1825 research outputs found
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Leveling the Playing Field: Comparing School-Based Interventions for Academic Success in Student Athletes with Learning Disabilities
Full text linkThis dissertation examined the disparities in school-based interventions for student athletes without learning disabilities versus those with learning disabilities. Learning disabilities are defined as disorders that impact language comprehension, mathematical abilities, motor coordination, and attention. The perspectives of special education teachers, general education teachers, administrators, and coaches are considered in this analysis. This research used open ended qualitative interview questions with general education teachers, special education teachers, administrators, and coaches to gain an understanding of what supports they are providing for their student athletes with learning disabilities as opposed to their student athletes without learning disabilities. Through qualitative interviews with these key stakeholders, the study aimed to identify and analyze the gaps in support systems provided to student athletes with learning disabilities in comparison to their non-disabled peers counterparts. The research explores how Maslow’s Hierarchy of needs and McClelland’s Motivation Theory informs and improves the interventions offered to student athletes in educational settings. By excluding student and parent perspectives, this study aimed to provide a unique and focused examination of the support systems in place for student athletes with learning disabilities, ultimately contributing to the development of more inclusive and effective interventions for this population. This investigation has the potential of closing the gap between the levels of support provided for students with learning disabilities and those without. Thus, creating a level playing field for all learners in the participation of extra-curricular activities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
A New Normal: An Autoethnographic Analysis of Gender Complexities in Los Angeles Social Justice Theatre Storytelling
Full text linkThis study uses autoethnography to examine the role gender plays in Los Angeles social justice theatre storytelling. Chronicling my autoethnography as a queer, nonbinary artist and social justice theatre practitioner, I will examine gender through the context of my social justice theatre company, Artists Rise Up Los Angeles (ARULA), by analyzing selections of its original, politically focused, professional stage plays performed from 2017 to 2019, utilizing ARULA’s emerging themes of gender expression and inclusion. ARULA was born out of a determination to create original social justice theatre storytelling to understand and transform reality by bringing theatrical expression to the environment in which we were living, in response to the 2016 United States presidential election. The study itself deconstructs how complex issues of gendered storytelling and gender performativity by transgender and nonbinary individuals have been openly performed within ARULA and how the production of those gender stories aimed to create social change as a way to combat anti-gender ideology and anti-transgender liberation in modern culture. Through autoethnographic research, I include myself as research-participant-storyteller and use queer theory as a framework in which to discover how gender in theatre may allow for complex issues to apply toward cultural and social justice. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Leadership at the spiritual edge : emerging and non-Western concepts of leadership and spirituality
No full textThis insightful book explores the intersection of spirituality and leadership, examining cutting edge research, theory, and practices that help build healthy and long-term effective leadership. Showcasing non-Western views of leadership across a range of backgrounds, the book looks at leadership styles that raise and expand consciousness to enable better problem solving when addressing the complex challenges of organizations and societies -- Provided by publisher..https://aura.antioch.edu/stubooks/1065/thumbnail.jp
Exploring Subjective Cognitive Decline and Ageism: At-Risk Older Adults\u27 Lived Experience
Full text linkSubjective Cognitive Decline (SCD), the self-perceived decline in cognitive abilities, is recognized as a preclinical marker for neurocognitive disorders (Jessen et al., 2014). Understanding the contextual factors informing SCD experience remains a research priority in this domain. At-risk older adults have heritable markers associated with dementia. Chronic exposure to embedded ageism burdens allostatic load (AL) and exacerbates epigenetic risk for cognitive decline (Levy, 2022; McEwen, 2020; Miller et al., 2021). The current qualitative study explored how ageism shapes the lived experience of SCD among at-risk older adults. Semi-structured interviews were conducted with 12 participants, all doctoral level clinical practitioners, aged 60 to 79 and analyzed using thematic analysis, guided by the Transactional Model of Stress and Coping (TMSC). Findings revealed that ageism pervades three ecological domains—intrapersonal, interpersonal, and systemic—contributing to emotional distress, behavioral restriction, and reduced healthcare engagement. The present study extends the current literature on this topic by identifying ageism as a socio-cultural determinant of perceived cognitive health, shaping the outcome trajectory. The findings underscore the need to address ageism through clinical interventions and systemic reforms. Such strategies to reduce AL burden, through reduction of stigma and promotion of preventive healthcare engagement, may delay or even prevent onset of dementia among at-risk older adults. This dissertation is available in open access at AURA (https://aura.antioch.edu) and Ohio LINK ETD Center (https://etd.ohiolink.edu)
Design Thinking for Health Environments: Case Study Research on Innovation, Design Leadership, and Healthcare Complexity
Full text linkAs healthcare costs are skyrocketing, of the 6,093 hospitals in America, 53% will lose money in the current year (Coleman-Lochner, 2022). Design health innovation centers (DHICs) are formed in Europe and the United States to create efficiencies in healthcare related to budget challenges. DHICs exist in unique contexts both in America and Europe that are not yet well understood. These efforts are difficult to lead due to the lack of understanding of their worth and how their process is valuable to healthcare settings (Bhattacharyya et al., 2022). The specific problem examined here is that little is known about how DHIC leaders and teams create and sustain these centers, including how design and health team leaders work together and what resources encourage the success of DHICs (Romm & Vink, 2019). The purpose of this qualitative case study is to examine how ambidextrous leadership and growth play out in team and leader behaviors and experiences at one DHIC in Europe. The goal of this work is to contribute to an improved understanding for DHIC creation in the United States health system. Of particular interest to this study are leader behaviors that seem to directly link to areas in DHICs of innovation. These behaviors may be the key to understanding how leaders are innovating and staying successful across multiple silos and communities. While traditional metrics of success often focus on implementation, research into DHICs should examine the interrelationship between the creative and the practical, including how leaders create the right environments for teams to form and operate toward successful metrics and social impact (Dyrda, 2018; Hostetter et al., 2015). This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Pay Attention! A Comparative Analysis of Psychological Assessments and Neurological Mechanisms for ADHD Within a Pediatric Population
Full text linkThis study evaluated the predictiveness of the WISC-V, NEPSY-II, CPT-3, and CATA when compared to each other in a sample of 272 children aged 8–16. Archival data was analyzed using binary and multinomial logistic regression models to assess concurrent validity of specific subtests and indexes. Participants were grouped by ADHD subtype (inattentive, combined/hyperactive, or no diagnosis), with gender and executive functioning measures included in the models. Findings indicated that lower Cognitive Proficiency Index (CPI) and executive functioning scores (e.g., Animal Sorting, Response Set) predicted any ADHD diagnosis compared to the no diagnosis group, whereas higher CATA scores predicted lower Inattentive and Combined/Hyperactive ADHD diagnoses. These results support using NEPSY-II, CATA, and CPT-3 for targeted, efficient ADHD assessments over traditional tools like the WISC-V. Streamlining batteries could improve diagnostic accuracy, reduce testing time, and enhance accessibility, particularly for underserved populations
The Professional Impact of Personal Therapy for Graduate Level Clinicians: A Pilot Study
Full text linkGraduate students in clinical and counseling psychology programs face an inordinate amount of stress: coursework, learning a new job, emotional challenges inherent to providing therapeutic services, and general life stressors. Some trainees seek personal therapy and usually describe their experience as positive for both personal and professional reasons. Psychologists working as researchers and clinicians generally advocate for therapists to engage in personal therapy. However, research into the impact of personal therapy on professional functioning remains scarce. The extant literature includes numerous critiques of the methodologies used to investigate the impact of personal therapy, such as small sample sizes, unclear methods, and snapshot qualitative opinions from therapists. I conducted a pilot study of a longitudinal investigation into the impact on client outcomes of individual therapy for graduate-level clinical and counseling trainees to prove a design to fix such holes in the literature. I compared client outcomes for trainees who are currently in therapy, have had previous experience with therapy, and report no experience with personal therapy. The study examined progress twice during one semester in a training year exploring symptoms of imposter syndrome in the clinical trainees and outcomes for clients. A small sample size in the study limited the power of analyses using this dataset, but performed analyses demonstrate which tests could be run. Results from the present study revealed non-significant relationships for all hypotheses but showed a connection between shared theoretical orientation with a trainee’s personal therapist and effectiveness of the personal therapy. Overall, the goal of this research was to create a blueprint for a larger study to explore the impact of personal therapy on graduate-level trainees, and to demonstrate analyses that could prove useful in future investigations. Further implications of findings and limitations of the study are discussed to improve future research. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Mental Health in the Post-Deployment Transition Assistance Program: A Qualitative Study of National Guard Members\u27 Experiences
Full text linkObjective: National Guard post-deployment and reintegration processes leave servicemembers with a unique urgency to return to their families, homes, and civilian lives due to the timing and location of the post-deployment Transition Assistance Program (TAP); consequently, National Guard members have reported “checking the boxes” on mental health screeners to prioritize a quick and smooth transition (Salahi, 2023). Although researchers have called for data on the experiences of National Guard members undergoing post-deployment TAP since 2005 (Bascetta), no research to date has answered this call. Method: Eight National Guard members who had been deployed and had undergone post-deployment were individually interviewed to better understand their TAP experiences and needs during their post-deployment transition. Results were analyzed using a Consensual Qualitative Research approach (Hill et al., 2005) to develop domains, core ideas, and categories concerning multiple aspects of the TAP experience. Results: Analysis produced a total of 15 distinct domains, and several core ideas and categories, within three primary research questions. An additional 18 distinct domains were identified within three emergent contextual themes. Domains elucidated participants’ general attitudes toward the mental health aspects of post-deployment TAP, factors that servicemembers considered when deciding whether to accurately report mental health symptoms, and perceived impacts of the timing and location of TAP. Participants were also asked how they might recommend a more effective process. Domains included more comprehensive mental v health screening; individualized mental health; destigmatized mental health; and timing, location, and condition changes. Contextual themes emphasized the impact of TAP mental health protocols on future mental health treatment seeking, organizational disillusionment, and mental health stigma. Conclusion: Participants in the current study discussed how the current postdeployment TAP processes and procedures are not effectively achieving desired goals among many National Guard servicemembers. Modifications to post-deployment TAP, informed by the expressed needs and experiences of National Guard members, could improve the experience of National Guard members and their families, while better upholding stated program objectives by considering procedures that encourage the accurate reporting of mental health symptoms, improve mental health support, and increase access to targeted interventions during reintegration. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.edu
They Forgot We Were Seeds: Critical Counter-Narratives Supporting Culturally Informed Community Seed Work
Full text linkThis Professional Innovation dissertation utilizes Critical Counter-Narrative both as research methodology to generate narrative reflections and as praxis for liberatory transformation. Through research vignettes adapted from the author’s experience with critical collaborative autoethnographic seed work, this study produced critical counter-narratives aimed at addressing inequities in small-scale seed systems. These counter-narratives were incorporated into curriculum materials synthesized as an educational toolkit for a professional research
sister-project: the new Culturally Informed Community Seed Pledge and Code of Ethics (CICSP/COE). This project seeks to address disparity and extractive practices; outline relational pathways for reciprocity and respecting communities of origin; and provide evaluation metrics and market enhancement to stakeholders in the small-scale seed industry. This dissertation study developed the CICSP/COE educational toolkit with critical race theory as an inquiry modality and Understanding by Design (UbD) as a logic model. By synergizing counter-narratives into an educational toolkit supporting the launch of the CICSP/COE, this study provides means for transformative action and generative change. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Proposed Principles Beyond Human and Non-human Binaries: Engaging a Kincentric View in Environmental Education
Full text linkThis is a crucial time for a call to an awakened consciousness toward respectable, equitable, and expansive relationships and agency with the natural world. Indigenous philosophy and practices offer alternative visions for cultivating representations of language, narrative, and tradition that expand boundaries of modern Western thought and discourse. Key to many Indigenous traditions is fostering relationships of kin(ki), meaning kinship, within diverse ecological landscapes and place, while engaging respectfully with the non-human world. These alternative ways of consciousness and agency can be vital means of supporting healthy biodiversity and conservation, amid spiritual practices. In this dissertation, I propose and outline elements, or principles, rooted in Indigenous and ancient wisdom traditions that can help give shape, context, and praxis within the modern landscape of environmental education. I describe how current dualistic binaries and discourse can limit human awareness or participation within such alternative forms of kin(ki) kinship, relationality, and agency with the non-human world. Further, I explore alternative forms of narrative, teaching, and praxis around kin(ki) kinship, the non-human world, and land relationality that are specifically passed down to younger generations and the manner in which this may be done. In conclusion, I present a focal point of reflective observations from informal, immersive experiences integrating place-specific cultural-sacred practices of land and place, biodiversity, and conservation (the Monpa People, Bhutan). I demonstrate how these practices are passed down to future generations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)