1524 research outputs found
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POSITIVE FAMILY INTERVENTION FOR A SPANISH-SPEAKING FAMILY OF A CHILD WITH AUTISM: IMPACT ON CHILD’S BEHAVIORS AND PARENTAL COGNITIONS AND STRESS
Get PDFThe present study investigated the effects of a culturally and linguistically adapted Positive Family Intervention (PFI) on child behavior as well as parental stress and beliefs for a Spanish-speaking family of a child with autism. PFI combines Positive Behavior Support (PBS) to teach parents the skills to manage their child’s behavioral challenges with Cognitive-Behavioral Therapy (CBT) to help parents manage their own thoughts and feelings. An AB single-case design was used to examine the impact of PFI on directly observed child behavioral challenges and adaptive behavior. Further, parent-reported stress, parental attributions, and parent-reported child behavioral challenges were examined pre- and post-intervention. The parents received eight weekly 90-minute PFI sessions, delivered in Spanish and culturally adapted. Results demonstrated a decrease in observed child challenging behavior and an increase in adaptive behavior during the targeted routine in the intervention phase compared to baseline. On the parent-report scales, the father reported lower levels of stress on the Parenting Stress Index and a change in attributions on the Parent Attribution Questionnaire. However, parent-report on the Scales of Independent Behavior-Revised suggested that, in general, challenging behaviors outside of the targeted routine continue to be a concern. Lastly, the parent reported having a greater understanding of his child\u27s behavior, a greater ability to implement strategies, and feeling more optimistic about his child\u27s future
AS I TYPE: AN AUTOETHNOGRAPHY OF ITALIAN (SICILIAN) FAMILY LITERACIES ACROSS GENERATIONS IN THE UNITED STATES
No full textThis dissertation aims to investigate the racialization of my own family through the examination of migration and citizenship documents, primary sources, and oral histories as told by those who were present for or knew those present for events in question. Participants, including myself, were members of the same family, identified as either male or female, and ranged in age from 30 years to 80 years old. Participants were either monolingual English speakers or multilingual in English, Italian, and/or Sicilian. The methodology used to accomplish this research was autoethnography, which allowed the use of traditional database research, archival examinations of primary documents, and the collection of oral histories. Specifically, I conducted virtual, face-to-face conversations with my parents and cousins, worked to collect primary source materials (such as my great-grandfather’s autobiography, my grandfather’s letters home from WWII, and original photographs) that were in my family’s possession as well as those that needed to be sent away for from various government institutions and genealogical service providers. The resulting dissertation has serious implications for the way early college writing curricula are formatted. Early college students that are allowed to perform similar self-reflective studies encourages the strengthening of identities, career paths, and overall purpose because of the pursuit of higher education
Economic Development and Its Transformation in Happiness: A Perspective of Sustainable Development Goals of Nepal
No full textThe present paper attempts to explore the relationship between GDP Per Capita Income based economic measurements of people’s well-being in the form of happiness. The overall development of a country’s economy must be translated into people’s well-being and happiness, which the study focuses on using the relevant data. The secondary data of the Human Development Index, Gross Domestic Product, Per Capita Income, and Happiness Index for the last 20 years have been collected and analyzed. To assess the psychological aspects of the happiness concept, the relevant happiness indicators such as life expectancy, educational attainment, and index of economic freedom have also been estimated. The regression method has been used for this purpose. The results show a positive and strong relationship between Real Gross Domestic Product, Human Development Index, Per Capita Income, and Happiness Index. The study has indicated the effective association between the strategies and Sustainable Development Goals (SDGs) of 2030 in the economy of Nepal
HOW TECHNOLOGY OVERUSE IS AFFECTING YOUTH’S PHYSICAL ACTIVITY TIME
Get PDFPrior research demonstrates how time and energy dedicated to screens is negatively correlated with physical activity time (Alotaibi et al., 2020; Scaranni et al., 2023; Barot et al., 2023; Parasuraman et al., 2017). Therefore, in this research study, we aimed to investigate if time dedicated to screens is still replacing participation in physical activities or if technology has become so integrated in our lives over time that it no longer affects our physical activity time. We tested this via an online survey of 62 students (38 females, 24 males) at St. John’s University. Participants completed an internet addiction questionnaire (M=46.66, SD=12.89) and reported physical activity time over the prior 4 weeks (M=37.45, SD= 35.38). To our surprise, we did not find that internet addiction scores were related to physical activity, (r(60) = 0.01, S = 39199, p\u3e.05). Also, no correlation was found between smartphone screen time and physical activity time (r(60) = 0.03, S = 38318, p \u3e.05). Nor was smartphone screen time found to be related to internet addiction (r(60) = 0.21, S = 38318, p \u3e.05). More research is needed to determine if there is a relationship between different kinds of physical activity and technology overuse, and to control for time dedicated to non-leisure activities. Nevertheless, these results suggest that a lack of physical activity cannot be solely attributed to screens
CHILDHOOD TRAUMA AND ITS EFFECTS ON PSYCHOLOGICAL WELL-BEING AND PHYSICAL HEALTH
Get PDFThere is consistent evidence concerning the impact of trauma on children and the effects on psychological well-being. This study aims to investigate the impact of childhood trauma on the psychological resilience, mental health, and physical development of culturally diverse individuals. The study also explores the influence of cultural orientation on psychological and physical well-being. Cultural orientation is the degree to which individuals identify with either individualism or collectivism, two core dimensions of cultural frameworks. The self-construal scale was applied to address the cultural orientation, which significantly covers individualistic and collectivistic aspects. The participants were 97 culturally diverse students from St. John’s University. Participants completed self-questionnaires assessing childhood trauma, resilience, individualism, collectivism, and psychological health. Psychological well-being was assessed across six domains: Automatic regulation, boosted control, integration of importance, perceived competence, relatedness, significance, and identity. The participants with a collectivistic orientation have higher levels of psychological resilience and self-estimated health than those with an individualistic orientation, depending on the type of trauma experienced and on the time that elapsed from the occurrence of trauma. The study provides evidence that culturally sensitive trauma treatment paradigms promote better recovery in trauma survivors, hence subsequent positive psychological and physical health.
Keywords: Childhood trauma, psychological resilience, cultural orientation, collectivism, individualism, mental health, physical well-being, trauma interventio
THE SCIENCE OR ART OF TEACHING READING: LITERACY EDUCATORS’ PROFESSIONAL IDENTITY IN THE WAKE OF THE ACCOUNTABILITY ERA
Get PDFThe present study explored literacy educators’ levels of curriculum autonomy, teaching self-efficacy, collegiality, collaboration, differentiation of instruction, and adaptive teaching with respect to school district socio-economic status, degree status, curriculum delivery mode, curriculum used most often, and career stage. The present study also examined the extent to which curriculum autonomy, teaching self-efficacy, collegiality, and collaboration predicted literacy educators’ differentiation of instruction and/or adaptive teaching after accounting for statistically significant background variables (demographic or curricular). Levels of curriculum autonomy, teaching self-efficacy, collegiality and collaboration were explored as characteristics associated with teacher professional identity. Levels of differentiation of instruction and adaptive teaching were explored as indicators of engagement in the art of teaching reading. Participants were 99 licensed public school literacy educators (kindergarten – grade 12) employed in one U.S. Northeastern state. Quantitative methods were used to analyze responses to items on measures of curriculum autonomy, teaching self-efficacy, collegiality, collaboration, differentiation of instruction, and adaptive teaching. Results indicated significant differences in participant levels of curriculum autonomy based on curriculum used most often; teaching self-efficacy based on career stage; and adaptive teaching based on school district socio-economic status. The variables characterizing teacher professional identity collectively predicted differentiation of instruction, with self-efficacy and collaboration making significant individual contributions. Accounting for school district SES, the teacher professional identity variables collectively predicted adaptive teaching, with teaching self-efficacy and curriculum autonomy making significant individual contributions. Results were discussed with respect to implications for the current state of the literacy education profession. The data suggest that literacy educators do indeed engage in some degree of differentiation or adaptation of instruction
THE IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING: THE ROLE OF LEADERSHIP AND ADMINISTRATIVE SUPPORT IN PRODUCING CHANGE
Get PDFThis qualitative dissertation explores the administrative implementation and organizational change required for effective social-emotional learning (SEL) programs in K-12 schools. Through interviews with school educators, psychologists, social worker, deans, administrators and assistant superintendents along with analysis of implementation documents from multiple district buildings, this research examines the key factors, challenges, and best practices in implementing comprehensive SEL practices. The findings of this study imply that successful SEL implementation requires several collaborative alignments to be successful. District-wide commitment, planning for individual schools, and ongoing support and professional development for staff are vital to the success of this implementation. Strong leadership from administration, embedding SEL into existing practices, and priorities, and creating a positive culture that reinforces SEL practices are all vital components of a successful vision. Challenges identified in this study include professional development training for all stakeholders, consistency in implementation creating buy in from staff members. Strategies to confront these issues are using data to drive decision making, providing support for all stakeholders and creating an open and collaborative environment where all feel valued
DISTURBING THE MACHO: RE-IMAGINING GENDER RELATIONS IN FEMINIST SPECULATIVE FICTION OF THE 20TH CENTURY
No full textDisturbing the Macho: Re-imagining Gender Relations in Feminist Speculative Fiction of the 20th Century investigates authors\u27 contributions to a global and cross-cultural feminist debate. I critique patriarchal ideologies in various cultural contexts around the world, including the United States, Canada, India, Egypt, and Morocco. The central texts of this dissertation include Sultana\u27s Dream by Rokeya Sakhawat Hossain, Herland by Charlotte Perkins Gilman, Woman on the Edge of Time by Marge Piercy, The Sand Child by Tahar Ben Jelloun, The Handmaid\u27s Tale by Margaret Atwood and The Fall of the Imam by Nawal El-Saadawi. Feminist speculative fiction creates space for women\u27s resistance, rejection of unfair practices, and expression by erasing men\u27s presence in utopian narratives and, later, asserting the continuation of male dominance in the political and cultural scene as long as patriarchal ideology persists. While these texts differ in subgenre, stylistic writing choices, and use of science fiction elements and are set in different geographic and cultural contexts, they all combat patriarchy and gender injustice, as well as condemn women\u27s oppression and inferiority, which is perpetuated by violent politics and misogynistic political systems that weaponize Christian and Muslim rhetorics to oppress women and manipulate men. Cultural and social differences between these regions impact the evolution of the speculative fiction genre, raising awareness of the genre\u27s adaptability to criticize political and cultural flaws in contemporary reality while reimagining alternative fictional narratives. I analyze these texts using feminist theory, gender ideology, Western and Arab-Islamic perspectives, and postcolonial discourse. This dissertation draws on the work of Anna Gilarek, Judith Butler, Ivan Jablonka, Amina Wadoud, Maha El-Said, Fedwa Malti-Douglas, Fatima Mernissi, and Leila Ahmed, among others, as groundwork through which to understand the intricacies of speculative fiction writing and the dynamics of how utopian and dystopian narratives function to investigate male continued dominance and women\u27s historical and cultural subordination. This dissertation on twentieth-century feminist speculative fiction encourages readers to reimagine the world in new ways, allows us to rethink the systems we pursue, evaluates gender relations, and examines the possibilities of reconstructing emancipated societies and unshackled cultures while defying oppressive systems
PREDICTING DYSFUNCTIONAL ANGER THROUGH IRRATIONAL BELIEFS AND MALADAPTIVE SCHEMAS: A MIXED METHODS ANALYSIS
Get PDFThis study explored the complex relationship between irrational beliefs, maladaptive schemas, and anger using validated quantitative methods and a novel Articulated Thoughts in Simulated Situations (ATSS) paradigm. An investigation involving 170 participants from student and general populations used text-based scenarios to induce anger, revealing significant associations between expressed irrational beliefs, early maladaptive schemas, trait anger, and general anger dysfunction. While irrational beliefs were not significantly linked to induced anger levels in this non-clinical population, state anger increased the strength of the relationship between anger outcomes and early maladaptive schemas, suggesting that heightened emotional states may amplify schema impact on anger processing and reactions. However, key schemas most predictive of dysfunctional anger remained stable regardless of induced anger. Importantly, early maladaptive schemas significantly mediated the relationship between irrational beliefs and both trait anger and overall anger dysfunction. This finding indicates that the influence of situational irrational beliefs on anger outcomes is partly explained by more pervasive cognitive-emotional patterns represented by early maladaptive schemas. These findings have important implications for cognitive-behavioral interventions, highlighting the need to address both irrational beliefs and maladaptive schemas in therapeutic settings. Potential directions for future research and additional practical applications in clinical practice are discussed
HEALTH LITERACY’S RELATIONSHIP WITH HEARING LOSS AND TINNITUS IN MARINES AND SAILORS AT AN AIR BASE
Get PDFHealth literacy is listed as an international health issue by the World Health Organization (WHO) and is one of the primary goals of Healthy People 2030 (USDHHR, 2023; WHO, 2023). Health literacy is the minimal amount of information needed to make appropriate health decisions (Nutbeam, 2017). Individuals must have adequate health literacy to sufficiently read and comprehend medical brochures and medical pamphlets and understand verbal instructions from their medical providers (Bo et al., 2014). Poor health literacy can reduce overall quality of life and access to health care. Health literacy is lower in adolescents and lower socioeconomic groups; therefore, the study focused on health literacy in young Marines and Sailors (M=27 years). The central purpose of the study was to determine if there is a relationship between poor or adequate health literacy and hearing loss and/or health literacy and tinnitus in the Marine and Navy populations seen at an air base occupational audiology clinic. The BRIEF health literacy screening tool (BRIEF), a tool with high reliability and validity evidence, was used to determine the independent variable (IV) health literacy, which was then used to predict hearing loss and tinnitus in study participants using logistic regression analysis. Health literacy did not significantly predict hearing loss or tinnitus using p \u3c .05, failing to reject the null hypothesis for both research questions H0:p = 0. The Marine/Sailor sample had an increased level of health literacy as compared to the American civilian population, consistent with recent studies. The percentage of the sample with hearing loss was consistent with civilian noise exposed personnel; however, self-reported subjective tinnitus was vastly elevated compared to recent civilian and military statistics