9667 research outputs found
Sort by
Leisure Matters: Leisure Participation in Children Attending an After-school Program
No full textChildren residing in low socioeconomic areas face greater disparities in engaging in leisure and play activities compared to peers in higher socioeconomic areas, leading to a decline in the child’s occupational performance. This project aimed to address the relationship between social-emotional and leisure interventions and youth residing in low socioeconomic areas in the after-school setting at Jubilee Park and Community Center in Dallas, TX. In this project, 17 kindergarten and first-grade students completed a Tier 2 Every Moment Counts: Making Leisure Matter mental health program titled “Healthy Occupations for Positive Emotions” (HOPE) at Jubilee Park and Community Center’s after-school program. The eight group meetings focused on trust, identifying emotions, empathy, anger management, stress management, and mental health. A pre-test/post-test survey was administered to four education team members including two classroom teachers, the director of after-school services, and the education site coordinator to analyze students’ current social-emotional levels. The student's emotions were additionally assessed weekly during group sessions via Zones of Regulation. The HOPE groups were successfully implemented, with students and staff expressing satisfaction and enjoyment. This capstone project demonstrates the impact of leisure and play interventions on youth residing in at-risk communities.Jubilee Park & Community Cente
Unit 1: What is Creative Commons?
No full textCopyright law told us how and where we could share specific works, including art, music, and literature. The appearance of the Internet and a new ability to share works digitally (and to a global audience) created tensions between creators and the existing laws. Created Commons stepped in to bridge the gap and mitigate the tensions in the existing system
Immersive, Participatory, Community-Based Research and Learning
No full textThis three-article dissertation embraces the methods and practices of pioneering sociologist Jane Addams’s culturally immersive, participatory, community-based research. Using a multimodal design, the three studies document the scholarly progression from discovery, through practice and development of pedagogical methods, to immersive field research. The research design is inclusive of Texas Woman’s University’s emphasis on experiential learning which is significant because experiences can be transformative. As researchers, the knowledge we gain needs to be equitable in “voice” and “accessibility.” Thus, the research and photography in this dissertation are extensions of the researcher’s awareness and application of examining society and disseminating those reports via multimodal forms. Each study builds upon the foundation of the preceding study and progressively utilizes different formats for presentation. The data for the first study was collected from archival historical sites, extant literature, news sources, biographies, and Jane Addams’s numerous publications. Using theoretically guided textual analysis and archival research methods, the researcher connected the origin of immersive, participatory, community-based research to the methods and practices of Jane Addams. Data for the second study was collected from interdisciplinary extant literature and the researcher’s teaching experience while developing a working model for exploring cultural identity. This article discusses method, theory, design, and the practical application in intercultural classrooms as developed over three years. The third study accesses archival historical data, extant literature, news sources, and field notes to substantiate the images of “chai” as a social object and pathway to communicating. The researcher collected additional data on chai as an “object” with her camera. The researcher documented the immersive cultural fieldwork in the format of autoethnography by using theoretically guided interpretive analysis, visual analysis, and textual analysis of chai as a sociologically embedded social object within the social structure of India. The three-article format and multimodal research design builds upon non-traditional, and equitable, forms of investigation, communication, and dissemination of important sociological messages. Collectively, this three-article dissertation contributes to the literature on immersive, participatory, community-based research; culture; visual sociology; pedagogy on teaching and learning; and sociology
Bridging Gaps in the Prescription of Dextrose in Parenteral Nutrition
No full textParenteral nutrition (PN) is an intravenous form of nutrition used when enteral nutrition is inadequate or contraindicated. However, excessive calories from dextrose have been associated with adverse clinical outcomes including hyperglycemia, liver dysfunction, infection, and mortality. Guidelines recommend limiting the glucose infusion rate to <4 mg/kg/min over 24 hours, though this metric may not consistently predict outcomes, especially with shorter infusion durations. Studies demonstrating increased risk often have dextrose intakes >4 g/kg/day, while those showing reduced or neutral risk typically fall <4 g/kg/day. Although no universal cutoff exists, <4 g/kg/day of dextrose may be a more practical and clinically relevant threshold.
To examine current prescribing practices, a scenario-based survey tool (PN-MAC) was developed and validated. The survey included 8 clinical scenarios to assess recommendations for calories, dextrose, protein, and lipids. The survey tool was pilot tested for clarity, realism, and test-retest reliability then distributed to clinicians (n = 226) involved in PN prescribing. After completing the baseline survey (Survey 1), 170 participants viewed a 30-minute video summarizing PN macronutrient guidelines and literature and completed a follow-up survey (Survey 2) 15 days later. Dextrose dosing decreased significantly in each scenario below the 4 g/kg/day threshold (p < .001, r ≥ .75). Positive attitudes toward dextrose reduction were associated with greater behavior change, and thematic analysis revealed strong engagement, intention to apply the content, and awareness of clinical barriers
The Lived Experiences of Parents of Adolescents Diagnosed With a Mental Health Disorder
No full textThis phenomenological study was focused on learning about the lived experiences of parents raising adolescents diagnosed with a mental health disorder and the concept of differentiation of self from Murray Bowen’s family systems theory to examine these parents' experiences. This study was guided by one research question: What are the lived experiences of parents raising adolescents aged 13 years to 18 years who were diagnosed with mental health disorders? Eleven participants completed a demographic questionnaire and took part in a 60-minute semi-structured interview, conducted virtually. The interviews were transcribed and analyzed to identify and develop themes. To enhance the credibility of the data collection and analysis process, bracketing and triangulation were employed. Four themes were discovered during the analysis: My emotional well-being is affected by my child's mental health, I experience the financial burden of my teen’s healthcare, I rely on my support network, and I am becoming a better version of myself because of my parenting experiences. The results were compared to existing literature; and study strengths and limitations, implications, and recommendations for practice and future research, and researcher’s reflections were discussed
Identification and Evaluation of Autism in Early Childhood: Exploring the Interconnectivity of Gold-Standard Assessment Tools
No full textEarly diagnosis of developmental delays, particularly autism, can help ensure access to early intervention services. Examining screening methodologies to better understand the pathway to swift and accurate diagnoses is vital. Professionals working with infants and toddlers are uniquely positioned to promote early diagnoses through their approach to practice. The channels through which developmental deviations are identified are an essential factor to consider. These channels may include a developmental screener, developmental surveillance, or parent report. Likewise, using standardized screening methodologies alongside surveillance practices remains necessary for whole-child care. The following research explored the relationship between the “gold-standard” autism measure and the most widely available autism screening tool. Furthermore, the study examined symptom severity related to autism presentation across biological sex. Although the findings yielded non-significant outcomes, the results highlighted the importance of screening procedures and emphasized the need for parent voices in pediatric settings. Furthermore, the results of this study support the importance of individualized care approaches that view parents as essential team members
Cultural Implications of Percussion in Music Therapy: A Qualitative Analysis of Semi-Structured Interviews With Experts
No full textMusic therapists are expected to be competent in using percussion within their sessions and are expected to develop cultural awareness and sensitivity in their music therapy practice. Additionally, percussion has a deep and rich cultural history and relationship, both within European contexts and outside of them. However, there is very little research regarding the cultural implications of using percussion instruments within music therapy and health settings. This project sets out to help establish best practices for music therapists and experts’ suggestions regarding the use of non-European percussion instruments in the music therapy field. The researcher interviewed four participants with experience with non-European percussion instruments, two of whom were music therapists and two of whom were professional percussionists. Four themes emerged: (1) best practices, (2) concerns regarding schools of music, music therapy education and music therapy practice, (3) solutions and improvements, and (4) drum circles
“For You, I Will”: The Strong Black Woman Schema and Black Women’s Romantic Relationships
No full textMuch of the current research regarding Black women’s romantic relationships focusses on maladaptive relational dynamics that Black women experience, which further contributes to negative stereotyping of Black women. In this study, I used a phenomenological qualitative framework, through a paradigmatic lens including Black Feminist Thought epistemology (Collins, 2000) and Intersectionality theory (Crenshaw, 1989). The purpose of this study was to gain a deeper understanding and offer a nuanced point of view of how Black women experience their romantic relationships when the Strong Black Woman Schema (SBW) identity is endorsed. The SBW schema is described as a Black woman who is emotionally resistant, always strong, and is a caretaker for those around her, often to her own detriment (Geyton et al., 2022). The SBW schema has been shown to have adaptive and maladaptive characteristics for Black women. In this study I used semi-structured individual interviews with 17 participants who self-identified as cisgender Black women currently in heterosexual and monogamous romantic relationships. Through the data explication process including thematic analysis, in-vivo member checking, and review with my dissertation chair; the results found six themes that showcase Black women’s experience in romantic relationships. Six phenomenological themes emerged from the data including: Societal Expectations, Soft Girl Era, Struggle Love, Independence, Gendered Racial Socialization, and Therapeutic Needs. I will discuss the implications of these findings in this dissertation. This study fills a gap in the literature due to its deliberate focus on the SBW schema and its impact on Black women in romantic relationships. I centered Black women's experiences in romantic relationships and plan to disseminate this information for the purpose of creating a basis of knowledge to build therapeutic interventions that support Black women who are presenting to therapy with concerns related to their romantic relational dynamics
Embedding Support, Empowering Success: A Resilient Library Model for Graduate Student Research
No full textThis presentation explores the impact of embedding a research and instruction librarian within the graduate school at East Texas A&M University to improve access, visibility, and support for graduate students. In response to low engagement and challenges faced by hybrid and online learners, the library strategically relocated a librarian to a central location within the graduate school. This initiative led to increased faculty collaboration, enhanced outreach, and measurable growth in research consultations, workshops, and event participation. Attendees will gain insight into the practical steps taken to implement this model, challenges encountered during the transition, and data demonstrating its effectiveness. The session will provide actionable strategies for libraries seeking resilient, advocacy-driven solutions that foster equity and academic success. Ideal for librarians serving graduate populations or exploring embedded services, this session showcases how intentional physical presence can lead to stronger academic partnerships and improved student outcomes in uncertain and evolving times
Touching Base: How Student Assistant Feedback Improves Scheduling and Training in Academic Libraries
No full textStudent assistants are are a vital part of our Access Services department at Texas Woman’s University Libraries, and their feedback helps shape our operations. Since 2021, we have used an annual Google Form survey to improve scheduling and training. Targeted questions help us understand students’ comfort with tasks, their familiarity with library services, and their available work hours. Their responses have led to streamlined scheduling processes, revised training materials, and improved communication among supervisors. As their responsibilities evolve, so does the survey, giving them a clearer voice in shaping their work experience. In this 25-minute session, we’ll share our survey design, how we analyze responses, and anonymized examples. Attendees will leave with simple, adaptable strategies to gather student input and enhance library workflows