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Educating caregivers of persons with cerebral palsy in night-time postural care: A randomized trial comparing two online training programs
No full textIntersectionality, Lived Social Realities, and LGBTQ PoC Health
No full textA focus on the intersectional experiences of racial/ethnic LGBTQ is important. A large body of research indicates individuals with sexual minority or gender-diverse identities have an increased risk for psychological distress compared to heterosexual counterparts. Despite an increasing focus on sexual and gender minority stress and its implications for mental health, much of this work does not address the minority stress experience associated with the social marginalization of racial/ethnic LGBTQ identities. This chapter focuses on presenting the concept of intersectionality and the real-world impact of living life at the intersections of identities for racial/ethnic LGBTQ
Ethnic Identity and Educational Outcomes in African American College Students
No full textThe present study examines social support among African American university students attending a PWI (Primarily White Institution) in transition from a PWI to an MSI (Minority Serving Institution). While college students are vulnerable to psychological distress (PD), African American students face increased risk of PD due to their marginalized status. Evidence suggests that ethnic identity can serve as both a protective and risk factor for PD, potentially increasing resolve in the face of adversity, or conversely leading to hypervigilance. The present study examines PSS (Multidimensional Scale of Perceived Social Support) on Academic Performance. Participants (N= 225) include African American university students recruited as part of a larger study of identity and health behaviors. Initial results indicated that PSS negatively relates to PD, while EI was not significantly related. Implications of results for a University experiencing an increase in ethnic diversity are discussed
Provider Perspectives on Determining SMI Treatment Effectiveness
No full textResearchers interviewed 26 mental health professionals about their experiences determining treatment effectiveness working with adults diagnosed with serious mental illness (SMI). Providers articulated three predominant themes: the essential nature of the provider-client relationship, provider’s navigation of ambiguity, and the importance of provider flexibility and adaptability
Lessons from Transitioning a Service-Learning Immersion Online
No full textPurpose: Service-learning is widely accepted as an effective pedagogical strategy for increasing student commitment to social responsibility and civic engagement. Many Doctor of Physical Therapy (DPT) and Physical Therapist Assistant (PTA) programs may use some form of service-learning to achieve curriculum goals. The purpose of this report is to describe: 1) the process of transitioning content from 4 distinct face-to-face immersion experiences to 1 fully online experience; 2) the synchronous and asynchronous learning activities; and 3) reported student outcomes.Description: Students in the DPT and PTA programs at St. Catherine University are required to participate in a 2 week intra-professional service-learning immersion at the culmination of their program. Typically, they choose from 4 sites to participate in community engaged learning and activities: Minneapolis/St Paul; White Earth Indian Reservation; Clarksdale, MS; or Santiago, Dominican Republic. This spring, COVID-19 eliminated all travel and community-based activities and necessitated a quick shift to online delivery.9 DPT and PTA faculty and 1 staff from the Office of Community Work and Learning (CWL) collaborated to develop interactive modules that included: Inequities in our communities, housing injustice, ethics, historical trauma, social justice in a pandemic, 2020 census, policy and advocacy, and a project to provide isolated elders with materials and supplies to maintain mental and physical health at this challenging time. As with our typical implementation of service-learning, significant time for synchronous discussion and debriefing was maintained with small groups of 6 students to 1 faculty or staff facilitator meeting at least every other day.Although most students expressed disappointment at not being able to travel to their designated site or engage in in-person relationship building with communities, the response was overwhelmingly positive to the immersion experience. All survey respondents agreed or strongly agreed that the service learning experience: encouraged them to examine their values, beliefs and views of the world; increased their understanding of diverse perspectives; and prepared them to be an ethical, reflective and socially responsible leader.Summary of Use: With a high faculty to student ratio and significant support of the University’s Office of CWL, a two week immersion experience was delivered in a fully on-line format. Existing relationships with community partners allowed for meaningful projects to be completed by students for the community members those partners serve.Importance to Members: Given the on-going nature of COVID-19, educators need to be ready to place content on-line quickly and in an effective manner. This may be particularly challenging for content that relies on community based relationships and activities. This successful implementation provides an example for other DPT and PTA programs and their faculty to achieve positive outcomes from service-learning modified to be delivered in an on-line format
Legacies of Angela Davis
No full textw/ Amy Mars, Sharon Doherty, Taiyon Coleman, Suzanne Lehmann, and Vincent Skem
Intersectional Dialogues: A Tool to Improve Pedagogy in Counseling and Human Services Teaching
No full textEffects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment
Get PDFAbstract This mixed-methods action research examined the effects of classroom talk lessons on children’s perceptions of collaborative group work in an online Montessori learning environment during the COVID-19 pandemic. Participants were 19 Lower Elementary students and one teacher/investigator. All work was online, both synchronous and asynchronous. Students were presented with lessons in classroom talk, and practiced these skills during online collaboration in the creation of a student newsletter. Key findings were that students use of classroom talk behaviors and rigorous thinking increased slightly over the four-week period and students’ perceptions of their community identity and the value of their ideas increased over the course of the intervention, most notably in younger students. Teaching classroom talk had positive effects on student agency, depth of collaborative work, and grace and courtesy in this digital Montessori classroom. Respectful disagreement was identified as an area for future study
Effective Interventions to Support Struggling Readers in Upper Elementary Grades
Get PDFThe purpose of this study was to identify and implement strategies and interventions for non proficient readers in upper elementary grades that can be integrated into the general education classroom. Beginning in middle school, students receive limited direct literacy instruction and support even if it is still needed. Many secondary students read several years below grade level which prohibits them from succeeding in courses, college, and careers. This study consisted of a focus group including 5 fourth grade students that were identified as struggling readers through a series of diagnostic screening tests. The students engaged in three targeted reading interventions to support their reading gaps and build confidence and efficacy to flourish as readers. This study found that targeted instruction paired with strong relationships supported struggling readers to cultivate reading skills and take ownership of their reading habits and skills. Building trust and confidence with each student establishes and maintains the integrity of each intervention. Empowering students to realize their capacity for learning and encouraging them to take responsibility for their own learning leads to increased success of interventions
The Impact of Retrieval and Metacognitive Strategies on Student Outcomes in a Secondary Psychology Classroom
Get PDFThis study explored the effect of retrieval practice and metacognitive reflection on student outcomes. Participants included seventeen 11th and 12th-grade Psychology students from a rural, midwestern high school. Students utilized rehearsal practice, ungraded quizzes, and metacognitive reflection over 14 weeks of hybrid and distance learning models during the COVID-19 pandemic. Data was collected through pre and post-questionnaires, an observational journal, and assessment scores. Student outcomes were measured through participant self-reports and assessment scores. The findings showed strong student preference towards ungraded quizzes, as all post-questionnaire participants indicated they felt the strategy helped them learn what they did or did not know. Students liked that the strategy was low-pressure, reinforced the content, and helped build their confidence. Future research is needed to examine the benefits of pairing ungraded quizzes and metacognitive reflection