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Disabled Students' Experiences with Disability Cultural Centers and Disability Culture in U.S. Higher Education
Get PDFThe 1990 Americans with Disabilities Act improved access to postsecondary education for disabled students, yet they are still marginalized and leave university at rates 17% higher than nondisabled students (Lombardi & Lalor, 2017). The specific problem is that disabled students face compounding barriers to success, including oppressive structures and ableism. Disability cultural centers (DCCs) have the potential to directly support disabled students and to promote a disability-positive campus culture. The purpose of this qualitative study was to explore the experiences of disabled students with DCCs and disability culture at U.S. universities, generating empirical evidence about the understudied structure of DCCs. Using hermeneutic phenomenological analysis design, the primary instrument was in-depth, semistructured interviews with 15 disabled students from seven U.S. colleges with DCCs. Transcripts were analyzed iterating between qualitative data analysis software and manual thematic analysis. The results comprised 11 themes relating to DCC structures (forms), disabled students' experiences (functioning), and cultural expressions (meanings). The themes were applied to draw conclusions: Disability is still understood as an individual problem on U.S. campuses. DCCs are "safe houses" that directly support disabled students and disability subcultures, regardless of design. They foster transculturation and disability-positive pockets on campus. It is recommended that university leaders prioritize disabled students' success by visibly committing resources to DCCs and including disability culture in diversity, equity, and inclusion programming. Future research with DCCs could consider including more schools, campus histories, and curricular influences. The results of this study can be used for disability advocacy with university leaders and policymakers at all levels
Relational Leadership: Strategies for Building Positive Relationships with Teachers and Students to Create a Culture of Mutual Trust, Respect, and Belonging
No full textPositive relationships in schools are crucial to creating an environment based on mutual respect, trust, and belonging. Since schools are social environments in constant change, transformational and relational leadership theories are most suitable for guiding students in the school environment. Leaders who believe in relationships empower staff and students to reach their full potential. Key to this examination is the exploration of strategies designed to promote professional development for both teachers and leaders. For teachers, this includes the implementation of mentorship programs, coaching initiatives, feedback sessions, collaborative planning teams, curriculum development teams, and/or collaborative groups. These measures foster an environment wherein educators may not only acquire new skills but also engage in reflective practices and knowledge sharing. At the same time, school leaders benefit from leadership training programs, mentorship initiatives, and professional growth plans. These avenues empower leaders to model the values of trust and respect, serving as exemplars for the entire school community. Furthermore, the implementation of restorative practices, including community-building circles, peer mediation, and restorative conferences serves as a powerful means to address conflicts and restore relationships. Such practices reinforce the sense of community and belonging in the school. In conclusion, this capstone emphasizes relational leadership and its associated strategies. By prioritizing trust, respect, and belonging, educators collaboratively create an inclusive environment conducive to teaching and learning
The Impact of Social Media on Self-Diagnosis in Adolescents
No full textThis paper explores the impact of social media on adolescents' self-diagnosis of mental illness. A literature review of recent research on the topic examines the impact of social media, with attention to specific diagnoses and phenomena, including tics, orthorexia, dissociative identity disorder, and attention deficit hyperactivity disorder. Peer-reviewed articles were found using ProQuest, PSYCInfo, PubMed, and Sage via the CityU Library and Google Scholar. The paper highlights how social media platforms can influence an individual to self-diagnose, while at the same time can reduce stigma and provide a sense of community. Therapists working in the field may need to adapt their services to online communities and have open-ended conversations about their adolescent clients' use of social media and understanding of their mental health
Workplace Gendered Racism: Black Women's Anxiety, Depression, and Coping
No full textThrough a comprehensive literature review, this capstone addresses the correlation between workplace gendered racism (WGR), anxiety/depression symptoms, and counselling strategies to support engagement coping among Black women who experience WGR (WGR-BW). The literature on WGR-BW has shown a correlation between WGR and heightened symptoms of anxiety and depression, as well as an increase in the use of disengagement coping mechanisms. Cognitive-Behavioral Therapy (CBT) is discussed as a helpful modality for supporting WGR-BW, when culturally adapted. Culturally adapting CBT aids counsellors in challenging Black women's self-blame/criticism and promoting engagement coping. The recommendations for future research emphasize the need for Canadian-specific data, diverse demographic representation, and the integration of intersectional self-report measures. The capstone concludes with a reflective exploration of personal growth and perspective shifts, highlighting the integration of the Critical Race Theory (CRT) framework into counselling practice. Overall, this capstone project equips counsellors to provide more culturally competent and affirming support for WGR-BW, fostering safe therapeutic spaces and promoting engagement coping strategies
The Role of Childhood Emotional Maltreatment in the Development of Compulsive Sexual Behaviour: Implications for Treatment
No full textA deeper understanding of potential risk factors and clinical correlates of compulsive sexual behaviour (CSB) can help inform more effective prevention and treatment strategies. Among these risk factors, childhood emotional maltreatment (CEM) has been notably associated with CSB. This research explores the complex association between CEM and the development of CSB in adulthood. It critically examines key mechanisms underlying this relationship, including disruptions in attachment, neurobiological influences, and emotion dysregulation. Following an extensive literature review, the implications of these mechanisms on existing CSB treatment modalities are discerned. Drawing from this analysis, recommendations for counselling practice are proposed, including the strategic use of the therapeutic relationship, comprehensive assessments and case conceptualizations, collaborative goal-setting, and the employment of an integrative, multimodal treatment model
Barriers to South Asian Sexual Development and Sexuality
No full textThe objective of this capstone is to examine the barriers to sexual development and sexuality in South Asian (SA) culture. This paper will analyze the impact of the acculturation process and the pressures to conform to new ways of living in an individualistic society that can cause cultural distress and family tension within the SA household. This paper explores the impact of colonization on SA culture and SA influences, including filial piety, patriarchy, gender roles and socialization. This study reflects cultural influences that sustain issues of sexual silencing and moral policing, which reinforces sexual shame and stigmas which limit an individual's ability to enjoy safe and pleasurable sexual experiences. Finally, this paper will explore challenges within SA culture, such as gender roles, socialization processes and sexual communication, which reinforces sexual taboos and fears pertaining to sexual development, sexuality and intimacy
The Importance of Sex Education for Autistic Adolescents
No full textAdolescence could arguably be one of the toughest times one has in their life. It is the period before one becomes an adult. Adolescents are going through puberty, creating strong friendships, seeing where they fit in in the world, and testing out romantic relationships. They are taking in knowledge from people around them and media. Sex education is one of the most important things one can learn as an adolescent. Sex education provides the knowledge and skills one needs to make informed decisions about sex and relationships. While it can be an overwhelming period for a neurotypical adolescent, imagine what it might be like for an autistic adolescent. Autistic adolescents do not all learn and take in information the same ways that their neurotypical peers do. Sex education may need to look different for these individuals. This capstone will discuss these issues and highlight the importance of having a diverse range of teaching tools when it comes to educating autistic adolescents on sex
