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Perceptions of Juvenile Justice Professionals Regarding the Effectiveness of Juvenile Reentry Programs and Recidivism in the Southwest Region
Full text linkJuvenile recidivism persists in the U.S. justice system, highlighting the need for effective reentry programs. However, limited research exists on juvenile justice professionals’ perceptions of program success. The purpose of this qualitative study was to explore these professionals’ perceptions regarding the effectiveness of juvenile reentry programs in reducing recidivism. Guided by Bandura’s social learning theory, the study examined how observation and modeling influence youth behavior during reentry. The research questions focused on professionals’ perceptions of program effectiveness and how these perceptions impact recidivism reduction efforts. A qualitative phenomenological design involved semi-structured interviews with 13 juvenile justice professionals in the southwest region of the United States. Thematic analysis of transcribed interviews, supported by NVivo, revealed seven themes: factors contributing to recidivism, role of the family, collaboration, effectiveness, challenges, implementation, and the future of reentry. Key findings indicate professionals perceive family involvement, stakeholder collaboration, and relationship-driven, holistic approaches to be crucial for success. However, conclusions highlight significant challenges, including funding shortages, staffing issues, poor interagency coordination, and negative environmental factors hindering program effectiveness. Recommendations include enhancing family support, improving collaboration, and addressing systemic barriers. This study’s implications for positive social change involve informing the development of integrated, resource-rich reentry strategies and policies that support professionals, empower families, and equip youth for successful reintegration, thereby reducing recidivism
The Lived Experience of Gay Men in the Generation Jones Cohort
Full text linkExisting research lacks examination of the interplay between life histories and gay identities within the Generation Jones cohort, hindering our understanding of how individuals navigated the challenges of aging Specifically, we lack understanding of how identity formation, stigma, and historical trauma in light of sociocultural events—including the criminalization of homosexuality, the HIV/AIDS epidemic, and the rise of digital connectivity—shaped self-concept, relationships, and resilience. This qualitative phenomenological study explored the lived experiences of gay men in the Generation Jones cohort, defined as those born between 1954 and 1965. Grounded in social identity theory, it asked how gay men in this cohort experienced identity development amid shifting social and legal contexts. Twelve U.S.-based participants aged 60 and older were recruited from a national online community. Semi-structured interviews were transcribed and thematically coded, producing ten themes: aging and isolation, the AIDS crisis legacy, internalized stigma and self-acceptance, intergenerational disconnect, healthcare disparities, digital disconnection, geographic and socioeconomic mobility, chosen family and belonging, intersectionality, and resilience with cultural stewardship. These findings deepen understanding of generational identity, LGBTQ+ aging, and the interplay of social and historical forces, offering implications for social change through culturally competent mental health care, social programs, and inclusive policy development
Novice Middle Grades Science Teacher Perspectives on Culturally Responsive Teaching Practices
Full text linkCulturally responsive teaching (CRT) bridges students’ cultural experiences with academic learning; however, novice science teachers often lack the preparation to apply it. This study addressed the problem that teachers without sufficient preparation to support culturally diverse learners are teaching middle grades science. Grounded in Freire’s critical consciousness and informed by Gay’s CRT principles, the purpose of this study was to explore the experiences and perspectives of middle grades science teachers in their first 5 years of teaching regarding their use of CRT to plan and implement science lessons. Data from 12 semistructured interviews with novice middle grades science teachers were analyzed through inductive thematic analysis using an open-coding approach. Findings showed that novice science teachers often enter the profession underprepared and without adequate institutional support at the study district. Despite this, science teachers developed cultural awareness, implemented CRT, built supportive classrooms, viewed science as a tool for equity, navigated structural challenges, and sought to bridge the gap between teacher preparation and classroom realities. Recommendations include integrating science-specific CRT training into teacher preparation programs and examining how these practices develop early in teachers’ careers through coaching, learning communities, and equity-centered curricula. By illuminating instructional practices teachers can use to build confidence, identity, and opportunity for culturally diverse youth, students’ science literacy may be strengthened, thereby supporting positive social change over time
Social Workers\u27 Perspectives of Using Teletherapy to Foster Resilience Among Middle-Class Single Black Mothers
Full text linkInadequate mental health support, particularly from social workers, disproportionately affects middle-class single Black mothers. Prior studies have examined low-income single mothers’ access to mental health care and the potential of teletherapy as a tool for improving access; however, few have explored how middle-class single Black mothers navigate mental health challenges. Further, there is a lack of research on social workers’ perspectives of using teletherapy to foster resilience among middle-class single Black mothers. This is a critical gap, as social workers play a key role in tailoring mental health interventions. The purpose of this study was to explore social workers’ perspectives of using teletherapy to support resilience among middle-class single Black mothers. This study was grounded in resilience theory and critical race theory. The research questions explored social workers’ perspectives of the effectiveness of teletherapy and teletherapy based strategies that are most effective. A generic qualitative methodology was employed using semistructured interviews with 11 clinicians. Clinicians’ perceptions revealed that teletherapy may foster resilience by enhancing access to mental health support, promoting comfort, sharing of feelings during sessions, and reducing common stressors associated with traditional in-person therapy. Also, teletherapy may support continuous engagement in care, which could strengthen coping skills, emotion regulation, and protective factors. Perceptions further revealed that adaptive functioning may be most effective when clinicians employ culturally competent strategies and clinical interventions that could promote positive social change by honoring mothers’ cultural identities, spiritual beliefs, and lived experiences
Community College Faculty Experiences as Post-Pandemic Online Instructors
Full text linkThe COVID-19 pandemic caused a sudden transition from face-to-face to online instruction. The problem that was addressed through this study is that little is known about the experiences of community college faculty members when teaching online in the post-pandemic era. Grounded in Hall’s and Hord’s concerns-based adoption model, the purpose of this qualitative study was to explore the experiences of community college faculty members’ perceptions of their teaching experiences working online post-pandemic. For this basic qualitative design, data were collected through semistructured interviews with 10 community college faculty. A thematic analysis of the data revealed the following six themes: (1) faculty had pre-existing experience and familiarity with online teaching and tools’, adoption and utilization of online platforms and tools, ; challenges and constraints in transition, ; institutional support and collaboration, ; flexibility and adaptation to student needs, ; and professional adjustments. The findings are that community college faculty transitioned from non-use of online learning tools to refinement and refocusing while expressing ongoing concerns about maintaining student engagement in the online classroom. Furthermore, faculty expressed a desire for institutional support through collaboration with curriculum designers and also training for students. The study’s findings can contribute to positive social change by providing insights for stakeholders and policy changemakers seeking to support faculty members in adopting and sustaining new online teaching practices
Improving Alcoholism Treatment Through Adverse Childhood Events Score Education
Full text linkSummary I conducted this Doctor of Nursing Practice (DNP) staff education project to improve knowledge and clinical practice among mental health professionals. The problem identified at the project site was the limited awareness and use of Adverse Childhood Events (ACE) assessments in treating alcoholism. The practice focused question for this project was: Will educating staff on how ACE scores can improve treatment of alcoholism increase staff knowledge regarding the importance of assessing ACE scores to decrease relapse rates? The purpose of this doctoral project was to evaluate if an educational intervention can enhance staff understanding of the connection between ACEs and alcoholism for more effective treatment strategies. This issue was identified through staff feedback revealing inconsistent use and understanding of ACE assessments and how trauma contributes to alcoholism and relapse. Evidence supports that individuals with higher ACE scores are more prone to relapse, and positive experiences may buffer the negative impacts of ACEs, reinforcing the importance of addressing trauma in recovery. The results showed that education on ACEs and alcoholism improved staff knowledge, with post-assessment scores reaching 100%. The project strengthened trauma-informed care practices and promoted more effective treatment for alcoholism. Continued ACE education is recommended to sustain staff competency and positively impact social change through compassionate, culturally sensitive care
Reducing Youth False Confessions With Attorney Presence
Full text linkInterrogation techniques are influenced by the interrogator\u27s style and the individual being interviewed. Most law enforcement agencies use adult-centered interrogation methods, leading to suboptimal results when working with youth. The research has focused on youth offenders in the interrogation room and the choices they make, often leading to false confessions when an attorney is absent. This suggests that the presence of legal representation helps protect youths\u27 vulnerability, suggestibility, and rights, thereby reducing the likelihood of false confessions. This qualitative collective case study aimed to understand why youth offenders falsely confess by collecting seven anonymous questionnaires from multigender U.S. practicing attorneys involved in youth interrogations. The study was grounded in the interrogation decision-making model and prospect theory, which identified the reasons and conditions under which individuals falsely confess or deny wrongdoing in interrogations. The framework also examined which interrogation techniques are most effective for youth. The main research question explored how the presence of an attorney decreases the likelihood of youth falsely confessing. Themes from the anonymous questionnaire responses were coded to reflect participants\u27 views, experiences, opportunities for improvement, and policy suggestions related to interrogation. The results of these analyses indicated elevated guilty confession rates even with an attorney present, preferred use of adult-centered interrogation tactics, and lack of consideration of youth coping mechanisms and behavioral reactions. The study contributes to positive social change by enhancing and standardizing current or new policies and protocols regarding youth vulnerability in the interrogation room
Predicting Perceived Immigrant Threat to National Identity Based on Christian Nationalism, White Racial Centrality, and Social Dominance Orientation
Full text linkImmigrants remain frequent targets of anti-immigrant hate speech, often amplified by right-wing media. Demographic factors such as Christian nationalism (i.e., the desire to preserve Christian symbols, beliefs, and policies preserved as the established religion of the United States), White racial centrality (i.e., an automatic association between the self and the White ingroup), and social dominance orientation (i.e., support for group-based hierarchies and inequality) significantly shape perceptions of immigrants as a threat to national identity. Although prior research has examined these factors independently, their relative importance in predicting perceived immigrant threat remains limited. Informed by intergroup threat theory, this quantitative study determined the relative importance of Christian nationalism, White racial centrality, and social dominance orientation in predicting perceived immigrant threat to national identity. Online surveys were administered via SurveyMonkey to White, English-speaking American citizens aged 18 and older residing in the United States. Hierarchical multiple regression analysis revealed significant positive relationships between each predictor (i.e., Christian nationalism, White racial centrality, and social dominance orientation) and perceived immigrant threat to national identity. These results suggested that higher levels of Christian nationalism, White racial centrality, and social dominance orientation predicted higher levels of perceived immigrant threat to national identity. The findings have implications for positive social change by providing insight into the influences of perceived immigrant threat to national identity, which can inform campaigns to neutralize racist fearmongering and policy decisions that support a more inclusive vision of American national identity
Strategies Leaders in Structured Alternative Academic Environments Use to Improve Resource Management, Operational Efficiency, and Program Sustainability
Full text linkLeaders of structured alternative academic environments often struggle to sustain operations because of limited resources, fragmented leadership, and high staff turnover. This business problem is important to leaders of structured alternative academic environments because ineffective resource management and operational inefficiencies threaten program sustainability and continuity of services for at-risk student populations. Grounded in transformational leadership theory, the purpose of this qualitative pragmatic inquiry was to explore the strategies leaders in structured alternative academic environments use to improve resource management, operational efficiency, and program sustainability. The participants were six leaders from structured alternative academic programs in southeastern New Mexico. Data were collected through semistructured interviews and analysis of publicly available organizational documents. Braun and Clarke’s (2022) thematic analysis process was used to analyze the data. Four themes emerged: (a) transformational leadership and collaboration, (b) resource optimization and staff development, (c) individualized practices for efficiency, and (d) managing change for sustainability. A key recommendation for business and educational leaders is to institutionalize transformational leadership practices through collaboration and intentional staff development. The implications for positive social change include the potential to enhance sustainability and educational continuity for underserved students
Leadership Strategies Used by Entrepreneurial Ecosystem Resource Providers to Support Entrepreneurial Success
Full text linkFailure to collaborate effectively within entrepreneurial ecosystems remains a significant concern for leaders of entrepreneurial ecosystem organizations. Without clear, actionable collaboration strategies, these leaders may struggle to support entrepreneurial success and make informed decisions that enhance financial performance. Grounded in Mockler’s complex adaptive systems theory, the purpose of this qualitative pragmatic inquiry was to identify and explore effective strategies some leaders within entrepreneurial ecosystem organizations use to collaborate in a manner that supports entrepreneurial success. Participants included seven leaders of entrepreneurial ecosystem organizations located in the Midwest United States with successful experiences using such strategies. Data were collected from semistructured interviews and publicly available documentation. Three themes emerged from thematic analysis: (a) entrepreneurial ecosystems need a champion, (b) certain leadership traits and styles are more effective in fostering a successful entrepreneurial ecosystem, and (c) entrepreneurial ecosystems play a vital role in community economic development strategies. A key recommendation for entrepreneurial ecosystem organization leaders is to improve relationship-building efforts by seeking certain leadership traits for ecosystem leadership. Potential implications for positive social change include strengthening entrepreneurial ecosystems through collaboration, enhancing startup success, and driving community economic growth. Increased economic activity can generate tax revenues that fund public improvements, social programs, and resources for future entrepreneurs, creating a sustainable cycle of development and empowerment