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1997 research outputs found
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ASSESSING ALEXITHYMIA IN LAW ENFORCEMENT: THE ROLE OF SERVICE TENURE AND SEX
Full text linkABSTRACT
Alexithymia, characterized by difficulties in identifying and expressing emotions, has significant implications for professions requiring emotional intelligence and trauma-informed response. Law enforcement officers routinely navigate high-stress encounters that demand emotional regulation, clear communication, and empathy, yet those with alexithymic traits may struggle in these areas, potentially affecting interactions with victims, suspects, and the community. This study examined the prevalence of alexithymia among front-line police officers in suburban municipal agencies within the Chicago metropolitan area, using the Toronto Alexithymia Scale-20 (TAS-20) as a standardized assessment. The research addressed three questions: (1) What proportion of officers exhibited normative or elevated levels of alexithymia? (2) Did alexithymia vary by years of service? (3) Were there differences between male and female officers? A quantitative methodology was employed, collecting survey data from 44 officers categorized by sex and tenure, distinguishing those with less than 5 years from those with 5 or more. Findings indicated that while most officers were non-alexithymic, a notable subset exhibited normative or severe alexithymia, raising concerns about emotional processing within the profession. Statistical analysis revealed no statistically significant differences based on sex or years of service, suggesting alexithymic tendencies may be more individually variable than demographically linked. These findings highlight the need for trauma-informed policing strategies that account for emotional processing deficits. Enhancing officers’ ability to recognize and regulate emotions may improve victim interactions, crisis de-escalation, and community trust, reinforcing the importance of integrating emotional intelligence training within trauma-informed law enforcement practices
Link Between Adverse Childhood Experiences and Parenting Styles of African American Fathers
Full text linkAfrican American fathers may be more susceptible than fathers of other races to having a negative parenting style due to their high levels of adverse childhood experiences (ACEs). ACEs are traumatic experiences during childhood that can affect a person’s mental and physical health, income and adult parenting style. African American adults tend to have experienced multiple levels of ACEs at a higher rate than White and Asian adults (Maguire-Jack et al., 2021). ACEs can lead to adults experiencing higher levels of alcoholism, depression, health-related issues, mental illness, substance use, and academic problems. The purpose of this cross-sectional study was to examine the connection between the number of ACEs experienced in childhood by African American fathers and their parenting styles. Participants were African American fathers from the Chicagoland area over the age of 21 years. Data collection involved demographic information, any ACEs experienced, and parenting style. Results showed African American fathers with high levels of ACEs exhibited negative parenting styles whereas those with low levels of ACEs exhibited more positive parenting styles. The results also showed fathers’ income and education affected their parenting styles, as fathers with a higher income and education had a more positive parenting style
Advancing Equity Through Social and Emotional Learning
No full textThis study examines how Chicago Public Schools (CPS) promotes equity through social and emotional learning (SEL) within its Healing-Centered and Equity Frameworks. The research aims to evaluate the effectiveness of these frameworks in addressing trauma, fostering equitable learning environments, and implementing culturally responsive practices. Using qualitative methods, data were gathered from semi-structured interviews with four former CPS leaders and a document analysis of CPS frameworks. The analysis revealed the alignment of CPS practices with equity-focused priorities outlined by the Learning Policy Institute (Hammond et al., 2020). Findings suggest that Social-Emotional Learning (SEL) can effectively mitigate the impact of trauma and promote equity by fostering strong relationships, creating inclusive environments, and prioritizing student-centered learning. However, challenges such as inconsistent professional development and insufficient district support hinder implementation. Key policy recommendations emphasize the need for a unified approach to integrate Social-Emotional Learning (SEL) with academic goals. Recognizing that all learning is social and emotional, educational strategies should consider the connection between brain networks and their collaborative support of social, emotional, and cognitive functioning. Results revealed the need to embed social-emotional learning (SEL) practices within instructional design and provide targeted training and resources. Ultimately, viewing SEL as foundational to school improvement and educational equity rather than an isolated program
Social Media And The Effect On Student Engagement
Full text linkThe purpose of my study was to determine the impact of social media on student engagement and behaviors in high school classrooms. The overarching research question that guided my study was: What is the impact of social media on student engagement? I used a mixed methods approach of quantitative and qualitative data to research my topic. I collected the data using surveys of two stakeholder groups in the study: young adults and educators. The survey results showed that both educators and young adults perceived a decline in class engagement and the rise of behavior in the classroom from social media use. I recommended to educational leaders that students should not have access to their cell phones during the school day which will reduce their access to social media. Removing the students’ access to social media will result in engagement in the classroom reducing negative behaviors with an outcome of higher student achievement
Research in Color: A hands-on roadmap to literature reviews in the social sciences
No full textThis workbook guides graduate students through the literature review process for a research course, dissertation, thesis, or publication. Through pragmatic and creative activities, students will find and evaluate sources, take effective notes, recognize patterns, and synthesize findings to prepare them for writing their literature reviews. In addition to building research skills, this workbook addresses the emotional journey of research by connecting students to their personal motivation as well as providing suggestions for building support systems (including faculty, librarians, friends, and the students themselves)
A Collective Journey: Supporting Our Nonbinary Students
No full textFor nonbinary young people, school is often a hostile environment. However, as educators, we can support and affirm diverse gender identities in the classroom, validating students who identify outside the binary and fostering their classmates’ empathy and understanding. A key component of culturally relevant pedagogy is literary representation. By offering books featuring authentic, humanizing depictions of nonbinary characters, we can provide not only mirrors and windows for our students but also telescopes by which something far away—a world free of cisnormative gender prejudice—seems closer and more achievable
EDUCATOR WELLNESS: AN EXAMINATION OF THE THINGS WE NEED TO KEEP TALENTED EDUCATORS IN THE PROFESSION AND IMPACT STUDENT OUTCOMES
No full textEducator wellness is a critical yet often overlooked component of teacher attrition, retention, and student outcomes. Teaching is a demanding and difficult profession, especially since the COVID-19 pandemic. High levels of stress and burnout have led to alarming rates of teacher attrition. It is now necessary to create systemic change to support educator well-being. This study investigates the factors that impact educator wellness and evaluates the existing Social and Emotional Learning (SEL) initiatives within District 10. This research explores how school-wide and district-wide Social and Emotional Learning (SEL) Initiatives impact educator wellness, examines the factors that influence teacher wellness, and what policy changes could better support teachers in managing the demands of their roles.Through a qualitative research design utilizing semi-structured interviews with middle school teachers, the study identifies key stressors including workload, administrative demands, financial struggles, and negative parental interaction. While SEL initiatives were found to have some benefits, many educators expressed that these opportunities often failed to address systemic issues, identifying a need for more individualized support. Positive influences on wellness included strong professional relationships, supportive leadership, autonomy in teaching, and personal self-care strategies. Findings suggest that for wellness initiatives to be effective, they must directly align with the specific needs of the individual rather than broad, one-size-fits-all programs. The study recommends the implementation of more personalized professional development, policy changes to address workload and compensation, and leadership training that supports educator well-being. These findings contribute to the ongoing discussion of how a focus on educator wellness can create sustainable educational environments that prioritize both teacher retention and student success
Traditional Institutions as Change Agents: Understanding Cultural Norms and Practices Promoting Gender-Based Violence in Nigerian Communities
Full text linkTraditional institutions in Nigerian communities hold a strong cultural foundation and significantly influence cultural norms and practices. Due to the increasing need for effective community-based approaches in addressing social and health problems on a global scale, we explore the attitudes and behaviors of traditional institutions as custodians of cultural customs and norms related to gender-based violence (GBV) and examine their potential role in ensuring community safety. By addressing harmful gendered norms and practices, traditional institutions could become key agents of change, promoting meaningful social transformations. This study explores the dynamics cultural norms and practices play in community safety, emphasizing the potential for traditional institutions to contribute fresh perspectives and effective community-based strategies for combating GBV. Quantitative data were collected from 88 residents of the southwestern states (Lagos, Ondo, Osun, Ekiti, Oyo, and Ogun), including traditional rulers, community gatekeepers, opinion leaders, and individuals living in these communities.
The study found that cultural norms such as gender roles, female genital mutilation, and child marriage are widely prevalent, with traditional institutions like kings, chiefs, and religious leaders significantly shaping these norms. A substantial majority of respondents (71.3%) acknowledged the influential role of these institutions, despite their limited involvement in combating GBV thus far. Utilizing four new instruments, findings indicated a moderate positive relationship between perceptions of traditional institutions and feelings of safety, suggesting that individuals who feel safer are more likely to trust these institutions\u27 effectiveness in addressing GBV. Contrary to expectations, perceptions of traditional institutions were similar across urban and rural areas, though rural residents reported feeling significantly safer than their urban counterparts
The Pathways of Latina Students\u27 Success in Math Education: A Narrative Study
No full textMany Latinx students are failing despite numerous sacrifices, personal goals, and determination. Latinx students endure a range of challenges in and outside of school that significantly impact their identity, mental health, and academic achievement. Many factors impede Latinx students’ success, including a lack of support and meaningful relationships. School systems suppress their identities and follow deficit-oriented mindsets that undermine the rich cultural and linguistic assets students possess. This study explored the systemic and personal obstacles Latina math educators encountered on their path to becoming teachers, while highlighting their resilience. The purpose of this study was to examine how Latina middle school teachers persevered through these obstacles and how cultural identity, family, and community served as vital sources of strength and motivation. This study uses narrative research centered on five Latina math educators, representing diverse backgrounds, school settings, and experience levels, who work with mid-sized to large populations of Latinx students in the Midwest. Data were collected through semi-structured interviews, classroom observations, and classroom artifacts. These tools allowed the participants to share their lived experiences and how they draw upon their lived experiences to inform their teaching, while connecting identity and culture into mathematics instruction. The participants shared heartfelt memories and complex emotions, expressing pride in being Latina, the nurturing role of families and community, and the silent struggles they endured, including mental health challenges. As educators, they aim to create more meaningful and empowering learning environments. This study highlights the beauty of the Latinx experience and how Latina educators empower their Latinx students in math education. It calls for culturally and linguistically responsive teaching in mathematics education, where students’ identities and backgrounds help foster deeper understanding and academic success
Patterns and Predictor of Police Officers\u27 Utilization of Healthcare Services
No full textPolice officers need to be physically and mentally fit to do their job, yet officers generally tend to avoid healthcare services. This study investigated police officers’ healthcare-use behaviors, demographic differences in provider use, and perceived barriers to accessing healthcare. An online survey of 278 voluntary United States police officers at all hierarchical levels was conducted; measurements involved: Demographic and job information questionnaire, General Health Questionnaire (GHQ-12), self-reported mental and physical health conditions, Healthcare Access & Use Survey, and three open-ended questions about barriers to health care use. Female officers reported significantly higher levels of distress than did their male counterparts on the GHQ-12. Female officers contacted providers such as nurse practitioners, chiropractors, and traditional healers within the past year significantly more often than did male officers. Nonwhite officers used speech/occupational/audiological services significantly more than White officers and higher-ranking officers tend to use general medical services more frequently than those in entry-level positions. In response to open-ended questions, time and scheduling conflicts were the most frequently identified barriers to accessing care for physical health (74.2%), stigma and perceived weakness were the strongest hindrances to using services for mental health (74.2%), and confidentiality and anonymity were primary motivators to using mental health services (70.3%). Overall, healthcare use was largely unrelated to age, department size, and ethnicity. Implications of these findings include the need for easily accessible, confidential services that integrate mental healthcare into medical spaces, alongside proactive wellness programs that encourage support from leadership and peers to help improve officers’ overall health