2024-03-29T08:53:03Z
http://digitalcommons.calpoly.edu/do/oai/
oai:digitalcommons.calpoly.edu:psycdsp-1000
2010-02-23T01:51:09Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Differences in Computer Mediated Versus Face to Face Negotiation
Oates, Melissa
Psychology and Child Development Department
BS in Psychology
2009-12-01T08:00:00Z
Daniel Levi
Business and Corporate Communications
Communication Technology and New Media
Human Resources Management
Industrial and Organizational Psychology
Other Communication
Social Psychology
deception
technology
negotiation
Ninety Cal Poly students participated in a study to test the hypothesis that e-negotiators would be more likely than face-to-face (FTF) negotiators to employ unethical or competitive negotiation styles in a subsequent negotiation after being lied to in a previous negotiation. Sixty-four Cal Poly students were randomly assigned to partake in a computer mediated or FTF negotiation over the sale of a car. After the initial negotiation was completed, buyers in each condition were led to believe they had been lied to about the accident history of the car. Participants then completed The Incidents in Negotiation Questionnaire by Robinson, Lewicki, and Donahue (2000) and The Conflict Behaviors Questionnaire (Rahim, 1983). These questionnaires were used to compare e-negotiators' view of unethical behavior and competitive negotiation styles to views of FTF negotiators. Twenty-six participants did not negotiate but completed surveys and acted as a comparison group. An independent means t test was conducted, and a significance level of p< .05 was used. Contrary to the hypothesis, FTF negotiators reported a higher likelihood of using competitive negotiation styles, competitive bargaining, misrepresentation, and overall unethical behavior in future negotiations.
2010-02-21T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/1
oai:digitalcommons.calpoly.edu:psycdsp-1001
2010-03-18T16:31:58Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
ESL and Conflict Resolution: An investigation of the relationship between English language experience and conflict resolution style among high school students
Brittain, Erin M.
Psychology and Child Development Department
BS in Psychology
2010-03-01T08:00:00Z
Carrie Langner
Social Psychology
Conflict Resolution
Bilingualism
Adolescence
School Violence
With the prevalence of violence in high schools today, interpersonal conflict resolution is a relevant topic for both school administrators and psychologists. Many conflict resolution training programs emphasize the development of students’ emotional vocabulary to encourage mutual self-expression and the promotion of compromising and collaborating solution; however, a large number of students in California schools are classified as “English as a Second Language” (ESL), and less experience with the majority language, English, may have an effect on the specific conflict resolution styles adopted by the individual. This study tested the hypothesis that greater experience with the English language would be related to greater use of
the compromising and collaborating conflict resolution strategies. The survey was administered to high school students in San Jose, California, and the results yielded significant results such that less English experience was associated with greater use of the avoiding and accommodating styles, and more English experience was associated with greater use of the collaborating style. These results can be explained by the role of emotional vocabulary in resolving interpersonal conflict, and in some cases, culture and ethnicity also play an important role on conflict behavior. The findings have practical implications for school administrators and policy makers as this study has shown that greater experience and emotional vocabulary in English is related to use of non-violent problem solving behavior in high school students.
2010-03-17T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/2
oai:digitalcommons.calpoly.edu:psycdsp-1002
2010-03-18T17:23:35Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Documenting the Experience: Creating a Non-Fiction Film as a Resource for Siblings and Parents of Autistic Children
Gillespie, Carlton W.
Psychology and Child Development Department
BS in Psychology
2010-03-01T08:00:00Z
Laura Freberg
Other Mental and Social Health
psychology
autism
documentary
film
siblings
media
2010-03-18T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/3
oai:digitalcommons.calpoly.edu:psycdsp-1003
2010-05-06T00:54:36Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Implementation of a Conceptually Coherent Curriculum within a Constructivist Preschool Environment
Jones, Heather
Post, Sarah
Psychology and Child Development Department
BS in Child Development
2010-03-01T08:00:00Z
Jennifer Jipson
Curriculum and Social Inquiry
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Social and Philosophical Foundations of Education
Constructivist
Curriculum
Pre-K
Environment
Creating a learning environment that enchants children’s curiosity and sparks exploration, discovery, and thought does not require a great amount of financial resources. Rather, one must concentrate on observation and focus on building on children’s existing interests in the natural world. The research and theories of Swiss psychologist and philosopher, Jean Piaget, and Russian Psychologist, Lev Vygotsky provide a concrete look into a child’s cognitive and social development and can be informative in creating such environments. Using the developmental knowledge presented in these theories, programs such as the Reggio Emilia program, the Preschool Pathways to Science program (PrePS), and the Big Ideas Constructivist approach were created. These perspectives share a view of the importance of an active inquiry-based learning environment focusing on the whole child. However, they also make unique contributions to understandings of young children’s learning processes, such as placing particular emphasis on the role of others, the importance of coherency in the curriculum, and the value of quality materials. The strong theoretical groundwork in developmentally appropriate activities and social interactions that each of these programs has benefits and enhances the quality of the educational environment they provide for children. For our project, we modified the patio environment of the Cal Poly Preschool Lab in light of best practices suggested by these theories and pedagogical approaches. The goal of our design was to provide the preschool students with a space where they could actively and freely explore a science-oriented curriculum with strategic guidance from their teachers. This was achieved by paying attention to Piaget’s view of the child as an active constructor of his or her own understandings.
2010-04-07T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/4
oai:digitalcommons.calpoly.edu:psycdsp-1004
2010-06-07T22:40:21Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Homeless Youth Services and Their Relation to Children's Day in the Plaza
Nelson, Leah
Psychology and Child Development Department
BS in Psychology
2010-06-01T07:00:00Z
Patrice Engle
Developmental Psychology
Children's Day in the Plaza
homeless youth services
community events
2010-06-04T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/5
oai:digitalcommons.calpoly.edu:psycdsp-1005
2010-06-28T17:03:11Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Horsing Around? Hippotherapy as a Context for Speech Therapy
Schricker, Kara
Psychology and Child Development Department
BS in Child Development
2010-06-01T07:00:00Z
Jennifer Jipson
Educational Assessment, Evaluation, and Research
Speech Therapy
Hippotherapy
Speech Delays
Language Development
Speech & Language
Equine
Language and communication are essential to our daily lives. With it we are able to express our wants and needs without frustration, without it we would not be able to effortlessly engage in the communication that is so essential to our daily lives. Children typically follow a pattern of development that allows them to develop language without delay. Interferences can arise that delay language development including: articulation disorders, fluency disorders, dysphagia, hearing impairment, cleft palate, or cognitive impairment. Each of these interferences has a unique cause and also a unique effect on children. A variety of therapies are available that are aimed to help children develop speech and language skills appropriately despite their delays. Speech therapy, articulation therapy, and oral motor therapy are all traditional approaches that can correct a child's speech. A more recent therapeutic option involves the use of animals to benefit the language development of children. Hippotherapy, which is an equine-assisted therapy, utilizes horse movement and licensed speech therapists to facilitated language development in children. My literature review inspired me to observe a child in two settings, a traditional speech therapy session and an equine facilitated therapy session, to compare the processes and benefits of both options. My participants were a nine-year-old boy on the Autistic spectrum, a speech therapist, and a therapeutic riding instructor. My observations at each location showed the drastic differences that environment could have on a child. In the normal room setting my participant refused to complete most work and left the speech therapist dealing with behavioral corrections rather than the intended speech corrections. While observing my participant on horseback all instructions were followed, spontaneous language increased, and the overall experience was much calmer. From these observations I hope that hippotherapy receives more attention from the child development community because I believe that children with speech delays could benefit from this form of therapy.
2010-06-08T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/8
oai:digitalcommons.calpoly.edu:psycdsp-1007
2010-06-11T00:35:16Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Effects of Maltreatment on Children’s Moral Development
Kreps, Jennifer Joy
Gonzalez, Teresa
Psychology and Child Development Department
BS in Child Development
2010-06-01T07:00:00Z
Linda Lee
Child Psychology
Developmental Psychology
childhood maltreatment
moral development
This project analyzed the effects of maltreatment on children’s moral development, a domain that helps shape the interactions between children and those around them. In order to understand the effects of maltreatment on children's moral development, typical moral development in nonmaltreated children was first investigated. Maltreated children’s moral development was found to be greatly affected by abusive parenting. Some effects identified were that maltreated children tend to have less empathy and are more aggressive towards their peers. To apply the project to the community, a brochure was created to help at-risk parents learn about moral development in children. To evaluate the project, feedback was supplied by parents who read the brochure. The feedback assisted in making suggestions to improve the project.
2010-06-09T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/6
oai:digitalcommons.calpoly.edu:psycdsp-1008
2010-06-28T17:05:10Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Relationship between Empathy in Children and their Parents
Browne, Erin
Psychology and Child Development Department
BS in Child Development
2010-06-01T07:00:00Z
Jennifer Jipson
Child Psychology
Empathy Development
2010-06-09T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/9
oai:digitalcommons.calpoly.edu:psycdsp-1009
2010-06-28T16:49:03Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Influence of Music on the Development of Children
Riforgiate, Theresa
Chau, Christopher
Psychology and Child Development Department
BS in Child Development
2010-06-01T07:00:00Z
Jennifer Jipson
Cognitive Psychology
Developmental Psychology
Other Music
Cognitive Development
Music
Children
Early Childhood
Listening to classical music, like Mozart, is wonderful way to expand one's musical taste. Contrary to popular beliefs, however, this passive engagement with music does not make your child smarter. However, research demonstrates that active participation in music and music instruction help develop memory, perception, language, vocabulary, spoken skills, and reading skills. In order to disseminate these findings, we compiled a list of different opportunities around San Luis Obispo for children's active participation in music. Our goal is to provide parents with a resource to help them facilitate their children's involvement in music.
2010-06-10T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/7
oai:digitalcommons.calpoly.edu:psycdsp-1010
2010-06-28T17:07:47Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Childhood Obesity: Prevention & Intervention
Lossing, Carrie Beth
Psychology and Child Development Department
BS in Child Development
2010-06-01T07:00:00Z
Jennifer Jipson
Maternal and Child Health
child
obesity
overweight
BMI
consequences
factors
Childhood obesity rates have skyrocketed in the recent years. These trends are alarming since childhood obesity has been linked to numerous health conditions, socioemotional consequences, and academic consequences. This project examines the factors that have been associated with childhood obesity and the consequences of being obese or overweight for children. This project also presents lifestyle changes that parents can make to reduce the likelihood of their children becoming overweight or obese.
2010-06-11T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/10
oai:digitalcommons.calpoly.edu:psycdsp-1011
2010-07-07T15:41:23Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Fetal Alcohol Spectrum Disorder
Busmire, Mary (Katie)
Psychology and Child Development Department
BS in Child Development
2010-06-01T07:00:00Z
Jennifer Jipson
Behavioral Disciplines and Activities
Education
Gifted Education
Mental Disorders
Rehabilitation and Therapy
Student Counseling and Personnel Services
Substance Abuse and Addiction
fetal alcohol
FASD
FAS
interventions for fetal alcohol
effects of fetal alcohol
This is a senior project about fetal alcohol spectrum disorder (FASD). Fetal Alcohol Spectrum Disorder (FASD) is the term given to a child who has been affected by exposure to prenatal alcohol. Drinking during pregnancy can lead to several physical, neurological and behavioral effects. However, there are several interventions that can help minimize the effects of prenatal alcohol. Focusing on family interventions and therapies will best benefit the lives of children with FASD and their families.
2010-07-06T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/11
oai:digitalcommons.calpoly.edu:psycdsp-1012
2011-04-19T23:05:58Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Improving Bilingual Caregivers' Understanding of Preschool Early Education Program
Lopez, Alisha
Liberal Arts and Engineering Studies Program
BS in Psychology
2010-06-01T07:00:00Z
Patrice Engle
Child Psychology
Developmental Psychology
Social Psychology
bilingual children parents education speech development
<p>An examination of bilingual parent understandings of a Preschool Early Education Program for speech delays at C.L. Smith Elementary indicated the need for a resource to educate caregivers. In this service project, an informational DVD was created to provide caregivers with knowledge about speech development, speech delays, the P.E.E.P. program, and common ways they can integrate speech development practices into their home lives. One hundred copies of the DVD were given to the P.E.E.P. program at C.L. Smith Elementary for distribution to bilingual caregivers entering the program in years to come.</p>
2010-07-06T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/17
oai:digitalcommons.calpoly.edu:psycdsp-1013
2010-12-13T20:13:15Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Early Childhood Abuse and Neglect: Exploring the consequences, effects, and treatment
Friedman, Kimberly
Psychology and Child Development Department
BS in Psychology
2010-12-01T08:00:00Z
Patrice Engle
Social Work
child maltreatment
abuse
neglect
causes
effects
treatment
With the prevalence of child abuse and neglect in our nation and around the world, the theories of why these types of maltreatment occur are a relevant topic for all to explore. Researchers are interested in how child abuse and neglect affect the individuals who were victims as well as the use and efficacy of treatment procedures. In this project, significant research is examined, detailing the various models of abuse and neglect and how the models are perpetuated through development, as a result of exposure to various environments or social relationships. The consequences of experiencing these forms of maltreatment are explored and a variety of treatment options are discussed. The purpose of this project is to increase the awareness and understanding of such a devastatingly common crisis and encourage the advancement of child abuse and neglect prevention.
2010-12-06T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/14
oai:digitalcommons.calpoly.edu:psycdsp-1014
2010-12-13T20:08:51Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
A Generational Look into the Occurrence of Child Maltreatment among Latinos and their Effects on Developmental Growth
Sanchez Diosdado, Maria Teresa
Psychology and Child Development Department
BS in Psychology
2010-12-01T08:00:00Z
Patrice Engle
Psychology
Little is known about the prevalence or risk factors associated with child maltreatment among Latino immigrant and native born families. As a result, Latino children and families are often treated as a homogeneous group, with little understanding of the potential differences that may exist between immigrant and native-born families. This paper attempts to explain the concept of child maltreatment and explore the differences between the two groups, while taking into account the effects of acculturation, Belsky’s Ecological Model of Maltreatment, childrearing practices, and the developmental consequences of maltreatment. Finally, the role that Child Protective Services plays in this issue will also be discussed and recommendations for Child protective services are presented.
2010-12-06T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/13
oai:digitalcommons.calpoly.edu:psycdsp-1015
2010-12-10T00:01:54Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Positive Language in the Parent-Child Relationship: Creating an Educational Video for Parents
Upchurch, Katherine Y
Psychology and Child Development Department
BS in Psychology
2010-12-01T08:00:00Z
Jennifer Teramoto Pedrotti
Family, Life Course, and Society
Psychology
children
language
ASI Children's Center
parent-child relationship
Parenting is a role recognized across the world for centuries. It is complex and diverse, yet a common feature of cultures encompassing the majority of the world. Classifications of parenting characteristics, such as the attachment or overall parenting style, have been created to try and understand the inner-workings of the parent-child relationship. It has been shown that ethnicities, races, cultures, and/or socioeconomic classes must be taken into account when evaluating the usefulness of the various classifications. These differences in lifestyle carry diverse values and beliefs that are instilled in the family system, affecting preferred styles of parenting and their influences on the family unit. Keeping these variations in mind, it is important to look at what parental behaviors help foster positive and healthy child development. It has been found that positive and supportive parenting fosters a child’s positive self-esteem and aides in the development of a healthy self-image (Kernis, Brown, & Brody, 2000). On the other hand, critical and degrading parenting can lead to the decline of a child’s sense of worth. This makes the language that parents use with their children critical to their development. Research has also shown that open as well as supportive communication between parents and teens contributes to the prevention of risky behaviors in adolescence (Baxter, Bylund, Imes, & Routsong, 2009).
This project focuses on that positive language used with children and attempts to promote its practice to the parents with children enrolled at The Children’s Center, located on the Cal Poly Campus, San Luis Obispo. A video was made that focused on the use of concise and clear limits with the follow through of the adult that ultimately provided the child with a firm boundary in an empathetic fashion. The development of the child was taken into consideration as to what behaviors could be expected of the child at that stage. Throughout the video, tools were provided as to how the parent could be more clear and firm in the boundaries, yet still provide that supportive and positive communication that children need to develop. Filmed clips of teachers’ interactions with the children were included as examples of the type of language that could be used in boundary setting scenarios. These exchanges were situations in which the teacher was enforcing a limit that the child was testing. The hope is that this video will provide parents with new language they could use in day to day situations where their child is testing a limit or boundary. This new communication will hopefully enhance parents’ positive interactions with their children at home as well as foster a healthier life-long development of the child.
2010-12-07T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/12
oai:digitalcommons.calpoly.edu:psycdsp-1016
2011-01-20T19:07:41Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Parents' Role in Childhood Obesity
Wintrup, Heather M
Psychology and Child Development Department
BS in Psychology
2010-12-01T08:00:00Z
Patrice Engle
Public Health Education and Promotion
obesity
childhood
parents
prevention
treatment
overweight
This paper is an examination of the current childhood obesity crisis in the U.S. and how this epidemic is related to psychological issues. Specifically, the role of parental forces on children’s health attitudes and habits is addressed. The following chapters will define and explain the current situation of childhood obesity, investigate the role parents have in contributing to their children’s weight development, and cover methods of intervention for families dealing with this serious health issue.
2010-12-09T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/15
oai:digitalcommons.calpoly.edu:psycdsp-1017
2011-03-22T23:44:36Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Kreative Kids Social Group: Shaping Social Behavior in Inclusive Preschool Settings
Pynchon, Phoebe M.
Psychology and Child Development Department
BS in Child Development
2011-03-01T08:00:00Z
Jennifer Jipson
Child Psychology
Disability and Equity in Education
Social Psychology
Autism
preschooler
inclusion
social
behavior
<p>The number of children diagnosed with Autism Spectrum Disorder is rapidly increasing (“Autism Speaks,” 2010). Simultaneously, the pool of knowledge on what this disorder entails and how best to treat it is also growing. The present report is designed to investigate a means of improving social behaviors among preschoolers with autism in inclusive environments. Providing a mainstream experience for children with special needs is a fairly new process in the evolution of the education system, and includes access to typical peers and inclusion in their daily activities (Kids Together, Inc., 2011). </p>
<p>The unique qualities exhibited by children with autism are readily identified by age 3, just at the age that most children begin preschool. According to the DSM-V, Autism is a pervasive, spectrum disorder, meaning it affects multiple basic functions and covers a variety of abilities. Comparison of preschoolers with autism to their typically developing peers reveals deficits in social interaction, language abilities, and imaginative play (Boutot, 2005). Early diagnosis and treatment promotes higher levels of functioning, signifying the importance of addressing deficits as early as possible, including the preschool years (“Autism Speaks,” 2010)</p>
<p>Previous research identifies that children with autism face many challenges in engaging in appropriate social behaviors with their typically developing peers (Boutot, 2005; Koegel, Koegel, Frea, & Fredeen, 2001). This body of work recognizes social improvements as pivotal to success in other aspects of education. Various means of interventions attempt to target the social behaviors in inclusive classrooms, and include: material selection in the environment (Anson, Todd, & Casarretto, 2008; Morrier, McGee, & Daly, 2009; Schilling & Schwartz, 2009), instructor initiated interventions (McGrath, Bosch, Sullivan, & Fuqua, 2003; Odom, Hoyson, Jamieson, & Strain, 1985), and training peer interactions (Kohler, Strain, Hoyson, & Jamieson, 1997; Garfinkle & Schwartz, 2002). The results of studies investigating the effectiveness of these techniques demonstrate improvements in social skills of both children with autism and typically developing peers, as well as lower levels of undesirable or inappropriate behaviors among the children with diagnoses.</p>
<p>This senior project explores the viability of combining these promising interventions in a preschool setting. In particular, a program is outlined that will last ten weeks, and in that time will implement various forms of interventions to improve social behaviors among preschoolers in an inclusive site, as well as, gauging changes in the behavior and interactions of individuals within the group. The proposed intervention, Kreative Kids Preschool Art Program and Social Group, was developed from adapting the procedures from previous research, as well as compiling the author’s knowledge of behavior training. The program is described in detail, from preparation to implementation. In addition to developing this program, an outline for research plans that may potentially reveal the influences of the program on social behaviors and interactions is provided. Research will focus on changes in frequency of pro- or anti- social behaviors within the daily schedule, as well as the individuals involved in social interactions throughout the day. Results will either indicate that the designed intervention is correlated with improved social skills, or the combination of interventions detracts from the effectiveness of each individual intervention. Further direction for research depends on the results of the study, but may include investigating effects on a longer timeline or reducing the number of interventions performed simultaneously. This program is designed to further the progress towards including and improving the experiences of preschoolers with autism.</p>
2011-03-16T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/16
oai:digitalcommons.calpoly.edu:psycdsp-1018
2011-05-10T16:46:27Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Improving Sexual Health, P.U.L.S.E., and E.R.O.S. at California Polytechnic State University, San Luis Obispo
Rust, Megan (Meg)
Psychology and Child Development Department
BS in Psychology
2010-05-01T07:00:00Z
Laura Freberg
Health Services Administration
Infectious Disease
Obstetrics and Gynecology
Other Medical Specialties
Public Health Education and Promotion
Peer Health Education
Sex
STD's
Condoms
Sexual Safety
Educational Resources on Sexuality
<p>This project is designed to update and refine EROS educators’ knowledge of sexual health and to gain insight into Cal Poly students’ general knowledge of sexual health. Educators are given extensive training during the entire quarter before they begin their positions, but information is constantly changing. This project intends to initiate up to date informational tools that can be revised as new psychological or medical discoveries are made in the realm of sexuality and sexual health.</p>
2010-05-10T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/18
oai:digitalcommons.calpoly.edu:psycdsp-1019
2011-05-23T21:39:06Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Children's Day at the Plaza 2011 Booth Coordinator
Marquez, Claribel
Psychology and Child Development Department
BS in Psychology
2011-06-01T07:00:00Z
Patrice Engle
Bilingual, Multilingual, and Multicultural Education
Linguistics
Psychology
Student Counseling and Personnel Services
linguistic diverity
immersion programs
public community chidren's events
Children's Day at the Plaza
<p>This project outlines the organizational process of Children's Day at the Plaza, as well as a literature review about linguistic diversity at the elementary school level. Imersion, dual immersion, and other bilingual programs are among the linguistic programs discussed in the review. </p>
2011-05-11T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/19
oai:digitalcommons.calpoly.edu:psycdsp-1020
2011-06-02T00:35:43Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Adolescent Use of Social Networking Sites and Internet Safety
Whitcomb, Mary Kate
Psychology and Child Development Department
BS in Child Development
2011-03-01T08:00:00Z
Jasna Jovanovic
Developmental Psychology
Personality and Social Contexts
Science and Technology Studies
social networking
Facebook
identity
Internet safety
adolescent
<p>The use of computers and the Internet continue to increase, especially by children and adolescents. Approximately 40% of adolescents access social networking sites in a typical day and spend on average 54 minutes on the sites (Rideout, Foehr, & Roberts, 2010). Social networking sites, such as Facebook, allow users to provide personal information, continually update information, post images, and communicate with friends. Due to an increase in availability, media has become greatly related to the socialization of adolescents. Identity formation is a major component of adolescence and social networking sites are a realm in which adolescents can explore and express their identity. Users can be selective in content they choose to post, with factors such as ethnicity, identity exploration, and creating an intended image influencing content selection. With use of the Internet increasing in children’s daily lives, the government has implemented laws to protect children’s online privacy yet parents must also be active agents in privacy protection and Internet safety. Parents need to be aware of how and why adolescents use the Internet as well as ways to help promote safe Internet practices.</p>
2011-05-17T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/20
oai:digitalcommons.calpoly.edu:psycdsp-1021
2011-06-10T00:05:00Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Potential Benefits From Interacting with Nature: A Look at Outdoor Education for Children
Webster, Katie
Psychology and Child Development Department
BS in Child Development
2011-05-01T07:00:00Z
Jasna Jovanovic
International and Comparative Education
Other Education
Outdoor Education
Forest Kindergarten
Benefits of Outdoors
<p>With the increase of a fast paced lifestyle and more technology centered activities, children are spending an increased amount of time indoors. A decreased interaction with the natural environment is alarming to many researchers, including Richard Louv who has defined this lack of interaction as Nature Deficit Disorder, a disorder that may result in a diminished use of the senses, increased amount of attention difficulties and higher rates of physical and emotional illness. By engaging with nature, children will have the potential of concentrating and performing better within the classroom, to be more creative, are more cognitively and intellectually developed and have enhanced social relationships. Interaction with outdoors can also improve physical health while decreasing chances of obesity and reduce injuries by developing better motor skills and coordination. Slowly over time, schools in America have been taking away children’s outdoor recess and free time to concentrate on academic achievement while schools throughout Europe have centered their early education in Outdoor Schools where children learn while in the natural environment. Recommendations point to having more recreational time outdoors, creating more natural playgrounds, and enrolling children in nature focused schools.</p>
2011-05-30T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/21
oai:digitalcommons.calpoly.edu:psycdsp-1024
2011-07-14T19:39:17Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Role of Religion and Spirituality in Counseling
Nickles, Tiffany
Psychology and Child Development Department
BS in Psychology
2011-06-01T07:00:00Z
Basil Fiorito
Counseling Psychology
Religion
Counseling
Spirituality
Religion
<p>While the 20<sup>th</sup> century has simultaneously brought about a growth in counseling and a reemergence of secularism, counseling in the 21<sup>st</sup> century has focused its attention on interventions that are sensitive to multicultural facets in clients’ lives. As professionals increasingly embrace multicultural competency in counseling and therapy, religion and spirituality arguably stand out as cultural and personal factors that are a salient part of framing one’s experiences, beliefs, values, behavior, and illness patterns. Despite the growing understanding of the pervasiveness and importance of spirituality and religion, most psychologists have little training in dealing with religious and spiritual issues. This article assesses how counselors can effectively and ethically incorporate spirituality and religion into counseling to promote client well-being.</p>
2011-06-08T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/26
oai:digitalcommons.calpoly.edu:psycdsp-1025
2011-06-20T21:40:55Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Speak Up! Promoting Interactions During Shared Reading Activities
Singleton, Jennifer
Psychology and Child Development Department
BS in Child Development
2011-06-01T07:00:00Z
Jennifer Jipson
Child Psychology
Shared
Reading
Children
Interactions
Literature
Dialogic
<p>Interactions during shared reading activities between parent and child have been shown to benefit a child’s expressive vocabulary, receptive vocabulary, and literacy development. Research has identified a number of variables that influence the quality, frequency, and type of interactions that occur during shared reading. Using this research, I have written and illustrated a children’s book that accounts for these variables. The result is a 56 page, hard-covered book that reads from both directions. One direction prompts children to provide their own answer to why animals are the way they are, while the other direction offers the leading theories from scientists about certain animals’ unique features. Pilot testing was conducted an analyzed to determine if it is possible to enhance the frequency of interaction through book design.</p>
2011-06-08T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/25
oai:digitalcommons.calpoly.edu:psycdsp-1026
2011-06-20T21:44:30Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
A Comprehensive Inventory of The Orfalea and ASI Children's Center Library
Biggers, Allison J.
Psychology and Child Development Department
BS in Child Development
2011-06-01T07:00:00Z
Jennifer Jipson
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
2011-06-08T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/24
oai:digitalcommons.calpoly.edu:psycdsp-1027
2011-06-14T00:35:53Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Effects of Parent-Child Attachment on Social Adjustment and Friendship in Young Adulthood
Gray, Kristen Lee
Psychology and Child Development Department
BS in Psychology
2011-06-01T07:00:00Z
Ned Schultz
Psychology
Attachment
Well-Being
Social Adjustment
Friendship
2011-06-09T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/22
oai:digitalcommons.calpoly.edu:psycdsp-1028
2011-06-14T19:40:18Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Domestic Violence: Factors, Perpetuation, Cultural Differences & Treatment
Oliver, Melissa Kathleen
Psychology and Child Development Department
BS in Psychology
2011-01-01T08:00:00Z
Harry Busselen, Jr.
<p>Domestic violence has been a long time issue that has affected both men and women in all cultures. The reasons someone might be abused could be related to both internal and external factors. This project reviewed previous literature that examined factors of abuse, perpetuation of abuse, cultural differences and treatments. Factors found to be related included alcohol use, violence in family of origin, need for dominance, drug use, stress, low paying occupations, cultural norms, and emotional dependency. Research findings have indicated domestic violence are a result of many factors and needs to be examined differently among different cultures and sub cultures.</p>
2016-06-14T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/23
oai:digitalcommons.calpoly.edu:psycdsp-1030
2012-06-28T17:27:40Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Relationship Between Sleep and BMI in Cal Poly Freshman
Laing, Jacqueline
Psychology and Child Development Department
BS in Psychology
2011-06-01T07:00:00Z
Michael Selby, Laura Freberg
Biological Psychology
Health Psychology
BMI
Sleep
College
Freshman
<p>To understand the relationship between BMI and sleep patterns in Cal Poly Freshman (First years) over the course of their first year at Cal Poly. First year students were recruited via campus email to fill out a survey regarding various health aspects. The survey was filled out at the beginning of the year (Fall 2009), and again in June (Spring 2010). The questions used in this study only pertained to height, weight, sleep quantity, and sleep quantity satisfaction rating. The results were not significant for the cross sectional analysis of the Fall 2009 sample and the Spring 2010 sample. The longitudinal results were also not significant. There was no association between BMI and hours slept per night in Cal Poly first year students. There was a 4% increase in students that were overweight or obese from Fall to Spring, however, indicating that there may be other factors indicating to the students weight gain. </p>
2011-06-17T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/32
oai:digitalcommons.calpoly.edu:psycdsp-1031
2011-09-28T16:47:33Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Disability Practices and Attitudes in the United States and Thailand
Husband, Melissa Ann
Psychology and Child Development Department
BS in Child Development
2011-06-01T07:00:00Z
Patrice Engle
Disability and Equity in Education
International and Comparative Education
Special Education and Teaching
2011-06-20T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/28
oai:digitalcommons.calpoly.edu:psycdsp-1032
2011-07-25T21:40:45Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Classroom Environment: The Silent Curriculum
Allen, Brittany
Hessick, Katie
Psychology and Child Development Department
BS in Child Development
2011-06-01T07:00:00Z
Jennifer Jipson
Elementary Education and Teaching
Other Psychology
Place and Environment
elementary school classroom
child development
classroom environment
classroom behavior
academic achievement
physical environment
<p>This senior project focused on the physical environment of elementary school classrooms, with a particular emphasis on how environmental factors influence behavior and academic achievement. Such environmental factors included lighting, color, acoustics, temperature, seating arrangements, space and crowding, and living kinds such as plants and animals. Previous research has demonstrated a connection between student behavior and the classroom environment. Taylor and Vlastos (2009) developed a theory regarding the relationship between environment and design within the classroom. They referred to the physical environment of the classroom as the “silent curriculum” and hold strongly to the belief that understanding the physical environment is essential to the education of children. The goal of this project was to investigate empirical evidence on the importance of the physical environment and develop a website in order to share this information with teachers and administrators.</p>
2011-07-21T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/27
oai:digitalcommons.calpoly.edu:psycdsp-1033
2011-12-05T19:28:07Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Teaching Children about Multiculturalism
Zuniga, Nicole
Psychology and Child Development Department
BS in Psychology
2011-06-01T07:00:00Z
Patrice Engle
Child Psychology
Community Psychology
children' day
multi-cultural
entertainment coordinator
<p>Literature review on teaching children about multiculturalism connected to the entertainment coordinator position of the organizer group for Children's Day in the Plaza 2011.</p>
2011-12-01T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/29
oai:digitalcommons.calpoly.edu:psycdsp-1035
2012-05-01T23:21:42Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Fostering Children’s Literacy and Language Development through Play: A Look at the Role of Early Childhood Educators in Preschool and Kindergarten Classrooms
Russell, Kelly D.
Psychology and Child Development Department
BS in Child Development
2012-03-01T08:00:00Z
Jennifer Jipson
Child Psychology
Cognition and Perception
School Psychology
Social Psychology
2012-04-10T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/30
oai:digitalcommons.calpoly.edu:psycdsp-1036
2012-06-07T17:04:19Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Advertising Preferences Among College Students
Vasvani, Bianca A
Psychology and Child Development Department
BS in Psychology
2012-06-01T07:00:00Z
Daniel Levi
Advertising and Promotion Management
Industrial and Organizational Psychology
Marketing
advertising
marketing
business
communication
organizational psychology
<p>The purpose of this study was to examine if there is a difference in advertising preferences among college students. Three different types of advertisements were presented for five different products for the participants to review in this study. These three types of advertisements were sex, computer generated imagery and sustainability. The five different products were Orbit Gum, Pepsi, Absolut Vodka, Nike and Aveeno. The participants were asked to rate which one of the three advertisements was most compelling. The variables of gender, ethnicity and year in college were examined. The study also wanted to find out which advertisement overall was most effective to the participant and why. The participants in this study were students from California Polytechnic State University. The sample comprised of students that passed by a busy area on campus, Julian’s Coffee Shop at the Kennedy Library. The researchers of this study used a survey to collect data on the advertising preferences of the college students. The results of the study showed that sustainability advertisements were preferred by Cal Poly students. The results of the study also showed that men have a greater preference for sex advertisements than women do. In addition, it also showed that women have a greater preference for sustainability advertisements than men do. Although this study had a large sample size of 350 students, the results may not apply to a greater population since the participants were only from one university.</p>
2012-06-05T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/31
oai:digitalcommons.calpoly.edu:psycdsp-1037
2012-07-02T15:36:37Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Interventions for Individuals with Autism and a Research Proposal Comparing Two Augmentative and Alternative Communication Aids
Itskovich, Michelle G.
Psychology and Child Development Department
BS in Child Development
2012-06-01T07:00:00Z
Jennifer Jipson
2012-06-06T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/34
oai:digitalcommons.calpoly.edu:psycdsp-1038
2012-07-02T15:33:53Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Speech and Langauge Disorders
Wilson, Haley
Psychology and Child Development Department
BS in Child Development
2012-05-01T07:00:00Z
Jenifer Jipson
2012-06-13T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/33
oai:digitalcommons.calpoly.edu:psycdsp-1039
2012-10-02T20:26:48Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Evaluating Sustainability on the Cal Poly Campus: Attitudes, Behaviors, Knowledge, Social Norms, and Social Desirability
Sokoloski, Rebecca
Psychology and Child Development Department
BS in Psychology
2012-09-01T07:00:00Z
Daniel Levi
Other Psychology
Psychology
Social Psychology
sustainability
college campuses
attitudes
behavior
social norms
<p>Previous research has shown that attitudes and behavior towards sustainability are not correlated. Social factors including norms and desirability have been found to explain these results. One hundred and six students from California Polytechnic State University participated in this study. The survey used was composed of several sections: attitudes, behaviors, knowledge, social norms, social desirability, and a demographic section. Attitudes and behaviors were found to be correlated in this study. Knowledge and behavior towards sustainability was not found to be correlated as expected. Participants’ attitudes were correlated with friends’ and families’ but not professors’ and peers’ attitudes. Participants’ behaviors were correlated only with friends’ attitudes. This study is particularly relevant for colleges who are moving towards a sustainable future and wish to measure the effectiveness of the movement.</p>
2012-09-26T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/35
oai:digitalcommons.calpoly.edu:psycdsp-1040
2013-02-07T15:39:45Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Perceptions of the Voluntarily Childless: The Negative Stigma of an Unconventional Ideal
Hook, Alyssa N.
Psychology and Child Development Department
BS in Psychology
2012-03-01T08:00:00Z
Julie Garcia
School Psychology
<p>This study examined the potential implications of religious affiliation on perceptions of voluntarily childless couples. Undergraduate students were given a vignette about an adult couple that either had children or that was childless, and were subsequently asked to complete questionnaires that rated the couple on a variety of personality dimensions. It was predicted that individuals who identify with pronatalist religious sects have more negative perceptions of those who are childless. There was a significant contrast in the views that Christian individuals held toward couples that were voluntarily childless versus those that had two children, suggesting that this religious affiliation is associated with perceptions of those who stray from the standards of the pronatalist society. Recommendations for furthering this field of research may include exploring the role of religiosity on perceptions of individuals who generally stray from traditional gender roles.</p>
2012-11-26T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/36
oai:digitalcommons.calpoly.edu:psycdsp-1041
2013-08-05T18:41:57Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Enhancing Motor Skills of Children with Autism Spectrum Disorder: The Potential of an Interactive Metronome Approach
Song, Jennifer
Psychology and Child Development Department
BS in Child Development
2013-03-01T08:00:00Z
Jennifer Jipson
Child Psychology
Psychology
Autism Motor Skills
2013-04-01T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/41
oai:digitalcommons.calpoly.edu:psycdsp-1042
2013-05-25T23:03:53Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Exploring Children’s Conceptual Development: An Examination of How Children Learn Astronomy From Reported Access to Related Materials, Experiences, and Conversations to Initial Understandings
Bernstein, Jenna
Psychology and Child Development Department
BS in Child Development
2013-06-01T07:00:00Z
Jennifer Jipson
2013-05-25T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/39
oai:digitalcommons.calpoly.edu:psycdsp-1043
2013-06-17T21:21:12Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
An Examination of Summer Bridge Programs for First-Generation College Students
Otewalt, Emily Christine
Psychology and Child Development Department
BS in Psychology
2013-03-01T08:00:00Z
Donald Ryujin
Educational Sociology
Education Policy
Higher Education and Teaching
Other Psychology
Place and Environment
Social Psychology
Social Psychology and Interaction
Student Counseling and Personnel Services
Work, Economy and Organizations
summer institute
summer bridge
first generation college student
higher eduction
student affairs
<p>During the last fifty years, nearly half of all students who entered a two- or four-year university withdrew without obtaining a degree. Students from low socioeconomic backgrounds, ethnic minority students, and students who were the first in their family to attend college were particularly vulnerable to this attrition. The following senior project examines current research on the backgrounds and attrition rates of first-generation college students, how "Summer Bridge Programs" aim to assist these students, and where shortcoming exist in current "Summer Bridge Program" assessments.</p>
2013-06-04T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/37
oai:digitalcommons.calpoly.edu:psycdsp-1044
2013-06-17T21:23:16Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Motivations and Relationship Quality of Friends with Benefits Relationships Among Emerging Adults
Giorgi, Olivia
Psychology and Child Development Department
BS in Child Development
2013-06-01T07:00:00Z
Jasna Jovanovic
<p>This study was conducted to understand more about college-aged students’ motivations for Friends with Benefits (FWB) relationships, and the quality of those relationships. These casual relationships are gaining acceptance among college populations, but we understand little about gender differences in engaging in them. An online survey was created and participants were recruited from various groups and classes on campus. From this pool of students, 233 undergraduate students completed the survey. Measures included five motivation categories: sex, wanted FWB, relationship avoidance, friendship, and relationship simplicity (Hughes, Morrison, and Asada, 2005), in addition to six relationship quality aspects: satisfaction, commitment, intimacy, trust, passion, and love (Fletcher, Simpson, and Thomas, 2000). Findings suggested that Cal Poly men and women have similar motivations for engaging in these relationships. However, men reported being more satisfied and feeling more trust in these relationships than women.</p>
2013-06-13T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/38
oai:digitalcommons.calpoly.edu:psycdsp-1047
2013-07-31T19:47:30Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
SLiC: Family Science Backpacks for Preschoolers
Nevius, Lorin
Psychology and Child Development Department
BS in Child Development
2013-06-01T07:00:00Z
Jennifer Jipson
Curriculum and Instruction
Educational Methods
Science and Mathematics Education
preschool science
science backpacks
take-home backpacks
science curriculum
family science
children science
<p>In this senior project, I reviewed existing literature regarding science instruction in preschool classrooms, young children’s capabilities and interest in learning science, what science is happening at home, as well as preschool teachers’ feelings toward teaching science. I explored the possibility of bridging the gap between the school and home environment by using a prepared informal learning tool that students could take home and complete with their family.</p>
<p>During the years children are in preschool, they are forming their understandings of the world around them (French, 2004; Nayfield, Brenneman & Gelman, 2011; Eshach & Fried, 2005). In developing these understandings, their natural curiosity prepares them for the beginning ideas of science (Eshach & Fried, 2005; Cowie, Otrel-Cass, 2011). Research is beginning to show that children can not only understand scientific concepts, but they also enjoy learning about them (Eshach & Fried, 2005; Cowie & Otrel-Cass, 2011; Nayfield, Brenneman, & Gelman, 2011; Siry, Ziegler, & Max, 2011). Researchers further argue that preschool-aged children should be exposed to science early because this will help in understanding scientific concepts later on (Eshach & Fried, 2005).</p>
<p>In my senior project, I created science backpacks that could be used to bridge learning between the science curricula offered at school and the science learning opportunities that can be fostered by parents at home. My project consisted of two phases: development and pilot testing. I developed three Science Literacy Connection (SLiC) backpacks that consisted of science-themed children’s literature, science activity instructions, as well as the materials for the activities. Observations completed at the Montessori Children’s School determined the three themes chosen for the backpacks, which include Cloud Types, Food Chains, and Acids and Bases.</p>
<p>After completing all of the backpacks (Name that Cloud, What’s on the Menu?, and pH fun for everyone), one was chosen to go through further testing. The “Name that Cloud” SLiC backpack went through a series of observation-based pilot-testing done at The Cal Poly Preschool Learning Lab, before being sent home with a preschooler from the Montessori Children’s School.</p>
<p>Field-tests completed on the “Name that Cloud” SLiC backpack suggested that children and adults positively engaged in science-related activities while exploring the backpack contents. As a result, I felt that the “Name that Cloud” SliC backpack achieved what it was designed to do, which was to increase preschool children’s exposure to science as well as encourage parent-child interactions.</p>
<p>The materials provided in each of the backpacks model an appropriate interactive approach to fostering children’s learning in science.</p>
2013-07-01T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/40
oai:digitalcommons.calpoly.edu:psycdsp-1048
2014-03-17T21:18:18Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Use of Play in Speech and Occupational Therapy
Ehrenkranz, Jodi
LaFerla, Caroline
Psychology and Child Development Department
BS in Child Development
2014-03-01T08:00:00Z
Eleonora Cahill
Child Psychology
Educational Methods
Phonetics and Phonology
speech therapy
occupational therapy
sensory processing disorder
speech sound disorder
play therapy
<p>Sensory Processing Disorder and speech impairment affect millions of children in the United States. Sensory Processing Disorder (SPD) affects a child’s development leading to difficulties with “detecting, modulating, interpreting, and/or organizing sensory stimuli” (Miller, Nielsen & Schoen, 2012, p.804). Furthermore, these children may find it difficult to self-regulate their behavior. Speech impairment is typically described as speech sound disorders (SSD), which involves a child having difficulties with communicating or correctly producing their native language (Brumbaugh, Smit, Nippold & Marinellie, 2013). Brumbaugh et al. (2013) also found that these children were likely to develop a poor self-image which provides even more incentive to find effective therapies. Furthermore, children with SPD and SSD are likely to have other behavioral disorders such as Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) (Carr, Agnihotri, & Keightley, 2010; Cheung & Siu, 2009).</p>
<p>Occupational therapy is often used to treat SPD and speech therapy for SSD. Occupational therapists may employ treatments such as sensory integration approach or Sensory Integrative Treatment Protocol, which has been found to have promising results increasing sensory integration in children (Case-Smith & Bryan, 1999; Paul et al. 2003). Speech therapists use play therapy as it has been proven effective in helping children improve their speech as well as helping children with autism (who tend to be seen in speech therapy) learn to interact with other children (Danger & Landreth, 2005). The interactive activities used in play therapy have been shown to improve multiple behavioral disorders, including SPD. This was the motivation behind creating an interactive game for children to play while in therapy sessions. Although there have been proven tasks and activities that help children improve upon their developmental delays from their behavioral disorder, there has been little research on a formal game that can be used in therapy.</p>
<p>After researching and brainstorming, the interactive game developed in this project became known as <em>Hands Up, Speak Up!</em> The inspiration for the game was <em>Cranium</em>, an entertaining, but interactive board game. Melissa Quinn, teacher in a specialty classroom, and Nancy Koppl, speech therapist, were used as consultants for the game and allowed the children in their classrooms at C.L. Smith elementary school be used in the pilot of the game. Ms. Koppl recommended the use of the 80% rule as a main goal of the game, as this rule encourages learning and builds a child’s confidence. The 80% rule states that children should complete the task correctly 80% of the time; if the child is under then the task should be made easier, if the child is over then task should be made more difficult. The target audience for the interactive game was elementary school students in speech or occupational therapy with multiple behavioral disorders (SPD, SSD, ASD, etc).</p>
<p>The game consists of five sections: <em>Act Up, Build Up, Speak Up, Hands Up, </em>and <em>Community</em>, which are all aimed to benefit children in speech or occupational therapy. During the pilot of the game, which consisted of four rounds, one of the creators played the game with the children while the other observed. The 12 children ranged from first to fourth grade and were all apart of Ms. Quinn’s specialty classroom. Modifications made to the game after the pilot were the addition of a game master (a therapist or trained adult who could provide help during the game and scaffold the tasks to fit the child’s needs) and beginning the game with a<em> Community</em> game for increased engagement. After these modifications were made, a second pilot was conducted and demonstrated these changes to be helpful in increasing interest and engagement. In the future, it would be noteworthy research to assess if <em>Hands Up, Speak Up! </em>holds statistical value in improving children’s fine motor skills, gross motor skills, articulation, or expressive vocabulary.</p>
2014-03-07T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/42
oai:digitalcommons.calpoly.edu:psycdsp-1049
2014-04-24T16:16:19Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Boys' and Girls' Early Science-Related Experiences and Opportunities
Zumbro, Camille
Psychology and Child Development Department
BS in Child Development
2014-02-28T08:00:00Z
Jennifer Jipson
2014-03-11T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/45
oai:digitalcommons.calpoly.edu:psycdsp-1050
2014-04-22T22:05:04Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
The Effects of Breastfeeding and the Importance of Teen Education
Davies-Morris, Brittany
McHugh, Jamie
Walters, Kate
Psychology and Child Development Department
BS in Child Development
2014-03-01T08:00:00Z
Jennifer Jipson
Child Psychology
effects of breastfeeding
breastfeeding
teen education
2014-03-19T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/44
oai:digitalcommons.calpoly.edu:psycdsp-1051
2014-04-15T21:07:03Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Fostering Children’s Interest in Science Learning Through the Use of a Hands-On Gardening Activity
Kimball, Erika
Corry, Hannah
Psychology and Child Development Department
BS in Child Development
2014-03-01T08:00:00Z
Jennifer Jipson
Child Psychology
Informal Learning
Museum
Parent-Child Interaction
Gardening
<p>In this project, we reviewed existing understandings of how children and families engage in informal science learning during visits to museums and gardens. We then developed and implemented a learning workshop designed to increase children’s science learning and interest by engaging them in activities related to gardening and plant growth. Our workshop was titled “Little Farmers” and was a one-day event that took place at the San Luis Obispo Children’s Museum. The main goal was to facilitate parent-child interactions in an informal science learning setting. In order to do this, we developed several activities that included: seed planting, reading, coloring book, games, photo opportunity, and prompting signage. The visitors on the day of the workshop consisted of about 20 families with young children, ranging from 2 to 10 years of age. The most popular and engaging activity was the seed planting station, where parents and children worked together to plant the seeds and discuss the process of growth. We designed the workshop to be guided by the parent or the child in order to facilitate their interactions. However, lack of facilitation at each station led to low participation in several activities, including our games. Due to the low interest in our games, we chose to do a follow-up activity with a local Girl Scout troop to see if the games were effective. There was a positive response, which revealed that an older audience and increased facilitation was crucial to interest in the games, which led to learning. Overall, our workshop was a success at providing a space for parent-child interactions to engage in informal science learning.</p>
2014-03-21T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/43
oai:digitalcommons.calpoly.edu:psycdsp-1053
2014-08-15T16:18:23Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Talking with Children About Potentially Sensitive Topics: Birth, Sex, Death, and Santa
Hendricks, Natalie Lane
Jee, Elisabeth Hope
Robbins, Tiffany Erin
Psychology and Child Development Department
BS in Child Development
2014-05-01T07:00:00Z
Jennifer Jipson
Child Psychology
sensitive topics
birth
death
sex
fantastical beings
parent-child conversations
<p><strong>Our study looks at conversations between parents/caregivers and their children about potentially sensitive topics including birth, sex, death, and fantastical beings (i.e. Santa Claus, the tooth fairy, the Easter bunny). Our paper covers information on what children know, Parent conversations, and cultural differences between all these topics. Our methods Are broken up into two parts: a parent survey and an informative website. The survey was distributed locally and included questions about parents’ beliefs towards how much their children knew about these topics and their attitudes about having the conversations. The website was created to be a tool for parents and combines the key findings of our literature review with our own survey-based research.</strong></p>
2014-06-11T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/46
oai:digitalcommons.calpoly.edu:psycdsp-1054
2014-06-13T04:36:05Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Video Games: The Good, The Bad, and The Ugly
Nakamura, Lindsay
Psychology and Child Development Department
BS in Child Development
2014-06-01T07:00:00Z
Jennifer Jipson
2015-06-12T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/47
oai:digitalcommons.calpoly.edu:psycdsp-1055
2014-06-23T17:39:19Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Child Life Specialists’ Facilitation of Family-Centered Care: The Importance of Sibling Support
Lane, Carissa L
Psychology and Child Development Department
BS in Psychology
2014-06-01T07:00:00Z
Jennifer Jipson
Child Psychology
Cognition and Perception
Developmental Psychology
Health Psychology
Other Mental and Social Health
siblings
chronically/critically ill children
family-centered care
Child Life
Certified Child Life Specialist
CCLS
<p>Certified Child Life Specialists’ understanding of family-centered care, and their beliefs and practices involving siblings of chronically/critically ill children were examined using an online survey. Participants were Certified Child Life Specialists recruited form the Child Life Council Forum. Relationships between utilization of certain words and support programs offered to siblings, were examined. Findings revealed a relationship in one area of coded language and support program for siblings, but not the other. Findings also revealed that all CCLS believe in the inclusion of siblings during the treatment process, however they are offered less support services than parents. Diverse results regarding multiple beliefs and practices of family-centered care and sibling inclusion raise further questions for future research.</p>
2014-06-23T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/48
oai:digitalcommons.calpoly.edu:psycdsp-1056
2015-04-01T21:00:24Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Twins in School
Smith, Katelyn Theresa
Psychology and Child Development Department
BS in Child Development
2015-03-01T08:00:00Z
Linda Lee
Education
Twins
2020-03-14T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/51
oai:digitalcommons.calpoly.edu:psycdsp-1057
2015-04-01T20:58:55Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Effects of Breastfeeding and Breastfeeding in Public
Doshier, Morgan
Psychology and Child Development Department
BS in Child Development
2015-03-01T08:00:00Z
Jennifer Jipson
Maternal and Child Health
breastfeeding
2015-03-17T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/50
oai:digitalcommons.calpoly.edu:psycdsp-1058
2015-04-01T20:57:33Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Hospice Volunteerism in Residents of a Skilled Nursing Facility
Stump, Sarah
Psychology and Child Development Department
BS in Psychology
2015-03-01T08:00:00Z
Debra Valencia Laver
Developmental Psychology
gerontology
older adults
volunteering
hospice
care centers
<p>Volunteering within their community greatly benefits older adults, contributing to increased optimism, self-perceived health, and feelings of connectedness. However, most of the literature examines the volunteerism of community dwelling seniors, with few studies examining the experiences of older adult volunteers living in care facilities. The present study aims to compare the motives and experiences of community dwelling volunteers with a sample of four residents of Bayside Care Center that participated in hospice volunteer training. Two focus groups were conducted with the residents following their training, and the recorded contents were transcribed for qualitative analysis. Results indicated that this group of older adults exhibited similar motivations to community dwelling seniors in the existing literature. However, due to delays in the program’s implementation, the present study was unable to examine whether hospice volunteerism resulted in similar benefits for this population.</p>
2015-03-19T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/49
oai:digitalcommons.calpoly.edu:psycdsp-1059
2015-05-12T23:30:05Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Emerging Adults' Friends with Benefits Relationships
Aguilar, Emily Child
Trimble, Taelor
Psychology and Child Development Department
BS in Child Development
2014-12-01T08:00:00Z
Jasna Jovanovic
Psychology
relationship
college students
friends with benefits
<p>Friends with benefits is a relationship where friends are sexually, but not romantically, involved (Lehmiller, VanderDrtift, & Kelly, 2011). It is a type of relationship that is growing in popularity for young adults, frequently replacing traditional dating (Bradshaw, Kahn, & Salville, 2010). The goal of friends with benefits relationships is to maintain a friendship while engaging in physical intimacy without romantic emotional attachment (Gusarova, Fraser & Alderson, 2012). Although this type of relationship aims for equality, friends with benefits relationships are controversial due to the presence of a sexual double standard in which men are permitted to have more sexual freedom than women (Conley, Ziegler, & Moors, 2012). In order to better understand modern emerging adult sexual relationships, it is important to consider young adults’ attitudes about friends with benefits relationships and their participation in this form of relationship. Because it is possible that social views differentially influence emerging adults’ attitudes and behaviors, researchers have investigated the ways that peers, parents, and media view friends with benefits relationships. Of particular importance is that there seems to be a discrepancy between the way in which male and female sexual behaviors are not evaluated equally. We began by exploring how social views on FWB relationships are related to male and female emerging adults’ attitudes and behaviors. We then reported on a case study that we conducted to understand more about college-aged students’ Friends with Benefits (FWB) relationships. </p>
2015-05-12T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/52
oai:digitalcommons.calpoly.edu:psycdsp-1060
2015-06-09T19:35:03Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Promoting Ethnic Awareness and Appreciation in Preschool Children
Drake, Hailey
Sim, Hye Ran Helen
Psychology and Child Development Department
BS in Child Development
2015-03-01T08:00:00Z
Linda Lee
Child Psychology
Race
Ethnicity
Preschool
Children's Literature
Multicultural
2015-06-09T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/53
oai:digitalcommons.calpoly.edu:psycdsp-1061
2016-01-21T15:50:10Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Supporting Sensory Development: The Efficacy of Sensory Integrative Approaches to School-Based Occupational Therapy
Heilbrun, Rebecca
Psychology and Child Development Department
BS in Psychology
2015-12-01T08:00:00Z
Taylor Smith
Occupational Therapy
ADHD
Autism
child development
elementary education
neurodevelopment
sensory processing
2016-01-20T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/54
oai:digitalcommons.calpoly.edu:psycdsp-1068
2021-08-30T23:05:25Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Language and Communication Deficits in Alzheimer’s Disease: A Review of the Literature on the Progression, Prevention, and Mediation of Language Barriers Experienced by Individuals with Alzheimer’s Disease
DeTurck, Alexander
Shapiro, Jasmine
Sanz, Lily
Lewis, Danica
Psychology and Child Development Department
BS in Psychology
2021-06-01T07:00:00Z
Debra Valencia-Laver, College of Liberal Arts, Psychology and Child Development Department
Alzheimer's Disease
Cognitive Reserve
Language
Neurodegenerative Diseases
Communication
<p>Alzheimer’s disease (AD) poses a significant societal problem with regard to the quality of life in the aging population worldwide (Alzheimer’s Association, 2021). One ability that is affected early on in the disease is language processing, which can result in feelings of isolation due to its significant impact on one’s relationships, overall communicative ability, and quality of life (Szatloczki et al., 2015). Thus, it is of great importance to identify evidence-based interventions and preventative measures, as well as communication strategies, helpful to patients and their caregivers. In this review of literature, we examined language difficulties pertaining to semantic verbal fluency, word finding, and discourse markers, while also identifying the neural mechanisms likely responsible (e.g., Arnoff et al., 2006; Chapman et al., 1998; Eriksson et al., 2015; Pakhomov et al., 2018). In addition, we present research on the theory of cognitive reserve as a preventative measure, with a special emphasis on the influence of bilingualism (Bialystok et al., 2007; Gold, 2016; Perani et al., 2017) and music training (Chaddock-Heyman et al., 2021; Lyu et al., 2018). The research supports the efficacy of various interactive music therapies to allow extended communication between caregivers and AD patients, especially since later life music therapy can help preserve or enhance memory and language ability in patients with moderate or severe AD (Clare et al., 2020; Lyu et al., 2018; Wong et al., 2019). Future research could further investigate the long-term effects and applications of language and music interventions. Importantly, incorporating increasingly diverse samples is necessary to increase the generalizability of the research described (Brewster et al., 2018, Ferretti et al., 2018).</p>
2021-07-13T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/55
oai:digitalcommons.calpoly.edu:psycdsp-1069
2022-06-14T16:35:41Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Gender, Sex, & Emerging Adulthood
Reyes, Katarina Andrea
Psychology and Child Development Department
BS in Psychology
2022-06-01T07:00:00Z
Jasna Jovanovic, College of Liberal Arts, Psychology and Child Development Department
Social and Behavioral Sciences
Gender
Sex
Emerging Adulthood
Development
Empowerment
Self Esteem
<p>Emerging adulthood is a key developmental period when individuals explore and make meaning of their intimate relationships. National trends suggest that experimentation with non-committed relationships has increased (Olmstead, 2020), particularly for females (Netting & Reynolds, 2018). Young women utilize casual sex to explore sex, while men use sex for pleasure (Sizemore & Olmstead, 2017). Moreover, the double sexual standard impacts women’s sexual satisfaction and self-esteem (Williams & Jovanovic, 2018). Little research has examined how sex influences emerging adult’s self-esteem. Previous research has primarily relied on survey data to understand women’s and men’s experiences. Narrative identity scholars posit that individuals can make meaning of their experiences when given the opportunity to construct their life in story-like or narrative terms (McAdams, 2013, Adler et al. 2017). Using a well-established narrative identity instrument, the Love Life Story Interview (Dunlop et al., 2018), we analyze the love life stories of 31 emerging adults (15 males, 15 females, and 1 transgender male; 41% White; 83% Heterosexual) in order to understand how sex impacts emerging adult’s intimacy development. Our study indicates that women and men both view sex as an opportunity for exploration, yet men are more likely to conclude that sex is not a priority in relationships whereas women strive to achieve empowerment in their sexual relationships. Our findings suggest that although today’s emerging adults may have more freedom to assert their sexual desires, women’s sexual agency is still dictated by social norms (Uecker & Martinez, 2017). This may, in part, explain why women’s but not men’s self-esteem is integral to their sexual experiences (Heinrichs et al., 2009; Thompson & Donaghue, 2014).</p>
2022-06-13T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/56
oai:digitalcommons.calpoly.edu:psycdsp-1071
2023-07-22T23:53:01Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Child Sexual Assault Prevention and Intervention
Peterson, Kira
Ibuna, Amaya
Valenzuela, Emily
Psychology and Child Development Department
BS in Child Development
2023-06-01T07:00:00Z
Debra Valencia-Laver, College of Liberal Arts, Psychology and Child Development Department
Child Psychology
Developmental Psychology
Social Work
Child Abuse
Childhood Trauma
CBT
<p>In our paper, we discuss child sexual assault, its risk factors, short and long-term outcomes, as well as prevention and intervention programs that have been shown to be valuable. To limit research, our focus will be on children living in the United States who have been physically sexually assaulted. To spread awareness of child sexual abuse, we also developed a pamphlet (See Appendix) that will be distributed to CASAs, which stands for Court Appointed Special Advocates. The development of the pamphlet is described in the combined Method and Results section. We conclude our project and paper with a Discussion section that provides a critique of the entire project and suggestions for the future.</p>
2023-07-18T07:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/57
oai:digitalcommons.calpoly.edu:psycdsp-1072
2023-12-19T16:17:43Z
publication:research
publication:psycdsp
publication:students
publication:seniorprojects
Disrupting Childhood Trauma with Holistic Health Practices in Low SES Elementary Schools
Burns, Unna G
Kogan, Ketzia
Wingerden, Sarah M
Meck, Hannah
Psychology and Child Development Department
BS in Psychology
2023-12-01T08:00:00Z
Jay Bettergarcia, College of Liberal Arts, Psychology and Child Development Department
Counseling
Disability and Equity in Education
Education
Psychology
Social and Behavioral Sciences
Teacher Education and Professional Development
Trauma-informed care
ACE
childhood trauma
Holistic healing
SEL (social emotional learning)
<p>It is evident that adverse childhood experiences (ACE) are a large challenge to tackle in the U.S., with 61% of adults reporting that they’ve experienced one ACE and 16% reporting four or more ACEs by age 18 (Centers for Disease Control and Prevention, 2019). ACE score items include, but are not limited to experiencing verbal, physical, sexual abuse, physical and/or emotional neglect, having a mentally ill family member, witnessing violence in the home towards a parent, and/or having a family member in prison. Such experiences serve as a public health threat that, without early intervention, bring about long-term effects biologically, psychologically, and socially; with this, an adequate comprehension of the lasting implications of trauma can enhance and serve as foundational knowledge in establishing potential interventions (Watters & Martin, 2021; van der Kolk, 2014). Fortunately, the effects of ACEs can be disrupted, and research shows that schools could be a primary resource for children to get the support they need. According to the National Center for Education, on average, children in the United States spend 6.64 hours daily in school, with 180 days (about 6 months) out of the year being school days (Xianglei et al., 2019). More than half of a child’s life is spent within the school setting, making elementary school settings a crucial candidate for preventing and treating mental health issues and disorders from a young age. Unfortunately, schools often lack the capacity to provide adequate trauma informed care, especially schools located in areas of low socioeconomic status. Research shows that current education systems can be revised to support traumatized youth and improve emotional, physical, and academic well-being. More studies point to the association between holistic healing practices, a form of trauma-informed care that can be accessible to all communities, and effective biopsychosocial regulation (Bazzano, et al., 2018; Cozzolino et al., 2022; Eads, 2022; Mayer, 2019; Sarkissian Leadership, 2018). Hence, in order to disrupt the effects of trauma on a child’s body, mind, overall wellbeing, and enhance success in school, elementary schools should implement strategic trauma informed protocols in order to holistically support their students. The purpose of this paper is to offer a review of the literature that studied accessible holistic health practices for low SES elementary school settings to support healthy development of children who have experienced and are experiencing adversity.</p>
2023-12-18T08:00:00Z
https://digitalcommons.calpoly.edu/psycdsp/58