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Oral Presentations
No full textUC 326 UC 327 UC 329 UC 332 UC North Ballroom
Presentations were grouped by theme.
9:00-9:50
UC 326: Exploring Gender Dynamics and Social Power in Different Contexts
UC 327: Innovative Approaches to Mental Health and Counseling
UC 329: Advancing Our Understanding of Animal Behavior, Movement, and Adaptation
UC 332: Cognition, Communication, and the Complexities of Interpretation
10:00-10:50
UC 326: Examining Water, Air, and Aquatic Systems: Impacts on Communities and Ecosystems
UC 327: Intersecting Gender, Language, and Ethics in Environmental Conservation
UC 329: Education, Development, and Well-Being in Early Learning and Young Adulthood
UC 332: Exploring Historical and Scientific Perspectives on Preservation and Heritage
11:00-11:50
UC 326: Addressing Climate Challenges Through Policy, Narrative, and Community Impact
UC 327: Understanding Identity, Health, and Well-Being Through Comparative Perspectives
UC 329: Expressions of Identity, Obsession, and Creation in Contemporary Narratives
UC 332: Global Power Dynamics and the Evolving Landscape of International Relation
Divine Child: A Quilt
No full text“Divine Child: A Quilt,” a hybrid-genre creative work that includes lyric essay, research, and work with textiles, highlights the necessity of trauma-informed gynecological care and demonstrates how childhood sexual abuse is not an isolated experience but acts as a catalyst for cyclical traumatic events later in the survivor’s life.
In February 2023 my IUD embedded in my uterus, and I underwent a hysteroscopy to remove the rogue device. During the procedure, my body shook and screamed as, deep in my unconscious, I recovered memories repressed for more than twenty years of being sexually abused when I was a child. In the following months, I sought to understand the connections between my traumatic experiences. I began to think of their patterns and repetitions, their cyclical recurrences, in terms of a quilt, which employs repeated and related themes to make a whole of seemingly unrelated scraps. Quilting is an act of synthesis. Likewise, my lyric essay demonstrates on the page how trauma is often not singular but cumulative and manifold. Its fragmented form resists traditional tenets of storytelling, such as chronology or explicit connection. Instead, my “crown” of vignettes, wherein each piece starts with a variation of the line on which the last piece left off, builds implicitly. For example, the research I’ve incorporated exists alongside the narrative, in textboxes offset in the margin. This asks the reader to hold at once the personal and the experts’ accounts, while centering the survivor’s experience. Because childhood sexual abuse is often shrouded in what researchers call “Dissociative Amnesia,” wherein the abused child represses memories of their abuse in an effort to survive, many survivors of childhood sexual abuse, including myself, struggle to be believed. In telling my story, I hope to create space for many others to be heard
The School Counselor-Parent Relationship: Cultivating Trust and Collaboration Utilizing Elements of Child Parent Relationship Therapy (CPRT)
No full textEffective collaboration between school counselors and parents is essential for supporting student development across academic, career, and social-emotional domains, as outlined by the American School Counselor Association (ASCA) Code of Ethics (2022). However, misunderstandings and ambiguity surrounding the school counselor’s role can hinder this collaboration. Fostering mutual understanding and open communication is crucial for building strong, effective relationships between school counselors and parents.
My professional journey began in school counseling and later expanded into clinical mental health counseling, where I utilize Child-Parent Relationship Therapy (CPRT), an evidence-based practice that empowers parents as agents of change within their family system. CPRT focuses on strengthening the parent-child bond through core elements such as unconditional positive regard, reflective listening, empowerment, and relational trust. This approach fosters deeper connections, builds confidence, and promotes collaboration between parents and counselors. CPRT is a flexible and adaptable framework that can be applied across various professional settings, highlighting the importance of collaboration in creating meaningful change and effective support.
This presentation highlights the importance of trusted parent-school counselor relationships and explores how the relational and communication elements of the CPRT model can enhance trust between parents and school counselors. Drawing from my experiences in school counseling and clinical mental health, I will share insights on fostering healthy, collaborative relationships with parents in creating a supportive environment that benefits students and their families
Women Objectifying Women: The Impact of Social Power
No full textObjectification Theory (OT) states that women’s humanity is reduced to being an object whose sole purpose is to give men physical pleasure. OT explains why men objectify women and why women objectify themselves but does not explain why women objectify other women. Research has found that participants primed to experience high- or low-power objectified others in a work relationship more than those primed to experience equal-power. The current study aimed to examine if this finding would replicate to women engaging in sexual and beauty objectification and dehumanization towards other women. 330 cisgender, heterosexual college women were primed to experience high-, equal-, or low-power via a writing prompt. After being primed to a power condition, participants filled out measures of sexual objectification, beauty objectification, dehumanization, sense of power, and desire for power. A multivariate analysis of covariance was used to determine if beauty objectification, sexual objectification, or dehumanization varied by power condition. No significant differences were detected. Hierarchical multiple regressions were conducted to examine if a continuous sense of power variable could predict women’s beauty objectification, sexual objectification, or dehumanization of others. Results indicated that sense of power is related to objectification and dehumanization, but their relationships with sense of power differ. Sexual objectification has a curvilinear relationship with sense of power, dehumanization has a linear positive association with sense of power, and beauty objectification has no relationship with sense of power. This research underscores how risk factors for dehumanization, broadly, may change drastically depending on the type of dehumanization occurring. If we understand what levels of power lead to the greatest objectification and dehumanization, we can identify who to target when creating prevention methods for objectification and dehumanization. Potentially reducing the risk for depression, disordered eating, anxiety, and trauma that is known to correlate with experiencing dehumanization
The impact of data-informed interventions on early numeracy and literacy development in Pre-Kindergarten and Transitional Kindergarten classrooms
No full textThis study examines the impact of data-informed interventions (Datnow & Hubbard, 2015) on early numeracy and literacy development in Pre-Kindergarten (PreK) and Transitional Kindergarten (TK) classrooms, utilizing a Project-Based Learning (PBL) framework. Recognizing the strong predictive relationship between early numeracy and literacy success (Purpura & Napoli, 2015), this research explores targeted instructional strategies to address specific learning gaps.
Quantitative data student assessments (myIGDI’s and PELI) were collected twice during this study. Initial findings in the fall revealed strong literacy foundations but significant gaps in numeracy, particularly in quantity comparison and number naming. For instance, 89.88% of students scored below benchmark in quantity comparison, with 37.03% classified as at-risk. Literacy assessments demonstrated overall strong performance, with 70% of PreK and 81% of TK students exceeding benchmark expectations. To address these gaps, an intervention titled Which One Doesn’t Belong? was introduced, integrating daily within whole-group and small-group PBL lessons. After four weeks, assessments indicated notable improvements in quantity comparison, with a reduction in at-risk students and an increase in on-target learners. Students also demonstrated greater fluency and confidence in numeracy tasks. Literacy assessments indicated steady growth, although Alphabet Knowledge emerged as an area needing targeted intervention as well as Number Naming in Numeracy. Challenges persisted in number naming, where 20 students remained at-risk, particularly in identifying two-digit numbers. It was noted that further differentiation and targeted strategies are needed to support growth in this area. This study highlights the effectiveness of data-driven, integrated interventions in enhancing early numeracy and literacy skills. It underscores the interconnected nature of literacy and numeracy development and offers practical recommendations for educators to address specific learning gaps through PBL-aligned strategies. Future research could explore sustained interventions and professional development to enhance teacher proficiency in data-informed instruction
#Seahorsedad: A Study of Metaphors in Transmasculine Birther’s Instagram Posts
No full textFor my master’s thesis, I am examining the narratives of transmasculine birthers, or trans men who have given birth. Specifically, I focus on how these individuals navigate and redefine their reproductive bodies within the context of dominant discourses that say only cisgender women bear children. Recently, there has been a rise of online communities that offer transmasculine individuals who become pregnant a space to share their stories. “Seahorse dad” is a label that transmasculine birthers commonly adopt, and these digital platforms offer a space for seahorse dads to narrate their birthing experiences and find community. At the core of this study is an analysis of Instagram posts labeled #seahorsedad. I employ metaphorical criticism, focusing on the metaphors seahorse dads employ in Instagram posts to describe their reproductive experiences, bodies, and parental identities that function to challenge, reshape, and sometimes reinforce dominant maternal rhetorics. Despite the increasing representation in online spaces, there is a large gap in academic research to date with a focus on transmasculine individuals who bear children. Feminist scholarship has increasingly attended to examining the dominant discourses surrounding parenting, highlighting the challenges faced by non-cisgender individuals. Childbirth is an archetypal feminist discussion, and the difficulty of finding trans-inclusive ways to talk about bodies and experiences is not new for feminist studies. This project seeks to bridge this gap by exploring how the metaphors used by seahorse dads in social media posts serve to uphold and resist traditional notions of gender and pregnancy. By centering the narratives of transmasculine birthers, I hope this research will contribute to a shift in the dominant discourse surrounding gender and reproduction. This includes contributing to broader conversations within both the humanities and healthcare fields regarding inclusivity and the need for a more diverse understanding of reproductive health
Immigrant generational status, late-life social support and mental well-being, and cognitive change in the Kaiser Healthy Aging and Diverse Life Experiences cohort
No full textTitle: Immigrant generational status, late-life social support and mental well-being, and cognitive change in the Kaiser Healthy Aging and Diverse Life Experiences cohort Presenting Author: Joya Deb Lucky Co-Authors: Chelsea Kuiper, Kazi Sabrina Haq, Shelli Vodovozov, Oanh L. Meyer, M. Maria Glymour, Paola Gilsanz, Elizabeth Rose Mayeda, Rachel A. Whitmer, Rachel L. Peterson Word count: 300/300 Background: Social support and mental well-being may differentially provide risk/protection for late-life cognition among different immigrant generations of U.S. older adults. Methods: In a longitudinal (KHANDLE) cohort, Asian and Latino participants were categorized as 1st-generation arriving age(n=73); 1st-generation arriving age≥18 (n=282); 2nd-generation (n=279); or ≥3rd-generation (n=174) immigrants. The NIH Toolbox Emotion Battery assessed emotional support, instrumental support and loneliness. The PROMIS© Depression Instrument assessed depressive symptoms. All were standardized (mean=0; SD=1) to the U.S. adult population and dichotomized at 0. Verbal episodic memory (VEM) and executive function (EF) were assessed up to 4 times (max. years=6.6) using the Spanish and English Neuropsychological Assessment Scales (SENAS). Linear mixed-effect models examined associations of social support and mental well-being with EF or VEM. Separate models tested interactions by immigrant generation. All models adjusted for age, sex, education, race/ethnicity, in-person vs. phone interview and SENAS language. Results: Participants’ mean age was 76 years (SD=6.5). 1st-generation immigrants arriving at ages(mean=-0.18, SD=1.0) and highest loneliness (mean=0.25, SD=0.93) and depression (mean=-0.04, SD=0.80). In mixed effects models, instrumental and emotional support were not associated with baseline EF (instrumental β=0.02 [95% CI=-0.04, 0.07]; emotional β=0.02 [95% CI=-0.03, 0.08]) or VEM (instrumental β=-0.02 [95% CI=-0.08, 0.05]; emotional β=0.01 [95% CI=-0.06, 0.07]). Associations of instrumental support, emotional support, depression, and loneliness with longitudinal EF and VEM approached null. First-generation immigrants with low instrumental support had lower VEM (-0.12; 95% CI=-0.29 to 0.04) and 2nd-generation saw a rise (0.18; 95% CI=-0.01 to 0.36). No significant change in ≥3rd-generation immigrants (MEM=0.004; 95% CI=-0.23, 0.24; p-value=0.05). High depression symptoms caused EF declines only in ≥3rd-generation immigrants (-0.07; 95% CI=-0.11 to -0.04; p-value=0.04). Conclusion: Low instrumental support for 1st-generation immigrants and high depressive symptoms for ≥3rd-generation immigrants may be important intervention targets to protect late-life cognition
Environmental Factors Influencing the Development of Disordered Eating in Female Collegiate Athletes
Get PDFEnvironmental Factors Influencing the Development of Disordered Eating in Female Collegiate Athletes
Pepper, A, Moody, VJ: University of Montana
Context: Disordered eating is a disturbance in a patient\u27s typical eating pattern that spans a wide range of behaviors typically used to lose or maintain an unhealthy weight. Disordered eating behaviors increase the risk of developing eating disorders, such as anorexia nervosa or bulimia. Disordered eating prevalence has been reported as 20% higher in female collegiate athletes when compared to their male counterparts; however, few differences have been reported in prevalence when comparing female college students and female collegiate athletes. Serious complications can arise from disordered eating, such as dehydration, hypotension, dental erosion, and electrolyte abnormalities which can lead to a significant decline in athletic performance. In some cases, disordered eating can lead to life-threatening conditions. Therefore, it is imperative to understand the factors that influence the development of disordered eating behaviors to mitigate health risks.
Methods: We searched PubMed and Cochrane Library from inception until December 2024.
Studies that examined disordered eating, collegiate female athletes, and risk factor assessments were used. Articles were written in English, published after 2014, and had full-text availability. The initial search yielded 1890 articles. 1884 articles that did not specifically involve disordered eating in collegiate females were excluded from further inspection. In total 6 articles were included for review.
Results: Several factors were identified in this review indicating that both external (e.g. family, friends, and media) and internal pressures (e.g. body dissatisfaction, perceived stress, and depression) are key predictors in the eating and exercise behaviors of athletes and non-athletes alike. Athletes in lean sports scored higher in categories related to body shape and were less satisfied with their current weight when compared to athletes in non-lean sports.
Conclusions: This systematic review highlighted the risk factors that potentially contribute to the development of disordered eating behaviors in collegiate female athletes. Implementation of screening tools in the pre-participation physical exam, in addition to athlete education, focused on warning signs of disordered eating and nutritional recommendations may be critical strategies in preventing disordered eating behaviors.
Word Count: 32
GLI Weekly, March 10, 2025
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Noncoincidence in \u3cem\u3eThe Brothers Karamazov\u3c/em\u3e
Get PDFThe intricate plot of The Brothers Karamazov turns upon conjunctions of events which, on inspection, turn out not to be coincidental. Only by probing the often-subtle connections between events can we appreciate the implications of actions and failures to act in this astonishing work. The Brothers Karamazov tells not of a mysterious power called Coincidence that orders human affairs, but of the responsibilities of human agents, and its wonder lies not only in philosophical excurses like the Grand Inquisitor episode, which seem to transcend its pages, but in the complexity of its own construction