21147 research outputs found
Sort by
Playing with WePlay!: Adapting a Caregiver-Child Group for Caregivers of Young Children with Early Signs of Autism Spectrum Disorder
Get PDFWePlay! Denver, a collaboration between the University of Denver’s Graduate School of Professional Psychology and the Children’s Museum of Denver, Marsico Campus, began providing caregiver-infant playgroups to the community in 2019. WePlay! and Nosotros Jugamos, the English and Spanish-speaking groups, teach caregivers with young children about play-based exploration, provide psychoeducation, and offer resources. Qualitative data from WePlay! Denver’s initial groups and input from the WePlay! Denver team emphasized interest in expanding WePlay! to include families with children of varying developmental stages and who have specific developmental needs and considerations (Gross et al., 2021), such as autism spectrum disorder (ASD). ASD is a neurodevelopmental disorder consisting of social communication and social interaction deficits and restricted, repetitive patterns of behavior, interests, or activities. This paper adapts the recently published WePlay! Denver curriculum (Gross, 2023) to caregivers of young children who have early signs of ASD, with a new group entitled WeStart2Play
Breaking Point: An Examination of the Factors and Motivators That Determine Whether a Teacher Will Stay in the Classroom or Choose to Leave the Profession
Get PDFTeachers are quitting the profession in droves, leaving classrooms empty or overcrowded. As a result, students are receiving a sub-par education from unexperienced or underqualified teachers (Watling et al, 2010). Retaining teachers for more than five years is no small feat. Teachers face unrealistic expectations, chronic high stress, and mental and physical health problems that lead to widespread burnout. However, some teachers are able to overcome these obstacles and stay in the profession for long periods of time (Buric & Penzic, 2019). This study identifies the internal motivations and external factors that influence teacher job satisfaction and describes how those motivations and factors work together to influence a teacher’s behavior.
The theoretical framework for this narrative study is Social Cognitive Theory. The study reveals how the internal motivators and external factors a teacher faces influence job satisfaction in a post COVID 19 landscape
