1825 research outputs found
Sort by
Building a Digital Altar for the Justice-Centered Torch-Bearers: The Role of Digital Networks in Supporting Contemporary Racial Justice Activists Through Contemplative Practices
No full textThis mixed-methods study aimed to identify factors critical in building a digital support network employing contemplative practices to support activists engaging in racial justice work in the United States. The research question that guided this study was: What factors do racial justice activists regard as critical in building a digital support network employing contemplative practices? The study’s importance lies in addressing the evolving landscape of digital activism while honoring the spiritual and relational foundations that have historically sustained social justice movements, particularly as contemporary activists navigate new technological tools while seeking to maintain authentic connection and contemplative grounding. Key findings revealed that activists prioritize relational elements over technological infrastructure, with clear communication channels ranking as the most critical factor, followed by accessibility and inclusivity, trust, and mutual support. The study identified nine major themes across focus groups, which emphasized that relational trust serves as the engine of sustainable activism, digital tools must serve the work rather than becoming barriers, and contemplative practices cultivate integrity for sustained justice work. Additional findings highlighted the importance of intergenerational knowledge transfer, representation, and safety in digital spaces, as well as the need for digital networks to function as containers of cultivation that pair online accessibility with embodied presence, creating healing spaces that honor both technological innovation and ancestral wisdom. This dissertation is available in open access at AURA (http://aura.antioch.edu) and the OhioLINK ETD Center (https://etd.ohiolink.edu/)
Racial Battle Fatigue in Higher Education: Understanding the Intersectional Dimensions of Faculty and Staff Experiences
Full text linkThis dissertation investigates Racial Battle Fatigue within institutions of higher education, focusing on its impact on faculty and staff of color. It examines how race, gender, socio-economic status, and institutional structures intersect to shape individual experiences of this phenomenon. To explore these dynamics, the study employs a qualitative methodology that includes semi-structured interviews, open-ended survey responses, and thematic analysis. It is grounded in the theoretical frameworks of Racial Battle Fatigue, Critical Race Theory, and Intersectionality. This research offers insight into the emotional, psychological, and physical toll experienced by faculty and staff of color in predominantly white institutions. It challenges prevailing narratives that minimize the effects of everyday racism in academic settings. These findings can assist institutional leaders in assuming accountability and offering more meaningful, equity-focused support. Ultimately, this dissertation argues that Racial Battle Fatigue is a systemic issue embedded within the culture and policies of higher education. Addressing it requires intentional, equity-driven reform and a commitment to confronting structural barriers that disproportionately harm faculty and staff of color. The study’s implications are far-reaching, particularly for educational leadership, human resources practices, and the design of more effective and sustainable diversity, equity, and inclusion (DEI) initiatives. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Canary in the Alpine: Shifts in Snowbed Plant Communities Over Time in the Adirondack Mountains of New York
Full text linkDue to their unique species diversity and vulnerability, alpine snowbed communities have the potential to serve as early detection or ‘canary’ communities that can inform scientific understanding of the timing and physical manifestation of a changing alpine ecosystem. In the summer of 2008, fifteen alpine snowbed vegetation community transects over 5 mountain summits were established and studied in the High Peaks Wilderness Complex within the Adirondack State Park by the New York Natural Heritage Program. Each transect was 5 meters long and encompassed five 1x1 meter subplots. These transects were relocated and surveyed again in the summer of 2024 in order to evaluate temporal changes in snowbed community composition and structure over a 16-year timeline. Wilcoxon Signed Rank Tests and Generalized Linear Mixed Models were used to analyze paired transect level change in snowbed community growth habits, richness and diversity over time. This study also sought to quantify the relationship between abiotic variables such as elevation, aspect, slope, melt out day and soil characteristics and extent of change observed and compare the nature of soil characteristics between snowbed and other nearby alpine communities, as well as throughout the growing season, in order to inform soil chemistry and plant community composition interactions. A measure of diversity using the Shannon-Weiner index was found to have significantly increased from 2008 to 2024 (t = -2.0912, df = 74, p-value = 0.0399) in the study transects. There was no significant change in species richness or percent cover of species when examined in five growth habits (trees, shrubs, graminoid, herbaceous, and bryophytes) over the last 16 years. However, specific tree and graminoid species, namely Abies balsamea and Avenella flexuosadisplayed notable increasing trends. Adirondack snowbed communities appear to be demonstrating resilience against significant vegetation composition shifts traditionally associated with climatic changes that are being seen elsewhere in the world within the timeframe of this study. This thesis is available in open access at AURA (https://aura.antioch.edu)
The Experience of Psychologists in Providing Unexpected Feedback During Neurodevelopmental Evaluations
Full text linkThe purpose of this study was to describe the experience of licensed psychologists who provided unexpected feedback to assessment clients about not meeting the criteria for neurodevelopmental disorders. Individuals are increasingly seeking formal evaluation for neurodevelopmental disorders based on anecdotal information they come across on the internet. Many people develop strong identity attachments to these diagnostic labels, and it can be incredibly dysregulating to learn that they do not meet the criteria for a diagnosis. Six psychologists participated in semi-structured virtual interviews to share their experiences providing clients with this type of unexpected feedback. Through an interpretive phenomenological analysis framework, the data was consolidated into six broad themes: (a) the client experience, (b) conflicting professional identities, (c) seeking to understand, (d) coping tools, (e) defining successful feedback, and (f) improving training. This study may serve as the foundation for enhancing training programs’ approaches to unexpected feedback, as well as future research documenting aspects of this phenomenon. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
The Lived Experiences of Trauma in Autistic Adults: A Thematic Analysis
Full text linkA qualitative research study focused on Autistic adults explored the lived experiences of trauma. Participants included Autistic adults who have either been professionally diagnosed with Autism Spectrum Disorder or who self-identify as Autistic. Data was collected through a survey with 12 open-ended questions. A thematic analysis revealed six themes: (a) adverse childhood experiences, (b) exposure to violence and loss, (c) difficulty relating to others, (d) complex mind and sensory experiences, (e) medical and mental health challenges, and (f) autistic identity. The themes revealed instances of Autistic people experiencing trauma in ways that differ and vary in clinical presentation from their neurotypical counterparts. Implications and recommendations for professional counseling and counselor education are discussed based on these findings. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
A Program Evaluation of Restorative Storytelling as Professional Development for Waldorf Teachers
Full text linkStorytelling, when using the National Storytelling Network’s definition, “the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination,” can be found in most classrooms around the world. If we agree with Walter Fisher and see stories as content with “coherence” and “fidelity” (Fisher, 1987), then much of the communication in classrooms could be considered a form of storytelling. A real question then becomes apparent: why aren’t teachers given extensive training and tools to strengthen their storytelling skills? Restorative Storytelling, a practice I developed out of my years as an elementary school teacher and decades as a professional storyteller, was designed for educators who wish to use storytelling as a teaching tool, as a classroom management tool, and as a tool for supporting communication in the classroom. This evaluation of the Restorative Storytelling program lives at the crossroads of three key theoretical frameworks: the Narrative Paradigm, dialogic practice, and Systems Leadership. Walter Fisher’s Narrative Paradigm is used to seek a common definition of storytelling, and in particular Restorative Storytelling. Dialogic practices like Open Dialogue and Sustaining Dialogue offer a comprehensive and elegant protocol for deep, collaborative communication. Systems Leadership is an evolving framework for how a program like Restorative Storytelling and its evaluation can collectively thrive for all stakeholders. I used an explanatory sequential design which led with quantitative analysis of data collected from three separate surveys, the results of which were corroborated or explained by a series of stakeholder interviews using Participatory Action Research and thematic analysis. The results found that the program was indeed relevant and effective for the participants, while uncovering emergent indications for ways to improve the program and its continued evaluation. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Social Media Activism and Identity
Full text linkWith the rapid development of technology in the 21st century and the advent of social media, people are increasingly turning to online spaces to connect with their local and global communities. One piece of this puzzle is social media activism. There is currently limited research on how one’s identity and their experiences with privilege/oppression based on their identity play a role in their social media activism. Most of the literature in this area utilizes quantitative means or questionnaires. In an effort to yield a new perspective, this study was conducted with a constructivist grounded theory approach to examine the complex relationship between identity and social media activism. The findings illustrated how individuals within their agent and target ranks seek to make sense of their experiences/observations of discrimination by turning to social media. This initiates a process by which individuals simultaneously engage in social media activism and go through an identity development process. This social media activism/identity development process is mediated by one’s agent and target ranks. Additionally, barriers such as dysconsciousness, fear of judgement from peers, fear of discrimination, echo chambers and performative activism can stunt or disrupt this process. Current literature corroborates these findings. Understanding the intersection between identity and social media activism, especially the barriers this theory has identified, may help to illuminate next steps in research and in the practice of activism which must be taken in order for online activism to continue to be a force for change. This dissertation is available in open access at AURA (http://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/)
Exploring the Lived Experience of Grief in Adults with Attention Deficit Hyperactivity Disorder
Full text linkThe purpose of this phenomenological descriptive-interpretive study was to understand the lived experience of maintaining attention to one’s responsibilities while grieving among adults diagnosed with ADHD who have recently experienced bereavement in the United States. The population for this study included adults aged 18 and over who had experienced the loss of a loved one in the past 5 years and had a current diagnosis of ADHD. Participants were recruited using a sample of convenience via social media, email, and flyers, employing a snowball sampling technique. There were eight participants who met the inclusion criteria and participated in a semi-structured interview. A thematic analysis revealed six themes: (1) The Impact of Grief on Routine and Attention, (2) Areas of Responsibility, (3) Emotional Reactions Related to Grief, (4) Avoidance, Dissociation, and Distraction, (5) The Role of Social Support, and (6) Strategies for Managing Grief and ADHD. Recommendations for future research are included, along with guidance for counselors, supervisors, and counselor educators to better support clients, supervisees, and students in navigating these challenges. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Exploring Mental Health Concerns and Loneliness Among East Asian International Students in U.S. Universities
No full textThis study examined the unique stressors encountered by international college students, with particular attention to East Asian international students, whose collectivistic cultural values contribute to their mental health status and reported symptoms. Following the COVID-19 pandemic, the rise in stress levels and loneliness highlighted the need for further examination. Using data collected in 2024 through the Counseling Center Assessment of Psychological Symptoms-34 (CCAPS-34) and the UCLA Loneliness Scale, the study surveyed East Asian international students enrolled in universities in the United States to identify prevalent mental health concerns and explore the correlation between loneliness and self-reported symptoms among East Asian international students. Findings suggest that social anxiety, academic distress, and eating concerns are the most reported among high distress issues within this population. Notably, Pearson correlation analyses revealed that loneliness was significantly and positively correlated with depression, generalized anxiety disorder (GAD), and social anxiety. This dissertation discusses historical and culture-specific factors that may contribute to the elevated risk of mental health concerns among this population. Furthermore, the study offers valuable insights that inform universities and higher education institutions, emphasizing the necessity of culturally informed practices to reduce loneliness and effectively support the East Asian international students studying in the United States. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Childhood Aggression: A New Conceptualization
No full textChildhood aggression is a frequently observed behavioral phenomenon, yet lacks a precisedefinition in both the DSM-5-TR and current research literature. Definitional ambiguity andconstruct enmeshment continue to create construct confusion for researchers, clinicians, andinformants. This empirical review of the current literature and diagnostic criteria examines howchildhood aggression has been historically conceptualized, defined, and described. The primaryaim was to identify and clarify inconsistencies in current definitions and to address knowledgegaps to improve diagnostic clarity. Through a thematic synthesis of recent literature, several keyissues emerged: the absence of a precise definition of childhood aggression; reliance onfragmented sub-definitions; persistent confusion between aggression and related constructs; alack of differentiation between childhood and adult manifestations of aggression; and a lack ofdistinction between normative and pathological forms of childhood aggression. These findingsinformed the development of a refined, operational definition of childhood aggression thataddresses definitional ambiguity, developmental considerations, and whether behaviors are trulypathological. Proposed definitions of related constructs were also proposed and differentiatedfrom childhood aggression. This dissertation is available in open access at AURA(https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)