1825 research outputs found
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How Marriage and Family Therapy Graduate Programs Awaken, Develop, and Teach Clinical Intuition: A Hermeneutic Qualitative Phenomenological Study
Full text linkThis research explored how marriage and family therapy graduate programs awaken, develop, and teach clinical intuition. Using criterion-based sampling and snowball sampling, six licensed marriage and family therapists participated in a two-step hermeneutic phenomenological study consisting of individual semistructured interviews and a follow-up focus group. Requirements for participation were licensed marriage and family therapists who were in clinical practice, had experienced the phenomenon of clinical intuition and awakening of clinical intuition, and used clinical intuition in therapy with clients and in systemic supervision with supervisees. The research findings highlighted 14 themes: Reflection of the Experience of Clinical Intuition; Bodily Knowing, Sensing, and Self-Trust; Maturity, Wisdom, and Critical Consciousness; Integration of Theory; Relational Attunement and Connection; the Process of Supervision; Supervisors Use of Self/Parallel Process/Isomorphism; Paradigm Shift; Decolonizing Therapy, Awakening Critical Consciousness, and Attuning to Sociopolitical Factors in Relationships; Challenges; Awareness of Intuition Being Influenced by the Dominate Discourse; the Role Gender Plays; Teaching Intuition Falls Under Teaching Self of the Therapist; Clinical Intuition Is Relational, each of which support and foster the awakening, development, and teaching of clinical intuition in marriage and family therapy graduate programs. Future recommendations consist of creating a critically conscious curriculum to train supervisors how to awaken, develop, and teach clinical intuition to supervisees, and creating a conceptual framework for marriage and family therapy programs to incorporate awakening, developing, and teaching clinical intuition in their graduate programs. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Inheriting Power and Pain: An Examination of Intergenerational Influences in the Stories of Black Women in Professional Leadership Positions
Full text linkThis study aimed to explore the stories of Black women in professional leadership roles. Grounded in a Black feminist perspective (Crenshaw, 1989) and informed by historical and intergenerational trauma (Brave Heart, 1999), this study utilized Black storytelling as a methodological framework and employed thematic analysis to examine the narratives of participants. A total of nine Black women in leadership positions across various industries participated in one-on-one interviews. The findings revealed four key themes: (1) What I saw and what others saw in me: Community leadership, (2) Instilled values: The Strong Black Woman Schema, (3) The only one: Sole representation and responsibility, and (4) Use your pain to help somebody else. Understanding the experiences of Black women in leadership is essential for shedding light on the impact of stereotypes in these environments and guiding clinicians and counselor educators in developing best practices for working with this population. Furthermore, by centering these distinct experiences, the findings can inform workplace strategists and career development professionals on innovative approaches to advancing equity and inclusion efforts for marginalized and underrepresented individuals in professional settings
Experiences of Dissertating Students: What works?
Full text linkThis study explores the experiences of doctoral graduates from Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited Counselor Education and Supervision (CES) programs. Guided by theoretical frameworks on student attrition and institutional racism, the research investigates three primary questions: (1) What dissertation- specific programmatic factors influence time to completion for CES doctoral students? (2) What interventions most strongly promote a sense of social integration and belonging? and (3) What interventions most strongly promote academic integration and confidence in students’ ability to succeed? Data were collected anonymously through an online survey, which included demographic and open-ended questions. Twelve participants completed the survey. Thematic analysis identified seven major themes: (1) intersectionality and identity, (2) attrition, (3) relational support within the institutional setting, (4) incorporation of programmatic structure, (5) programmatic barriers, (6) academic-life balance, and (7) emotional and mental health. Findings contribute to the literature on student attrition by highlighting effective interventions, programmatic structures, and persistent challenges within CES programs. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Embracing \u3ci\u3eThe Both/And\u3c/i\u3e: Learning from the Lived Experiences of White Facilitators of Racial Equity Workshops
Full text linkThis study focuses on the lived experiences of seasoned White facilitators of racial equity workshops to understand how they navigate the complexity of occupying a White racial identity while working to challenge the belief systems of white supremacy ingrained in themselves and others. Through applying Critical Race Theory as a framework to grounded theory methodology, this study examined whiteness as a sensitizing concept in micro, meso, and macro levels of analysis, situating this dissertation in the theoretical exploration of the multifaceted and pervasive nature of whiteness. Much of the research on racial equity work examines White participants in nascent stages of engagement, concentrating on the external behavior and impact of White race talk during conversations about race and racism. Applying dimensional analysis to 18 in-depth interviews of White facilitators, whose experience in racial equity work ranged from 7 to over 30 years, this study identified two co-core, interrelated dimensions of engaging on a learning journey to embrace the both/and. In addition to these co-core dimensions, four primary dimensions depicting the phenomenon of whiteness emerged from the findings: colluding with whiteness, stirring whiteness, unraveling whiteness, and interrupting whiteness. Through analysis of these findings, this study presents four theoretical propositions and a theoretical model representing variations of the social processes White facilitators move through to interrupt whiteness in themselves and others. The methodological exploration used in this study provides an opportunity to explore the fullness of what it means to be White and engage in racial equity efforts, potentially contributing to the literature on utilizing grounded theory as a process to explore social justice efforts. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Restorative Leadership: A Generative Exploration with Women School Leaders
Full text linkAs schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals’ leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included how restorative leadership is understood, how it shapes leadership identity, and how it is enacted in practice. A mixed-methods design was employed, integrating survey data (N = 52) and semi-structured interviews (N = 12). Findings revealed that while 51.92% of participants recognized the term “restorative leadership,” many were already practicing it without labeling it as such. Restorative leadership emerged as a dynamic process of knowing, being, and doing, rooted in self-awareness, relational repair, participatory decision-making, and collective well-being. It challenges hierarchical paradigms and fosters inclusive school cultures, with the potential to disrupt inequitable systems, improve school climates, and promote leader well-being. Based on these findings, several key recommendations for action are proposed: establishing Restorative Leadership Intensives (RLIs) to deepen principals’ engagement with restorative practices, integrating restorative leadership into leadership development programs and professional certifications, advocating for gender-equitable leadership models that emphasize relational strengths, and embedding restorative practices into school policies to create inclusive cultures. These actions aim to advance restorative leadership and align it with the evolving needs of educational leaders and school communities, ultimately positioning restorative leadership as a powerful catalyst for social change. By challenging hierarchical models, restorative leadership calls on school leaders to embrace restorative values, reimagine leadership practices focused on collective well-being, and drive systemic transformation. Restorative leaderships’ transformative potential extends beyond schools, empowering leaders in all sectors to champion movements for equity, reform, and societal change. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center, (https://etd.ohiolink.edu)
Adults Drug Court Model\u27s Review: A Case Study
Full text linkIn 1989 Dade County, Florida, the so-called “War on Drugs” was in full swing. As a result, drug courts were created, acting as a diversion program for the many people subsequently caught up in this “war.” Since then, such “specialty courts” have proliferated across the planet. In some cases, local versions have been adopted to adjust to their unique population, culture, risk, and needs. This dissertation is a case study that reviews three Intensive Probation Supervision Programs (IPSP). These IPSPs identify a drug court in their state or country before it becomes a “certified drug court” (now more often referred to as a “recovery court”). In addition, the case study’s findings answer the question: How adequate is the drug court model to efficiently meet the current community’s needs, risks and challenges? During the past 34 years, drug courts have been challenged not only by demographic and socio-economical changes, but also by epidemics such as Human Immunodeficiency Virus (HIV) / acquired immunodeficiency syndrome (AIDS), crack, opioids and pandemics such as Corona virus (COVID-19), its multiple variants, and M-Pox (Monkeypox) to name a few. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLink ETD Center (https://etd.ohiolimk.edu
Lend Me Your Hands: Engaging Waldorf Teachers in Pedagogical Puppetry for Student Growth
Full text linkAlthough puppetry has a long history as a holistic teaching tool, it remains an underutilized arts integration technique in elementary and secondary schools. To better understand Waldorf teachers’ perspectives on pedagogical puppetry and the necessary training to effectively implement the work, this explanatory mixed-methods dissertation sought to fill the gap in research on teachers’ views of puppetry and what training they believe is important to feel comfortable doing the work. Committed to using an action research approach, a professional development workshop and lesson plans were created for 1st-8th grade Waldorf teachers based on the feedback from this dissertation’s explanatory interviews and preliminary survey. The professional development program was created to closely align with Waldorf education practices by linking puppetry experiences within the Waldorf curriculum, Core Arts standards, and potential social-emotional growth. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
The Inward Gaze: White Faculty\u27s Self-Perceptions of Racial Identity, Privilege, and Its Impact on Pedagogy
Full text linkThis dissertation examines the evolving self-perceptions of racial consciousness among White faculty in higher education and its impact on pedagogical practices for fostering diversity, equity, and inclusion. This study is guided by Mezirow’s transformative learning theory and Rowe et al.’s White racial consciousness model and uses interpretative phenomenological analysis (IPA) to explore participants’ narratives of White racial identity, disorientating dilemmas, critical self-reflection, and pedagogical transformation. The research highlights key moments of self-reflection and transformation that influence inclusive teaching strategies, such as prioritizing marginalized voices in course content and rethinking classroom dynamics to respond to systemic inequities. The findings reveal how White faculty navigate the complexities of racial consciousness, challenge their entrenched biases, and revise their pedagogical approaches. Additionally, the study highlights the importance of reflective professional development in advancing racial equity within higher education. By placing these insights within the broader discourse on antiracism in education this research offers practical recommendations for institutional initiatives and highlights the ongoing journey of White racial consciousness as essential to fostering inclusive academic communities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Becoming the Donkey Derby’s ‘Karen’: A Humane Educator’s Autoethnographic Journey Toward Anti-Speciesist Communication
Full text linkLanguage not only carries oppression as an educative force, but research indicates that language is inherently speciesist and highly pervasive (Ethical Globe, 2021; Guevara Labaca, 2017; Hamlett, 2024; Leach et al., 2023). However, the ontological commitment to speciesism is historically foundational, which makes the total eradication of speciesist communication only viable through an unemerged hypothetical future society (Kahn, 2011). For the possibilities of such a world to come into being, pivotal steps must first be taken to critically engage with the communicated forms of speciesism in order to better understand it and actively resist its reproduction—with the aspiration for this anti-speciesist work to become more institutionalized and culturally relevant. Complemented by critical discourse analysis (CDA) to analyze the nature of language and its power dynamics, this autoethnographic study examines the hidden curricular aspects of speciesist discourse, and the ways in which oppressive ideologies are practically reinforced by it. Data sources collected from personal memory exercises, self-observational audits, and self-reflections on everyday speciesist engagements are analyzed using critical reflexivity through a combined lens of humane education, ecolinguistics, and disability studies. Results highlighted the unique experiences of holding a double consciousness (Du Bois, 1968) as both a former, unconscious participant in speciesist culture, and now as an activist opposing speciesism. This study opens further possibilities to future scholars who wish to take up this work, as well as expands the literature to include a practical exploration into countering speciesist discourse through civic engagement and the educational opportunities afforded by everyday interactions. Additionally, the research bridges the gap between the hidden curriculum of traditional classroom environments and the hidden curriculum of the culture that shapes our learning through everyday experiences and interactions with others, contributing to a more comprehensive framework for challenging speciesism in commonplace discourse. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Psychological Techniques for Athletes With Orthopedic Musculoskeletal Injuries: A Systematic Review
Full text linkMusculoskeletal injuries and recovery from them play a vital role in both the physical and psychological wellbeing of the public. Existing research has been conducted primarily within the athlete population with rehabilitation from these injuries having a profound impact on the physical and mental health. One of the most frequent psychological responses related to sports injuries is a trauma response, which has been shown to hinder the rehabilitation process and to increase the likelihood for reinjury upon return to play. Embedded within the many inputs to trauma responses to these injuries are psychological distress reactions, in particular fear connected to concern about reinjury. Few techniques utilized to assist athletes specifically address the fear of reinjury response—the most common distress response. Researchers have found that addressing the psychological aspects potentially shortens the required amount of recovery time and increases performance upon returning to play. The current study is a systematic review of psychological techniques used during the rehabilitation phase, exploring those that have been shown to be effective and of applicable and specific use in addressing the fear of reinjury component. Following the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), data from 14 studies was assessed for quality using the Methodological Index for Non-randomized Studies (MINORS) criteria. In this review, the mean MINORS assessment score for non-comparative studies was 9 out of 16, and 19 out of 24 for comparative studies. Results showed that imagery, goal setting, and social support were three of the most widely-utilized psychological techniques during the rehabilitation phase from musculoskeletal injuries. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)