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Psychotherapy Model for the Training of Counselors in India
Get PDFCommon mental disorders in India are on the rise and are adding to the national burden of mental health care on a day-to-day basis. The demand for treatment of mental illnesses has risen considerably, though there is a shortage of mental health professionals who can deliver counseling services. The Indian government has made efforts to improve the scalability of services by training lay health counselors to diagnose and conduct brief counseling with the mentally ill and those involved with their care. Despite efforts to scale up services, the treatment gap still exists, as mental health services are not uniformly distributed. Considering that psychotherapy is based on Euro-American concepts of mental health care, but India is a complex amalgamation of cultures, there is a need for a culturally sensitive model of counseling. Thus, this clinical research project was geared toward creating a culturally sensitive model of counseling that can be used to train lay health counselors to conduct culturally appropriate therapy. Hence, this theoretical model of counseling uses sociocultural factors to conceptualize the mental health issues of Indian clients and indigenous methods along with an evidence-based approach to inform psychotherapy interventions. Finally, the Indian sociocultural aspect is integrated into the fundamentals of therapy to improve client retention and reduce the treatment gap
Risk and Protective Factors for Psychological Distress Following a Morally Injurious Event in Combat Veterans
Get PDFMorally injurious events have been shown to increase the likelihood of experiencing anxiety, depressive, and posttraumatic stress symptoms of combat veterans. Research has found that guilt and shame are associated with higher levels of symptomology following morally injurious events. Similarly, individuals who are high in trait proneness to guilt and shame may be at higher risk for developing symptoms following a morally injurious event; however, no research to date has examined this possibility. In addition, acts that go against what one considers morally right bring about cognitive dissonance which then leads to anxiety. In order to reduce anxiety caused by this dissonance, one may disengage from one’s moral beliefs. Thus, combat veterans who have experienced morally injurious events may engage in moral disengagement in order to reduce the anxiety and distress that follow this dissonance. The present study investigated the relationship between morally injurious events and psychological outcomes and the role of proneness to guilt and shame and moral disengagement as potential moderators of the relationship between these events and psychological outcomes in post-9/11 combat veterans. Exposure to morally injurious events was significantly correlated with PTSD, depression, and anxiety. Neither moral disengagement nor proneness to shame and guilt moderated the relationship between exposure to morally injurious events and psychological outcomes
Allow Good and Its Unforeseen Benefits on Teacher Candidates
Get PDFIn the spring of 2019, a nonprofit program named Allow Good collaborated with undergraduate students from Loyola University Chicago to instruct weekly sessions with high school students at Senn High School on local social issues, philanthropy in action, and the evaluation of local nonprofit organizations. In my role as a student leader involved in Allow Good’s educational initiative, my reflection of its implications, through a detailed evaluation of its impact on teaching and learning, examines my personal experience as a student teacher and the relationship between an interactive model of education and community development. It provides insight into the successes and unanticipated consequences of instruction as an undergraduate student majoring in education, while demonstrating the utility of nonprofit organizations as an educational opportunity for student growth. This reflection emphasizes the beneficial aspects of educational programs that can deliver additional learning opportunities to teacher candidates of local universities
Teacher Educators’ Perceptions of Terrorism and the Role of Education: A Qualitative Inquiry
Get PDFThis qualitative study aimed at revealing terrorism perceptions held by teacher educators working in Ankara, the capital of Turkey, and their opinions regarding the role of education that may play in ending terrorism. A total of 30 teacher educators took part in the study. The data were collected using a questionnaire involving open-ended questions in addition to demographics. The data were analyzed using the content analysis technique. The findings were discussed in terms of relevant literature and the social and political context of Turkey, which yielded generalizable implications to other countries with a similar social construct
Relationships between Ethnicity, Attitudes toward Institutional Authority, and Hope in the African American Community
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A set of two mixed method studies were conducted to examine attitudes toward institutional authority and to understand how the presence of societal authority and oppression can impact individual and community capacity for hope and full freedom. Researchers have discussed concepts such as attitudes to authority, suggesting that some individuals are naturally more resistant to authority (Rigby, 1985). However, in the United States, racial disparities are great, particularly when the “authority” is a police officer in an urban community and the individual is African American. In African American communities in the U.S., interactions with authority figures begin in childhood. African Americans have a significantly greater negative attitude toward institutional authority as it relates to the police. In Study 2, African American participants share stories of perceived racial oppression as it pertains to the economic, educational, and social aspects of our society. The themes that arise focused on ones related to a sense of hopelessness in the African American community around police violence and mass incarceration
Competency-based Education Through the Lens of Personalized Learning in a Large Public High School
Get PDFWhen students end the chapter of high school, the question education must ask is, “What does it take for a student to walk across the stage and receive their high school diploma?” Is it a transcript full of passing letters ranging from A–D or is it a known belief that students do not have gaps in their knowledge and can apply their knowledge in real-world situations? This study identifies the problem and the basis of research in the program evaluation. It also focuses on identifying a policy that best supports competency-based education (CBE). Lastly, the study utilizes Wagner et al.’s (2006) change leadership model to assess the culture, context, conditions, and competencies of a large, suburban school district. It focuses on the ability to create and implement a CBE program. Semistructured interviews were conducted with teachers of the CBE program.
Results indicated the need for a structure for CBE to exist in schools. Strategies for implementation include: Developing an understanding of CBE and how it can impact student learning. Ensuring staff receives job-embedded professional development. Planning for a shift in policy to implement a standards-based approach to grading. Assessing facilities to foster adequate space to support a growing CBE program.
Using metrics to assess the sustainability and success of the program for students
The Effectiveness of the Implementation of Social and Emotional Learning Programs Program Evaluation
Get PDFStudents today are faced with more challenges due to the nature of the society in which they are growing up. Children are experiencing more depression, anxiety, fear, and hopelessness—which impacts their ability to be successful academically. Social and emotional learning programs have proven to positively provide students with the necessary social and emotional skills. This study found that implementation of programming can have a direct impact on students’ social and emotional skills, as well as their academic success, when it is effectively implemented and adults have a strong awareness of their own social and emotional competency level. This must be addressed through ongoing professional learning and support that can deepen their knowledge and understanding
THE BLUEPRINT OF REFORM, SOCIAL JUSTICE QUESTIONS, AND THE MISSING PERSPECTIVE OF AFRICAN AMERICANS
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American schools were successful in assimilating European immigrants and their descendants, this has not been the case for nonwhites. Orfield points out the fact that Native Americans, African Americans, and people of Mexican origin in the United States received little education until well into the twentieth century is an indication of historical educational barriers facing nonwhite people (2013). The purpose of this study is to raise awareness to the evidence of the historical roots of racial inequality in failing schools and how it relates to Black and Latino students locked into inferior schools today. I provide a historical background of Chicago’s restrictive housing policy and the subsequent development and maintenance of segregated schools. Past school policies suggest that current school failures are not merely the result of social factors nor poor teachers, instead school failure is entrenched in a system of racial inequality. Although barriers today are not explicit in the exact way as they were fifty years ago, historical elements designed by city planners and school districts, such as residential segregation, gerrymandering of school attendance boundaries, transfer policies, and assigning teachers in a segregated way (Orfield, 1978, 1996, 2013) have contributed to inequality in education of African American and other children of color. If institutions of learning ignore the historical evidence that current school failures are entrenched in a system of racial inequality, subsequent misguided practices and policies that fail to include a civil rights component will support the continued educational detriment of African American and children of color (Orfield, 2013)
Making A Way Out Of No Way: A Phenomenological Study of Black Maternal Activism In Chicago
Get PDFTo date, the lived experiences of Black maternal activists in North Lawndale have not been documented, even with the critical role many played while organizing with Dr. Martin Luther King as part of the Chicago Freedom Movement and the critical role of the Illinois Black Panther Party to the Black Power Movement (Seligman, 2005; Rice, 2003). With no studies of the lived experiences of Black maternal activists in North Lawndale, the theories of bridge leadership, tempered radicalism and their application to those lived experiences is not known. By examining the relationships and organizations influencing black maternal activism, this study aims to better understand the context that informs the potential growth, constraints and challenges faced by Black maternal activists in North Lawndale and the structures that they develop in response to structural oppression. Various settings where Black mothers organize present different challenges - to their leadership, their contributions, their motherhood, and their goals as activists (Robnett, 2000; Edwards, 2000). This study examines these various settings to examine several factors that are seen in literature as being present in these settings: gender dynamics, leadership styles, organizational strategies, beliefs and values of institutions and of black maternal activists themselves (Radford-Hill, 2000). Studies have established that intergenerational messaging has played a key role in how Black maternal activists passed information on in order to maintain community traditions, but little is known regarding whether and how this transference of knowledge is passed on with regard to Black maternal activism (Martin & Martin, 1985). This study will address this gap in knowledge by examining whether direct messaging through proverbs and sayings by community elders, parents, grandparents, and other mothers from inform activist practices, strategies, and value systems for Black maternal activists currently. The purpose of this study is to understand the lived experiences of Black maternal activists in Chicago’s North Lawndale community area. More specifically, this study will examine how the community setting has shaped their strategies and relationships as activists, with emphasis on examining the current influences of the Black Church.
Using archival data collection and analysis, semi-structured interviews, and social network analysis, this study will address the following research questions: What are the experiences of Black maternal activists in settings within the Black church and outside of it? What are the values, strategies and viewpoints that shape Black maternal activism in North Lawndale? How are Black maternal activists using the knowledge and insights of their ancestors to pass on Black maternal activist traditions in North Lawndale? What is social capital within Black maternal activist spaces? The theory being used in this study will be explored to see if the model matches the experiences of Black maternal activist participants. Therefore, there are 2 propositions that will be explored: Propositions: Activism described by participants will fit the description of tempered radicalism. Participants will describe enacting the concept of bridge leadership