Student Research Conference

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Positive Psychology Outlook Tackling Bullying and Negative Attitudes: Social Media Style
The purpose of this program is to boost morale and instill positivity around campus. Currently a twitter page is in the process of being created where people can submit compliments either anonymously or named, to be posted about someone else they feel deserves to be recognized. The account will be public so anyone can see it by simply searching for it and there will be a linked email to include people without a twitter account in this effort to boost positivity. In 2013 nearly one in three students reported being bullied during the school year. People are affected every day by negativity and bullying. This issue is important to study because it is harmful to people’s lives. Bullying can have a wide range of severe effects on an individual. Suicide due to bullying is not unheard off, and can be fixed. There are many diseases that require extensive research to create preventative measures or treatments. The cure for bullying is known. Bullying has become a primary focus in recent years and there has been a lot of progress, however, there is still so much to go. Here at Marymount we deal with bullying more than we should. There are constantly new gossip twitter accounts being created to spread rumors and unnecessarily expose personal details. Bullying is an issue that needs to be resolved, beginning with approaches such as this new twitter account. AA compliment twitter page is in the process of being developed to combat bullying with positive psychology. The website and email have been set up, and the launch will take place in late February to early March. Marymount University campus administrators have been consulted in an effort to link the new complement twitter site to the Marymount website for more accessibility. Administrators in Human Resources, Information Technology, and Student Development are all collaborators in this project. Evaluation of the impact of the twitter site on students’ lives will be conducted in late March, and the results will be presented at the Student Research Conference. Positive Psychology is a relatively new field, but has had great effects already. Positive Psychology has many different definitions, however, one of the most widely utilized definitions is by the Positive Psychology Institute, “is the scientific study of human flourishing, and an applied approach to optimal functioning” (“What is Positive Psychology,” 2011). A persons mind and way of thinking has a huge impact on their mood and their overall health. Active people with positive outlooks have been proven to heal faster, overcome adversity, and are overall happier than those that lean more towards a negative perspective. People do not hear compliments about themselves enough and if more positivity is brought to campus, maybe some of the negativity will decline. What is Positive Psychology. (2011, January 1). Retrieved February 26, 2015, from http://www.positivepsychologyinstitute.com.au/what_is_positive_psychology.html
Student Socioeconomic Status and High-Stakes Test Anxiety Levels
The purpose of this mixed methods study is to explore the relationship between high-stakes testing on student test-anxiety levels. Specifically, the study will attempt to examine a lesser researched variable of socioeconomic status (SES) and the potential impact this variable has on student performance on standardizes tests and anxiety levels in students grades 3-5. Two cases studies were conducted at one high-SES Arlington Public School in North Arlington the other case study was conducted at a Title I school in South Arlington. This study will attempt to probe at the current climate and attitudes both of students and teachers. The overall prevalence of test anxiety appears to be increasing, due to the influx in testing in schools and pressures associated with this. Students are experiencing increased levels of test anxiety not only during the standardized testing season in the spring, but also due to the data-driven educational culture we find ourselves currently in. Meanwhile,our international counterparts in Finland and South Korea have shifted away from rote memorization and heavy testing, to the model the United States used to be renowned for, thinking outside the box and teaching to learn, not to pass a test. Further research to investigate the effects of potential bias in both standardized tests, quarterly benchmarks, and unit tests, should be conducted to assess potential bias regarding student information that could increase student test anxiety levels. Thus, having the potential to skew student data and tamper with the validity of these assessments we have become so reliant upon.
Teaching English Language Learners (ELLs) culture using digital stories
A big part of learning language is to learn the culture, which becomes easier with the help of online tools. As a former teacher of language in Vietnam, I saw students try to memorize cultural knowledge from lectures. Culture cannot be learned this way. Online tools give both teachers and students a more interactive way to gain and apply cultural knowledge. The use of online tools for Teaching English as a Foreign Language (TEFL) is growing. However, more research is needed that incorporates the latest interactive programs, witness the popularity of Rosetta Stone. The development of new technologies allows much more interactive learning that can transform the way students apply cultural knowledge. My research shows ways the Google site and Edmodo can be integrated as pedagogical tools. Data was collected from a class of 24 ELLs, intermediate level, at Hanoi University via two surveys about students’ perceptions of using these tools. The class formed 6 groups to study the material in Google site, communicate via Edmodo to develop a digital story related to cultures of the United States, the United Kingdom and Australia. The first survey defined the students’ level of competence in using technology tools. The second survey reported students’ feedback after the course. The findings show that incorporating new interactive technology into creating digital stories improved understanding of culture. Future research should be to compare face to face instruction with distance learning, which may have had adverse effects on this type of cultural project.
Hand-Over-Hand: A Caregiver Task-Oriented Approach to Stroke Rehabilitation: A Case Report
Background and Purpose Stroke is currently the fifth leading cause of death in the United States and is a major source of disability in persons over the age of 60.1 A stroke, or cerebrovascular accident (CVA), is the sudden interruption of blood flow to a portion of the brain.2,3 This interruption is highly dangerous causing brain cell death, thereby destroying or impairing the body function. The effects of a stroke can be devastating; if a stroke victim survives, some of the most common deficits noted in the literature includes loss of somatosensation and paresis which is defined by weakness, spasticity, a decreased ability to fractionate movement, and an often subtle, higher-order planning deficit.4 In this case report we explore the potential use of caregiver assisted Hand-Over-Hand (HOH) task-specific training with a 63 year-old male stroke survivor who has had minimal return of his left upper extremity (UE) function. Patient Description The focus of this case report involved F.Z., a 63 year-old Caucasian male who was referred to an outpatient orthopedic Physical Therapy (PT) clinic by his physician after suffering from a right middle cerebral artery (MCA) cerebrovascular accident (CVA)13 months prior. The patient had a 13-month history of left neglect and disuse that resulted in minimal function of his left limb, which was further complicated by cognitive changes and short-term memory loss noted early in the rehabilitation process Outcome and Discussion HOH task-specific training, based on the Manual Ability Measure (MAM-20),Fuegl-Meyer Upper Extremity Assessment (FMUEA), and Dynamometer Strength Testing, showed an improvement in grip strength, finger dexterity, range of motion and decrease in movement abnormalities associated with post-stroke UE paresis.
Adlerian Intervention and Techniques to Promote Self-Esteem in School-Age Children
The purpose of this presentation is identify and present the significant role that the development of school age children's self-esteem and interpersonal skills have on their self-concept, as it relates to academic success. This process will be examined using the Adlerian therapy approach to developing self-esteem and interpersonal skills in children. There are many things that may contribute to a child’s self-esteem, such as environmental factors, peer relationships, and social connectedness. Another aspect of the many things that may influence self-esteem also includes a child’s sense of worth and the need to belong. The main tenet in Adlerian view includes social interest and striving, particularly within the school. Based upon the literature, Adlerian therapy and interventions has proven to be effective for improving a child’s self-esteem. The concept of Adlerian interventions was the main focus in this review, in addressing school-aged children’s self- esteem as it relates to academic success. Adlerian Therapy places emphasis on the holistic approach to development and how it is connected to the purpose of human behavior. Adler believes a healthy lifestyle, as part of the child’s developmental process, is the goal for school counselors and clinicians in understanding and promoting the uniqueness of a child. These efforts to encourage the child through counseling interventions and techniques will enhance the child’s well- being and self-efficacy.

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