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Education of Trauma-Informed Care in the School System: An Occupational Therapy Perspective
No full textThis capstone experience focused on providing education to faculty and staff of elementary-aged children. This includes education about signs of trauma, techniques to use for the classroom, and how occupational therapy can contribute to trauma-informed interventions in the school system. More research is needed to show the implications of trauma informed practice and the role of occupational therapy within the school system. To address this gap, this doctoral project was designed to fulfill the need for trauma-informed education and add to the body of knowledge. This project took place at Denison Independent School District, where I created deliverables addressing different trauma-informed care (TIC) topics, and observed in the classroom environment to see how different TIC techniques were used by educators throughout the school day
Restoration Quarterly: Vol. 67, No. 2
Full text linkPDF of the cover of Restoration Quarterly: Vol. 66, No. 1.
This repository hosts selected Restoration Quarterly articles in downloadable PDF format. For the benefit of users who would like to browse the contents of RQ, we have included all issue covers even when full-text articles from that issue are unavailable. All Restoration Quarterly articles are available in full text in the ATLA Religion Database, available through most university and theological libraries or through your local library’s inter-library loan service
Unheard Echoes: Undocumented Students’ Success Amidst Challenges at U.S. Higher Education Community Colleges
Full text linkThis qualitative descriptive study explored the lived experiences of undocumented Latinx students at a southern U.S. community college, identifying support services that assisted students with barriers that emerged in their academic journey. The problem of the study was the complex challenges undocumented students face in higher education and how they are addressed and supported. The research used a qualitative descriptive methodology to magnify student voices and influence institutional policies. Using Bronfenbrenner’s ecological systems theory as the theoretical framework, this study examined how family, culture, policy, and institutional systems influenced undocumented students’ educational journeys. Data were collected through semistructured interviews with eight undocumented Latinx students. Transcriptions were produced using Otter.ai software and verified through member checking to enhance credibility and confirmability. Purposeful sampling was used to recruit participants, and the data collection process included recorded interviews, researcher field notes, and a follow-up Likert scale postsurvey to confirm interpretation accuracy. Thematic analysis revealed five key themes: family support, cultural identity, belonging, resilience in the face of barriers, and a strong sense of purpose. Findings indicated that bilingual advisors, culturally responsive practices, and holistic support systems were critical in student persistence. Participants emphasized the importance of accessible, inclusive resources and the need for staff trained in the realities of undocumented student assistance and experiences
Exploring the Impact of Generative AI to Mitigate Educator Burnout
Full text linkThis qualitative case study examined how sixth–12th grade educators at a single-gender public school in West Texas perceived the role of generative AI in reducing workload, minimizing stress, and supporting professional autonomy. The study focused on concerns related to teacher burnout and the time demands of instructional and noninstructional responsibilities, exploring how emerging technologies might offer practical relief. The study aimed to understand how educators use generative AI tools and identify both the benefits and challenges associated with their integration. Framed by job demand-resource theory, connectivism, and heutagogy, the research explored how generative AI can function as a job resource, support networked learning, and foster teacher-driven adaptation. Using a qualitative case study design, data were collected through semistructured interviews with six full-time teachers of grades 6–12. Participants taught in various content areas and held a range of teaching experience. Interviews were recorded, transcribed, and analyzed using Braun and Clarke’s six-phase framework for thematic analysis. MAXQDA was used to support coding and identify key themes. Teachers described using AI tools such as ChatGPT, MagicSchool AI, Grammarly, and Quizizz to streamline lesson planning, build rubrics, generate quizzes, and improve email communication. Those using AI consistently reported saving between 5 and 7 hours per week on routine tasks. The findings suggest that AI tools may help create more sustainable teaching conditions when supported by professional development and equitable access. This study contributes to ongoing discussions about educational technology by centering teachers’ voices and highlighting the practical conditions necessary for responsible and meaningful implementation in K–12 settings
Black Women in Information Technology Leadership Roles: Examining Their Experiences With Recruitment, Retention, and Advancement
Full text linkBlack women account for only 3% of the information technology (IT) workforce in the United States, with a lower percentage in leadership roles. This qualitative phenomenological study explored the lived experiences of Black women who had attained leadership roles in the IT field. The researcher examined the opportunities and challenges Black women faced in their recruitment, retention, and advancement to leadership roles. The purpose of the study was to understand the strategies that aided Black women who experienced successful recruitment, advancement, and retention in IT to extract insights that can be leveraged for other Black women. The researcher conducted interviews via Zoom with five participants who were Black women in the United States who had achieved leadership roles in IT. The interview data were analyzed using NVivo software to identify themes from the responses. The key themes from the study results highlighted the impact of education, mentorship and sponsorship, and career advancement challenges on the participants’ journeys to IT leadership roles. Early education played an important role in the recruitment of Black women into the IT field while mentorship and sponsorship were critical to their retention and advancement to leadership roles. The study showed that Black women faced several challenges with getting promoted to leadership roles despite being well-qualified due to bias and inadequate HR processes. The study findings add to existing literature on how Black women attain leadership roles in IT. To address the findings, educators and organizations can work together to increase early exposure of Black women to STEM, and also improve recruitment efforts at historically Black colleges and universities. Organizations can also improve career growth opportunities for Black women with intentional coaching and mentoring along with fair promotion practices. There is room for future research to understand the experiences of Black women in specific industries, in younger age brackets, or those with early STEM exposure to get more robust findings that will continue to inform the study topic. Gaining more insights into this study topic can help improve the representation of Black women in IT but more importantly can help address the talent pipeline issue facing the IT industry
The Impact of Mindfulness Therapy to Reduce Disruptive Behavior in High School
Full text linkThe aim of this project was to determine the impact and effectiveness of Gina Biegel’s mindfulness techniques for stressed teens method on adolescent anxiety and the disruptive symptoms that lead to high school adolescents being assigned to detention. This project described a quantitative correlational design research project that investigated a small adolescent sample size, with a goal of decreasing the number of local high school adolescent students who are repeat detention offenders, by implementing Gina Biegel’s mindfulness techniques for stressed teens method on those high school adolescents who were assigned to detention. This was achieved by collecting demographic data from each adolescent participant and analyzing the data by utilizing Intellectus SPSS software and chi-square analysis. The primary investigator delivered demonstrations and education on the two techniques and provided written, detailed instructions to a small sample size study population in calm meditation and relaxed breathing techniques. The results of the data analyzed indicated that the effect of Biegel’s mindfulness techniques on decreasing the number of repeat detention offenses was approaching statistical significance. Based on the results of this project, it is beneficial for administrators and educators to continue to implement the two mindfulness techniques throughout the high school population.
It is further beneficial to implement these techniques for the entire school year.
Keywords: adolescent, adolescent anxiety, body awareness, breathing techniques, detention center, emotion regulation, generalized anxiety disorder, imagery, meditation, mindfulness, relaxed breathing, social anxiety disorde
