4811 research outputs found
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My Story: Analysis of Self
Full text linkFor this analysis of self-project, an in-depth exploration was conducted that explored both personal and professional facets learned throughout the counseling program and through relevant background information. Exploring different aspects of relevant background history to theories that were used to conceptualize development. To deepen the analysis of this project, assessments were conducted, results were used to understand more, and interviews with loved ones were all conducted. Lastly, identifying a plan for continued personal and professional development.
Keywords: development, theoretical orientation, assessments, background, educatio
Digging Deep with Daisy Murillo
Full text linkAbstract
In this section, relevant background information about the writer is provided, highlighting key aspects that contributed to development. This includes exploring key relationships including those with family, peers, and significant others. Other background information was explored in order to provide a foundation for the project and identify key elements that have impacted both personal and professional development. Assessments were administered and results were analyzed in order to deepen the analysis of self. Theory was utilized to develop a theoretical conceptualization that included both personal and professional components. Interviews were conducted with loved ones in order to add depth and dimension to this project, and to deepen self-awareness. Finally, the impact of completing the analysis of self was explored and a plan for continued personal and professional development was identified.
Keywords: Analysis of self, Self-reflection, Self-exploratio
The Impact of Melodic Intonation Therapy on Speech Recovery in Non-Fluent Aphasia
No full textNon-fluent aphasia, often resulting from stroke or brain injury, severely impacts an individual\u27s ability to communicate. Melodic Intonation Therapy (MIT) has been developed as a therapy technique that utilizes melody and rhythm to engage the brain’s right hemisphere and promote speech recovery. This literature review examined the effectiveness of MIT and how its variations impact expressive language recovery, as well as the need for greater research to refine its application in the clinical setting
Efficacy of Group Therapy for Social Skills Development
No full textSocial communication deficits can significantly impact an individual’s ability to form relationships and navigate daily interactions. Group therapy is a widely used intervention designed to enhance social skills through structured activities, peer interaction, and guided practice. This paper explores the efficacy of group therapy in improving social communication by examining current research, theoretical foundations, and clinical applications. Key factors influencing its effectiveness, as well as challenges in implementation and generalization, are discussed. Understanding the impact of group therapy on social skill development is essential for refining evidence-based interventions and optimizing outcomes for individuals with social communication challenges
Let’s Get Mangroovy: The Importance of Mangroves
No full textThis presentation will focus on mangroves, tropical trees and shrubs that create diverse ecosystems that protect the shoreline from rough weather. These trees are unique not only because of the way that they look, but also because of how versatile they are. Being used as nurseries for young species of crabs, fish, and birds, they allow for many species to flourish. They also are powerful filters and carbon storers, ridding the water around them of harmful or harsh sediments and storing carbon within them to help battle the climate crisis. Mangroves are so important in fact, that MSUM’s Oceanarium has an exhibit dedicated to them and how they help to improve our world
Social Communication Development Through Play and Interventions for Preschool Children with ASD
No full textPlay serves as a fundamental context for the development of social communication skills in young children. For preschoolers with Autism Spectrum Disorder (ASD), challenges in play, particularly symbolic play, are closely linked to difficulties in social communication, which are essential for language development, adaptive functioning, and academic success. This poster presentation explores the role of play in social communication development, highlighting differences between typically developing children and those with ASD. It also reviews three interventions—Advancing Social-Communication and Play (ASAP), Stay Play Talk, and video modeling—that incorporate peer involvement to support social communication growth
Money Matters: Mastering Your Budget
No full textMost college kids feel like they are struggling financially, which affects many students in different ways. So, what can be done about this stressful time in life? To master your budget there are important steps that can be taken to better understand your financial needs. These steps include understanding income and expenses, setting financial goals, creating a budget, tracking and adjusting your budget, saving, and staying consistent. To further understand our topic, we asked ourselves “What is the impact of financial stress caused by a lack of budgeting, compared to the financial stability experienced by college students who manage their budget?”. In completing our study on budgeting, we will utilize resources such as a budgeting planner, a budget app, previous studies used, and self-evaluations. In our research study we have discovered that college students who budget overall have reduced stress. As a group, our recommendation is to make use of the resources we discussed to minimize your financial stress
Equipping the Church for Inclusion: Developing Training Strategies to Implement Accessible and Disability-Inclusive Ministry Practices
No full textAbstract
Individuals with disabilities are active and present members of society and deserve to be included in faith communities. One in four Americans and nearly one billion individuals worldwide are impacted by a disability (World Health Organization, 2023). Despite this, churches often fail to provide meaningful inclusion, as 90–95% of individuals with disabilities have no access to the gospel through in-person church services (Scheuermann, 2021). While many congregations intend to be welcoming, they frequently lack the training, resources, and adaptable materials necessary to implement inclusive ministry practices. Research highlights persistent barriers, including limited leader preparation, insufficient volunteer guidance, and inaccessible instructional materials, which prevent faith communities from creating sustainable inclusion programs (Carter et al., 2023; Warren, 2023). Biblical teachings emphasize that all individuals, regardless of ability, are valued members of the body of Christ (1 Corinthians 12:12–27; Luke 14:12–14; Proverbs 31:8–9).
Despite growing awareness of the need for inclusion, churches often struggle to move from intention to implementation due to the absence of accessible resources and evidence-based guidance. To address this gap, the Always Adaptable project provides churches with a digital database of resources for disability-inclusive ministry. The database includes symbol-supported curriculum sets, adaptable lesson plans, step-by-step training modules, and guidance for implementing various inclusion models. Always Adaptable equips church leaders and volunteers with evidence-based tools such as visual supports, social stories, multisensory instruction, and augmentative and alternative communication (AAC) supports. The project empowers congregations to create environments where individuals of all abilities can participate fully in spiritual life
Satisfaction and Hopefulness Among Temporary Part-Time English Faculty Teaching at Minnesota State Community Colleges in the Twin Cities: A Phenomenological Inquiry
Full text linkCommunity colleges across the United States have increasingly relied on adjunct faculty. With approximately 77% of community college faculty being part-time instructors (Center for Community College Student Engagement, 2014, as cited in Pons et al., 2017, p. 43), understanding their experiences is crucial for employee retention and satisfaction. This phenomenological study aimed to examine the lived experiences of temporary part-time community college English faculty and to see if their hopefulness for future full-time employment has been impacted over time. Using possible selves theory as a theoretical framework, this study sought to reflect on the impact of unsuccessfully seeking full-time employment and its impact on self-perception.
To assess this, temporary part-time English community college faculty at campuses within 25 miles of the Twin Cities were asked to participate in a survey that included fifteen questions about their work experience and seven demographic questions. 19 people responded to this survey. In addition to gathering information about their experiences, this survey was used to identify a purposive sample of temporary part-time faculty to participate in the 60-minute focus group, which included two questions related to participants’ connection to campus working conditions, two questions related to participants’ perceptions of work conditions, and three questions related to participants’ hope for future full-time teaching employment. Five people participated in the focus group. The goal of this study was to identify solutions for improving retention and satisfaction among this population to inform future recommendations and employment practices
Measuring Perceived Stress Levels and Physiological Variables in Undergraduate College Students: A Quasi-experimental Study
Full text linkThis study aimed to analyze changes in perceived stress and physiological variables in undergraduate students over one semester. A quasi-experimental study was conducted using non-random convenience sampling with 30 undergraduate students enrolled in an Introduction to Stress Management class at a small, regional institution in the upper Midwest in the fall of 2022.
Data collection included the use of the Perceived Stress Scale (i.e., PSS-10) and stress physiological variables (e.g., heart rate, breathing pattern, respiration rate). Participants were surveyed three times using pre-, mid-, and post-treatment assessments but ultimately, participants’ pre- and post-treatment surveys were compared. Both descriptive statistics and the Wilcoxon-signed rank test were used to address the study\u27s research questions and null hypothesis. The findings showed a statistically significant difference (p \u3c .05) from pre- to post-treatment assessments in total stress scores (i.e., PSS-10, physiological variables), suggesting that coping strategies utilized in an Introduction to Stress Management course were effective. The findings did not indicate a significant decrease in PSS-10 scores from pre- to post-treatment