1825 research outputs found
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Outcomes of COVID-19: Posttraumatic Growth and Emotion-Focused Coping Among U.S. Veterans
Full text linkFemale veterans are currently the fastest growing population of veterans in the United States (U.S. Department of Veterans Affairs, 2022) and have a higher prevalence of posttraumatic stress disorder (PTSD) than male veterans (Na et al., 2021), yet there has been limited research done on this population. Females have also been found to experience more posttraumatic growth (PTG) than males (Kalaitzaki, 2021; Prieto-Ursa & Jordar, 2020; Yildiz, 2021). Furthermore, women’s use of emotion-focused coping strategies has been shown to play a role in increasing experiences of PTG during the COVID-19 pandemic (Chu-Si & Yunhwan, 2022). Yet, while research has examined the impact of the COVID-19 pandemic among veterans with PTSD and found increased levels of PTG among male veterans (Na et al., 2021), they have not focused on how gender plays into coping strategies among veteran populations that result in increased PTG. This quantitative study compared female- and male-identified U.S. veterans with PTSD, their use of emotion-focused coping strategies, and experiences of PTG within the first year following the COVID-19 pandemic. All analyses showed statistically significant results including a correlation between the use of emotion-focused coping and PTG among the sample. Of note, female-identified veterans endorsed higher levels of PTG and, contrary to the predicted outcome, male-identified veterans utilized more emotion-focused coping strategies. This research examined how to further support effective treatment of PTSD among veterans and the COVID-19 pandemic provided a unique opportunity to study the reactivation of trauma among this population. Based on the findings, implications and future research directions were discussed. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
A Ticket to the Show: Reclaiming the Margins of Film History Through the Orphan Film Movement
Full text linkThis dissertation explores the history, development, and legacy of the Orphan Film Movement (OFM), a vital initiative dedicated to identifying, preserving, and promoting cinematic works that have been neglected, forgotten, or left without clear copyright holders. Through the lens of Critical Archival Theory, the research traces the emergence of the OFM from its foundational roots in the broader film preservation movement and examines its evolution through academic, institutional, and community-based advocacy. Drawing on historical research, symposium analysis, and theoretical engagement, this study demonstrates how the OFM reshapes historical narratives, democratizes preservation practices, and redefines what constitutes cultural memory in film history. Particular attention is given to the symposia organized from 1999 to 2024, which served as collaborative hubs for archivists, scholars, and filmmakers. By integrating case studies, legislative milestones, and technological shifts, the dissertation underscores the OFM\u27s transformative role in preserving marginalized cinematic voices and expanding the boundaries of the historical archive. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center, (https://etd.ohiolink.edu)
Ecological Attunement: Exploring Eco-Informed Clinical Supervision
Full text linkThis dissertation examined what constitutes eco-informed clinical supervision, identified its essential components, described its practical implementation, and analyzed how it expands systemic practice. The lack of attention climate- and nature-related issues receive in the couple and family therapy field coupled with the climate crisis and disconnection from nature create a gap in training and care for those experiencing ecological distress. Clinical supervision is one method of addressing this issue by teaching and developing competence working with climate- and nature-related issues. Using a modified three-part Delphi methodology, this study included two surveys followed by an optional individual interview. Panelists agreed on what eco-informed supervision is and how it relates to traditional supervision. Based on panelist perspectives, eco-informed supervision was described as a more complete practice of systemic supervision and can be considered a supplement to existing models of supervision. Implications for supervision, practical recommendations, and future directions for research are discussed. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Empowered margins: Women, work, and justice in educational labor
No full textThis dissertation examines economic justice and employment precarity faced by educators in both K-12 and post-secondary education systems. While literature explores themes of changing demographics in union membership, collective bargaining, labor activism, and gendered and intersectional inequities in academia, and women in leadership in unions, a critical gap of disabled women’s voices and solutions to the inequities remains. This study highlights how job insecurity, unequal pay, hiring biases, limited recognition of prior learning, and inadequate institutional support exacerbates mental health challenges, professional invisibility, and economic instability. In the K-12 unionized system, systemic barriers such include disregard for substitute teaching as a viable career and challenges for experienced teachers to get hired over cheaper, inexperienced teachers. In post-secondary education, shifting immigration policies, funding cuts, and undervaluation of non-traditional scholarship deepen instability. This research advances equity-focused strategies. By integrating lived experience with structural and systemic critique, the study calls for reforms that prioritize stability, recognition, and inclusive pathways for all educators navigating precarious employment and economic justice. The study contributes to broader conversations on improving women’s engagement and addressing the inequalities inherent in current labor systems. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Engendering the Trans CFT: Gender Diverse Experiences of Couple and Family Therapy Training Programs
No full textMental health literature, including in couple and family therapy (CFT), is sparse when it comes to transgender and gender diverse (TGD) topics. This is all the more the case when it is discussing instances where the provider themself is the one who is TGD. Very little literature exists that acknowledges the existence of trans clinicians and often focuses solely on whether their transness should even be disclosed. This study aimed to address this gap and explore the experiences of TGD CFTs, particularly focusing on training experiences in programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). The design of the study was mixed-method, surveying a total of 64 participants with quantitative questions about their experiences in their program and assessing gender minority stress as well as qualitative questions about the stories participants held for themselves as well as heard from their programs about what it means to be a trans therapist. The researcher found that the experiences of TGD students in COAMFTE programs generally tend toward that of minority stress and that microaggressions and discrimination can be common experiences, both of which correlate to a felt hindrance in their ability to learn and engage. It was also found that visibility and representation was important to participants, even though programs were often silent or sparse on TGD content and largely lacked TGD representation in their student body and faculty. It was also found that, for many participants, their TGD identity was deeply meaningful and core to their identity as a therapist. These findings and others in the study start to illustrate the experiences of TGD CFT students in COAMFTE programs and offer insights on how these students can be better supported and served in their training. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
From Fear to Resilience: An Autoethnography Detailing a Teacher\u27s Battle Against Bullying by Public School Principals
No full textThis paper tells my story within the realm of public education, particularly focusing on the interactions between teachers and the principals overseeing their schools. Grounded in social context, this autoethnography explores the challenges in these relationships while offering insights into best practices for fostering constructive engagement between educators and administrators. The discussion highlights my struggles with the power dynamics that are prevalent in public schools. Through my story, informed by Indigenous Women’s Research Theory and storytelling methodologies, this dissertation recounts experiences of harassment and intimidation I encountered across multiple school settings. The narrative is an analysis of existing resources and practices, offering potential answers. By integrating personal reflection, empirical research, and Indigenous Women’s perspectives, this dissertation serves as a call to action for educators and policymakers alike, urging a reevaluation of hierarchical structures within public schools and advocating for the prioritization of teachers’ well-being. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Adaptive Leadership and Spirituality The Inherent Spirituality of Being an Adaptive Leader
No full textThe adaptive leadership framework is centered on adaptive challenges—complex challenges that do not lend themselves to expert solutions. Surprisingly, adaptive leadership encompasses a strong spiritual element; however, these spiritual aspects have often been overlooked in the existing scholarship. This chapter highlights the spiritual elements of adaptive leadership. Additionally, the chapter discusses the relationship between compassion, surrender, and mindfulness on the one hand, and adaptive leadership. The chapter exposes how these concepts can interact with and improve adaptive leadership. The chapter also discusses how these concepts can devolve into spiritual bypassing, idiot compassion, and resignation. The chapter concludes by arguing for the role of critical consciousness, embodied, and playful spirituality in the service of adaptive work
Journey to Well-Being: An Exploration of Thrivership Post-Domestic Violence
Full text linkDomestic violence profoundly affects multiple facets of a survivor’s life. While most existing literature on survivorship addresses the immediate aftermath of domestic violence, this study delves into the extended process following the trauma of abuse to attain “thrivership,” a new concept in the scholarly and practice literature that emphasizes enduring well-being and flourishing. This dissertation examines the journeys from surviving to thriving for 13 women who transformed themselves and their lives to achieve well-being after traumatic domestic violence. Bronfenbrenner’s ecological systems theory was applied to examine the multiple layers of environmental influences on an individual’s development, including the micro, meso, and macro systems. This framework provides a tool for a comprehensive understanding of how factors interact within and between different levels of a survivor’s environment that can impact their journey towards thrivership. Employing a qualitative phenomenological approach with a novel analysis technique called exploratory situational thematic analysis, this study explored the essential, interconnected elements at the micro, meso, and macro levels that facilitated thriving for survivors of domestic violence. Incorporating Tedeschi’s concept of post-traumatic growth, the study emphasized the positive psychological changes that can occur as a result of struggling with and overcoming highly challenging life circumstances. This perspective on post-traumatic growth highlights the potential for survivors to develop new understandings of themselves, others, and the world around them, leading to a more prosperous and meaningful life. By investigating the process of becoming a thriver after experiencing domestic violence, this research underscores the pivotal role of post-traumatic growth and the long-term nature of the process in survivorship. The findings point to the need for comprehensive, trauma-informed, survivor-centered support systems that promote sustained well-being and empowerment. They also highlight the need for shifts in perspective by advocates, mental health practitioners, family and friends, and policymakers, as well as the public in general, on how surviving after domestic violence is seen and experienced to one that recognizes the potential for profound personal growth and transformation beyond mere survival. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLink ETD Center (https://etd.ohiolimk.edu
Voices of Identity: Exploring Devised Theatre as Social Resistance and Catalyst for Change
Full text linkDevised theatre offers a unique artistic and pedagogical approach that challenges conventional hierarchies of storytelling by centering collaboration, personal narratives, and collective authorship. This dissertation explores the role of devised theatre in identity formation and social resistance, particularly for students from historically and currently marginalized backgrounds. Through a qualitative inquiry rooted in interviews and a podcast-based research methodology, this study investigates how devised theatre creates spaces for self-exploration, fosters community-building, and serves as a means of resisting dominant cultural narratives. This study finds that devised theatre functions as both an artistic and political practice, allowing participants to reclaim agency over their own narratives while challenging systems of oppression. Themes emerging from the research include the role of devised theatre in fostering identity affirmation, the importance of vulnerability and collaboration, and the necessity of centering process over product. Additionally, the study highlights innovative pedagogical strategies and ethical considerations for educators and facilitators working with devised theatre in educational and community settings. By employing a podcast as a primary mode of dissemination, this dissertation models an alternative approach to academic research, prioritizing accessibility and public engagement. The findings suggest that devised theatre not only holds pedagogical value but also serves as a vital tool for fostering social awareness and activism. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Creating a General Psychology Curriculum that Embeds Humane Education
Full text linkAcademic freedom is under attack in the United States, hindering the ability of educators to develop critical thinking skills in students to prepare them for their roles as participating members of a democracy. The inquiry that informed the curriculum development is as follows: How to embed Humane Education and Participatory Action Research into a General Psychology class? The theoretical framework of Humane Education was the basis for utilizing the principles of Participatory Action Research in the General Psychology curriculum co-created with rural community college students. The Backward Design Model was chosen because the curriculum was created using an existing General Psychology curriculum and embedding Humane Education into the existing framework. The use of reflective questions allowed students and instructors to evaluate the broad aim of the curriculum and collaborate on the effectiveness of the aims. Embedding Humane Education in a General Psychology curriculum allows for studying human thought and behavior in alignment with introducing the idea of solutionary thinking. It also aids in helping students to identify oppression not only their own lives, but in the lives of others. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)