Conclusion

Socioeconomic status has been a substantial variable in many areas of psychological research for its impact on brain development, social relationships, psychological disorders, traumatic exposure, and individual’s characteristics. Prior literature furnished a foundation for the relationship between lower SES, trauma, and mental issues. The establishment of those correlations proceeded the predictions that similar SES would fabricate common images/patterns in one’s dreams and lower SES is associated with dream severity/vividity. However, it is difficult to conduct research with the analysis of dreams and ensure socioeconomic status in independently influencing the individual. This pilot study utilized regular weekly collection of data and survey responses of 12 participants throughout a 7-month period to create a log of background information and dream summaries to draw conclusions on probable explanations of the described patterns and intensities. It was hypothesized that individuals of comparable socioeconomic status (SES) would demonstrate analogous dream imagery and/or patterns in combination with a hypothesized correlation between lower SES and dream severity/vividity. The study found a strong qualitative association between the two variables and exhibition of related images of those with similar traumas, life experiences, and socioeconomic status. The analysis of the data further supports the importance of implementation of socioeconomic status in the understanding of psychological disorders.

The research incorporating melatonin was inconclusive and the data was too construed to include in the paper, therefore, no conclusive findings were made regarding its impacts and I hope to see future research that has the accessibility for the necessary resources to obtain concrete and quantifiable data.

Sophomore Year

The significance of reflection following the completion of sophomore year seems to retain more importance than the reflection of freshman year due to the influence of this year on mental health. Sophomore year was one of a very unusual experience due to the outbreak of COVID-19 and all of its consequences on the administration of education. It was a period of adjustments (to say the least) where some were more difficult than others. Freshman ear enabled me to grow into the person I am expecting myself to be throughout my time at OSU, and that growth was applied to how I handled the obstacles of sophomore year. This year was no longer about adjusting to the work load of classes; it became an adjustment to the balance required to expand professional development and the challenges that accompany the ability to master all of my involvement. My goal entering sophomore year was to further expand my resume, which I initiated, by joining the music ministry of a church, getting involved in a social psychology research lab, obtaining a volunteer position at the James Cancer Hospital, and earning a position as the Leadership Development Coordinator of the STEM EE Scholars Program. I also interviewed and earned a position as an Organic Chemistry Lab TA for the upcoming Autumn 2020 Semester for which I am nothing but excited for. I struggled with balancing social and work experiences, but by the end of the semester, I learned the important lesson in living a life of balance, and the importance in prioritizing time for myself and social interactions with the people I care about.

Sophomore Year also then became an adjustment to working and learning from home halfway through the second semester. Coming from a home that is not suited for learning, it was very difficult to be able to engage in my course work the way I desperately desired in order to expand my knowledge. I had to conquer the adjustments to various stresses and distractions that did not exist at OSU. I also had to accept the many limitations of my home environment, and my stresses about school became much less significant compared to what I was dealing with at home. However, I overcame the challenges and was able to live up to the educational standards I hold for myself, and finished this semester just as I have finished all of the others, despite the challenges among my living circumstances. Although I am not thankful for the existence of COVID-19, I am thankful for the strength I acquired by surviving its consequences, and I am thankful for my maturation and growth that resulted after the completion of this year.

Update 2

As I am approaching the completion of data collection for the project, I have been able to observe significant patterns in dream imagery across different people with similar traumas. I have found most similarities to be among groups of similar socioeconomic status with more traumas correlating to lower socioeconomic status. With the lower SES, there was a higher reliance of the subconscious on past tragedies, rather than dreams that do not relate to past experiences. I am looking forward to organizing the data and conducting the appropriate analysis to complete any observation of correlational evidence that can be included in the research paper.

In regard to the study of melatonin, I have found little significance in the reports I have received weekly from the participants because of the increasing inconsistency in data. There have been no significant patterns within groups of similar socioeconomic status, but the observation of it disrupting the regularity in dream cycles is still clear. I hope that a future study with more accessibility to resources and a larger sample size can confirm any data that was unable to be gathered by limitations of my study being performed.

Update 1

In completing the longitudinal study of each of the participants in the research of dream patterns in relation to socioeconomic status, I have been successfully receiving updates on a weekly basis of the dreams that were able to be recalled by each of the participants, any significant imagery, and any relation to previous traumas. I have been able to observe that lower socioeconomic status participants exhibit vivid imagery that reflects past traumatic experiences, however, I have not been able to conclude similar imagery across dreams of different participants with similar traumas. However, the vividness and intensity has shown to be related, and I am still hoping to find a pattern in imagery with participants who share similar experiences.

The longitudinal study involving the use of melatonin and its possible impacts on the sleep/wake cycle have been difficult to pursue due to the inconsistency of the data collected and the limited knowledge of those who take it on a regular basis. However, of the participants that I have been able to receive updates from, it can be inferred that the act of taking melatonin on a regular basis disrupts their ability to recall dreams, and they find it difficult to rely on their own biological clock after relying so heavily on the substitute neurotransmitter. The participants expressed a lack of ability to recall their dreams after most nights of consuming the product with the ability to recall dreams in the instances of not consuming the product.

There have been some difficulty in establishing concrete numeric data, however, the study is still successfully allowing me to get an idea of what the answer to my research question could be and the reasoning behind it.

Methodology

Corresponding to the outline of my plan for completion of my project and my introduction, I highlighted a summation of the methods I plan to use in order to conduct my research. More specifically, in order to collect the information necessary to analyze both the effects of melatonin and socioeconomic status on dreaming patterns (if any exist) as a correlational relationship, I will be focusing on long-term analysis of subjects who will be implemented because of recorded use of melatonin and no recorded use of melatonin by documentation of their dreams and sleep patterns. In addition, I will also use surveys and in-person questioning to decipher any relationship between dreams (intensity/patterns/common imagery) and differences in socioeconomic status based on significant prior trauma. When analyzing the data I collect, I am using a form of a two-tailed hypothesis, in which I am looking for a significant difference between people who do not use melatonin and people who do, not in a specific direction. I will be exhibiting a similar form of testing for the relationships demonstrated through socioeconomic status/background differences in which I intend on seeing a difference between the extreme ends of socioeconomic status, but it may not be in a specific direction, as I am not entirely certain of the patterns that will be observed when formatting my results. It is understood that there are confounding variables that will be difficult to control for due to lack of availability of a large sample size and time constraint, however, I hope for my results to be somewhat representative of an existing population, despite the presence of bias or inability to randomize the study.

Planning

Prior to beginning my capstone, I have coordinated a timeline to outline the plan for completion of my project:

September 1, 2019: Deadline for background information needed to begin project and general guidelines on my areas of focus and sample of students.

November 1, 2019: Primary research of effects of melatonin on sleep should be gathered and analyzed to find trends or impacts.

January 1, 2020: Primary research of effects of socioeconomic status on memories and dream imagery should be gathered and analyzed to find patterns or correlational evidence.

 February 1, 2020: Any secondary research needed for both areas of focus to disprove or verify initial research should be gathered and analyzed in a form that can observed.

March 1, 2020: First draft of the poster should be finished, taking into consideration the changes made based on findings and observable measurements.

April 1, 2020: Final draft of poster should be finished and ready to present as a formal representation of the 40+ hours of research conducted to support the purpose of the project.

Introduction

In beginning my capstone, I am focusing on assessing neurological and psychological factors associated with dreaming. I will analyze patterns and severity of dreams based upon socioeconomic status and under the effects of melatonin. Melatonin is a commonly used product for those with difficulty sleeping, however, it is sometimes used when unnecessary, and is replacing vital neurotransmitters that the brain is supposed to naturally produce on its own for the body’s sleep/wake cycle. I want to analyze the damaging effects of the drug in comparison to dreams and how the dreams of someone using melatonin compares to someone who is not. This project is important because of the increasing use of melatonin, as well as the lack of understanding of the interpretation of dreams and their relevance to neurology. I also feel as though socioeconomic status impacts the severity of dreams and an individual’s understanding due to past experiences and surroundings, which can be found significant in certain areas of research for development of sleep disorders and other mental disorders. The importance of the project can be represented through an article that explains the negative impacts of melatonin and its increasing use:

https://healthblog.uofmhealth.org/wellness-prevention/are-melatonin-supplements-safe

The source provided verifies the unknown long-term effects of melatonin, as well as its role in the body’s sleep/wake cycle.

 The dream aspect of the project and its importance when reflecting socioeconomic status can be clarified by the following source:

https://www.psychologicalscience.org/observer/how-poverty-affects-the-brain-and-behavior

It is indicated by this article that stressors due to low SES impact brain development, specifically memories. In my project, I want to be able to observe the impact on memories by the patterns of one’s dreams.

Reflecting on the goals of H&S, the original process of conducting the research corresponds to original inquiry as I will be exploring the aspects of the research process individually to be able to apply to future research in my field. It also corresponds to global awareness due to its representation of diverse socioeconomic status and its correlation to dreams. 

Reflecting on the goals of STEM EE Scholars, my project corresponds to the goal of developing a strong scientific identity because of the 40 hours of individual research I will be conducting to fulfill the requirements of the capstone project and the needed information to support my findings. It also corresponds to advancing diversity awareness because of the focus on varying socioeconomic status I will be placing on my methods of research and gathering information.

Before beginning my project, two potential obstacles I predict being an obstacle include:

It may be difficult to eliminate all confounding variables except socioeconomic status in order to analyze its effect. I will respond to this by branching out from the general population of STEM Scholars and other STEM majors since I will be more likely to be able to have a diverse pole for my findings.

Another potential obstacle will be that I will need to have long term research on individuals to observe patterns and trends, so my sample size may be smaller than desired for accuracy and precision. If this problem arises, I may have to change my focus from patterns of sleep to an increased focus on severity of dreams and common images seen in the dreams from individual to individual.

Resume

Updated Resume 2019-2020

As a student, I have been able to acquire time management skills through balancing classes, commitments, and social expectations. I have also obtained problem solving and critical thinking skills as I work through my classes’ assignments and projects. In addition, as an employee, I have learned communications skills, delegation, and flexibility. The environment at work is one of a unit, requiring team members to function toward a common goal. Lastly, as a scholar, I have been able to attain a position on the Exploration Committee and as Leadership Development Coordinator, working to explore the aspects of STEM that can correlate to the program and enhance the publicity of STEM EE Scholars through its G.O.A.L.S. and professional development.

Being a STEM EE Scholar and Lang Grant Opportunity Scholarship Student, I have had access to many opportunities in my STEM field to connect with other students and faculty. The opportunities available at the university are made accessible through these organizations, and I feel that I have established a better network for future opportunities and positions. Being a part of the various organizations at this university has also allowed me to benefit from people of similar interest and mind, expanding my knowledge and experience to apply to future opportunities. Importantly, my volunteer experience in areas relating to medicine and healthcare have directly permitted me to apply it to my interest in Psychiatry, further confirming how I would like to spend the next few years of my education. The leadership training I have obtained has allowed me to appropriately engage with others confidently, while directing and establishing a sense of comfort for other people involved to be able to reach full cooperation. Among all, the adaptability I have acquired through the many experiences involved in the past and currently has given me the confidence required to be able to adapt to my future endeavors as I pursue my pre-professional degree and work towards the goal of medical school.

 

 

Freshman Year

As I am approaching the final week of the semester, it is important to reflect on where I was before I became a part of the community of Ohio State University and how I got here. The months leading up to arriving at OSU were full of excitement and anticipation. I had no idea what to expect or what exactly was ahead of me, but the desperation to move on to a new chapter of my life was too overwhelming to focus on the unknowns. I was ready to allow my past experiences to carry me through what I came to know as my time as a first year student and the challenges that accompanied the journey. At the beginning of fall semester, I was adjusting to the climate, forming friendships, and deciding who I wanted to be for the next four years of my time here. I decided to allow the environment and the people around me to shape my decision. I met more people than I can even attempt to recall, but there were a few that I came to know as my closest friends. My study habits were initially not what I anticipated, as I had a difficult time adjusting to the work load while also maintaining a social life. I tried balancing a job, friendships, and school at the same time, then made the decision to focus on my mental health, so I decided to have a job when I knew I could handle it. I made it important to have as many new experiences as I could, exposing myself to things that were interesting and thought-provoking, allowing it to shape who I became throughout the semesters. As the semesters progressed, I found myself more at ease with the work load, as well as how to prepare for exams. I also found myself becoming more and more successful on exams and papers, proving the knowledge I knew I had acquired in high school.

As I examine who I am as a person now, I am very thankful for the memories I have made thus far. I am thankful for what I have lost, but I am even more thankful for what I have gained; from gaining experience, friendships, and stability, I feel I have adjusted to my surroundings and am now capable of being my best self. I tend to think I can handle more than I actually can, however, after my freshman year, I have a fairly decent perspective of what I can and cannot handle. The time I spent here so far is not how I necessarily expected it to be, but I would not change anything, because every decision I made got me exactly where I am, and I am extremely content with who I am, where I am, and the progress I made. The strength I have acquired from these past semesters astounds me, allowing me to be fully confident in who I am and who I want to become. My favorite part about education is being able to feel as though I have learned. I have fortunately learned through my mistakes, through the coursework, and through the experiences I have made with the people around me. I cannot wait to see who I may become in the next three years as I approach my sophomore year, and what impacts I may have on my surroundings.