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Systemic Barriers to Inclusion: Leadership Practices to Support Inclusion
No full textThe education system continues to struggle to implement inclusive practices for neurodiverse students. Despite a shift in education from segregation to inclusion, many barriers still preclude inclusion from becoming a true practice of education. In Alberta, Canada, not only are neurodiverse students calling for equity in the classroom, but students from various cultural backgrounds are entering schools, creating diverse and complex classrooms. Teachers attempt to provide individual learning opportunities for all students but as class complexity increases this becomes impractical (Alberta Teachers' Association, 2021). Through the identification of systemic barriers that continue to hamper inclusive educational development, school leaders can find solutions. Regarding special education classes Jenson (2018) believed "special education continues to promote attitudes of disability being tragic and undesirable, consequently further excluding and oppressing these students" (p. 54). Teacher perceptions and attitudes focus on medical label of the child and not the individual nature of the child. The use of standardized curricula and assessments continue to be detrimental to inclusive education, particularly at the high school level (Jurado-de-los-Santos et al., 2021). Teacher and principal leadership, perspectives, and willingness to change practices are important for realizing inclusive education (Theoharis et al., 2016). An extensive literature review outlines promising practices for school leaders to undertake to beat the systemic barriers until a revolution happens within the whole education system
Physiological Changes during Internal Family Systems (IFS) Therapy
No full textTrauma and attachment breaches create negative physiological health and psychological distress. Internal Family Systems is a relatively new therapeutic framework that has effectively reduced symptoms of various mental illnesses. However, little is known about the connection between Internal Family Systems Therapy (IFS) processes and the physiological changes (and associated positive health outcomes) in adult individuals when they are treated for their attachment breaches during IFS trauma-informed therapy. The emerging trends in sensorimotor literature claim trauma and attachment injuries require an approach that addresses the cognitive, emotional, and physiological aspects to bring about healing. Addressing this gap in research is essential to understand the benefits of IFS more fully. Therefore, I posed the following question: How do the steps of IFS correlate to the physiological aspects of healing trauma in adult individuals? This paper aims to examine the link between physiological changes and IFS processes to aid clinicians to create specific treatment plans to help clients achieve positive physiological and psychological health outcomes. Eleven critical articles were obtained from the City University database, then reviewed and critically analyzed for this paper. Upon examining the gap in research between IFS processes and physiological changes, the literature (although scarce) pointed to a connection between some states evoked by IFS therapy (relaxation, self-leadership, and self-forgiveness) and specific physiological changes such as increased heart rate variability, which is connected to longevity and better cardiovascular health. The process of IFS, through creating a state of self-leadership and reducing the internal system's extreme behaviours, longings, thoughts, beliefs, and urges, can create physiological change and positive health outcomes
Understanding Borderline Personality Disorder Through an Attachment and Trauma-Informed Lens
No full textBorderline personality disorder (BPD) is currently classified as a psychiatric diagnosis characterized by various challenges, including difficulties in emotional regulation, interpersonal relationships, and self-regulation. BPD remains controversial and poorly understood. As such, I propose that a more comprehensive understanding in the complex mechanisms that underlie BPD configurations is urgently needed to reduce its stigma and for more effective prevention and intervention. This capstone project intends to better understand BPD through the intersecting relationships between its configurations and attachment, trauma, and Autonomic Nervous System functioning. The aim of the literature review is to challenge the traditional framework that locates the problems within the individual diagnosed with BPD and pathologizes their presentations as indicative of an intrinsic, inherent defect. Through a lens that is informed by attachment and trauma, I present research that would serve to destigmatize and depathologize BPD and propose recommendations for service providers working with individuals with this diagnosis