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IEP Process as an Avenue or Barrier to Inclusion for Autism Spectrum Students: The Importance of Collaboration
No full textDecades of research concerning the implementation of Individual Education Plans (IEPs) have shown that building and implementing an IEP for a student with additional needs can be adversarial between the child’s parents and the school system. In 1975, when Public Law 94-142 was passed, the idea behind the law was not only to provide a free and appropriate public education (FAPE) for children with needs and disabilities but also to give parents of these children a voice in the process of creating the child’s IEP. Autism Spectrum Disorder (ASD) was not added to the list of needs to be served by school districts until the update of PL 94-142 in 1990 and implementation of Public Law 101-476. The autism spectrum is often called a hidden disability and simply because a child is diagnosed and identified, this is not a guarantee the child will receive support or services. This article examines how the lack of collaboration and conflict management not only challenges FAPE for students on the autism spectrum, but the lack of collaboration is a barrier to best practices when considering inclusion and least restrictive environment (LRE) for students on the autism spectrum. Contributors to either collaboration or conflict will be viewed through the lens of disability models and self-determination theory (SDT)
Organizational Cyber Resilience in Higher Education: How Administrative Leaders Experience a Disruptive Cyber Attack
No full textDespite increasing cyber threats to higher education, little research examines how administrative leaders experience and navigate these crises to keep their institutions operational. This hermeneutic phenomenological study explores the lived experiences of seven administrative leaders in three higher education institutions following cyber attacks that disrupted normal operations. This study examined how leaders make sense of cyber crisis experiences and what factors shape their decision-making during response and recovery. Key findings reveal five critical areas of impact. First, cyber attacks can have deep emotional impacts on leaders and staff. Despite these effects, they maintain a strong dedication to enacting the educational mission of serving their students. This is accomplished in part through a reliance on the campus community. Additionally, incident severity and recovery duration are directly influenced by an institution’s degree of preparedness. Finally, critical peer support needs remain unmet as ongoing secrecy around cyber incidents discourages the proliferation of support and collective knowledge. The research identified key tensions administrators must navigate, including balancing transparency with reputation management concerns and maintaining academic continuity despite technological limitations. These findings suggest that higher education institutions need to prioritize proactive planning and a shared responsibility for organizational cyber resilience beyond the information technology sector and across the campus community. The research also recommends attention to leadership communications and broad-based community support, which extends beyond the incident into reflective and post-incident learning practices to cultivate greater institutional resilience
Weight Recidivism Post-Bariatric Surgery: A Lifestyle Modifications Educational Intervention
No full textWeight recidivism after bariatric surgery is a frustrating phenomenon for bariatric surgery patients and healthcare professionals. A 90-day lifestyle modification intervention for patients at least 18 months postsurgery was performed in the primary care setting to determine if a structured program could promote or maintain weight loss. The intervention aimed to investigate if participation in a structured lifestyle modification program would impact the body mass index of bariatric patients at least 18 months postsurgical intervention. In coordination with a nutritionist specializing in addiction and obesity education, a booklet detailing the guidelines for a 12-week program was provided to 41 bariatric surgery patients of the primary care organization, which served as the approved clinical site. A secondary consideration was performed utilizing the RAND-36 short form to assess the effects of obesity as a chronic condition on quality of life. The 41 participants reported to the approved clinical site for baseline, 6th-week, and 12th-week BMI measurements. Each participant at each evaluation was allowed to ask questions about the guidelines and program, express concerns or frustrations, and convey barriers to success or compliance with the lifestyle modification intervention. A quantitative correlational research design was the basis for the research project. After the lifestyle modification intervention for bariatric surgery patients in the primary care setting, most participants experienced weight loss or BMI reduction. Still, nine of the 41 participants did gain weight, as evidenced by a final BMI greater than baseline after the 12-week intervention period. Overall, the outcomes of the lifestyle modification intervention were positive, statistically significant, and consistent with evidence-based research. Adherence to a structured dietary and activity regimen enables the maintenance of the substantial weight loss that can be achieved by bariatric surgery. Caloric reduction, consumption of a nutrient-rich diet of high-quality foods, and consistent physical activity can promote weight loss in the bariatric surgery population past the initial post-op period.
Keywords: bariatric surgery, weight regain, weight recidivism, obesity, body mass index, Rand-3
Leadership and Peer Support of Surgeons Post-Adverse Event: A Phenomenological Study
No full textAbstract Surgeons are leaving the active practice of surgery and fewer physicians are pursuing surgical training, as a result the United States is predicted to have a shortage of surgeons until 2050. Surgery hosts a multitude of occupational stressors, one of which is interoperative adverse events and the subsequent experience of second victims. The literature indicates surgeons prefer psychological/emotional support from peers after interoperative adverse events. However, best practices for how to deliver peer and leadership support responses when surgeons experience second victims have not been established. This was a phenomenological qualitative study targeting practicing surgeons across the United States. Subsequent virtual and in person interviews were conducted utilizing semistructured questions targeting what surgeons had previously found helpful in the wake of interoperative adverse events. NVivo qualitative software was utilized for transcribing and coding. Ethnicity included Arab American, Asian American, Black, and White. Study participant\u27s years of surgical practice ranged from 0‒5 to 20+, with half of the participants reporting 20+ years of experience. The medical specialties of participants included in the study were trauma/critical care surgery, colorectal surgery, general surgery, surgical oncology, obstetrics/gynecology, orthopedic surgery, pediatric surgery, plastic surgery and vascular surgery. This study’s findings align with previous literature and extend the knowledge for best practices in response to surgical interoperative adverse events. These findings have implications for surgeon specific peer and leadership best practices for response after interoperative adverse event and could be helpful in the prevention of surgeon attrition due to the experience of second victim
Stress Management Strategies in an Investment Firm: A Managerial Perspective
No full textThis qualitative study examined how client relationship managers and market supervision managers in the investment industry experienced, interpreted, and managed workplace stress within the context of organizational culture, leadership practices, and available resources. Guided by the job-demands resources (JD-R) model, semistructured interviews were conducted with participants across multiple markets to investigate the interplay between high job demands, leadership behaviors, and employee well-being. Findings indicated that while trusted colleagues and positive leadership behaviors served as protective resources that reduced strain and fostered resilience, negative attitudes, favoritism, and lack of collaboration among colleagues amplified stress. Communication breakdowns, poorly managed organizational change, and limited trust in employer-provided wellness resources further contributed to employee stress. Participants also reported using personal coping strategies, such as exercise, meditation, and family support, which helped mitigate strain. The study concluded that stress was not inherently detrimental; when balanced by supportive leadership, collaborative culture, and accessible wellness resources, it functioned as eustress, motivating performance and focus. Implications underscored the critical role of leadership training, structured management processes, and trust in wellness programs. Recommendations include fostering fairness, inclusivity, and transparency in leadership practices, enhancing communication regarding wellness resources, and aligning job demands with organizational support structures. This study contributed to scholarship on occupational stress by extending the JD-R model to the investment sector and offering practical strategies for organizations seeking to cultivate resilience, engagement, and sustainable performance among high-demand roles
The Effect of Perceived Principal Leadership Styles and School Type on Elementary Teacher Self-Efficacy
No full textThe purpose of this study was to explore the effect of perceived principal leadership styles and school type on elementary teachers’ self-efficacy. The study examined two research questions. The first examined differences between teachers’ self-efficacy in Title 1 and non-Title 1 schools, and the second examined differences in teacher self-efficacy and perceived principal leadership styles (authoritarian, democratic, and laissez-faire). The convenience sample included 129 elementary teachers from social media teacher groups that taught in various Title 1 and non-Title 1 school districts. I used a quantitative, causal-comparative method to collect data and survey questionnaires that identified trends in leadership styles within the K–5 grade levels. A Mann- Whitney U test was used to analyze the differences in self-efficacy between Title 1 and non-Title 1 teachers since assumptions 4, 5, and 6 were not met. A Kruskal-Wallis H test was used to establish if there was a statistically significant relationship between principals’ leadership styles and elementary teachers’ self-efficacy. For RQ1, the tests run identified that there was no statistically significant difference between Title 1 and non-Title 1 elementary teachers’ self- efficacy. The study failed to reject the null hypothesis since there was no difference between the groups. The findings for RQ2 revealed that there was no statistically significant difference in elementary teachers’ overall self-efficacy scores among teachers who perceived they reported to principals with different leadership styles, as measured by the principals’ leadership styles survey. The study failed to reject the null hypothesis for RQ2
Exploring Commuter TRIO Students\u27 Student Support Services at a Public University
No full textThe study explored the experiences and service needs of TRiO Student Support Services (SSS) commuter students at a public regional university in northern Louisiana. The literature review showed that while TRiO SSS programs have a demonstrated history of promoting academic success and retention for first-generation students, low-income students, and students with disabilities, little institutional research has been conducted to better understand how student residential status impacts learning outcomes and utilization of campus resources. Drawing on Astin’s theory of involvement, this study described the lived experiences of TRiO SSS commuter participants and the impact of commuting on their engagement, programmatic use, and academic success. Semistructured Zoom interviews were conducted with a sample of five TRiO SSS commuter students who attended the university. Open, axial, and color-coding techniques were used to identify themes in the participants’ shared experiences and narratives. The findings resulted in four primary themes: (a) commuting-related barriers to campus engagement; (b) limited access to and awareness of TRiO SSS services and supports; (c) time constraints and work/family–life balance; and (d) expressed need for flexible, commuter-centered programming. The participants identified time and transportation challenges, as well as a lack of connectedness with their peers and faculty, as barriers to their success. The TRiO SSS offerings, including individualized advising, tutoring, and mentoring, were described as vital to their persistence and success. The study showed that commuter students experience unique challenges to academic success and belonging that may be at odds with those of their noncommuting peers and should be considered by TRiO SSS programs and campus leaders when designing strategies and resources to increase their success and graduation rates. The data from the interviews provided recommendations for TRiO SSS programs to enhance program delivery to commuter students by vi developing robust communication and outreach strategies, expanding program hours, and creating hybrid/virtual options that better accommodate the unique schedules and time constraints of the commuter population. The study contributes to the current literature on commuter student engagement and offers recommendations for TRiO SSS programs to enhance support for the success, retention, and degree attainment of disadvantaged commuter students.
Keywords: TRiO, student support services, commuter students, student involvement, academic success, qualitative case stud
Educational Program to Prevent Long-Term Complications for Individuals with Diabetes
No full textThis doctoral capstone project aimed to create an educational program to improve quality of life for individuals with diabetes by enhancing daily self-management and occupational engagement to prevent long-term complications. The literature states that although diabetes complications are common, they are also highly preventable through self-management strategies. Because diabetes self-management is deeply embedded into daily routines, occupational therapy practitioners can play a unique role in supporting individuals in this process. Prior to participation in the educational program, participants completed a screening tool assessing their diabetes management routines and confidence in the context of daily activities. An occupational therapy-informed, six-week educational program was developed to address six major areas: Diabetes Management, Balanced Eating and Meal Prep, Social Participation, Rest and Sleep, Stress Management and Coping, and Leisure. The program not only provided diabetes education related to each category but emphasized application in daily life through training in habits and routines, an evidence-based occupational therapy approach that supports long-term sustainability. Pre- and post-program Diabetes Distress Scale-17 scores indicated a reduction in diabetes distress for all participants following completion of the program. Additionally, all participants who completed the program reported that it helped them develop health-promoting habits and routines they are likely to continue. Overall, this project affirms the valuable role of occupational therapy in improving the quality of life for individuals living with diabetes
Origin of Purpose, Career Satisfaction, and Life Satisfaction: A Quantitative Study on Early Career Professionals
Full text linkSince the early 2000s, research has increased on purpose and how it correlates with fulfillment outcomes in life and career satisfaction. This research has been valuable in professional and academic fields and helped develop leadership practices and interventions for organizations to increase satisfaction levels among employees and students. This study focused on the general problem that research dedicated to purpose has not adequately addressed whether origin of purpose affect its outcomes on fulfillment levels, particularly those of life and career satisfaction. To address this consideration, the researcher conducted a quantitative associative correlation to measure if and to what extent origin of purpose correlates with life and career fulfillment outcomes for early career professionals with work experience within the age range of 20–28. Convenient sampling and snowball sampling techniques were utilized, targeting large employers and higher education institutions to obtain a sample of 119 individuals from a midsized West Texas city for review. Since the data included outliers, Pearson’s correlations would not have been appropriate, so the researcher ran Spearman’s Rank-Order tests for each of the research questions. These tests resulted in a weak to moderate positive correlation between every variable pairing, producing statistically significant results for most pairings. From these results as well as additional correlations ran from demographic data provided by participants, there is evidence that origin of purpose may affect outcomes of career and life satisfaction and, therefore, should be considered in future research as it may also affect leadership practices in higher education and professional settings