Carolyn Wilson Digital Collections (Lipscomb Univ.)
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Social Emotional Learning for Students in Schools and Communities
Get PDFThe goal of the educational approach known as Social and Emotional Learning (SEL) is to integrate these skills regarding SEL to be implemented in the school curriculum. In addition to emphasizing students’ abilities, education helps students build the kind of brains needed to acquire everyday tasks. The goal of this proposal is to help students develop a feeling of self-worth and awareness so they can connect and communicate honestly with one another. Schools will witness a significant shift in the lives of their students and the way teachers instruct once this learning is implemented. When this knowledge is successfully applied in the classroom, teachers will have more time to concentrate on three things: student success, personal development, and behavioral regulation. By participating in constructive activities both within and outside of the classroom, students may practice and apply the skills they acquire to their everyday lives. This study will provide several justifications for why students will profit from their education and how it inspired communities and families to support the program. It enables their students to be committed to their education, work ethically, be involved in the classroom, and eventually succeed outside of the classroom
Willie Cato speaking at Goodpasture High School
No full textWillie Cato, president of Nashville Christian Institute from 1959-1967, speaking at Goodpasture High School.https://digitalcollections.lipscomb.edu/nci_events/1010/thumbnail.jp
Interpersonal Violence and the Impact on Children’s Educational Outcomes
Get PDFThis capstone explores the complex topic of interpersonal violence which impacts children in the home and their school outcomes. Understanding children who are not getting their emotional or physical needs met could have a harder time focusing, staying awake, or being present in the classroom is incredibly important. This paper examines the pre-existing literature on the topic of how children react to interpersonal violence and how punishment in schools can affect academic outcomes. A solution is proposed for teachers to be taught trauma informed care to increase empathy towards students and decrease behavioral suspensions. Trauma informed care can mitigate partial or full traumatic symptoms in the classroom and implementing this could help give a child a second chance and some grace for their circumstances
Barbara Dixon, 1962.
No full textHeadshot of Barbara Dixon, a senior at the Nashville Christian Institute in 1962.https://digitalcollections.lipscomb.edu/nci_head/1028/thumbnail.jp
William Muncy, 1962.
No full textHeadshot of William Muncy, a senior at the Nashville Christian Institute in 1962.https://digitalcollections.lipscomb.edu/nci_head/1027/thumbnail.jp
Marshall Keeble Headshot #3
No full textA headshot of Marshall Keeble at the Nashville Christian Institute.https://digitalcollections.lipscomb.edu/nci_head/1039/thumbnail.jp
Marshall Keeble Hall 2
No full textBatavia Street side entrance of Marshall Keeble Hall dormitory at the Nashville Christian Institute.https://digitalcollections.lipscomb.edu/nci_build/1001/thumbnail.jp
NCI 18th Annual Lectureship Bulletin Board
No full textMarshall Keeble and his wife, along with Ms. Campbell, prepare a bulletin board for the Nashville Christian Institute\u27s 18th annual lectureship.https://digitalcollections.lipscomb.edu/nci_events/1007/thumbnail.jp
MyPOV: Promoting Self-Efficacy and Empowerment Amongst Foster Youth
Get PDFTrauma is a key player in the lives of young people within the child welfare system. Adverse childhood experiences define the course of life for many foster youths prior to entering the system, and for many, exemplify their time during and after foster care. The results of this trauma are often overwhelming and far-reaching, as traumatic behaviors often take the form of distrust and dysregulation. Moreover, trauma can disrupt one’s sense of safety and contribute to feelings of disempowerment. For many, it is rare that our lives are representative of a complete lack of opportunity for self-efficacy and empowerment; however, this phenomenon showcases the lived experience for most foster youth.
Within the child welfare system, the sheer number of opportunities for youth to make decisions regarding their care is minimal. When this feeling of powerlessness is compounded with a lack of transparency and previous traumatic experiences, it often results in a child being retraumatized and an exacerbation of known trauma-related behaviors which can lead to disruptions in placement and adversely impact the social safety net. This paper examines the literature related to the absence of youth empowerment and choice within the child welfare system. The creation and implementation of a cellular application that provides education curriculum and trauma-informed resources is presented to increase foster youths’ opportunity for self-determination, positive coping, and strength-based skills, all while promoting collaboration amongst secondary clients
Curis Cheatham, 1962.
No full textA headshot of Curtis Cheatham, a senior at the Nashville Christian Institute in 1962.https://digitalcollections.lipscomb.edu/nci_head/1034/thumbnail.jp