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1997 research outputs found
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Military Sexual Trauma in Veterans: Consequences, Treatment, and Therapeutic Implications
Get PDFAmongst Veterans served within the Veterans Affairs healthcare system, approximately 1 in 50 men and 1 in 3 women have experienced military sexual trauma (MST). While every individual is different, a common characteristic or identity amongst those who have served is that of a warrior – someone perceived as strong and ready to defend both their country and fellow soldier. Experiencing military sexual trauma can create a painful and discrepant identity as well as impact almost all domains of functioning. Unfortunately, trauma is an all too common occurrence in the lives of many service members and the multifinality of trauma can lead to complex, harmful consequences ranging from mental health issues, physical health conditions, and an increased risk of suicide. This clinical research project explores the prevalence of MST in Veterans, its consequences, treatment approaches found to be most effective for MST-related PTSD, and clinical implications for working with MST survivors. At this time, Cognitive Processing Therapy, Prolonged Exposure, and Eye Movement Desensitization and Reprocessing are considered by Veterans Affairs to be the “gold standard” evidence-based PTSD treatments. Suggestions for clinical practice and recommendations for future research are provided
School Administrators’ Communication Skills as a Predictor of Organizational Silence
Get PDFThe aim of this study was to determine not only the level of teachers’ perceptions of organizational silence and school administrators’ communication skills but also the correlation between communication skills and organizational silence. The study aimed to determine to what extent school administrators’ communication skills and teachers’ gender predicted teachers’ organizational silence as well. The target population consisted of 206 teachers of primary schools in the district of Yakutiye of the city of Erzurum in the academic year of 2018-2019. Data were collected using a personal information form developed by the researcher, the Communication Skills Scale (CCS) developed by Wiemann (1977) and adapted to Turkish by Topluer (2008) and the Organizational Silence Scale (OSS) developed by Kahveci and Demirtaş (2013a). Data were analyzed using mean, standard deviation and Pearson correlation coefficient. Multiple linear regression analysis was used to determine how well independent variables predicted dependent variables. Participants’ CCS social relaxation and support subscale scores were highest and lowest, respectively. Participants’ OSS school environment and administrator subscale scores were highest and lowest, respectively. There was a significant correlation between school administrators’ communication skills and teachers’ organizational silence. Regression analysis showed that the subscales of the CCS significantly predicted those of the OSS
Text Difficulty and Bilingual Student Interactions in Informational Book Discussions
Get PDFThis qualitative analysis of small-group book discussions documents how bilingual third-grade students interacted around informational books at their reading levels and books one year ahead of their reading levels. The interactions included: answering the teacher, building on previous ideas, asking questions, introducing new topics, answering own or peer’s questions, disagreeing, agreeing, and peer coaching. The last three of these interactions occurred rarely. Each group adopted opposite interaction patterns in relation to text difficulty. Group 1 predominately asked questions with matched texts, and with difficult texts they introduced new topics and built up related previous ideas. Group 2 mostly asked questions with difficult texts, and they introduced new topics and built them up mostly when speaking about matched texts. It is not clear that one interaction pattern is “better” than the other, and differences in the levels may explain some of the interactions adopted
Exploring the Impact of Insecure Attachment Styles in Couple Adjustment Through the Lens of Cluster B Pathology
Get PDFThe current body of research literature appears to lack adequate studies focused on individuals who possess an insecure attachment, potential cluster B personality pathology, and who are engaged in couple discord. The following clinical research project explored how insecure attachments impact the trajectory of both cluster B pathology and adult couples’ relationship discord. Studies reviewed included adults diagnosed with mood disorders, personality pathology, and those engaged in couples therapy due to dissatisfaction and discord. Developing an insecure attachment in childhood appears to place adults at risk for higher rates of personality pathology and risky romantic relationships fraught with discord. Evidence-based treatments are reviewed to determine efficacious means to treat this cluster of presenting concerns. Gaps within the literature for future study are considered, including the need to expand current models and studies to accommodate a greater diversity when determining attachment styles, cluster B personality pathology, and couple discord. Finally, an initial treatment decision tree model is suggested for future studies and clinicians to consider when working with individuals and couples presenting with insecure attachment, potential cluster B personality pathology, and couple discord
Support Through Strengthening Relational Ties : An Examination On The Impact Of Community-Based Partnerships In Closing Opportunity Gaps For Students
Get PDFOftentimes I have witnessed a disconnect between addressing student need and the services a community partnership provides. I conducted a qualitative study to examine the impact a faith-based community partnership had on its participating students. I interviewed directors, staff, and parents, as well as completed numerous onsite observations to gather evidence. I discovered that the level of effectiveness is contingent upon the commitment that takes place between the school and partnered organization. Partnerships are essential to efforts to expand when, where, how, and what students learn (Little, 2011). If expectations are jointly created with all parties engaged in ongoing communication and continual progress monitoring, it highly influences a more beneficial outcome of success for students
Clarity Precedes Competence: The Impact of a Revised Classroom Teacher Evaluation Instrument on Teaching and Learning
Get PDFThis study is a program evaluation to determine the impact of evaluators’ use of the revised Classroom Teacher Evaluation Instrument on instructional practice in a mid-sized, public school district serving approximately 43,000 Pre-Kindergarten through twelfth-grade students. The primary research question explored in this program evaluation is what theory of action for the evaluation system will establish reliable effectiveness measures to gauge teacher quality in the school district under study. Employing a mixed-methods approach, with data gathered from a principal survey, focus group transcriptions, and instructional practice and student achievement data, this study informed and improved current practices surrounding observation and evaluation processes. Policy implications and recommendations support a multidimensional view of teacher effectiveness through the inclusion of multiple measures of data, including deliberate practice and self-assessment, classroom observations, student voice, student achievement and growth, and school performance growth
A Case Study of Academic Performance in a K-8 School Model
Get PDFThe historical and current dispute on how to educate middle grade students continues to puzzle today’s leaders of school systems nationwide. As a result of conflicting research on academically high performing schools, scholars and school decision makers continue the discussion on the influence of grade span configurations on academic performance. The purpose of my mixed method case study was to explore how teachers and school principals perceive the role of collective efficacy as influencing academic performance for grade eight students in the school under study. My study obtained input from school principals, district leaders, and teachers guided by the following research questions; How do faculty perceive a level of collective efficacy within the K-8 school model? How do teachers and the principal in the school acknowledge and share their efforts to establish a climate of collective efficacy in order to promote student achievement in the K-8 grade configured school? Does the school staff believe there are unique components in a K-8 school model that increase academic performance? Do teachers perceive a climate of trust among instructional staff within the K-8 school model with respect to teacher collaboration? How do eighth grade students perform academically in a K-8 school model in both reading and math from year to year over a five-year span? As a result of the findings, the school under study did not have an academic influence on grade 8 students, but did show a positive relationship regarding collective efficacy among faculty and staff members
Self-Care Domains, Benefits of Self-Care in Graduate-Level Training Programs, and Ways to Incorporate Self-Care Education and Practices in Graduate-Level Training Programs
Get PDFA literature review was conducted to examine the concept of self-care as a proactive means to manage the stressors of life, enhance professional competency, and live a well-balanced lifestyle, particularly for graduate-level psychology students. Different levels of distress, including stress, compassion fatigue, and burnout, were researched and discussed. The various domains of self-care were discussed as were the benefits of engaging in regular self-care practices. Finally, various ways to incorporate self-care into already established graduate-level training programs at universities and practicum training sites were discussed to enhance the training experience as well as mitigate burnout in the novel clinician
Insights into the Lived Experiences of English Language Learners
Get PDFThe purpose of this research is to examine how schools can provide special language instruction to meet the increase in the numbers of English language learners (ELLs) and its effect on educators as well as students. This is a descriptive single case study that is focused on a public school, prekindergarten through fifth-grade located in a middle class suburb in a big metropolitan area in the Midwest. This study addresses the commonality problems that face a school system include academic performance, different cultural backgrounds, communication issues, professional development, and funding. To address these issues it is necessary to understand how the culture of a school affects a student’s performance in the school’s environment. The literature most relevant to this study includes; historical development of Bilingual Education Act, main contributors to drafting Bilingual Education laws, goals of the laws and policies in educational practices, instruction and interventions for ELLs, and vocabulary development and Language acquisition
Effect of School Climate, Students \u27Self-Handicapping Behaviors and Demographic Characteristics on Students\u27 Achievement
Get PDFThis study aimed to examine the relationship between high school students\u27 academic achievements, school climate, student\u27s self-inhibiting behavior and some demographic variables. The research is a correlational study. The sample of the study consists of 981 students studying in three different types of schools in the city center of Karaman in the 2019-2020 academic year. The researcher (s) used structural equation modeling in the research. According to the results of the research, in a school climate (positive climate) that has a success-oriented, supportive teacher behavior and a safe learning environment, students are less likely to have self-handicapping behavior, and students with less self-handicapping behavior are more likely to have a highergrade point average (GPA). The study found that school climate also affects grade point average through self-handicapping. The study found that age, school type, gender and socioeconomic status variables also affected the student\u27s grade point average. In the context of examining student achievement by taking into account structural, social, psychological, and environmental factors of the school, the researcher (s) thought that this research would make an essential contribution to the literature