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(Don’t) Fight for Your Right to Party: Exploring the Educational Significance of Trans Joy at Prom
Get PDFProm, a hallmark of American adolescence, is often dismissed as a frivolous tradition, yet it holds profound significance as a space for youth identity formation, social belonging, and cultural navigation. For trans and gender-expansive youth, the stakes of participation in this rite of passage are heightened amidst escalating attacks on their existence. This essay, drawing from graduate thesis research at the University of Edinburgh, examines the historical roots of prom, its embedded cis-heteronormative structures, and how Queer Youth Proms (QYPs) function as sites of resilience, joy, and self-determination for trans youth. While QYPs offer a critical refuge, their existence underscores broader systemic failures in ensuring trans adolescents\u27 safety and inclusion in mainstream educational and social experiences. Situating prom within the larger discourse on education, human rights, and community-building. This paper argues for the necessity of protected, affirming spaces where trans youth can experience joy not as an act of defiance, but as an expectation
“I have to say that the struggle was on the wrong focus”: Examining Past Transgressions to Reposition Our Futures for Black Education
Get PDFBrown v. Board of Education (1954) opened new possibilities for Black education, but what many perceived as a victory for racial equality led to increased violence against Black communities. In response, Black communities pushed to establish independent educational institutions and programs that better reflected their cultural values, needs, and aspirations. These efforts embodied the dreams of Black educators who envisioned an education system rooted in community empowerment, anticolonial values, and self-determination. Juanita Wade, a Boston teacher and community organizer, exemplifies this transformative shift. In this track, I analyze Wade ’ s archival materials to document her critical contributions to Black education and examine how her efforts speak to current struggles. Drawing on frameworks such as abolitionist education and Black political power through community control, I argue that Wade ’ s work is a guide for future educational possibilities
Implementing Standardized Intimate Partner Violence Screening in a Predominantly Latinx Community Health Center: Enhancing Detection Through EHR Integration and Staff Education
Get PDFIntimate partner violence (IPV) is a major public health concern that often goes unrecognized in clinical settings. Although national guidelines recommend routine screening, inconsistent practices and lack of staff training remain common issues. This quality improvement project was conducted in an adult outpatient clinic serving a predominantly Latinx population. To address the gap in IPV screening, an educational brochure and short slide presentation were developed for medical assistants. These tools focused on how to recognize signs of IPV, use trauma-informed language, and respond appropriately using the Hurt Insult Threat Scream (HITS) screening tool. The intervention aimed to increase awareness and improve staff readiness to screen for IPV. A total of eight MAs received the education, and eight brochures were distributed during the intervention period. Informal feedback from staff indicated that the materials were valuable and helped improve comfort with screening. While the planned EPIC hard stop was not implemented due to time limitations, the project highlighted the need for ongoing staff education, workflow standardization, and stronger referral processes to improve IPV identification and response in primary care
Implementation of Standardized Mobilization Assessment Tools to Promote Patient Ambulation at Medical Surgical Units
Get PDFThe objective is the cardiac medical surgical unit in a hospital in San Francisco not meeting the ambulation goal. This study aims to provide a context for enhancing patients\u27 ambulation levels by using standardized assessment tools Prior Level of Functional (PLOF) and Current Level of Functional (CLOF) in daily practice, thereby strengthening care plans and shortening hospital stay. The methods are microsystem evaluation, SWOT analysis, causal analysis, cost-benefit analysis, Gantt chart, pre & post survey, and flyer education for staff to guide the project implementation. The results are that after the intervention, the compliance of PLOF and CLOF documentation and the number of patients achieving the ambulation goal increased by at least 25%. The post-survey results showed that 30% staff got full points compared to 0% staff got full points of the pre-survey, indicating an improvement in knowledge of nurses. In conclusion, this project has improved the mobility of patients, nurses have more understanding of the use of PLOF and CLOF to guide the patient\u27s mobility, thereby improving the quality and efficiency of patient-centered care
“The School Pretty Much Doesn’t Care . . . But I Do” Syllabus
Get PDFOur “The School Pretty Much Doesn ’t Care . . . But I Do ” Syllabus frames school pushout as a structural determinant of health and one that disproportionately impacts Black girls. Therefore, we are calling in scholars, practitioners, and policymakers who do not operate solely in the field of education to recognize school pushout as a health inequity. Created through Black feminist and Black girlhood studies lenses and popular education approaches, our syllabus includes relevant transdisciplinary and cross-genre concepts, source material, and engaging activities. Overall, our syllabus seeks to guide those who educate, support, nurture, and love Black girls toward (re)new(ed) dialogue, praxis, equity, and justice
IJHRE Vol. 9: Queering Human Rights Education: Research, Praxis and Liberation for LGBTQIA2S+
Get PDFThis special issue of the International Journal of Human Rights Education, Queering Human Rights Education: Research, Praxis and Liberation for LGBTQIA2S+, presents research, reflection on practice, and reviews of new scholarship that highlight the experience of LGBTQIA2S+ students, educators, and activists through a human rights lens. The articles draw on diverse methodologies, perspectives, and intersecting identities to reimagine not just schools but all spaces of learning, from ballrooms to the internet, as sites for LGBTQ+ joy and liberation. The scholarship in this issue is “queer” not only in its focus on LGBTQ+ stakeholders in education but also in the way it challenges all that is considered normal and natural. It queers education, human rights, and human rights education by troubling power, questioning assumptions about sexual orientation, gender identity and expression, and sex characteristics (SOGIESC) and replacing binary thinking with more complex, situated, fluid ways of understanding. And in a world where the news about SOGIESC is mostly bad, the authors in this issue also hold on to the agency, desires, and creativity of the queer community while at the same time documenting the incredible challenges of this moment. This moment in queer rights calls for the kind of thinking and action at the core of this journal: clearly, queer rights are an international concern that need to be framed as human rights and secured through, among other means, education
ADAPTATIONS TO FAMILY-BASED TREATMENT FOR MEDICAID-INSURED ADOLESCENTS WITH ANOREXIA NERVOSA
No full textBackground: Family-based treatment (FBT) is the leading intervention for adolescents with anorexia nervosa (AN), however it is under researched in socioeconomically disadvantaged and racially diverse youth.
Methods: Semi-structured interviews were completed with ten FBT clinicians who practice in publicly-funded settings. Interview questions were focused on implementation challenges, overall acceptability and appropriateness of FBT, and naturally-occurring treatment adaptations.
Results: Content analysis revealed common themes relating to the implementation of FBT in publicly-funded, community-based settings: acceptability and appropriateness, complexity and learnability, perceived core components of FBT, cultural adaptations, socioeconomic factors, logistical considerations, organizational and systemic barriers, training acceptability, participant’s self-efficacy, and telehealth accommodations.
Conclusion: The discussed themes offer insights into the implementation of FBT for settings with limited resources, aligning with prior research on clinical adaptations for multicultural patients. Recognizing these themes can guide clinical adjustments and refine the adapted treatment model in real-world settings for patients facing systemic barriers
Enhancing Bedside Mobility Assessment Tool (BMAT 2.0) Competency to Promote Early Mobilization, Ensure Patient Safety, and Maximize Health Outcomes
Get PDFObjective: Immobility among hospitalized patients is linked to serious complications, including muscle deconditioning, increased risk of falls, and functional decline, particularly in older adults (Boynton et al., 2020). Early mobility interventions can help mitigate these risks and improve patient outcomes (Gabele et al., 2023). Context: The Bedside Mobility Assessment Tool (BMAT 2.0) is a standardized tool designed to assess patient mobility and guide safe mobilization practices. In two medical-surgical units (endocrine and stroke) of a 200+ bed general acute care hospital in Northern California, only 31.4% of staff reported being knowledgeable about BMAT 2.0. This quality improvement project aimed to increase BMAT 2.0 knowledge among Registered Nurses (RNs) and Certified Nursing Assistants (CNAs) by 20% at Hospital A, reaching a target of 51.4% by April 22, 2025. Interventions: A two-week in-service training was conducted, offered four times weekly across both day and night shifts. Training included case-based scenarios requiring participants to identify appropriate BMAT levels and corresponding equipment and education on the purpose, application, and documentation of BMAT 2.0. Methods: Pre- and post-intervention surveys assessed staff knowledge, confidence, and equipment familiarity. Results were compared to determine the effectiveness of the intervention. Results: Knowledgeable staff increased from 31.4% to 56.6%, while those reporting high knowledge rose from 5.9% to 17.1%. Confidence in identifying BMAT levels improved by 28% (from 43.1% to 71.1%), and familiarity with equipment locations increased from 56.9% to 92.1%, a 35.2% gain. Conclusion: The BMAT 2.0 in-service training at Hospital A significantly improved staff knowledge, confidence, and competency in mobility assessment practices. Future efforts will include integrating BMAT education into new hire orientation, auditing compliance, and advocating for EHR improvements and hospital-wide adoption
BHUGA EDUCATION: Toward a Financially Sustainable Model of Catholic-Sponsored Secondary Education for the Poor in Nigeria
Get PDFThis field project aimed to create a Catholic-sponsored, financially sustainable secondary school model to serve the educational needs of the poor in Nigeria. Grounded in the tripartite framework of the Catholic principle of the Preferential Option for the Poor, Dewey’s experience-based learning theory, and the Resource Generation Model, the project sought to address the prevalent problem of inaccessibility to quality education due to financial constraints. Employing a qualitative research approach anchored in document and comparative case analysis of the Cristo Rey and Fe y Alegria educational models, as well as Nigeria’s education landscape, the project created the BHUGA Education model. An acronym for Bringing Hope to Underserved Generations through Access to Education, BHUGA Education would require that the students engage in a practical work-study program (PSWP) to generate funds for their education. The PSWP, structured as a school-based entity, comprises three entrepreneurial fields: clothing, footwear, and agricultural production. A unique feature of the PSWP is the fields’ strategic alignment with the Nigerian secondary education curriculum. This is such that each student’s engagement with an entrepreneurial field counts as an extended learning project connected to a specific academic subject. In this way, the BHUGA Education model hopes to offer its beneficiaries relevant practical, entrepreneurial, and vocational skill sets, which count towards their quality education. Although the Jesuit school network in Nigeria was selected as the pilot educational network within which the project was framed for adoption, the model remains open for adaptation and adoption by other Catholic- or religious-sponsored secondary school networks in the country
Empowering Mental Health Support Staff with Motivational Interviewing Training to Enhance Eating Disorder Recovery
No full textBackground Eating disorders such as anorexia nervosa and bulimia nervosa are severe mental health conditions often accompanied by ambivalence toward recovery, contributing to poor treatment adherence and high dropout rates. Motivational Interviewing (MI) is an evidence-based, patient-centered approach that has improved engagement and motivation. However, MI training is not routinely provided to frontline staff in residential eating disorder treatment settings. Local Problem At two Bay Area Eating Disorder residential treatment centers, Mental Health Rehabilitation Workers (MHRWs) reported communication challenges and lacked formal MI training. This gap limited their ability to manage resistance and foster therapeutic engagement with clients. Methods A pre-training survey assessed communication barriers. A virtual MI training was delivered on March 5, 2025, followed by pre-and post-training assessments to evaluate staff knowledge of MI concepts and strategies. Intervention Fifteen MHRWs participated in a one-hour virtual session focused on MI principles, the OARS* framework, and techniques to enhance client motivation. The training included interactive discussion and role-play exercises. Results Fifteen staff completed the pre-test; eleven completed the post-test. The mean score increased slightly from 5.33 (SD = 0.98) to 5.45 (SD = 1.04), with more participants achieving perfect scores post-training (73% vs. 60%). However, chi-square analysis revealed no statistically significant differences (all p \u3e 0.05), likely due to the small sample size and high baseline scores. Conclusions The training improved staff confidence, communication skills, and patient-centered engagement, and is now part of staff onboarding. Future improvements include follow-up sessions and supervisor-led coaching. Keywords: motivational interviewing, eating disorders, staff training, residential treatment, patient-centered care. *Open-ended questions, Affirmations, Reflective listening, Summarizing