UROP Research Mentor Project Submission Portal: Submission #432
Submission information
Submission Number: 432
Submission ID: 8431
Submission UUID: 178e804e-14c0-4e88-a5d1-bf7bc82b2a0d
Submission URI: /urop-research-mentor-project-submission-portal
Submission Update: /urop-research-mentor-project-submission-portal?token=apFtGCiK6iFOi0LRqil2s51BOInqJTDdnd-IyUkEo3Y
Created: Mon, 08/14/2023 - 01:42 PM
Completed: Mon, 08/14/2023 - 02:27 PM
Changed: Tue, 10/03/2023 - 01:07 PM
Remote IP address: 98.226.81.180
Submitted by: Anonymous
Language: English
Is draft: No
Webform: UROP Project Proposal Portal
Submitted to: UROP Research Mentor Project Submission Portal
Research Mentor Information
Casey D. Xavier Hall
He/him
Dr. Xavier Hall
Faculty
Nursing
Center of Population Sciences for Health Equity
Additional Research Mentor(s)
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Overall Project Details
Sub-group differences in maltreatment, abuse and neglect in aging populations by HIV status, sexual identity, and gender identity: a systematic review and meta-analysis
LGBT, HIV, Systematic Review, Aging, Violence
No
3
I have a particular emphasis on supporting nursing students, but am open to other relevant disciplines in the allied health sciences or social sciences. This project needs the support of 2-3 students.
Innovation Park and distance via Zoom
No, the project is remote
Partially Remote
5-10
Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
With U.S. aging populations growing at a high rate and a growing number of aging people who openly identify as sexual and gender minorities (SGM) healthy aging among SGM is of increasing public health importance. Subsequently, this also means a greater number of aging adults are members of sub-populations who have been or are currently at elevated risk for HIV through sexual transmission relative to the general population (e.g., men who have sex with men and transgender populations who have sex with men). Moreover, greater proportions of people living with HIV are 50 and older. By 2030 over 70% of people living with HIV will be over the age of 50. SGM and people living with HIV are particularly vulnerable to victimization such as intimate partner violence and stigma-motivated violence, which overlap with elder abuse, neglect, and maltreatment. Further, abuse, maltreatment, and neglect are associated with cognitive decline and negative mental health outcomes among general samples; however, these relationships are less understood in the context of SGM and populations living with HIV. For instance, SGM are also more likely to have non-traditional family structures and both SGM and people living with HIV are more likely to experience isolation as they age. The proposed project will involve conducting a systematic review of existing literature addressing maltreatment, abuse and neglect in aging SGM populations and populations living with HIV comparing the prevalence to general population samples.
Literature review, Abstract review in Covidence Software, Possibly manuscript review (dependent on skills and interest of the UROP student), Possibly data extraction (dependent on skills and interest of the UROP student)
Students will gain authorship in the resulting publication
Students will gain authorship in the resulting publication
Ability to learn new software (Covidence specifically)
Ability to work independently between team meetings
Ability to read and generally understand scientific research abstracts
Ability to work independently between team meetings
Ability to read and generally understand scientific research abstracts
My mentorship philosophy for working with undergraduate students is:
1) Collaboratively create an understanding of how we envision teamwork. I always start by discussing what works well for all parties to develop a compact. This is a roadmap of what kind of communication works well, what kinds of rules we want to set for ourselves, and how we will operate as a team. We will revisit the compact regularly through the course of the project.
2) Identify common interests and long-term goals. I always want to know a students’ interests and long-term goals so that a learning experience can be tailored to best fit these interests and goals.
3) Develop foundational understanding and skills in scientific research. My goal is to help UROP students develop an understanding of behavioral health research through an applied project. This will serve as a foundation for future endeavors.
4) Encourage independent-learning and intellectual curiosity. While I provide educational resources to my students, I also encourage students to learn independently, seek resources, and develop an intellectual curiosity that will serve them if they pursue graduate coursework.
5) Meet a student where they are at. I am a queer, first-generation college graduate and I understand how those identities and experiences impacted me as an undergraduate student. I strive to meet my students where they are at in regard to identity or experience with the understanding that we all come from different backgrounds which may impact the ways we experience academic endeavors including power structures within academia.
1) Collaboratively create an understanding of how we envision teamwork. I always start by discussing what works well for all parties to develop a compact. This is a roadmap of what kind of communication works well, what kinds of rules we want to set for ourselves, and how we will operate as a team. We will revisit the compact regularly through the course of the project.
2) Identify common interests and long-term goals. I always want to know a students’ interests and long-term goals so that a learning experience can be tailored to best fit these interests and goals.
3) Develop foundational understanding and skills in scientific research. My goal is to help UROP students develop an understanding of behavioral health research through an applied project. This will serve as a foundation for future endeavors.
4) Encourage independent-learning and intellectual curiosity. While I provide educational resources to my students, I also encourage students to learn independently, seek resources, and develop an intellectual curiosity that will serve them if they pursue graduate coursework.
5) Meet a student where they are at. I am a queer, first-generation college graduate and I understand how those identities and experiences impacted me as an undergraduate student. I strive to meet my students where they are at in regard to identity or experience with the understanding that we all come from different backgrounds which may impact the ways we experience academic endeavors including power structures within academia.
https://cpshe.fsu.edu/
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Wednesday, Sept. 6 at 1 p.m. EST (https://fsu.zoom.us/j/91839871692)
UROP Program Elements
Yes
Yes
Yes
Yes
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2023
https://cre.fsu.edu/urop-research-mentor-project-submission-portal?element_parents=elements/research_mentor_information/headshot_optional_&ajax_form=1&_wrapper_format=drupal_ajax&token=apFtGCiK6iFOi0LRqil2s51BOInqJTDdnd-IyUkEo3Y