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Beyond Reading, Writing and Math- At the Forefront Social and Emotional Learning
No full textIn kindergarten, students begin formalized school without the fundamental social and emotional competencies needed to learn in a group. Young children are not self-managing and have difficulty regulating how they learn in school. Social and emotional learning programs support student SEL skills in schools. In this study, Sky Harbor’s implementation of the Second Step Program was evaluated. An analysis of Unit 3: Emotional Management was conducted to determine if students are using Second Step skills and the impact. Data collection included academic achievement scores, Second Step formative assessment scores, and School-Wide Information Systems (SWIS) data. This study has demonstrated SEL has a positive impact onstudent achievement. Social and emotional competencies and skills are as essential as reading, writing, and math, if not more. Educators must be immersed in professional development activities that include understanding their SEL competencies, recognizing benchmarks for skills, and designing targeted instruction for students’ needs
The Impact of Psychological Abuse on a Female’s Engagement in Subsequent Relationships and How They Heal from the Abuse
Get PDFABSTRACT
Objective: This study examined (a) the impact of psychological abuse on a female’s subsequent intimate relationships, and (b) what assisted the female victims of such abuse to heal and build subsequent healthy relationships. Psychological intimate partner abuse is connected to various long-term negative consequences, such as anxiety, posttraumatic stress disorder, self-esteem struggles and trust issues. However, no studies have investigated how these negative consequences affect the female victim’s subsequent intimate relationships, nor what helps the victim heal enough to move on to engaging in healthy subsequent relationships. This study is the first to examine both of these aspects of psychological intimate partner violence.
Methods: Fourteen participants were recruited for the study. Ten participants completed the semi-structured interview and four were a part of the focus group. All participants were over the age of 18 and their primary language was English. They all experienced intimate partner psychological abuse within 5 years of the interview, and all participants were in at least one intimate relationship post abuse. The study was conducted using a phenomenological qualitative approach to ensure an accurate recount of the participants’ experiences on the topic.
Results: The results of the study included various themes regarding the effects of intimate partner psychological abuse, with the key findings being that it caused a negative impact on the victims while in subsequent relationships. The key behaviors found were communication struggles and low self-esteem that contributed to other unhealthy behaviors within the relationships.
Conclusion: In terms of counseling, it would be beneficial for clinicians to use strategies to uncover the potential existence of psychological abuse earlier on in the counseling process. Recommendations for future research include investigating how psychological intimate partner violence impacts the subsequent relationships of male victims, how length of time between the abusive relationship and subsequent relationship can alter the severity of the consequences, and how receiving professional therapeutic services can assist in recovery from the psychological intimate partner violence.
Keywords: Intimate partner violence (IPV), abuse, coercive control, attachment, depressio
The Need for a Gender Neutrality Policy in One State\u27s 4-H Program
Get PDFPolicies recognizing gender-neutrality and non-binary identities are needed in youth development programs to create a truly inclusive program and a sense of belonging for all youth. This study explored if and how written statewide policies regarding gender- neutrality can most effectively serve members, agents, and volunteers of the 4-H Youth Development Program in the state under study. The context of this study was the 4-H program in one state (agents and administrators as participants) and 4-H programs around the United States (administrators as participants).Preliminary qualitative and quantitative data from my research study indicated that agents in the state under study recognized an immediate need for written policies regarding gender neutrality, but the administrators did not. Agents working with youth expressed concerns about professional development, guidance, and written guidelines, but administrators had not produced any over several years. Administrators indicated that they were handling issues as they came up and had made the program inclusive. The lack of members identifying or known as transgender, non-binary, or gender-questioning contradicted the administrators’ statements of a welcome and inclusive environment. A notable disconnect existed between what county agents indicated was needed and wanted, and what administrators stated should be provided. Based on data and analysis, I recommended a statewide written policy was necessary to create a truly inclusive, equal opportunity 4-H Youth Development Program in the state under study
The Impact Workplace Microaggressions Have On Those Who Identify As Lesbian, Gay And Bisexual.
Get PDFProgress has occurred in recent years for lesbian, gay, bisexual, transgender equal rights. However, there are still areas where discrimination is evident such as the workplace. Some lesbian, gay, bisexual, transgender employees may not share their identity at work due to discrimination concerns. Such forms of discrimination may be passive acts such as microaggressions. These microaggressions can make work-life stressful; furthermore, the stress experienced at work may impact other areas such as home life. This study explored two areas. The first area investigated was whether identity disclosure at work affected workplace microaggressions. The sample size was 88 working adults who identified as cisgender and lesbian, gay, or bisexual. Participants completed an online survey posted through social media. The survey consisted of the Lesbian, Gay, and Bisexual Identity Scale and the Microaggressions Experiences at Work Scale. A multiple linear regression model assessed whether identity disclosure, specifically acceptance concerns and concealment motivation, could predict workplace microaggressions. Findings indicated the model was a good fit, and there was statistical significance for both acceptance concerns and concealment motivation as predictors for workplace microaggressions. However, acceptance concerns were the stronger predictor. The second area investigated relationship satisfaction with romantic partner. Sixty-two participants met the inclusion criteria, investigating whether acceptance concerns, concealment motivation, and workplace microaggressions could predict relationship satisfaction. The analysis was also multiple linear regression, and the model was determined to be a good fit. However, acceptance concerns were the only statistically significant predictor for relationship satisfaction. The findings provided insight on how lesbian, gay, bisexual identity disclosure and microaggressions spill into relationship life
An Evaluation of AVID as Related to Student Growth in Math and English Language Arts and Teacher Satisfaction with AVID
Get PDFIn education, there is a certain population of students that are overlooked. The low-socioeconomic student whose parent(s) did not attend post-secondary education is often overlooked. There is a need to provide these students with supports to become successful both in secondary and post-secondary education. Advancement Via Individual Determination (AVID) is such a support. AVID can also provide support and satisfaction for the educator. Using quantitative data, I demonstrated in my study the success of the AVID student as compared to the non-AVID student in English Language Arts and Math. I used qualitative data and quantitative data to research teacher satisfaction using AVID
Impact of a Free-Choice (‘Genius Time’) Inquiry Project on Student Skill-Building, Agency, and Motivation
Get PDFStudent investment in learning is often stronger when learning incorporates student choice, ‘real-world’ authenticity, and creativity. This action research investigated the impact of a particular tool for emphasizing these elements in learning: A free-choice, or ‘Genius Time,’ project in which middle school students in an independent all-boys school were asked to develop and carry out an individual project to investigate anything of their choosing, as part of their regular science class. This study aimed to determine how a project like this could impact student skill-building, self-efficacy, motivation, and student learning through the practice of inquiry. Through surveys, student self-assessment, student interviews, and teacher journaling, the results showed that this project was successful in building essential ‘21st Century’ skills, such as initiative, risk-taking, persistence, and resilience. In addition, students were engaged in meaningful inquiry learning because they were required to exercise and grow their own agency for learning, including their self-efficacy. Finally, this project may have facilitated a shift in participant personal motivation toward more intrinsic (rather than extrinsic) factors. These findings support a larger body of research and reporting about the effectiveness of project-based learning, and free-choice or passion projects in particular, to engage students with inquiry in meaningful ways
Faith-Based Counseling Versus Traditional Psychotherapy: A Phenomenological Evaluation of African American Protestant Experiences
Get PDFThis phenomenological study was designed to evaluate the experiences of African American Christian adult clients within traditional psychotherapy and faith-based counseling settings. Research has shown various therapist/counselor identities affect Christian African American clients, and that Christians as well as African Americans have historically been less likely to pursue traditional psychotherapy for a variety of reasons. Participants were six African American Christian adult participants (three traditional psychotherapy participants and three faith-based counseling participants). All participants were asked open-ended questions about their experiences in traditional psychotherapy or faith-based counseling. In addition, they were asked to evaluate several aspects of their therapy/counseling experience on a scale of 1–10: (a) their overall experience within traditional psychotherapy/counseling, (b) the overall effectiveness of their therapist/counselor, and (c) how effectively they thought their therapist/counselor was in their ability to address faith-related content or concerns. To provide context for this study, a literature review was conducted on the history of psychology, the demographics of psychotherapy, the potential impact of psychotherapy on African American clients, and potential gaps in faith-based training among mental health providers. In addition, this study considered additional factors that may influence the traditional psychotherapy/counseling experiences of African American clients. These included barriers to access of care and the underutilization of mental health services among African Americans, the overall health disparities affecting African American people, working alliance factors, the impact of the Black Church on African American life, and the common reliance on faith as a means of coping. This project also considered 2 current research on community-based interventions and culturally sensitive and acceptable means of seeking care for African Americans. Results showed that though all African American Christian participants acknowledged benefits of therapy (across both types), there was an inherent secondary gain for African American Christian clients paired with faith-based therapists/counselors
A Psychological Perspective on Police Brutality: Current Statistics, Characteristics, and Trends Regarding Excessive Use of Force
Get PDFThe purpose of this literature review was to utilize a psychological perspective on police brutality to identify current statistics, characteristics, and trends concerning excessive use of force. There were four fundamental goals of this literature review: (a) examine current statistics, characteristics, and trends regarding excessive use of force by law enforcement officers; (b) examine which populations are most likely to suffer from excessive use of force; (c) examine current methods in training law enforcement officers; and (d) propose a new model for training law enforcement officers. Also included is a discussion of a proposed idea for the training of police officers. The chapter concludes with a discussion of the limitations of this literature review, areas for future research, and a brief summary. Major findings of this literature review found that police brutality has been a part of the United States since the inception of law enforcement. Furthermore, research has shown that ethnic/racial minorities, individuals with mental health issues, and members of the LGBTQ+ communities are at a significantly higher risk of experiencing excessive use of force and being killed by law enforcement officers. Finally, a brief proposed model for law enforcement training and reform is presented
Investigation of The Relationship Between High Schools’ Instructional Capacity and Academic Achievement
Get PDFThe purpose of this study was to examine the relationship high schools’ instructional capacities and students’ achievement gains. Designed as a relational screening model descriptive research methods, the data draws upon the statistical data on students’ high school and UPE success scores obtained from Ministry of National Education and Center for Evaluation, Selection and Placement as well as teachers’ responses to the data collection tool in this study. Instructional Capacity Scale (ICS) was the data collection instrument developed by the researchers. ICS has six subscales including instructional management practices, teacher quality, the quality and quantity of curriculum and materials, instructional climate, students’ readiness to learn, and financial resources. The data were analyzed using Multilevel structural equation modeling (ML-SEM) to determine the direct or indirect relationships between dependent variables and independent variables. The findings show that teacher quality and students’ readiness to learn affect the students\u27 achievement directly, while there is an indirect relationship between instructional climate and instructional management practices. There is also evidence to suggest that the previous achievement level of students is the most effective variable to predict academic achievement. The findings have confirmed the model presenting that instructional capacity components affect the academic achievement of the students either directly or indirectly. In this sense, the most effective variance on the students’ academic achievement was the previous academic achievement level (SBS base scores). Several limitations and recommendations for future research are provided
The Impact of the Transgenerational Cycle of Prison on Attachment Among Black Individuals
Get PDFThis empirical study assessed the impact of incarceration on an individual’s attachment style and explored protective factors that moderate these overall outcomes. The study sought to answer the following questions: (a) Are there differences related to the gender of Black participants and the gender of their incarcerated parent? and (b) Will affective expression and/or sense of community serve as protective factors and mediate the attachment style of Black individuals who have been incarcerated? The sample consisted of 98 adults (45 of whom indicated being a part of the transgenerational cycle of prison) ranging from 18 to 68 years old. Participants were instructed to complete the Sense of Community Index, Affective Style Questionnaire, and Hazan and Shaver’s (1987) three- category Attachment Measure. Data were analyzed using chi-square, Fisher’s exact test, and multinomial logistic regression analyses. Results found relationships between gender and attachment style, age and attachment style, and particular affective expression styles and gender, but overall results did not support the hypotheses. It is believed, in the future, with a larger sample size, results may potentially show more statistical significance. Implications for these results, as well as possible future directions, are discussed