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You Are Resilient: Trauma-Informed, Strengths-Based Treatment for Low-SES, Urban Youth
Get PDFThe focus in this review was to explore the benefits and optimal use of trauma-informed, strengths-based care for the therapeutic treatment of low-socioeconomic status (SES), urban youth. Specific focus was given to evidence-based research on the treatment of emotional and behavioral dysregulation among low-SES, urban youth. The review was guided by the following research questions: How can emotional and behavioral dysregulation be symptoms of trauma among low-SES, urban youth; What makes trauma-informed and strengths-based care optimal for the treatment of low-SES, urban youth with dysregulation; and What are clear guidelines for providing trauma-informed, strengths-based care to low-SES, urban youth with dysregulation. Emotional and behavioral dysregulation were defined and explored as symptoms of chronic stress and community trauma exposure (i.e., a traumatic stress response). The review included an exploration of protective factors and factors that contribute to traumatic stress responses and resilience. To fully conceptualize youth symptomology and provide thorough treatment guidelines, the review included an analysis of trauma-informed and strengths-based approaches as separate, yet complementary frameworks. This provided an opportunity to highlight supplementary theoretical traits and techniques from each approach that can uniquely benefit youth and their families who are affected by trauma. Treatment guidelines emphasize systemic needs with a focus on the importance of family growth and community support and include (a) engage in clinical preparation, (b) initiate a strong therapeutic alliance, (c) assess basic needs and community resources, (d) validate the trauma narrative, (e) empower systemic family change, (f) build strengths and reauthor the trauma narrative, and (g) establish and obtain unified goals
An Evaluation of a School District’s Summer Library Program Designed to Prevent Summer Reading Loss
Get PDFThe purpose of this evaluation was to study the impact a school district’s summer library program had on summer reading loss. This study was conducted to analyze the design of the program and to determine what effect the program had on participants’ reading assessment scores as compared from spring (pre) to fall (post). Analysis of quantitative and qualitative data demonstrated the program was beneficial to students, parents, teachers, and school librarians. The findings show there is potential to use the summer library program to increase reading assessment scores; however, multiple doses of the program are necessary to achieve results. The findings also show school library programs must be intentionally integrated into the culture of a school district during the school year in order for a summer library program to succeed. A comprehensive change leadership plan for school library program advocacy and summer library program policy have been developed as a result of this study. Findings from this evaluation could also serve as a road map or lessons learned for school districts across the nation when implementing a summer library program
The Impact of Integrated STEM Education on Student Achievement in Magnet Schools
Get PDFIn an ever-changing world, scientific advancement and innovation are critical in maintaining national security, economic competitiveness, and quality of life for our global society. Science, technology, engineering, and mathematics (STEM) education has been a priority within educational reforms for well over a decade. The purpose of this study is to determine the impact of integrated STEM education on student achievement results in English language arts, mathematics, and science. The single overarching question of this program evaluation is: Does integrated STEM education impact the achievement outcomes in reading, mathematics, and science for students in fourth and fifth grades? Related research questions include: What is integrated STEM education? How do achievement measures of students within STEM elementary classrooms compare to students in non-STEM elementary classrooms?
The context of this inquiry is a mid-sized public school district offering integrated STEM education at their STEM magnet schools. My study demonstrates statistically significant outcomes in student achievement results in fifth grade English language arts, mathematics, and science scores. Students receiving the variable of integrated STEM instruction were more successful than their peers who did not receive integrated STEM instruction. Based on these findings, integrated STEM education can be utilized as a pedagogical approach in English language arts, mathematics, and science. In order to maximize student achievement results, the data showed 1) the need for common understanding of integrated STEM education; 2) the need for high-quality STEM professional development for all teachers and administrators; and, 3) the need for equitable integrated STEM opportunities for all students
Exploration of the Link Between Migration and Acculturation Related-Stress, Attachment Style, and Psychological Distress in Arab Immigrants, Refugees, and Asylees
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The migration process is fraught with experiences of ethnic discrimination and has been linked to heightened levels of psychological and acculturative stress. Interestingly, earlier research revealed a higher prevalence of insecure attachment in migrant compared to non-migrant populations. Attachment style may be influenced by sociocultural and sociopolitical forces and the associated prejudice and discrimination experienced by a particular migrant population. The current study was conducted to explore whether higher levels of sociocultural adversity were associated with increased psychological distress and attachment insecurity and to test attachment as a mediator between sociocultural adversity and psychological distress. Using a cross-sectional design, a survey was conducted with 93 foreign-born adult Arabs who immigrated to the United States or Canada between the age of 5 and 17. Results showed ethnic discrimination and acculturative stress to be predictors of psychological distress. The study revealed ethnic discrimination and acculturative stress to be predictors of insecure attachment orientation and insecure attachment to be a predictor of psychological distress. Furthermore, a mediation model revealed that attachment orientation mediates the relationship between acculturative stress and psychological distress. This research fills a gap in the existing literature and provides clinicians with a rationale for screening for attachment style when working with the Arab immigrant population in the United States and Canada
An Evaluation of One School District Standards Assessment Program
Get PDFThis project focuses on how one school district uses quarterly assessments to identify standards students have not mastered. This project identifies how some schools utilize quarterly assessment data with varying results. One problem I have identified is a lack of a consistent expectation from district leadership, regarding the expectation for how schools should use the assessment program. In my research, I examine two schools that use the assessment program differently. The literature I present reveals how the program can help improve student achievement. The research reveals what is working well, and what is not. In closing, I recommend implementing a policy for each school to follow regarding the program
Co-constructing a learner-centered, democratic syllabus with teacher candidates: A poetic rendering of students’ meaning making experiences.
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In this arts-based research study, the creative concept of a co-constructed, learner-centered, and democratic syllabus (marino, 1997; Matusov & Marjanovic-Shane, 2017; Ricci, 2012; Richmond, 2016; Shor, 1996) is creatively and critically examined through a poetic inquiry that focuses on its pedagogical significance in one of the Canadian teacher education programs. Specifically, the author aims to understand what this pedagogical significance means to her students-teacher candidates. The research question is: What does this syllabus-making experience mean to teacher candidates? The study reveals that the pedagogical significance of co-constructed syllabus is embodied in students’ changing self-perceptions as the active and critical knowledge creators, rather than the passive and immutable consumers of the provincial curriculum. Specifically, co-construction embodies diverse learning experiences, as the students struggle to understand why they have to co-construct their syllabus and what this pedagogy actually means to them. The study demonstrates that co-construction actively, enthusiastically, passionately, and energetically generates students’ engagement. Also, the co-constructed syllabus has an unstructured structure with multiple entry possibilities for learning.
Keywords: democratic teaching, learner-centered syllabus, co-construction, arts-based researc
Participatory Approach to Program Evaluation: Learning from Students and Faculty to Improve Training in Biomedical Informatics
Get PDFParticipatory evaluation tools have shown to be effective for program development in various settings, including in higher education. Taking student perspectives into consideration is key for graduate program development, particularly in interdisciplinary programs.The current study utilizes Group Level Assessment (GLA),a participatory program evaluation tool, to evaluate the Biomedical Informatics (BMI) PhD Program at the University of Cincinnati (UC) and Cincinnati Children’s Hospital Medical Center (CCHMC). The study was conducted two years after the program was established, an appropriate timing to gauge the opinions of current doctoral students as the program grows and develops. The findings show the strengths and identify areas of improvement of the doctoral program, providing an evidence base for administrators and faculty to work collaboratively with students to capitalize on assets and address potential issues
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
Get PDFObjective: This research examines how Cuban immigrants experience cope and adapt to the United States. Cuban immigration is associated with specific stressors related to the immigration experience and the necessary process of acculturation and assimilation. These major stressors can result in mental health concerns among Cuban immigrants; however, no studies have examined how acculturation may influence Cuban immigrants’ coping skills and resultant mental health concerns. This unique study is the first to examine the coping skills Cuban immigrants use during acculturation and the effects of these skills on Cuban immigrants’ mental health. Methods: Seventeen participants completed a semistructured interview and six participants completed a focus group interview. This study only included Cuban immigrants who immigrated within the last 10 years and who currently reside in Florida. The researcher used a phenomenological qualitative methodology approach to examine how Cuban immigrants managed the acculturation process using coping strategies. Results: Key findings revealed that Cuban immigrants who used coping skills during their first 2 years in the United States had higher levels of acculturation. Participants used coping skills related to technology, family, religion, personal coping skills, friends, career services, mental health, and English proficiency to reduce acculturation stress. Conclusion: These findings highlight how mental health counselors and educators would benefit from accessing training to recognize and provide appropriate care for disorders related to acculturative stress among Cuban immigrants
The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample
Get PDFMild cognitive impairment (MCI) is often a prodromal stage for Alzheimer’s disease (AD) development, with those diagnosed with MCI at increased risk for developing AD. The present study aimed to provide data to support a prodromal stage of MCI via analysis utilizing the neuropsychological domain of memory, subjective memory impairment (SMI), and the PET tau biomarker, AV-1451. It was hypothesized that individuals with SMI would differ significantly from participants without SMI (nSMI) on measures of memory and level of tau binding in the entorhinal cortices and the hippocampi. It was further hypothesized that differences in memory would be mediated by level (high/low) of binding in these neuroanatomical structures. The sample included 127 cognitively normal (CN) participants, selected from the Alzheimer’s Disease neuroimaging Initiative 3. Participants were cognitively normal, free from co-morbid disorders such as depression, and included individuals who had undergone PET imaging at baseline testing. Results found no significant differences between memory scores for SMI or nSMI participants, nor were there significant differences between groups on tau standardized uptake value ratios. There were significant main effects for tau level and location (left/right entorhinal cortices and left/right hippocampi) for the Wechsler Memory Scale-IV Logical Memory I test, and in the left entorhinal cortex for Logical Memory II. Current findings support differences in level of AV-1451 tau binding for story memory. The data provides a baseline for future researchers to utilize the cognitive measure of story memory in conjunction with tau level to develop a neuropsychological profile for individuals who may benefit from earlier intervention to slow progression of neurodegenerative decline
Developing a Continuing Education Program for Tribal Land Professionals
Get PDFThis paper explores the process of developing a continuing education program for tribal land professionals working in tribal land offices across the United States. Born from discussions surrounding the need to professionalize careers in tribal land offices, the National Tribal Land Association developed a certification program for land office staff and tribal citizens interested in careers in tribal land offices. This program consists of 12 courses ranging from beginning/foundation courses to advanced/applied courses in land management and planning, land acquisition, general realty, and real estate practices and procedures