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The Psychometric Challenges of Implementing Wellbeing Assessment Into Clinical Research and Practice: A Commentary on “Assessing Mental Wellbeing Using the Mental Health Continuum–Short Form: A Systematic Review and Meta-Analytic Structural Equation Modeling”
No full textIasiello et al. (2022) offered a useful meta-analytic summary of the construct validity evidence for the internal structure of the Mental Health Continuum–Short Form (MHC-SF), with the aim of encouraging the assessment of “wellbeing in clinical practice to demonstrate clinically relevant outcomes that may contribute to clinical recovery or relapse prevention” (pp. 4-5). We fully support this aim. In fact, we have recently incorporated the MHC-SF into our routine outcome monitoring at a community based mental health treatment clinic. As Iasiello et al. (2022) noted, clinical assessment and treatment effectiveness have focused on “dysfunction and distress” (p. 3), and we think that use of the MHC-SF can help reorient practitioners toward addressing symptom reduction and improved wellbeing
The Impact of Terminal Doctoral Level Credentials on Physician Assistant/Associate and Physician Collaboration
Get PDFPhysician assistants/associates (PAs) are regarded as valuable members of the healthcare team and work in a team-based collaborative model with physicians. In recent years, there has been a debate regarding the most appropriate entry-level and terminal degree for PAs and an urgency to explore optimal team practice. Due to the important collaboration between the collaborating physician (CP) and the PA, how this degree change may impact the quality of relationship is broadly unknown. The purpose of this study was to describe the demographic characteristics of physician assistants/associates (PAs) who have doctoral degrees, describe work-related characteristics of PAs who have doctoral degrees, and identify any association between holding a doctoral degree and PAs’ perception of the quality of collaborative relationships with their CP. In this quantitative, retrospective, exploratory study, descriptive statistics and chi-square test of independence was performed using data from the American Academy of Physician Assistants 2021 Salary Survey. Data analysis revealed that there was a significant difference (p \u3c 0.05) between demographic and workplace characteristics of PAs with and without doctoral degrees. The PA perception of positive, neutral, or negative relationship with the CP based on whether the PA had a doctoral degree was also statistically significant (p \u3c 0.05). Due to limitations, caution should be taken when applying the results of this study toward recommendations in the doctoral degree debate in the PA profession. This study expands the knowledge of clinically practicing PAs with doctoral degrees and how they rate their relationship with their CPs. The results of this study provide professional organizations, healthcare teams, and individual healthcare providers a better understanding of the importance of the cultivation of positive collaborative environments
Rethinking Transition: On the History, Experience, and Current Research Regarding Gender Transition, Transition Regret and Detransition
No full textOne of the most controversial questions in the academic conversation about transgender experiences is this: How common is it for transgender people who pursue a gender transition to change their minds later and choose to detransition? Estimates of the prevalence of detransition vary widely. Some researchers say this outcome is extremely rare, while others claim it is increasingly common
The Book of Revelation: Part 3 Wednesday Adult Community 2022 Okoboji Bible Conference
No full textThe Book of Revelation has three interwoven themes that we find throughout the book: the kingdom of God, tribulation, and perseverance
Study of Dijet Events with Large Rapidity Separation in Proton-Proton Collisions at √s = 2.76 TeV
No full textThe cross sections for inclusive and Mueller-Navelet dijet production are measured as a function of the rapidity separation between the jets in proton-proton collisions at s = 2.76 TeV for jets with transverse momentum pT\u3e 35 GeV and rapidity |y| \u3c 4.7. Various dijet production cross section ratios are also measured. A veto on additional jets with pT\u3e 20 GeV is introduced to improve the sensitivity to the effects of the Balitsky-Fadin-Kuraev-Lipatov (BFKL) evolution. The measurement is compared with the predictions of various Monte Carlo models based on leading-order and next-to-leading-order calculations including the Dokshitzer-Gribov-Lipatov-Altarelli-Parisi leading-logarithm (LL) parton shower as well as the LL BFKL resummation. [Figure not available: see fulltext.
How Can Educators Better Inform Parents about the Special Education Process So That They are Empowered to Increase Their Role as Active Participants in Their Students’ Education?
Get PDFThe benefits of family involvement in students’ education range from academic and behavioral growth to better attendance and social skills. Parent involvement in the educational process for students with disabilities is a legal right, yet barriers to involvement result in what researchers call an untapped capacity for joint collaboration between parents and educators. This literature review sought to determine how parent involvement is defined and then identify barriers to involvement. Those barriers are addressed with research summaries of how to empower teachers to support family involvement and how to empower parents to be involved in the special education process. One section focuses on what researchers say are the best ways to engage culturally and linguistically diverse families
Across the Spectrum: Understanding Issues in Evangelical Theology Third edition
No full textThis accessible yet comprehensive primer helps readers understand the breadth of viewpoints on major issues in evangelical theology. Now updated and revised throughout
Self-Advocacy and Postsecondary Program Achievement in Students With High-Incidence Disabilities
No full textThis literature review examines studies that investigated and evaluated the relationship between self-advocacy and college program completion in postsecondary students with disabilities. Research was reviewed that used school-aged participants with disabilities, postsecondary-aged students with disabilities, high school faculty, postsecondary faculty, parents of the students with disabilities, and two and 4-year college Disabilities Services staff. Many factors are involved in why students with disabilities tend not to self-advocate for themselves or ask for support or assistance in secondary and postsecondary educational institutions. Inversely, some motivators promote students’ self-advocacy decisions, which has sparked interest in this area of study. The studies reviewed showed a positive relationship between self-advocating and college graduation. Student participants of the studies showed a significant increase in college completion when reporting they had registered with their two or 4-year college’s disability services office, requested eligible accommodations, asked questions on learning content, and asked for support and assistance. Effective transitional services that offer the skills needed for self-advocacy development during high school is key to building confidence in obtaining postsecondary support and requesting assistance. Student involvement in their IEP meetings and IEPs has also been attributed to a higher rate of requesting accommodations and college success. Students who receive proper quality self-advocacy practice, with their IEP development and meetings, and are informed of their eligibility for support will prepare them with the tools needed to complete their college programs efficiently
Using Technology In And Out Of The Classroom To Support English Language Learners
Get PDFThis thesis examined various methods of how technology could better support English language learners in and out of the classroom, and how educators should utilize technology to better support English language learners across all age ranges. The author reviewed articles within the technology in education concept and organized them into four categories, which are Blog-assisted and social media-assisted language learning, technology usage in the classroom, and recommended applications. The author analyzed the benefits and limitations of each method and provided suggestions and strategies for utilizing technologies to support English language learners. On the bright sight, the technology strategies reviewed in this research have a positive impact on English language learners. They are effective instructional tools since with their convenience, accessibility, flexibility, and autonomy, students’ learning motivation, and engagement could be easily increased. They could also create extended social interactions among the participants, which is beneficial for building a learning community and positive relationships. However, choosing the right fit technology methods according to the age range of the students; using scaffolded instructions, and modeling digital citizenship are the factors that educators should be aware of when designing the course