Fordham University: DigitalResearch@Fordham
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Linking Emotion Dysregulation to a Dimensional Model of Maladaptive Traits and Personality Dysfunction
No full textThe DSM-5 Alternative Model of Personality Disorders (AMPD) redefines PDs as a combination of personality dysfunction (Criterion A) and maladaptive personality traits (Criterion B). Although emotion dysregulation is considered a unifying factor of personality disorders, it has not been closely examined in relation to the AMPD. The present study demonstrates the associations between emotion dysregulation, personality dysfunction, and maladaptive personality domains. In tandem, recent debate has centered on whether these two components within the AMPD have unique predictive utility for PD-relevant outcomes. We therefore examine the independent contributions of personality dysfunction and maladaptive personality traits in explaining individual differences in emotion dysregulation. We also analyze the incremental effect of a standalone assessment of borderline PD symptoms–above and beyond AMPD components–in accounting for emotion dysregulation, since borderline PD has historically been thought to have a uniquely important conceptual tie with emotion dysregulation.A sample of 520 college students (62% female, 63% White, Mage= 19.0 years) completed the Personality Inventory for DSM-5, short version (Maples et al., 2015); Level of Personality Functioning Scale, Self-Report (Morey, 2017); Personality Assessment Inventory-Borderline Features Scale; and Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004).Personality dysfunction was identified as the most profound predictor of emotion dysregulation (r = .69, β= .58), while three out of the five maladaptive personality domains emerged as significant predictors. The AMPD appears to be an effective model of the emotion regulation deficits that accompany PDs. Criteria A and B collectively accounted for well over half of variation in self-reported emotion dysregulation in this non-clinical sample. Each part of the AMPD contributed to emotion dysregulation variance independently; both had incremental predictive validity, although overlap among them was substantial. We also found that borderline PD symptoms (at least the non-affective components) made little contribution above and beyond the AMPD dimensions. This result is consistent with the idea that the AMPD captures borderline PD dimensions implicated in emotion dysregulation
International Parents Navigating Parental Involvement in a U.S. School: A Call for Intentionally Responsive Schools
No full textFocusing on a group of international parents who came to the United States as visiting scholars, graduate students, or their partners, this qualitative study delineates the nature of their experiences as they navigated learning about parental involvement in a U.S. school. Despite the parents’ extensive formal schooling in their home countries, they still experienced parental involvement as a process of adaptation to and discovery of expectations and permitted forms of involvement in the United States. They often learned of opportunities informally through contact with other parents. The school personnel with whom they engaged were critical in supporting their adjustment to the new school system, and the language and professional skills they brought with them also influenced how they interacted with school personnel. Our findings call schools to make intentional efforts to be culturally and linguistically responsive through informing and involving parents who are unfamiliar with U.S. schooling rather than leaving them to find their own way
Hochberg, Marc
No full textMarc Hochberg was born 1949. He grew up with parents, both the children of immigrants, in a six story apartment building on Holland Avenue, off the south side of Pelham Parkway. The area is remembered as 90% Jewish, with one Italian friend from elementary school. He attended Castle Hill Junior High School in Parkchester, which still had few non-white students at the time, and the Bronx High School of Science. When he was in high school his parents moved to Grand Concourse and 165th Street. Bronx Science is remembered as a top education, and he would go to Franklin and Marshall College in Lancaster, Pennsylvania before attending Johns Hopkins Medical School in Baltimore, Maryland. His parents moved to Riverdale in 1970.
Hochberg’s father was a furrier, and Hochberg himself was the first in his family to go to college. Education was the most important part of his upbringing. People he knew who didn’t go to college got drafted into the Vietnam War, while he got a deferment to attend medical school and had a high enough draft number amongst doctors to not get called up to service. He does not return to the Bronx since the passing of his parents, seeing no reason to. Hochberg was a New York Giants (baseball) fan, but would later attend Yankee games with student passes in the bleachers for 25 cents and would see the Knicks and Rangers at Madison Square Garden. He describes his neighborhood as safe, though he was mugged on the subway once coming back from the Garden. Hochberg explains, while he knows about the history of segregation in Baltimore now, he didn’t realize as a child that there were no people of color in his neighborhood, and how his exposure to diversity came first in going to school with Irish and Italian kids.
Hochberg’s family kept kosher at home, but would go out for Chinese food. Though he no longer keeps kosher, he still attends synagogue every Saturday. He describes the Jewish flight from the Bronx, along with the in-migration of Black and Hispanic people and the building of the Cross Bronx Expressway. Hochberg remembers a happy, nurturing yet insular childhood in the Bronx that left him unprepared for the larger world and different kinds of people.
Keywords:
Pelham Parkway, Lydig Avenue, Bronx High School of Science, Grand Concourse, Vietnam War, race, Jewish identity, white fligh
The BECs at St. Camillus Church: A Sacred Space to Practice Christian Belief in the Presence of God in Others
No full textChurches continue to be a privileged places where most active Catholics learn, live, and celebrate their faith. However, many Catholics are looking for deeper ways to experience community and belonging. In recent decades, many apostolic movements along with the basic ecclesial communities (BECs), have played an important role in parishes with Hispanic ministries in the United States. Saint Camillus church, in the Archdiocese of Washington, is one of them. In 2006, this parish started a process to develop base ecclesial communities. This study explores the pastoral effectiveness of the three oldest BECs at St. Camillus. The goal is to determine the characteristics and elements that have helped them to stay active for so many years. Using participant observation and qualitative interviews, the research seeks to discover the secret, the recipe, and the ingredients that have made these three small communities an example of perseverance. What are their stories, opportunities, strengths, and challenges that have allowed them to grow and prosper? As Roberto S. Goizueta said, “one’s actions are the most accurate reflection of one’s identity. If you want to know who I am, observe how I live my life, with whom I interrelate, to which activities I devote my time, energy, and resources.” The investigation concludes that these three BECs have been a sign of vitality within the parish, where members can live the sacredness in the small. These BECs have offered a sacred space where first generation Hispanic immigrants can experience belonging and the presence of God in and through others. This sacred space also offers a way to grow in their Catholic Christian faith
Donna Sue Johnson
No full textAbstract prepared by Jordin Arnead-Wilson Donna Sue Johnson, a vibrant and unapologetic lesbian woman, refers to herself as a “Big Black Beautiful Bohemian Bougie Buddhist Butch,” embracing her unique identity with pride. In this interview, she shares a chronological narrative of her personal and professional journey, offering insights into her upbringing in a family that valued education and intellectualism. Despite experiencing trauma and abuse during her time in the military, Donna Sue maintains her resilience and humor, finding strength in her Buddhist faith and spirituality. She candidly discusses her struggles with PTSD, military sexual trauma, and depression, highlighting the importance of addressing mental health challenges within the veteran community. Despite the darkness of her past experiences, Donna Sue\u27s warmth and humor shine through, demonstrating her unwavering spirit and determination to find meaning and growth in the face of adversity
Media Coverage of Humanitarian Emergencies and Humanitarian Funding
No full textIn my thesis, I analyzed and review the impact that media has on humanitarian emergency responses and aid funding. The thesis is based off of research done prior by scholars and journalists. The case studies in which is researched in depth are Hurricane Maria in Puerto Rico in 2017 and the ongoing refugee camps in Rohingya with a focus on the wildfires that occurred in 2017. I broke down and compared three theories that explain the impact that media has on humanitarian emergency response and aid funding. Once compared to each other, the three theories were also discussed in relation to the rise and impact of social media on humanitarian emergency responses and aid
Why Are You Here?: Exploring the Personal Motivations of Leaders in Cristo Rey Schools
No full textCristo Rey Schools are combatting Catholic school closure across the country (Brinig & Garnett, 2012; Cristo Rey Network, n.d). While the threat of Catholic school closures sweeps the nation, one network of schools continues to grow, regularly opening and staffing new schools (Cristo Rey Network, n.d). The purpose of this multiple case study was to understand leaders’ perceptions of their motivation to work in Cristo Rey Network schools, amongst a climate of Catholic school closure. Participants in this study included presidents, principals, and directors of corporate work study at three case schools. Interviews, focus groups, and document analysis were coded and triangulated using Creswell’s (2013) Data Analysis Spiral and analyzed using Herzberg’s Motivation Theory. The researcher presented five findings related to the research questions. Leaders are motivated by hard work, an experienced leadership team, their community, career exploration, and developing student-leader relationships. The findings of this study can be used to identify and understand the types of leaders attracted to work in Cristo Rey Network schools
Improving Student Discipline and School Climate by Intentionally Building Positive Student-Teacher Relationships
No full textTeachers at St. Scholastica School, a pseudonym, an all-girls Catholic high school, varied in approaches to discipline creating an unequal distribution of student citations and negatively impacting student experience. An Improvement Science approach identified two potential drivers of change: inconsistency in disciplinary policy and variation in teacher practice related to school climate. A Theory of Action posited that if teachers receive training and ongoing support to improve student-teacher relationships through evidence-based interventions, perceptions of student-teacher relationships would improve and disciplinary infractions would decrease. The study used a mixed methods approach with a convergent design to assess the implementation of two change ideas: use of the Establish-Maintain-Restore (EMR) method and collaborative inquiry. Data collection included the School Climate Survey, Student-Teacher Relationship Scale, Teachers’ Sense of Efficacy Scale Short Form, discipline data, teacher reflection journals, teacher observation protocols, and group inquiry meeting documents. This seven-week intervention, which took place during the global pandemic, is unique given that EMR is typically used in elementary schools. Teacher self-efficacy, knowledge, and practice measurably changed, with teacher participants consistently using EMR strategies: Establish strategies (65.6%), Maintain strategies (32.8%), Restore strategies (1.6%). There was a small positive change in teacher perceptions of student-teacher relationships, but minimal change in student perceptions; for teachers, there was a statistically significant improvement in Closeness and a decrease in Conflict. There was a large but not statistically significant reduction in the mean number of citations during the intervention (M = 3.4 pre; M = 2.5 post)
The Dean-Chair Relationship: An Examination of Conflict Management Styles and Relationship Quality
No full textConflicts occurring in higher education continue to rise. To date, there is limited information regarding the conflict management styles of administrative leaders in academic programs. Since department chairs and academic deans are often at the forefront of conflicts when they arise, the topic of conflict management style and the quality of the leader-follower relationship should be assessed. Frequently in the literature, chairpersons’ conflict management styles have been studied from the viewpoints of faculty, whereas deans’ conflict management styles have often been assessed from the perspectives of faculty and non-faculty subordinates. However, little is known about perceptions of leader-follower relationships in shared-governance organizational structures. This study, therefore, investigated conflict management behaviors that department chairs and deans engage in with each other by administering the Rahim Organizational Conflict Instrument (ROCI-II A or B). To further define the attributes of in-group membership among leaders, their perceptions of the quality working relationships were assessed with the Leader-Member Exchange Version 7 (LMX-7) questionnaire. Seventy percent of administrators in this study were more likely to use the integrating style of managing conflict, and 91% of this sample reported they had satisfactory working relationships with their dean or chair. Gender, age, tenure status, years of administrative experience and time spent in mid-level partnerships were unrelated to administrators’ predominant conflict management style or perceived quality of their working relationships. This research is intended to add to the existing professional development literature and to improve the current understanding of administrative careers in higher education
Wanny Angerer Interview
No full textINTERVIEWER: Lisa Betty, Mark Naison
INTERVIEWEE: Wanny Angerer
SUMMARY BY: Grace D’Ambrosio
Born in Tegucigalpa, Honduras, Wanny Angerer is the founder of several global social movements. Her parents both came from small Garifuna communities and moved to larger cities to further their own education as well as expand the opportunities available to their children. Wanny’s family, including her grandparents, were leading members of the Garifuna cultural movement in Honduras. In her early years, Wanny and her siblings were raised to value education, spirituality, and community service. From a young age she was taking music and dance classes and would spend her weekends teaching what she had learned to other children in her neighborhood. From 1883 to 1984, Wanny studied as an exchange student in Rockford, Illinois, where she learned English and began her journey of engaging with new cultures. Upon her return, Wanny spent ten years as a hosting coordinator for exchange students in Honduras, giving her the opportunity to connect with people from around the globe. At the same time, she continued to perform in music and the arts. Using these skills, in 1995, Wanny founded Mujeres en las Artes, Honduras (Women in the Arts, Honduras), an organization dedicated to cultural arts development.
In 1997, Wanny and her family began their journey around the world. Following her husband (a worker for the United Nations) Wanny moved first to Zimbabwe for four and a half years, then to Colombia for five years, then India for four years, Panama for three and a half years, Kenya for four and a half years, and finally Thailand where she has been living since 2018. During her years living in these countries, Wanny developed a format for finding her space in a new environment. First, she does a “mapping” where she searches for things she loves and is passionate about. Then, she scouts out talent and educators that have something to share with others. Finally, she gets involved in the cultural and educational projects that she has found. Using this formula, Wanny created her organization Moving Cultures. Moving Cultures is dedicated to producing events, workshops, and learning experiences all over the world. Under Moving Cultures cultural exchange and art is utilized as a way to educate and empower communities. Wanny has expanded Moving Cultures into every place she has lived. The organization now has branches in Honduras, Kenya, Columbia, India, Zimbabwe, Thailand, and Panama. Under the umbrella of Moving Cultures, Wanny has other programs and movements dedicated to empowering people, particularly women, globally. She runs Ponchos Wanayran, where she uses her own business model to teach women about entrepreneurship, as well as Women of the World, which highlights women’s achievements all around the world.
Through her travels, Wanny has created a global community of educators, musicians, and artists. Her personal connection to music plays a large role in her efforts around the world. She brings musicians to her home and creates musical fusions (mostly centering around jazz) that can be found under Wanny Angerer on SoundCloud. Wanny has dedicated her life to creating moments of cross-cultural exchange in an effort to educate people all around the world. Her projects and organizations empower people to learn from others as well as sharing their own cultural experiences