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First Responder Coping and its Impact on Resilience, PTSD Symptomology, and Hypervigilance
Get PDFThe present study investigated coping strategies utilized by first responders and how those strategies relate to resilience, PTSD symptomology, and hypervigilance. The purpose of this study is to help provide more detailed information as to how first responders’ coping impacts their overall functioning. First responders (N = 181), including law enforcement officers, firefighters, paramedics, and emergency medical technicians, completed online surveys measuring whether engaged or disengaged coping strategies were used to manage stressful situations. Self-perceived resilience, PTSD symptoms, and hypervigilance were also measured. A one-way between-groups multivariate analysis of variance was performed to test the relationships between engaged versus disengaged coping strategies and resilience, PTSD symptomology, and hypervigilance. Results of the study showed statistically significant differences between engaged and disengaged coping strategies on the dependent variables of self-perceived resilience, PTSD symptomology, and hypervigilance, F (3, 177) = 43.43, p \u3c .001; partial eta squared = .42. When the results for the dependent variables were considered separately, self-perceived resilience, F (1, 179) = 26.64, p = .0000006, partial eta squared = .13, PTSD symptomology, F (1, 179) = 125.86, p \u3c .001, partial eta squared = .41, and hypervigilance, F (1, 179) = 20.95, p = .000009, partial eta squared = .11, all reached statistical significance. First responders who utilized engaged coping strategies had significantly higher rates of self-perceived resilience (M = 31.65, SD = 4.94) than first responders who utilized disengaged coping strategies (M = 27.12, SD = 6.88). First responders who utilized disengaged coping strategies reported significantly higher rates of symptoms of PTSD (M = 45.45, SD = 17.40) compared to first responders who utilized engaged coping strategies (M = 19.40, SD = 13.80). They also reported higher rates of hypervigilance (M = 11.17, SD = 4.86) compared to ii those who utilized engaged coping strategies (M = 7.87, SD = 4.73). The type of coping strategies utilized by first responders relate to their self-perceived resilience, presence of PTSD symptoms, and symptoms of hypervigilance that are experienced. Future work is warranted to assess any mediating variables that may be influencing these relationships
The Life Story Analysis of Those Suffering from Autoimmune Thyroiditis
Get PDFThe purpose of this study was to understand the pervasive impacts of autoimmune thyroiditis, specifically Hashimoto’s and Graves’ disease. To accomplish this, the life story methodology was utilized to gather individual experiences from 11 participants diagnosed with Hashimoto’s or Graves’ disease. The participants completed a background and general health questionnaire and 45- to-100-minute virtual interview disclosing their journey from the onset of symptoms, through diagnosis, to their most recent state. Themes were compiled from the interviews, which allowed identification of the largest areas of impact, needs, and future implications for practitioners and providers. Major themes identified were decreased quality of life, a lifelong medical/physical diagnosis requiring treatment, comorbid psychological implications, decreased executive functioning, as well as social, work, and/or academic, and financial impacts. There are many deficits in Western medicine, specifically needs for more accurate diagnostic measures and more immediate forms of intervention. Feedback was provided from participants regarding areas of improvement for providers, including providing better education to patients regarding their diagnosis and forms of treatment, not making assumptions, and asking more questions to get a better understanding
Pre-Service Teachers’ E-learning Styles and Attitudes towards E-learning
Get PDFThis study aimed to investigate pre-service teachers’ e-learning styles and their attitudes towards e-learning and present the relationship between them via correlational survey model, one of the quantitative methods. The study group was composed of 322 pre-service teachers. Demographic Information Form, E-learning Styles Scale and Attitude Scale towards E-learning were used online to collect data at the the fall semester of the 2020-2021 academic year when training was carried out completely in the form of distance education due to the COVID-19 pandemic. Pre-service teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes towards e-learning were above average. It was found that independent learning style differed by gender and verbal and logical learning styles differed by department. While there was no difference in the attitude towards e-learning by gender, a significant difference was found by department and the their place of residence. A low level positive correlation was identified between pre-service teachers’ attitudes towards e-learning and visual-auditory, social, independent and logical learning styles
Practices and constraints of teacher professional learning in a centralized education system
Get PDFThis study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities take place in schools through sharing teaching practices, offering and/or seeking collegial assistance, experimenting with alternative teaching methods, and using the internet effectively. Findings also indicated that several constraints hinder TPL at Turkish schools. First, teachers lack sufficient time at school to collaborate and share regularly. Since teachers see classrooms as private spaces, they do not observe their colleagues’ lessons. Second, school-based teacher professional development programs are inadequate and ineffective. Third, bureaucracy causes unnecessary waste of time. Fourth, lack of equipment in some schools makes it difficult for teachers to try new teaching techniques. Finally, meetings for cooperation between schools in the same region are unproductive
Metacognition Enhancing Strategies in Science Classrooms: Science Teachers’ Practices
Get PDFIn this study, we aimed to determine metacognition strategies that science teachers use in science lessons and activities they can perform within the scope of these strategies. We used an instrumental qualitative case study design. Research data were collected from science teachers working in public schools during the 2018-2019 academic years. Research findings revealed that science teachers\u27 definitions related to the metacognition concept are developed and compatible with the definitions in the literature. We also found that science teachers use most of the metacognition-enhancing strategies proposed in the literature. In this context, results showed that science teachers generally do plan before the lesson, encourage their students to ask original questions and think for themselves, motivate their students to evaluate their learning experiences based on multiple criteria, hearten their students to empathize and be motivated, help their students to cope with the difficulties, create environments where students can reflect their ideas, try to make students aware of their behaviors, ask their students to explain their statements, perform role-playing and drama activities and try to be a role model for their students. However, science teachers use journal-keeping strategies less than other strategies. We believe that the research can make a significant contribution to the literature and serve as a substantial resource for especially young teachers to gain a solid background in metacognition and how it can be incorporated into one’s teaching practice
Elementary School Teachers\u27 Experiences of Distance Education during the COVID-19 Pandemic in Turkey
Get PDFIn this qualitative case study, we investigated teachers\u27 experiences of distance education during the COVID-19 pandemic in Turkey. Participants were 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers\u27 experiences regarding advantages and challenges of distance education, and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers’ experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students\u27 reading comprehension and writing skills, an increase in mathematical operation errors, inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education met adequately students’ needs, educational and pedagogical standards
The Impacts of Problematic Social Media Use on Youths: Evaluation and Treatment Recommendations
Get PDFYouths’ frequency and time spent on social media continues to increase over the years parallel to the growing concern of the status of the mental health of youth. This critical literature review project focuses on the impacts that social media use has on youth (ages 8 to 18 years) and what methods of evaluation and treatment are being used clinically, with recommendations provided to clinicians based on the available literature. The questions that guided this review included: What are the impacts of social media on the self-concept and interpersonal functioning of youths?; What clinical presentations are associated with youths who exhibit problematic social media use?; and What clinical approaches are being used to evaluate and treat problematic social media use in youths? Both positive and negative impacts have been associated with social media use. However, there are different factors that contribute to how youth are affected by their social media use. There is no conceptual model available to diagnose problematic social media use that includes the broad range of impacts observed. Evaluations and treatment options available in the literature tend to focus on issues related to addiction. Findings and recommendations useful for clinicians working with youth with problematic social media use, including how to assess social media use and areas known to be negatively impacted are included
Perceptions of Out-of-School Reading Motivation for Female Middle School Students
Get PDFLiteracy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading education built upon their own reading interests. This study identified strategies to increase the amount of time female middle school students devote to reading inside and outside of school in conjunction with suggested policies that will aid middle school female students with increased reading time