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The Impact of Adverse Childhood Experiences on Juvenile Delinquency
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Youth that have been exposed to Adverse Childhood Experiences (ACEs) are at a much higher risk of delinquent acts and involvement in the juvenile legal system. This study includes discussion on two studies of ACEs, conducted by Felitti et al. (2019) and Cronholm et al. (2015), reviews the impact of ACEs on juvenile delinquency in certain demographics, and includes case examples of how I have seen ACEs impact previous clients I had on my caseload. Discussion includes examples of how Social Control Theory and General Strain Theory apply to the relationship of ACEs and juvenile delinquency. Future research recommendations include a call for consistency in measuring ACEs, including research of the mediating effects of protective factors, and determining when the best time is to administer ACE questionnaires
Middle School Journal Writing Research Proposal
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I am researching 6th grade writing skills. I came up with this idea because several students that I have encountered struggle with writing skills especially in middle school. Writing has always been a struggle whether it is writing mechanics, or paragraph structure. I hoped to improve student writing outcomes and or my teaching approach through this study. The question that guide\u27s my research is “What happens to the quality of students\u27 writing when they use an interactive writing journal versus not using an interactive journal to guide them in their writing process?” Due to the Co-VID 19 my research project was not able to be carried out. Schools were closed down on March 16, 2020. Due to this unforeseen public emergency, we were forced to journal our experience teaching our students during distant learning. Teachers had to adapt to teaching their students through online platforms such as google classroom and zoom meetings. We were not prepared for this public emergency, but we had to prepare as fast and efficiently as possible to ensure that our students were receiving a free appropriate public education
Getting Real: Examining the Effectiveness of Authentic Learning In the English/ Language Arts Classroom
Get PDFTo prepare students for the challenges of the future that cannot even be imagined, a paradigm shift is needed to change the focus of classroom to a more organic, learner-centered approach. The purpose of this study was to understand the heightened level of engagement with an authentic learning experience that goes beyond the walls of the classroom. It answers one question: Why does authentic learning affect students’ engagement and motivation to learn in English/ language arts (ELA) classes? This qualitative, instrumental case study used an interpretivist paradigm with a combination of emic and etic lenses. The participants were mostly White high school seniors in a small town in Northern Minnesota. They interviewed military veterans for the Veterans History Project, to preserve their stories. They turned those interviews into biographical essays that were revised into polished drafts, given to the veterans, and archived on the Library of Congress website. Triangulation was achieved by collecting three types of qualitative data: student journals, field notes, including photographs and videos, and exit interviews of three students. The results of the study proved that authentic learning works in ELA classrooms. It also answered the question of “why?” When students can see that their work matters to someone else, that it has a purpose outside of the classroom, and that it makes a difference in the world, then they will be more engaged and more motivated to learn. The implications of this study indicate that it is imperative for stakeholders to provide teachers with support to provide authentic learning projects in their classrooms
ADHD & Self-Esteem: A Group Psychotherapy Manual for Young Adults A
Get PDFAttention-deficit/hyperactivity disorder (ADHD) is a common condition that affects a significant number of the world’s population, especially young adults (CDC, 2022). ADHD has its roots in behaviors of hyperactivity, inattention, and impulsiveness, and while it is new to mental health, these patterns have been observed throughout history. ADHD is a stigmatized diagnosis, and with this stigma can come low self-esteem (Mueller et al., 2012). On the macro and micro levels, the stigma can come from a variety of places, whether it be from cultural attitudes, bullying, body weight, or preferred method of treatment. Another dimension of the stigma is that a lot of people consider ADHD to be only hyperactivity, inattention, and impulsiveness when in reality, individuals experience introversion, difficulty understanding social cues, sensory disturbances, poor memory, and executive dysfunction (Song et al., 2021). There are all diagnoses that often occur alongside ADHD, including depression and anxiety. Counseling and medication have been shown to be effective first line treatments in ADHD. With these considerations in mind, a group therapy manual has been created to provide an empirically based treatment that not only teaches individuals to manage their ADHD, but it teaches them ways to improve their self-esteem and communicate with the world around them
Becoming Me, Teddy.
Get PDFThis paper presents a comprehensive self-guided inquiry into the factors influencing personal development and professional aspirations, with a focus on the journey towards becoming a school counselor. Through reflective analysis, including examination of familial influences, cultural identity, and personality assessments such as the Myers-Briggs Type Indicator, the author reflects on the formative impact of significant individuals in their life. Furthermore, the study delves into the interplay of mental and physical health within the familial lineage and investigates coping mechanisms passed down through generations. In addition to self-assessment, data were gathered through an eleven-question questionnaire administered to past professors, current and former coworkers, and friends, providing diverse perspectives on the author’s strengths, weaknesses, and interpersonal dynamics. These insights contribute to a deeper understanding of self and inform the author’s professional growth trajectory. The paper culminates in exploring the motivations underlying the author’s choice to pursue a career in counseling, particularly within the context of school counseling. Additionally, the evolving theoretical orientation of the author is examined, offering insight into the frameworks and approaches guiding their practice. Through this introspective journey, the author navigates the complexities of personal history and professional ambition with purposeful intent, ultimately seeking to integrate self-awareness into their role as a future counselor
Disproportionality of English Language Learners in Special Education
No full textThis literature review delves into the critical issue of disproportionality among English Language Learners (ELLs) in special education programs. The study comprehensively explores the factors contributing to this phenomenon and proposes strategies to address it effectively. The review begins by defining ELLs and elucidating the complexities surrounding their educational experiences. It emphasizes the importance of involving diverse stakeholders in decision-making processes concerning ELLs, highlighting the necessity of collaboration among educators, parents, administrators, and specialists. Furthermore, the review scrutinizes the significance of providing fair and equitable testing opportunities for ELLs, advocating for assessment practices that consider linguistic and cultural diversity. Moreover, the review identifies proactive measures educators can undertake to counteract the trend of disproportionality, emphasizing the need for culturally responsive teaching, differentiated instruction, and early intervention strategies. Additionally, the study underscores the essential supports that ELLs require to thrive academically, encompassing linguistic scaffolding, culturally relevant curriculum, and access to appropriate instructional materials. Lastly, the review outlines actionable next steps to address this pressing issue, including policy reforms, professional development initiatives, and community engagement efforts aimed at fostering inclusive and equitable educational environments for all students, regardless of linguistic background. By synthesizing existing research and offering practical recommendations, this literature review contributes to the ongoing discourse on mitigating disproportionality among ELLs in special education and advancing educational equity for all learners
Student-Centered Task Box Instruction
Get PDFEngagement is vital to all learning situations and has, according to Parsons et al. (2018) been associated with an increase in student achievement. Morgan (2013) highlighted that students comprehend little and lose focus of classroom instruction when teachers fail to use differentiated instruction. Therefore, the researcher in this project utilized task box instruction to increase student engagement and on-task behavior in Early Childhood Special Education (ECSE) classrooms. Task-box instruction can accommodate for different ability levels and interests, while also modeling initial learning and providing practice with developmentally appropriate skills and strategies (Morgan, 2013). Specifically, task boxes involve providing students with a variety of tasks they can complete individually and at their own pace, in a way that suits them. Examples of task boxes created for an inclusive setting included: color sorting boxes, stringing beads, matching socks, and tracing lines and/or letters.
In addition to creating task boxes to be used in the ECSE setting, the researcher found that to ensure the successful implementation of task boxes in classrooms, it is essential to provide training for teachers on how to effectively use this student-centered approach (Serin, 2018). She subsequently developed a training for general education and special education teachers on the creation of task boxes and provided multiple ideas for implementing them into any classroom setting. By equipping teachers with the necessary skills and knowledge through training, schools can effectively integrate task boxes into their classrooms, promote student-centered learning and enhance overall academic achievement.
Keywords: Differentiation, student-centered, task boxe
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Get PDFGifted Students with Physical and Health Disabilities: Characteristics, Identification, and Programming
Get PDFThe public has long known about famous gifted persons with physical and health disabilities (P/HDs). However, many school-based gifted or special educators may not believe that such K-12 youth can be gifted or have these disabilities, or they may not know how to serve these students exceptionalities. This capstone paper, a 1995-2023 update of a 1977-94 literature search from gifted P/HD educational and psychology journals which led to the author’s Distinguishing Traits of Gifted Students with Disabilities (Friedrichs, 2001), strives like the preceding paper to illuminate reader understanding of gifted P/HD students. The new document specifically conveys to special and gifted educators these six themes, from the late 20th century twice-exceptional (2e) literature, which are especially relevant to gifted P/HD students: 1) the rise and remaining challenges involving 2e youth, 2) the definitions and percentages of gifted students, P/HD youth, and gifted P/HD students, 3) relevant traits and identification of gifted youth, 4) traits and identification of P/HD students, 5) effective programming approaches for gifted youth, and 6) school programming for P/HD pupils
Implementing a Career Development Program for 7th Grade Students
Get PDFCareer Development programs are crucial in schools to allow students to explore and prepare for their desired career. This is done primarily in the exploration stage of career development. This stage starts late elementary with exposure to careers then continues through middle and high school getting more in depth about what steps need to be taken to achieve their career goal. This is a key developmental stage where students begin to understand their own likes and interests which plays a part in finding a career that fits with their personality as well. While understanding oneself is important when researching jobs, it is also vital that schools offer diverse methods to help students in this process. This can be done with individual/group counseling lessons, career development courses, career development guidance programs, and computer assisted career development. The presented program for 7th grade students uses a mixture of three of these methods to help as many students as possible