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IRRATIONAL BELIEFS AS A MECHANISM OF CHANGE IN RATIONAL EMOTIVE BEHAVIOR THERAPY
Get PDFThis study investigated the mechanisms of change in Rational Emotive Behavior Therapy (REBT), a treatment developed by Albert Ellis that posits irrational beliefs contribute to emotional and behavioral distress. Prior research has shown REBT’s effectiveness, but the specific mechanisms remain underexplored. This research uses meta-analytic data to examine changes in irrational beliefs and their relationship to changes in emotions, behaviors and automatic thoughts. A moderately strong relationship was found in therapeutic intervention groups between changes in irrational beliefs and changes in emotions/behaviors. A similar relationship was found when looking at the long-term impact of changing irrational beliefs on emotional and behavioral outcomes. No significant differences were found between REBT and alternate treatment groups. Similarly, no significant differences were found between changes in irrational beliefs and changes in automatic thoughts, or between the relationships of clinical outcomes in adults and children. Limitations and implications of the current findings are discussed, as well as future directions to better understand the mechanisms within REBT
SCHOOL-BASED PROFESSIONALS’ PERCEPTIONS OF MODIFICATIONS TO SOCIAL-EMOTIONAL LEARNING FOR STUDENTS WITH ADHD AND ASD
Get PDFSocial-emotional learning (SEL) curriculums help children learn and develop foundational skills related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making (CASEL, 2022). There are long-term positive outcomes of SEL in terms of academic achievement, motivation, mental health, self-discipline, emotion regulation abilities, and communication skills (Jones et al., 2015; Steed et al., 2022). Unfortunately, most SEL programs are designed with the neurotypical child in mind (New York State Department of Education, 2022). Students with neurological differences such as Attention Deficit/Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) have inherent deficits in various social and emotional skill areas, including difficulty with emotion recognition and expression, maintenance of social skills needed for reciprocal friendships, pragmatic language, executive functions, and empathy, all of which contribute to social and emotional well-being (Arnaud, 2020; Braaten et al., 2000; Mendelson et al., 2016; Staikova et al., 2013; Waddington et al., 2018). Therefore, these children require deliberate effort to understand what others are feeling, and therefore more practice with these skills (Löytömäki et al., 2020). This study examined 147 school-based professionals’ perceptions of SEL programming in their school, specifically for students with ADHD or ASD. Exploratory analyses demonstrate that school-based professionals perceive SEL as valuable and effective for all students. They believe that modifications to SEL for ADHD and ASD students are needed and they encounter significant barriers to implementing high-quality SEL in their schools. Limitations of the research are discussed and clinical implications for school psychologists, graduate and SEL training programs, and schools are presented
Intersectionality and the framing of news: A discourse analysis of Black press and mainstream coverage about Vice President Kamala Harris
Get PDFVice President Kamala Harris made history in 2020 by becoming the first woman, and first Black and Asian descent to earn this coveted role for any party (Clark & Adams, 2021). During her 2020 campaign, VP Harris showed how significant identity is to her autonomy as a first-generation American who openly supports historically black colleges and universities (HBCUs), as a Howard University alumna and sorority member under the National Pan-Hellenic Council (NPHC) (Zeleny et al., 2020). Thus, Harris\u27 identity and storyline became a personified view of inclusivity, further emphasizing her culturally and historically significant election. As the 2024 U.S. presidential election approaches, it is unclear who the country\u27s future national leaders will be. With the expansion of digital media and multiculturalism, it is momentous to explore the framing of women of color in politics through the lens of news platforms traditionally owned by dominant entities, compared to news platforms created by marginalized groups
Assessing State Laws and Regulations on Radon in US Childcare Centers
Get PDFIn the US, radon is the second most significant contributor to lung cancer, following smoking. Despite this, there is a notable absence of state-level measures and guidelines aimed at managing and mitigating the risks associated with exposure to radon gas. The objective of this research was to investigate whether state-level laws regarding radon in childcare centers have a correlation with the proportion of counties in each state that fall under radon zone 1 (with levels exceeding 4 pCi/L). The research method was secondary analysis. Data was gathered from multiple sources, including the EPA radon website, academic journals, official state government websites, and state laws and regulations. The evaluation of current radon legislation was based on the EPA radon zones. To analyze the data, an independent T-Test was conducted with a significant level of
IS PROXIMITY ENOUGH? A CASE STUDY EXAMINING A COLLEGE ACCESS PROGRAM ON THE GROUNDS OF PUBLIC HOUSING ON THE WEST COAST
Get PDFThe issue of college access for students from low-income communities has been a longstanding challenge in American higher education. Despite numerous efforts to address the gaps in college attendance and graduation rates between students from low-income and more affluent communities, the problem remains present. This has led to a need for an in-depth analysis of college access programming explicitly tailored to low-income communities, particularly those residing in public housing authorities. The Department of Housing and Urban Development (HUD, 2016) has recognized this need by funding and piloting college access programs in several public housing authorities around the United States. These programs aim to provide greater educational opportunities for residents of closed communities with limited access to higher education, such as public housing authorities. This study examines the cultural capital students residing in public housing authorities utilize to navigate a college access program on-site where they live by employing a case study method highlighting their skills, knowledge, and resources. The Community Cultural Wealth (CCW) model, also called cultural capital, utilizes a non-deficient view, highlighting the six tenets of capital possessed by Black and Latinx students. Aspirational, familial, navigational, resistant, linguistic, and social capital are among the six tenets of the CCW model. The study’s findings indicate that with access to resources and adequate support, students from low-income communities like public housing authorities can succeed in their college trajectories despite their environments. Staff from the PEER Program were also instrumental in the study’s findings, demonstrating their support and guidance beyond the college access process. The findings further revealed that modes of communication, program outreach, cultural support, self-efficacy, emotional state, and a holistic approach emerged as significant themes. Additionally, the participants benefited from encouragement, support, and resources from the PEER Program staff, family, community members, and school personnel extending beyond college access. A pivotal finding of this study is the resilience that kept participants motivated and focused. The study underscores the importance of providing culturally responsive and holistic support to students in low-income communities like public housing authorities by recognizing the importance of their cultural wealth
A LONGITUDINAL EXAMINATION OF THE RELATIONS BETWEEN RACIAL DISCRIMINATION AND EXECUTIVE FUNCTION
Get PDFDiscrimination has been linked to changes in executive function. This relationship may explain links between discrimination and adverse health and mental health outcomes, including depression, substance use, and health behavior. To date, the research examining this question has been limited, as the majority of studies reviewed employed experimental manipulations for discrimination exposure and tested acute same-day effects in the lab. Clarifying the extent to which exposure to discrimination impacts executive function over time in young adults is crucial to identifying opportunities for intervention. The current study evaluates the relations of both recent and lifetime exposure to racial discrimination to three core executive functions (i.e., cognitive flexibility, inhibitory control, and working memory) in a longitudinal sample of African American college students (n = 51). We failed to find any significant relationships between lifetime or past week discrimination and any of the core executive functions. These data suggest that acute effects of discrimination may remit quickly and chronic effects may be most visible in older adults. The absence of a significant effect of discrimination on executive function in young adults in this context suggests that potential interventions to mitigate these effects in older adults may not be relevant for young adults. Further research is warranted to explore changes over the lifespan in discrimination-related changes in executive functioning
LGBTQIA+ EDUCATORS WITHIN NEW YORK CITY PUBLIC SCHOOL SETTINGS: A NARRATIVE STUDY ON LIVED EXPERIENCES AND THE NEGOTIATION OF IDENTITIES
Get PDFResearch on lesbian, gay, bisexual, transgender, transsexual, two-spirit, queer, questioning, intersex, asexual, and pansexual (LGBTQIA+) populations in education has mostly centered on the experiences of LGBTQIA+ students (Ferfolja & Hopkins, 2013). This narrative research study extends the focus of LGBTQIA+ school populations to include self-identified LGBTQIA+ educators working within New York City (NYC) public schools to understand how the lived experiences of NYC public school LGBTQIA+ educators impact their personal and professional self-perceptions, interactions with members of school communities, and their day-to-day practice. As a study grounded in critical, queer, and theories of belonging, this research sought to also identify how inclusive NYC public school settings may be towards sexually diverse populations, which can have implications for the development of educational practices, curricula, and policies. Findings from this study reveal that, while participants perceive NYC public settings to be generally inclusive towards sexually diverse populations, LGBTQIA+ educators are able to identify both inclusive and heteronormative school practices and continue to make decisions regarding the disclosure of their identities within school settings
HAGWON: SHADOW EDUCATION IN THE KOREAN AMERICAN COMMUNITY
Get PDFAsian and Asian American students are achieving academic success at disproportionate rates, even when faced with low social capital (i.e., English is not the primary language spoken at home) and high rates of poverty (especially in urban settings like New York City). A contributing factor to their academic success is shadow education. Shadow education (SE) is defined as systemized learning that occurs outside of compulsory schooling, at private cost, with the objective of guiding students through and providing them with a competitive edge in school admissions—often with a focus on high-stakes standardized academic exams (Bray, 1999, 2013). In Korean, shadow education is known as “hagwon.” Though hagwon has existed in the U.S. since the 1970s, almost no qualitative research on shadow education has been conducted and published here. This ethnographic multi-case study examined the hagwon experiences of seven Asian American high school students who were studying for the SAT across three hagwons—two in northern New Jersey and one in Queens, New York. Framed through the theoretical lenses of Bourdieu’s habitus and Lévi-Strauss’s bricolage, this study situated hagwon as a field of convergence for multiple cultural streams (i.e., East and West; families and peers; local and distal communities) to create a distinct habitus, characterized by a ubiquitous and inescapable imperative for the attendees focused on discipline and achievement. This cobbled-together “habitus of hagwon” drove behavioral, curricular, and even environmental decisions on the part of the students and hagwons. Hagwon was part of a larger calculation: increasing as much as possible their odds for desired outcomes at every level of the college admissions process. Though students perceived that content crossover between hagwon and school was minimal, participants acknowledged that certain mental tools and social capital—independent work ethic, enduring difficulty, time management, and self-generating interest in uninteresting material—crossed over to school and professional environments. In addition, students found the camaraderie from peers and teachers to be invaluable—and built on shared cultural capital and common purpose—which separated their hagwon experiences from their school experiences and situated hagwon as an essential site of cultural replication, transmission, and negotiation
SECONDARY ELA TEACHERS’ PERCEPTIONS OF CLASSROOM DYNAMICS IN A TECHNOLOGY-RICH LEARNING ENVIRONMENT
Get PDFThe purpose of this narrative study was to explore secondary ELA teachers’ perceptions of teaching and learning in a technology-rich educational environment. This study was conducted in a central high school district in New York state across four school buildings. Though the central high school district provides uniform guidance and material for the instructional programs in all high school buildings, the execution of instruction and teacher development happens daily in the buildings themselves. Though one district, each building serves distinct communities with pronounced school cultures stemming from varying student and faculty demographics, as well as building leadership. The researcher explored the lived experiences of teachers in these different settings through narrative inquiry methods. The researcher interviewed eight participants through three rounds of semi-structured interviews. In this study, which explored teacher perceptions of the use of educational technology and their relationship to the profession because of the incorporation of educational technology in their secondary ELA classrooms, the researcher found that intentional planning at the district, building, and individual level improves quality of instruction. Though this finding may seem self-evident, the experience of teachers suggests that it is not necessarily practiced when incorporating digital technology into classroom instruction. The researcher suggests that districts take a subtractive approach to implementing digital technology, so teachers can plan and execute intentional lessons that make the strongest use of all instructional tools
THERAPEUTIC INTERVENTION OF NEUROINFLAMMATION IN ALZHEIMER DISEASE BY INHIBITION OF CLASSICAL COMPLEMENT PATHWAY USING ANTI-C1R LOADED EXOSOMES
No full textAlzheimer’s disease (AD) is a neurodegenerative disease associated with memory decline and cognitive impairment. It is a growing global health and socioeconomic concern, affecting more than 50 million people worldwide. Current therapeutics focus solely on symptomatic management instead of preventative or curative strategies. This is mainly a result of the complexity of the pathophysiological mechanism and the poor understanding of the disease progression. Recently, studies have focused on bridging knowledge gaps giving rise to substantial evidence on the vital role of neuroinflammation in the progression of AD. Neuroinflammation has been shown to be a precursor to apparent amyloid plaque accumulation and subsequent synaptic loss and cognitive decline. The increased activity of microglia and their release of complement proteins has been shown to be the key initiators to neuroinflammation in AD. In this study, the effect of a novel small molecule complement C1r inhibitor, called T-ALZ01, to inhibit the inflammatory processes that cause neuroinflammation in vivo and in vitro was determined. In the in vitro studies, T-ALZ01 demonstrated a significant reduction (p ≤ 0.05) in the levels of the inflammatory cytokines, IL-6 and TNF-α. Regarding in vivo studies, an LPS-induced inflammatory Sprague Dawley rat model, whereby animals were injected intraperitoneally with 0.5 mg/kg LPS O55:B5, was used to analyze the effect of T-ALZ01 in inhibiting inflammatory process associated with AD. Moreover, the inability of T-ALZ01 to cross the blood-brain barrier resulted in considering the use of exosomes (nanosized, endogenous extracellular vesicles) as a drug delivery vehicle. Intranasally administered exosomes loaded with T-ALZ01 demonstrated significant reduction (p ≤ 0.05) in degenerating neurons and the activation of resident microglia and astrocytes, as well as inflammatory markers in vivo. Thus, T-ALZ01 showed efficacy in reducing the severity of neuroinflammation in AD. This study demonstrates a significant use of small molecule complement inhibitors via exosome drug delivery as a possible therapeutic in AD