9667 research outputs found
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Using critical race theory to center BIPOC students' experiences in undergraduate psychology courses with a multicultural focus taught by white faculty
No full textColleges and universities have increasingly incorporated multicultural courses into general education requirements for undergraduate students. Simultaneously, higher education has become more racially diverse in recent years, with Black, Indigenous, and People of Color (BIPOC) comprising nearly half of student body populations (Espinosa et al., 2019). Despite these trends, multicultural courses can recapitulate oppressive societal patterns and neglect the needs of BIPOC students (Pieterse et al., 2016; Seward & Guiffrida, 2012). In addition, researchers have documented how issues such as colorblind attitudes (Bell, 2002), ineptitude for managing difficult racial dialogues (Wing Sue et al., 2009), and problematic pedagogies (Applebaum, 2016) among white faculty members enact harm against BIPOC students. While prior research has begun to elucidate some of the issues implicated in graduate education multicultural courses, the experiences of BIPOC undergraduate students in multicultural psychology courses taught by white faculty members has been understudied. To fill this void, I sought to understand this topic through a critical race theory (CRT) lens supplemented with additional critical theories (intersectionality, critical white studies, and critical pedagogy) by qualitatively examining BIPOC undergraduate students’ experiences in psychology courses containing multicultural content that were taught by white faculty members. Semi-structured interviews with nine participants were analyzed using narrative inquiry methodology to center the experiential knowledge of BIPOC undergraduate students. Analyses from these interviews yielded six core narratives and 20 subthemes shared across participants. The core narratives included: experiences with the climates of their classes; enactments of harm and oppression; oppressive pedagogy; the impact of harm and oppression; positive learning experiences; and future directions for improving multicultural teaching. Implications for theory, teaching, and future research are discussed
Comparing gait biomechanics and function in children with bilateral spastic cerebral palsy when wearing OSKAR AFO-footwear combination versus standard AFO-footwear combination: An exploratory study
No full textA majority of ambulatory children with cerebral palsy (CP) wear ankle foot orthoses (AFOs) when walking. Current literature recommends a segmental approach to orthotic prescriptions that optimizes foot, ankle, and lower leg alignment to achieve optimal kinetics and kinematics during stance and gait. However, there is little evidence to support this approach. The purpose of this exploratory study was to compare gait biomechanics and function in children with spastic CP when wearing ankle foot orthoses-footwear combinations (AFOFCs) fabricated using the Optimal Segment Kinematic and Alignment Approach to Rehabilitation, or OSKAR, versus standard AFOFCs. Ten participants, ages 7 to 13 years, from local pediatric clinics in a large suburban area participated in the study. Each participant wore both types of orthoses in a randomized order and biomechanical data was collected with three-dimensional gait analysis. Function was assessed for each condition using the Pediatric Balance Scale (PBS), Standardized Walking Obstacle Course (SWOC), and the Six-Minute Walk Test (6MWT). Satisfaction with the different orthoses was evaluated with the Orthotic and Prosthetic User Survey (OPUS). Peak knee extension improved in eight of ten participants; however, values were not significantly different between the two orthotic conditions. Participants with a hyperextended gait pattern exhibited peak knee extension values closer to typical in the OSKAR condition compared to participants with crouch gait. Pediatric Balance Scale scores were significantly higher when wearing the OSKAR AFOFCs but all other functional scores (SWOC, 6MWT) were comparable between conditions. Although not statistically significant, mean participant satisfaction scores on the OPUS were slightly higher in the OSKAR condition. Generalizations of study results are limited due to the small sample size and future studies with more participants are needed to evaluate the effectiveness of OSKAR AFOFCs. When examining gait variables, grouping participants based on gait pattern could provide more useful information. Findings from this exploratory study suggest that functional balance may be improved when wearing AFOFCs designed using the OSKAR method
Improving Health and Wellness Through the Implementation of a Family Support Program
No full textThe purpose of this program is to increase support for individuals with IDD and their caregivers within the Denton community. A curriculum was developed in the form of an educational group series, of which provided information to improve the health and wellness of individuals with IDD and their families. The program focused on subjects related to basic knowledge of IDD, therapeutic activities, safety, coping strategies, and suggestions for how to create and maintain a support group over time. In order to advocate for the needs of the IDD population, this program was also shared with day habilitation programs, IDD committees, and schools within the surrounding community to promote sustainability. Focusing on families as a unit will foster opportunities and empower individuals with IDD and their caregivers to establish a safe environment through sharing resources, experiences, and supportive connection.Denton County MHM
Who is really teaching adolescents about sexual health?
No full textSexual health is impacted by the implementation of social media platforms (SMP) among entire communities. Late adolescents are among the most vulnerable groups to social media norms toward personal attitudes and sexual health behaviors. This dissertation examines the relationship between social media platforms and sexual health behaviors and impressions among adolescents. Results of this study did not provide statistical significance in correlations for social media platforms and behaviors. However, the practical significance from the descriptive analysis is beneficial to understanding the new generation of adolescents perceptions toward sexual health. The findings from this study will assist in examining what influences social media platforms may have on behaviors and impressions that occur in everyday life among adolescents. In addition, findings will assist health educators in developing more lines of communication to disseminate sexual education information to adolescents
Social Skills Guide Donation Edition: Improving Social Participation by Enhancing Social Skills for Brain Injury Survivors
No full textThe brain injury population is growing steadily, with many individuals being affected by post-brain injury deficits. In particular, this population is at risk for social isolation due to the barriers presented after their injury. This project addresses a gap identified through an occupational therapy lens. The aim is to improve social participation by enhancing social skills for brain injury survivors. In doing so, a social skills guide donation edition was created to address the needs of brain injury survivors at the Brain Injury Network Organization. The project was completed over four phases: administering an initial survey, assembling the Social Skills Guide: Donation Edition, implementing the guide, and administering the evaluation survey of the guide. The four phases were completed over 14 weeks with a total of eight participants who utilized the guide. The results indicated a positive impact on the participant's social skills and overall social participation. It can be concluded that occupational therapists play a role in nontraditional settings and can provide assistance to this population to improve their overall quality of life.Brain Injury Network of Dallas/Ft.Wort
The effects of cultural orientation and the sex-typing of personality on physical aggression
No full textThis study aimed to investigate whether neuroticism positively predicted physical aggression and if agreeableness was a negative predictor, with cultural orientation (specifically horizontal individualism) and sex-typing of personality (masculinity) as potential moderators. A multiple regression analysis revealed that agreeableness significantly and negatively predicted proactive physical aggression, whereas neuroticism did not positively predict. Introducing horizontal individualism as a moderator showed that cultural orientation did significantly moderate the relationship between neuroticism or agreeableness and physical aggression. Additionally, while the trait of masculinity itself did not significantly predict physical aggression, it did moderate the relationship between neuroticism and aggression. Masculinity did not influence the relationship between agreeableness and aggression. The findings suggest that cultural orientation and sex-typed personality traits play a role in the dynamics of personality and aggression. The study sheds light on the complexities of these relationships, emphasizing the importance of considering both individual personality differences and broader cultural and gendered influences in understanding aggressive behavior
Occupational Justice for the Underserved Population
No full textProvided occupational therapy outpatient services to the uninsured neurological population, while collecting demographic data from previous RSVP clients to improve clinic operations.Rehabilitation Services Volunteer Projec
Consistent scholarship standards among DNP-prepared faculty needed: Actionable insights
No full textDNP-prepared faculty report challenges and barriers to achieving success in academic roles when criteria for promotion includes scholarship. The purpose of this evidence-based initiative was to explore thoughtful scholarship standards for DNP-prepared faculty which can be adapted and transferred across academic institutions with the goal of elevating faculty scholarship. Given a paucity of available research evidence, a review and synthesis of non-research evidence was conducted. DNP scholarship standards from high-ranking intuitions were critically appraised, and this evidence, along with the diverse and collective expertise of the authors, was translated into recommendations for an inclusive model of rigor for DNP-prepared faculty scholarship. A template for appraising the scholarship of DNP-prepared faculty based on strategic evaluation of impact is included. Academic institutions may use this work to expand the fundamental level of evolving scholarship, determine parameters, and provide clarity and support to DNP-prepared faculty as they seek to progress in rank
Transformative experiences: A phenomenological study of nursing students in a study abroad course
No full textReflective daily journaling was utilized to enhance students’ intrapersonal growth and development. This phenomenological study utilized students’ daily journals from university students enrolled in a study abroad nursing course to identify transformative experiences. All journals were coded by an undergraduate researcher and two faculty researchers producing a kappa coefficient of 0.98. The major themes that emerged were the overall impact of common experiences and discoveries, the number of overall participants that reported a common experience or discovery, and the top three themes for each of the daily journal questions. This study demonstrates that reflective daily journaling utilized in a study abroad course can facilitate the achievement of a set of course objectives for student success in post-secondary education. The findings of this study were utilized by faculty to improve future study abroad course offerings which would help impact personal and professional goals for future nurses
English-medium teachers as policymakers through critical translingual literacy instruction
No full textMany classrooms include students who use multiple languages other than the school-sanctioned or teacher’s language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates the teachers’ language ideologies viewed students’ L1 use as a source of pride/identity and as a way to promote equity and social justice. These ideologies supported critical translingual literacy instruction through classroom actions (incorporating new texts, initiating family engagement, and positioning students as experts). Implications illustrate the need for literacy teacher education to focus on language ideologies, using literacy instruction as a powerful vehicle to effect language policy. Thus, focusing on critical translingual literacy instruction can support English-medium teachers to act as both literacy and language policymakers