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Eating Disorders and College Female Athletes
No full textEating disorders and disordered eating has been noted as having a higher prevalence in the athlete population than that in the general public. Research has shown that eating disorders are potentially life-threatening diagnoses and affect both the psychological and physical health of the individual diagnosed. This literature focuses on determining the relationships between predisposing and sport-specific influencing factors in the development of clinical and subclinical eating disorders in female college athletes in weight-sensitive sports. A literature review was conducted by reviewing articles from quantitative, qualitative, and mixed-method studies using various data collection methods. The findings indicated that sport pressure may not be directly linked to the development of disordered eating symptoms as once thought, but may still be relevant. Societal pressure has been found to increase the risk for the development of disordered eating in athletes through the stigmatized ‘thin ideal' in which society determines the sport-specific body image expectations of lean vs. non-lean athletes. This study provides an exploration into the relationships between predisposing and sport-specific factors to eating disorder symptoms in female college athletes. Clinical applications include the need for athlete-specific screening tools and tailored eating disorder treatment procedures. Future research should include preventative measures, early detection protocol, institutional changes within the athletic community, and longitudinal studies sampling a diverse population of athletes
Childhood Trauma and Attachment Difficulties Emerging in Adult Life
No full textThe present capstone seeks to analyze traumas faced during childhood, difficulties, and barriers in forming healthy/secure attachments, and possible ways in which these can affect and emerge in adult life - ranging from early adulthood into late adulthood. It will furthermore analyze how traumas and insecure attachments formed during childhood can be passed onto that individual's future offspring, in an intergenerational cycle. There are limited studies showing the link between early childhood trauma and mental health issues, such as depression, anxiety, post-traumatic stress disorder, and substance-use disorder, in late adulthood
Peer Support Facilitates Post-Traumatic Growth in First Responders: A Literature Review
No full textIntroduction: First responders are routinely exposed to traumatic workplace incidents that can result in post-traumatic stress disorder (PTSD). First responder organizations utilize different types of peer led programs to support first res ponders following a critical incident including the Critical Incident Stress Management Program (CISM) and stand-alone peer support programs. Little research has been done to determine the benefits or limitations of stand-alone peer support programs on the mental health of first responders. The aim of this project was to understand what characteristics of peer support facilitate post-traumatic growth (PTG) in first responders. Methods: A literature search was completed using the City University of Seattle library database, ResearchGate and Google Scholar. The studies used in this review were found on EBCSOhost, ProQuest, PubMed and Wiley Online. This review includes literature published since 2006 that references post-traumatic growth in first responders, and/or their preferences for support, their coping styles and organizational impacts on growth. Thematic analysis was conducted to identify the themes and patterns in the final 10 research papers. Results: This literature review identified five themes of formal and informal peer interactions that support PTG in first responders. (1) Peer support assists first responders with the processing of traumatic events and (2) managing orga nizational stressors. (3) Peer support alone may not lead to PTG and requires the use of adaptive coping behaviours. (4) First responders who actively engage with peer support experience increased well-being and (5) relational safety with peers encourages disclosure that leads to post-traumatic growth. Conclusion: Formal and informal peer support contribute to post-traumatic growth (PTG) in first responders. Further research needs to be done to differentiate between the effects of trained peer support and support from colleagues
Treatment Approaches and Outcomes for Eating Disorders, Including Spiritual and Religious Frameworks: A Resource for Mental Health Professionals
No full textThe purpose of this paper is to explore eating disorder treatment and recovery outcomes using spiritual and religious interventions. This paper outlines published research and recent studies to provide an overview of what treatments can be used within this context and what future clinical applications could look like when incorporating spirituality in the treatment of eating disorders. Concepts and themes stemming from attachment theory and attachment to God or a higher power, are unpacked, and their relevance in the use of treatment outcomes for eating disorders are reviewed. Eating disorders are a serious mental health disorder that could result in fatalities. This paper explores additional ways clinical practitioners can meet the needs of their patients by incorporating a more holistic framework for treatment. Finally, this paper provides an outline for a class that could be used in an academic setting for mental health professionals, to gain an awareness and knowledge of the role of spirituality in the therapeutic space
A Professional Development Study on Student Collaboration in the Classroom
No full textStudent collaboration among peers has always been an intriguing foundational component within education. Coming out of a roughly two-year pandemic where students lost (or never gained) their skills to collaborate with peers, social-emotional learning appears more important than ever. I learned through my own education in a masters in teaching (MIT) program that I had become a higher student achiever by regularly collaborating with my cohort peers. Included in many of the lesson plans I created during my master's program included a Turn-and-talk or Think-pair-share assessment strategy to encourage collaborative learning. It never dawned on me that most of the third-grade students in my classroom had never been taught the skills to collaborate using these formative assessment strategies. Through these experiences, I became curious as to what the best practices were for implementing collaborative assessment strategies. I also wanted to better understand the costs and benefits collaborative strategies have on student achievement and social-emotional learning
