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Showcase Psychology

How Attachment May Influence Social Media Usage: Examining Use, Cyber-friends, and Platforms

How Attachment May Influence Social Media Usage: Examining Use, Cyber-friends, and Platforms

Primary author: Jordyn Randall
Faculty sponsor: Stacey Hust

Primary college/unit: Edward R. Murrow College of Communication
Category: Business, Communication, and Political Sciences
Campus: Pullman

Abstract:

Attachment is formed in infancy and has significant impact on how adults form interpersonal relationships. There are three main levels of attachment: secure, anxious, and avoidant. People who are securely attached typically had a wholesome childhood and will be better at forming relationships. Social media can have a negative impact on social skills and impact interpersonal relationships depending on how social media is used and the frequency of use. There is minimal research on how attachment styles may influence social media usage. This study aims to identify the role of attachment in how emerging adults use social media by frequency, number of friends online, and number of platforms. Additionally, the importance of childhood home status in determining attachment styles and influence on social media frequency of use. A sample of 240 undergraduate students completed an online survey asking them about demographic information, their social media usage, their parental attachment, and their peer attachment. The sample was made of more females (64%) and was predominantly White (69.5%). Results show that peer attachment was significant for high social media usage for four major social media platforms and number of online friends when childhood home status was calculated as a moderator. Parent attachment was non-significant for all analyses. This could be due to two-thirds of the participants coming from nuclear families and they had secure attachment to their parents. Possible implications for this are the importance of childhood home status and how the home status may impact relationship formation for emerging adults.

Mental Health First Aid: Increasing student pharmacist preparedness to respond through simulation

Mental Health First Aid: Increasing student pharmacist preparedness to respond through simulation

Primary Author: Easton Stoner

Faculty Sponsor: Jennifer Robinson

 

Primary College/Unit: College of Pharmacy and Pharmaceutical Sciences

Category: Medical and Life Sciences

Campus: Pullman

 

Abstract:

 

Suicidal ideation, depression, and anxiety are common mental health conditions that are present in our communities and classrooms.  Student pharmacists have historically reported feeling under prepared to support those in need during a mental health crisis. Research teams from Washington State University College of Pharmacy and Pharmaceutical Sciences (CPPS) collaborated with The University of Sydney School of Pharmacy to establish a meaningful educational intervention focused on training student pharmacists with the skills and confidence needed to respond to a mental health crisis.

In the of fall 2019, a Mental Health Human Patient Simulation activity was integrated into an already established Mental Health First Aid elective course with an enrollment of 60 doctor of pharmacy students. For the simulation, students were placed into groups of 5-6 and each group participated in three patient simulations: depression with suicidal ideation, depression with no suicidal ideation, and a manic episode. To measure the effectiveness of the course overall, students completed a pre-course and post-course survey to rate confidence in providing mental health first aid.

Results show that students leave the course feeling more confident and rated their preparedness to provide mental health first aid much higher post- course when compared to pre-course ratings. With the rates of suicidal ideation and deaths by suicide being so high, the implications and applicability of this research can be applied to students in all fields in the hope of decreasing the incidence of death by suicide in our communities.

 

Diverse Parents’ Perspectives and Roles in Supports for Children with Challenging Behavior

Diverse Parents’ Perspectives and Roles in Supports for Children with Challenging Behavior

Primary Author: Kathryn Sheridan Stiefel

Faculty Sponsor: Don McMahon

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

 

PRINCIPAL TOPIC

Responding to the needs and concerns of parents of children with challenging behavior is critical for collaboration across stakeholders. However, in the growing body of research on behavior challenges in youth, the perspectives and roles of parents in discipline and intervention are not always clearly stated. The purpose of this systematic literature review is to explore the themes of the extant research literature at the intersection of “challenging behavior” and “parent roles” across differing regions and cultures.

 

METHOD

To determine patterns across the research literature, data was extracted from eight selected articles included in this systematic review. In total, five overarching themes were identified, including: a lack of diversity in research, culturally responsive practices, required elements for sustainable interventions, behavior modification and management strategies, and the importance of community.

 

RESULTS

The implications of this review may be helpful for parents seeking treatment and/or interventions for their family, or for educational stakeholders that would like to learn more about parents’ perspectives and perceptions of a variety of effective supports at the family and community level. Moving forward, it is the goal of the researcher to capture wider representation of parents’ perspectives and roles. Next steps in this research will include expanding the base of journals searched and search criteria utilized. Additionally, incorporating perspectives of the children in these families with challenging behavior is recommended, so that these children at the heart of this research can be represented in determining the most effective supports for themselves and their families.

 

Exploring the Effectiveness of Academic Probation/Reinstatement Interventions on Academic Success Behaviors and Strategies of Undergraduate Students

Exploring the Effectiveness of Academic Probation/Reinstatement Interventions on Academic Success Behaviors and Strategies of Undergraduate Students

Primary Author: Katie Reilly

Faculty Sponsor: Olusola Adesope

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

PRINCIPAL TOPIC

Undergraduate students who are on academic probation/reinstatement due to falling short of expected GPA standards set by colleges and universities are at high risk of dropping out or being dismissed. To retain these students and to support students at-risk of academic failure, many colleges and universities have focused on providing interventions to increase retention and academic success. The goal of this pilot study was to examine the impact of academic support interventions that possibly contribute to the academic success and retention of students who are not meeting WSU academic standards.

 

METHOD

This study sought to answer the following research questions: 1) What are the overall impacts of academic probation interventions on the academic success strategies and behaviors of students on academic probation? and 2) Which intervention(s) have the most significant impact on the academic success strategies and behaviors of students on academic probation? Using an experimental within-subjects design, this study investigated the impact of three support interventions: an academic success course, academic coaching, and workshops.

 

RESULTS AND IMPLICATIONS

Initial results showed increases in positive academic success behaviors and strategies for all three interventions, however academic coaching interventions saw higher gains in academic success strategies and behaviors than students enrolled in an academic success course or students assigned to workshops. While research has mostly focused on impacts academic success courses have on supporting students on academic probation/reinstatement, this study suggests that research should begin exploring additional methods of support that may ultimately be more constructive to this special population.