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Training Small Group Leaders for Effective Discipleship at iLive Ministries in Pacolet, South Carolina
No full textThis project examined the need for discipleship training among small group leaders at iLive Ministries in Pacolet, South Carolina. A four-week workshop incorporating lectures, discussions, and interactive activities was designed and implemented. Evaluation tools included Pre- and Post-Tests, structured observation, and participant interviews. Findings demonstrated measurable growth in confidence, facilitation skills, and discipleship understanding. The project concluded that intentional training not only equips leaders with biblical grounding and practical skills but also highlights ongoing needs for mentoring, refined assessment, and sustainable support, strengthening iLive Ministries’ discipleship culture and offering a replicable model for other congregations
Exploring Compassion Fatigue Among Core Subject Middle Grades Teachers: A Quantitative Study
Full text linkResearch has shown increased rates of attrition among K-12 teachers since 2021, with middle school teachers being the most dissatisfied. Burnout and job-related stresses are cited as the main causes of teachers leaving the classroom. Teachers experience the same or higher levels of job-related stress as nurses, doctors, EMTs, and social workers while receiving little or no training about compassion fatigue. This study examined compassion fatigue among a sample of core subject middle school teachers from one upstate South Carolina school district. An online survey, informed by a review of current literature, revealed moderate levels of compassion fatigue among the respondents. Although age and years of classroom experience did not prove to be predictors of compassion fatigue, elevated levels of teacher self-efficacy appeared to mitigate symptoms associated with burnout, an aspect of compassion fatigue. Findings suggested that targeted support for teachers provided by schools and school districts is needed to minimize the impact of compassion fatigue; however, the limited sample size of this study necessitates further research to explore the possibility of other contributing environment variables. Future research could result in the advancement of specific professional development and support systems that minimize the impact of compassion fatigue and increase teacher retention
A Mixed Methodology Study on Effective Products and Services for Consulting Firms
Full text linkThis study evaluated organizational effectiveness within small- to medium-sized educational technology and technology-adjacent organizations for consulting firms to develop appropriate products and services for clients. This allowed consulting firms to develop innovation in their approaches. More specifically, this research supported consulting firms specializing in educational technology in developing products and services for industry leaders to improve organizational effectiveness. The research employed a mixed methodology consisting of 10 educational technology leaders. Data were collected from survey questions and through evaluating related literature. The literature compiled included organizations across education, technology, and technology-adjacent industries. The research evaluated organizations through McKinsey’s 7S framework. The McKinsey 7S which included strategy, staff, style, skills, shared values, structure, and systems allowed analysis of internal environments of organizations. This was utilized to provide recommendations while Kotter’s 8-step process for accelerating change was used as an implementation tool for consulting firms to navigate product and service implementation. This included creating a sense of urgency, forming a guiding coalition of change agents, forming a strategic vision, enlisting a volunteer army, enabling action by removing barriers, sustaining acceleration, and incorporating changes into the culture. Based on the research, there were two primary areas that consulting firms can provide business consulting in for organizations: workforce management and digital transformation. These products and services recommended allow consulting firms to benefit both educational technology and technology-based organizations within industry. The research also provided insight to future consultants and education technology leaders on organizational effectiveness in an ever-changing environment
Framework Integration in Academia: Moving from Theory to Practice
Full text linkCharacter education has been a point of focus and research in K-12 education dating back to the 1990s. The work of integrating a character-forward framework in higher education is now considered a beneficial and impactful practice. One university has successfully completed the initial work of integrating a servant leadership framework in the School of Education using an approach in line with the community of practice model. The authors of this paper work together and have each played a key role in not only the early stages but the ongoing phases associated with maintaining and improving. This theory-to-practice article begins with an introduction to Servant Leadership theory and the Community of Practice model in order to make theoretical connections and discuss implications regarding the larger field of knowledge specific to the field of education and even more narrowly, higher education. One university’s approach will be described in terms of what has been accomplished and what will most likely always be seen as, in-progress in the direction of improvement. Extensions to consider beyond the higher-education context will be shared as well as a call for empirical findings based on the initial and theoretical concept outlined in this article
The Physiological Effects of Anabolic Steroids on the Human Body
Full text linkAnabolic-androgenic steroids (AAS) are synthetic derivatives of testosterone used both medically and illicitly for their muscle-building and performance-enhancing properties. While clinically prescribed for conditions like hypogonadism, osteoporosis, and muscle-wasting diseases, AAS are frequently abused by athletes and recreational lifters seeking rapid physical gains. AAS increase muscle protein synthesis via androgen receptor-mediated gene transcription, but they also predispose users to tendon ruptures and various organ functions. AAS abuse is strongly associated with a host of side effects including gynecomastia, male-pattern hair loss, infertility, hepatotoxicity, erythrocytosis, dyslipidemia, insulin resistance, and hypogonadism. Cardiovascular complications such as left ventricular hypertrophy, cardiomyopathy, and myocardial infarctions can occur, typically leading to death. Female abusers experience masculinizing effects including hirsutism and voice deepening. The psychological impacts of AAS include anxiety, depression, muscle dysmorphia, addiction, and possible structural brain changes caused by disruption of various neurological pathways. Side-effects such as prostate cancer in men, and seizures are speculated but further research and studies are required. Social media and bodybuilding culture contribute to the normalization and glamorization of AAS abuse, influencing young individuals to desire enhanced physiques. AAS can provide remarkable short-term physical transformations, the long-term risks to physical and mental health far outweigh the benefits. Comprehensive awareness and regulation are essential to mitigate the growing public health concerns surrounding non-therapeutic AAS abuse
Improving the Emotional Wellbeing of Healthcare Workers in a Homecare Agency
Full text linkHealthcare workers (HCWs) often have traumatic experiences in the course of care delivery, and these experiences negatively impact their well-being, affecting them emotionally, psychologically, and physically. With the COVID-19 pandemic, healthcare workers have had indelible experiences questioning their choice of profession. This project aimed to teach the factors affecting the emotional well-being of healthcare workers and develop strategies to improve emotional distress in a home care agency. The implementation site was Carolina Homecare Solutions, with 21 participants, including nursing assistants and registered nurses. Sample selection was via a convenient strategy, selecting the most conveniently available participants. The project leader used Zoom meetings with multiple sessions to implement the project. The project leader used descriptive statistics, quantitative analysis, an outcome target objective, and percentage changes to determine improved learning. The average percentage change helped determine the difference between the pre-test and post-test, resulting in a 22% change. Also, the outcome target objective helped compare the targeted outcome of 80% with the actual outcome of 95%. Due to the project\u27s short-term nature, it is difficult to determine the individual’s application of the knowledge acquired and the extent of improvement. However, the organization will incorporate the educational material in its annual Continues Education (CE). On the individual level, sustainability depends on the individual\u27s perception of the value impacted. The project provided an opportunity for self-reflection because HCWs often ignore the impact of their traumatic experiences. Learning occurred, as indicated by the 22% score of the average percentage change, and 4 the outcome target object of 95% indicates that the project leader met the goal since participants showed improved learning
The Use of Therapeutic Communication to De-Escalate Aggression and Violence in Clients Living in a Homeless Shelter
Full text linkIndividuals working at homeless shelters have the daunting task of managing violent/aggressive behaviors with the population they serve. This project focused on educating homeless shelter staff on the use of therapeutic communication to decrease the escalation of aggression and violence when caring for their guests. The DNP Project Leader taught 23 homeless shelter staff members, and the project included three 2-hour educational sessions. The first class focused on understanding what regions in the brain are responsible for aggressive, violent, and emotional behaviors; the second class focused on what the literature says about aggressive behavior in homelessness; and the last class focused on best practice approaches to de-escalate and mitigate aggressive behavior through therapeutic communication. The DNP project sought to provide understanding and improve learning in homeless shelter workers of the use of therapeutic communication and its impact on decreasing violent/aggressive behaviors, which in turn increases staff safety. The in-person classes were held over 3 months (one class per month every second Wednesday). The DNP Project Leader provided each participant with a folder that enclosed a printed copy of each lesson to follow along during the session. Additionally, to increase learning, each session included time for participants to ask questions to clarify information. Participants engaged in a pre-test/post-test to evaluate if their understanding of the use of therapeutic communication to de-escalate violent/aggressive behavior had improved after all three sessions were complete. As revealed by the pre-test/post-test, a descriptive analysis showed a 68% increase in the class test scores after the three educational sessions. Participants showed an increased understanding of the brain\u27s involvement in aggressive/violent behavior and the role of neurotransmitters in regulating emotions/behaviors such as fear, depression, joy, and relaxation. Also, participants\u27 comprehension improved in terms of therapeutic communication\u27s effectiveness in addressing aggressive behavior and the best practices for managing situational behaviors such as anxiousness, defensiveness, aggressiveness, and sadness
Providing Safe Care for Mental Health Patients Through Ongoing Education of Non-Psychiatric Nurses and Staff
Full text linkNurses care for many individuals with medical conditions, but also those who suffer from mental illness and are in an acute mental health crisis. Nonpsychiatric nurses often lack adequate knowledge and training while caring for individuals with mental health disorders and those in acute crisis, which can be a barrier to providing safe, effective care for this vulnerable population. When individuals are in crisis and present to the emergency departments, their first contact is with emergency room nurses who may lack the necessary skills to conduct a thorough assessment when evaluating for mental health disorders, including the presence of suicidal and homicidal ideation. This lack of knowledge and training impacts the nurses’ ability to care for these individuals safely. The desired outcome of this project was to significantly increase the self-efficacy, knowledge, and overall confidence of nurses caring for patients with mental illness presenting to the emergency department. The project aimed to evaluate the effectiveness of an educational session on providing safe care to individuals experiencing a mental health crisis. A pre- and post-test design was used to measure knowledge and perceived competency and confidence among 26 participants, with a hypothesis of at least 70% of participants scoring 80 or above on the post-test. Results showed 92% of participants scored 80 or above on the post-test, exceeding the hypothesis. The evidence provided validates the need for ongoing education and training for nonpsychiatric nurses to provide adequate, safe care for individuals experiencing a mental health crisis. Future studies should explore the implementation of educational modules in electronic format
Mathematical Drought: The Impact of Insufficient Instructional Resources in Middle School Math Education
Full text linkThis research analyzed and examined the impact of resource quality and availability within middle school math instruction within a selected school district. The VRIO framework explored how value, rarity, imitability, and organization influence instructional effectiveness and resource allocation. Collecting data through interviews and questionnaires from teachers and administrators helped to identify gaps in professional development, technology access, and instructional materials. The study revealed the disparities in resource allocation that have contributing factors such as school demographics, external financial support, and funding mechanisms. This examination identified a misalignment between available resources and instructional math needs affecting student performance. These results underscored the equity in funding allocation and data-driven decision-making that enhances student performance. Recommendations included targeted training on instructional strategies, intentional professional learning communities, and systematic resource distribution policies. These findings will help contribute to the broader discussion of math educational equity in the role of how effective leaders can optimize resource utilization
Capturing Lived Experiences of Parents with Chronically Absent Students
Full text linkChronic absenteeism in K-12 public schools represents a significant national crisis, with millions of students missing 15 or more days each year. This transcendental phenomenological study investigated the lived experiences of parents whose children face chronic absenteeism, aiming to uncover the barriers and challenges that hinder consistent school attendance. Through qualitative, semi-structured interviews with parents from a small school district in upstate South Carolina, this research identified key themes related to absenteeism, including health concerns—both physical and mental—challenging morning routines, and life challenges linked to home and school environments. Findings revealed that health issues often impede the ability of students to attend school regularly, compounded by difficult mornings characterized by a lack of sleep and motivation. Additionally, logistical obstacles such as transportation issues and the demands of parents\u27 work schedules exacerbate absenteeism, while negative perceptions of school quality diminish parental involvement. The study highlights the critical need for improved communication between schools and families, as well as the implementation of targeted interventions to support families and enhance student attendance. By incorporating parental perspectives, this research offers valuable insights for educational stakeholders seeking to develop effective strategies that address chronic absenteeism and promote student success