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Psychedelic Integration: Bridging Indigenous Wisdom and Western Practice
No full textPsychedelic integration is the crucial aftercare phase of psychedelic-assisted therapy (PAT), providing a bridge between expanded states of consciousness and their application in daily life. While current models are largely rooted in Western, cognitively oriented frameworks, this capstone project, viewed through a constructivist lens, argues that holistic and culturally grounded approaches may offer greater potential for lasting transformation. Through a comprehensive literature review and a proposed qualitative study comparing client experiences of integration in both clinical and ceremonial contexts, the project critically examines the limitations of existing models and highlights the need for more inclusive practices. Tracing the historical development of integration from Indigenous healing traditions - where it is embedded in ritual and community - to the Western systematization of the three-stage preparation-dosing-integration model, the project contrasts individualistic, psychotherapy-adapted methods with holistic approaches that emphasize relational, spiritual, and ecological balance. By centering clients’ perspectives, the proposed research aims to identify practices that support meaningful change, enhance outcomes, and address limitations in current approaches. Ultimately, this project calls for a more pluralistic and connection-centered model of integration, advancing best practices in psychedelic counselling and care
Applications of Machine Learning Algorithms for Examining the Impact of COVID-19 on the Dropout Rate for High Schools in the State of Illinois
No full textHigh school dropout remains a persistent and pressing issue in the United States and globally. This quantitative, non-experimental study aimed to develop a predictive model for high school dropout rates in the state of Illinois before and during the COVID-19 pandemic, covering the years 2017–2019 and 2020–2022, respectively. Publicly available datasets from the Illinois State Board of Education were analyzed using multiple linear regression, random forest, and XGBoost models to assess the impact of the pandemic and to identify which school-level features most strongly predict dropout outcomes. The study applied the CRISP-DM framework and interpreted results through the lens of survival analysis theory to address the problem of academic attrition over time. Research questions and hypotheses were tested using the three predictive models. The analysis identified mobility rate, COVID-19 period, and low-income enrollment as the most influential predictors of high school dropout, with mobility rate emerging as the top signal across models. Model performance was evaluated using R², mean absolute error (MAE), and root mean squared error (RMSE). The XGBoost model offered the best balance of predictive accuracy and computational efficiency, making it the most effective and preferred model for this study. Recommendations for future research are grounded in the study’s predictive scope and methodological limitations. Proposed next steps include evaluating model performance over extended timeframes, incorporating post–COVID-19 data, and exploring additional demographic and school-level predictors using time-aware validation and stratified replication. These extensions will strengthen the generalizability and practical value of predictive modeling for dropout prevention in educational settings
Teacher Development Through Video in Virtual Learning Communities: A Qualitative Case Study
No full textThe daily work lives of teachers are constantly evolving from year to year. Time that was once allotted by the school district leadership for professional development and teacher learning has been reallocated to other state and federal regulations. The trickle effect has resulted in the traditional method of professional development delivery becoming obsolete. This descriptive qualitative case study addressed the problem that teacher needs for ongoing training and skill enhancement are no longer being met by traditional, in-person professional development programs. The purpose of this descriptive qualitative case study was to investigate teachers’ perceptions of virtual learning communities as a means of effective professional development. This descriptive case study examined one high school’s English language arts department consisting of 16 teachers. The use of in-person interviews, teacher journals, and technical platform data were used to explore the impact on the perceptions of teachers who used the VLC as their main means of professional development. The two research questions guided this study: 1) how do high school teachers perceive and describe their learning through virtual learning communities as a means of professional development, and 2) how do high school teachers perceive and describe their learning from video in virtual learning communities as a means of professional development? Through the data analysis, six themes emerged: (a) solid platform for learning, (b) adequate coverage of topics within the virtual learning community, (c) effective means of learning, (d) deeper understanding of professional development specific curriculum development, and (f) commonality of learning among department members. The results revealed that teacher perception of the use of VLCs was positive regarding growth, efficiency, connectivity, and learning
Patient Safety in Quality Management Operations: Assessing Quality Risk Management Strategies and Maturity in Start-Up CDMOs
No full textThis applied doctoral project examined the maturity of Quality Risk Management (QRM) strategies within a start-up Contract Development and Manufacturing Organization (CDMO), referred to as Startup X. The study addressed the critical problem of underdeveloped QRM systems in early-stage CDMOs, where limited resources, leadership instability, fragmented governance, and reactive quality risk cultures compromise manufacturing reliability, product quality, regulatory compliance, and ultimately – patient safety. These gaps impede internal operational efficiency, organizational performance, and pose broader public health risks by increasing the risk of quality failures, production delays, and drug shortages across the biopharmaceutical supply chain. The project aimed to evaluate the current maturity of Startup X’s QRM framework, identify systemic and cultural barriers, and develop evidence-based strategies to strengthen quality governance and patient-centered decision-making. Guided by Waldron’s (2017) QRM Maturity Model, this qualitative case study employed semi-structured interviews, document reviews, and process mapping to assess QRM practices. Participants included Quality Control personnel and senior leaders with direct involvement in quality operations. Data was thematically analyzed to identify recurring patterns related to risk management practices, communication, and governance structures. The findings indicate that Startup X is in the emergent to early developing stages of QRM maturity. Key challenges included limited staff competency, inconsistent application of risk assessment tools, insufficient training, and weak cross-functional governance. Despite these limitations, the project successfully established a diagnostic baseline for QRM capability and produced a structured roadmap for improvement. Immediate objectives emphasize embedding risk-based decision-making through a formal QRM charter, assigning risk ownership roles, and instituting comprehensive training programs to cultivate a proactive quality culture. The conclusions of this project provide practical strategies for Startup X and similar CDMOs to progress toward structured and sustainable QRM maturity. Strengthening governance frameworks, standardizing QRM practices, and institutionalizing proactive risk management will enhance regulatory compliance, client confidence, and patient protection, thereby advancing professional practice and quality excellence within biopharmaceutical manufacturing
Principles and Practices in Teaching One-Month Online College Courses in the Age of Artificial Intelligence
No full textPrinciples and Practices in Teaching One-Month Online College Courses in the Age of Artificial Intelligence grew out of two decades of experience designing and teaching accelerated online courses for adult learners. These courses, typically lasting only four weeks, demand both structural precision and intellectual flexibility. The question at the heart of this work has always been how to preserve depth of learning within compressed time. The answer, refined through years of practice, lies in predictable design that allows students to focus on inquiry rather than logistics, and in meaningful dialogue that transforms brief encounters into lasting understanding. The handbook is written for educators who recognize that one-month courses succeed not by reducing content, but by intensifying interaction. Each chapter builds on the principle that structure liberates creativity: when modules, calendars, and grading systems are consistent, professors can devote more time to conversation, feedback, and mentorship—the true sources of learning. What distinguishes this model is its insistence that simplicity in design does not mean simplicity in thought. Standardization establishes rhythm, while discussion, reflection, and evaluation sustain intellectual complexity
Secondary Instrumental Music Educator Instructional Strategies, Competencies, and Perceived Knowledge Gaps: A Descriptive Design Study
No full textThe problem addressed by the study was the knowledge gap between the expected competencies of secondary instrumental music educators upon entering the field and their ability to deploy modern instructional strategies based on the demands of the contemporary classroom. The purpose of the qualitative descriptive study was to explore the instructional strategies actively used in the secondary instrumental music classroom, the competencies required for educators to remain relevant and effective as they employ modern strategies, and the perceived knowledge gaps in educator preparation. The study’s conceptual framework integrated literature on music educator competencies, instructional design, and teacher preparation to analyze the alignment between educator training and the evolving demands of secondary instrumental music classrooms. Data collection was semi-structured interviews and focus group with N=19 U.S.-based secondary instrumental music educators and fine arts administrators using maximum variation sampling. Braun and Clarke’s six-step thematic analysis framework guided data analysis. Findings generated updated frameworks for instructional strategies, competencies in secondary instrumental music education, and misalignment between university preparation and the demands of contemporary classrooms, especially in non-performance instruction, entrepreneurial knowledge, and personal development. Findings align with existing research highlighting the need for curriculum modernization in preservice music teacher education. Recommendations for practice include embedding comprehensive pedagogical training, administrative preparation, personal competencies, and prioritizing holistic skill development to better equip music educators for the psychological, professional, and instructional challenges of modern classrooms. The study contributes actionable insights for improving music educator effectiveness, program sustainability, and long-term career viability in the post-pandemic era
Understanding Autistic Burnout: The Role of Sensory Processing Differences and Implications for Clinical Practice
No full textWhile the term 'autistic burnout' has long circulated in autistic communities, academic research on autistic burnout is nascent, and there is little empirical research on its etiology, symptomology, or recovery. This capstone study examines how a core diagnostic category of autism, sensory processing differences, may play a role in the development of and recovery from autistic burnout. Guided by the Social and Relational Model of Disability, this paper integrates a thematic analysis of recent studies to uncover patterns in sensory-related stress and coping strategies among autistic adults. Findings suggest that sensory processing differences, particularly hypersensitivity to certain sensory stimuli, are both risk factors and symptoms of autistic burnout. Masking or camouflaging—the practice of concealing autistic traits to adapt to neurotypical society—likely exacerbates sensory stress and mediates the development of autistic burnout. Unmet support needs further compound the problem. Clinically, this study underscores the need for sensory-informed psychotherapeutic interventions and societal recognition of autistic burnout as a serious mental health issue. The paper provides recommendations for clinical identification and treatment of autistic burnout, and future research to address this overlooked aspect of neurodivergent mental health
21st-Century Business Instructional Designer Competencies: Design and Development Tool Creation Case Study Utilizing Artificial Intelligence
No full textThe rapid proliferation of immersive technologies within the knowledge-based economy has intensified the demand for employability skills commonly referred to as 21st-century competencies. Instructional design professionals, employed across diverse industries and sectors, are expected to demonstrate specialized knowledge and skills to support subject matter experts in delivering instruction through multiple formats. Rather than a generalized set of competencies, business leaders increasingly require instructional designers to demonstrate a focused range of 21st-century skills. This emphasis on targeted abilities positioned competency-based human resource management as central to the study and informed the selection of participants, including business experts, academic faculty, and practicing instructional designers. A design and development research qualitative case study approach was employed, grounded in a conceptual framework integrating three elements: (a) Instructional design competencies identified in the literature and codified by the International Board of Standards for Training, Performance, and Instruction; (b) participants’ perspectives on the definition and scope of 21st-century workforce competencies for instructional designers; and (c) constructivist learning theories supporting design practice. The study’s purpose was to generate recommendations that could inform the creation of a competency map to guide business leaders, academic leaders, and instructional designers in determining the knowledge, skills, and abilities essential for practice in industry and business contexts. Data collection included semi-structured interviews, an online questionnaire, and a focus group with participants who met the study criteria. Analysis informed the development of an AI-generated competency mapping tool and rubric. ChatGPT-5 further contributed a scoring rubric aligned with the tool to assist hiring committees and train faculty in interpreting results. A ii cautionary note was included to ensure rubric use aligns with organizational needs assessments and contextual priorities, particularly when applied as an exemplar for prototype development. Findings underscore the risk that future professionals may lack the critical 21st-century skills required for success across multiple sectors without integrating identified competencies into formal instructional design training. The resulting competency mapping tool provides a practical framework for aligning instructional design preparation with evolving workforce demands
Exploring Student Veterans Mental Health Stigma Coping Strategies in Higher Education: A Phenomenological Study
No full textVeterans who pursue higher education as a pathway to civilian reintegration often encounter unique challenges, particularly related to mental health stigma. This study aimed to explore the coping strategies student veterans employ in managing mental health stigma within the higher education context. Understanding stigma management strategies is crucial to supporting the well-being of student veterans and ensuring their successful academic completion. Guided by Meisenbach’s Stigma Management Communication (SMC) Theory, which categorizes communicative strategies used to manage stigma, this descriptive phenomenological study examined the lived experiences of student veterans through semi-structured interviews conducted via Zoom. Participants reflected on their military background, academic environments, relationships with peers, faculty, and staff, as well as institutional support systems. Findings indicated that military cultural norms surrounding mental health strongly influenced participants’ approaches to stigma management. The predominant coping strategy identified was concealment and avoidance, often resulting in unmet mental health needs. These results underscore the pressing need to challenge stigma, prioritize the well-being of student veterans, and refine institutional practices and resources to better support this population. Additionally, the findings call on higher education policymakers to implement systemic changes that address veterans’ transitional challenges, particularly those linked to mental health. Future research should further investigate the range of coping strategies and their implications for both mental health outcomes and academic performance among student veterans
The Effectivness of Attachment-Based Therapy for New Parents with Adverse Childhood Experinces
No full textThe purpose of this research is to identify the specific challenges that arise for new parents with Adverse Childhood Experiences (ACE) histories and to subsequently examine the relevance of attachment-based therapy to assist these individuals in their new parental roles. ACEs are strongly linked to long-term mental health consequences that are associated with intergenerational impacts on parenting and child development. Despite their broad effects, current interventions for parents with ACE histories remain broad in approach and limited in efficacy. This literature review examines the effectiveness of attachment-based therapy in supporting positive parenting among new parents with ACEs. Recent research was synthesized to explore how ACE exposure shapes parental functioning and how attachment-based interventions may address these challenges. Thematic analysis identified key areas of impairment, including deficits in executive functioning, emotional regulation, and reflective capacity, which influence parent-child dynamics. These outcomes are further shaped by cultural and contextual factors and moderated by Positive Childhood Experiences (PCEs). Evidence from existing studies suggests that Attachment-Based Therapy shows promise in fostering secure attachments, reducing parental stress, and supporting more adaptive parent-child relationships. Clinicians are encouraged to consider clients’ intersectional experiences and integrate attachment-based therapy with other approaches to provide holistic, trauma-informed care