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Review of Sarah Guérin, French Gothic Ivories: Material Theologies and the Sculptor’s Craft
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The English Apocalypse: A Fourteenth-Century Translation of the Book of Revelation from Columbia University, MS Plimpton Add. 03
Get PDFBefore the Wycliffite Bible in the 1380s, one of the only complete books of the Bible to be translated into Middle English was the Book of Revelation. The English Apocalypse, translated from the French sometime in the early 14th century, must have been well known to the later translators, since it appears in 18 extant manuscripts, sometimes alongside Wycliffite material. This edition reproduces, for the first time, a copy of the English Apocalypse, which actually replaced the Book of Revelation at the end of a Wycliffite New Testament. Whether the manuscript compiler simply preferred this version or meant it to be a placeholder or translation guide, this unique text is immensely valuable to scholars of early English Bible translation, as well as to students of Middle English literature and medieval religious practice.https://scholarworks.wmich.edu/mip_teamsmets/1003/thumbnail.jp
How Acute Care and Inpatient Occupational Therapists Describe their Experiences with Secondary Traumatic Stress
Get PDFBackground: The primary purpose of this research was to explore how occupational therapists in acute care and inpatient rehabilitation settings describe their experiences of secondary traumatic stress (STS).
Methods: Researchers used a convergent parallel mixed methods design. Electronic surveys (n = 181) and qualitative data collection through interviews (n = 6) and a focus group (n = 3) were used. Qualitative data were analyzed with content analysis, and quantitative data were analyzed using descriptive statistics. Both data sets were compared to identify patterns.
Results: Five main categories were identified: (a) supports to worker role, (b) barriers to worker role, (c) exposure to client trauma, (d) undefined role expectations, and (e) impact of client trauma. A few of the STS symptoms experienced by occupational therapists are as follows: 39.9% occupational therapists stated wanting to avoid working with certain clients, and 47.3% of occupational therapists identified having trouble concentrating. However, 45% of the respondents did not feel comfortable asking for help for their mental health from employers.
Conclusion: Findings indicated acute care and inpatient rehabilitation occupational therapists are exposed to many types of client trauma and developing STS. There is inadequate education and support for occupational therapists in this practice setting to manage the effects of STS
Learning from Experience: What Is Successful Respite During and Post-Pandemic?
Get PDFThe COVID-19 pandemic had immediate and long-lasting impacts on both kinship families and the organizations that serve them. During the pandemic, as families navigated health challenges, economic consequences, and school and daycare closures, relatives as parents programs (RAPPs) were challenged to surmount staffing and programming hurdles to meet family needs. Despite the difficulties posed by the pandemic, RAPPs developed creative solutions to offer respite programming. Some of these programs continue to be used today, over four years after the start of the pandemic. This article describes the presentations and discussions that took place during a 90-minute workshop at the 2023 Brookdale Foundation RAPP Network Conference. Panelists discussed successful respite program strategies used during the COVID-19 pandemic, and the audience participated in a discussion regarding COVID-19-related challenges for respite programs and the principles of practice that programs are using or plan to use post-pandemic. Strategies noted across the presentations and discussion included using technology to deliver educational and support programming, finding ways for families to have fun together despite social distancing, and using outdoor spaces for programming. Going forward, respite programs anticipated offering a combination of online, hybrid, and in-person programming to meet the diverse needs of families, along with sustaining new respite practices developed during the pandemic
Combining Bibliotherapy and Dialogue Journaling in a Fourth-Grade Book Club: Impact on Students’ Writing Apprehension
No full textThis article presents the qualitative findings derived from a larger convergent-parallel mixed methods study that explored the outcomes of a bibliotherapy and dialogue journaling intervention on the writing apprehension of eight fourth-grade student participants in an after-school book club. In addition to transcripts of dialogue journal entries, other qualitative data included survey responses from the fourth-grade language arts teachers, field notes, and a post-intervention focus group interview. The qualitative data set was transcribed, coded, and analyzed for emergent themes. Qualitative findings suggested that the student participants demonstrated increased confidence and were in the process of developing more positive attitudes toward writing. The study suggests that interventions for students with writing apprehension should be considered within the context of a community of writers