http://hdl.handle.net/20.500.13013/3909 Sun, 10 May 2026 05:29:33 GMT 2026-05-10T05:29:33Z http://hdl.handle.net/20.500.13013/3947 Food Access and SNAP Education in Community Care: A Staff Knowledge Assessment at Bridgewell Philius, Tamara This project assessed administrative staff knowledge of Supplemental Nutrition Assistance Program (SNAP) benefits and food access within a community-based organization, Bridgewell. A brief survey was developed to evaluate staff perceptions, confidence, and awareness of common barriers clients face when accessing food. Results showed that staff had limited confidence in understanding SNAP eligibility and client challenges, including financial limitations and transportation barriers. Many staff also viewed food access as only slightly relevant to their role. In response, a SNAP Support Toolkit was developed to provide practical resources, including eligibility guidance, budgeting strategies, and food access support. Improving staff knowledge may strengthen their ability to support clients and promote better food security outcomes. Mon, 27 Apr 2026 00:00:00 GMT http://hdl.handle.net/20.500.13013/3947 2026-04-27T00:00:00Z http://hdl.handle.net/20.500.13013/3948 Let's Talk About Mental Health: Customizing Presentations Throughout Massachusetts Schools Through Pre-Assessment Surveys Pimental, Tonijoy This research project examined how The NAN Project can enhance mental health presentations in Massachusetts schools through the use of pre-assessment surveys and supplemental engagement tools, including custom coloring pages. Data were collected from seven schools before modifications were made and from nine schools after customized presentations were implemented. Surveys evaluated classroom demographics, cultural factors, and students’ familiarity with mental health topics. Results showed that tailored presentations increased student engagement, improved responsiveness, and encouraged more open discussion, particularly in classrooms with limited prior mental health education. These findings suggest that personalized materials, speaker selection, and presentation style can create more meaningful and impactful school-based mental health programs. Mon, 27 Apr 2026 00:00:00 GMT http://hdl.handle.net/20.500.13013/3948 2026-04-27T00:00:00Z http://hdl.handle.net/20.500.13013/3946 Supporting Student Independency in Transition Programs, Resource Tools for Adult Students with Intellectual Disabilities Leonard, Rachael The Embark Program, a post-secondary transition program located on the Salem State University Campus, teaches students with intellectual disabilities to be independent adults. A popular new tool used in special education curriculum are resource cards. Resource cards provide visual and written cues to allow students to practice self-advocacy and problem-solving skills. This project introduced students to a selection of five resource cards related to classroom topics. Those students were then given a survey to gauge their openness to using resource cards and gain insight into their opinions. Results concluded that students were highly receptive to resource cards and showed preferences for both visual and written cues and the topic of social skills. Mon, 27 Apr 2026 00:00:00 GMT http://hdl.handle.net/20.500.13013/3946 2026-04-27T00:00:00Z http://hdl.handle.net/20.500.13013/3945 Understanding Stress in the Body:Exploring the Effects of Somatic Visualization and Emotional Freedom Technique Tapping Orlando, Kaci This project evaluated the impact of somatic-based practices, specifically guided imagery (somatic visualization) and Emotional Freedom Technique (EFT) tapping, on stress levels and body awareness. Six participants completed pre- and post-intervention surveys measuring perceived stress, emotional intensity, body awareness, and physical tension. Participants then engaged in a structured session including both somatic visualization and EFT tapping exercises. Results indicated a decrease in overall stress and emotional intensity, along with an increase in body awareness and present-moment connection. Participants also reported shifts in physical tension and described feeling more relaxed following the session. These findings suggest that brief somatic-based interventions may be effective tools for supporting stress reduction and enhancing mind-body awareness in a trauma-informed coaching setting. Mon, 27 Apr 2026 00:00:00 GMT http://hdl.handle.net/20.500.13013/3945 2026-04-27T00:00:00Z