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The Use of Self Regulation an Autoethnography
No full textThe purpose of this research is to determine whether focusing study habits for students to the ideals of self regulated learning to meet students where they are at. This research will determine if there is a significant increase in student achievement when learning study strategies of becoming self regulated learners. Specifically this study will look at high school junior and senior students in a pre-calculus course at Little Falls Community High School. The study will focus on the student achievement before and after using self regulated learning techniques, as-well-as self reflection surveys for students. Student feedback and as well as observations by the co-investigator to provide insight as to the effectiveness of self regulated learning as it pertains to math education
Teaching Emotional Regulation and Coping Skills to a Sixth Grade Student Using the Don\u27t Let Emotions Run Your Life for Kids Workbook
No full textThis project explored the effect of the Don’t Let Emotions Run Your Life for Kids workbook and the implementation of a daily feelings check-in on a sixth grader’s problem behaviors. These behaviors included being unable to regulate her emotions, using aggressive language in the classroom, and struggling with peer relationships and group work. The student met with a school psychology practicum student and the school psychologist once a week for a lesson using the Don’t Let Emotions Run Your Life for Kids workbook. The student met with the school counselor daily for a feelings check-in to practice identifying emotions. Results showed the implementation of supports to be helpful for the student
Anxiety and Internalizing Behaviors: Cognitive Behavioral Therapy in School Using The Coping Cat Program
No full textThe prevalence of anxiety of youth has been on the rise. Anxiety is one of the most common pediatric mental illnesses. Additionally, after the COVID-19 pandemic, the global prevalence of anxiety has significantly increased. Untreated anxiety is associated with increased functional impairment, risk of suicide, school absenteeism, difficulties in academics, and interpersonal difficulties with family and peers. Of children who experience mental health impairments, approximately half do not receive adequate treatment, and offering school-based mental health interventions can help address this. This project evaluated the results of Coping Cat cognitive behavioral intervention in a public elementary school with a 3rd grade student experiencing symptoms of anxiety. The goal was to decrease self-reported levels of anxiety and increase self-reported use of coping skills. The student completed 6 sessions of the Coping Cat program and showed a moderate reduction of internalizing behaviors. Her self-reported usage of coping skills was not consistent. Results support the use of a brief version of Coping Cat as effective for reducing anxiety
Analysis of Self
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This self-analysis paper explores the author\u27s personal growth and development over a specific period. The paper begins with an overview of the author\u27s background and experiences of immigration that have shaped their identity. Next, the author reflects on their personal relationships with family and friends, discussing areas in which they have made progress and areas in which they still need improvement. The paper also explores the author\u27s theoretical orientation and aspirations, outlining the steps they are taking to achieve them. Through this self-analysis, the author gains a deeper understanding of themselves, their motivations, and their potential for growth. Overall, this paper provides a valuable insight into the author\u27s journey of self-discovery and serves as a roadmap for their continued personal development
Cognitive Behavioral Therapy and Medication Psychoeducation for Adults with Social Anxiety: Training for Mental Health Professionals
Get PDFSocial anxiety is characterized by considerable anxiety or fear in social situations where one could be negatively perceived by others (5th ed., text rev.; DSM-5-TR; American Psychiatric Association [APA], 2022). Social anxiety has two subtypes which include complex and speaking subtypes (Sareen et al., 2006). SAD is often undiagnosed as well as untreated, and interventions do not work for 30-40% of individuals with social anxiety (Stein & Stein, 2008). Social anxiety is related to reduced quality of life, quality of friendship, employment, socioeconomic status, efficiency at work, and welfare (APA, 2022). At present, mental health of people in the United States is being impacted by our public health crisis/COVID-19 (Fitzpatrick et al., 2020). SAD co-occurs with affective, anxiety, substance abuse, bipolar, and eating disorders as well as avoidant personality disorder (Chartier et al., 2003; Kaye et al., 2004; APA, 2022). Research indicates there are many psychosocial and pharmacological treatments that are efficacious for SAD, particularly CBT and medications (Saeed, 2009). CBT includes cognitive restructuring, social skills training, psychoeducation, exposure therapy (in vivo or imaginal), and relaxation strategies (Huppert et al., 2003; Saeed, 2009). Medications include SSRIs, SNRIs, MAOIs, beta-blockers, benzodiazepines, and others (Saeed, 2009). This training has been developed to educate mental health professionals on effective treatment for SAD
Resource Handbook to Support Families Implementing Conscious Discipline Strategies
No full textThe purpose of this literature review is to introduce social and emotional learning for children, educators, parents, and caregivers through Conscious Discipline. Conscious Discipline is an approach that emphasizes the importance of adult self-regulation in modeling and teaching children effective emotional management and conflict resolution. It shifts the focus from traditional disciplinary methods to understanding and changing the adult’s behavior first as means to guide children positively. Throughout this review, we will explore childhood brain development, the effects of trauma on the developing brain, and the brain states according to Conscious Discipline. We will discover the impact that Conscious Discipline has on teachers, caregivers, and students when it is applied successfully. We will also look at ways to support families and caregivers with Conscious Discipline tools and strategies to support a child’s social and emotional development. Further research needs to be done on partnering with families to bridge the gap between school and home, supporting parents where they are, and providing useful strategies they can implement easily
Ethnographic Research of the Impact of Catalyst Strategies on the Engagement and Relationships within the Classroom for 6th Graders Versus 2nd Graders in the General Education Classroom
Get PDFThis 2023 study focused on the effectiveness of the Catalyst Approach to classroom management in a second-grade versus sixth-grade classrooms in the same district. The Catalyst Approach is a comprehensive classroom implementation model that includes strategies for getting attention, engaging students, setting up for success, and supporting success. Whole group strategies are emphasized in this approach to aid in building a productive classroom environment (Burns & Brinkman, 2018). Our focus with this study was threefold: to see how the Catalyst Approach affected classroom management, how the Catalyst Approach affected relationships within the classroom environment, and how the Catalyst Approach compared in a second-grade versus sixth-grade classrooms. Classroom observations, field notes, and Likert scale surveys were used to collect data for analysis. This research took place in a Minnesota district in one second-grade and three sixth-grade classrooms with a sample size of 68 students in total. While the results differed slightly between the second-graders and the sixth-graders, the teachers’ field observations indicated that the Catalyst Approach was effective and had a positive impact in both grade levels. The researchers believe that the Catalyst strategies were effective, in part, because they had been using this approach with fidelity all year long. Overall, the teacher researchers found that the Catalyst Approach is effective for increasing student engagement and fostering positive relationships in the classroom
Resources for Parent Empowerment in Early Childhood Special Education
No full textThis project focuses on parent empowerment in Early Childhood Special Education. A literature review was completed to understand critical aspects of parent empowerment and the barriers to parent empowerment. After considering the literature and to assist with fostering parent empowerment, a series of newsletters were created to address common challenges that parents often face. The newsletters focus on topics such as: the special education process, special education terms and acronyms, child development stages and tips for encouraging development at home. The intent of the newsletters is to support parent education in order to empower parents to gain the skills needed to become advocates for their child and assist their children in learning, developing, and gaining new skills with the end result leading to positive child and family outcomes.
For the purpose of this paper, the words ‘parents’ and ‘family’ will be used interchangeably to describe the legal guardians of the student
Exploring the Effectiveness of the Check-In Check-Out (CICO) Behavioral Intervention for Elementary Students
No full textThe purpose of this project was to investigate the effectiveness of the check-in check-out (CICO) behavioral intervention on a first grader having difficulty with externalizing behaviors in the educational setting. The CICO intervention was conducted to mitigate externalizing behaviors by reinforcing positive behavior in the classroom. The student completed two daily behavior coaching meetings discussing goals and previous behavioral performance. Data collection consisted of a point sheet Daily Behavior Report Card (DBRC) completed by the classroom teacher after each class period. Results suggest the CICO intervention may have been associated with the reduction of externalizing behaviors and goal attainment; however, treatment fidelity and the lack of baseline data allow for the possibility of whether the intervention was the primary reason behind the observed outcomes
Enhancing Inclusion: Neurodiversity in the workplace
Get PDFNeurodiverse individuals have long been viewed negatively, particularly in the workplace. Many recruiters or hiring managers have never considered the benefits that hiring a neurodiverse candidate could bring to their organization, rather looking at the additional costs of accommodation. The results of analyzing several case studies show that companies who incorporate neurodiverse candidates into their labor pool have seen increased productivity, creativity, process innovation, and cost reductions. This paper reviews several case studies combined with data obtained from interviews with a neurodiverse individual and a direct support care professional to develop a list of methods to be used in the hiring process to incorporate more neurodiverse individuals in the workforce. As a result of this analysis, it was confirmed that when groups of neurodiverse and neurotypical employees are integrated throughout all levels of an organization and placed in conducive work environments, the end results are more diverse viewpoints, additional creativity, and increased productivity within the entire organization