Valerie Shapiro

Closed (1) Dissertation: Self-Love in the Context of Alcohol and Other Drug Recovery on Instagram

Closed. This professor is continuing with Spring 2021 apprentices on this project; no new apprentices needed for Fall 2021.

“Let us love you until you can learn to love yourself” – a quote from Alcoholics Anonymous, a community for those who share their experiences in alcohol and other drug (AOD) recovery. Interestingly, loving yourself, aka self-love, is talked about as being important to staying sober, but we don’t know how self-love is talked about, used, and what it means for recovering from AOD misuse. Generally written about by researchers as either narcissism or self-esteem, self-love seems to be discussed differently by non-researchers. We will examine, through a content analysis, the phenomena of #selflove (54million posts!) on Instagram to see how it is discussed within the context of AOD recovery. An example of a caption could be: “You are allowed to be both a masterpiece and a work-in-progress simultaneously”. We will assess questions like: do post-ers credit kindness towards themselves with helping them get through dark days? Does self-love also have them feeling grateful?

This project will be collaborative with other UC Berkeley students. You may also have the unique opportunity of collaborating with students from the University of Amsterdam (in the Netherlands), as well as an advisory team of professors, and individuals in the AOD recovery community. If you find social media interesting, if you consider different emotional experiences of people in recovery intriguing, and/or are excited to practice a research method like content analysis, then this could be a nice fit for you!

Tasks will include:
-Review Instagram posts to decipher: what’s being discussed in this post?
-Brainstorm with a team to determine specific things to look for in the posts
-Learn and conduct a content analysis of posts
-Attend several trainings on the project and method, and meet weekly or biweekly (as needed) with the supervisor/team to discuss findings

Learning Outcomes:
-Gain experience in conducting research: from brainstorming to analysis
-Become proficient in content analysis as a research method
-Build and participate in a research collaboration


Day-to-day supervisor for this project: Kelly Ziemer, Ph.D. candidate

Qualifications: -Interested in social media, the human emotional experience, and/or addiction and recovery -Team players who work conscientiously -Detail-oriented, organized -Fluent understanding of the English language (especially language used on social media, e.g. colloquialisms, slang, sarcasm) -Willingness to share with supervisor when you’re unsure or have a question -Take care and pride in their work to deliver with quality and accountability, as a way to honor the stories participants share -Willingness to learn from others and be open to sharing your own interests and expertise -Major in the Social Sciences (Social Welfare a plus!)

Weekly Hours: to be negotiated

Off-Campus Research Site: Review data online, receive training and supervision electronically, and participate in team meetings via Zoom.

Closed (2) Helping Educators Use Research Evidence to Promote Student Wellbeing

Applications for fall 2021 are now closed for this project.

Behavioral health problems like depression, substance misuse, academic disengagement, and anxiety are common in young people, but many of these problems are preventable! Research has demonstrated how social and emotional learning (SEL) in schools can greatly improve the wellbeing and achievement of young people, but this research isn’t easily accessed and used by educators. Translating scientific advancements into the improved well-being of young people is a major challenge facing social scientists, educators, and ultimately, children, families, and communities. This project will enable you to learn about what the UC Berkeley Greater Good Science Center (https://ggie.berkeley.edu) and partners in districts across the state of California are doing to build, implement, and study research-supported social and emotional learning initiatives as K-12 schools re-open for in-person learning.

This year-long project (with potential for summer extension) will support California educators as they engage in "communities of practice" (i.e., professional learning communities) to enhance their capacity for delivering social and emotional learning to continuously improve their school climates for student and adult well-being.

Tasks may include:
-Help the research team prepare for stakeholder meetings and trainings
-Take notes or transcribe zoom meetings with leaders in the education sector
-Prepare electronic surveys for distribution
-Prepare data sets for analysis
-Prepare reports from survey responses
-Help collect and organize documents for qualitative analysis
-Thematically code documents, interviews, and open-ended survey responses.
*Tasks will be available in accordance to your individual talents and readiness for contribution.

Learning Outcomes may include:
-Learn about decision-making and transformation in the K-12 education sector
-Learn about Social and Emotional Learning initiatives
-Gain experience with survey building, circulation, cleaning, and reporting
-Practice using research tools (e.g., Qualtrics, SPSS, Dedoose)
-Practice qualitative coding
-Gain insight into the methods of applied, community-engaged research

NOTE: Students selected for this project may also be given the opportunity to participate in the Youth Equity Discovery Initiative (YEDI) Research Immersion Experience, a year long research apprenticeship and mentorship program for undergraduates (also known as the Youth Equity Scholars Program). YEDI complements the URAP experience through cascading mentorship, skill-building workshops, and professional development. Students in the YEDI program will cultivate community and supportive relationships between scholars themselves, their graduate and faculty mentors, as well as faculty and staff, with the goal of providing supportive pathways into careers addressing adolescent inequities and well-being. Participating in YEDI *requires* registering for an additional 1-unit course and attending bi-weekly workshops on Fridays from 10a-12p, which is above and beyond the research project requirements. YEDI participation also requires some assignments to be completed between workshops. For more information, please see: https://i4y.berkeley.edu/youth-equity-scholars-yes). Please indicate in your application your interest in YEDI.

We value equity and inclusion; Students from different backgrounds, with diverse identities and experiences, are all encouraged to apply.

Day-to-day supervisor for this project: Alejandro Nunez

Qualifications: -Academic, research, or work experience in education, psychology, public health, social welfare, or a related field -Interest in the professional development of educators -Comfort with electronic communications and associated technology -Capacity to participate in video conferences with reliable connection, mic, and video (on) -Experience being relied on as detail-oriented and organized -Experience with project management or coordination -Capacity to contribute 10 or more hours a week during the academic term, with some hours occurring during weekday business hours -Seeking multiple semesters of involvement -Experience directly engaging with research participants (preferred) -Experience with SPSS or other statistical analysis tools (preferred) -Experience with Qualtrics or other electronic survey tool (preferred) -Experience with Dedoose or other qualitative analysis tool (preferred) -Completed CITI training to learn about research with human subjects in the social and behavioral sciences: https://www.citiprogram.org/?pageID=668 (preferred) -Fluent understanding of the English language (including colloquialisms, slang, sarcasm) -Willingness to share with supervisor when you’re unsure or have a question

Weekly Hours: 9-11 hrs

Off-Campus Research Site: All work will be conducted virtually (in US Pacific time zone). YEDI participation will require in-person meetings on campus, as permitted by university and regional policies.

Related website: https://ggie.berkeley.edu/
Related website: https://i4y.berkeley.edu/youth-equity-scholars-yes

Closed (3) Systemic Social and Emotional Learning Implementation: From Toolkits to Transformations

Applications for fall 2021 are now closed for this project.

Behavioral health problems like depression, substance misuse, academic disengagement, and anxiety are common in young people, but many of these problems are preventable! Research has demonstrated how social and emotional learning (SEL) in schools can greatly improve the wellbeing and achievement of young people, but this research isn’t easily accessed and used by educators. Translating scientific advancements into the improved well-being of young people is a major challenge facing social scientists, educators, and ultimately, children, families, and communities. This project will enable you to learn about what the UC Berkeley Greater Good Science Center (https://ggie.berkeley.edu) and partners in districts across the state of California are doing to build, implement, and study research-supported social and emotional learning initiatives as K-12 schools re-open for in-person learning.

This year-long project (with potential for summer extension) will have two distinct phases. One phase will contribute to the evaluation of a Toolkit built to help educators learn and practice SEL by soliciting feedback from Toolkit users. The second phase will contribute to the piloting of research tools to track SEL-induced changes in K-12 schools at the student, classroom, and building levels.

Tasks may include:
-Summarize previous studies that have used specific research tools and measures
-Prepare electronic surveys or other data collection tools for distribution
-Prepare data sets for analysis
-Assist with quantitative analysis
-Prepare reports from survey responses
-Help collect and organize documents for qualitative analysis
-Thematically code documents, interviews, and open-ended survey responses.
*Tasks will be available in accordance to your individual talents and readiness for contribution.

Learning Outcomes may include:
-Learn about decision-making and transformation in the K-12 education sector
-Learn about Social and Emotional Learning initiatives
-Gain experience with survey building, circulation, cleaning, analyzing, and reporting
-Practice using research tools (e.g., Qualtrics, SPSS, Dedoose)
-Practice qualitative coding
-Gain insight into the methods of applied, community-engaged research

NOTE: Students selected for this project may also be given the opportunity to participate in the Youth Equity Discovery Initiative (YEDI) Research Immersion Experience, a year long research apprenticeship and mentorship program for undergraduates (also known as the Youth Equity Scholars Program). YEDI complements the URAP experience through cascading mentorship, skill-building workshops, and professional development. Students in the YEDI program will cultivate community and supportive relationships between scholars themselves, their graduate and faculty mentors, as well as faculty and staff, with the goal of providing supportive pathways into careers addressing adolescent inequities and well-being. Participating in YEDI *requires* registering for an additional 1-unit course and attending bi-weekly workshops on Fridays from 10a-12p, which is above and beyond the research project requirements. YEDI participation also requires some assignments to be completed between workshops. For more information, please see: https://i4y.berkeley.edu/youth-equity-scholars-yes). Please indicate in your application your interest in YEDI.

We value equity and inclusion; Students from different backgrounds, with diverse identities and experiences, are all encouraged to apply.

Day-to-day supervisor for this project: Nehal Eldeeb

Qualifications: -Academic, research, or work experience in education, psychology, public health, social welfare, or a related field -Interest in the transformative potential of SEL (see link below) -Comfort with electronic communications and associated technology -Capacity to participate in video conferences with reliable connection, mic, and video (on) -Experience being relied on as detail-oriented and organized -Experience with project management or coordination -Capacity to contribute 10 or more hours a week during the academic term, with some hours occurring during weekday business hours -Seeking multiple semesters of involvement -Experience directly engaging with research participants (preferred) -Experience with SPSS or other statistical analysis tools (preferred) -Experience with Qualtrics or other electronic survey tool (preferred) -Experience with Dedoose or other qualitative analysis tool (preferred) -Completed CITI training to learn about research with human subjects in the social and behavioral sciences: https://www.citiprogram.org/?pageID=668 (preferred) -Fluent understanding of the English language (including colloquialisms, slang, sarcasm) -Willingness to share with supervisor when you’re unsure or have a question

Weekly Hours: 9-11 hrs

Off-Campus Research Site: All work will be conducted virtually (in US Pacific time zone). YEDI participation will require in-person meetings on campus, as permitted by university and regional policies.

Related website: https://i4y.berkeley.edu/youth-equity-scholars-yes
Related website: https://casel.org/research/transformative-sel/