MacEwan Open Journals (MacEwan University)
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Hooked on a terpene: investigating the presence of withdrawal in zebrafish (Danio rerio) following cessation of repeated exposure to ß-caryophyllene
No full textMany psychological and physical conditions have the potential to be treated by terpenes, a class of phytochemicals produced by various plants. The ongoing legalization of medicinal cannabis has prompted further inquiry into both the beneficial and undesirable effects of terpene exposure. In previous research, the terpene ß-caryophyllene was shown to possess an acute sedative effect in zebrafish at a 4% dose and has been shown to possess therapeutic promise in the treatment of anxiety in mice models. However, there is currently minimal research on the capacity for ß-caryophyllene to inadvertently cause anxiety-like behavior when withdrawn. This study will assess anxiety-like and locomotive variables in zebrafish 48-hours post repeated ß-caryophyllene exposure using the open field exploration and novel object approach tests. ß-caryophyllene will be administered as a 4% dose solution. Doses of ß-caryophyllene will be administered for ten minutes over a seven-day period. 48-hours will lapse prior to the onset of behavioral testing. Data will be collected by March 26th, 2023. We expect the zebrafish to display heightened anxiety-like parameters. These parameters will include increased time spent in the thigmotaxis (outer) zone of the tank, greater total distance travelled, and increased velocity relative to control groups. The results of this research could demonstrate the need for caution if one is utilizing ß-caryophyllene for the long-term treatment of anxiety.
Faculty Mentor: Dr. Trevor Hamilton 
Does Online Biofeedback Increase the Use of Stress Coping in Undergraduate Students?
No full textStudents are under a lot of stress in their daily lives and often do not use effective coping strategies to mitigate this stress. Common coping barriers students report are lack of knowledge, lack of time, forgetting, and lack of motivation. People with a fixed anxiety mindset believe they cannot change their level of anxiety, which may relate to lack of motivation to cope. As such, in this experiment, we investigate different interventions and personal characteristics to determine which factors increase the likelihood that students will start to use effective coping strategies more throughout the semester. To address time barriers, we chose two quick coping strategies (i.e., deep breathing and cognitive reappraisal). To address lack of knowledge, we used an education intervention (i.e., videos). To address forgetting, we used a biofeedback intervention (i.e., heart rate). All participants answered questionnaires about stress, personality, and mindset. All intervention groups underwent two stress tasks and were instructed to use the coping technique they learned during the stress tasks. We hypothesized that participants in the biofeedback groups would use the coping techniques more often than participants in the education groups, who would use the coping techniques more often than participants in the control group. We further hypothesized that participants with higher growth mindset about anxiety would use the coping techniques more in the future. Our results showed that the use of deep breathing decreased between Part 1 and 2 but more people used cognitive reappraisal regardless of intervention group.
Faculty Mentor: Dr. Michele Moscicki 
Using Complex Video Games to Improve Executive Function
No full textExecutive Function (EF) is a set of cognitive processes that regulate thoughts/actions/behaviours in order to achieve goals; it consists of three cognitive components: working memory, inhibition, and task switching. EF can be improved with training and life experience. However, current training programs are expensive and highly specialized; it is unclear whether existing commercial products, such as video games, can be used to improve EF in a more cost-effective manner. As such, this study investigates whether playing commercially available video games can improve EF. To this end, participants with limited video game experience will be recruited and divided into two groups. Group 1 will play a game that primarily relies on a single component of EF (working memory), while Group 2 will play a game that engages all three components of EF. Both groups will play the designated game for at least 10-hours over a few weeks and complete an assessment of EF before and after training. We predict games that significantly engage EF will lead to pervasive improvements in EF. We also predict that the two types of games will lead to different levels of improvement in the working memory component of EF. This study will significantly contribute to the literature on EF training and clarify whether focused (vs. distributed) EF training leads to greater EF enhancement in a particular EF component. It will also have important implications for the use of video games as an accessible and cost-effective therapeutic tool for individuals with EF impairments, such as those with ADHD.
Faculty Mentor: Dr. Eric Legge 
We’re Queer and We’ve Always Been Here: The Impact of Learning About Queer History on Young Adults in Alberta
No full textA large population of the public lacks knowledge of 2SLGBTQ+ history. The present study aimed to investigate the impact of an educative 2SLGBTQ+ history video within a population of young adults in Alberta. Participation was incentivized through a raffle for a $50 gift card. Prior to the queer history video intervention, baseline levels of (1) self-esteem and internalized homophobia were obtained from 2SLGBTQ+ participants; (2) homophobic attitudes were obtained from cisgender, heterosexual participants; and (3) ratings of connection to the queer community were obtained from both participant groups. These variables were assessed again after watching the video and at an optional follow-up. Open-ended questions were asked after watching the video to gain a qualitative understanding of how the video impacted participants. Key findings include a significant negative correlation between connection to community and internalized homophobia, significant positive correlations between less severe homophobic attitudes and connection to the community, and increased connection to the community throughout the study. Implications and future directions are discussed.
Faculty Mentors: Dr. Eric Legge & Dr. Laura Offrey; Irfan Chaudhr
The Aversive Effects of Infrasound on Zebrafish in an Open Field Test
No full textThe ability to detect infrasound (sub-20 Hz frequencies) has been found in aquatic species, and as such, infrasound may be a source of human-made pollution that could have negative environmental consequences for fish. Human infrastructures can generate infrasound at peak acoustic frequencies that may go unrecognized, the presence of which may be of detriment to the environmental wellbeing of aquatic laboratory animals that are often in proximity to such sources. In this study, wild-type zebrafish (Danio rerio) were exposed to short periods of infrasound at either 5, 10, 15, or 20 Hz and compared to a 0 Hz control group. Motion-tracking software was used to quantify zebrafish movement in an open field test, evaluating variables of arena place preference and locomotion (distance moved & immobility). A significant effect was found at 15 Hz, causing zebrafish to spend more time avoiding the infrasound source. The 20 Hz group also spent significantly less time near the infrasound source, but showed a less distinct aversive response. No differences were found for distance moved or immobility across all groups. These findings show that 15 Hz infrasound frequencies have aversive effects on zebrafish and elicit avoidance of the generating source. Identifying and mitigating sources of infrasound pollution should be undertaken to enrich the environment and wellbeing of laboratory animals.
Faculty Mentors: Dr. Trevor Hamilton & Dr. Rodney Schmalt
He Said, She Said, They Said: Gender Identity, Displayed Emotion, and Perceptions of Sexual Assault
No full textStudies demonstrate that gender minorities experience heightened victimization rates relative to cisgender persons. However, little is known regarding how prospective jurors perceive these victims. The present study utilized a between-subject multivariate design evaluating perceptions relating to the crime, victim, perpetrator, and criminal justice responses. Participants (N = 243) read a trial transcript that depicted victims in an ambiguous sexual assault trial as either cisgender men, cisgender women, transgender men, transgender women, or nonbinary persons and as exhibiting either high or low levels of emotionality. After reviewing the trial transcript, the participants completed a judgment questionnaire and two measures of bias in relation to gender and sexual identity. Our data yielded several interesting findings within an applied sample, particularly concerning emotional displays for nonbinary or transgender victims. In particular, participants viewed nonbinary victims (relative to transgender and cisgender victims) as least credible (i.e., subject to victim blaming) when they displayed high levels of emotion and as most credible when they displayed low levels of emotion. However, the opposite effect appeared for transgender persons (i.e., least credible in the low emotion condition). This effect was most prominent for transgender women, whom participants viewed as the least credible overall. The results of this study suggest that we have varying expectations regarding gender minority victims, particularly concerning their displayed emotion levels. These findings have important implications for the criminal justice system, including mitigating victim biases against gender minorities.
Faculty Mentor: Dr. Kristine Peace 
Increasing Independent Self-Care in Autistic Children through Telehealth Parent Coaching
No full textThe present study partially replicated a study by Boutain et al. (2020) by delivering a telehealth graduated guidance intervention to two mother-son dyads to increase the independence of the autistic sons’ toothbrushing behaviours. This intervention involved remote, synchronous behavioural skills training (BST) for the mothers who implemented the intervention, starting with oral and video modelling quizzes and finishing with eight weeks of live parent coaching toothbrushing sessions. While only one mother-son dyad completed this intervention, both mothers achieved high levels of procedural fidelity, and the son who completed the intervention achieved high, stable toothbrushing independence. Meanwhile, the preliminary data of the other son showed promise. Both mothers expressed near-perfect satisfaction with the intervention.
Faculty Mentors: Miranda Macauley & Dr. Russ Powel
Displacement of Ukraine
No full textThis paper delves into the experiences of both internally and externally displaced Ukrainians as a result of the Russo-Ukraine war. The article presents a comprehensive analysis of the different consequences of displacement on mental health and settlement, exploring three levels of analysis: societal, institutional, and individual. At the societal level, the article examines policies in place to support displaced individuals in Ukraine. Meanwhile, at the institutional level, the article focuses on social forces like family, employment, and housing that affect displaced individuals\u27 access to resources. At the individual level, the paper considers the psychological effects of displacement, including language barriers, social isolation, discrimination, and trauma. Through a literature review, the article highlights the impact of war on the mental health of displaced individuals and the need for individualized resources like psychotherapy. Successful initiatives for psychological and pedagogical support for IDPs are also discussed. Additionally, the review underscores the impact of the war on family and social networks, particularly for children, and the need for preventative, curative, and remedial care. By understanding these experiences, the paper argues that effective policies and support systems can be developed for displaced individuals. The paper concludes with suggestions for addressing the challenges of displacement for Ukrainians, highlighting the importance of individualized care, community support, and inclusive policies.
Faculty Mentor: Dr. Michael Gulayets 
Gendered Representations of Crime in the Media
No full textMass media is the most popular form of getting information; as such, it holds a lot of power in creating and maintaining social norms. This presentation will take a deeper look at how the media represented crime and gender, creating gender stereotypes around criminals and victims. To accomplish this, the researchers have looked at studies on how media controls how society sees social issues, how media constructs gender norms, and how media assigns specific gender standards regarding crime. This presentation will discuss how media representation reflects and reinforces stereotypes about gender in crime, such as victim blaming and male representation in crime by the media.
Faculty Mentor: Dr. Michael Gulayets 
Student Experience and Reactions to Online Learning on Facebook: A Content Analysis of Remote Learning Issues during COVID-19
No full textThis study examines the complications of remote learning processes during the COVID-19 pandemic in regard to Grant MacEwan University students. Through a qualitative approach, this content analysis examined 125 comments to a Facebook post, identifying key themes within students\u27 feedback on online learning: work overload, professor issues, disorganized system, burnout, feeds, and others. The most prevalent categories discovered were work overload (35.20% of comments) and professor issues (28.00% of comments). Although this study emphasized student experience with remote learning, sub-categories of the main findings further discovered the ways in which students experienced these obstacles. This study contributes to at-home learning complications, providing knowledge on how to fix issues surrounding Universities\u27 remote learning practices.
Faculty Mentor: Dr. Diane Symbaluk