The purpose of this study was to evaluate the effectiveness of verbal and visual prompting during balloon badminton on the number of correct overhand badminton swings (OBS), also known as clears, of an 8-year-old female subject with spastic cerebral palsy. Using a 4-week ABAB design, the intervention was found to be effective at improving the rate of correctly performed OBSs by as much as 30% on a weekly average between baseline and intervention phases and by as much as 37.5% overall.

This presentation highlights my time as a Fall 2021 Panetta Congressional Intern for Cal Poly Humboldt. Also covered, is a policy research paper I completed as an internship requirement discussing ways to support military women and families through policy. In this presentation, I also cover the impacts of gender discrimination in the Military.

College student demographics have been rapidly changing with more students than ever identifying as students of color, low-income students, and first-generation college students. Colleges are working to reduce equity gaps in students’ academic achievement where marginalized students typically receive lower grades than their more privileged peers. The present study investigated the perceived responsibilities of college instructors with a focus on highly equitable classroom practices. Results of the study indicate general endorsement of highly equitable classroom practices as instructors’ responsibilities. Future research can use perceptions to further assess classroom practices and behaviors.

The purpose of this project is to explore how hardiness relates to the mental health outcomes of college students with disabilities during COVID-19. We hypothesize that Hardiness will negatively correlate with: (H1) perceived stress, (H2) COVID-19 stress, (H3) anxiety, (H4) depressive symptoms, and (H5) substance use. Twenty-nine students from the campus student disabilities center participated in the study (age M = 23.3, SD = 3.1; range 19-33 years). Participants completed an online survey during Spring 2021, including the following scales: Perceived Stress Scale; COVID Stress Scale; Beck Anxiety Inventory; Center for Epidemiological Studies Depression Scale; and Substance Use Scale.

COVID-19 brought about unprecedented difficulties for college students. Challenges associated with online learning, such as one-way interactions, presented obstacles to college engagement. We explored the role that instructors play in fostering greater academic involvement. Specifically, we examined the effects of autonomy support. Autonomy support involves encouraging students to explore their own interests and self-regulate. We posited that autonomy support would predict, respectively, greater self-esteem and mastery-approach goals for students. In turn, we expected that these effects would predict greater engagement. Our findings highlight the importance of autonomy support.

We explored the role that instructors play in predicting college student's achievement goals during the COVID-19 pandemic. Achievement goals help us explain the motives behind engagement. Certain types of goals tend to be more adaptive than others. We predicted that greater institutional autonomy support would predict greater psychological need satisfaction. In turn, psychological need satisfaction would predict, respectively, greater mastery approach goals and lower performance-avoidance goals. We found partial support for our hypotheses, yet our findings highlight the importance of encouraging students to self-regulate and explore their own interests.

Micro Affirmative Text- This is a qualitative Critical Action Research which uses Critical Race theory to design lessons on microaffirmative text. Our research wanted to document how youth engaged in critical microaffirmative text.

Researchers have noted a historical lack of coverage of diversity, equity, and inclusion (DEI) topics in Psychology Research Methods courses (RMCs). We hypothesize that Psychology RMCs’ coverage of DEI will be positively correlated with indicators of academic integration and negatively correlated with minority stress, especially for marginalized students (e.g., students of color). DEI in RMCs were associated with greater science identities and networking in white students and perceptions of positive campus climate for all students. However, for students of color, DEI in RMCs were associated with a greater number of social climate stresses. Given the small sample, more research is needed.

We examined the role of social support and perceptions of stress in predicting college students' degree commitment during the COVID-19 pandemic. Students high in threat appraisals tend to interpret stressors as harmful or anxiety-inducing. These negative dispositional perceptions of stress are linked to lower motivation. Meanwhile, greater social support is related to greater college persistence, although students’ ability to cope can mitigate the beneficial effects of social support. We found support for a moderating effect of threat appraisals on the relationship between social support and degree commitment. Implications for student success and the importance of reappraisals are discussed.

Critical care nurses specialize in caring for human responses to life-threatening problems. Nursing confidence in codes has shown direct correlation in improved patient outcomes, reduced time to compressions and adherence to American Heart Association guidelines. Currently, in a high-acuity critical care unit in Northern California, mock code scenarios and simulations are not a common practice. A quality improvement program is being developed to improve resuscitation efforts on this unit. It will include a self-assessment, mock codes and emergency scenario days. The goal is to increase nursing and staff confidence in resuscitation efforts, as well as improve team performance.