Journals.uncc.edu (North Carolina's Urban Research University)
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More than Shyness: Selective Mutism and its Link to Sensory Processing Disorder
No full textSelective mutism (SM) is a childhood anxiety disorder. Since anxiety is related to Sensory Processing Disorder (SPD) the purpose of this study was to find out if sensory processing difficulties are present in children with SM. Clinical information was collected online from 147 caregivers and the data were complete for 122 subjects (ages 3-18). Short Sensory Profile (SSP) assessment was used to measure sensory reactivity in a group of children with SM. According to SSP definite sensory impairments were detected in 64 % of the children with SM, whereas probable sensory impairments were present in 24 % of the SM group. The highest rates of SPD were reported in three sections of SSP: taste/smell sensitivity, visual/auditory sensitivity and auditory filtering. Moreover, SPD was present at higher rate in children with SM compared to a group of typically developing children. The above findings suggest that a vast percentage of children with SM may be affected by SPD, regardless of other co-occurring diagnoses. This pioneering result has an implication for combining the existing SM therapy methods with Sensory Integration training (SI) and/or neuro-sensori-motor reflex integration techniques
On Love and Learning: Reflections of a white professor "teaching" black adult students
No full textMost broadly, this essay is my mission, as a white teacher, to examine my teaching process as a way to understand and improve my work with students, particularly black adult students. Throughout these pages, I show examples of my teaching journal as well as examples of student reading reflections during a semester of teaching Cultural Competency in Human Services to a class of mostly black, African American and Caribbean American adult students, pursuing undergraduate degrees in Human Services.  These excerpts combined with my thinking, questioning, and wondering in response to these examples, I begin a conversation about race, racism, power and privilege, identity and history, topics that are often unspoken or invisible for faculty specifically, but not exclusively, white faculty. Social justice is an ongoing process for both educators and students. Nelson and Witte write that, “critical reflection must be part of any social justice action†(2017, 16). In this example, I show that and critical reflection is an essential first step for  social justice to begin in a class of adult learners. In this essay, I take a close look at my assumptions, ideas, feelings and questions specific to the themes of the course.  We learn about each other through conversations about everyday, ordinary topics: holidays, family, loves, favorite foods, politics, sports, poetry. Small, intimate conversations beginning with openness and wonder spark learning about another person and lay the groundwork for a social justice process. Learning about myself allowed me to be open and curious to learn about my students. This openness paved the way for a relationship based on compassion, interest and care. Finally, my intention to is to share this teaching example in order to create a model of sorts that can be replicated or adapted by other teachers working with similar groups of adult learners
Factors That Influence College Students’ Risk Perceptions of Marijuana
No full textThe current study examines factors that affect college students’ risk perceptions and opinions on the legality of marijuana use (“risk perceptionsâ€). A 22-question survey was administered to college students regarding background demographics, experiences with alcohol and cigarettes, experiences with anxiety and depression, and the number of people they knew to smoke marijuana. Although no relationship was found between demographics, cigarette use, or anxiety and depression and risk perceptions, a negative correlation existed between alcohol use and risk perceptions, meaning that higher alcohol consumption was associated with lower risk perceptions of marijuana. A positive relationship was also found between the number of marijuana users students knew and their risk perceptions, showing that the risk of using marijuana was viewed as having lower risk as the number of known marijuana smokers increased
Transformative and Social Justice Dimensions of a Jail-based College Course
No full textResearch consistently demonstrates the benefits associated with the provision of education in correctional facilities. These examinations typically focus on prison-based education, enhanced employment opportunities, and recidivism reduction. There is considerably less attention afforded to jail-based education and other benefits associated with institutional education opportunities. This study focuses on a criminal justice college course based on the Inside-Out Prison Exchange Model taught at the Washoe County (Nevada) Detention Center in the spring 2016 semester. This course brought together outside students (i.e., college students) and inside students (i.e., incarcerated men) for a semester-long course held once per week in the jail. The results highlight the transformative aspects of a single course that may generate the foundation for functional changes among people who are incarcerated and the value of experiential education for college students
Children at Risk: A Review of the Mental Health of Unaccompanied Refugee Minors
No full textWar and conflict force many children to flee their homes without parents or guardians; these children are referred to as unaccompanied refugee minors. Such children are particularly vulnerable to traumatic experiences. The stresses of conflict, migration and assimilation often lead to varied mental health concerns and symptoms of trauma among refugee children. This review examines the following aspects of their mental health: (a) vulnerabilities and risk factors, (b) psychopathology, (c) resilience, and (d) effective treatments for this population. Stressful life events are risk factors affecting the psychological health of the unaccompanied refugee children. These vulnerabilities contribute to the increased prevalence of anxiety, depressive, and posttraumatic symptoms in this population. The symptoms vary based on factors such as environment, time since arrival, and resiliency. Effective treatments specific to this population remain few. Further research into the mental health of unaccompanied refugee children is necessary if society is to assist this population overcome the effects of the trauma
Effects of Coaching and Performance Feedback on Preschool Teachers Implementation of the Teaching Pyramid Model
No full textThis research to practice paper summarizes a study on a coaching model that was used with three child care center teachers as they implemented strategies connected with three targeted items from the Teaching Pyramid Model, a comprehensive framework for supporting children’s social and emotional development. Additional information is also provided concerning teacher attitudes toward the model and data on child social and emotional. The coaching model was effective at improving teacher implementation of strategies
Book Review
No full textThis is a Review of Nobody:Casualties of America’s War on the Vulnerable from Ferguson to Flint and Beyond
Early Childhood Teachers’ Use of Dual Language Digital Books in Alaskan Communities
No full textThis qualitative study investigated how dual language digital books are used by early childhood teachers working with primarily Alaska Native children and families. In particular, there was a desire to know how the teachers used the dual language digital books in their classrooms and if the resources were used to foster early literacy and/or to help teach and preserve native languages. The research was situated in six preschool classrooms where researchers observed the teachers using the books and conducted semi-structured interviews to triangulate the data. Using a qualitative approach to analysis, findings emerged that teachers used the books to introduce specific content or concepts, to emphasize home languages, and to reinforce early literacy skills using both whole group instruction and independent exploration time. Â Additionally, how they used the books appeared to be in direct response to their students and their needs. Implications for teachers, families, and administrators are shared