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STORIES OF ME: DISABILITY IDENTITY DEVELOPMENT IN PERSONS WITH ADHD
Get PDFTheoretically, developing a strong sense of ADHD identity, adolescents can combat anxiety and stigma. Combatting anxiety and stigma can support student’s postsecondary success. How can teachers help? The study aims to explore the narratives of disability identity from the adult reflective perspective to identify potential recommendations for teachers. This mixed-methods study collected data through two semi-structured interviews of adults with ADHD, a focus group, and survey data from social media communities. The stories were analyzed for evidence of a sense of identity, pride, and self-esteem. The emerging themes provided recommendations for educators which included the need to foster relationships (teachers with students and peer-to-peer in ADHD communities), teach explicit skills and strategies, and support the needs of families and students to understand and access resources. The implications of the data also included the need to capitalize on the power of community, equip educators to teach disability history, foster disability pride, and build relationships with student
Increasing Life Skills While Decreasing Depression, Anxiety, and Stress in Transitional Aged Youth: A Person-Centered Mentorship Approach
Get PDFTransitional Aged Youth (TAYs) are young adults between 18-24 who have recently aged out of the foster care system and are now a part of the Extended Foster Care system (EFC). Unfortunately, this population is not guaranteed familial or social support. They have to rely on basic knowledge and skills obtained while in the foster care system to help with navigate their world. Most TAYs end up homeless, unemployed, and incarcerated. There is also a high pregnancy rate among TAYs. Due to the limited assistance they receive upon entering EFC, they are at a higher risk of experiencing mental health challenges compared to other young adult populations. This research aimed to determine the effectiveness of a PersonCentered Mentorship Intervention that provided more knowledge of life skills and strategies to help TAYs increase their emotional regulation. The approach utilized in the study was to have TAYs participate in a Person-Centered Mentorship Group for six weeks, using a Single-case research design. Two participants took the Independent Living Life Skills Assessment (ILSS) and The Depression Anxiety Stress Survey (DASS-21) a total of nine times, three times before and six times throughout the study. The study answered the following research question, 1) does knowledge of transitional life skills affect emotional regulation in young adults who have aged out of the foster care system? and 2) What are the differences in the participants\u27 self-report of transitional life skills and emotional regulation baseline to week six of the study? This study\u27s findings indicated a statistically significant difference between the participants\u27 self-reported transitional life skills and emotional regulation from the baseline to week 6 of the study
The Relationship Between Background Music and Symptomatology in Adults Diagnosed With ADHD
Get PDFIndividuals who have been diagnosed with attention-deficit/hyperactivity disorder (ADHD) often experience symptoms that interfere with their daily functioning, concentration, and performance at school, at home, in the workplace, and in social settings. Previous research has been conducted into the effects of background music on various facets of learning, mostly with populations of children and individuals without ADHD. The focus in this clinical research project was to examine the relationship between background music and symptomatology in 18 adult students between the ages of 18 and 26 years who had been diagnosed with any type of ADHD. Results did not indicate significance toward the primary hypothesis that those who completed a learning task while listening to background music would report fewer symptoms of ADHD after the task compared to those who completed the task in silence. However, several patterns from ANCOVA analyses indicated significance toward the secondary hypothesis that gender differences would affect individuals’ perception and endorsement of ADHD symptomatology. Female participants consistently reported greater ADHD symptomatology than male participants. From the findings of this study, it is recommended that mental health clinicians use caution when diagnosing and treating ADHD across the age and gender spectrums
Searching for a dialogic pedagogy with more-than-the-human beings in a teacher education classroom: “I make my way to the sun...”
Get PDFIn this reflective poetic narrative inquiry, I explore a possibility, or rather a search, for dialogic pedagogy with a focus on more-than-human beings in my teacher education classroom. I am curious to learn from my students’ lived experience with my experimental and environmental dialogic activity and ask: What does a dialogue with more-than-human others mean to teacher candidates? My inquiry reveals that these dialogues emerge from the unique, ontological place of being as the poetic and reflective encounter with nature. Yet the concept of nature remains a mystery that resists definitions. More specifically, students’ notes reveal two main themes of their experiences and generative meanings: their new ways of seeing and peacefulness. These new ways of seeing are about their intentional attention to the natural world and its diverse communities as more-than-human beings and speaking subjects. In these peaceful encounters, teacher candidates transform their taken-for-granted view or perception of nature as an object to nature as a miracle (Evernden, 1985). Consequently, almost all students experience their encounters as a peaceful and free learning process that enhances their sense of well-being in the classroom
Aura Pereddo-Uriostegui, Supervisor, DuPage County Health Department
Get PDFBorn and raised in Cali, Colombia, as a proud Afro-Latina, Aura migrated to the USA at sixteen to follow a dream of becoming a professional. She faced multiple obstacles as many young immigrants, such as the language barrier, cultural shock, and the life of a single mother whose goals and dreams were unreachable.
Thanks to the Harrison Fellowship at National Louis University, she graduated with her Bachelor of Arts in Human Services in 2014. For the past ten years, she has dedicated her life to helping immigrants, refugees, and the under-served community of DuPage County by connecting them with resources to find the assistance they need. “In the health department, we collaborate to assess needs, deliver services and coordinate care to improve the health of our clients and community.” DCHD
Today, Aura is a Site Supervisor at the DuPage County Health Department. She informs community members about the services available to them and their families. Among her many responsibilities, she and her team ensure that the community members receive the proper support and assistance needed to empower themselves and be safe. She is pursuing her master’s in public administration.https://digitalcommons.nl.edu/hforalhistories/1006/thumbnail.jp
Racial Identity Within the Indo-Caribbean Community: A Proposed Model
Get PDFPart of the South Asian diaspora, the Indo-Caribbean community is a particularly marginalized minority community as a result of colonialism. Indo-Caribbeans are only considered the majority ethnic group in the country of Guyana, where there is a high rate of suicide mostly among Indo-Caribbean men who view it as a behavioral expression of emotional distress. From the research available, the Indo-Caribbean experience of mental health access in the Caribbean is limited due to improper collection and reporting of demographic information. Indo-Caribbeans who were raised from a young age or born outside of the Caribbean community region, often experience discrimination and a sense of confusion because of nonacceptance of their ethnic, racial or cultural identity. The objective of this clinical research project is to evaluate the impact of colonial rule on the identity and culture of Indo-Caribbeans, investigate the historical and current climate regarding mental health practices impacting Indo-Caribbeans, and analyze how racial identity models can be applied to the Indo-Caribbean community living outside of the Caribbean community. The Indo-Caribbean hybrid racial identity model is proposed to address the unique cultural struggles that impact Indo-Caribbean mental health and racial identity. The Indo-Caribbean hybrid racial identity model includes seven stages of identity development: ethnic awareness, ethnogenesis racialization, dissonance, redirection, awakening, reconciliation, and fusion. This review adds to a growing body of investigation of the Indo-Caribbean experience from members of the community involved in research, academia, and advocacy
EFFECTS OF EXCLUSIONARY DISCIPLINE ON THE ACADEMIC OUTCOMES OF STUDENTS WITH IEPS
No full textIn the United States, evident disparities in life outcomes exist between adults with disabilities and their non-disabled peers. These disparities are present in numerous measures, including (but not limited to) income, postsecondary education, independent living, and health. To a considerable degree, our Nation’s preschool-through-12th grade (P-12) education system is tasked with preparing our youth for postsecondary success. As such, it is reasonable to question if, how, and to what degree schools influence these disparate life outcomes. Under the Individuals with Disabilities Education Act (IDEA), students who struggle in school due to a disability receive an individualized education program (IEP) and are provided with special education and services. Despite these supports, students with IEPs have significantly poorer school and postsecondary outcomes than their peers without IEPs. Consequently, many critiques and criticisms are launched against our Nation’s special education system. On the surface, scrutinizing special education systems and practices appears to be the most prominent and direct position to investigate these disparities. However, factors outside the immediate purview and control of special education systems are known to impact all students\u27 school and postsecondary outcomes, such as climate, culture, bullying, suspension, and expulsion. Moreover, students with IEPs are subject to many of these experiences at higher rates. Most research exploring the school and postsecondary outcome gaps between students with and without IEPs focuses on the effectiveness of special education or immutable student-level characteristics, not on these additional contributing elements. This study attempts to address this research gap by exploring how one of these school experiences, exclusionary discipline, affects the outcomes of students with and without IEPs. Exclusionary discipline (suspension and expulsion) adversely influences the school and postsecondary outcomes for all students, and students with IEPs are suspended and expelled at approximately twice the rate of their peers without IEPs. Suspension is also a practice that does not immediately involve special educators as, legally, the decision to suspend a student is made by a school administrator (principal, assistant principal, or dean). Considering its adverse effects and its disproportionate use on students with IEPs, exclusionary discipline likely contributes to the outcome disparities between students with and without IEPs. While likely, this relationship is unknown as only a single published study has reported findings related to the effects of exclusionary discipline on the outcomes of students with IEPs. Using recent data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative school survey, this study sought to explore this largely unaddressed topic by comparing the academic school outcomes (high school GPA) and postschool outcomes (college enrollment, attendance, and postsecondary GPA) between students based on IEP status and suspension/expulsion status
Identity And Public History
Get PDFThis paper considers the creation of identity and self through interaction with museums. By understanding whether there is a correlation between how someone views themselves and their placement within society and the national narrative, consideration of alternative actions in combating social issues is possible. Likewise, through this knowledge, there is the potential for museums and public spaces to become of greater interest as places where topics relating to social concerns are presented and discussed. A qualitative research method was used to gather evidence of the correlation between identity and museums and revealed a relationship between identity and self-understanding and museum interactions
ApoE Risk Disclosure: A Review of Positive and Negative Outcome
Get PDFTwo of this century’s most significant healthcare challenges are Alzheimer’s disease and mild cognitive impairment, with 40 million people suffering from the diseases. In fact, a conservative estimate projects that both conditions will double every 20 years until 2050. Alzheimer’s disease involves memory impairment, disorientation, confusion, and various problematic behaviors. Presently, no prevention method or cure has been discovered for Alzheimer’s. Mild cognitive impairment typically includes problems with memory, language, thinking, and judgment beyond those typical of one’s age. Usually, these symptoms do not interfere with daily activities but do not improve and have been linked with a risk of developing Alzheimer’s as time goes on. As research in this area has evolved, genetic biomarkers have been discovered that determine the potential risk of Alzheimer’s disease. While there are no guarantees that individuals will develop Alzheimer’s, they can increase the likelihood of disease onset. Despite the potential for life changes and behaviors that could reduce disease risk, most health professionals are unwilling to disclose these biomarkers to their patients. Clinicians’ perceived risk and biases in believing that disclosing this biomarker will harm patients can result in patients receiving limited health information in this area. However, the debate surrounding this disclosure as harmful to patients should be informed by objective outcomes, rather than only perceived harm. This literature review examines the objective outcomes of genetic risk disclosure and ethical guidelines relevant to any disclosure(s)
Differences in Internalized Weight Stigma and the Treatment of Clients in Larger Bodies Among Mental Health and Medical Professionals
Get PDFWeight is a complex interaction of several factors, including genetics, environment, adverse childhood experiences, culture, physiology, and emotional circumstances (Hale, 2019). By solely considering the categories of food consumption and individual activity, the belief of personal responsibility and controllability is perpetuated, which may lead to intentional or unintentional harm within interpersonal interactions and throughout medical services (Nutter et al., 2020). Weight bias refers to “stereotypes, negative attitudes, and discriminatory behavior toward individuals with larger bodies” (Nutter et al., 2020). Weight bias can be displayed as discomfort around those in larger bodies, holding beliefs that fat people are lazy or unattractive, teasing or physically assaulting those in larger bodies, or not having an accommodating physical environment, such as narrow hallways or small furniture (Carels & Latner, 2016). Unfortunately, weight stigma is also present within the medical and mental health professions, impacting how fat patients experience health care. This study compared the implicit and explicit weight bias present in mental health and medical professionals and observed whether this bias (a) impacted their treatment decision-making and (b) whether the amount of training in weight-related care impacted one’s bias. The findings of this study did not show any differences in implicit or explicit weight bias between medical and mental health professionals, decision-making for treatment was different for thin patients compared to fat patients, and training amount did not impact weight bias. However, it should also be noted that the amount of training participants received was not a significant part of their training program, and it is possible that more intensive training would show additional benefits in addressing weight bias. Future research should investigate ways to include weight bias in social-justice-based coursework throughout training programs