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Online and in-person intimate partner violence: The role of relationship initiation context
Full text linkIntimate partner violence (IPV) is a pervasive phenomenon, and cisgender women and sexual and gender minority (SGM) individuals are particularly affected. Despite the prevalence of internet usage and online dating among young adults, less research has examined how IPV manifests across relationships in which interactions are predominantly online, as well as those that begin online and transition to predominantly in-person interactions (i.e. hybrid). This study\u27s primary aims are to examine the rates of IPV and nondating technology-facilitated sexual victimization among SGM and nonSGM emerging adults and explore how IPV victimization and mental health outcomes vary based on the extent to which the relationship was initiated and continued (online, hybrid online/in-person, inperson). Method: Emerging adults (N = 328) completed an anonymous online survey about dating experiences, protective behavioral strategies, and violence in online only, in-person only, and hybrid online and in-person relationships. Results: SGM individuals experienced more technology-facilitated sexual violence outside of dating relationships than non-SGM participants. Discussion: Replication in larger, national samples is critical to replicate and expand upon these results
Interprofessional collaboration to create visual supports in preschool classrooms: Perspectives of speech-language pathology graduate students
Full text linkThis study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data revealed that the graduate students’ beliefs and behaviors surrounding IPE were further shaped, and their professional development was enhanced through holding a leadership role. Key findings from the SLP student interviews revealed that even small, siloed IPE projects bring significant value to the field
I\u27m Still There, Looking for You in that Forest: A Phenomenological Investigation into PTSD
Full text linkPosttraumatic stress disorder (PTSD) is a mental disorder that has gained a great deal of attention since its formal inception in the 1970’s. But like many other mental disorders, there exists a gap between the lived experience of the PTSD sufferer and the scientific knowledge of the psychiatrist. If phenomenology is, as Husserl says, the unifying, sense-giving foundation of all science, it seems we must start inquiry with a scientific understanding of lived experience. I will attempt to bridge the gap between psychiatry and lived experience by using phenomenology to make clear the essence of PTSD. In our investigation, we will examine PTSD through a broadly Husserlian lens. Guided by the symptomology of PTSD, we will attempt to make clear the features of consciousness that render PTSD possible as a configuration of consciousness. Special attention is paid to memory, presence, and the Heideggerian concept of care. We uncover, by the end, that the essence of PTSD, is temporal “stickiness”—wherein the past sticks to all temporal modes through recollection. Assuming that our description is successful, we have more evidence to believe that phenomenology is a proper and reliable methodology for understanding lived experience—and therefore all science
Integrated behavioral health in pediatric primary care: Identifying latent patient subgroups and differential outcomes
No full textFifty percent of children do not receive care for their mental health concerns, while 95% are seen annually within primary care by age 6. Individual, cultural, and systemic barriers limit access to mental health care. Integrating mental health services into primary care has the potential to increase awareness, reduce costs, and decrease stigma. However, integrated primary care often relies on a brief and targeted intervention approach that may not be suitable for all families. Therefore, it is important to examine differential outcomes within this setting. Methods: This study analyzed retrospective data from 3,494 new patient medical records at a large university medical center (Michigan Medicine, University of Michigan) and its six satellite clinics. These clinics were staffed by pediatricians, psychologists, and graduate-level trainees. A structured, multiple-response questionnaire was developed by the center’s senior staff and administered during therapy sessions. Results: A latent class analysis based on demographics, presenting concerns, medical history, and psychosocial risk factors was conducted using Mplus software. The results indicated a four- class solution: Broad Presentation + Psychosocial Risk, High Behavioral Risk, Attention-Related Concerns, and Depression-Anxiety. Covariates were assigned to the model using the auxiliary function to assess group differences. Results indicated that the Broad Presentation + Psychosocial Risk class demonstrated greater symptom improvements than the High Behavioral Risk class, χ²(1) = 6.73, p = .009, and higher session utilization than the Depression-Anxiety class, χ²(1) = 4.17, p = .041. Conclusions: These findings underscore the value of integrated mental health within primary care and suggest that these services may be particularly beneficial for the most at-risk patients with broad symptom presentations and multiple barriers to car
Caregiver training to enhance care interactions with persons with neurocognitive disorders: An additive treatement study
No full textPersons with neurocognitive disorders (NCD) rely on family and friends to help them with everyday tasks, yet informal caregivers might not be aware of the need to scaffold tasks or know how to maximize the care recipients’ engagement. The current study recruited three men who were full-time family caregivers for women (spouses, their mother). The study assessed the care recipients’ need for scaffolding of instrumental tasks and the caregivers’ perception thereof and then trained the caregivers in task analysis and prompting. An additive treatment design examined the differential effects of a two-part training intervention on caregivers’ perceptions of the need for support and on actual caregiver-care recipient interactions, video-recorded in the home. The intervention consisted of one didactic 40-minute video training that the caregivers watched independently, followed by one individual coaching session. Questionnaires, administered at three time points, assessed whether caregivers attributed care recipients’ difficulties to the NCD and identified prompts (e.g., verbal reminders, instructions, physical guidance and directions) as part of the care recipients’ needs for assistance. Results show that two of the three care recipients needed significant instrumental support. Especially one of the caregivers’ descriptions grossly underestimated the care recipient’s assessed support needs, given that she did not benefit from cuing. Of note, the third care recipient had uncorrected sensory loss that led to an overestimation of her cognitive decline. Neither the video training nor the individualized coaching session significantly changed caregiver behavior in the home setting during task completion with care recipients, given both floor and ceiling effects on the observational measures. The two-part intervention also did not significantly shift the caregivers’ responses on the standardized questionnaires overall, and misattributions persisted. However, one caregiver’s responses on one of the subscales shifted by more than two standard deviations. Findings suggest that a brief additive intervention, while feasible and acceptable, does not increase effective interactions with the person with NCD. Particularly when cognitive decline is severe, more intensive interventions are necessary and should involve multidisciplinary teams consisting of healthcare navigators (e.g., to address sensory loss), occupational therapists to increase engagement in stepwise tasks, and behavioral specialists to address caregiver barriers (e.g., misattributions). Eligibility criteria of future studies should ascertain that participants with NCD benefit from cues to avoid floor effects, and that sensory loss is corrected to avoid ceiling effects
Latent classes of comorbid clinical presentations for patients with psychogenic non-epileptic seizures
No full textPsychogenic non-epileptic seizures (PNES) are episodes of motor, sensory, and/or cognitive seizures without detectable epileptic activity. The integrative cognitive model conceptualizes PNES as an activation of learned mental representations of a seizure often combined with concurrent physiological arousal. PNES are not treatable by antiepileptic medications and are often accompanied by psychiatric and medical comorbidities, complicating treatment following diagnosis. Further, individuals with PNES often incur greater medical costs through hospital admissions and emergency department visits. Multidisciplinary care including behavioral health interventions like cognitive behavior therapy have demonstrated initial success at reducing seizure frequency but impacts on healthcare utilization are unknown. Patients at a Midwestern PNES clinic (N = 588) received multidisciplinary care from epileptologists, psychologists, and social workers between 2016 and 2023. In Study 1, a latent class analysis was run on theoretically informed clinical presentations, revealing that a two-class model fit best (Low Comorbidity and Mixed Presentation). Study 2 expanded on this with additional PTSD diagnoses assigned based on screening measures; however, the consequent two-class model from Study 2 did not fit better than that of Study 1. Study 3 utilized conditional probabilities of the Mixed Presentation class to significantly predict healthcare utilization over time while statistically controlling for time-, patient-, and provider-level covariates via multilevel models. This finding was robust to additional healthcare confounds included in a post hoc analysis. Findings revealed that despite the significant impacts of the two-class model, patients with PNES were more homogeneous in clinical presentation than theorized. Increasing comorbidities may still remain impactful on healthcare utilization for this sample. Care could thus focus on proper referrals for these presentations and increased training to support emergency department staff in responding to PNES symptoms
Letter from Kertesz to Rukeyser, July 12 1976
No full textAn original, typewritten copy of a letter, dated July 12th, 1976. The letter is from Louise Kertesz to Muriel Rukeyser. Louise begins the letter by saying that she hopes that Rukeyser had a good trip to California. Louise watched the Tall Ships on July 4th and was thinking about what a good view Rukeyser would have had of them from Westbeth. Louise attached the second part of Chapter 2 of her book in the envelope, with footnotes, and the first part of Chapter 3. Chapter 3 will deal with Rukeyser’s books from the 40s. Louise had given Rukeyser the first part of Chapter 2 in rough copy, and she is leaving it that way for the time being. Louise plans to get Chapter 3 and a good part of Chapter 4 done that summer. As Louise’s manuscript grows, she sees that it needs an overhaul for coherence. Before that time, Louise hopes to talk to Rukeyser again and to get relevant biographical details. She is also trying to get Chapter 1 published in a shortened version. In mid august, Louise and her family are moving to 17 Payson Avenue in Easthampton, Massachusetts. Louise accepted a position on the faculty at the school that she taught at recently. It is a boarding school, and she won’t have to prepare meals, so she is counting on a lot of extra time to work on her book. In any case, she will also work on the book on school vacation. Sara’s lump seems to be resolving itself according to the surgeons, and now they are expecting it to just go away. Louise ends the letter by sending Rukeyser her best wishes. A postscript says that the second part of the letter consists of questions
Bob Erlewine, Oral History Interview, 2025
No full textBob Erlewine is the Director of the Center for Jewish Studies and professor of religious studies at EMU. In 2022, Erlewine left Illinois Wesleyan University and made his way to EMU as the newly appointed CJS Director. He is the second director of the center, taking over after Marty Shichtman\u27s retirement. With a formal background in Jewish studies, he\u27s been able to develop more academic curriculum and maintain strong community ties. In this interview, Erlewine talks about the things that eventually led him here, why having this center is particularly important at EMU, and where he hopes to guide it moving forward.https://commons.emich.edu/oral_histories/1242/thumbnail.jp
General education skills in practice: An interdisciplinary pop-up learning community on climate change
No full textAn interdisciplinary Pop-Up Learning Community (PLC) allowed students from various disciplines with different levels of content knowledge to discuss their perspectives on and beliefs about climate change. The impact of this event on students’ climate change beliefs was gauged by a survey from the Yale Project on Climate Change Communication. This survey, the Six Americas Super Short Survey, consists of four questions relating to climate change belief. During the event, students participated in various activities, including faculty modeling of discussions about climate change using and highlighting their disciplinary perspectives and analysis skills, communications exercises, interdisciplinary table discussions, and writing in response to a social media message. After the conclusion of the event, students submitted reflections on their experiences at the PLC, which supplemented data collected during the event. Students gained an understanding of the interdisciplinary nature of climate change discussions and applied general education skills and knowledge to spoken and written conversations about climate change
Use of coculture and carbon source manipulation to stimulate antibiotic production in soil-dwelling microbes
Full text linkThis study aimed to discover new antibiotics produced by soil microbes. Previous studies have shown that manipulation of microbial growth conditions through variable carbon sources and growth in coculture could induce the production of novel antibiotics by soil microbes. This study expanded on these observations by testing the levels of antibiotic production when a producing strain was grown in twenty different carbon sources and cocultured with more than one hundred different coculture partners. Organic extracts from liquid cultures were tested against a panel of four safe relatives to ESKAPE pathogens and one yeast to detect antimicrobial activity. Certain combinations of carbon sources and stimulating strains were better able to induce antimicrobial activity from the selected producers than other combinations. Flaxseed meal was the most effective carbon source for the strains tested, and Gram-negative bacteria seemed to stimulate the most activity. These results serve as proof-of-concept that these techniques are an effective mechanism for manipulating the production of antibiotics from soil microbes