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Exiting the Suffering Cycle: An Acceptance and Commitment Therapy Approach to Address Moral Injury in U.S. Special Operations Servicemembers and Veterans
No full textThe U.S. military’s Special Operations Forces (SOF) are among the most talented and resilient unconventional warfare capabilities in the world, selected and developed for their unique tenacity ,natural drive towards leadership, skill, teamwork, and adaptability. Since 9/11, these units have led countless missions to erode terrorist networks and protect U.S. interests. Despite their culture of values and their ability to survive and thrive in harsh environments, since the mid-2010s, the SOF community has experienced numerous setbacks by way of scandals, drug use, immoral and illegal combat operations, including targeting of civilians, and alarming rates of suicide. These setbacks set in motion the U.S. Special Operations Command (SOCOM)’s strategy to preserve the force and examine the root causes of degrading force readiness and resiliency. This paper explores the unique character traits of SOF individuals and culture, how these traits can be multipliers for combat but also how they can be self-sabotaging when dealing with psychological injury, such as moral injury (MI), and offers a unique theoretical framework for clinicians working with SOF. This approach integrates Acceptance and Commitment Therapy (ACT) to address the cyclical suffering and moral interpersonal struggles associated with MI. It proposes potential risk factors present in SOF that can perpetuate avoidance of psychological and emotional pain, and ways clinicians may conceptualize this ACT treatment approach to offer the best culturally informed care for SOF. Ultimately, the approach offers recommendations for future research, clinical applications of this cyclical ACT model for MI, and calls for future research related to this approach
There Is No Finish Line: The RAMPS Framework – An Evolving Model for Working with Racial Identities in Sport and Performance Psychology
No full textThe field of sport psychology has persisted in its calls for action on increasing cultural competence, being more inclusive of underrepresented identities, and progressing towards social justice (AASP, 2024b; Bejar et al., 2022; Fisher et al., 2003; Martens et al., 2000; Quartiroli, et al., 2023; Ryba et al, 2013; Ryba et al., 2024). This work attempts to contribute to these calls by providing attention on racial identity – including the proposal of an actionable and novel model, The Racial Identity Model of Psychology in Sport (RAMPS) Framework. The proposed model incorporates publications from sport psychology, clinical psychology, and social justice literature. More specifically, the literature reviewed explores sections of cultural considerations – including cultural sport psychology, cultural competence, and cultural humility; contextual considerations – including contextual-behavioral approaches, context-driven sport psychology, and contextual intelligence; racial identity – particularly, models of identity development; and both antiracism and liberation psychology. The new model weaves these different realms together to provide an expansive framework of conceptualizing around racial identity. The model is then condensed and presented. The core sport psychology aims to enhance both overall wellbeing and performance is emphasized throughout. The model is followed by applicable guidelines for sport and performance psychology professionals to implement. Limitations are briefly discussed - including a call for expanding this flexible model towards other identities and experiences (e.g., ability status, gender, sexuality, national origin), as well as developing measurable explorations via quantitative and qualitative data. Future considerations are also noted towards teaching/training and technology – with further research being encouraged
Legends, Lies, & Rewritten Lives: After the Little Bighorn: Forgotten Struggles of Those Who Walked Away
No full textThis Narrative is about an event that occurred on June 25, 1876, on the banks of the Little Bighorn River in what is now the state of Montana. Seen from a 21st century perch, it tells a story of a contest between the armed representatives of two different civilizations, each of which fought in the manner of its society. The narrative will attempt to balance the truth of what happened while also relating an engaging story, but without drifting into sensationalism. The narrative will go beyond a focus on the meeting of the soldiers from either group to explore the event’s meaning for the nation. The story will discuss what happened and one authors view of the factors contributing to why. Yet the main emphasis will remain on what occurred in the aftermath to those involved.https://digitalcommons.du.edu/textbooks/1002/thumbnail.jp
Considerations and Guidelines for Clinical Training and Professional Practice in the Area of Psychotherapy Termination
No full textTreatment termination occurs, invariably, in every psychotherapy relationship. Closing the therapy relationship is often a complex process and requires targeted training for psychotherapists to terminate treatment competently and in a way that preserves gains made and fosters continued client growth. Discontinuation of psychotherapy services requires practitioners to apply ethical knowledge, clinical expertise, and relational boundaries. Further, the nuances of forced, end-of-year termination in clinical training environments necessitates targeted supervision and explicit guidelines. Surprisingly, termination practices are underemphasized in training programs and in the literature. The current paper will review the extant literature related to psychotherapy termination broadly as well as within the training environment. Available practice and training guidelines are then aggregated and synthesized to provide a comprehensive picture of psychotherapy termination in the contexts of therapist training and education, core termination objectives, clinical supervision needs, and supporting continued client growth. Lastly, based on the synthesis of extant literature and training models, updated and integrated guidelines for clinical training in the area of termination are provided for therapist training and education programs, clinical supervisors, and student-clinicians
Archivist, Subject Librarian, and Education Faculty Collaboration: Co-Instruction in History of Education Classes
No full textIn many academic libraries, primary source instruction happens in a vacuum, and students don’t always make connections between the skills they learn in a primary source instruction session and skills they may have already learned in information literacy-focused library instruction that they have participated in previous courses. This case study describes the design and objectives of an instructional partnership formed between an Education & Engagement Archivist, Education Librarian, and History of Education professor at a public, four-year university. The Education & Engagement Archivist and Education Librarian worked in tandem to develop interconnected lesson plans, allowing the Education & Engagement Archivist to connect her primary source instruction to information literacy concepts taught by the Education Librarian. Outcomes of the collaboration included relationship building with faculty and greater divisional interaction in the University Libraries
A Lost Culture of Touch and Sound: The Contribution of Visually Impaired Musicians to the Evolution of the Spanish Guitar
No full textIn the story of music-making, blind musicians have played an intrinsic role, helping to drive the development not only of musical styles but also of instruments, instruction, and aesthetics. Many musical practices were cultivated first within blind communities and adopted only later by sighted musicians, often with a gradual erasure of their original context. The history of the Spanish guitar offers a compelling case study of this progression, demonstrating how the contribution of blind musicians could be both wide-reaching and yet, over time, forgotten. The history of this contribution is challenging to recover, for in Spain as elsewhere, blind musicians left almost no direct historical evidence of their activities; and yet, once reconstructed, it offers a vital new perspective, one that challenges standard approaches to guitar historiography, with its traditional emphasis on repertoire and celebrated individuals.
Rather than belonging to the margins of guitar history, the work of blind Spanish guitarists has direct implications for its central narrative. It is essential for understanding the emergence of the Spanish classical guitar in the 19th century and for situating pivotal figures—such as Francisco Tárrega, Antonio de Torres, and even Andrés Segovia and Agustín Barrios—within a broader cultural context in which blind musicians played a vital role. Furthermore, this perspective may offer valuable insights into the study of Spanish musical pedagogy and aesthetics, particularly the concept of duende—as well as into the organological development of the guitar
Introduction to EPR
Full text linkA very brief introduction to the scope of EPR at the beginning of a workshop in 2019
Lab Practical: Nitroxides
Full text linkHow do you fill a capillary tube with an aqueous solution? How are capillaries positioned in the resonator? How does the spectrum of a nitroxide change when the viscosity of a solution is increased? How do you determine the concentration of the radical in the solution
Lab Practical: Pulse EPR
Full text linkHow do you over-couple the resonator for a pulse experiment? How do you find a 2-pulse echo? How do you select the microwave attenuation
Workshop on Rapid Scan EPR
No full textAn introduction to the method of rapid scan EPR is given with emphasis on the design of rapid scan coils, selection of scan parameters, and the reasons that the method improves signal to noise per unit time