OSCAR Celebration of Student Scholarship and Impact
Categories
College of Public Health

Hope and Resiliency: Interrupting the Child Welfare System to Prison Pipeline

Author(s): Jacquelyn Bruns

Mentor(s): Michelle Hand, Social Work

A growing body of literature shows that most children and youth who enter the child welfare system (CWS) have experienced multiple traumas and losing the home they are familiar with creates additional trauma. The same body of research explains that symptoms of multiple traumas manifest as maladaptive behaviors and often go untreated. These untreated symptoms manifest as problem behaviors and can carry over into adult years, leading to criminal justice system involvement. Research on hope as a mitigating factor to the disruptive process of entering the CWS is limited; instead, existing peer-reviewed literature points to factors that could diminish hope. Foster care was positively correlated with juvenile justice system (JJS) involvement and later jail placement. These findings are especially common among Black youth owing to discrimination by law enforcement. Another study found that while foster youth who were aging out of care had hopes for their future, they were overshadowed by the fears of turning into parents who could not care for them. Rather than helping vulnerable children and youth, the foster care system is tasked with navigating personal biases among service providers and structural barriers to ensuring the successful delivery of much-needed mental health care and social support to foster care youth, as this is critical to future success among at-risk youth. Without these basic requirements being met, barriers to instilling hope are likely to continue. As such, we want to determine the potential impacts hope and hopelessness may have on those who have been impacted by the CWS.
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Hi everyone,

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Thanks for taking a few minutes to watch

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our video on hope and resiliency interrupting the child

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welfare to prison pipeline.

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This is a pretty long presentation. So for the sake of time,

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I’m gonna skip around and get to the main points.

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So that’s me in the picture. I’m Jackie Custer and I’m a senior in the B. S. W.

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Program at George Mason University.

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I’m also an undergrad research assistant

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at the social work Integrative research lab

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and one of the professors I work for is also my mentor.

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Dr Michelle hand of the social work department.

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The plan is to get my Masters in the accelerated

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program and then probably on to get my PhD,

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as you can see from the blurb about me,

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I have a particular interest in this study,

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given my background history with the criminal justice system,

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luckily I had a lot of social support and healthy

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people in my life to help me through that dark time

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and I want to be able to give that to Children within the foster care system who

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might have a little hope,

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but could probably used to stand a little more and definitely so we

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can find a way to interrupt the child welfare system to prison pipeline.

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So I’m not going to go through all of these, but

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because they’re the basics about the child welfare system,

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just know that there are about

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440,000 Children in the welfare system in the United States and

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the majority of them have encountered at least one trauma,

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if not multiple traumas throughout their lives and then

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entering into the welfare system adds another trauma.

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And the issue with this is that a lot of

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these traumas are going undiagnosed or misdiagnosed and symptoms of trauma

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manifest in

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unhealthy maladaptive behaviors. And when these go untreated,

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these can carry over into

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older,

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you know, teens and

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and early adulthood, leading to

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behaviors that can lead to juvenile justice system

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or criminal or criminal justice system interventions.

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So,

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something I forgot to mention briefly in the basics of

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the child welfare system are the benefits of hope.

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Hope can provide us with a direction to take in life and when we have hope

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were more likely to achieve those goals.

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Hope has also been um proven to lower stress and anxiety levels.

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So we’ll go here to the current study, um what’s been done so far?

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We’ve used a three database search

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um,

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and asked a what is known about the foster care to prison

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pipeline b what is the role of hope and alleviating maladaptive behaviors

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from the effects of multiple traumas and see what are some ways

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to bring hope to the lives of current foster care youth.

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So the results

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That we got total in total from three databases are 88 articles and 27

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of which have been put into the review and more than half have been

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looked over so far. Um results show a gap in the literature on parts B and C from above.

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Um, and numerous studies cite

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reasons why

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Children and youth in the foster care and child welfare systems would be

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hope less instead of hopeful.

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So the preliminary results here are some qualitative themes we found resilience,

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fear, uncertainty, hopelessness, hope and trauma.

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So while these Children can be resilient and can have hope,

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they can certainly use a little bit more on suggestions for

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future research um and child welfare service to prison pipeline solutions.

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Um the one of the most um

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uh importance here is that more research policy

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and practice that include the perspectives and voices

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of the youth who live or lived in foster care are of utmost importance to us.

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Okay, so moving forward,

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um we’re going to continue adding results to the rapid review spreadsheet

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and with what we’ve uncovered so far,

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we’ve identified a target demographic with whom we will conduct interviews.

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These are people who are formally incarcerated,

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who have come from the child welfare system,

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those who have Children in the child welfare system

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and the professionals who have worked for them.

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So the interviews are going to be guided.

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Um we’ll have some more details as soon as we finish

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with entering the data from the peer reviewed scholarly articles.

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Um but something that came up that was interesting is an adult hope scale.

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It will be invaluable to us in determining

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current levels of hope amongst this population.

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I predict that the simple act of talking about hope

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will bring hope to the individual who’s being interviewed.

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Alright, so, spreading the word, join us on instagram at talk.

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Hope give hope and help us build

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and find solutions and giving hope to those impacted by the child welfare system.

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How you can help

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um you can volunteer to be a big brother or sister,

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and there’s the website to go to for that.

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Um

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and lastly, I know this has been pretty quick.

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Lastly,

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I’d like to acknowledge that this work would not be

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possible without the guidance and support of Dr Michelle Hand.

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Thank you so much Dr hand.

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And a special thanks to my colleagues, Elle and Brandon,

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whose patience and continuous support,

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mean the world to me and congrats to all of us for making it this far with our research.

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They

Categories
College of Public Health Summer Team Impact Project

Role of Urban Built Environment of Breast Cancer Mortality Health Disparities

Author(s): Kai Barner, Ha Dao, Abigail Kokkinakis, Alexandra Diaz Merida, Amanda Webber

Mentor(s): Taylor Anderson, Geography & Geoinformation Science; Travis Gallo, Environmental Science and Policy; Mariaelena Pierobon, Biohealth

Breast cancer is the second-leading cause of cancer-related death among women in the United States, but mortality rates vary across the population. Previous studies use individual and county level data to examine the association between breast cancer mortality and various socio-demographic and environmental variables. However, global regression models assume spatial stationarity meaning that associations between explanatory variables and breast cancer mortality are the same across geographic space and scales. Therefore, the objective of the study is to use county-level data that describes the social and built environment across the contiguous United States to explain breast cancer mortality rates, as reported in the Surveillance, Epidemiology, and End Results (SEER) database, using a multi-scale geographically weighted regression model (MGWR) that accounts for spatial heterogeneity. We compare our MGWR model with a baseline global linear regression model (OLS). The MGWR outperformed the global linear regression model with an adjusted R2 of 0.91, explaining about 43% more variance than the OLS. The R2 for each county is high in the western part of the US and decreases towards the east. In comparison to global linear regression, MGWR had the same overall trends in terms of relationships between explanatory variables and mortality. For example, as mammogram screenings, health food index, and primary healthcare physician ratio increased, breast cancer mortality decreased. However, MGWR reveals spatial heterogeneity associated with the magnitude and direction of each relationship across counties. Such an approach allows for greater consideration of where certain variables are most influential in breast cancer mortality allowing for location-specific interventions.
Top of Form

AK

Abigail G Kokkinakis0:09

Hello everyone. The objective of this study is to examine the association between the urban built environment and sociodemographic variables and breast cancer mortality using an approach that will capture spatial heterogeneity and those associations. According to the American Cancer Society, breast cancer is most common cancer in American females. One in eight females will be diagnosed with breast cancer and their lifetime, and one in 39 females will die from breast cancer. A lot of studies look at individual level, social demographic data, and regression techniques. However, these regression techniques assume spatial stationarity which ignores local heterogeneities and associations between variables and breast cancer mortality.

Ours created a US model focusing on urban built environment variables without the limitations of most global regression techniques.

We collected Seer data from the most recent five-year interval, which was 2015 to 2019. Note the white space in the map shown. These are the counties that did not have data provided, which was roughly 1/3 of the data.

HD

Ha Dao1:10

Due to privacy reasons, counties with the count of deaths less than 10 were omitted by SEER. Therefore, we decided to assume these missing counts as 9 and calculate the crude rate based on this. Moving forward with data collection and preprocessing. In the beginning of our research, 65 urban-built and social-demographic breast cancer determinants were obtained. Throughout the process of data cleaning and data wrangling, log transformation and scaling were applied on selected variables to reduce skewness and normalize the range of independent variables. Upon running Pearson correlation and Variance Inflation Factor, we removed variables that were highly correlated so we can avoid multicollinearity in the regression model. Lastly, the leap and bounds algorithm was used to find the variables that explain the models best which you can see on the screen here

AW

Amanda A Webber1:59

Our model contained 18 variables. For the sake of time, we’re showing the three most significant variables as well as the variables that have no significance. The three most significant variables are access to mammograms, access to primary care doctors, and percent of population that is uninsured. The variables that are not significant based on their P value are textile manufacturing, commute, radiance, and unemployment.

You can see from this map of our county residuals that predictive accuracy varied across counties and appears spatially correlated. The R square value reflects the amount of variation in the data set that is explained by our model. On a scale from 0 to 1, this models R Square explains roughly 50% of the variation within the data.

KB

Kai Barner2:47

Big picture, this project wanted to account for spatial heterogeneity. A primary limitation of OLS regression is that it assumes that each explanatory variable has the same relationship with the dependent variable across the entire study area. So when one unit change of an explanatory variable occurs, that results in the same change to the dependent variable, no matter the location. Multiscale Geographically Weighted Regression – MGWR – takes location into account by taking the concept of neighborhoods from standard Geographically Weighted Regression and allowing their size, or bandwidth, to vary between different variables in the data set. Multiple scales reflect diversity in distribution and extent of influence.

This project examined data at the county level, so when analyzing the influence of a variable on an individual county, the bandwidth took into account that many neighbors at the same time. There are just over 3100 counties in the continental US, and we can see that some of the neighborhoods actually encompassed all of them. But at the other end of the spectrum, a small bandwidth indicates that the spatial process changes quickly from location to neighboring locations. And we see this with food index, exercise, access to primary health care, and mammograms.

Where our OLS model had an adjusted R-squared of 0.478, our MGWR model explained about 44 percentage points more variance, with an adjusted R-squared of 0.918.

Here we have our MGWR results for mammograms. The mean coefficient is negative 0.14, so the standard behavior nationwide is an inverse relationship. As the number of mammograms increase, breast cancer mortality decreases and we see this norm in cornflower blue. As we move through the purples into magenta, this negative correlation becomes even stronger. But on the other hand, areas in the cyan extend from having a weaker negative correlation to actually having a positive coefficient. In these areas as mammograms increase, breast cancer mortality also increases.

These local differences warrant further examination of other variables and other factors of underlying influence, alluding to the local complexities behind trying to improve breast cancer health outcomes. There is no one-size-fits-all solution.

AM

Alexandra Diaz Merida5:05

Another variable that we looked at was access to exercise, which measures how close an individual is to a location for physical activity. This can be either parks or recreation centers in this map we see that in general there is a negative correlation, which means that the higher the access to exercise opportunities, there is a decrease in breast cancer mortality. Looking at these graphs, we can see which counties need more access to exercise in order to decrease breast cancer mortality.

Similar to access to exercise, we also looked at food index, which is described as how close an individual is to healthy foods and the and the ability to access due to cost barriers. It is also negatively correlated, which again means that the higher the food index, there’s a decrease in mortality. These maps will help inform local governments about breast cancer mortality rates and how improving these variables can decrease mortality.

In summary, MGWR explains the results better than OLS for spatial heterogeneity, providing better explanations for how urban built environment variables affect breast cancer mortality. Thank you.

KB

Kai Barner6:12

Thank you.

AK

Abigail G Kokkinakis6:13

Thank you.

Categories
College of Education and Human Development College of Public Health College of Science Honors College Summer Team Impact Project

Supporting STEM Education in K-12 Schools Through Physical Education

Author(s): Lainey Borresen, Chelsea Flores, Abigail Kokkinakis, Mia Wilborne, Kara Wright, Safa Yosufzai

Mentor(s): Dominique Banville, School of Education; Nancy Holincheck, School of Education; Risto Marttinen, School of Education; Vernise Ferrer, Stephanie Stehle, Graduate Assistants

Summer Team Impact Project
Supporting STEM Education in K-12 Schools Through Physical Education

Undergraduate Research Assistants : Kara Wright, Chelsea Flores, Elaine Borresen, Mia Wilborne, Abby Kokkinakis & Safaa Yosufzai

Abstract :
Our goal for this Summer Team Impact Project is to present a unit plan and activities for physical education instruction while integrating STEM content. Our hope is that this integration can also pique interest in activities for those who may not usually be as engaged during PE. In the literature review we discovered that teachers require detailed guidelines on how to include STEM, newly updated resources and more. Students require real world applications and connections to the STEM content. Research assistants were paired up to create three unit plans focusing on different grade levels. Using Virginia Standards of Learning, we sought to combine relevant science topics for K-12 students with games to develop their basketball, pickleball and softball skills. This plan is flexible, for teachers to use this unit plan in its entirety, or as they see fit. A basketball unit plan was composed for grade 5, highlighting the scientific method, phases of matter and more. A pickleball unit plan was composed for grade 7, highlighting environmental science, solar systems, ecosystems and more. A softball unit plan was composed for grade 9, highlighting physical science, physics, biomechanics and more. Undergraduate students analyzed interviews of current PE teachers to determine themes and barriers to integrating STEM. Some of the main barriers or concerns addressed in these interviews were shortage of time available to teachers, lack of knowledge or confidence in STEM topics and creativity in integrating the STEM knowledge. Each unit plan consists of lead-up games, activities, ancillary materials and more.

• [collectively] Hi!
• My name is Kaye, and I am a Physical Education major.
• My name is Chelsea, and I’m a Physical Education major.
• My name is Lainey, and I’m a Nursing major.
• I’m Mia, and I’m a Chemistry major.
• I’m Safa, and I’m currently a Community Health major.
• I’m Abby, and I’m an Environmental Science major.
• So, the purpose of our research is to integrate STEM concepts into K through 12 physical education. So, we’re using basketball for fifth grade, pickleball for seventh grade, and softball for ninth grade.
• So, we used the first few weeks of our research to do a literature review, where we found a lot of PE teachers had trouble integrating STEM concepts into their PE classes, for they didn’t want to lose movement time, and they didn’t necessarily know how. So we are creating unit plans to show them how and give examples.
• During our literature review, we found out that many countries who have integrated STEM into PE classes have used creative methods and new activities. But, there’s not been any form of integration of STEM into PE in the United States. So, our research and lesson plans will help other states, as well as other counties in Virginia.
• Fifth grade focused on basketball, and scientific method, and phases of matter.
• Grade seven focused on pickleball. And, our SOLs were mainly around Life Science so we were able to integrate environmental science, environmental harm, solar systems, predator and prey, natural selection in our pickleball activities.
• Ninth grade had softball, where we focused on physical science, biomechanics, and physics.
• In order to get teachers’ perspective on STEM and integration in physical education, our team had the opportunity to interview about nine teachers who taught middle school or elementary. The interviews took about two weeks to complete, and here are some of the findings.
• So, there are some challenges to integration, from being able to condense the STEM topic to overcoming the perception of what STEM in PE entails. So, these are some of the concerns that teachers expressed.
• So, some teachers were comfortable with STEM integration in PE to some extent, and some of them had already done so. But, most of them mentioned that they needed further guidance in order to successfully integrate STEM in PE lessons.
• Some teachers mentioned that not every physical education class is standard on the amount of time, so the lack of time was a major concern around teachers.
• Other barriers to integration was that some teachers felt that integrating STEM into their curriculum is mainly them learning the new technology. And, also, dealing with the county’s bureaucracy, and how much freedom they would have in order to integrate STEM into their PE lessons. So, some of them were concerned about the county’s bureaucracy, mainly.
• The creativity of managing- in bridging the gap. PE teachers touched on methods that could help student engagement in PE, and also expressed hope for enhancement of lessons that STEM integration can bring.
• Ranking STEM areas. Each teacher had a unique perspective about how difficult it was to integrate science, technology, and engineering, and mathematics. But, almost all of them seemed to agree that engineering would be the most challenging to integrate in PE lessons.
• The standards of learning. So, teachers emphasized that it’s important for them to incorporate SOLs into lessons, and sort of keep the validity of the program.
• [collectively] Thank you OSCAR for letting us be a part of this project.

Categories
College of Humanities and Social Science College of Public Health College of Science Honors College

COVID-19’s Impact on LGBT+ College Students’ Healthcare Access and Social Relationships

Author(s): Rachel Zelizer, Cibely Leon, Julia Malloy

Mentor(s): Lawrence Cheskin, Nutrition and Food Studies; Matthew Rossheim, Global and Community Health; Alison Evans Cuellar, Health Administration and Policy; Zimako Chuks , Erika Kennedy , Graduate Assistants

This project focused on LGBT+ college students experiences of social relationships and accessing healthcare during the COVID-19 pandemic. We use a mixed-methods approach, collecting quantitative data through an initial survey to collect demographic information and determine eligibility, and then conducting semi-structured interviews. The interviews were an hour long and polled LGBT+ students on the academic, social, financial, and mental impacts of the pandemic. A total of 47 responses were collected, and 20 randomly selected interviews were coded for patterns. Overall, participants noted that they experienced significant isolation and worsening of mental health during the pandemic. Additionally, many indicated a lower perception of the availability and quality of healthcare during the pandemic, but many participants did not experience any change in healthcare access. Many participants also noted a reliance on romantic partners for emotional and social support, and a few participants realized their sexual orientation or gender identities during the pandemic. Our findings will allow George Mason to better understand the impact of COVID on the LBGT+ student population and allow for the creation of interventions on campus to support student success.

Julia: This presentation is on COVID-19’s impact on LGBT+ college students and their healthcare access and social relationships. So not all people were affected equally by the COVID-19 pandemic, and we know the LGBTQ+ population was at higher risk, so we wanted to study this particular population to see what the effect was compared to the general population.

Cibely: So our main research question is: How did the COVID-19 pandemic impact the LGBTQ+ community’s access to quality healthcare, social relationships, and mental health? So for our methodology, we started off by handing out questionnaires to any sort of participant that wanted to reach out and be a part of the study, and once these questionnaires were filled out we indicated whether or not they were eligible to participate. Once they were eligible, we went ahead and scheduled them for an hour long interview with both open and closed ended questions, spanning from six categories. And after each interview, we then completed a transcription based on the recording, focusing specifically on the LGBTQ+ community. We then coded each transcription for the primary themes, which included LGBT+ Challenges, Social Relationships, Mood/Mental Health, and Healthcare Access. And once we had those codes, we went ahead and drew conclusions from the codes to answer our research question.

Rachel: So this is the demographic breakdown of our participant population that we drew our samples from. Our participants were between the ages of 19 and 25, and had spent between 2 and 7 years in college. The majority of our participants reported their race as white, but we did have a large asian and pacific islander group, as well as significant Hispanic, Black, and other population groups. Within the categories offered for sexual orientation, participants mainly identified as bisexual, but there were significant gay and lesbian, questioning, and other populations as well. In terms of gender, the majority of our participants identified as female, but we did have significant male and other populations. And finally, our participants were from a variety of economic backgrounds, with the majority reporting they only had to worry about money for fun and extras, but with significant populations reporting that they had just enough money to get by or they did not have to worry about money. Within our data analysis, we did identify four primary themes, namely Social Relationships, Mood/Mental Health, and Healthcare Access, and LGBT+ Challenges, and you can pause here if you would like to see the secondary themes we identified as well. In terms of LGBT+ challenges, our participants reported that they felt distanced from the religion they had grown up with as a result of their sexuality being viewed as sinful, with one participant also reporting that they had experienced religious-based conversion therapy that had also served as a distancing factor from both their religion and their family. Many participants also relied on their romantic partners as a form of emotional and social support, which did increase after the lockdown in March of 2020. Several participants also reported realizing their sexual orientation, their gender identity, or both over the course of the pandemic, in part due to increased moments of self-reflection.

Julia: With basically everyone we talked to, people reported a lack of friendships and feeling isolated. The loss of clubs and other extracurricular activities make it hard for people to see people and to make new friends. People reported that their close friendships got stronger but that they lost touch with acquaintances. Partially due to the lack of social interaction, mental health got worse or decreased for everyone. One trend we noticed was disappointment at the college experience they were being given. Whatever your expectations for college, Zoom classes probably were not it, and many people felt that they had lost something.

Cibely: As for healthcare access, many participants actually felt burdened to try to go to their hospital and obtain treatment due to the peak moments of the pandemic where the number of cases were on the rise exponentially. And also many students were forced to live at home, which led to many being wary about entering healthcare facilities due to the possibility of them contracting the virus and then passing it on to their family members at home. There were also many participants who had difficulty obtaining certain doctors appointments and also many participants reported that they had a hard time accommodating to telemedicine. And also there’s another side of the spectrum, where many participants actually had no change in their healthcare access, nor did they have any delays in seeking care. And so the grand impact of this project is that through this research project, we were able to gain a better understanding of COVID-19’s impact on the George Mason student body, which allowed us to let the students have a voice and provide us with strategies and ideas to create interventions on campus to support students for their college success.

Categories
College of Humanities and Social Science College of Public Health Honors College Summer Team Impact Project

Significance of Different Cultures in the Bailey’s Culmore Area

Author(s): Indigo Kellum, Anagha Sreevals, Morgan Swindall

Mentor(s): Lisa Gring-Pemble, School of Business; Rebecca Sutter, School of Nursing; Anne Magro, School of Business; Charish Bishop, Kaulin Jennison, Graduate Assistants

This project aimed to look at the significance of culture in Bailey’s Culmore and how it impacted this specific area in Northern Virginia. At the beginning of this summer, we aimed to meet with Culmore residents and community partners to discuss barriers to health and the way that cultural norms and adjustments have affected these, but due to coronavirus concerns, we were unable to make it out into the community as much as we had hoped. We were still able to interact with community residents and partners, just not at the same frequency as would have been most beneficial to our research. Despite physical barriers to interacting with the community, we still had several online meetings each week with community partners and on occasion, some of us even got the chance to have them in-person. The information we have presented has been gathered from the combination of research methods (including traditional research involving searching databases and collecting information from written sources on the web). This group, as part of the overall team of “Wicked Boot Camp Summer Program”, specifically examined the issues of transportation, mental health, and physical health in Bailey’s Culmore.

Slide 1: Our presentation is on the significance of different cultures and how they impact different community barriers and problems in Bailey’s Culmore. Slide 2: These are the demographics that make up the Bailey’s Culmore region. Slide 3: Our group project focuses on the impact of cultures on the topics of transportation, mental health, and other forms of health and food security in Bailey’s Culmore. These are some examples of the presence of culture, but the main example revolves around how cultural identity can impact people during their daily lives. For instance, cultural identity can bring about stigma regarding mental health, so even if an individual needs and wants to use mental health resources, they are discouraged due to the stigma. Another example is how culture shock during resettlement and integration can prevent individuals from utilizing transportation resources and other resources provided by their community, due to again stigma around receiving help, but also more literal barriers such as lack of language translation. Slide 4: One of the things we learned this summer was that there exist things called social determinants of health. These are the social factors that affect the health of individuals and groups, but are often not thought of when considering traditional healthcare since they are the everyday factors that affect health. A few examples of social determinants of health are things like: food, housing, and transportation. Transportation is a social determinant of health because it affects access to adequate healthcare and health resources. “According to the 2018 National Health Interview Survey, 3.6 million U.S. residents delayed medical care due to the lack of transportation, 13 percent of whom were immigrants.” More broadly, transportation determines access to general goods, services, and jobs. transportation is a lifeline to the world that is deeply affected by U.S. histories, cultures, and migrants. Slide 5: In my research, I heard mentions that transportation services like Uber and lyft are quite popular in the region, but for those who can’t afford the daily fares of these larger companies, some opt for similar, but cheaper options called rideros. Rideros seem to be the smaller, cheaper, and more community-driven versions of Uber and Lyft. They are the communities’ way of solving the problem not yet resolved by the government. Slide 6: After meeting with several groups in the region and beyond, including the Fairfax County Department of Transportation, I feel ready to offer some possible suggestions for the community of members in Culmore to adopt who are looking for travel options around and outside of the Culmore region. One of these options is the Free Student Bus Pass Program which allows middle and high school students to travel within Fairfax County on the bus system for free and additionally for all of the community members in Culmore, I believe that they deserve to voice more of their concerns to the Fairfax County Department of Transportation. They could do so by petitioning or protesting, maybe even communicating directly with the Department of Transportation and asking for better bus stops and more sidewalks. Measures like these would allow the community to have a voice in the transportation systems that they are provided by the county. Slide 7: Due to the high population of immigrant and refugee communities in the area, there is a great need for care by mental health professionals. The community health assessment for the area determined through a survey that a majority of individuals rank mental health care as one of the top five needs in the community. However, even with availability of resources, there are barriers to seeking help, such as financial instability, lack of language translators, stigma and hesitancy, and most importantly, lack of culturally sensitive professionals who specialize in trauma-informed care. Some organizations do a needs-assessment on whether the client needs specialized mental health care, and then they are referred to a professional. Some organizations provide pro-bono counseling and care from professionals. However, there is still a great need for more to be done, especially in regards to the need for culturally sensitive and financially accessible mental health professionals with language skills. Slide 8: Community gardens are multipurpose. Its primary use of providing fresh produce supports a healthy diet. Communities experiencing socio-economic disparities may struggle to get access to healthier foods at a low cost. Food pantries are invaluable to families in need; however, not all distribution sites are capable of storing fresh produce. While canned goods have a longer shelf life and are easier to donate, they ultimately lack the nutrients that fresh fruits and vegetables contain. Making the necessary behavioral changes to address health concerns such as diabetes and high blood pressure, requires access to the right foods. Growing produce too enables people to maintain their cultural identity. This is especially important for Bailey’s Culmore because of its immigrant and refugee population. Community gardens should encourage people to hold onto their backgrounds. Culturally appropriate foods invoke familiarity and in turn a sense of security and self-respect. Attempting to change one’s values and practices in order to fit into a different society may lead to disconnect thus prolonging attempts to be fully established into the community. Growing familiar foods may give rise to finding others who eat the same or inspire some to learn about a new food culture thus building better relationships. Looking back at Bailey’s Culmore, initiatives can be enacted to better overall health and acknowledge the diversity that members of the community offer. There are existing gardens in the area so we can utilize them to encourage more community engagement expanding from the youth to the elderly. Current health programs, along with residents who enjoy cooking, could possibly hold weekend workshops that utilize the foods grown in the gardens. These workshops will both guide families into making healthier choices when cooking and incorporate ancestral recipes.

For more on this topic see:
Data Usage in Bailey’s Crossroads
Food Insecurity
Historical Framework of Bailey’s Crossroad
Categories
College of Public Health Summer Team Impact Project

COVID-19’s Impact on Under-Resourced/Underrepresented College Students and their Peers

Author(s): Clarissa Montes

Mentor(s): Lawrence Cheskin, Nutrition and Food Studies; Matthew Rossheim, Global and Community Health; Alison Evans Cuellar, Health Administration and Policy; Zimako Chuks , Erika Kennedy , Graduate Assistants

This research study aims to identify how alcohol, marijuana, and nicotine consumption behaviors have shifted in under-resourced/underrepresented college students at George Mason University since the pandemic. While alcohol and substance use appears customary in the lives of college students, the COVID-19 pandemic has created a concern about regulating these uses. The stresses that the pandemic has presented have caused even more attention to college student’s mental health and how that correlates to changes in substance use and alcohol. As a result of the COVID-19 pandemic, increasing mental health issues along with changes in the environment (i.e housing and social constructs) might have caused a shift in alcohol, marijuana, and nicotine consumption behaviors in under-resourced/underrepresented college students at George Mason University.

[Title Page Slide] Clarissa: Hello everyone. My name is Clarissa Montes along with Zimako Chuks. This summer, we have had the opportunity to work with fellow undergraduate and graduate research assistants, volunteers, and Mason faculty advisors on our Summer Team Impact Project titled COVID-19’s Impact on under-resourced/underrepresented college students and their peers at George Mason University. [Slide 1] Clarissa: Although our team is made up of several individuals, this specific project consists of Zimako Chuks, Myself, and Samara Tahmid. Zimako is a Graduate Research Assistant working towards her MPH in Epidemiology. I am an Undergraduate Research Assistant going into my senior year majoring in Global Community Health. And Samara Tahmid is a Research Volunteer also working toward her MPH. We are very excited to be working on this project and sharing it with everyone. [Slide 2] Clarissa: So what is COVID-19? Well according to the CDC, coronavirus, or more commonly known as COVID-19, is a disease caused by a virus. Those who contract the virus typically experience mild symptoms, however, it is highly possible for people to experience life-threatening symptoms. Older populations and those with underlying medical conditions are more at risk for severe illness from COVID-19. Ways to protect yourself from infection include regular hand washing, physical distancing, face coverings, and most importantly getting vaccinated. [Slide 3] Clarissa: In the United States alone, there have been almost 35 million COVID-19 cases, over 600,000 deaths, and almost 164 million fully vaccinated individuals. Sadly, new variants are emerging causing even more reported cases. As a result, it is important that we all continue protecting ourselves and others to prevent spreading the virus even further. [Slide 4] Clarissa: While conducting the research, we as a group have recognized how impactful the COVID-19 pandemic has been on many populations, especially college students. Since the onset of the pandemic, several students reported challenges and changes pertaining to academics, economics, social relationships, moods, behaviors, substance use, and beliefs. What my group is specifically focusing on is substance use and how consumption behaviors have shifted as a result of the pandemic, particularly among under-resourced/underrepresented undergraduate students. [Slide 5] Zimako: Substance Use It is important to examine substance use because use and addiction can be dangerous and cause lifelong negative health outcomes. According to the National Institute on Alcohol Abuse and Alcoholism, alcohol use among college students is a popular custom that several students see as an integral part of their college experience. After reviewing articles that examined substance use in college students around the world during the pandemic, they found that rates of alcohol, marijuana, and nicotine were extremely mixed. Many factors such as living at home, losing close relationships with friends, etc were associated with lower rates of drinking. Social distancing was associated with a decrease in group marijuana use, however, stay-at-home orders saw slight increases in solitary and at-home use. Some college students quit nicotine during the pandemic while others used the nicotine to cope with stress. [Slide 6] Zimako: Methods The overarching goal of this study was to collect oral histories to gain a better understanding of how Mason students’ lives were altered due to the COVID-19 pandemic. We recruited participants using Facebook Groups and email listservs and reached out to over 3,000 students, successfully interviewing 133 participants. We conducted semi-structured in-person interviews all led by student researchers. Participants asked open-ended questions during the interview about topics such as academic life, financial stability, substance use behaviors, beliefs, mental health, and general behaviors. Interviews were audio-recorded and automatically transcribed through zoom. Student researchers were tasked with editing the transcript and performing preliminary analyses to separate common themes. Our small group analyzed common substance use behavior themes. [Slide 7] Zimako: Findings So now, we will share some of our preliminary findings. [Slide 8] Zimako: Results After performing preliminary analysis, we found that 34% of participants did not use substances during the pandemic. Some participants stated that use decreased because they were away from social groups. This caused some participants to drink less and to quit substances such as nicotine and marijuana. Around 15% of participants stated they did not use substances for religious reasons. During the pandemic, Some participants grew stronger in their religious beliefs while others moved home and had religions and strict home environments that did not allow substance use. [Slide 9] Zimako: We hope to continue our project this year and write formal research papers for publication. Our next steps include using NVivo software to code qualitative data to find the specific frequencies of themes. We hope to incorporate the screener data in our analysis to draw comparisons between participants’ living situations and substance use. Finally, we hope to perform 2 to 5 person focus groups to more in-depth questions pertaining to substance use. Slide 10 Zimako: Thank you Thank you for listening to our presentation. Should you have any questions please reach out to me at [email protected]

For more on this topic see:
Economic Effects of COVID-19 Pandemic on GMU Students
COVID-19 Food Security Project