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Trauma-informed Practice in K-12 Education: How Training, Knowledge, and Skills Impact Teacher Self-efficacy
No full textTrauma experience is a pervasive problem for Indiana students that may hinder their functioning within the educational environment. Difficulty in addressing the impact of trauma for students often makes educators feel ineffective and is a contributing factor in educators leaving the profession. Trauma-informed care is an evidence-based framework of practice that may be implemented to mitigate the impacts of trauma for students. Indiana legislation now mandates pre-service educators receive education in trauma-informed care, but there is limited research on the current state of in-service educator trauma-informed care knowledge and skills, as well as the impact on their self-efficacy as educators. The present study explored the relationship between Indiana educator reports of trauma-informed care knowledge and skills and educator self-efficacy, as well as the influence of educator training in trauma-informed care on development of trauma-informed knowledge and skills and educator self-efficacy. The study also explored how demographic factors may contribute to educator trauma-informed care knowledge and skills and educator self-efficacy. Results of the study showed that reports of trauma-informed knowledge and skills predicted higher rates of teacher self-efficacy, and training increased TIC-KS. Implementing ongoing plans for trauma-informed care professional development for all educators may improve teacher self-efficacy thereby increasing teacher retention and student outcomes
Gender Role Conflict in Women
No full textThis study examines gender role conflict (GRC) in women within the context of feminine norms, with a focus on developing a scale designed to measure GRC derived from feminine ideology that may contribute to gender related stress. The primary research questions address the factor structure, reliability, and validity of the Gender Role Conflict Scale for Women (GRCS-W). Additional research questions examine the relationship between feminine gender role conflict and psychological well-being, and whether any racial differences exist in self-reported GRC. Participants include 132 women aged 18–70 from diverse educational backgrounds. Findings revealed a three-component solution for the GRCS-W. The internal consistency reliability among components ranged from 0.73 to 0.86, which indicated good reliability. There was also a significant positive correlation between the GRCS-W and the GRCS. Findings indicated a significant positive correlation between the GRCS-W and anxiety and depression, and a small, non-significant relationship between the total GRCS-W score and self-esteem. However, there was a significant relationship among the Leadership, Marriage, and Social Expectations subscale of the GRCS-W and self-esteem. The differences in GRC between White women and women of color were significant within the context of both feminine and masculine norms. White women reported higher levels of GRC within both contexts. Overall, findings align with the theoretical assumption that women do experience GRC about feminine gender roles
The Influence of High IQ on ADHD Symptom Presentation and Outcomes in Children
No full textResearch suggests that a high intelligence quotient (IQ) may contribute to the underdiagnosis and misdiagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD) in children. High IQ may allow children to compensate for executive functioning-related deficits inherent in ADHD and/or may influence behaviors such as high activity level or not following rules that mimic ADHD symptoms. To gain a better understanding of the relationship between IQ and ADHD, the present study aimed to investigate how high IQ impacts symptoms of inattention and hyperactivity as well as outcomes related to academic performance, emotional regulation, and peer relationships in children. The study utilized archival data from 263 children (ages 6-12) who were evaluated for ADHD at a Midwest university-based ADHD clinic. Data collected included parent and teacher ratings on behavior ratings scales and child performance on a measure of intellectual ability. Contrary to hypotheses, the current study did not find support for reduced ratings of inattention, hyperactivity, and academic impairment for children with high IQ and ADHD compared to children with average IQ and ADHD in a clinical sample, although ratings of academic impairment trended in the expected direction. Findings revealed some support for a moderation effect of IQ on the relationship between emotional dysregulation and peer impairment; the relationship between emotional dysregulation and peer impairment was stronger at lower IQ levels and weaker at higher IQ levels. Results suggest that factors in addition to emotional dysregulation contribute to peer impairment for children with higher IQ. Considering clinical implications, greater understanding of how IQ impacts presentation of ADHD symptoms and outcomes could influence the process by which clinicians integrate and interpret assessment data
How Students Learn in a Service-Learning Course: A Quasi-Experimental Field Study of Generative Learning
No full textSessa and London’s (2005, 2006) continuous learning model was used to generate hypotheses suggesting that service-learning courses trigger student engagement in generative learning processes moderated by the students’ prior experience and that engagement in generative learning behaviors impact learning outcomes. 127 students in eight courses participated in a quasi-experimental, non-equivalent control group design with a pre-test and two post-tests. Results partially support hypotheses. Implications for theory development, future research, and service learning pedagogy are discussed
Reconsidering the American Dream and U.S. Latino Culture in a College Spanish Service-Learning Course
No full textThis study explores how a joint Photovoice project about the American Dream between a U.S. Latino culture course and a multicultural middle school class influenced college students’ perceptions of Latino culture. In addition to outlining the service-learning course design, the study also analyzes the trajectory of the students’ understanding of the American Dream. As a result of the partnership, college students’ American Dreams shifted away from the archetypal personal success narrative toward a more civically- oriented approach