Social and Behavioral Sciences Commons^™

Supporting Working Memory Development In Schools During Adolescence, Megan Bryant

M.Ed. Literature Reviews

This master's project investigates the multifaceted aspects of working memory in secondary school students and its relationship with academic performance. The findings from this project contribute to the existing literature by offering insights into the effectiveness of holistic interventions and memory strategies in enhancing working memory abilities and optimizing academic outcomes in secondary school students. This project reviews evidence about the relationship between emotional regulation, stress, and working memory to understand better how emotional factors impact cognitive functioning in the classroom setting. This analysis also aims to shed light on the trajectory of working memory development during adolescence and its …

A Safe Place For Soldiers, Marysol Diaz

MSW Capstones

After separating from the service, soldiers often have a difficult time reentering the civilian world. These difficulties become evident in their work place, family environment, with their finances, and through engagement in unlawful behavior due to mental instability, among other factors. The military’s culture of stigmatizing seeking help with mental issues as a sign of “weakness” leaves soldiers vulnerable after separation. Academic research and key informants give insight into the need for making resources more readily available to soldiers. Combining Orem’s Self-Care and Planned Behavioral theories will help change the views of military personnel on mental health and diffuse their …

Stress Management, Choices, And Self-Confidence, Pamela P. Thompson

MSW Capstones

Abstract

When adolescents do not learn appropriate coping mechanisms for stress, they are more likely to develop problem behaviors that can inhibit their abilities to live productive and meaningful lives. When adolescents do not learn the appropriate ways to cope, they can sabotage their self-esteem, confidence, and learn negative coping strategies. A focus group was held of adolescents between the ages of 11 and 17 years of age. They discussed their point of view of what is stressful and how they handle the stress. All information was compared to evidence based research of coping strategies and the best practices to …