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Program Development and Education for Skill Regression in School-Based Occupational Therapy
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Skill regression happens within students when they experience extended breaks from school-based occupational therapy services. This can significantly impact student progress, along with barriers such as communication between professionals and inadequate resource knowledge or availability. My doctoral capstone project investigates these barriers through a comprehensive literature review and data collection at Wall Elementary School (WES), a part of Small Schools Co-op (SSC). During the project, I examined deidentified progress reports from 19 students in Pre-K through 5th grade across the 2024-2025 school year. I created and utilized a four-category coding system to track goal progress as follows: regression, no change, progress, or mastered. The data did not demonstrate what was originally expected, making a pivot in the project necessary, in hopes to provide a meaningful result to WES and SSC. With collaboration between myself and my site mentor, the project evolved to address all students at WES and not just those who receive OT services. My mentor and I created 3 grade blocks to make deliverables for, with age-appropriate resources for each one. These deliverables were laminated quick-reference handouts along with comprehensive digital resources that address a variety of skill areas, all accessible via a shared Google Drive for all teachers to have continued access. On-site faculty presentations were completed toward the end of the project’s timeline. The presentations combined structured education, hands-on demonstration of assistive technology, and interactive discussion to ensure sustainable implementation. Despite discovering limitations such as a small sample size and data collection methods, the project achieved meaningful results by providing a place where ongoing research can be done and further resources can be added for teacher use. This project demonstrates the dynamic nature of school-based occupational therapy and the importance of being flexible and utilizing problem-solving skills
A Higher Calling: How Christian Student Affairs Administrators Integrate Their Faith While Working at Public Community Colleges
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The cornerstone of the student affairs field was the intentional focus on holistic student development, their mind and spirit. The problem addressed was that many student affairs professionals felt ill-equipped and uncomfortable discussing and expressing their personal faith at some institutions of higher education. As a result, some were hesitant about integrating faith at work, personally and professionally. The study sought to identify faith\u27s role in Christian student affairs administrators who worked at public open-admission community colleges and the administrators’ perceptions of how their personal faith integration at work impacted their relationships with students and colleagues. The paradigm for this research was rooted in spiritual leadership theory, which states that leaders engage in the work because they want to, not because they are required to do so. The findings show that spiritual leadership is values-based and centers around purpose, calling, forgiveness, and loving others. The qualitative, narrative research data collection method utilized an 8-question pre-assessment electronic survey (see Appendix A) and one 60-minute semistructured virtual Zoom interview, which each participant completed. The data were coded with NVivo, transcribed with Otter A.I., and analyzed, which yielded the themes. A notable finding was that all participants regularly engaged in some form of spiritual discipline, including praying, reading their Bible, journaling, and attending church. Another key result was their faith or relationship with Christ was a means of personal accountability. As a result, they were highly cognizant of their behavior, especially in times of conflict, and wanted to ensure that it aligned with their faith. Additionally, all participants believed that they were engaged in their life’s calling, and connecting with other Christians on campus was desired among most participants. In conclusion, integrating faith at work was vital to the participants as it permitted them to bring their authentic selves to work. Their faith influenced their leadership style, which impacted their communication with team members and colleagues, and they relied on their faith to help navigate how to respond to conflict
K-12 Leaders and Their Self-Perceptions of Social Emotional Learning Competence
Full text linkResearch on the impact of social-emotional learning on the competencies of school leaders is limited, posing challenges for developing targeted professional development programs. This causal-comparative study aimed to examine K-12 principals\u27 perceptions of their social-emotional competencies, highlighting the need for effective professional development to address the challenges faced in their roles. The study also explored potential differences in perceptions between elementary and secondary principals and between male and female leaders. The study utilized 45 CASEL SEL Leadership survey questions regarding the principals\u27 perceptions of their own social and emotional competence. The 45-item instrument, Personal Assessment, and Reflection—SEL Competencies for School Leaders, aimed to assess five specific social and emotional competencies based on the conceptual framework established by the Collaborative for Academic, Social, and Emotional Learning. These five competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This research aims to provide insights that can inform future educational leadership training and enhance the overall effectiveness of school leaders in supporting their communities. Limitations include assumptions about principals\u27 self-assessment honesty, the lack of knowledge regarding prior social-emotional learning professional development experiences, and the inability to compare the quality of such programs. Evidence presented in the study suggests a need for social-emotional development for leaders. The findings of this study provide promising insights for the field of social-emotional learning assessment. They underscore the importance of continued research into leadership studies and the advancement of professional development programs aimed at enhancing social-emotional competencies, particularly those aligned with the Collaborative for Academic, Social, and Emotional Learning framework
