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Non-Suicidal Self-Injurious Behavior in Higher Education: Examining its Prevalence and Correlates
No full textThe prevalence of non-suicidal self-injurious behavior (NSSIB) among college students has notably escalated despite advancements in mental health treatment. NSSIB is defined as intentional destruction of body tissue without suicidal intent. There is a growing need to understand NSSIB in the context of college students who experience unique stressors that influence their mental health. This study (1) determined the prevalence of non-suicidal self-injurious behavior among an undergraduate college student sample, (2) examined the relationship between NSSIB and sociodemographic variables (age, gender, ethnicity, socioeconomic status), (3) examined the relationship between NSSIB and the variables of psychiatric comorbidity, history of trauma, and social connectedness, and (4) determined the relationship between post-traumatic growth and NSSIB. Participants completed a set of self-report measures that assessed both sociodemographic and psychosocial variables, as well as a self-report measure to determine engagement in self-harming behaviors. Results indicated that approximately 35.7% of participants endorsed lifetime engagement in NSSIB. Among these individuals, 37% reported engagement in NSSIB within the last 12 months. Results also indicated that socioeconomic status was a significant predictor of lifetime engagement, while age, gender, and ethnicity were not significant. Additionally, participants who endorsed lifetime engagement in NSSIB reported significantly higher scores on measures for depression, anxiety, exposure to trauma, and lower social connectedness scores. Depression was also identified as the only significant predictor of engagement in NSSIB and individuals who endorsed engagement in NSSIB reported higher levels of post-traumatic growth compared to those who did not
An Exploratory Descriptive Study of Urban Professional High School Counselors\u27 Work Culture, Burnout, and Mental Well-Being
Full text linkThis descriptive, exploratory, qualitative study examined urban, public U.S. high school counselors’ perceptions of job-related stress, autonomy, and administrative support within urban school environments. Seven current high school counselors working in urban public schools were recruited through convenience sampling in educator forums on Facebook, followed by snowball sampling to expand the participant pool. Counselors participated in semistructured interviews conducted via Zoom or asynchronous online focus groups hosted on Padlet, depending on the participant’s preference. Data were analyzed using Braun and Clarke’s six-step thematic analysis process, supported by Dedoose software for coding and data management. The analysis revealed four major themes: administrative social-emotional, autonomy, and work responsibilities support; job control impacted by additional duties, administrative practices, and mentorship; collegial support during transition, within the profession, and system-wide; and work–life balance through resources, practices, and emotional conflict. This research contributes to a deeper understanding of counselor well-being and retention in urban schools and offers insights for educational leaders, policymakers, and counselor preparation programs. Keywords: school counselor burnout, urban education, job demand-control theory, qualitative research, counselor attrition, high school mental health, asynchronous focus groups, educational leadership, counselor retentio
Nursing Education for Type 2 Diabetes and Nutrition Using Individual 1:1 Sessions in Rural Health Care
Full text linkWhat if proper nutrition were a nonpharmacological treatment for health problems? Nutrition is an important key to overall wellness. When patients receive the right education, they not only get the proper nutrition in their diet but also can manage their diabetes and live a better quality of life. In rural U.S. health areas, lack of access to nutrition is a barrier to patient care. Rural areas are at an even higher risk due to a lack of resources for good nutrition. One-to-one nutrition education with a nurse specialized in diabetes helps teach patients at a learning level they will comprehend. It is important that they absorb the information and take it to heart to change their lifestyle. This study focused on rural health populations in the central-west Texas area. The clinics were in rural areas with populations of around 2,000–5,000 people. Twenty patients with type 2 diabetes were randomly selected to receive 1:1 education with a diabetes nurse, and 20 type 2 diabetes patients received only verbal education from a provider from a list of all the diabetic patients seen at the clinics. A list of all diabetes patients was collected along with their lab values. They were adults between the ages of 18 and 80 years old. Hemoglobin A1c, BMI, BP, and LDL cholesterol were used to determine if diabetes education is beneficial in treatment for patients by assessing whether there was a decrease in 6 months and in 12 months. The quasi-experimental design was used to collect data on different groups of patients at different time frames. This design helped hold the value in the data collected to a more significant level. The results of the study showed that 1:1 individual diabetes nutrition education lowers hemoglobin A1c levels by about 2% in 12 month
The Relationship Between Emotional Intelligence, School Culture, and School Leadership
Full text linkAbstract
This study was a qualitative instrumental single holistic case study as outlined by Robert Stake in
1995. It focused on three research questions. The goal was to gain perspectives from teachers
and a principal on teacher retention and the culture of a campus. The emotional level of the
principal was evaluated on social awareness, self-awareness, relationship management, and self-
management by the principal taking part in an emotional intelligence assessment. The single
holistic case study approach was used, which had six phases of analyzing the data. The results
were then compared to the teachers’ interviews and surveys that were completed. Several themes
emerged from the data, which were then used to answer the three research questions. The
findings showed that the principal’s high emotional intelligence was positively correlated with
improved teacher retention and campus culture. The researcher triangulated data from
interviews, surveys, and emotional intelligence assessment scores to help explore this
connection. The principal’s strong leadership and high emotional intelligence score helped lead
to teachers remaining on the campus the following school year, as well as a positive school
culture. The emotional intelligence scores of the principal directly aligned with the qualitative
data.
Keywords: culture, emotional intelligence, teacher burnout, positive culture, negative
culture, teacher retentio
Transformational Leadership Disparities Within Nonprofit Organizations
Full text linkLeadership development is a primary organizational development function. It provides an opportunity for professional growth and is essential to assisting personal evolution for individuals in any capacity. This qualitative case study explored incorporating the transformational leadership style in a multilocation nonprofit organization. Eight participants participated in semistructured interviews. Each interview lasted approximately 30–45 minutes. The interview format consisted of asking open-ended semistructured questions and allowing participants to respond based on their organizational experiences. The researcher employed three coding passes in the data analysis (open, axial, and selective) and identified eight themes. The findings suggested that managers desired a leader who was able to explain what leadership development consisted of in the organization. More studies on how nonprofit organizational managers can develop professional skills, such as leadership, are essential, not only to the individual but also to the organizatio
Understanding Digital Communication Gaps With Hispanic Families in a Charter School in South Texas
Full text linkNow that access to technology is prevalent, digital communication in school districts and between schools and parents should be of high priority. Since schools do not emphasize digital communication policies and practices, a problem seen is a lack of communication across districts involving school staff, parents, and students. Determining school leaders’ roles in closing digital communication gaps through policies and procedures deserves further study because effective communication leads to awareness, involvement, relationship building, and student success. In this study, the knowledge gap theory and qualitative action research through reports and interviews assisted in understanding the perspectives of six school staff and three families to determine an intervention to help address the factors and challenges that contribute to digital communication gaps in a K–12 charter school located in Southern Texas. Based on participant responses, the need to implement policies and procedures emerged as the main theme, with the following subthemes: (a) current, centralized, consistent, and clear information; (b) incorrect and blocked numbers; (c) connected and unconnected participants; and (d) campaigns and training to address digital communication gaps. Keywords: digital communication, digital divide, family involvement, postsecondary education, low socioeconomic statu
