Matching Items (4)
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- All Subjects: Curricula
- All Subjects: Radicalism
- Creators: Fahs, Breanne
- Creators: Popova, Laura
Description
Menstruation curricula in elementary schools presents an opportunity to better examine the early teachings about menstruation, as this is often the first time that young people learn about gender difference within school sanctioned curricula. A closer examination of this pedagogical moment from the perspective of educators helps us to understand the dissemination of the shame narrative present in menstrual socialization. Six teachers were interviewed about their experiences with administering the menstrual health curriculum in elementary schools across a large southwest metropolitan area. A discourse analysis of these interviews was completed in order to find themes of language used surrounding menstrual health curriculum. Themes of shame, legislative restrictions on sex education curriculum and personal narratives surrounding menstruation are discussed in addition to the current neo-liberal structure of public health curriculum. Future research into alternative modes of education on menstruation is proposed.
ContributorsGonzalez, Jaqueline Jean (Author) / Fahs, Breanne (Thesis director) / Grzanka, Patrick (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2014-05
Description
Resilience is defined as an individual's ability to cope or "bounce back" after experiencing stressful life events (Rew et al., 2001). Survivors of trauma who express high levels of resilience are more likely to experience positive future life outcomes than equally troubled peers with lower resilience scores. It is possible to increase resilience by targeting several core factors: (1) personal competence, (2) sense of belonging, (3) sense of optimism (Lee et al., 2009). I developed an eight-week creative writing curriculum to boost these three core factors in the hopes of both increasing resilience in homeless youth while also introducing creating writing as an effective coping strategy. Each one-hour session included free-form writing exercises, mindfulness practices, writing workshops, and group presentations. Prompts and activities were carefully developed to encourage resilience-building in a group of homeless children and adolescents of ages seven to fourteen at Homeward Bound in Phoenix. With sample writing works and facilitator feedback, this curriculum was designed to be exceptionally easy and cost effective for future implementation. I hope that other organizations in the future will consider implementing this program to help build resilience in youth who have experienced childhood trauma.
ContributorsPopeski, Cara (Author) / Popova, Laura (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Pickhart, Kalani (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Sexual health education varies in its delivery, efficacy, and comprehensiveness throughout each of the fifty states of the United States of America. These differences at the state level in the sexual health education curriculum lead to varying health outcomes for students during their time in school, as well as impact their future experiences. This study examines the sexual health education curriculum of two states located with very different perspectives on how sexual health education should be taught, Arizona and New Jersey. This study analyzes the efficacy of curricula mandated by each state by looking at the average age of initial sexual encounter, the teen pregnancy rates, abortion rates, and cases of sexually transmitted infections. The goal of this study is to show the necessity for comprehensive sexual health education in order to reduce risky behavior in adolescents' sexual encounters, increase awareness surrounding an individual's health, and improving health outcomes for all individuals, from adolescence into adulthood.
ContributorsHassanzadeh, Neda (Author) / Popova, Laura (Thesis director) / Jacobs, Mark (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12
Description
In this paper, I explore the ways in which the radical feminist activist group W.I.T.C.H. (Women’s International Terrorist Conspiracy from Hell) uses the figure of the witch to establish a collective identity as a social movement by using the theoretical framework of identity work. I first draw on the existing scholarship surrounding the history of witchcraft, witch persecution, and radical feminism, and I then apply this history in conjunction with identity work theory to analyze the public persona of the recently revived W.I.T.C.H., specifically the group that brought this movement back: W.I.T.C.H. PDX. By looking at the strategies that W.I.T.C.H. employs in their protest, social media presence, website, and interviews, I examine how W.I.T.C.H. has historically and currently built a collective identity despite being a loosely-connected network of local groups.
ContributorsSchweigert, Laisa (Author) / Fahs, Breanne (Thesis advisor) / Swank, Eric (Committee member) / Kirsch, Sharon J. (Committee member) / Arizona State University (Publisher)
Created2018