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A Brief Introduction to Post Traumatic Growth
No full textThe concept of posttraumatic growth is centuries old, but only recently has it been introduced into the fields of psychology and psychiatry as a scientifically based construct. The term was first discussed in the literature in 1995 by psychologists Richard Tedeschi and Lawrence Calhoun. Through their work with bereaved parents, they noted that many parents developed positive changes as a result of their psychological struggle following the loss of their children. Over several decades of research, it became evident that many individuals who suffer various types of trauma experience psychological growth
Social And Emotional Learning: An Examination Of Perspectives On Using Faith-based Supports As An Option In Public-School Communities
Get PDFThe present study involved an examination of perspectives on offering faith-based support as an option on an individual basis for social and emotional learning (SEL) within a public-school community. The research consisted of a survey of former and current public-school students and parents (N = 26) and a focus group interview of five former and current school administrators to gather their perspectives of their tenure within public schools and the need to provide access to faith-based supports within a public-school community. After analyzing the data, a majority of the survey participants agreed that access to faith-based supports for SEL within a public-school setting with individual consent on an individual basis is needed within the public-school community. Furthermore, the focus group agreed that faith-based supports are needed presently within public-school communities and would have been a welcomed support during their tenures as administrators, current or former. Given the demand for SEL supports, more research is needed to identify, from a cultural and spiritual aspect, the fidelity of providing access to faith-based supports for SEL within a public-school community.
Keywords: public school, support, individual basis, needs, survey participants, access, based, research, spiritual aspect, examination, agreed, fidelity, community, social and emotional learning (SEL), faith, perspective, administrators, school administrators, consen
PARENTING AND STUDENTS\u27 GPA IN THE LATINO POPULATION: AN EXPLORATORY STUDY
Get PDFThe present study experimentally investigated Latino high school students’ grade point averages (GPA) and the parenting styles used by their parents based on Baumrind’s (1968, 1971, 1989, 1991) theory of parenting behaviors. Participants (N=52) were asked to take a survey of 62 questions total addressing three parenting dimensions as measured by the Escala Parental Breve to categorize their parents’ behaviors into parenting styles. Participants also responded to demographic questions such as English proficiency, household income, parents’ education level, and other relevant factors impacting parenting and GPA. Results from the study were limited as there was a limited number of participants; however, data trends were explored. The results indicate no significant relationship between Latino students’ GPAs and parenting styles. The majority of Latino parents were described by their high schoolers as engaging in protective and neglectful II parenting. Given the results, more research is needed about parenting in the Latino population from a cultural lens and understanding the relationship between parenting and GPA in these diverse communities
COVID-19, Olfactory Functioning, and Depressive Symptoms
Get PDFThe focus in this study was to investigate whether people who continue to experience a disordered sense of smell after recovering from COVID-19 are more likely to have higher levels of depressive symptoms. Data collection involved two questionnaires: the Patient Health Questionnaire-9 (PHQ-9) to assess depressive symptoms and the Assessment of Self-Reported Olfactory Functioning and Olfaction-Related Quality of Life (ASOF) to assess olfactory functioning. Additionally, general survey questions were asked to evaluate physical and mental health outcomes related to COVID-19. Results showed individuals who did not subjectively return to their baseline sense of smell after recovering from COVID-19 had lower levels of olfactory functioning and higher levels of depressive symptoms. Regression analyses were conducted to predict scores for levels of depression and levels of olfactory functioning using the following significant predictor variables: COVID-related smell change (SRC), initial emotional response to COVID (HFCE), number of treatments for depression (TFD), smell-related problems (ASOF2, SRP), and olfactory-related quality of life (ASOF3, ORQ). In addition, preexisting smell problems before COVID (SPBC), the severity of depression measured by the PHQ-9 scale, and the time until smell improved (HLSI) were included as predictor variables. The models predicting level of depression and level of olfactory functioning explained 54.0% and 68.8% of the variance, respectively. This study provides insights for future research in this area
Jessica Askar, Urban School Educator
Get PDFJessica Askar knows that successful students become successful adults. She has served children and families for seven years working as an elementary school teacher in an urban district in Chicago. So far, fourth grade is her favorite grade to teach. Ms. Askar\u27s teaching revolves around culturally relevant pedagogy and critical thinking. Due to her leadership and passion for education, Ms. Askar was awarded the Harrison Fellowship at National Louis University where she majored in elementary education with a concentration in mathematics. She is an experienced math tutor and mentor. Throughout her education career, she worked as the lead math tutor for the Center for Academic Success (CAD) and mentored young adults. She is currently working on her Master of Education degree at National Louis University.https://digitalcommons.nl.edu/hforalhistories/1000/thumbnail.jp
Harrison Fellows Oral History Promo Video
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Teachers and Leaders’ Perspectives on the Knowledge Management of Schools through Teachers’ Mobility
Get PDFThe purpose of this study was to examine the effects of teacher mobility on the knowledge management based on the experiences of teachers and school principals of primary and secondary schools in Turkey. The mobility of teachers in Turkey is fairly high, which makes it significant to study in terms of school management. The analysis of qualitative interviews with thirty participants revealed several meaningful themes pertaining to the advantages and disadvantages of teacher mobility in terms of knowledge management, as well as the strategies to increase the contributions of teachers to knowledge management of the schools that they have to change. The results of this study contribute to an understanding of the effects of teacher mobility on knowledge management and the importance of school leadership in the process of teacher adaptation to new school environments, the topics that are not sufficiently explored in the context of Turkish education
Teacher Voices, Teacher Choices: A Multi-case Study on Teacher Experiences with Long-term Professional Development
No full textThis multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations
The Effects of the Covid-19 Pandemic on Students in the School Setting: The Adaptations Needed for Tiered Supports
Get PDFThis study aims to evaluate the impact of the Covid-19 pandemic on students in the school setting and identify necessary adaptations needed, particularly through a tiered system of support. The research aims for two primary objectives by employing a constructivist framework utilizing mixed methods for data collection. Firstly, it aims to provide districts with a foundation for understanding the social-emotional and academic consequences of the pandemic on students. Secondly, its purpose is to empower districts to leverage this comprehensive evaluation as a proactive approach to cater to the diverse needs of all students. This includes responding to the challenges posed by the pandemic and preparing for potential future uncertainties, such as another pandemic or natural disaster. The Covid-19 pandemic disrupted the amount of content students were exposed to and ripped them from access to mental health resources. As a result, mental health needs have been amplified, particularly in marginalized communities, which further widened the academic gap. The results of this study found a significant disconnect in staff understanding of the Multi-Tiered System of Support (MTSS) processes, coupled with a rise in social-emotional and behavioral challenges arising from the pandemic. These results underscore the necessity for a comprehensive and consistent MTSS framework accompanied by embedded professional learning, particularly through MTSS Directors and a Professional Learning Community (PLC) model. Through the implementation of an MTSS framework, districts can proactively implement screening tools and establish systematic and ongoing processes to address students\u27 academic and social-emotional needs
Making Data Meaningful: Stakeholder Perceptions on Data Visualization and Data Management Practices Within a Multi-Tiered System of Supports (MTSS)
Get PDFData-driven decision-making and collaboration are core pillars of a multi-tiered system of supports (MTSS); however, timely and accessible data use, as well as data literacy and visualization literacy skills, are challenges school leaders and educators face related to implementing such frameworks. I hypothesized efficient data management systems and data visualization tools enable school teams to predict student learning outcomes, readily communicate, and better understand student data. The purpose of this study design was to highlight a need for more efficient data structures that allow school stakeholders to balance their roles within an MTSS framework more effectively. The context of this inquiry was school stakeholders that incorporate MTSS within a large public-school district. I conducted this study using a mixed methods analysis, through a survey distributed to three stakeholder groups (i.e., teachers, administrators, and school-based specialists). The outcome reflected a need for more efficient data systems and automated visualization tools