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Necessary and Sufficient: Examining the Role of Attachment Trauma and Psychological Maltreatment as Primary Etiological Factors in the Development of Borderline Personality Disorder
Get PDFCurrent widely-accepted conceptualizations regarding borderline personality disorder (BPD) profess that trauma is not required in the etiology of BPD and place a significant focus on biological predispositions. This review sought to evaluate the current paradigms regarding BPD and examine whether trauma may be the most significant contributing factor in the development of BPD. Studies on developmental trauma (including psychological maltreatment) and attachment were examined. These studies appear to strongly support the idea that when disrupted attachment and psychological maltreatment are taken into consideration, trauma does appear to be both necessary and sufficient as primary etiological factors in the development of BPD. As such, a reconceptualization of BPD as a trauma disorder may be beneficial in both destigmatizing BPD and for more effective treatments
Integration of Mindfulness-Based Approaches in the Treatment of Eating Disorders: A Review of the Literature
Get PDFIn this literature review, mindfulness-based approaches and the effects mindfulness-based approaches have on the treatment of eating disorders was discussed. Professionals are continually seeking ways to enhance the treatment and improve outcomes when working with individuals suffering from eating disorders, and this literature review could help enhance the understanding of incorporating mindfulness techniques. The findings of this paper are meant to benefit clinicians working with patients diagnosed or struggling with an eating disorder
Teacher Evaluation Practices and Policy Implications: Effective Strategies for Changing Instruction
Get PDFThis study is a program evaluation of the effectiveness of teacher evaluation practices in a small suburban elementary school district in Illinois from 2017-2019. The primary research question explored in this program evaluation is whether and to what extent the teacher evaluation process is changing teacher practices in Washington School District 25. Employing a qualitative research methodology, with data gathered from teacher interviews, school administrator interviews, and document analysis, this study identified several key components to the improvement of instructional practices for teachers. Policy implications and recommendations highlight the importance of the following: a common instructional framework, staff involvement in a Professional Learning Community (PLC) aligned to the instructional framework, and multiple opportunities for meaningful feedback
Career Pathway Orientation Courses and Their Influences on Student Career Decision Making
Get PDFHigh schools must create skill- and decision-making experiences to support student college and career readiness and effective transitions to careers. However, traditional career education models have lacked effectiveness. This study examines a career pathway model that includes career orientation courses focused on developing career awareness and advising, confirming and challenging student’s career decision-making. Surveys and interviews were used to identify impacts these courses had on student career choice and the influence different aspects of the orientation course had on their decision-making. From this, best practices were identified, changes to the model were proposed and modifications to policy were developed to promote more effective career education
Social Media in Baptist Churches
Get PDFThe integration of social media into Chicago Baptist Churches congregants recently increased over the last few years. This research study allowed church leaders to determine if social media was an effective media outlet in Baptist churches on the Southside of Chicago. The evaluation research approach was to assess the effectiveness of social media, in particular Facebook and Instagram. Within this conceptual framework, the researcher was able to produced flexible, fixed, and multi-design strategies to abstract a full spectrum of evaluation. The subsequent methodology focused on the dual use of social media and themes that coincide, specifically, marketing, politics, communication awareness, engagement behaviors, viral advertising, and engagement. Twenty-five participants responded to the 21 questions on the Baptist Leadership and Social Media Survey. Results showed that there was a strong, positive, and statistically significant correlation in daily use between the two types of media. For Facebook, the differences showed a strong statistical trend and there was a very strong effect of age. For Instagram, the differences were significant and there was again a very strong effect of age. With respect to changing their current use of social media in the future, men were very likely to change their use of Facebook in the future whereas on women were somewhat to very likely to; however, the difference was non-significant, and the gender effect was small. Men were ‘not so likely’ to change their current use of Instagram whereas women were not at all to not so likely to change in the future; however, this difference was also non-significant, and the gender effect was small
The Developmental Trajectory of Panic Disorder in Individuals with a History of Interpersonal Childhood Trauma
No full textThis critical literature review focused on the influence of interpersonal childhood trauma on the developmental trajectory of panic disorder. A wide array of articles and studies are comprehensively reviewed to explore the manner in which the onset, severity, and maintenance of panic disorder symptoms can become complicated in complexity by exposure to adverse interpersonal childhood experiences, such as physical, emotional, and/or sexual abuse. Additionally, the neuroanatomical variations within panic disorder and the neurobiological alterations associated with exposure to interpersonal childhood trauma are systematically analyzed. Finally, the availability of evidence-based interventions to efficaciously treat panic disorder symptoms among individuals with a history of interpersonal childhood trauma is discussed. Clinical implications and recommendations for treatment are also included
Parental Attributions and Misperceptions of Child Problem Behavior: An Etiological Review Through a Lens of Cultural Competence
No full textThis clinical research project, by design and intention, sought to explore parental attributions of child problem behavior and its potential relationship to psychopathology. Additionally, the etiology of parenting perceptions was examined, with identified factors that have been linked with childhood problem behaviors and disorders. Based on a thorough literature review, and positing conceptual associations, a transitive relationship is proposed relating parental social cognitions, parenting styles, and developmental trajectories of clinical psychopathology. Interventions are identified that have been shown to be efficacious in promoting more accurate parental perceptions. Finally, contemporary issues with addressing this topic in the field are discussed, with implications for its impact on clinical assessment
Book Review: Grossman, P. (Ed.). (2018). Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press. 215 pages.
Get PDFThis book review evaluates Pam Grossman’s edited book Teaching core practices in teacher education. The book provides an excellent resource for teacher educators interested in exploring and implementing the practice-based teaching model (PBT). The review delineates the three essential components of PBT model as addressed in the book: representation, decomposition, and approximations of practice. Key issues related to effectively launching PBT to support candidates are highlighted to encourage readers to continue to think about these issues
Teaching teacher candidates about social transformations through arts and place: “wait, but what does it have to do with me as a teacher?”
Get PDFIn this creative and reflective inquiry, I explore the pedagogical significance of arts as a place-based praxis of social transformations in a Canadian teacher education program with a focus on my students’ learning experience. The research features their pedagogical becoming (Gouzouasis, Irwin, Miles, & Gordon, 2013) which includes the aesthetic development of their self-concept as future teachers and the critical development of their authorial agency (Matusov, 2011; Matusov et al., 2016;). The research question was, in fact, posed by some of the students themselves, who did not understand or did not want to understand, why they were compelled to take this course by the program requirement and to consider themselves as artists. They asked, “What does it have to do with me as a teacher?” Then, they stated that education and art are two different domains of knowledge that should not be mixed at all. Hence, they did not want to do anything with art in any form or shape in their education. I explore their question through a constructionist grounded theory (Charmaz, 2006, 2008) and conclude with the pedagogical recommendations and suggestions for future research
Creating A Systemic Approach To Technology Integration Through Job-Embedded Professional Growth
Get PDFThis change plan employs Wagner’s (2008) change leadership model to assess culture, context, conditions, and competencies of a small suburban school district and to develop a systemic plan for implementing job-embedded professional development in the area of technology integration. However, this plan is meant to be applicable to all content areas. This plan is informed by data that I collected as part of my program evaluation of a one-to-one technology program and also applies additional survey data and interviews with building principals, to examine staff attitudes towards professional development and understanding of instructional coaching models. Using this plan, I hope to move the Grove School District towards a more inclusive and relevant approach to professional development. I also hope to use this plan to build a consistent and common vision for and language about professional development among district stakeholders. Finally, I analyze the change levers of data, accountability, and relationships in regard to developing a plan for job-embedded professional growth, as well as a plan for evaluating and evolving the change