
The life of Jean-Michel Basquiat is often misinterpreted in artistic discourse. From a social justice perspective, Basquiat's work is not merely art. Despite the symbolism and subject matter open for analysis, Basquiat articulated the self in relation to nuances of race, socio-economy, and historical scripts based upon real relations and conditions. Of the genre of Neo-Expressionism without a disciplined schooling in art, Jean-Michel is categorized as 'primitive' in style and form, labeled the "first black artist." Beyond the art world's possessive confines and according to post-colonial aesthetics, Jean-Michel articulates the existence of a learning self. With a pedagogical lens, a process of becoming an "artist" deepened Basquiat's expressions of self in relation to a “white” art world, which typically restricted the artist to specific categories and definitional parameters.
While recognition of the "artist" highlights the limitations of 'public' and 'self' in pedagogy, learning of the self through Neo-Expressionism is contingent upon articulating a situated existence among particular "publics," with regard to time and place. Variable dimensions of recognition create a fragmented self with transitional 'stages' and a series of acute shifts re-establish the definitional boundaries of art, definers, and ultimately the self and “Other”. These shifts continuously create new margins of the avant-garde and the self is redefined by art and discourse to sustain capital inflow, thereby replicating the colonial nature of capitalism with regard to communication, material and discovery, and “Other”. The process eschews a realized finality while expression as a relational communication of the situated persona redefines one's identity and demarcates a value of the self.
While recognition of the "artist" highlights the limitations of 'public' and 'self' in pedagogy, learning of the self through Neo-Expressionism is contingent upon articulating a situated existence among particular "publics," with regard to time and place. Variable dimensions of recognition create a fragmented self with transitional 'stages' and a series of acute shifts re-establish the definitional boundaries of art, definers, and ultimately the self and “Other”. These shifts continuously create new margins of the avant-garde and the self is redefined by art and discourse to sustain capital inflow, thereby replicating the colonial nature of capitalism with regard to communication, material and discovery, and “Other”. The process eschews a realized finality while expression as a relational communication of the situated persona redefines one's identity and demarcates a value of the self.
ContributorsDiffie, Dillon (Author) / Lauderdale, Pat (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Swadener, Beth Blue (Committee member) / Arizona State University (Publisher)
Created2017
Description
Daily life stressors and negative emotional experiences predict poor physical and psychological health. The stress response of the hypothalamic-pituitary-adrenal axis is a primary biological system through which stressful experiences impact health and well-being across development. Individuals differ in their capacity for self-regulation and utilize various coping strategies in response to stress. Everyday experiences and emotions are highly variable during adolescence, a time during which self-regulatory abilities may become particularly important for adapting to shifting social contexts. Many adolescents in the U.S. enter college after high school, a context characterized by new opportunities and challenges for self-regulation. Guided by biopsychosocial and daily process approaches, the current study explored everyday stress and negative affect (NA), cortisol reactivity, and self-regulation assessed at the momentary, daily, and trait level among a racially/ethnically and socioeconomically diverse sample of first-year college students (N = 71; Mage = 18.85; 23% male; 52% non-Hispanic White) who completed a modified ecological momentary assessment. It was expected that within-person increases in momentary stress level or NA would be associated with cortisol reactivity assessed in college students' naturalistic settings. It was predicted that these within-person associations would differ based on engagement coping responses assessed via momentary diary reports, by the range of engagement coping responses assessed via diary reports at the end of the day, and by higher trait levels of self-regulation assessed via standard self-report questionnaire. Within-person increases in momentary stress level were significantly associated with momentary elevations in cortisol only during moments characterized by greater than usual engagement coping efforts (i.e., within-person
increases). At a different level of analysis, within-person increases in momentary stress level were significantly associated with increases in cortisol only for those with low trait levels of coping efficacy and engagement coping. On average, within-person increases in momentary NA were significantly associated with cortisol reactivity. Tests of moderation revealed this momentary association was only significant for those with low trait levels of support-seeking coping.
increases). At a different level of analysis, within-person increases in momentary stress level were significantly associated with increases in cortisol only for those with low trait levels of coping efficacy and engagement coping. On average, within-person increases in momentary NA were significantly associated with cortisol reactivity. Tests of moderation revealed this momentary association was only significant for those with low trait levels of support-seeking coping.
ContributorsSladek, Michael Ronald (Author) / Doane, Leah D (Thesis advisor) / Eisenberg, Nancy (Committee member) / Luecken, Linda J. (Committee member) / Arizona State University (Publisher)
Created2015
Description
International adoption in the U.S. remains a viable option for families who wish to build or expand their families; however, it has not been without controversy. Past research has sought to understand the initial and long-term psychological adjustment and racial/ethnic identity development of international and transracial adoptees. Research shows that pre-adoption adversity may be linked to the development of behavior and emotional problems, and opponents assert that international adoption strips children of their culture. Emerging research has focused on cultural socialization practices and how international and transracial adoptive families acknowledge or reject ethnic and racial differences within the family. An area less understood is how international and transracial adoptees cope with racism, prejudice, racial discrimination, and stereotyping. This study explores, using qualitative methods, the ways in which international and transracial adoptees experience and cope with racism, prejudice, racial discrimination and/or stereotyping. The personal stories of ten adult Korean adoptees are highlighted with particular attention to how interactions with adoptive family members and peers influence adoptees’ identity development, how adoptees resolve conflicts in terms of “fitting in,” and how parental/familial influence mitigates the effects of racism and racial discrimination. The study concludes with a discussion on implications for social work practice.
ContributorsNguyen, Marijae Hsiao-ling (Author) / Ayón, Cecilia (Thesis advisor) / Jackson, Kelly (Committee member) / Zorita, Paz (Committee member) / Arizona State University (Publisher)
Created2015
Description
Research demonstrates that maladaptive eating (e.g., restriction, disinhibition) and persistent depressive symptoms often co-occur and may reinforce each other over time. However, little is known regarding the etiology of early maladaptive eating and depressive symptoms among Mexican American children and how cultural orientation impacts co-occurrence. This study aimed to map the emerging structure of maladaptive eating–depression symptom networks, identify early dysfunctional mechanisms (i.e., symptoms) that maintain network structure, and explore how cultural orientation influences mechanisms. The sample included 263 low-income Mexican American children, assessed at 6-, 7.5-, and 9-years-old via maternal report. Mothers completed surveys on child eating, depressive symptoms, and cultural orientation. Data was analyzed using regularized partial correlation, Ising, and mixed graphical network models. Results showed that maladaptive eating networks were invariant over time. Central maladaptive eating symptoms were related to food responsiveness. Depressive symptom and combined networks were not stable enough for interpretation. Sadness and thoughts of worthlessness/inferiority emerged as central depressive symptoms at age 9. No bridge symptoms or moderated effects were large enough for interpretation. This study is the first of its kind to examine associations between eating and depressive symptoms among Mexican American children using network analysis. Results provide etiological information on the structure of co-occurring eating and depressive symptoms across late childhood and provide direction towards optimal prevention targets among this group.
ContributorsHernandez, Juan Carlos (Author) / Perez, Marisol (Thesis advisor) / Luecken, Linda (Committee member) / Berkel, Cady (Committee member) / Cruz, Rick (Committee member) / Arizona State University (Publisher)
Created2024