684 research outputs found
Sort by
Enhancing STEM Education Through Collaborative Game Nights [Chapter 12]
No full texthttps://scholarworks.bellarmine.edu/fac_book_gallery/1102/thumbnail.jp
Attorney Perceptions of Plea-Bargaining
Get PDFThe purpose of this study is to gain a deeper understanding of how criminal prosecutors and defense attorneys describe the negotiation process of plea-bargains, and the roles and discretion they exercise during it. Additionally, plea-bargaining is not well understood by many members of the public, so this research allows the public to gain insight and knowledge into the process. This study consisted of in-depth, qualitative interviews with both prosecutors and defense attorneys. The results of the study were analyzed through a content analysis. Overall, it was found that the way the plea-bargaining process is described through the existing literature differs from the lived experiences of those who develop and negotiate plea-bargains every day, prosecutors and defense attorneys
Exploring Vestibular Rehabilitation Self-efficacy in Entry-level Physical Therapy
No full textVestibular rehabilitation, commonly performed by physical therapists, aims to improve the function and quality of life of individuals experiencing dizziness, vertigo, or disequilibrium. Vestibular curricular variation across physical therapy programs may lead to discrepancies in the self-efficacy of entry-level physical therapists to manage this population. The purpose of this study was to examine self-efficacy in vestibular rehabilitation in entry-level physical therapy and identify facilitators and barriers to its development. An online, cross-sectional survey design was utilized for quantitative and qualitative data collection, including a modified version of the Physiotherapist Self-Efficacy (PSE) Questionnaire, from new graduates and students preparing to graduate. Data analysis included descriptive and interferential statistics and a qualitative description content analysis approach. The PSE demonstrated good validity and reliability to measure self-efficacy. On average, participants felt ‘neutral’ in preparedness to manage a vestibular caseload. Exposure to vestibular rehabilitation on clinical rotation was the only program characteristic that resulted in significant differences in self-efficacy. Self-efficacy positively correlated with clinical rotation exposure, program-reported cumulative hours, and program-reported lecture hours in vestibular rehabilitation. Themes regarding facilitators and barriers included clinical exposure, skills practice, content expert and mentorship, curriculum exposure, and content and patient complexity. Based on the results, inclusion of a content expert to lead vestibular curriculum is worth consideration as are efforts to ensure all students receive exposure to vestibular rehabilitation in the clinical setting. Future research could investigate the optimal quantity of curricular hours and student outcomes based on content expert involvement and different types of psychomotor assessments
Cultivating Community: A Mixed-Methods Study Examining Community Literacy Practices in the Secondary ELA Classroom
No full textPast research on the relationship between community literacy and schooling has emphasized how educators can use community-based prior knowledge to teach students the privileged literacies associated with academia. Some researchers have discussed the potential for university-community partnerships that are mutually beneficial, but few have explored possibilities for change in the high school setting. Utilizing 24 survey responses and 2 interviews, this study sought to answer the following questions: Do high school class experiences have any impact on students’ community literacies? If they do, do they support or hinder their growth? I analyzed data using a combination of correlational analysis, axial coding, and narrative analysis. Though participants viewed their classroom experiences positively, few of these experiences directly supported their analysis and use of language and texts in their communities. However, certain classroom experiences were protective factors, making schooling less likely to harm participants’ out-of-school literacies. These findings demonstrate not only that high school classes have an impact on community literacy but that considering community literacies in the high school classroom can be worthwhile
Dear University Presidents: A Discourse Analysis of Presidential Response to College Access
No full textAbstract
This multi-institutional, qualitative study examined how university presidents framed language in response to the Supreme Court of the United States’ (SCOTUS) SFFA v. Harvard (2023) decision, which repealed the decades long use of race-conscious affirmative action admissions policies and practices in institutions of higher education. This research also explored mission alignment regarding these presidential statements from a Critical Race Discourse Analysis framework, as mission statements often inform presidential response. This research expands Critical Race Discourse Analysis as a research framework as well as expands the extant literature on presidential response to sociopolitical issues connected to racialized rhetoric (Arellano & Vue, 2019; Cacciatore et al., 2016; Casellas Connors & McCoy, 2022; Cole & Harper, 2017; Fairclough, 2010; Foste et al., 2022; Gee, 2010; McNaughtan et al., 2018).
The research questions that this study broadly examined were:
RQ1. What discourses are present in U.S. university presidents’ responses to the SCOTUS repeal of race-conscious affirmative action?
RQ2. How do these responses align with the institutional mission statement?
Findings from this study highlight four prominent discourses which are as follows: (a) discourse of benefits of diversity (b) discourse of institutional commitment (c) discourse of institutional mission and values, and lastly (d) discourse of work to be done. Additionally, this study’s findings highlight that most institutions were mission aligned in accordance with presidential responses to SFFA v. Harvard (2023). Implications for future university presidents, executive higher education leaders and future research will also be discussed. Lastly presidential responses that went beyond performative rhetoric, toward antiracist action could be an opportunity to realign institutional values and ultimately transform institutions of higher learning as well as expand the current scholarship around presidential racialized discourse
A Heart So White: Musical Reflections on Lady Macbeth\u27s Mind
No full textA Heart So White: Musical Reflections on Lady Macbeth’s Mind reimagines one of Shakespeare’s most infamous characters through a trauma-informed lens. This thesis combines artistic creation with interdisciplinary research in psychology, dramaturgy, and musical theatre studies to explore Lady Macbeth’s psychological unraveling and reclaim her from centuries of villainization. Composing from Lady Macbeth’s perspective allowed for a deeper exploration of her guilt, dissociation, repression, and isolation—symptoms traditionally overlooked in favor of Macbeth’s more visible descent into violence. Through musical motifs, lyrical reinterpretation, and staging concepts, the work seeks to humanize Lady Macbeth and highlight how trauma shapes behavior, relationships, and identity. Ultimately, this project aims to challenge traditional portrayals of female antagonists and encourage more empathetic, psychologically nuanced interpretations of Shakespeare’s characters
“Home.”: A Trauma-Informed Children’s Book Exploring Secure Attachment for Children in Foster Care
No full textEstimates suggest 6% of U.S. children (nearly half a million) will be placed in foster care at any point between their birth and eighteenth birthday (Turney & Wildeman, 2017). This population of children is subject to multiple adverse childhood experiences (ACEs; Turney & Wildeman, 2017). Such ACEs include parental divorce, parental incarceration, parental abuse, a household member with a psychological disorder, violence exposure, or a household member grappling with substance use. Exposure to childhood ACEs can negatively affect children behaviorally, emotionally, socially, and academically (Lawrence et al., 2006; McGuire et al., 2021). Research indicates youth in foster care are more vulnerable to school dropout, more likely to perform poorly in school, and more likely to receive low standardized test scores (Luke & O’Higgins, 2018; Trout et al., 2008; Zetlin et al., 2012). Research also indicates children in foster care may experience psychological disorders such as depression, anxiety, and PTSD, at higher rates (Harman et al., 2000; Pilowsky & Wu, 2006). Due to the heightened number of psychopathological challenges foster children may face, it is valuable to consider effective therapeutic interventions for children in substitute care, including foster care.
One possible intervention, bibliotherapy techniques may be beneficial in encouraging positive academic, emotional, and social development in children with trauma histories. A recent study of 17,545 American children suggested activities such as shared reading, singing, or storytelling can improve school readiness scores in all children, including those exposed to ACEs (Crosh et al., 2024). Other findings indicate foster children may emotionally and socially benefit from reading stories about being in foster care (Baker, 2007). Since children in foster care may benefit from reading books they can relate to, my thesis project presents a trauma-informed book, intentionally designed for children in foster care. The children’s book presented will focus on attachment styles, specifically. The focus on attachment styles is beneficial to help children in foster care, who commonly experience disrupted relationships due to their placement in the system, understand what healthy attachment looks like (Font & Kim, 2021, Höltge, 2022). Understanding healthy attachment can help build the foundation for future healthy relationships. In other words, the book will help children in foster care understand how it feels to be seen, safe, soothed, and secure, which can provide a lens through which they can evaluate their current and future relationships
Understanding the Role of Academic Programs in Preparing Child Life Students for Internship – Perspectives of Students and New Professionals
Get PDFCertified Child Life Specialists (CCLS) are healthcare professionals trained to support the psychosocial and emotional needs of children and their families through hospitalization and other stressful experiences. Becoming a CCLS requires the completion of coursework, a 600-hour clinical internship, and certification through the Association of Child Life Professionals (ACLP). However, the transition from academic coursework to clinical internship can be challenging for students.
This qualitative study explores how child life academic programs prepare students for internship from the perspectives of students and new professionals. An exploratory-descriptive qualitative research design was used to examine the factors within academic programs that support internship readiness and the gaps in academic preparation. Semi-structured interviews collected the experiences of eleven emerging child life professionals. Open coding and thematic data analysis was used to analyze interview data. Four major themes emerged including: Tools for Success: Qualities of Students, Faculty and Programs, Putting Theory to Work: Active Learning Opportunities, The Art of Doing: Experiential Learning, and The Missing Pieces: Gaps and Opportunities for Academic Programs
Adverse Childhood Experiences and the Impact of Resiliency on Child Behavior: A Quality Improvement Project
No full textBackground: Adverse Childhood Experiences can have a significant impact on a person’s future health and wellness. Therefore, it is necessary for healthcare professionals to increase their understanding of possible mediating factors to lessen the impact of these experiences should they occur.
Purpose: The purpose of this project was to evaluate the effectiveness of an evidence-based quality improvement initiative designed to enhance the formal behavioral assessments of pre-school children following the participation of their caregivers in an ACEs and resiliency educational intervention.
Methods: Implementation of a two-armed intervention; a brief educational session aimed at providing an introduction to ACEs and a more in-depth educational session with staff and parents/guardians aimed at providing education regarding ACEs, their long-term impact, and resiliency-based practices.
Findings: The findings show improvements in knowledge of ACEs and resiliency skills and confidence regarding ability to help children become resilient; as well as the positive impact of the intervention and early childhood education programs on the children’s formal behavioral assessments