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Cultural Conversations in Therapy: A Case Study on What Broaching Looks Like in Session
No full textThe importance of cultural dynamics for therapy has been recognized for some time, and an important clinical skill for culturally responsive therapy is bringing cultural considerations into sessions through cultural conversations, also known as broaching. There is ample conceptual and empirical understanding of broaching in the literature, but less is known about the clinical application of broaching. In this paper I explore the clinical application of broaching, utilizing a case study to demonstrate what core tenets of broaching can look like in session. These examples connect the conceptual to the practical, helping practitioners to consider how they might bring cultural dynamics into their own work with clients
Historical Trauma and Its Impact on Black Americans Use of Journaling to Cope, Heal, and Thrive
No full textHistorical Trauma (HT) is described as the cumulative psychological wounds that result from historic and traumatic experiences, such as colonization, genocide, slavery, dislocation, and other related trauma (Duran, 2006, as cited in Comas Díaz et al., 2019). In terms of Black Americans living in the United States, historical trauma (HT) can be attributed to the 400-plus years of chattel slavery in which many African individuals were stripped of their own culture, separated from their families, and forced to serve White individuals and the U.S. capitalistic economy. Previous research outlines both the physiological, spiritual, community, and psychological impacts of trauma as it is passed intergenerationally. More specifically, the high prevalence of posttraumatic stress symptoms, depression, and susceptibility to medical conditions such as heart disease and diabetes. Efforts have been made to better understand and address these impacts, but this paper aims to emphasize the impact HT has on Black American identity development and concepts such as sense of self and self-esteem. Moreover, this paper attempts to zoom out on how transatlantic slavery and hundreds of years of constant re-exposure of racism and how it impacts the way Black individuals relate to themselves and the world today. This paper highlights the importance of understanding historical trauma, discusses Black American identity, and proposes a coping tool to process and cope with experiences of ongoing systemic racism while encouraging self-expression and identity exploration in Black Americans
Supporting Healthy Siblings in Pediatric Cancer: Advancing Relational Interventions to Heal Invisible Wounds
No full textHealthy siblings of children diagnosed with cancer occupy a uniquely vulnerable position within the pediatric oncology landscape. Individuals within this population often demonstrate significant emotional distress and can experience long-term psychological challenges. Despite their risk, healthy siblings remain under-researched and under-supported compared to pediatric patients and caregivers. Existing interventions tend to prioritize individual coping skills and psychoeducation and often overlook the critical relational dynamics that shape healthy siblings\u27 psychological adjustment. Grounded in systematic and relational theories, this paper proposes a paradigm shift toward relationally focused interventions that strengthen the caregiver-sibling bond as a core mechanism of change to foster resilience and improved psychological outcomes for healthy siblings. The paper calls to attention the need for qualitative research to explore the lived experiences, relational needs, and gaps in current support systems for healthy siblings and caregivers. Insights from this study will inform the development of a culturally responsive, family-centered intervention designed to enhance emotional connection, attunement, and communication within the caregiver-sibling dyad. By centering relational processes, this work seeks to promote sustainable mental health outcomes for healthy siblings and advance holistic models of psychosocial care in pediatric oncology
Recruiting Tomorrow\u27s Teachers Today Through Research Based Recruitment Strategies
No full textThis presentation addresses the critical teacher shortage by outlining effective recruitment strategies for Missouri State University\u27s College of Education. Recognizing the decline in teacher education enrollments, the presentation focuses on research-based approaches to attract prospective teachers, particularly for rural schools. Faculty will share their experiences implementing these strategies, including challenges, successes, and program evolution. Strategies include targeted recruitment efforts, engaging on-campus experiences, and preparing students for the college application process
Archives West at Twenty Years: Sustainability through Community
No full textArchives West is a regional aggregation of descriptions of archival collections held by institutions in the Pacific Northwest and Mountain West. While many similar regional aggregations have struggled to reach sustainability, Archives West is one of a few that is fully funded by its participants, and continues to grow in both scale and scope. We hypothesize that there are unique cultural qualities of the Archives West community that have supported its growth, including a philosophy of empowering participants, transparent budget processes, clear statement of value to resource providers, and maintaining expectations that all institutions will contribute through service and fees
Machine Learning: Neural Networking with ReLU and Optimization
No full textAt its core, learning is an algorithmic process: it begins with input data, undergoes a series of transformations or computations, and yields an output intended to solve a specific task. This output is then compared against a target or desired result, and the internal mechanisms are updated based on how well the output aligns with expectations. While this feedback-driven process occurs almost effortlessly in humans, it is a far more structured, deliberate, and computationally intensive undertaking for machines
Through the Eyes of a Glass Sibling: A Journey of Grief, Hope, and Meaning
No full textResearch on interventions for individuals and families impacted by co-occurring intellectual and developmental disabilities has increased over the last two decades, with a particular focus on maternal care, family-based programs, and early intervention. While continued work is critical in these areas, a significant gap in research and resources exists for intellectually disabled individuals and their families into adulthood. As individuals with differing intellectual and developmental abilities live longer with advances in medicine, many are outliving their parents, who have served as primary caregivers and guardians. As a result, adult siblings increasingly take on greater responsibility for their sibling\u27s care, yet are left emotionally and logistically under-resourced to take on this task.
Within this paper, I will review the unique presentation of co-occurring autism spectrum disorder and intellectual disability, as well as the relevant impact, needs, and gaps in resources that adult siblings, whom I will refer to as “glass siblings,” may encounter in a caregiving role. The term glass sibling can be considered an extension of the term “glass children” to encompass this identity into adulthood. The term “glass child” has previously been used in research and autobiographical essays of siblings to denote the unique identity of children who are siblings of individuals with significant medical needs, chronic illness, or developmental differences (Hanvey et al., 2022). Using the existing literature and autoethnographic techniques to illustrate my experience as a glass sibling, I will discuss the relevance of existential themes within this population, including freedom, isolation, death, and survivor\u27s guilt. The potential benefit of existential therapies for siblings will be explored along with proposed areas of inquiry, laying a foundation for future research on the implementation of existential therapies within this population. For glass siblings, existential therapies may offer the space to grieve and grow within this challenging, heartbreaking, life-giving role while allowing meaning to emerge from an experience that is often emotionally inexplicable and historically overlooked
Exploring K−2 Elementary School Teacher Perceptions of Culturally Relevant Teaching Before and After Professional Development: An Action Research Study
No full textThis action research study explores how kindergarten through second-grade (K−2) teachers’ perceptions and implementation of culturally relevant pedagogy shifted after participating in targeted professional development. Grounded in Gloria Ladson-Billings’ culturally relevant pedagogy and Gholdy Muhammad’s Four Pursuits Framework (identity, skills, intellect, and criticality), this study addresses the gap in culturally relevant teaching practices at Bear Country Elementary. Using qualitative methods, data was collected through pre- and post-surveys, interviews and classroom observations with five K−2 teachers. A single Planning-Acting-Developing-Reflecting cycle informed three collaborative professional development sessions focused on practical strategies, peer discussion, and the contextual application of culturally relevant pedagogy. Findings revealed notable growth in teachers understanding and classroom practice. Before the intervention, culturally relevant teaching was limited to surface-level activities. Afterward, teachers more intentionally incorporated student’s cultural identities and experiences into lessons. This study highlights the importance of sustained, professional development tailored towards advancing culturally relevant practices in early education. Offering actionable insights for embedding culturally relevant practices into daily instructional practices
The Developmental Cohort Model of Interpersonal Process Groups: A Clinician\u27s Guide for University Counseling Centers
No full textThe purpose of this paper is to outline a clinician\u27s manual that guides providers in the development, facilitation, and maintenance of long-term interpersonal process groups (IPGs) within university counseling centers (UCCs). This manual also presents a new model: The Developmental Cohort Model (DCM), which utilizes a stepped model throughout a traditional student\u27s college timeline. I will present this manual in the context of the Developmental Cohort Model (DCM), but it can certainly remain useful for any type of IPG. Research suggests that group therapy is an effective way to increase access to mental health care (Burlingame & Strauss, 2021) and can help college students address interpersonal skills and dynamics that are paramount to the developmental stage of young adulthood. Many groups on college campuses are time-limited, so I introduce the DCM as a new model, aiming to create a long-term group that supports the immense amount of interpersonal development that occurs during college and in young adulthood
A Clinical Pathway for Differential Diagnosis of ADHD vs Trauma: Early Childhood Recognition and Intervention
No full textDistinguishing Attention-Deficit/Hyperactivity Disorder (ADHD) from Complex Posttraumatic Stress Disorder (C-PTSD) presents significant diagnostic challenges due to overlapping symptom presentations, shared neurobiological impacts, and frequent comorbidities. This paper explores the nuanced clinical differentiation between ADHD and C-PTSD, and other trauma disorders, in pediatric populations, emphasizing the importance of trauma-informed assessment, early identification, and integrative clinical reasoning. The discussion highlights how structured diagnostic reasoning can reduce uncertainty, enhance diagnostic clarity, and support effective treatment planning. As a central contribution, this paper introduces an original clinical reasoning flowchart and a case conceptualization to illustrate its practical application in real-world diagnostic dilemmas. The need for early intervention is underscored, as timely and accurate diagnosis can mitigate long-term impacts and promote more adaptive developmental outcomes. Broader implications for trauma-informed care and interdisciplinary collaboration are also discussed