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How do mindfulness-informed practices positively affect students with intellectual disabilities
Get PDFMindfulness-informed interventions have gained greater popularity as interventions for schools for a variety of purposes. There has been an increase in research regarding the effect of these practices on students. Adolescent students with intellectual disabilities have also been the subject of research on the effects of mindfulness-informed practices. It is the goal of this thesis to address the effect of mindfulness-informed interventions on adolescents with intellectual disabilities. The research further seeks to determine whether these practices are effective for increasing positive school behaviors for these students, specifically: on-task behavior, emotional regulation, decreased aggression, decreased verbal outbursts, and increased academic performance. Several studies are reviewed that address mindfulness-informed interventions on these school behaviors. Additionally, an application of the research is provided to give special education teachers a starting point for implementing these mindfulness-informed interventions
Embedded Genres in the New Testament
No full textThis forthcoming monograph addresses embedded genres in the New Testament and asks the question, What difference does careful attention to ‘genres within genres’ make for interpretation? The book, to be published in 2024, is based on my lecture series at Acadia Divinity College in 2022. There is little, sustained theoretical exploration of the role of embedded genres in either biblical studies or in literary studies. The heart of the book (chapters 2-4) provides analysis of three examples of embedded genres across the New Testament. One example is vigorously debated (Philippians 2:6-11 as poetic); the second is usually overlooked (riddles by Jesus in Matthew); and the last is uncontested but takes up so much of the letter that its presence begs explanation (the household code in 1 Peter).https://spark.bethel.edu/dayofscholarshipgallery/1000/thumbnail.jp
Exploring the Occupational Health and Longevity of New General and Special Education Teachers: A five year study of novice teachers prepared by Bethel University
No full textFor over 20 years, the Education Departments of Bethel University have prepared teachers to serve K-12 students in Minnesota’s public schools. Each year, for accreditation and continuous program improvement data are gathered on their teaching performance and their satisfaction with the training they receive at Bethel. However, we are unsure about how long our newly inducted teachers stay in the field, what challenges they face as novice teachers, and how workplace factors influence the onset or mitigation of occupational burnout. In 2016, we recruited 65 teacher candidates from Bethel’s undergraduate and graduate education programs to participate in a longitudinal study spanning five years after program completion to learn more about who stays in the field, who leaves, and why. After initial consent, 43 participants continued through 10 phases of data collection using the Maslach Burnout Inventory/Areas of Workplace Satisfaction (MBI/AWS). Results suggested the second and fourth years in the classroom as most challenging for new teachers. Across all areas of Workplace Satisfaction, ‘workload’ emerged as a singular correlate with burnout factors of emotional exhaustion and depersonalization. Workplace factors of Community and Values were most often rated as consistent areas of satisfaction across the first years of induction.https://spark.bethel.edu/dayofscholarshipgallery/1007/thumbnail.jp
The problem of religious peer disagreement: A response to Harold Netland
No full textThe problem of religious peer disagreement is this: suppose there are people that are your epistemic peers - they are just as intelligent, informed, and sincere as you - but they reject your religious beliefs. Does the existence of skeptical epistemic peers force Christians to withhold or evidentially support their religious beliefs? In this paper, I critique Harold Netland\u27s work on religious peer disagreement on three fronts: (1) his identification of epistemic peers, (2) his understanding of the epistemic implications of religious peer disagreement, and (3) the viability of his demand for additional evidence as a response to instances of peer disagreement.https://spark.bethel.edu/dayofscholarshipgallery/1011/thumbnail.jp
Documentation of recent Faculty and Staff Exhibition in the Olson Gallery
No full textThe faculty and staff of the Department of Art and Design are all active artists and designers, making varied work and exhibiting professionally. This slideshow includes images documenting the recent biennial Faculty and Staff Exhibition, which ran from August 30 through October 8, 2023 in the Olson Gallery. This exhibition included work from Heather Nameth Bren, Amanda Hamilton, Amy J. Harr, Jessica Henderson, Mark Johnson, Bre Reed, Kenneth Steinbach, Lex Thompson, Jeffery Wetzig, and Michelle Westmark Wingard.https://spark.bethel.edu/dayofscholarshipgallery/1016/thumbnail.jp
Japan, Anime, and Theology
No full textThis poster presents two publications related to Japan, anime, and theology. While each publication is different, they both ask “How do Japanese anime and popular culture reflect the beliefs of the people, and how can we view these beliefs from a biblical theological lens?” The book Anime, Philosophy, and Religion explores the diversity of anime themes and content by an international group of scholars. The article “Holograms and Idols: The Image of God and Artificial Transcendence in the Cultural Phenomenon of the Japanese Vocaloid Hatsune Miku” argues how the popularity of hologram concerts reflects the universal human desire for a relationship with the divine.https://spark.bethel.edu/dayofscholarshipgallery/1017/thumbnail.jp
Supporting the Mental Health Needs of Students with Autism Spectrum Disorder
Get PDFThis thesis studies interventions to support the mental health of students with autism spectrum disorder. According to Mazefsky (2019), more than 70% of youth with ASD have mental health conditions such as depression and anxiety. According to the National Alliance on Mental Illness, mental illness can impact an individual’s thoughts, mood, behavior, daily functioning, and ability to relate to others. Schools must establish effective treatment measures that are efficient and cost-effective. The literature indicated several school-based interventions with promising evidence to reduce anxiety for ASD students. Mindfulness practices, physical fitness programs, school-based cognitive behavior therapy strategies, technology, and environmental accommodations all produced promising outcomes in reducing anxiety levels. School-based interventions increase accessibility to the curriculum and positively impact the generalization of learned skills
Misidentifying English Language Learners with Learning Disabilities
Get PDFThis thesis explores the multifaceted issue of misidentifying English Language Learners (ELLs) with learning disabilities (LDs) in the educational system. The study begins by delving into the complicated reasons underlying such misidentifications, recognizing the significance of understanding the complex interplay between language acquisition challenges and learning disabilities. Utilizing empirical evidence and conducting an extensive literature review, the research uncovers the intricate factors contributing to the misidentification of ELLs, including linguistic diversity, cultural biases, and the limitations of assessment tools. Following this exploration of the problem\u27s dimensions, the thesis outlines solutions designed to prevent the misidentification of ELLs with LDs. These solutions encompass professional development for educators, culturally and linguistically responsive assessments, active involvement of parents and caregivers, individualized education plans, collaborative efforts, vigilant monitoring, and multilingual support. By embracing these solutions, educational institutions can ensure that ELLs receive the tailored support and interventions they require without the risk of being incorrectly labeled as a special education student. This research contributes to a more inclusive and equitable educational environment, acknowledging ELL students\u27 diverse linguistic and cultural backgrounds. It underscores the imperative need for the education system to adapt and evolve, providing every student with the opportunity to thrive, regardless of linguistic or cultural differences
Trauma-Informed Midwifery Care: An Integrative Review
Get PDFIntroduction: Trauma exposure is a common experience for people of all ages and demographics, especially women. During vulnerable times such as pregnancy and childbirth, midwives can address these concerns by providing trauma-informed care (TIC) and preventing retraumatization. As these issues are brought to light in health care, standardization in educating and equipping midwives on TIC in the health care setting is needed. The aim in this systematic literature review was to investigate the actions and conversations midwives need to incorporate in their routine antepartum, intrapartum, and postpartum care to integrate TIC. Methods: A systematic literature search was conducted using CINAHL, PubMed, ScienceDirect, and PsycINFO databases and a citation and hand search. Inclusion criteria included research on mothers 18–44 years of age, singleton pregnancy, and biologically female published between 2018–2022. Exclusion criteria included studies on mothers younger than 18 years old and biologically male. Relevant study demographics and findings were extracted and organized according to Kolcaba’s theory of comfort during the antepartum, intrapartum, and postpartum periods. Results: Findings from 5,671 women with a history of past or current trauma demonstrated the need for TIC during the antepartum, intrapartum, and postpartum periods. As evidenced by the results, no matter the type of trauma the individual faces, there are benefits seen when using different interventions to ensure care is administered to prevent retraumatization. The findings also revealed various TIC forms that are relevant during each pregnancy phase. Discussion: This review showed that participants with trauma histories overwhelmingly agreed that measures should be taken to prevent further retraumatization. Access to resources should be integrated into care and offered to clients. Findings in this review highlighted the need for additional TIC research and literature and for leading organizations to create policies endorsing TIC as a standard
Reading interventions for students with emotional behavioral disorders
Get PDFThe focus of this literature review is to determine the efficacy of reading interventions for students with Emotional Behavioral Disorders with comorbid reading disabilities. Students with EBD frequently exhibit reading difficulties which place them at risk for further negative life experiences. They are also likely to spend the most time in a self-contained classroom for the highest level of support. Despite this, they receive minimal amounts of direct reading instruction while in that setting. Special education teachers express concerns about the barriers to providing effective reading instruction but have a high interest in expanding their resources with professional development. Although they progress at a slower rate than their peers with other high-incidence disabilities, students with EBD and comorbid reading disabilities make gains with basic reading skills when proper instruction and intervention are implemented. This study found that using Peer-Assisted Learning Strategies, Repeated Reading, Corrective Reading, and other strategies increases reading abilities for students with EBD across all ages, in addition to increasing on-task behavior and personal beliefs about reading