1825 research outputs found
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Mental Heath Experiences of Transracial Adoptees of the Global Majority (Black, Indigenous, and People of Color - BIPOC).
Full text linkThis qualitative hermeneutic phenomenological study explores the lived experiences of transracial adoptees of the global majority (BIPOC), focusing on their bicultural identity integration and its impact on mental health. During semi-structured interviews, nine participants shared their stories of navigating cultural and racial dynamics as adoptees in predominantly White adoptive families and communities. The findings revealed six core themes: (1) the Quest for Bicultural Identity Formation, (2) Cultural Integration and Adaptation, (3) Navigating Racial and Cultural Tensions, (4) the Role of Family in Cultural Integration, (5) the Importance of Community and Support Systems, and (6) Mental Health and Therapeutic Experiences, addressing the complex interplay of identity, mental health challenges, and the healing potential of culturally responsive therapy. This study underscores the need for increased cultural competency in adoptive parenting and mental health interventions to better support the unique experiences of transracial adoptees of the global majority. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
The Survival of an American Theater: An Intrinsic and Historical Case Study of the Success of Arena Stage
Full text linkArena Stage was founded in 1950 in Washington, DC, by Zelda Fichandler, Tom Fichandler, and Edward Mangum. Today, Arena Stage serves a diverse annual audience of more than 300,000 people. It is the largest theater company dedicated to American plays and playwrights in the country. This study presents a single intrinsic historical case study of Arena Stage to examine the internal organizational structure and leadership dynamics that guided the theater through seven decades of turbulent American history. Arena Stage has provided world-class programming while the nation was grappling with the Vietnam War (1950–1975), Brown v. Board of Education (1954), political assassinations (e.g., John F. Kennedy, Martin Luther King, and Robert Kennedy, 1963–1968), the World Trade Center terrorist attack (2001), the election of the first Black president (2008), subsequent elections bombarded with election deniers and acts of insurrection (2021), the impeachment trials of sitting presidents Bill Clinton (1998) and Donald Trump (2019 and 2021), and the global COVID-19 pandemic that closed all theaters from 2020 to 2023. That Arena Stage survived is not in question; this dissertation aims to determine how it survived while many theaters were forced to close. Assumptions about Arena Stage’s success include strong leadership, artistic vision, community involvement, physical expansion, and awards received. Perhaps a combination of these factors creates success. This study sought evidence of success factors, termed as touchpoints. Are some factors necessary, while others are not? The results can provide an argument for what works, depending on similar demographics. This is important when understanding theaters’ impact on social, political, cultural, and economic concerns. When nonprofit arts and culture organizations generate $151 billion annually in economic activity, it is worth noting how this happens. This dissertation is available in open access at AURA: Antioch University Repository and Archive (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/)
Motivated by Love: Can Deep Listening Support the Health and Wellbeing of Anthroposophical Inspired Organizations
Full text linkGoethe expressed his devotion to his scientific and artistic pursuits as “love” (Lambert, 2011, p. 35). Motivated by love for anthroposophical initiatives in the world, the research question for this dissertation is: can deep listening be a support for the organizational health and wellbeing of anthroposophical inspired initiatives? Exploring and examining research on listening attuned to anthroposophical initiatives, this research seeks to understand existing wisdom on listening and its impact on organizational wellbeing. The theoretical foundations for this research are based on anthroposophical insights and a Goethean worldview. These foundational concepts relate to indigenous ways of knowing through their acknowledgement of body, soul, and spirit, and the reciprocity of all life. This research seeks to determine if practice with listening styles and Goethean listening can add to the wellbeing of anthroposophical inspired organization life. The research specifically looked at the effect of listening as practiced in Goethean conversation with organizational leaders in relation to their role. The research methods were a series of listening workshops offered to Waldorf schools and a series of four Goethean conversations with eight school organizational leaders who participated in the listening workshops or received a detailed overview video of the listening workshops. The number of participants in the listening workshops was open; parents, faculty, administration, and board members were invited to participate in these workshops. Eighteen people participated in two online and two in-person workshops. Participants were a mix of Waldorf teachers, Waldorf school principals, parents, and board members. Data were collected with a quantitative survey given to workshop participants, and poetry as a data method for the Goethean conversation. Positive outcomes were reported for the listening workshops and Goethean conversations, surpassing the researchers’ hope for participants to experience increased skill in listening as a counterbalance to the tendency towards polarization occurring in Waldorf schools. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Loving-Learning-Leading-Living: A Scholarly Personal Narrative of a Black Gay Father
Full text linkThis dissertation examines the roles, challenges, and contributions of a Black Gay father, a demographic largely absent from academic discourse. While literature explores themes of the church, LGBTQ+ identities, and social justice, there remains a critical gap addressing the lived experiences of a Black Gay father. This study fills that void by elevating narratives as community activists, family leaders, and clergy members, acknowledging their transformative impact within familial and societal structures. The methodology used is the Scholarly Personal Narrative (SPN). It allows for in-depth, reflective engagement with personal experiences in conversation with scholars while situating them within broader sociocultural, theological, and justice discourses. SPN is particularly suited for this research as it foregrounds lived experience, making visible perspectives often excluded from traditional methodologies. This study is grounded in social justice leadership, liberation theology, transformative learning theory, and lived experience scholarship. It offers a critical framework for analyzing how Black Gay fathers navigate identity, faith, and leadership while advocating for justice. This narrative reveals that Black Gay fathers are essential architects of justice-oriented leadership. Through thematic reflection and critical incident analysis, their experiences challenge traditional notions of fatherhood, faith, and activism, demonstrating resilience and the ability to forge inclusive spaces for future generations. The study further underscores the systemic erasure of Black Gay fathers in academia, religious institutions, and policy, highlighting the need for intentional recognition and reform. The implications of this research extend beyond individual experience; it calls for deeper academic inquiry, institutional accountability, and greater visibility, particularly within theological seminaries and culturally responsive education programs. It serves as a foundation for future research on intersectional fatherhood, LGBTQ+ identities within Black communities, and the role of faith in justice movements. It also advocates for policy shifts, curricular reform, and inclusive theological engagement that affirms and supports Black Gay fathers. Ultimately, this dissertation asserts that recognizing and amplifying the voices of Black Gay fathers is both a scholarly necessity and a moral imperative. These stories disrupt exclusionary systems and inform transformative leadership, theology, and social justice practices, shaping policy, education, and community engagement for lasting change. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
The Teaching Principles Influenced by Taoist Thought
Full text linkThis dissertation explores the integration of Taoist thought into teaching principles to enhance student well-being in the classroom. The study is driven by two primary research questions: What are my teaching principles? and How have Taoist thoughts influenced these principles? Grounded in the Tao Te Ching, this research examines how Taoist philosophy can inform and shape effective educational practices that prioritize emotional balance, self-awareness, and natural growth. The literature review connects Taoist thought with modern educational theories, highlighting its relevance to fostering resilience, intrinsic motivation, and holistic development in students. Using an autoethnographic research methodology, this study draws upon personal teaching experiences, narrative analysis, and reflective observations, capturing the dynamic relationship between pedagogy and student well-being. The findings identify four core teaching principles: (1) Less is More—emphasizing simplicity, focus, and gradual mastery of knowledge; (2) Nurturing Balance and Natural Growth—allowing students to progress at their own pace and fostering emotional stability; (3) Cultivating Inner Strength and Virtue—promoting humility, self-reflection, and resilience; and (4) Developing a Dialectical Worldview—encouraging students to think critically and understand opposing perspectives. These principles, derived from Taoist wisdom, demonstrate how teaching can extend beyond content delivery to support students’ mental and emotional health. The implications for practice include the development of student-centered learning environments, the integration of mindfulness techniques, and the promotion of reflective thinking in education. This study contributes to the field of educational philosophy by offering an alternative framework rooted in Eastern wisdom, providing educators with strategies to create a harmonious and fulfilling learning experience. By bridging Taoist thought with contemporary pedagogy, this research underscores the importance of well-being in education and advocates for a teaching approach that nurtures both intellectual and emotional development. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Reality Shock and Systemic Strain: Understanding the Lived Experiences of Pre-Licensed Mental Health Counselors
Full text linkThe counseling profession is struggling to meet the rising demand for mental health care due to a growing workforce shortage driven by burnout, inadequate support, and low compensation—pressures that disproportionately impact pre-licensed clinicians. Despite their critical role in sustaining the field, pre-licensed counselors often face systemic barriers with little structural support. This qualitative study explored the lived experiences of pre-licensed clinical mental health clinicians through social-ecological and reality shock theories. Participants included 14 pre-licensed clinical mental health counselors who had graduated from CACREP-accredited programs within the last five years. Individual interviews were conducted to gain a deeper understanding of participants’ lived experiences, and data was analyzed utilizing a thematic analysis. Eight primary themes emerged: (1) Navigating personal and professional identities in the counseling field, (2) Areas of my life and my health are suffering, (3) Financial realities of pre-licensure are challenging, (4) Interpersonal and professional sources of support are impactful, (5) supervision has not been helpful and has not met my needs, (6) The pursuit of licensure is a confusing and difficult process, (7) Navigating systems in the counseling field can be complex and frustrating, and (8) Being a counselor is meaningful and rewarding. These findings highlight the significant challenges pre-licensed clinicians face while also emphasizing the crucial role of support and the enduring sense of meaning they find in their work. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Examining the Addictive Qualities of Smartphone Usage
Full text linkIndividuals in today’s society, both nationally and globally, have become exceedingly reliant on their smartphones, i.e., cellular devices with the ability to perform many tasks similar to a traditional computer, for both recreational and productivity purposes. As smartphones become increasingly accessible and affordable for the general population, smartphone usage will continue to grow exponentially. As a result, a comprehensive investigation into the possible addictive properties of smartphone usage is warranted. The purpose of this study is to examine and highlight any possible addictive qualities of excessive smartphone usage. The research methodology that will be implemented within the study will be correlational focusing on any potential relationships between excessive smartphone usage and diminished executive functioning, which is a core marker found among both substance and behavioral addictions. Results from the obtained data suggests there is a relatively strong relationship between excessive smartphone usage and impairments in executive functioning, especially in the form of attention and distractibility. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu
What Would Mr. Rogers Do? Healing Childhood Trauma Through the Application of Emergency Pedagogy
Full text linkEmergency Pedagogy works to stabilize, both physically and socially, those that have been affected by traumatic events through pedagogical interventions that are based on the concepts of Waldorf education (Ruf, 2013). While techniques and interventions such as Trauma-Informed Care and psychotherapy are more widely known and used to treat individuals who have experienced traumatic events, Emergency Pedagogy is another method to be considered when working with traumatized individuals (Cohen and Mannarino, 2016). Emergency Pedagogy is not therapy but rather pedagogical first aid, seeking to stabilize, both physically and socially, those that have been affected by traumatic events before the wound worsens and becomes post-traumatic stress disorder (Ruf, 2013). This dissertation will consider the works of educational theorists like Maslow and Bloom, as well as philosopher Nussbaum to gain a better understanding of the needs that must be met for a person to live a life of meaning, followed by the work of Ruf and Rogers whose focus is on the emotional well-being of children and helping them work through situations that are challenging to understand. This dissertation will also consider the work done by Oberman to bring Emergency Pedagogy into a public Waldorf charter school setting. Through interviews with key individuals this dissertation seeks to determine how to best bring “an expression of care” into non-Waldorf school settings and spaces through the application of Emergency Pedagogy in order to help children work through traumatic events. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Complexity, Polycentricity, and Climate Change: An Embedded, Multi-Level Case Study of a Climate Meta-Network
Full text linkThe earth is in crisis, and without urgent, systemic, and collective global action to address the emerging threat of climate change, we will continue to see catastrophic events impacting humanity, threatening our very survival in many regions of the world. Temperatures will rise, ice shelves will melt, seas will rise, crops will fail, water scarcity from drought and new weather patterns will increase and spread, wildfires will accelerate, and food and water insecurity, violence, and the largest human migration in history will ensue. These climate crises will displace over 1.2 billion people by 2050 at a rate currently exceeding 21.5 million people per year. This mass migration will create incredible burdens on political, legal, economic, agricultural, educational, and health infrastructures in future host countries, and we are globally unprepared. Enacting solutions that will reduce harmful behaviors that cause climate change requires novel approaches that are bold and expansive. This dissertation explores the concept of meta-networks and adaptive, polycentric meta-networks as partial leadership and governance solutions to address the human impact of climate crises. The embedded, multi-level, single-case study of a large, well-established, Washington, D.C.-based climate action network in this dissertation offers important insights that may help us navigate the complex dynamics of climate change. Specifically, the findings of this dissertation research demonstrate an approach to addressing climate crises that integrates networked models of leadership-at-scale, complex adaptive systems, and polycentric governance. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.edu/