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Trauma Symptom Presentation of Neurodevelopmentally Diverse African American and Hispanic Youth
No full textThe negative implications of trauma have prompted further exploration of diagnosis and treatment in neurotypical youth, though there is a limited understanding of these implications in neurodiverse populations. The purpose of this study was to identify common symptoms in youth exposed to trauma and diagnosed with autism spectrum disorder (ASD). Participants were 25 male and female Hispanic and African American patients between the ages of 7–23 years who were receiving primary care at a local medical clinic. Participant information was collected in aggregate from the clinic’s electronic medical record system. A phenomenological approach to data analysis and deductive research organizational framework were used to identify common themes within the consultation notes written about the patients’ medical visits. Findings were unable to produce a distinct clinical presentation of ASD youth with trauma. The limitations of the study include a lack of a control neurotypical group for a direct comparison of symptoms and a lack of available trauma assessment tools for this neurodiverse population. Further research on the assessment and treatment of ASD and trauma is needed to gain a better understanding of this comorbidity
Culturally Adapted Multiphasic Treatment Program: A Proposed Model for Increasing Successful Community Reintegration for Sex-Trafficked Black Teens
Get PDFThe commercial sex trafficking industry is a silent epidemic that has been sweeping across nations for centuries. Within the United States, Black teen girls make up the largest demographic of commercially sexually exploited children. Despite efforts, most treatment interventions and programs have limited success in preventing or reintegrating Black teen girls into their respective communities. Even more alarming, most treatment interventions do not consider the impact of culture and other lived experiences. This critical literature review identified and evaluated effective treatment modalities and programs for Black teens and discussed key components thathave been found for community reintegration. The research questions this review answered included: What racial disparities impact human trafficking of Black teens?; How do parental style and childhood attachment serve as risk and protective factors for children’s susceptibility to domestic minor sex trafficking?; and What are current models for treating sex trafficking survivors? There is no gold standard or treatment or assessment of sex trafficking youth survivors, let alone one specifically created to address the needs of the demographic most targeted, thus, creating a need for developing a framework that encompasses the Black experience as well as community reintegration. The model created is an integrated treatmentapproach called the culturally adapted multiphasic treatment program for sex trafficking survivors
Exploring Attitudes of Four Groups of Stakeholders Toward Family Childcare and Recommending Best Practices to Promote Positive Experiences
Get PDFThis research aimed to increase the awareness of licensed family childcare programs and use the viewpoints of four stakeholder groups to construct recommended best practices. These best practices are crucial for supporting effective business practices and providing high-quality services to their stakeholders. Online surveys and virtual interviews were used to acquire the stakeholders\u27 perspectives. The collected data revealed three principal thematic codes: family childcare provider, family childcare business, and family childcare environment. Within these three codes, the family childcare program\u27s areas of improvement, inconsistencies, and strengths were identified and evaluated to construct recommended professional and business best practices. Some of the categories of recommended best practices included professional development, professional identity, marketing, and business techniques, all valuable in supporting high-quality, licensed family childhood programs
How Prepared Are Educators To Work With Students Of Color
Get PDFFrom what I have experienced, there has been a lack of preparation when it comes to preparing educators to work with students of color. This research aimed to explore the importance of early childhood teachers’ cultural preparation programs when it comes to working effectively with students of color. Most of the time, teachers teach to the common core standards set in place by the state. They also implement a curriculum that is considered “best practices” for students instead of paying attention to and considering the individual student’s specific culture, family, and community values and ways of life before planning (Spies, 2011). I conducted several interviews to complete a narrative qualitative study for each participant to tell their stories. From the data collected via the interviews, it was concluded that the participants did not feel they had the required tools needed to work with students of color once they became classroom teachers
ENGLISH LANGUAGE LEARNERS AND THEIR ACCESS TO POSTSECONDARY EDUCATION: EXAMINING THEIR ACHIEVEMENTS AND COLLEGE READINESS THROUGH EDUCATORS’ EXPERIENCES AND PERSPECTIVES
Get PDFThe purpose of this qualitative study was to bring awareness to the issue of English learners (ELs) being unprepared for college and to study the beliefs and perceptions of educators regarding the factors that contribute to the creation of an achievement gap between EL students and traditional students. The study involved an analysis of trends in the perceptions of school counselors, teachers, and administrators regarding EL students being ready to attend college. Data were collected from nine participants from three public high schools in Pinellas County using Zoom and email interviews and then analyzed. Four main themes emerged from the analysis of the data: (a) opportunities, (b) access to higher education, (c) school initiatives, and (d) supporting ELs. Participants expressed similar views regarding EL students being unsupported in school and in the transition from high school to higher education institutions. More professional development and appropriate support are needed to close the academic gap
Self Portraits: How The Arts May Be the Key to Equitable And Authentic Engagement For Culturally And Linguistically Diverse Student Populations
Get PDFAs the linguistic and cultural diversity across America’s classrooms steadily increases, educators are searching for ways to meet the needs of their students. The linguistic and cultural resources our students bring are a tremendous asset, yet our country has not been able to fully realize the potential of a diverse population. While multilingual students are often perceived to lack background knowledge, connections to school, and linguistic resources, the arts have the capacity to increase engagement, connect to diverse cultural backgrounds, and transcend language barriers. In this study, I explore the ways in which educational equity may be achieved to a greater extent for culturally and linguistically diverse students through the natural inclusivity that is embodied through the study and creation of the arts. My findings from student, teacher, and leader focus groups, student survey data, as well as a review of literature indicate that deep, authentic learning experiences through the arts could be a strong leverage point for multilingual learners to learn both language and content simultaneously by providing meaningful connections, non-English dependent instruction, and equitable representation. Yet, in many states across the nation, policies that center the importance of the arts are absent. This study explores how re-centering the arts in schools across the nation will not only allow culturally and linguistically diverse students more equitable access to education but will also enhance 21st-century learning for all students. Such a shift could change the trajectory of education in the United States
Addressing Equity and Antiracism in a Reading Specialist Program
Get PDFThis study deeply examined the Reading Master’s program at our university to understand better how the program itself and the courses within it perpetuated or pushed back on oppressive approaches to reading instruction, assessment, and intervention and how we could make program and course revisions to reflect anti-bias/anti-racist beliefs. We utilized a case study approach, seeking feedback from all involved in or impacted by our program. Beginning with self-study, we (the researchers) met monthly to discuss shared readings on equity-focused topics and interrogate our teaching to understand how our pedagogy and course assignments and readings either upheld or resisted racist or biased practices. We then conducted surveys, interviews, and focus groups with current candidates and alumni of our program, adjuncts who teach in our program, and external partners such as K-12 school principals and literacy leaders. Our findings indicated that while the vast majority of reading program stakeholders acknowledge the importance of addressing equity and anti-racism in our program, our ability to do this effectively across courses and for all students has been uneven. Some courses were seen as more effective than others; Black and Brown students reported feeling like they don’t belong or that their voices are not valued; white students acknowledged discomfort with topics related to racism; adjuncts indicated they need more professional development related to equitable literacy practices. With feedback from our stakeholders, we have a clearer sense of how we can move forward to better address issues of equity and anti-racism in our program and have already begun implementing changes. Our work is ongoing
Effect of Fandom on Sports Gambling
Get PDFThe goal in this study was to investigate the relationship between fandom and betting. The hypothesis was that sports fans who gambled on their favorite teams would be more likely to make irrational decisions based more closely on emotional attachment than logical thinking. A total of 191 fans of the Chicago Bears (n = 80), Green Bay Packers (n = 57), and Minnesota Vikings (n = 54) were recruited for the study. Participants completed a survey that assessed their knowledge of and love for the three teams. Results indicated fans were far more likely to bet on their team regardless of the knowledge they held. Emotional attachment proved to be a strong indicator of how participants chose to allocate their bets, which resulted in an impact on their decision-making process. The implications of the study are to provide more understanding for gamblers, especially younger gamblers who are inexperienced without fully developed brains