Deaf Culture: Bicultural Identity Integration\u27s Effect on Self-Esteem

Bicultural Identity Integration (BII) is the result of how much a bicultural individual may feel that their two cultures cohesively work together, such as Chinese and American cultures (Benet-Martínez & Haritatos, 2005). BII’s effect on self-esteem has previously been looked at with immigrant families but has not really been looked at in regard to that of Deaf individuals with Deaf culture and hearing culture. The current study’s goal was to investigate the relationship between BII and a Deaf individuals self-esteem. It was hypothesized that 1) a Deaf individual’s level of BII will be positively correlated with their self-esteem. 2) those with marginalized identities will have lower self-esteem than those with integrated identities. Participants for this study (N=13) were recruited from different Deaf socials within Kentucky and Ohio. The participants were recruited using American Sign Language and were given a survey to complete. Data was analyzed using a Pearson’s r correlation and a One-Way ANOVA. Results suggest a positive correlation between BII and self-esteem, supporting hypothesis one. However, hypothesis two was not fully supported by the results

Evaluating Small-Scale Simulation for Teaching Abduction Prevention Skills

Approximately 1,600 attempted kidnappings occurred within 2018 (National Center for Missing & Exploited Children, 2019). In a 2016 report by Wolak, Finkelhor, and Sedlak, of the 105 stereotypical kidnappings that occurred in 2011, many resulted in sexual assault, the children are never found, or death. These dangerous circumstances warrant a method of teaching safety skills to children to avoid abduction. Research has shown that small-scale simulation is effective for teaching firearm safety to 3- to 5-year-olds children (Maxfield, Miltenberger, & Novotny, 2019). This research has not been applied to abduction prevention safety. The current study aimed to address this research gap and evaluated small-scale simulation to train abduction prevention skills. Two typically developing 5-year-olds were trained in their homes using behavioral skills training with a small-scale model and dolls. They were assessed using in situ assessments in store aisles, front yards, or a neighborhood park. All participants acquired abduction prevention skills, with one participant requiring a few booster training sessions

Cognitive Behavioral Therapy\u27s Effectiveness for Anxiety and Depression

Worldwide, over 300 million people are affected by depression and approximately 264 million are affected by anxiety disorders. Cognitive behavioral therapy (CBT) is a treatment commonly used for these disorders, but does it help? We conducted a meta-analysis to discern how effective CBT is for anxiety and depression. To do so, we collected 18 articles from PsycINFO; we found that most effect sizes were either medium or large, indicating that CBT is an effective treatment for anxiety and depression. Additionally, CBT works best under certain conditions: treating depression (d = 1.09), 10-15 year olds (d = 1.17), in person (d = 1.02), individually (d = 1.03), and in a therapy/outpatient setting (d = 1.05). These results suggest that CBT’s effectiveness varies due to many factors, but it is an effective method for treating anxiety and depression