1825 research outputs found
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Scrupulosity: A Comprehensive Review of the Research
Full text linkThis dissertation presents a comprehensive analysis of the current research on scrupulosity, a subtype of obsessive–compulsive disorder (OCD) characterized by intrusive thoughts and compulsive behaviors related to religious and moral concerns. The dissertation identifies key similarities and differences from OCD, and directs focus to thematically related yet unsubstantiated theoretical work in psychology that helps elucidate the core features and etiological factors of scrupulosity as differentiated from other OCD subtypes. The study addresses the critical dearth of research on scrupulosity, aiming to fill significant gaps in the literature regarding its historical context, varied presentation and prevalence in different cultural contexts, and potentially effective treatment approaches to address better the needs of a significant number of people worldwide. Beginning with an exploration of historical conceptualizations from the 2nd through the early 21st centuries, the dissertation traces the recognition of scrupulosity and recommendations for treatment across various cultural traditions and major world religions including Islam, Judaism, Hinduism, Buddhism, and Christianity, from both Protestant and Catholic sources, as well as non-religious belief systems. It highlights notable historical figures who exhibited scrupulous behaviors contextualizing them with a modern psychological lens. As the leading theologians of their faiths, they often ironically v advised its treatment from their own experience as the most influential theologians of each of their faiths. These historical writings still have wisdom to impart today. The history of scrupulosity is, in many ways, a history of religion across time and culture, as well as of the birth and first 150 years of psychology itself. Key schools of psychological thought are explored for relevance to developing contemporary evidence-based treatments. Due to few qualitative or quantitative studies on scrupulosity compared to other OCD subtypes, the dissertation reviews key research on OCD symptoms, prevalence, neurobiology, and heritability. It locates scrupulosity both within and outside of the characteristic features and symptoms of OCD subtypes, highlighting areas ripe for future research. From this descriptive basis, analysis is made of its potential placement within an emerging synthesized spectrum of obsessional, attentional, and thought-disordered psychopathology. An analysis of intrapersonal and sociocultural factors identifies cognitive distortions, personality features, attachment styles, and societal influences that contribute to the development of scrupulosity. Findings reveal scrupulosity as a distinct phenotype of OCD, with unique prevalence patterns and treatment considerations across cultures in religious and secular contexts. The dissertation includes novel, theoretically integrated treatment strategies that respect individuals’ religious beliefs while effectively addressing the psychological aspects of scrupulosity. This work advances the understanding of scrupulosity within the OCD spectrum and emphasizes key directions for future research to further refine diagnostic criteria and therapeutic interventions
Towards the Improvement of Literacy Education for English-Speaking Caribbean Immigrants
No full textThis phenomenological study examines the literacy experiences of English-speaking Caribbean (ESC) immigrant students in public schools in New York City, as well as the structural factors surrounding their experiences and the culturally sensitive solutions to these experiences. Although in the English-speaking Caribbean context students often use English, many of them also speak Creole or a dialect. They are linguistic forms, including Jamaican, Trinidadian, Guyanese, among other Creoles, that are frequently misinterpreted or underestimated in formal education systems, resulting in confusion and a lack of appropriate instructional support. This linguistic identity crisis among the Jamaicans through ingrained colonial notions that the use of Creole means that people are poorly educated and, therefore, have low expectations and low performance in schools. The interference of dialects and a negative perception of language in Caribbean classrooms deters the growth of literacy and leads to systemic prejudice against nonstandard varieties. Even though a typical ESC society is bilingual, it is still clear that Standard English remains the central part of formal education and testing programs, which in turn forces students who speak Creole as their first language of expression to the margins of gaining equal access to education, thereby minimizing their learning possibilities. This study employs critical race theory (CRT), culturally relevant pedagogy theory (CRPT), and second language acquisition theory (SLAT) to investigate the interconnection of language, culture, and identity in shaping literacy outcomes. In-depth interviews with educators and former ESC students revealed seven fundamental themes: dialect detection, emotional preparedness, systemic oversight, pedagogical adaptability, and the importance of culturally relevant content. The findings highlight the necessity for comprehensive literacy frameworks, promotion of dialect-inclusive pedagogy, and emotionally informed teaching methodologies. The study offers theoretical and practical insights for policy reform, educator training, and equitable literacy advancement for bilingual immigrant groups. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Weaving Threads of Identity: A Qualitative Study on Reconnecting Indigenous Folx
Full text linkThis research is a qualitative phenomenological inquiry into reconnecting Indigenous participants’ experiences in how they navigate and integrate their cultural heritage, identity, and intergenerational experiences to shape their present and future lives. Previous literature examines characterizing Indigeneity, navigating multiple spaces, and culture as wellness. Rooted in Tribal Critical Race Theory, semi-structured interviews were conducted with nine participants who self-identified as Indigenous. A thematic analysis highlighted six themes of reconnection: a) oppression, b) ancestors, c) belonging, d) barriers to reconnection, e) learning, and f) connection with community. This research makes a contribution to the growing Indigenous identity literature by providing an initial glimpse into the complexities of experiences of folx who are reconnecting
Exploring the Ethics of Social Media in the Counseling Field
Full text linkSocial media has become deeply integrated into both personal and professional lives, yet the use by counseling professionals remains underexplored. This study investigated how various roles within the counseling field experience and utilize social media in their professional development, identity formation, and ethical practice. A qualitative online survey was utilized to collect data from counseling professionals (N = 20). Findings revealed 6 themes: (a) Conflicting Perspectives on Client Social Media Use and Engagement, (b) Personal Discomfort and Ethical Ambiguity, (c) Counselors’ Varied Approaches of Social Media Use, (d) Social Media Use for Professional Development, (e) Mixed Perspectives on Social Media Marketing and Content Creation, and (f) Artificial Intelligence. These results could be utilized in the development of the revised American Counseling Association Code of Ethics and by counseling professionals who desire an understanding of how other professionals are navigating the nuances of social media
A Pedagogy of Self: A Critical Autoethnography Evaluating the Self and the Lessons of Exposure, Experience, Action, and Inaction
Full text linkThis dissertation is a critical autoethnography, which evaluates a lifetime of experience through the lens of an educational theory in critical pedagogy, and two psychological theories in liberation psychology and feminist therapy. These theoretical frameworks will help me evaluate how the lessons of my life have acted in both oppressive ways, and ways in which I have supported and benefited from systemic oppression. This research demonstrates that the existence of my own diagnosed psychopathologies, which have provided symptomatic pressures, have ultimately stemmed from systemic pressures, even those systems of which I have inherently benefited. Through this research, I conclude that self-reflection is a key first step in making interpersonal changes, but also the change requisite in dismantling all forms of systemic oppression. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Frozen: A Grounded Theory of Transgenerational Trauma Cycles in the Evangelical Slavic Diaspora of Former Soviet Union Refugees
Full text linkThis dissertation builds on historical and scientific assertions that Former Soviet Union immigrants survived distinct political traumas, resulting in unique, culturally adaptive behaviors and beliefs. Using constructivist grounded theory, it examined how these behaviors manifest in the evangelical Slavic community (ESC) of former Soviet Union Refugees (FSURs) in the U.S. The researcher asserts that (a) adaptations are generationally preserved in the ESC through a “cycle of authoritarianism,” and (b) survival strategies became maladaptive in new social environments. Narratives from eight young adults raised in the ESC were analyzed alongside a literature review and lived experience. Findings show that coping strategies such as suppression, frugality, and conformity, once protective, now perpetuate authoritarian patterns, producing psychological dissonance and identity impairment. A phenomenon coined as “cultural freeze” emerges as chaos triggers a threat-freeze reaction, leading to rigidity and control through shaming and ostracization. Implications highlight historically sensitive interventions and resource-building to improve outcomes
Professional Development Needs in Educational Support for the Waldorf Teacher
Full text linkIn the past few years of immersion into the Waldorf world through both my work and my educational pursuits, I have recognized that there is an absence of basic special education knowledge in the practice of Waldorf education. My research sought to answer the question: What topics of educational support are most relevant and needed for Waldorf teachers and trainees today? My literature review explored best practices in special education and Waldorf education and connections with polyvagal theory. More specifically, it includes a basic review of special education law, best practices in special education, how a Waldorf education meets the needs of the dysregulated child, a synopsis of Waldorf education and the key tenets of Anthroposophy as they relate to the topic, as well as an outline of polyvagal theory. I used action research to identify specific areas of improvement for teachers. Through teacher questionnaires, I discovered the areas where teachers need support around learning differences. Following the teacher surveys, I utilized explanatory mixed methods and conducted expert interviews to offer perspective on the resulting data. My work directly initiates a solution to address ableism in the classroom and to create equality in access to the Waldorf model of education. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Post-migration Living Distress and Suicidal Behavior in Refugee Populations Resettled in Vermont
Full text linkThe study of refugee psychology and suicidal distress is a comparatively nascent field when compared with the body of research concerning non-refugee populations. Over the past fifty years, however, the post-migration refugee experience has been the subject of growing clinical interest. In particular, the construct of post-migration living distress (PMLD) has been identified as a salient factor contributing to psychological distress in refugee populations. This dissertation explores the relationship between PMLD and suicidality in a sample of refugees resettled in a New England city. Guided by the Interpersonal Theory of Suicide (IPTS), this dissertation considers how elements of the post-migration experience may correlate with increased psychological distress. Implications for clinical assessment and intervention are considered, as well as areas for future research. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Heart-Thinking Leadership: A Transformative Approach to Binary Hierarchies in Waldorf Schools
Full text linkThis study explores heart-thinking leadership as a transformative approach to dismantling elitism, hierarchy, and binary structures in education, leadership, and diversity, equity, and inclusion (DEI). Grounded in insights from Damásio, Spinoza, Emerson, Hegelian dialectics, and wisdom traditions such as Manichaeism, African spirituality, and Indigenous feminism, it examines how third space thinking fosters inclusivity and dynamic leadership. By integrating intuition, intellect, and relational awareness, heart-thinking leadership moves beyond rigid dualisms—mind and body, self and other, power and subjugation—to cultivate a holistic way of knowing. This perspective critiques conventional DEI models that reinforce binaries of oppressor and oppressed, advocating instead for an embodied, relational, and intuitive approach to inclusion. It challenges hierarchical leadership in favor of shared power, deep listening, and interconnected decision-making, ensuring diverse voices are genuinely valued. By incorporating third-space thinking into DEI efforts, this study shifts the focus from performative inclusivity to meaningful transformation, fostering environments of mutual growth, compassionate engagement, and social renewal. Ultimately, it envisions leadership, education, and DEI as deeply embodied practices that promote individuality, collective empowerment, and freedom. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Effective Policy Implementation and (TRANS)forming the K-12 Education (CIS)tem
Full text linkThis research addresses the critical need for supporting transgender and gender non-conforming (TGNC) students within K-12 public schools, recognizing the detrimental effects of overlooking their unique needs. Current policies often fail to address these needs adequately, leading to mental health challenges and negative educational outcomes. The study aims to identify the key factors influencing the successful implementation of transgender-supportive policies in schools. A review of current research underscores the importance of challenging existing gender-binary norms and promoting inclusivity for TGNC students. By creating affirming spaces and addressing systemic barriers, schools can foster a safe and supportive environment for TGNC youth, ultimately leading to more positive educational experiences and outcomes. Trans studies, queer pedagogy, and transgender theory collectively advocate for a nuanced understanding of gender within educational and societal frameworks. They challenge traditional educational structures that frame transgender individuals as problematic and instead emphasize gender self-determination, ambiguity, and the rejection of binary views. Utilizing an online survey and semi-structured interview in a mixed-methods approach, data was collected from school administrators across the Commonwealth of Pennsylvania to better understand their experiences in enacting trans-supportive policies and the impact the implementation of these policies has on TGNC students. This study contributes to the growing body of research on supporting TGNC students in educational settings, highlighting the necessity for continued efforts to dismantle cisnormativity and promote inclusivity across the gender spectrum. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)