6586 research outputs found
Sort by
The Sound of Music: Why do humans find enrichment in music while non-human primates do not?
Full text linkMusic has been observed as an effective enrichment for captive animals across multiple species. However, studies have shown that it is ineffective for promoting welfare in non-human primates (Suborder Haplorhini). These findings were unexpected, given the evolutionary roots shared between humans and non-human primates. This paper addresses several possibilities for this observation, including differences in ear anatomy, brain structure, and music perception between humans and non-human primates
AI’s Threat to Human Autonomy: Exploring Perceived Threat to Professional Autonomy Among Licensed Mental Heath Counselors
No full textAI’s Threat to Human Autonomy: Exploring Perceived Threat to Professional Autonomy Among Licensed Mental Heath Counselor
Moderating Role of Extracurricular Involvement: Effects of Interparental Conflict on Adolescent Internalizing Behavior Outcomes
No full textThis study investigates the longitudinal effects of interparental conflict (IPC) reported at age three and the impact on depression outcomes reported at age fifteen. Previous research has found significance in the role IPC exposure has on increased levels of depression seen in adolescence. In addition, the study examines whether involvement in extracurricular activities serves as a protective factor against the negative impact of early childhood IPC. Positive benefits of participation in extracurricular activities have been shown, but research has yet to start exploring if extracurricular involvement could protect against the development depression in adolescence. Using foundations in Resilience Theory, variables were modeled on to the risk-protective factor model. Extracurricular involvement is defined as the protective factor, as it’s predicted to modify the relationship between a risk and a negative outcome. Using a longitudinal design with data from the Future of Family and Wellbeing Study (FFWB) (Mage= 22.6, SDage = 2.38) a moderation analysis was conducted. Results for the moderating role of depression (p = .69) was found to be not significant. Findings aimed to inform early intervention strategies that support resilience-building through structured activities outside the home environment with results. This study aims inform and build upon existing parental conflict literature through exploring potential protective interventions. Although our study’s moderation analyses results were non-significant, outcomes still contribute to research on familial conflict and provides further insight to how these variables interact with one another
Alexander Hall
No full textA frontal view photograph of Alexander Hall (since renamed to Alexander and Adelaide Hall) showing the whole building and the hill behind.https://digitalcommons.spu.edu/archives_images_seminary/1042/thumbnail.jp
Partnering with a Family Shelter to Increase Access to MyChart
Full text linkPartnering with a Family Shelter to Increase Access to MyChart
Over the past two months, our group of seven nursing students has collaborated with a local nonprofit homeless shelter for women and families. Many of the guests served by this organization are refugees or asylum seekers who have little to no exposure to the American healthcare system. Whether this is due to a low level of health literacy or lack of education surrounding access to health care, we identified a need in this population to increase the number of guests who can easily access their healthcare information. This need led us to plan and implement an intervention with the goal of promoting health literacy for guests of this organization by setting up individual MyChart accounts.
Background
Riggs et al. (2016) describes the importance of health literacy in refugee populations. They explain that a low level of health literacy is to be expected as people navigate a new country, language, and culture. The authors go on to explain the consequences of low health literacy, including worse health outcomes and distrust in medical professionals.
Local healthcare systems offer MyChart as a way to communicate with healthcare providers, access test results, refill medications, and pay bills. However, our liaison with the shelter informed our group that guests frequently have difficulty signing up for MyChart, and shelter staff were unfamiliar with the sign-up process. Riggs et al. (2016) further suggest that difficulty navigating new information systems and technology exacerbates pre-existing trauma for refugees and can leave them feeling isolated and helpless. Connecting shelter guests with technology allows them to access their health records, and contacting their providers would be empowering and logistically helpful.
Activities and Rationale
During the planning phase of this project, our group heavily focused on how to reach the greatest number of people in a diverse community. According to our organization’s liaison, the most-spoken languages at the shelter are English, Spanish, Portuguese, French, Lingala, and Tigrinya. With this in mind, we decided to create printed instructions on how to set up a Gmail and MyChart account in all six languages. Since we do not have group members with certified fluency in languages other than English, we translated our deliverables with Google Translate and cross-checked these translations with a non-Google based website or a fluent speaker. We decided on using Google Translate as our first line of translation as Ducar and Schocket (2018) stated that Google Translate has recently implemented Artificial Intelligence which has greatly decreased translation errors and literal translations. After Google Translate was used, we found local speakers to proofread the translations for Spanish, Portuguese, and French while using a second translation website for the Lingala and Tigrinya instructions. Finally, the liaison of the organization informed us that we could use a phone interpreter service during our teaching day. We included using this service in our plan in hopes that it would improve face-to-face conversations with guests.
Outcomes
Our group hosted a four-hour long, in-person event at the shelter to help guests set up MyChart accounts. We had previously identified outcomes for this event which included the following: Assist five guests in setting up a MyChart account, achieve a 75% rate of guests being able to log into their accounts on the first try, and develop sign-up instruction sheets to leave at the shelter after our in-person event.
During our time at the shelter, twelve guests approached us with questions about MyChart, and six of these guests agreed to a teaching session to help them set up an account, which exceeded our identified outcome of setting up five accounts. To evaluate the effectiveness of our one-on-one teaching sessions, our group used the teach-back method. The teach-back method is an evidence-based evaluation method of having the individual repeat back what they have learned (Riggs et al., 2016). We explained to the guests that we wanted them to show us how to log in to their accounts without any prompting. Of these six guests, all of them were able to demonstrate accessing the MyChart website and logging into their accounts on the first try. To this extent, we exceeded our identified outcome of a 75% first-try login rate. We felt confident that once we left the shelter, guests would continue to be able to access their accounts.
To further evaluate the effectiveness of our interventions, we invited participants to share feedback by asking open-ended questions at the end of our teaching sessions (Saunders et al., 2005). We asked the guests, “Do you have any more questions about how to access MyChart?” and “Is there anything we could change about our teachings to be more helpful?”. Common feedback we received was that guests wanted more direction on how to find the phone number to call their physician’s office. Our group modified our teachings to highlight where to find this information in the MyChart application.
Conclusion
Our goal to promote health literacy by creating MyChart accounts for guests at a local family homeless shelter has been met according to the previously mentioned evaluation methods. The guests we helped create accounts for were able to independently log in and navigate the site without prompting following our teaching session. To allow for this intervention to reach more people beyond our teaching day, our group left physical copies of the instructions at the organization for future guests to follow. However, our group was limited in the number of people we could reach as we only had the capacity to host one in-person event. Because the deliverables are already created and translated, future replications of this project require little preparation other than hosting more in-person teaching days. We appreciate having the opportunity to work with this shelter to increase healthcare access within the refugee population
The Role of the Body in a Digital Age: A Scientist\u27s Reflection on Our Walking God
No full textThe Role of the Body in a Digital Age: A Scientist\u27s Reflection on Our Walking God invites us to explore how studying bipedalism helps us understand our own humanity. In addition, Dr. Wall-Scheffler will provide some nuanced framing for Biblical narratives that specifically report on walking
Belief-driven resilience: How self-affirmation perceptions impact coping mechanisms in the workplace
No full textIndividuals resort to defense mechanisms when facing psychological threats to self-esteem. Gig economy workers often encounter ambiguous task rejection and limited feedback, threatening their self-esteem. Coping mechanisms are strategies for stress management, and can be problem- or emotion-focused. Self-affirmation, an emotion-focused strategy, involves reaffirming personal values to reduce stress. Using moderated logistic regression, this study examines whether belief in self-affirmation’s efficacy moderates the relationship between self-threat and coping strategy selection. Participants (N = 201) were recruited from Amazon Mechanical Turk. They recalled a self-threatening event and chose their preferred coping strategy. The results will inform stress management in non-traditional work contexts
Mental Health Perceptions Among Ukrainian Adults Socialized Under Soviet Rule: A Qualitative Exploration of Stigma, Resilience, and Cultural Shifts
No full textThis qualitative study explores how Ukrainian adults raised under Soviet rule perceive mental health and psychotherapy, and how these perceptions have evolved across generations and diasporic contexts. During the Soviet era, mental health was heavily stigmatized, with psychological services often associated with political repression or weakness. As a result, many Ukrainian families internalized a culture of silence and stoicism around emotional struggles. Through semi-structured interviews with first-generation Ukrainian adults and, where possible, their adult children, this study aims to examine how beliefs about mental health have been shaped by Soviet ideology and how they may be shifting within families or in diaspora communities. Thematic analysis will be used to identify patterns of stigma, resilience, and generational change. Findings from this research may offer culturally attuned insights for clinicians working with Eastern European clients, particularly in navigating inherited beliefs and fostering more open dialogue about emotional well-being
Hazing Prevention Education
Full text linkHazing Prevention Education
Hazing in higher education is often hidden behind a culture of secrecy, tradition, or team-building. It includes any unwanted physical, emotional, or psychological activities that a person undergoes before joining a group that has clear lasting impacts on the person’s health, regardless of willingness to participate (H.R.5646 - Stop Campus Hazing Act, 2024; Boyer, A., n.d.). Seven nursing students partnered with a university’s campus security office in Seattle, Washington. This department is responsible for maintaining a safe and respectful campus environment, making it a key stakeholder in hazing prevention efforts.
Guided by the Stop Campus Hazing Act (Boyer, n.d.), which requires institutions to provide hazing education and transparency through public reporting, this project aims to develop educational resources that empower students and encourage hazing prevention. The primary goal of this project is to increase student awareness about hazing through the development of accessible educational tools. These include visually engaging posters, scannable QR codes, and brief informational booths on campus. Each resource is designed to define what hazing is, highlight the impact on victims, explain potential legal consequences, and offer guidance on how to prevent hazing on college campuses.
Background
This university serves a diverse population of students from a wide range of cultural, ethnic, and socioeconomic backgrounds. As stated by the campus security office, no recent hazing incidents have been reported in the last four years. However, the absence of documented violations does not eliminate the risk for hazing or the need for hazing prevention education. Hazing is a pressing and often underrecognized concern, and it poses serious physical and psychological health risks. It is often associated with injuries such as head trauma, alcohol poisoning, and even death (Nguyen et al., 2023; New York Post, 2024). Hazing can also result in profound emotional consequences, including anxiety, depression, post-traumatic stress disorder (PTSD), and emotional numbness that are often exacerbated by shame and fear of retaliation that prevent victims from seeking help (Nguyen et al., 2023; Nuwer, 2018).
Many similar universities have adopted strong, multifaceted approaches to hazing prevention by implementing zero-tolerance policies, mandatory training, and clear definitions that emphasize the harm hazing can cause—physically, mentally, and emotionally (Allan & Madden, 2008). Hazing is often addressed under broader harassment or student conduct policies, with violations resulting in serious consequences such as suspension from group activities or referral to law enforcement (Campo et al., 2005).
New student orientations, annual notifications, and campus-wide training sessions are commonly used to educate students and staff early on, while prevention committees—often including students, staff, and parents—guide long-term strategies and cultural change (Hoover, 1999). Support for victims typically includes access to reporting tools (both anonymous and direct), follow-up care, and protection from retaliation. For those who engage in hazing, disciplinary actions often aim to be both corrective and educational, with some schools emphasizing restorative practices to encourage personal accountability and growth. By combining education, policy enforcement, and community involvement, these institutions work to make safer, more respectful campus environments (Allan et al., 2019).
Nguyen et al. (2023) found that hazing erodes students\u27 sense of identity and belonging, contributing to long-term psychological distress. In response to growing national concern, recent legislation mandates transparency of hazing reports and prevention education. This project aimed to address a clear gap in knowledge by launching an awareness campaign that provides students with critical information and tools to recognize, report, and prevent hazing.
Activities
Collaborating with campus security, this project aimed to close the student knowledge gap on hazing awareness and prevention. Our interventions to improve student knowledge of hazing included educational posters, booth sessions, and the creation of a video to be shown in multiple settings across the campus. Drawing on Fitzpatrick’s (2023) insights into the efficacy of digital communication methods and their positive impact on health literacy, the video was tailored for easy sharing by the campus security office.
We collaborated with a campus newsletter placed in all bathroom stalls that highlights upcoming campus initiatives and events. This section included a QR code link to our main poster, which was distributed in high-traffic areas of all campus buildings. This poster included the definition, prevalence, and examples of hazing, offered healthy bonding alternatives, and linked to the campus anti-hazing policy and anonymous reporting tools. Our educational booth sessions, held in two dormitories and the student union building, incorporated a trivia game and candy as prizes to enhance engagement. These trivia questions focused on facts about hazing, allowing students to reinforce their understanding of these topics. We chose to conduct tabling-style education sessions as research has shown to be an effective way to engage, educate, and empower the student audience (Carmichael, 2019).
Outcomes
Our educational initiatives successfully increased student awareness and engagement around hazing and its consequences. We hung over 50 educational posters in common areas across 15 buildings on campus, raising awareness on the subject of hazing and the importance of hazing prevention among faculty and students in every department within the school.
Through our interactive booths and trivia, we reached students directly within residential halls and the student union building. Our hope was for students to walk away from tabling events with a greater understanding of what hazing is and clarification of common misconceptions. It also provided us with an opportunity to hear students’ concerns and experiences surrounding the topic. We found that the majority of students held the belief that hazing only occurred within fraternities and sororities. This allowed us to educate students further on what hazing looks like within any kind of group, how to recognize it on our campus, and how to report it.
Our anti-hazing educational video was developed for long-term use by both students and faculty to further our educational engagement. This video will now be available for use in new student orientations, resident advisor training, and future awareness campaigns, ensuring the project’s impact will extend beyond our direct involvement.
Conclusion
Partnering with campus security, our campaign successfully engaged with students through high-visibility posters, interactive trivia booths, and a shareable short-form video. These tools clarified what hazing looks like, its legal and health consequences, and how to report concerns anonymously. By combining print media with digital resources, we used the nursing process of assessment, diagnosis, planning, implementation, and evaluation to close key knowledge gaps and empower peers to speak up. Moving forward, updating materials, embedding anti-hazing content into orientations, and ensuring holistic anti-hazing education of faculty and staff will help maintain project momentum and foster a campus culture of respect, transparency, and mutual care.
References
Allan, E. J., Payne, J. M., & Kerschner, D. (2019). Assessing readiness for campus hazing prevention. Health Education & Behavior, 46(1), 51–59. https://doi.org/10.1177/10901981221101357
Allan, E. J., & Madden, M. (2008). Hazing in view: College students at risk. StopHazing. https://stophazing.org/wp-content/uploads/2020/12/hazing_in_view_study.pdf
Boyer, A. (n.d.). A historic step forward: The stop campus hazing act becomes law. Clery Center. https://clery.memberclicks.net/index.php?option=com_content&view=article&id=270%3Ahistoric-step-scha-becomes-law&catid=24%3Ablog&Itemid=159
Campo, S., Poulos, G., & Sipple, J. W. (2005). Prevalence and profiling: Hazing among college students and points of intervention. American Journal of Health Behavior, 29(2), 137–149. https://www.northwestern.edu/hazing-prevention/images/prevalence-profiling-hazing-am
ong-college-students-points-intervention.pdf
Carmichael, A. C. (2019, November 8). Tips for increasing impact with tabling events. ESP Lambda Chapter. https://blogs.cornell.edu/esp-lambda/2019/11/08/tips-for-increasing-impact-with-tabling-events/
Fitzpatrick, P. J. (2023). Improving health literacy using the power of digital communications to achieve better health outcomes for patients and practitioners. Frontiers in Digital Health, 5. https://doi.org/10.3389/fdgth.2023.1264780
Hoover, N. C. (1999). National survey: Initiation rites and athletics for NCAA sports teams. Alfred University
From Answering Questions to Replacing Staff: Analyzing the Effect and Possibilities of Artificial Intelligence on the Structure of Organizations
Full text linkOver the last several years artificial intelligence has risen in commonality, availability, knowledge and usage across multiple industries, including business firms and organizations. Terming the multitude of tasks that are completed by these machines “artificial intelligence” is somewhat dismissive – the broadness of the tasks is unmatched by most any other innovation within the 21st century. The widespread nature of artificial intelligence today have advanced many organizations, with many using the technology to create competitive advantage for themselves in certain industries, while others have seen it level the competitive field between firms in a given industry. Following this research is an analytical look of the effect of artificial intelligence on the structure of organizations past, present, and future through the lens of organizational behavior experts, alongside the widespread shifts towards sustainability of employees and the environment that are being implemented across numerous organizations