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Family Caregivers: From Invisible to Visible Within the Healthcare Continuum
Get PDFAs the United States\u27 aging population rapidly grows, the prevalence of adults with chronic illness or disabilities who require intermittent or long-term caregiving from family members also increases. Despite the prevalence of caregiving, the role of the family caregiver is a label that lacks a clear description, definition, or societal understanding. The inability to identify family caregivers creates negative ramifications, including diminished recognition and support throughout the healthcare continuum. Drawing from caregiver identity theory, this qualitative phenomenological study aimed to describe the experiences of family caregivers to promote a deeper understanding of how they became aware of their caregiver identity and role in the healthcare system. The data included semi-structured interviews with a diverse group of 12 family caregivers currently caring for parents, grandparents, siblings and significant others over the age of 65. As suggested in the caregiver identity theory, the findings in this study confirmed that identity as a family caregiver is a complex change process. Additionally, this study found that awareness and acceptance of one\u27s family caregiver role/identity are not synonymous, but are shaped/influenced by previous experiences within their family or work life, cultural norms, prior relationships with their loved one, and the external labeling process. These findings indicate that identifying as a caregiver is not always a simple or automatic process of acknowledging that what they are doing is family caregiving, with some participants actively rejecting or feeling ambivalent about the caregiver label. Implications of this research supports the need for education for healthcare professionals, patients and family caregivers to ensure caregivers are routinely identified throughout the healthcare continuum, and their needs are assessed and supported as a standard of practice in delivering family-centered healthcar
How Music Therapists Experience Improvising with Nonspeaking Clients: A Thematic Analysis
Get PDFThe purpose of this study was to explore music therapists’ subjective experience improvising with nonspeaking clients with intellectual disabilities. The research question addressed was: How do clinicians experience improvisatory music-making with clients who are nonspeaking? In music therapy, the client and the therapist both have significant roles to play within the therapeutic relationship. Three music therapists with at least five years of experience primarily using improvisation when working with nonspeaking clients with intellectual disabilities were chosen via purposeful sampling to participate in this study and were individually interviewed to discuss their subjective experiences. Data were collected through individual semi-structured interviews and was analyzed using thematic analysis. The themes that emerged among the participants from the data collected were: 1) Value-driven approach to practice, 2) Reflexivity through internal dialogue, and 3) Connecting with nonspeaking clients through various types of relational communication. The three themes brought forth by this study offer unique takeaways that may provide insight for therapists who work improvisationally with nonspeaking clients and for therapists who work in other approaches/settings. A more expansive understanding of the therapist’s experience may provide therapists with nuanced insight on the interactions between the therapist, the client, and the music improvised within a session
Academic Librarians\u27 Opinions on Social Justice Advocacy
Get PDFThis session will reveal the results of 113 academic librarians surveyed regarding their views on social justice advocacy. As part of a mixed-methods exploration, both quantitative and qualitative elements will be explored. Beyond a comprehensive survey administered, librarian advocates describe how they approach issues of social justice, what the benefits are of addressing inequities within academic libraries, what barriers they\u27ve encountered in their advocacy efforts and initiatives, and what advice a more experienced advocate might offer to a peer with less knowledge who is interested in becoming more involved
Rebounding After Loss: A Nonprofit Organization’s Recovery After the Untimely Death of Its Founder
Get PDFStudents pursuing degrees at Molloy University’s School of Business are required to complete a Capstone course in their final semester or year. This signature course uses a mixed methods approach that combines the flipped classroom with community engagement to provide students with an experiential learning opportunity. This paper presents the results of student efforts in an undergraduate Capstone in Fall 2022. During the 14-week semester, students worked in small teams to address challenges presented by the Executive Director of the Learning Institute of Tennis, Life Skills, and Sportsmanship (LITLSS), a young nonprofit organization based in Freeport (Long Island), New York. The challenges were aggregated into three projects for the class to solve: (1) fundraising ideas and opportunities; (2) winter programs focused on life skills and enrichment; and, (3) social media strategy with tactics. Teams delivered their recommendations in a business report and presentation at the end of the semester. Recommendations were grounded in research and supported with implementation plans, projected outcomes, potential risks and mitigation efforts, and more. The untimely death of the organization’s founder led students to also learn about the importance of documentation and succession planning to prepare for possible, predictable, and untimely “bad” situations
Does Management Education Need a Facelift? The Intersection of Managing, Leading, and Coaching. Part III
Get PDFThis paper continues the multi-phase exploration of management education, the growing profession of executive coaching, and its value to workplace preparation. It is the third in a series of five papers dedicated to this exploration. Part III summarizes the knowledge presented in both Part I and Part II. Part I included a literature review and discussion as to who defines premier business education, the growing profession of executive coaching, and higher education’s responsibility to relevant workforce preparation. It set the stage for the multi-phase research plan focused on three sets of stakeholders: senior leaders/employers, business faculty, and MBA graduates. Part II reported insights from eleven in-depth interviews with senior leader as the future employers of our business graduates. It revealed what employers expect of business educators, as they prepare students to become their future leaders. Part III reports on the insights of eleven business faculty as relates to their role as the gatekeepers of business curriculum and student learning outcomes. Without the faculty, the integration of coaching skills, knowledge, and disposition into business education, will not be successful. The goal of this multi-paper exploration is to seek answers related to the question; Does Management Education need a facelift? If so, should the coaching body of knowledge, skills, and theories, be integrated into management and business education
Culturally Responsive Leadership: The Lived Experiences of Mid-Level Administrators in Public Education Navigating Competing Priorities
Get PDFThe increasing diversity within the U.S. education system necessitates the presence of influential leaders capable of fostering Cultural Responsiveness (CR) through their leadership strategies. Previous research has underscored the critical significance of implementing CR in achieving effective outcomes for students’ needs in today’s evolving educational environment. Nonetheless, a gap exists in understanding middle-level leaders\u27 challenges when striving to implement CR approaches in a bureaucratic system. This qualitative phenomenological study sought to delve into the real-life experiences of middle-level district curriculum administrators operating within a bureaucratic structure. The study examines middle-level district curriculum administrators’ descriptions of roles, experiences, communication and advocacy, priorities, and constraints. Data were collected through semi-structured interviews with seven middle-level curriculum administrators. As a result of the thematic findings, three key themes were identified: (a) Navigating Challenges Despite Competing Priorities; Stakeholders And Administrators; (b) Actions and Decisions; Enacting Culturally Responsive Leadership; and (c) Communication and Advocacy. The findings demonstrate various challenges and constraints imposed upon participants based upon the nature of a bureaucratic system, coupled with the often difficult process of navigating CRL in the modern socio-political environment of the United States. Notably, one key finding underscores the importance of garnering the buy-in from high-level administration and stakeholders to implement CR successfully
Understanding the Lived Experiences of Tenured, Non-native Spanish Speaker-teachers: A Phenomenological Investigation of the Native Speaker Fallacy
Get PDFThere is limited research surrounding non-native speaker-teachers of world languages and the disruption known as the native speaker fallacy (Phillipson, 1992), which is the belief that only native speakers can be the most suitable teachers of a given language. This phenomenological study examined the lived experiences of tenured, non-native Spanish-speaking teachers who work across different public high schools on Long Island about their perceptions and experiences of the native speaker fallacy phenomenon. Six in-depth interviews were recorded and coded through the lens of self-efficacy and positioning theories to examine their experiences. The participants showed a strong belief in their teaching capabilities and reported that any insecurities related to their language competency are innate. The participants’ limited experiences with the phenomenon led to the realization that their exposure to diversity within their school community is limited. They experienced the most bias enacted by native Spanishspeaker teachers within professional settings outside their workplace. Furthermore, they gauged their self-worth by placing value on many situation-specific factors and subscribing to specific components of professional practice that are influenced by their non-native status. Also, the participants positioned themselves as better suited for teaching non-native Spanish-speaker students. In addition, they developed high emotional self-efficacy from overcoming professional nativeship issues. This study provides opportunities to foster learning and information sharing among native and non-native teachers as a step toward dismantling the divisive nature of harmful societal stereotypes based on the native speaker fallac
Laryngeal symptoms related to motor phenotypes in Parkinson\u27s disease: A systematic review
Get PDFObjective This study aimed to systematically review the associations between motor clinical phenotypes in Parkinson\u27s disease (PD) and laryngeal disease symptoms. Laryngeal dysfunctions such as dysphonia and dysphagia are ubiquitous in people with Parkinson\u27s disease (PwPD). Similar to other disease symptoms, they manifest variably across PwPD. Some of the variability within PD has been explained by clinical phenotypes. However, it is unclear how laryngeal symptoms of PD express themselves across these phenotypes.
Methods Five databases were searched (MEDLINE, CINAHL, Web of Science, Embase, Scopus) in May 2022. After the removal of duplicates, all retrieved records were screened. Cohort, case–control, and cross-sectional studies in English discussing laryngeal symptoms and clinical PD phenotypes were included. Data were extracted, tabulated, and assessed using Moola et al.\u27s (2021) appraisal tool for systematic reviews of risk and etiology.
Results The search retrieved 2370 records, representing 540 PwPD. After the removal of duplicates and screening, eight articles were included for review. The most common phenotype categories were tremor-dominant and postural-instability gait disordered (PIGD). Five studies addressed vocal characteristics, while four considered swallowing. Differences and lack of rigor in methodology across studies complicated conclusions, but a tendency for tremor-dominant phenotypes to present with less severe laryngeal symptoms was found.
Conclusion Some minor differences in laryngeal function were found between tremor-dominant and PIGD phenotypes in PD. However, there is a need for more standardized and high-quality studies when comparing motor phenotypes for laryngeal function
Redesigning a Culturally Responsive Elementary Classroom
Get PDFWith the roll-out of the Culturally Responsive-Sustaining Education framework (2018) for New York State schools, teachers have been given guidelines for creating a welcoming and affirming classroom environment. Therefore, it is critical to focus on how teachers envision and redesign culturally responsive physical classroom spaces. This grounded theory in a bounded case study used culturally responsive pedagogy and teacher positionality to construct a theory about how teachers engage in the redesigning of classrooms. This research collected data from three elementary school teachers who participated in their district’s classroom redesign initiative and self-identified as having culturally responsive goals for their design. The research used semi-structured interviews, walking interviews, and participatory photography to collect data on each teacher’s teaching philosophy and worldview, their participation in the redesign process, and their vision for their redesigned learning spaces. Narratives tell the story of each teacher’s redesign experience and include a description of physical elements in each space that the teacher chose to highlight during the walking interview and in their Padlet reflection. Through an integration of grounded theory and symbolic interactionism, themes of self-choice, comfort, and movement emerged from the teachers’ redesign goals. The grounded theory also provides suggestions for culturally responsive design principles to support teachers and administrators in their redesign efforts that align with the Culturally Responsive-Sustaining Education framework. The implications of this study highlight the importance of the teacher’s participation in their classroom redesign. The individual (both teacher and student) and the space must align for true place-making to occur. This study adds to the body of existing literature regarding culturally responsive education practices and the impact of the physical environment on student learning
Acoustic Correlates of Central Vowels in Russian-English and Spanish-English Bilingual Children
Get PDFDuring the first few years of life, children attune their perception to the speech sound categories of their native language. Attunement to native-language vowels has been shown as early as 6 months of age (e.g., Kuhl et al., 1992). This is considered a prerequisite for the development of the native-language phonological system, which is used for optimizing both word recognition (perception) as well as the articulation of sounds in running speech (production). While we know that the formation of the phonological system is well underway in the first year of life, native-language speech sounds take longer to be mastered in production. For example, while around 3 years of age children’s vowel productions enable listeners to access the intended vowel targets, allowing for successful communication, the production of the acoustic-phonetic cues in vowels is not yet adultlike even at age 3. Several factors are considered to be at play here, including the ongoing maturation of the structural articulatory system (or in other words, children’s physical growth), the development and fine-tuning of motor and gestural control, and the ongoing development of the phonological system