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Differences in Reported Mental Health for Schools Which Either Ban or Allow Smartphones
Full text linkSince approximately 2012, multiple international studies have found that rates of adolescent mental illness are increasing, with smartphone use proposed as one potential cause. Smartphone and social media use has been found to be associated with increased rates of mental illness. Few studies have examined the impact of smartphone policies in schools alongside the variable of mental health. This study examined the mental health items of the Pennsylvania Youth Survey (PAYS) in order to compare the mental health of students who were in schools which banned or allowed smartphones. Schools were grouped by policy based on a survey of administrators whose schools participated in the 2023 PAYS. Pearson Chi-Square Test of Independence was performed in order to determine if an association existed between group membership and mental health items. Gender was used as a moderator variable. The study found that students in schools which banned smartphones were more likely to report a symptom of depression and to report planning suicide. Girls in schools which banned smartphones were more likely to report two symptoms of depression. Results were examined within a theoretical framework of hyper-novelty and social contagion. Potential explanations for these findings include the possibility that a “fear of missing out” may be contributing to worsened mental health while away from the smartphones. Recommendations for practice and future study are included
Counseling Guided Manual: Using CBT to Reduce Media Addiction and Depression Symptoms
Full text linkThis group manual is focused on media addiction, which is defined as the excessive and compulsive need to use any form of media despite negative consequences to people’s social, academic, and work life (Sherer, 2024). The focus of this group will be on people with internet and social media addiction. However, members will be able to self-report any form of media addiction. The members will self-report their depression symptoms. These symptoms will be assessed using Young’s Internet Addiction Test and Beck’s Depression Inventory-II on the first and last sessions to measure treatment effectiveness (Young, 2016) & (Beck et al., 1996). The treatment program is Cognitive Behavioral Therapy – Internet Addiction which is used to reduce individuals’ media addiction and depression symptoms. There will be homework activities to monitor the practice of skills outside of sessions and reflect on the process
Gender Disparity In Sentencing
No full textBoth male and female offenders face unequal justice within the criminal justice system because their gender determines legal outcomes more than do their offense level and criminal records. The discrepancy arises because judges exercise discretion and are influenced by public belief and traditional sex-based stereotypes in sentencing. Studies demonstrate that women typically receive lighter penalties than men when prosecuted for comparable crimes. The judge’s system displays significant differences when dealing with drug related and violent offenses. Therefore, this paper addresses; The root causes of gender disparity, how women’s pathways into the justice system differ from men’s, Potential alternatives and their impacts and Broader implications for justice and fairness. These two competing theories offer different explanations for how gender influences judicial decision-making. The Chivalry hypothesis which grants women lighter punishment because they are first time offender and has committed non-violent crimes. Woman gets longer sentencing because they break traditional feminine conduct. Committing violent crime and domestic violence or child abuse with the Evil Woman Hypothesis. The social circumstances justification for leniency toward women create unfairness in the legal system, which requires policy reforms to establish gender-neutral sentencing procedures
A Correlational Study of the Relationships between the Big Five Aspects of Personality and Career Interest: Practical Implications for Teachers in Guidance Counseling Roles
Full text linkClassroom teachers are often required to teach advisory courses that include career counseling and social emotional learning components. The author used a combination of personality and career assessments to guide students into careers that were a good fit, not only for their interests but their temperaments as well. This holistic approach to advising allowed the author to address a wide variety of personal issues (e.g., unmet needs) that students were having and help them to discover their own motivations for approaching these issues. While the study is focused on collecting information from working adults, the results of this study could provide information for teachers who are taking on coaching, advising, and counseling roles within small, rural school districts. The purpose of this positivist cross-sectional correlational research is to explore the relationships between the Big Five Aspects of personality and Holland’s Codes of career interest in working individuals in a rural Midwestern county. Multiple correlations were found between personality and career interest, personality and job satisfaction, and personality and career fit. This exploratory study will give teachers tools to incorporate career-related activities into existing lessons with little additional work, administrators strategies for identifying ideal teacher candidates for retention, and businesses the opportunities for collaboration with schools to begin early exposure to careers in the classroom
El Deafo Bibliotherapy
Full text linkThe goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library Association, 2025; Delisle & Galbraith, 2002). This bibliotherapy reader’s guide focuses on friendship using the graphic novel, El Deafo by Cece Bell
Interactive Read Aloud Planning Template for the story, The Letter from the book Frog and Toad Are Friends
Full text linkThis is a read-aloud planning template for the story The Letter from the book Frog and Toad are Friends, which holds five stories. The goal of the assignment is to create an effective read-aloud. Research supports these as they can expose children to new words and language structures (Burkins & Yates, 2021). Cunningham et al. (2023) also explain interactive read-alouds as a way to “immerse students in rich content.” The author was given a list of stories from the anthology, The 20th Century Children’s Book Treasury: Picture Books and Stories to Read Aloud, from instructor Dr. David Wolff, who also provided an assignment description with some of the information listed above for the assignment goal and expectations
Analysis of Self: Bloody Fingers & Bald Spots
Full text linkAbstract
The purpose of this academic capstone project is to examine the fundamental concepts of my personal self-awareness, self-concept, and self-identity. This project explored my lived experience and the impact these experiences had on my behaviors and relationships. The process of this project included exploring my relevant background information, completing assessments, administering personal interviews and reflecting on responses, developing my theoretical orientation, reflecting on the impact of this project, and plan for professional development.
Keywords: Analysis of self, capstone project, mental health counselin
Defining the School Counselor Role: A Training for Clarifying Responsibilities in Schools
Full text linkSchool counselors have important roles in the school building. However, many administrators, parents, and even students do not fully understand what a school counselor does. This can lead to burnout, job dissatisfaction, and intentions to leave the career (Blake, 2020; Lane, Bohner, Hinck, & Kircher, 2020). Not understanding what a school counselor needs results in a lack of resources for students, frustration, and role conflict (Hann-Morrison, 2011). Relationships also play a part in job duties and advocacy for school counselors. Better relationships often lead to more advocacy and collaboration, while poor relationships can lead to inappropriate duties and distrust (Blake, 2020; Lane et al., 2020). Based on the literature review, a training module was created to inform future and current administrators and teachers of the appropriate and inappropriate tasks for school counselors, as well as the influence their relationship with their counselor has on student success and position advocacy
Alexithymia: A Review of Existing Literature and a Prospective Route for Future Training
Full text linkAlexithymia, a trans-diagnostic construct characterized by a disability to identify and articulate emotions, has received increasing attention within the medical and psychiatric communities due to its profound, negative impact on treatment outcomes. This paper provides insight into its complex and pervasive nature, its conceptualization and assessment, underlying neurobiological mechanisms and acquisition, extensive comorbidities, treatment implications, clinical manifestations, clinical considerations, and analysis of the existing body of research. While previous research assumed Alexithymia to be largely untreatable, recent publications have indicated its ability to be affected by emotional-awareness skill building and relationally based interventions, though no specific treatments for Alexithymia currently exist. As such, an increase in clinical awareness is necessary to spread knowledge and understanding of this construct to allow for additional research to take place. To address this gap in awareness, a comprehensive training is included which provides an overview of Alexithymia and its importance within the mental health field.
Keywords: alexithymia, emotional awareness, alexithymia trainin
An Exploratory Study of Soft Skills Development Expectations in Two-Year Generation Z College Students
Full text linkWorkplace demands around competent demonstration of soft skills have been steadily increasing; therefore, institutions of higher education have started focusing attention on instilling these skills within their student populations. The latest generational cohort to enter college and the workforce, Generation Z, has only recently begun to be studied for the impact of its members’ attitudes towards work and how those might change employer expectations around soft skills. A research gap exists, however, regarding students in Generation Z attending two-year schools and which soft skills they feel are most valuable to their future careers. This study sought to explore those attitudes by answering the research question: Which soft skills do members of Generation Z within Liberal Arts and Sciences courses at two-year schools find most relevant to their future careers? Study participants were enrolled in a two-year higher educational institution in Minnesota in Generation Z as defined by Twenge (2023) and taking courses in the Liberal Arts and Sciences. The present study is non-experimental in design and focused on exploratory research. A variety of soft skills (the dependent variables) were studied in relationship to the constant, two-year college students within Generation Z. A questionnaire was utilized that included a Likert scale rating the value of nine soft skills along with demographic questions and questions about future career goals. The findings of this study indicated that all participants valued certain skills that are also in demand by employers, such as communication and metacognition. Participants disagreed, however, on the value of an in-demand employer skill, creativity. Additionally, the study results indicated strong differences among gender cohorts of participants regarding the value of several key skills. Implications for further research include further exploration of those soft skills that generated greatest disagreement among participants and between participants and in-demand skills; additionally, further research could establish stronger correlations between the soft skills valued by Generation Z and their future career goals