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Why Are So Many Adults Getting Diagnosed with ADHD and Autism?
No full textCurt and Katie interview Dr. Monica Blied about adults getting diagnosed later in life with Autism and/or ADHD. We look at why people (especially individual assigned female at birth) are getting diagnoses later in life. We also explore skills, strategies, and accommodations to support neurodivergent individuals in navigating life. We also talk about unmasking and helping adults talk with their family members about diagnosis
Development of leader voice and leader silence scales: how and why leaders choose to remain silent or speak up during situations of workplace aggression
Get PDFThis study aimed to investigate the factors that drive leaders to speak up or remain silent when witnessing workplace aggression and to develop scales to measure leader voice and leader silence. While research on employee voice and silence exists, leader voice and silence need more theoretical development. I used an exploratory sequential mixed-method design to address these gaps. Subjects: Study one included 26 graduate management students and 35 leaders across multiple industries in the United States who witnessed workplace aggression in their unit. Study 2 included 345 people who supervised others at work. Instruments: Seven open-ended questions asking respondents to describe workplace incidents, aggressor, and their motives to speak up or remain silent with the aggressor. Study 2 consisted of 47 exemplary statements from study one on voice and silent motives, and a 19 item BAS/BIS scale. Analysis: Exploratory qualitative research followed by Exploratory and Confirmatory Factor Analysis. Findings: Consistent with the findings of Sherf et al.’s work on employees’ voice and silence, the findings of study one indicated that leader voice and silence are distinct constructs with unique motives. Leaders who speak up against workplace aggression are motivated by the goal of maintaining a safe and productive work environment. The Behavioral Activation System (BAS) and the concept of perceived impact align well with explaining their behavior. In contrast, leaders who remain silent after observing an employee’s workplace aggression are motivated to avoid the aggressor due to fear and uncertainty. The Behavioral Inhibition System (BIS) and the loss of psychological safety align well with explaining their behavior. Study 2 developed Leader Voice and Leader Scale items. Leader Voice Scale yielded three factors with 19 items. Leader Silence Scale yielded four factors with 14 items. All factors loaded strongly on their respective constructs. Limitations: subjectivity which is inherent in qualitative research, exclusive use of self-report data, and methodological limitations that make it impossible to infer causality. Future research could focus on narrowing the construct’s domain with regards to specific types of aggression incidents
The Culturally Conscious Board: Setting the Boardroom Table for Impact
No full textThe definitive introduction for changemakers new to the world of nonprofit and small business boards of directors.
Bust the status quo of board room administrative tedium and passive participation to contribute to meaningful social transformation and impact in your organization. Authors Jukanovich and West offer changemakers new to the boardroom the mindset and strategies necessary to make a difference in the organizations they lead.
Mission-based, socially responsible, and transformational organizations are needed more today than ever. And the boards that lead them must be in tune with their stakeholder’s culture. But so often they are held back by ineffective decision making and a lack of interpersonal trust.
This book breaks down the key elements of a successful boardroom and how to achieve them. From onboarding diverse talent to establishing trust through accountability, you will have the tools and actionable techniques needed to effectively make a difference in the world with healthier boardroom practices
Educators’ experiences and perspectives on teaching sexuality education to high school students in Vietnam
Get PDFThis qualitative phenomenological study explored experiences of teaching sex education and identified challenges to sexuality education among 10 Vietnamese high school educators. Sexuality education high-school teachers in Vietnam participated in in-depth interviews focused on (a) experiences associated with teaching sex education in Vietnamese high schools and (b) how high school educators’ experiences with professional training related to sex education influenced their teaching practices. This research explored teacher characteristics, curricula, professional development, and environmental factors. Study data were collected via Zoom interviews, enabling the researcher to engage participants in their subjective viewpoints and overcome the hurdles of long-distance travel and health safety concerns amid the COVID-19 pandemic. Data were analyzed and interpreted using thematic analysis. The problem was twofold: (a) Without comprehensive sexuality education, adolescents and youth are at risk for unplanned pregnancies, abortion, sexually transmitted infections, cervical cancer, HIV, and other diseases; and (b) Comprehensive sexuality education can empower adolescents to make informed choices about their sexual health. Three research questions (RQs) were formulated directly from the existing problem RQ1. How do high school educators in Vietnam describe their teaching practices related to sexuality education? RQ2. What factors influence the experiences and perceptions of educators in Vietnam regarding teaching sexuality education to high school students? RQ3. What recommendations do educators have for training/professional development and content delivery for teaching sexuality education to high school students? Using three theoretical frameworks, Constructivism, Social Cognitive Theory, and Transformative Learning Theory, the research utilized established methodologies developed by prior scholars and theories. While seven themes emerged, the study’s results inferred a commonality of the participants’ experiences within three main takeaways: the impact of the Vietnam Ministry of Education and Training, the participants preferred professional development setting of blended learning, and a need for mandatory professional development for these dedicated educators. These three takeaways are intertwined and converge with the interests and ability to deliver proper and accurate sex education to adolescents, not only in Vietnam but worldwide. The results of the phenomenological study suggest that professional development can benefit organizations, community groups, and personal enlightenment within broader realms of teaching, coaching, and mentoring
Systematic review of the risks, consequences, protective factors, and treatment of infidelity for military couples
Get PDFThis systematic review examines literature related to the phenomenon of infidelity in relation to military couples, particularly regarding the risk factors, protective factors, and relational outcomes of infidelity in relation to the military lifestyle. Aspects of this lifestyle, including deployment, relocation, combat exposure, and the plethora of mental health issues subsequent to these experiences, are common instigators of adverse relational events like infidelity, which itself is a catalyst for further relational injury. Furthermore, treatments available for military couples, which have been adapted from various therapy modalities used with civilian couples, are also summarized in this review to consolidate and discuss the resources needed by military couples and their advocates, including chaplains, mental health providers, and military family support programs, to address the consequences of extramarital behavior. The search was limited to peer-reviewed studies to gather information related to research questions to sustain an empirically supported systematic review. Inclusion and exclusion criteria ensured that the studies answered at least one of the key research questions. The data collected and extracted from each study are summarized and presented to determine clinical implications and recommendations for future research
The long-lasting credibility: a leadership model for building trust in multinational companies
Get PDFThe purpose of this research was to examine the strategies, challenges, and measures of trust-building between leaders and team members in multinational organizations. This topic is significant because (a) the deficit of trust in leadership has spread across industries and nations over the last decades (Edelman, 2023), imposing a high penalty on organizations and society (Covey & Merrill, 2018); (b) in contrast, in a trusting environment, happiness, cooperation, and results are enhanced (Zak, 2017); and (c) trust is also an issue in cross-cultural settings because the traditional notion of trust is binary and Western, leaving out cultural awareness necessary to trust (Kwantes & Kuo, 2021). Therefore, there is room for improvement in the current literature and models and to offer a better understanding and actional steps to build trust. To address this problem, this research utilized a theoretical framework with theories of trust (Covey et al., 2022; Mayer et al., 1995; Stickel, 2022), emotional intelligence (Goleman, 2019), and cultural intelligence (Livermore, 2015). It is assumed that emotional and cultural intelligence are positively related to trust. Qualitative methodology with a phenomenological approach is applied to understand the lived experience of leaders in multinational organizations (Creswell & Poth, 2017). The inquiry technique is appreciative (Cooperrider et al., 2008) and semi-structured, allowing a deeper analysis of the strategies and challenges leaders encounter. The expected outcome is a new model of trust with actionable steps that can be applied by leaders in multinational organizations and new knowledge to build up the current literature
Best practices of secondary grades 6-12 educators teaching physical computing with microcontrollers
Get PDFThis qualitative, phenomenological research study explores the best practices that secondary Grades 6-12 educators employ when using microcontrollers in the classroom. Governmental and private organizations have investigated and promoted the importance of Science, Technology, Engineering, Math (STEM) and computer science in education (Code Advocacy Coalition [CODE], n.d.-a; Fayer et al., 2017; National Science Board [NSB], 2010b, 2018, 2020b, 2022; President’s Council of Advisors on Science and Technology [PCAST], 2010, 2012). Computer science occupations are a leading field and will have strong growth through 2029 compared to STEM occupations (Zilberman & Ice, 2021). Organizations such as CODE, Computer Science Teachers Association (CSTA), and the International Society for Technology in Education (ISTE), promote both STEM and computer science education seeking to increase engagement in computer science leading to students pursuing degree majors at the college level. Physical computing, using programmable devices, such as microcontrollers, are a way to increase engagement and interest in computer science (Hodges et al., 2019; Przybylla & Romeike, 2018b; Sentance et al., 2017a, 2017b). Through application of constructionist learning theory (Papert, 1980; Resnick et al., 2005) students can explore how to design, build, and program artifacts that can interact with the physical world. Artifacts can take the form of robotic cars, household and environmental sensors, and wearable electronics that are affected by the wearer and the environment. Various instructional frameworks can be employed with physical computing including the 6E model (Burke, 2014), Universal Design for Learning (Center for Applied Special Technology [CAST], 2018), the Use-Modify-Create model (Lee et al., 2011), in addition to strategies such as Pair Programming (Williams & Kessler, 2000), Debugging (Yadav et al., 2011), Tinkering (Kotsopoulos et al., 2017), Making (Sheridan et al., 2014), and Productive Failure (Kapur, 2008).
To understand the phenomenon of best practices of physical computing with microcontrollers, the researcher implemented a phenomenological approach with 10 semi-structured interview questions to a group of 15 participants who experienced the phenomenon personally. The intention is the results from this study will raise awareness of computer science in secondary curricula and the value of physical computing using microcontrollers for promoting this ever-growing field
Teaching English Pragmatics to Chinese Students
No full textThis poster addresses a common teaching challenge in linguistics and considers how to support ESL/EFL students in understanding and mastering a complex linguistic concept. Framing the challenge through students\u27 L1 and L2 language comparison, this poster addresses how teachers can effectively address this linguistic concept to enhance student comprehension and application. The research synthesizes findings from three scholarly sources, which consider cognitive, cultural, and instructional challenges that students face. The poster concludes with actionable insights for educators seeking to address persistent teaching challenges and enhance student success in the language classroom
Bridging the Gap: Teaching Mandarin Learners to Decode Literal and Metaphorical Meanings in English
No full textThis poster addresses a common teaching challenge in linguistics and considers how to support ESL/EFL students in understanding and mastering a complex linguistic concept. Framing the challenge through students\u27 L1 and L2 language comparison, this poster addresses how teachers can effectively address this linguistic concept to enhance student comprehension and application. The research synthesizes findings from three scholarly sources, which consider cognitive, cultural, and instructional challenges that students face. The poster concludes with actionable insights for educators seeking to address persistent teaching challenges and enhance student success in the language classroom
CREATIVE MINDS (Writers’ Block is Good News!): Psychotherapeutic Approaches and Insights
No full textFor clinicians treating creative patients of all types, dealing with their particular concerns requires both psychotherapeutic acumen and a measure of artfulness. Creative patients—writers, performers, painters, musicians, etc.—bring a unique array of psychological issues into the treatment room. And while their artistic struggles are inextricably bound up in their personal ones, they often present in ways that can vary greatly from what is seen in the traditional patient. But my goals for this column extend beyond these patients to clinicians themselves, who perhaps are seeking to explore their own artistic expression. Over my years in practice, I have worked with many psychiatrists, psychologists, and physicians who have published memoir, fiction, nonfiction, self-help, poetry, and vignettes in various clinical journals. Plus, those who compose music, do sculpture, and show paintings. Not to mention a dozen PhD candidates struggling with their dissertations, stereotypically—yet often truly—due to procrastination. I hope those clinicians reading this will find some insights that pertain to their own creative goals. In addition to which, I will address both countertransference in the therapeutic dyad with creative patients, as well as the subtle danger of an intersubjective conjunction