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A Trauma Informed Schools Training for High School Educators
Get PDFAn increasing amount of research has emerged in the last decade emphasizing and imminent need to better meet the emotional needs of students, not only to be more successful in the classroom academically but to improve overall quality of life for their present and future selves. The average student spends approximately 1,080 hours at school in a 180-day school year, thus giving educators a primary role in recognizing and responding to students who appear to be struggling or showing signs of trauma (Nelson, 2022). Over half the US population has reported facing at least one adverse childhood experience, with a handful experiencing 4 or more (Childhood Domestic Violence Association, 2022)- a detrimental number, statistically speaking, to maintain an overall positive, and successful high school experience. Yet, our current education system does not require schools to become trained in trauma-informed approaches or at minimum, perform basic trauma assessment screening to indicate at-risk students. This literature review and training provides information necessary for recognizing signs of trauma in students, compares similarities of trauma to other popular (and rising) diagnosis, and provides evidence for a new perspective for educators to procure towards students who otherwise appear disengaged and uninterested in learning.
Keywords: Trauma-informed schools, adverse childhood experiences, student achievemen
Most Likely to Succeed: Which Factors Influence College Students in Completing Their Two-Year Computer Degree and Graduating from College
Get PDFFor many individuals, researching and finding a college to attend is a wonderful experience. Many students explore college and take multiple courses, but do not finish their intended degree. Past and current studies have identified factors and reasons to why students dropout from college. Two well-known theories include A.W. Astin’s student involvement theory (1984) and Tinto’s (1993) model of college student attrition. The purpose of this study was to identify factors amongst students who graduated and students who did not graduate from a two-year computer degree program. The data derived from the collective stories of those who had experienced it. This qualitative study had a research method that was exploratory in nature. The epistemology component falls under subjectivism as the meaning resides in the students who experienced it. This phenomenological study interviewed seven individuals and investigated the personal educational journeys of four computer program graduates and three computer program non-completers. Prospective participants were emailed to gain interest in the study, and seven participants were recruited using purposeful sampling. After interviewing the individuals, the researcher took the semi-structured data and structured it into codes, themes, and patterns for analysis. This study aimed to find factors of college student success and attrition from non-completers. A sense of belonging and an understanding the purpose of being in college were important factors that were revealed by the participants
Supporting Students with Chronic Pain: A Group Manual for School Counselors
Get PDFThe purpose of this literature review was to examine the current literature on evidence-based interventions for working with youth who have a chronic pain condition. Interventions and other relevant information found were then used to formulate a school counseling group manual utilizing evidence-based interventions for school counselors to deliver to a group of students who live with chronic pain. Cognitive Behavioral Therapy (CBT) is an empirically supported intervention for use with people with chronic pain, adolescents, and group work. Acceptance and Commitment Therapy (ACT) is a newer modality that has promising research on efficacy for adolescents with chronic pain and use with adolescents in the school setting. The benefits and drawbacks of delivering interventions in a group format will be discussed as well as the role school counselors play in working with students who have chronic pain. There is currently a lack of resources available for school counselors to address common issues that occur for this population of students. Evidence-based treatments highlighted in this review include using a multidisciplinary approach, improving physical exercise and sleep routines, CBT, ACT, and mindfulness approaches for managing pain or anxiety. A 6-week group manual was developed utilizing CBT and ACT principles targeting specific areas of struggle for adolescents with chronic pain to support this group
Assigning a Dynamic Personality to AI
No full textIn today\u27s world where artificial intelligence capabilities are advancing the potential for custom, and tailor made chatbots are similarly advancing. Such artificial intelligence chatbots could be particularly useful in many fields from the entertainment industry in the form of video game characters with dynamic dialog that stay true to their characters, to the world of psychology where such chatbots may be useful in helping budding psychologists train and be exposed to a vast array of different personalities that they may not be exposed to. Such artificial intelligence chatbots require however to have a believable and dynamic personality. Personality is a complex issue that contains many different aspects, yet personality is not static, it is a dynamic aspect of a person’s life, and subject to change through interaction with a world. Thus, any chatbot should be capable of changing its personality as well. This presentation will discuss how a chatbot may be given a personality utilizing a Graphical User Interface (GUI) in the Java programing language, utilizing the preeminent ChatGPT Application Programming Interface (API) as a base chatbot, and how that personality may become dynamic and subject to change through interactions with a human component
Phenomenology via a Narrative Inquiry in Action: A Study Identifying Themes of Persistence and Barriers Faced by African American Male Students in their Pursuits of Higher Education
Get PDFThe use of phenomenology via a narrative inquiry is increasingly becoming popular in qualitative research study as it provides an unparalleled approach in sharing lived experiences. This article employs a narrative inquiry study to improve the understanding as to why Black male students (also known as African American male students) graduate from college at a lower rate than their Latino, White, and Asian counterparts in the United States. These narratives helped describe the barriers that have frustrated African American male students from persisting in higher education. Participants identified the lack of financial support, lack of cultural competency, lack of identity, personal issues, time poverty, academic preparedness, and navigating through the college processes as the main barriers to their educational success. On the other hand, the participants’ narratives identified themes of persistence that include the importance of having a role model, financial support, internal motivation, advancement opportunities, support from family, friends, and cohorts. These barriers and themes of persistence help to shed light on why Black male students graduate from college at a lower rate than their Latino, White, and Asian counterparts. By examining the personal educational journeys of six African American male students at diverse stages of their educational adventure, rich narratives were established for the qualitative study featured in this article
Jr. GLOmies Elective Class : Increasing Inclusion and Building positive relationships within our schools
No full textEvery student has a desire to belong. When students feel disconnected or excluded, it can lead to challenges in their mental, emotional, and academic well-being. The Unified Schools program, part of Special Olympics, aims to foster inclusive communities where all students feel welcome, valued, and included—both within the school and in the broader community. Research has shown that inclusive environments positively impact students with and without disabilities. Students with disabilities feel connected to school, develop social skills, increase confidence, increase peer interactions and show increased school success. General education peers benefit by building relationships, developing leadership and critical thinking skills, show personal growth in future education goals related to education, and develop high levels of empathy. . Inclusion is part of every student\u27s daily education plan providing the Least Restrictive Environment for our students.. I am proposing the addition of a Junior GLOmies elective class at our middle school to provide general education students a chance to work side by side and partner with students with disabilities within our school This will be a semester-long, daily opportunity to work directly with students in the DCD program through leadership and development and implementing a range of activities, including service opportunities, , games, social skills development, art, science, and physical activity. As the number of students with Intellectual Disabilities continues to rise within our school district, it is essential that we offer more purposeful opportunities for inclusive interactions. This elective would not only benefit students with intellectual disabilities but would also provide their peers with the chance to experience the power of inclusion firsthand. The goal is to create a rewarding, impactful program that enhances both student engagement and social-emotional growth across our school community. Inclusion is a WORK IN PROGRESS: Inclusion needs to be a school-wide belief in which diversity is viewed as a positive resource within our school. Inclusion requires team effort with all hands on deck: administrators, teachers and students need to be supportive to implement more change within our schools. The Jr. GLOmies Elective class represents a step forward in building a stronger, Unified school community. It will offer students the chance to grow as leaders, advocates, and mentors while fostering a culture where ALL learners are celebrated and supported.
Key words: Inclusion, Unified School
Understanding Disabilities: Developing an Inclusive High School Curriculum with Peer Interaction
Get PDFThe overall goal of this capstone project was to develop and subsequently implement a curriculum for high school students interested in learning about individuals with disabilities. The project, calledUnderstanding Disabilities: Developing an Inclusive High School Curriculum with Peer Interaction, wasdesigned for students eager to learn about disabilities and for those looking to pursue a career in education or another field that works with individuals with disabilities.
As documented in numerous articles, the field of education can pose its own challenges, some of which may lead to the current shortage of special education teachers in most states (Bruno, Lam, & Nguyen, 2024 and Carver-Thomas, Darling-Hammond, & Sutcher, 2019). Additionally, there is a lack of disability awareness and understanding. Szumksi, Smogorzewska, and Grygiel, 2020 share, “One of thebarriers to increase access for students with disabilities to mainstream schools are the negative attitudes of typically developing peers.” (pg. 2) All these factors highlight there is an essential need to educate individuals on positive peer relationships and dispel misconceptions that are associated with students who have disabilities.
Tometten et al. (2021) suggest that to provide a positive learning environment for all students, teachers need knowledge of special educational needs and that future teachers should gain this knowledge during preservice teacher education programs. However, why can’t this learning happen even earlier? This writer argues that by providing high school students with information and experiences surrounding disability prior to them making a career choice, the students themselves can be better prepared to make such a life choice – benefiting everyone.
Throughout the web-based, elective course, high school students will learn about the history of special education and the intent behind the Individuals with Disabilities Act (IDEA), the 13 disability categories and their characteristics, the importance of providing accommodations and modifications as needed for students with disabilities, and the roles associated with service providers inside and outside of the school. Additionally, they will interact with individuals from varying grade levels who are provided with special education services under one of the 13 categories of disability. Through the development of this curriculum, high school students will be provided insight into disabilities, an awareness of challenges and positive aspects of disability and be better prepared for inclusive teaching practices.
The capstone project itself consists of a Literature Review and Project related to a topic of choice pertaining to an area in Special Education, in which I created a Curriculum for High School aged students with weeks\u27 worth of lessons in Google classroom
The Effectiveness of the University of Florida Literacy Institute Intervention Program for Three First-Grade Students Struggling in Reading
No full textReading is foundational in the world of education, but a lot of students need help with reading and are below their grade’s standards. In 2022, 33 percent of fourth graders were at or above the proficiency level in reading defined by the National Assessment of Educational Progress (NAEP report card: Reading, n.d.). This project examined the use of the University of Florida Literacy Institute (UFLI) intervention with three first-grade students who exhibited deficits in their reading. The intervention was delivered daily for thirty-minutes each session. This intervention focuses on phoneme blending and segmentation practice, accuracy and automaticity of grapheme-phoneme correspondences, decoding automaticity of words with previously learned concepts, explicit introduction of new concepts, decoding and encoding practice, reading and spelling irregular words, and reading and spelling connected text. Data was collected using AIMSweb progress monitoring for oral reading fluency and nonsense word fluency
The Mass Murder Epidemic of the United States: Policy, Reflections, and the Way Through
Get PDFThis work is an in-depth look at American culture and how the culture has shaped gun policies in the U.S. I also examine various policies that could be used to mitigate mass shootings in the United States, as well as some of the reasons these incidents have become so prevalent
Comparing Online and Traditional Assessment Practices in Middle School Mathematics
Get PDFAs a result of the COVID-19 pandemic, teachers across the world have been forced to explore different modalities of assessment, many of them virtual. Now that many of the most restricting policies for schools due to pandemic have been lifted, the use of these virtual assessments remain. Due to the recent nature of their use though means that not many studies have looked into the implications of these assessments on students let alone middle school students. This study aims to help fill in some of the gaps in this research. In this study, students will take one of two assessments with the exact same questions. One of the assessments will be paper and pencil, the other will be on Google Form. Students will be randomized into which modality they will complete and then the scores of the two groups will be compared. The goal of this is to determine if taking an assessment virtually provides a roadblock to displaying mastery of learning for the students. After students are done with their assessment, they will then take a short survey asking them how hard they perceived their assessment to be. The results of this study will hopefully tell us two things: whether one assessment is more challenging based on the scores and based off student’s perceptions