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A Parent\u27s Experience During Their Autistic Child\u27s In-Home Music Therapy
Get PDFLittle is known about the lived experience of parents who participate in their child’s in-home music therapy sessions. This descriptive phenomenological inquiry explored the experience of a parent who participates in her child’s in-home music therapy sessions. Through a thematic analysis of the data, five themes emerged: Parental Concern Regarding Jack’s Participation Style, Appreciation for Music Therapist, Claire Finds Joy in Jack’s Joy, Ambiguity of Mother’s Role, and Questioning the “Right Way.” An important finding in this research highlights the necessity of a parent understanding their role in music therapy sessions with their children. The study underscored the importance of clear communication and collaborative decision-making between therapists and parents
The Lived Experience of Older Adults Using Telemedicine Services
Get PDFThe coronavirus 2 (SARS-CoV-2) and the subsequent pandemic transformed the healthcare delivery system in the U.S. Telemedicine became an essential mode of healthcare, and its usage increased significantly during the public health emergency. Telemedicine improved access to care, especially for vulnerable patient populations and those with chronic medical conditions. There were many other benefits, including convenience, cost savings, and reduced coronavirus transmission. It also reduced the strain on healthcare facilities and overburdened healthcare providers. A qualitative, Heideggerian phenomenological method of inquiry was conducted to understand the experience of the older adult population utilizing telemedicine services. These methods included a description of the individual’s experiences through audio-video interviews through Zoom®. A purposeful snowballing sampling technique was used for recruitment. Participants aged 65 or older who had utilized at least one telemedicine service from home in the past three years were recruited. One grand tour question was asked: Can you tell me about your experience using telemedicine services? Additional open-ended questions and probes were used to assist participants in describing their experiences. This study described older adults’ experiences when utilizing telemedicine from their homes. It identified the satisfaction and usefulness of this mode of healthcare delivery. In addition, the participants described the barriers they encountered when using the various types of telemedicine technology. The interviews were conducted and recorded via Zoom® and Otter.ai® and then transcribed by Otter.ai® in real-time. The text was available immediately afterward. The data and interpretation were analyzed using van Manen’s approach. NVivo® software was used to organize and code the data. Understanding their experience helped inform how telemedicine can be provided in a manner that meets the older adult’s needs
Empowering Educators: Examining Social-Emotional Learning Professional Development in Advancing Knowledge and Skills
Get PDFThis cross-sectional quantitative survey methodology study examined teachers’ knowledge and skills of social-emotional learning after participating in professional development. CASEL’s (Collaborative for Academic, Social, and Emotional Learning) theoretical framework of the five core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (2024) guided the research. The literature review analyzed studies conducted related to social-emotional learning (SEL) and professional development. It focused on the themes of SEL policy and legislation, teachers’ perception of SEL, the impact of SEL on students, methodology, potential barriers to SEL, professional development, teaching experience, and gaps in the research that pertain to teachers’ skills and knowledge of SEL. The participants completed the Educators’ Social-Emotional Learning questionnaire (Hemi & Kasperski, 2023), comprised of 27 questions, and answered four demographic questions. A sample population of 49 educators completed the online questionnaire. The results of this cross-sectional survey were analyzed using descriptive and inferential statistics. The findings revealed emotional competency as an area of strength in teachers’ core competency knowledge following CASEL-themed professional development. There was a disparity in teachers’ knowledge and skills of social competency. There was no statistical difference between groups based on teaching experience or grade level, indicating a potential uniform effect on the subgroups regardless of years of experience or grade level taught. The results of this study can inform future professional development for educators and guide policy on the state level to shape policies prioritizing SEL integration. The findings can frame curriculum in higher education institutions to better prepare educators to meet the needs of their students, and it can provide a foundation for further research into the effectiveness of professional development in improving SEL competencies. Indirectly, students benefit when teachers have enhanced SEL skills, which can, in turn, have a transformative influence on school culture, student engagement, and mental health
Leganto Reserves+ flier
No full textA flier promoting the Ex Libris product Leganto to facultyhttps://digitalcommons.molloy.edu/jet_disp/1025/thumbnail.jp
Digital Commons Annual Summary 2023
Get PDFThe DigitalCommons@Molloy Annual summary typically includes: readership totals, usage metrics such as downloads and metadata hits, and top performing items and profiles. Other areas that can be included are any new series or features, refresh or updates to the site design, and any future project plans
From Adolescence to Adulthood - Disruptive Behavior Disorders
No full textDisruptive behavior disorders not only affect the individual but the people around them. This review looks at individuals with disruptive behavior disorders (DBD), specially Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), and Antisocial Personality Disorder (ASPD). Adolescents today face many different challenges ranging from academic pressure to society everchanging standards. Factors such as family interaction, parental influences, and neurobiological elements are explored as they collectively affect the development of DBDs. Untreated CD in adolescence can lead to delinquent behavior leading into adulthood. Through this review the goal is to identify early indicators of conduct disorder and how it connects to ODD and ASPD. This can provide insight into how DBDs can progress into more severe antisocial behaviors in adulthood. The findings suggest that there is an association between disruptive behavior disorders and delinquent behavior
Crassostra Virginca and Microplastics in The Great South Bay
No full textMicroplastics have been shown to be a major problem in aquatic ecosystems as they can block the digestive systems of many sea animals, causing them to get sick and even potentially leading to death. Some of the sea animals that consume microplastics may also be vectors for entry of microplastics into the food web. Oysters have been proposed as a possible way of reducing microplastic concentrations as oysters are filter feeders and can remove small particles. Oysters filter about 50 gallons of water per day. In this project, experiments with the eastern oyster (Crassostra virginica) were used to determine drawdown rates of 2µm microplastic beads. Water from the Great South Bay was used as a medium because it is the location of many new and ongoing oyster restoration and aquaculture projects
Mental Health of Incarcerated Individuals
No full textThe aim of the presentation will be to look at individuals who are incarcerated and see what impact incarceration has on their mental health. Mental illness, when present within individuals, has its influence upon those individuals heightened upon incarceration, and many of the negative effects associated with a specific mental illness are heightened as well. Further on behaviors, many positive behaviors individuals experience is shown to diminish upon being incarcerated, while negative behaviors increase. Incarcerated individuals must adapt to their environment, taking on new traits and aspects of themselves that were not present previously, further damaging their identity and harming their mental state. Suicide becomes a risk that many of these individuals may turn to, as well as other suicide-related behaviors. Happiness can be observed, what behaviors individuals engage in that ensure their well-being is left intact, as well as what behaviors may be damaging to the individual
Closing the Gap Between Theory and Practice to Promote Equity in STEM: Coaching Teachers with UDL Strategies to Empower Students
Get PDFU.S. schools have witnessed educational reforms that have shifted science curriculum and pedagogy within classrooms. Yet, all these reforms have failed to reduce the racial and gender gaps in STEM fields. In 2016, New York State implemented the New York State Science Learning Standards (NYSSLS) to address these gaps. Problems remain, however, with the NYSSLS standards. The NYSSLS do not offer teachers pedagogical practices with regards to implementation. Students are expected to engage in practices as they emulate scientists, without any direction for teachers to support students through these practices, and they exemplify a deficit mindset by placing the blame of content accessibility on racially and academically marginalized students. The rationale for this qualitative action research study was to address the gaps identified in the research and the problems in the NYSSLS through the addition of universal design for learning and culturally responsive teaching. The data for this study included three cycles of action research, interviews, and field observations with seven fourth-grade teachers from two school districts who participated in professional development (PD) sessions prior to implementing a STEM lesson. Findings from this study indicated that when teachers are supported with PD sessions that offer hands-on training through the eyes of the students, vicarious experiences while working with their colleagues on lesson planning, and support with coaching during lesson implementation, the identified barriers to learning are minimized. Such experiences were found to increase teachers’ self-efficacy in supporting students through STEM lessons and diminish deficit mindsets about certain students, although there was also evidence that suggested oppressive normativity was a problem in a special education classroom. Additionally, it was found that as teachers gain self-efficacy in teaching STEM lessons, they let go of their authoritative power by allowing students to collaborate and take control over their learning. Barriers to learning are then diminished as students become empowered to access the content in the NYSSLS, problem-solve, and successfully navigate the practices
Relationships of Secondary Traumatic Stress, Compassion Fatigue, and Compassion Satisfaction Among Maternity Nurses Caring for Patients who Succumbed to Maternal Mortality
Get PDFBackground:
Maternity nurses work where positive outcomes are the norm, leaving them more vulnerable to the adverse effects of dealing with death. Limited data indicate that caring for a maternity patient who dies may result in nurses developing secondary traumatic stress and associated compassion fatigue, which may affect their job performance. Research is warranted to promote a better understanding of nurses’ experiences, especially since the increase in maternal mortality has resulted in more nurses being exposed to maternal death.
Purpose:
The purpose of this study was to explore relationships between secondary traumatic stress, compassion fatigue, and compassion satisfaction of maternity nurses (labor and delivery nurses and postpartum nurses) after caring for or witnessing a patient who succumbed to a maternal death. The factors nurses described that supported them and assisted in coping with this experience were also investigated.
Methods:
A Concurrent Convergent Mixed Methods Design was used. An electronic survey was sent to members of the Association of Women’s Health, Obstetric, and Neonatal Nurses (AWHONN). Eligible participants were those who identified as labor and delivery or postpartum nurses and cared for a maternity patient who died. It included the Bride’s Secondary Traumatic Stress Scale (BSTS) and the Professional Quality of Life Scale (ProQOL), demographic questions, and three open-ended questions with text boxes to collect narrative responses.
Results:
The findings revealed that 43.6% of 202 participants were noted to have secondary traumatic stress. Significant negative correlations obtained between the BSTS, burnout, and compassion satisfaction scores indicate that higher stress levels and burnout were associated with lower reported compassion satisfaction. Participants’ age, years of experience as a maternity nurse, and use of religion/spirituality to cope with maternal death were associated with lower levels of stress. Several themes emerged from the narratives about the impact of the experience of maternal death on the nurses and their recovery from the event. These included Chaotic and Bloody, Like a War Zone, Traumatic and Distressing Experiences with Enduring Bad Memories, Guilt and Fear of Litigation, Preventable or Not, Institutional Support, Private Support, Positive Coping Mechanisms, and Negative Coping Mechanisms.
Conclusion:
This study demonstrates that exposure to a work-related maternal death may have adverse effects on maternity nurses and the care they provide. This research highlights the need to develop strategies such as readily available, multifaceted organizational support to mitigate potential negative consequence