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How Comics and EMDR Made Me the Hero of My Story
No full textEvidence for the therapeutic value of the arts, including comics/sequential art, has been growing recently, and the therapeutic value of EMDR has also been well-documented. This video-comic puts them together by providing anecdotal evidence of the transformative power of EMDR and art therapy used together as treatment for depression, anxiety, and PTSD. When I began EMDR as a treatment for acute symptoms from childhood trauma, I perceived intense images that I felt compelled to draw. After each EMDR session, I sketched, and the stories poured out in the form of comics. Though I was initially reluctant to share my story or admit publicly to being the victim of trauma, comics allowed me to overcome the social and familial stigma of speaking out against my mother. Like EMDR, sequential narrative art allowed me to renegotiate the traumatic memories from a safe space, gave me control over the representation of the story, and, most importantly, allowed me to determine the meaning of the traumatic event. Graphic storytelling gave me the courage to share the work I’ve been doing in therapy to process the traumatic experiences and move forward in my own life. Telling my own story via the comics medium demonstrates the power of sequential art to communicate trauma and healing experiences to others
Caregiver perceptions of their experiences with early identification and support services for children with communication delay
Get PDFThis study explored caregivers\u27 perceptions of their experiences with early identification and support services for children exhibiting communication delays. The research emphasized the significance of early interventions recommended and the quality of interactions between caregivers and their service providers. The foundation of parent-child relationships is pivotal in a child\u27s early developmental years, especially in language acquisition. However, challenges arise when children exhibit communication disabilities, with approximately (20%) of children learning to communicate later than their peers. Early intervention (EI) services, as outlined in the Individuals With Disabilities Education Act (IDEA, 2004), offer crucial support to families of children with developmental delays or disabilities. These services, delivered by professionals, encompass therapies and strategies to aid children\u27s development.
The survey results encompass diverse demographics. Most respondents identified as females (67.50%), aged between 36-45 years (38.75%), and hold a high school diploma (33.75%). Most were mothers (59.49%) of male children (51.90%) who first showed signs of speech delay between 13-24 months (33.75%). The study findings also highlighted that (60.76%) of caregivers in this study strongly agreed with using simple words as an intervention strategy when talking to their children to improve their child\u27s speech ability. Emphasizing the effectiveness of Parent-Child Interaction Therapy (PCIT) in enhancing language skills. Furthermore, most respondents (90%) reported an enhancement in their child\u27s communication abilities post-receiving services from early education service providers. Over (85%) of participants noticed communication difficulties with their children before engaging service providers. Additionally, over half (56.96%) of study respondents felt that the training and coaching received from their service providers positively impacted their parenting roles.
Key findings highlighted the effectiveness of daily conversations, digital and visual aids, and the importance of patience and confidence in enhancing a child\u27s language skills. However, challenges like the scarcity of service providers, scheduling conflicts, and high costs were noted. Over (60%) of participants described their interactions with service providers as positive, professional, and supportive.
In conclusion, while caregivers acknowledged the benefits and support received from service providers, they also highlighted the need for more accessibility to support services. This study underscores the importance of understanding caregivers\u27 experiences to enhance the effectiveness of early intervention strategies and support services
Adverse Childhood Experiences (ACEs) and the effects on Child Development.
Get PDFThe importance of this study is driven by the increased awareness surrounding the concept of Adverse Childhood Experiences (ACEs) and the growing number of children who are exposed to adversities throughout childhood. Moreover, this study is meant to highlight how exposure to ACEs in the first five years of life negatively impacts the developing biological system, to uncover the ways early intervention services has a positive impact on the child, and what trauma informed strategies early childhood educators can use to better support the needs of their students who are exposed to ACEs
Living My Dissertation Out Loud: Experiences of Minnesota K-12 Asian School Administrators: A Qualitative Study
Get PDFThe goal of this study was to investigate how individuals who identify as Asian descent develop into K-12 administrators, their individual experiences, and life histories. The information gained will benefit Asian communities and K-12 schools in their efforts to develop Asian leaders. As the anticipated findings can direct beneficial social change, this research can continue to advance professional growth within educational systems (Denmark & Klara, 2010).
The collected literature reviews were focused on a variety of subjects, including (a) Asian Assumptions and Stereotypes, (b) Asian Identity, (c) Asian Communities and Family Expectations, (d) Asian Experience in K-12 Education, and (e) Incorporating Asian Perspectives in K-12 Education.
The goal of the qualitative approach is to motivate participants to offer more in-depth responses and narratives to the study questions. The purpose of this study is to gather opinions, life stories, and experiences from individuals who identify as Asian descent who are interested or already work in K–12 administration.
Each member offers unique experiences and tales that led to recurring themes. The personal accounts of the Asian administrators gave us new insights into their separate cultures and clarified the values and expectations of their families. Every participant got the chance to talk about their particular pathways to administrative success, highlighting both good and poor elements as well as offering advice to those searching for jobs in K–12 administration. The personal backgrounds and experiences of these Asian K–12 administrators are evidently indicative of gender inequality, skill, and self-worth. In addition to helping the Asian community by sharing their experiences, it is critical that these administrators seek to build a network of individuals who are supportive
Exploring Student Decisions at Various Stages of the Covid-19 Pandemic
Get PDFThe purpose of this study was to explore how students who began college in the fall semesters of 2018, 2019, 2020, and 2021 explain and reflect on their decisions about college. These decisions included students’ choice of school, living situations, courses, co-curricular involvement, and working part- or full-time during college. Exploring students’ decisions about college before and during different phases of the Covid-19 pandemic deepens higher education professionals’ understanding of how students make decisions during this important time of transition. This deeper understanding allows college administrators, faculty, and staff to better understand if and how the pandemic impacted students’ decisions about college. Many individuals in education assume that it did, but it is important to do research to determine if the data validates the assumptions. The results of this study provide new information that can benefit college administrators, faculty, and staff in determining the choices they offer to college students and developing in- and out-of-classroom experiences for future students
THE ACOUSTIC PHONETIC PROPERTIES OF SINGLY AND DOUBLY ARTICULATED STOPS IN ANYI: A DATA-DRIVEN ANALYSIS
Get PDFThis paper examines the acoustic phonetic properties of the stop consonants [p, b, t, d, k, g, k͡p, g͡b] in Anyi, an Akan language spoken in eastern Côte d’Ivoire and western Ghana. Twelve acoustic correlates (F0, F1, F2, F3, F4, VOT, intensity, duration, B1, B2, B3, and B4) are extracted from data elicited from 10 participants in order to determine which correlates are robust for speech intelligibility. The findings discussed in the paper are based on 2,880 tokens (10 speakers x 8 words x 3 repetitions x 12 correlates). The investigation serves two purposes. The first is to give an exhaustive account of stops in Anyi. The second is to prepare the language for formant-based text-to-speech synthesis. Tried and true Just Noticeable Difference (JND) thresholds are used to gauge which correlates are robust and which ones are not
INFANT CRY ANNOYANCE SCALE AND INDEXES
Get PDFNoise-induced annoyance methodology is applied to infant cry to gauge which of the three acoustic determinants of cries frequency in Hz, intensity in dBA, and duration in hours, minutes, or milliseconds is/are the most annoying to parents and caregivers. The main finding is that in cries, as in many other annoying noises, intensity in dBA is the most aversive correlate. The path leading to this finding is not linear, but rather a tortuous one because many issues and definitions had to be discussed first. In so doing, the smallest unit of a cry had to be established. This led subsequently to the discussions of cycles of cries, cry bouts, cry bioacoustics, noise, annoyance scale, and more. The cries that trigger Shaken Baby Syndrome (SBS) and Abusive Head Trauma (AHT) are described impressionistically by Barr (2014) as those modified by seven adjectives, namely “prolonged, hard-to-soothe, unpredictable, unexplained, uncontrollable, alarming, and inconsolable cries.” These impressionistic labels are translated into measurable intensity indexes on a four-point annoyance scale. Future technological and practical mitigation solutions that can help reduce incidences of SBS and AHT are discussed
Critical Thinking in Academic Research - Second Edition
Get PDFCritical Thinking in Academic Research - 2nd Edition provides examples and easy-to-understand explanations to equip students with the skills to develop research questions, evaluate and choose the right sources, search for information, and understand arguments. This 2nd Edition includes new content based on student feedback as well as additional interactive elements throughout the text
Cameroonian Teachers’ Perspectives of School-Based Reproductive Health and Safety Education: A Qualitative Study
Get PDFThis research examines teachers’ perspectives of school-based sexuality/reproductive health education more fully than has ever been done in the field of education in Southern Cameroons and attempts at breaking the silence on a topic still greatly considered taboo in Cameroon. School-based sexuality education is a subject that aims to educate, enlighten, and “equip children and young people with knowledge, skills, attitudes, and values that will empower them to: realize their health, well-being, and dignity; develop respectful social and sexual relationships; consider how the choices affect their well-being and that of others, and understand and ensure the protection of their rights throughout their live” (UNESCO, 2018, p. 16). This dissertation therefore seeks to understand how sexuality education is taught at secondary schools in Cameroon, and why it has very little impact on the lives of Cameroonian adolescents.
Grounded in phenomenology, the purpose of this qualitative study is to explore the current state of teachers’ understanding of sexual reproductive health and safety education as taught in Cameroon’s secondary schools, to identify barriers to the teaching of sexuality education, and to examine whether sexual consent education, which is a determining factor in adolescent safety is being taught at schools. The problem of this study emerges from the lack of empirical research in the field examining teachers’ role and perceptions of school-based sexuality education in Southern Cameroons at the time of this study. The urgency in the need for adolescent sexuality education arises from circumstances of predatory sexual abuse, lack of knowledge, socio-cultural beliefs disfavoring the girl child, gender-based violence and gender inequality prominent in the society. This study utilized semi-structured interviews with twelve open-ended questions. Participants were teachers in an all-girls secondary and boarding school in the Southwest Region of Cameroon. The overarching research inquiry guiding this study surrounds the question; what factors do teachers consider important that could facilitate their ability to influence students’ sexual health behavior and safety? The coding of interviews for common themes and subthemes, combined with an understanding of participants’ lived experiences in a patriarchal setting with socio-cultural and traditional strictures, revealed how these dynamics influence teachers’ lives and opinions on how and what they teach. Findings revealed an overarching theme - the intersectionality of conservatism, morality, and progressivism in teaching methodology. The groundbreaking results revealed Cameroonian teachers in this study have an unspoken, unacknowledged commonality, which is their common holistic goal of educating complete persons. Consequently, Cameroonian teachers support a proposed nationwide revamping of policies concerning school-based sexuality education in public, as well as non-public schools in Cameroon, for the benefit of all adolescents in the national territory
The Implementation of Least-Restrictive Environments in Public Preschool Settings: Challenges for Early Childhood Administrators
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