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A Proposal for Peer-Based Mentorship using Typical Developing Students as Mentors for Neurodivergent Students to Improve Social-Management and Self-Efficacy
Get PDFNeurodivergent or students with autism spectrum disorder (ASD) struggle in multiple ways in a general education classroom. Peer mentorship may afford a reliable educational tutor to help them learn social cues and appropriate responses for academic and social situations. This is an issue-focused design-based study specific to the learning context of the researcher. The study focused on improving self-efficacy and social management for neurodivergent students by using dependable peer mentorship. The guided inquiry method is proposed to give students the knowledge to help them to ask questions and find solutions. In this design, it is proposed to work with the Relationship Development Intervention (RDI) team to design criteria for mentor training. Through an analysis of the dilemma and a review of the literature, the researcher proposes that the students be paired with a dedicated older student as a mentor. This mentor will give peer support, friendship, academic tutor support with teacher guidance, and behavior modeling. The program's desired outcomes are to minimize negative external and internalizing behaviors on subsequent screening and to positive observations from students, paraeducators, and teachers working with the ASD student
Leaving Mormonism: Impacts on Happiness
No full textThe main guiding question of this capstone project revolves around how individual happiness compares after a faith transition to before, both in the short and long term. A secondary question is whether there is academic support for measurably higher happiness levels in Mormons
Child Sexual Abuse and South Asian Adult Intimate Relationships
Get PDFChild sexual abuse (CSA) is when a child is forced into sexual activity they are developmentally unaware of and are unable to give consent. CSA occurs in every country all around the world. In Canada, children who have been sexually abused have a hard time disclosing due to secrecy, fears of reporting and the social consequences. In India, the stigma and shame around the topic exacerbate the issue leading to higher rates of children underreporting. The impact of CSA is severe for the general population and for South Asian women (SA). In the SA community, there are high rates of intrafamilial child sexual abuse (IFCSA). CSA impacts survivors psychologically, physically, and spiritually and negatively impacts how they feel about themselves and the world. Survivors of CSA are more self-critical towards themselves and struggle with healthy communication and expressing emotions. The relational trauma of CSA impacts a child's future intimate relationships. It impacts their ability to trust their partner, feel safe and be sexually open. In SA culture, there are cultural norms and traditional attitudes that foster silencing of sexual coercion. This paper will include in-depth research for each of these topics pertaining to CSA, SA women, and intimate relationships. Lastly, this paper will conclude by creating a framework for a workshop designed to help counsellors and professionals in this field
Navigating Neurodiversity: Examining ADHD's Influence on Therapists
Get PDFNeurodivergent (ND) therapists are mental health professionals who identify as such due to their sensory experiences and cognitive styles, which deviate from societal norms. This hermeneutic phenomenological literature review considers the experiences of ND therapists, specifically therapists with attention-deficit hyperactivity disorder (ADHD). This research drew upon counselling and ADHD literature, borrowing participant quotes to consider the experience of ND therapists beyond diagnostic criteria and counsellor development theories. Therapists with ADHD may encounter disadvantages related to comorbid conditions, gender-based inequalities, and executive functioning impairments. This literature review also addresses foundational impairments of ADHD, such as deficits in executive functions and working memory and their implications for therapists. In addition, the effects of ADHD on the working alliance and therapeutic presence are considered. Conversely, this literature review highlights specific characteristics of ADHD that may serve as protective assets for ND therapists. It considers the potential benefits of using mindfulness as an ongoing strategy to mitigate ADHD symptoms. The findings of the phenomenological hermeneutic analysis shed light on the critical research gap concerning ND therapists. Consequently, an opportunity arises to identify the most effective ways to support ND counsellors through the ever-changing phases of their lives and careers
Exercise in Anorexia Nervosa Treatment: From Problematic to Therapeutic
No full textThere is a common link between anorexia nervosa (AN) and compulsive exercise. Despite this, current AN treatment models generally do not incorporate exercise, which can negatively affect recovery and enhance health risks. This paper provides a literature review exploring issues in defining and measuring compulsive exercise, and examining the prevalence, etiology, and effects of compulsive exercise in AN. It also reviews the risks and benefits of incorporating exercise into AN treatment and explores the focuses of research and treatment that has attempted to incorporate exercise thus far. With this synthesis of the research, it is clear that there is much more work to be done to see how treatment programs may support participants of different environments, ages, genders, and stages of illness; this paper explores possible future directions for research and practice to enhance treatment and mitigate risk. In an outline of 12 best practices, this paper concludes with recommendations for incorporating exercise into treatment in safe and sustainable ways
Let's Work Together: Developing a Shared Instructional Identity
No full textBook: Instructional Identities and Information Literacy, Vol 2
Publisher: ACRL
Editor: Amanda Nichols HessThe development of a shared instructional identity at our library involved a collaborative effort among research and instructional team leaders, instruction librarians, and teaching faculty. We took advantage of a time of change and growth at our institution to systematically reimagine our expectations and practices, solidifying a multipronged approach to information literacy instruction that involved experimentation and risk-taking, partnerships across campus, and buy-in from instruction librarians and teaching faculty alike