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Reframing Education and the Classroom as a Safe Space
Get PDFThis paper asks us to reimagine education and our classrooms as safe spaces for children. Children spend at least 1,000 hours a year in schools. They should spend those hours feeling like they have the freedom to dream, imagine, grow, take risks, and make mistakes. Furthermore, everyone deserves to be in a space that welcomes, accepts, and celebrates who they are. This means recognizing who they were, who they are, and who they can become. Children’s complex identities and humanity must be recognized in schools to come to know each child fully. When we lead with love, respect, and empathy, we create an environment with those as driving forces for learning and living together. By ensuring that education and our classrooms are safe spaces, children have the freedom to grow into their best selves, the teacher’s ultimate goal
Chronically Ill Children and Child Life Specialists: An Investigation Into How Play Acts as a Form of Healing
Get PDFA chronic illness diagnosis is a life altering event that induces stress and can greatly alter an individual\u27s life. This is especially true for children as they are unable to comprehend what is happening to them. Child life specialists are trained professionals who aid hospitalized children with understanding and coping with their conditions. Child life specialists use a variety of therapeutic techniques to help their patients cope. Child-centered play therapy (CCPT) has been proven to help children work through and understand their emotional distress. This form of therapy allows the child to dictate the pace and content of the play they engage in during therapy and, thus, gives the child a sense of control. It is, however, unclear from the literature whether child life specialists engage their patients in child-led play. Through interviews, this study aims to find whether child life specialists working with chronically ill children, conduct play therapy through a child-led model. Two practitioners were interviewed and were asked questions aimed to gain insight into the child life field and how they formulate treatments for hospitalized children. These interviews were analyzed for mentions of child-led vs. adult directed play as well as for what type of play children engaged in. The analysis suggested that while child-led play was utilized and encouraged, adult directed play was necessary in a hospital setting. This study does suggest, however, that an additional session of child-led play therapy may be beneficial to hospitalized children as a non-directed outlet for their emotions and concerns
Trans Cannibalism
Get PDFIn this writing, cannibalism as a symbol of taboo and villainy are explored alongside trans identities and modes of making. Using examples from popular media such as Silence of the Lambs and Psycho, cannibalism and queerness are vessels to explore how performance is made. When your existence is politicized and your body is a symbol of fear, how does that inform the process of creating art? How can trans artists cannibalize and consume in order to reify and remake new possibilities of performance? To begin, examples of pop culture cannibals are examined and dissected through the lens of trans villainy. Trans identities as inherently villainous or taboo is posited against the taboo around cannibalism. This analysis is enacted in practice via the Brazilian art movement of antropofagia from its origins to modern day theatrical interpretations. The liminal space of trans bodies in the digital world is explored in the final chapter, in which the consumption of virtual bodies can be a tool for liberation or continued oppression. Following the essay is a conversation with John Jarboe regarding her performance Rose: You Are What You Eat in which RED and John get into the nitty gritty of trans cannibalism.
White this paper is merely a lily pad and not yet a landing place, the question of finding liberation in the taboo is the fulcrum of this writing. What does it mean when we are all cannibals
“People Don\u27t Even Know to Test for It”: Fragile X Community Views on Fragile X Testing, Guidelines, and Impacts
No full textThis study explored the view’s of the Fragile X (FX) community on including FX testing in carrier screening, how testing impacts their community, and what factors they feel should be considered when creating FX testing guidelines. The anonymous online survey was distributed through FX organizations and social media. 30 participant responses met inclusion criteria for data analysis. Over 80% of participants self-identified as premutation carriers for Fragile X syndrome (FXS). Most participants reported that they would have preferred learning their FX status through routine care before or during pregnancy. FX testing was not offered to all participants before or during pregnancy. Of those who were offered testing, 87% opted to pursue it. When asked why this information was important to them, responses generated four key themes: 1) Reproductive selection, 2) Against reproductive selection, 3) Information to improve outcomes for children, and 4) Information to improve outcomes for carriers. When asked what they feel is important for medical professionals to consider when creating guidelines for FX testing, participants’ responses generated three key themes: 1) Need for education amongst medical professionals, 2) Timing of diagnosis, and 3) Financial burden. In contrast with current ACOG guidelines, we found widespread desire for FX testing as part of routine carrier screening. Additionally, our data suggests the FX community feels healthcare providers are not sufficiently knowledgeable about FX. Results of this study suggest the importance of involving the FX community in decisions surrounding FX testing with the hope of improving outcomes for those affected by FXS and Fragile X premutation associated conditions (FXPAC)
