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Resonant Breathwork as Multimodal Vagal–Interoceptive Modulation: An Empirical Synthesis of Non-invasive VNS, Breathing-Driven Interoception and Respiratory Tools
Full text linkResonant Breathwork is proposed as a layered, measurable intervention that modulates vagal activity and interoceptive processing through acoustic vocalization, respiratory mechanics, and biofeedback. This review synthesizes human empirical studies from 2022–2025 across five domains: (1) noninvasive transcutaneous auricular vagus nerve stimulation and acoustic or vocal vagal engagement; (2) interoception targets modulated by breathing; (3) respiratory rehabilitation tools, including oscillatory positive expiratory pressure and inspiratory muscle training; (4) virtual or augmented reality breath biofeedback; and (5) neuroimaging of high ventilation breathwork with music. Evidence shows taVNS can acutely increase vagal indices, with effects contingent on frequency and pulse width, while paced humming or singing near 0.1 Hz enhances respiratory sinus arrhythmia and positive affect. Breathing phase shapes perception and neural excitability; exhalation weighting and slow pacing amplify heartbeat evoked potentials and attention to internal signals. OPEP improves airway clearance and symptoms, and inspiratory training increases inspiratory strength with shifts toward parasympathetic balance, suggesting autonomic co benefits beyond pulmonary gains. XR delivery yields physiologic outcomes comparable to non XR biofeedback but improves engagement and transfer in stress laden contexts. Neuroimaging during high ventilation plus music reveals reduced perfusion in interoceptive cortex and increased perfusion in limbic regions alongside sympathetic activation and post session emotional relief. Findings align with a testable framework in which acoustic resonance, mechanical load, and feedback guided timing jointly modulate vagal efference and interoceptive circuitry, with translational potential for neurodivergent and post viral dysautonomia
Fall Fashion Show & Market (December 5, 2025)
Full text linkProgram for this Fall Fashion Show & Market (December 5, 2025), Lindenwood University
Resiliency Training for Music Therapy Students During Fieldwork Experiences
Full text linkAll music therapy undergraduate and equivalency students in the United States must complete 1,200 hours of fieldwork experience to obtain degree conferment from an accredited and approved higher education program (American Music Therapy Association, 2023b, p. 1). While engaging in fieldwork had several benefits for music therapy students, such as the opportunity to build practical experience and refine skills, the experience also involved several challenges (Forinash, 2019; Tien & Trang, 2020). A challenge not yet thoroughly examined by faculty and staff within higher education music therapy programs was student mental health. To date, researchers had not examined the prevalence of mental health challenges experienced by music therapy students and how the challenges influenced student quality of life during fieldwork experiences. The scholar practitioner implemented the design thinking process with stakeholders and end users to explore how resilience training (focused on defining and describing resilience, energy management, goal setting, and dealing with stress) can minimize music therapy student symptoms associated with anxiety, depression, and burnout syndrome during fieldwork experiences. Results from the research study indicated faculty and staff can cultivate music therapy student resilience through active learning experiences to improve emotional stability and mental clarity during fieldwork experiences. In addition, faculty and staff can assist music therapy students with proactively setting realistic and relevant goals focused on using energy management techniques during fieldwork experiences to decrease stress levels and symptoms associated with anxiety, depression, and burnout. Faculty and staff can also lead music therapy students in reflective practices focused on cultivating gratitude during fieldwork experiences to enhance positive emotions, boost confidence levels, foster a sense of accomplishment, and improve student quality of life
The Historical Role of Westward Expansion Between American Museums and Indigenous Tribes
Full text linkErika Tenorio’s thesis explores the intersection of Westward Expansion, American museums, and Indigenous communities, analyzing how 19th- and 20th-century expansionist policies shaped museum collections and Indigenous representation. The study examines how the ideology of Manifest Destiny, rooted in the Doctrine of Discovery, justified the forced removal of Native Americans and facilitated the collection of Indigenous artifacts by museums. Many of these institutions, influenced by Western colonial perspectives, portrayed Native cultures as relics of the past rather than as living traditions.
The research incorporates postcolonial and decolonial methodologies to assess evolving narratives within museums, focusing on Indigenous sovereignty, repatriation efforts, and the enactment of the Native American Graves Protection and Repatriation Act (NAGPRA). The thesis highlights challenges in implementing repatriation policies and addresses ongoing debates about authority over cultural heritage. Additionally, it evaluates the role of tribal museums and cultural centers in reclaiming Indigenous narratives.
By analyzing historical art, legal frameworks, and contemporary museum practices, Tenorio argues for the continued need to challenge colonial legacies in museum spaces. The study ultimately advocates for stronger collaborations between museums and Indigenous communities, emphasizing the importance of accurate representation and ethical stewardship of cultural materials
A Qualitative Study Utilizing the Design Thinking Process to Structure and Organize for Small Group Reading Instruction in Third, Fourth, and Fifth Grade
Full text linkHaving educated and knowledgeable classroom teachers in reading instruction is a key tool in changing the dynamics of the struggling readers in schools. Being able to lead reading instruction in both whole and small group ensures students are able to learn and build reading strategies and skills to be implemented during whole group and independent time, where text is utilized with grade-level expectations. Utilizing explicit small group instruction can have a positive effect on student achievement and success. Research has shown that “guided reading makes it possible for students to effectively process an appropriate text every day, expanding their reading powers through supportive teaching that enables them to gradually increase the difficulty level at which they can read proficiently” (Fountas & Pinnell, 2010). Believed by the scholar researcher, once the classroom teacher can be trained and informed of the best practices and strategies to use during small group instruction, students can be explicitly taught skills and strategies with text and resources on their cognitive level to better perform during whole group instruction where text is at the designated grade level. The problem addressed in the study emphasizes the lack of resources, whether it be building and district-wide professional development, tangible instructional materials to utilize, a veteran teacher and/or reading specialist to collaborate with for guidance, to best meet the needs of the struggling teacher
A Systematic Literature Review of Behavior Analysis in Psychiatric Inpatient Settings
Full text linkApplied behavior analysis (ABA) may be best known for the treatment of individuals with intellectual or developmental disabilities, such as those with autism spectrum disorder (ASD). However, ABA also has a long history of effective outcomes with other populations, such as with individuals who are admitted to inpatient psychiatric facilities (Dougher, 2004; Harvey et al., 2009). In 2018, 187,877 individuals in the United States were reported as receiving treatment for mental health disorders (Lutterman, 2022). Given behavior analysis’ success implementing operant procedures with these populations, an updated review of the literature on the use of behavior analysis within these settings seems warranted, as the most recent review of the research in this area occurred more than three decades ago. Thus, the purpose of the current study was to conduct an updated systematic literature review on the use of behavior analysis within inpatient psychiatric settings through the year of 2024 and to expand previous search and coding criteria found in previous literature. The results and directions for future research are discussed