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A Youth Court\u27s Intentional and Unintentional Impact on Justice-Involved Youth and Student Volunteers: Who Truly Benefits?
No full textThe adult criminal justice system was created to protect the community and punish offenders. The juvenile justice system was created to protect the community and rehabilitate justice-involved youth. However, the juvenile system tends to be more punitive than rehabilitative. Over the years many alternatives to the traditional juvenile system have been proposed and utilized, including research-based restorative justice diversion programs. In lieu of punishment, a restorative justice approach provides offenders with a chance to repair the harm they have caused and to develop the skills and competencies needed to avoid repeating the crime — for example, a peer-led Youth Court where the goal is to offer justice-involved youth the opportunity to avoid obtaining a permanent record and be rehabilitated in the eyes of society.
Within the Youth Court program, there are two sets of youth participants: the mandated offenders and the volunteer high school students that fulfill the various roles within the courtroom. The students judge how the offender harmed their community/victim and sequentially how that justice-involved youth may repair that harm. This group of students is therefore given a lot of power. Through case notes, observation notes, and an anonymous survey this study aimed to explore the benefits of the Youth Court program for the clients (the justice-involved youth) and the student volunteers. However, due to a variety of limitations within the program, the data suggests that, other than clients receiving a cleared criminal record, the student volunteers are the true beneficiaries of the program
Enacting a Liberatory Pedagogy Within Public Urban Classrooms
No full textPublic schools are supposed to be the great equalizer in American society. However, based on oppressive historical practices such as forced assimilation, linguistic erasure, and the acknowledgment of singular funds of knowledge, the educational system has mainly failed students of color from lower socioeconomic backgrounds. This thesis is a testament that public school teachers committed to serving socially diverse communities are critical in changing this oppressive narrative and cultivating innovative thinking that leads towards greater equity. The work begins by rejecting the “banking model of education” and enacting a liberatory pedagogy in the classroom (Freire, 2000). Student-teaching recollections help to demonstrate the critical role of trustworthy and compassionate relationships between teachers and students in fostering a classroom community that works against hate and oppression. These stories show how this revolutionary work can transform the nuanced work of ordinary curricula into powerful and relevant classroom experiences that encourage higher-order thinking through dialogue, reflection, and collaboration — crucial foundations for a just, equitable, and democratic society
Rhythmically Rooted: Exploring the Role of Rhythmic Identity in Dance/Movement Therapy
Full text linkAbstract
Historically, in psychology, identity has been defined in Eurocentric, individualist ways. Freud and Erickson’s ideas have influenced how the West views identity development. In recent years, there has been a significant shift in perspectives within psychology, sociology, and philosophy regarding identity development (Caldwell, 2016). Contemporary understandings emphasize identity\u27s dynamic, culturally embedded, and multifaceted nature. Building on the ideas expressed by Caldwell (2016) and the conceptualization of rhythm as an inherently embodied phenomenon, the exploration of identity through rhythm emerges as a means to incorporate the Self\u27s evolving experiences while reflecting the dynamic, culturally embedded, and multifaceted nature of identity. A unique identity is embodied and created by layering rhythmic experiences felt within and outside the body throughout the present lifetime and through memory. The systems of white supremacy have led to a dampening and disconnection of the body among those with marginalized identities (Leighton, 2018). The body is the primary location of dominance, as Black and brown bodies have been exploited and oppressed for hundreds of years. Viewing identity through a rhythmic lens underscores the dynamic interplay between agency and structure, acknowledging how societal systems and power dynamics shape individual experiences of rhythm. Dance emerges as a profound expression of rhythm, connecting individuals in unity and movement (Schott-Billman, 2015). Ultimately, the internal/external interplay of rhythm in a dance/movement therapy session mimics the internal/external interplay of rhythm in the body, connecting individuals and offering avenues for expression
PGx for Psychiatric Conditions: Establishing Best Practices for PGx Return of Results and Evaluating Commercial Test Reports
No full textPsychiatric pharmacogenetics (PGx) describes the use of pharmacogenetic testing to guide selection of an optimal therapeutic approach for patients in need of psychiatric medication. PGx is intended to inform providers and patients if a patient’s genotype may impact the efficacy of a psychiatric medication, or the likelihood of side effects. Commercial PGx tests typically report all guideline-based and well-documented gene-drug associations, but often include additional gene-drug interactions supported by emerging evidence as well. The evidence and rationale for commercial proprietary algorithms governing recommendations are not commonly disclosed to purchasers. Commercial labs have varying methods of reporting out their findings to providers and patients, including approaches intended to help users visualize the results. Differences in algorithms and reporting practices cause significant inconsistencies in the gene-drug recommendations, a source of confusion and distrust among both providers and patients. Here we perform an Inductive Content Analysis on seven transcripts from semi-structured interviews consisting of three people with lived experience of PGx for psychiatric medication management (PWLE) and four PGx subject matter experts (SME). We scored reports from ten commercial psychiatric PGx labs based on best practices extrapolated from SME/PWLE groups. Experiences and perspectives with psychiatric PGx tests were also explored for each group. The discordance in perceptions between SMEs and PWLEs highlights the importance of pre-test education and the need for clear reports with transparent evidence that can be interpreted by providers and patients alike
Evaluation of Patient and Provider Satisfaction with a Point of Care Genetic Testing Model for Cancer Patients
Full text linkThe ever-increasing demand for cancer genetics services is driven by expanded patient eligibility criteria and the utility of hereditary cancer genetic testing (HCGT) in informing treatment plans and long-term risk management. This demand is currently unmet due to the limited supply of genetic counselors; therefore, alternative service delivery models are being explored to improve access to HCGT. This study used a mixed-methods approach to concurrently evaluate patient and provider satisfaction with a point-of care testing (POCT) model at NYU Langone Health. In this POCT model, cancer patients who were eligible for HCGT received pretest education from an educational video and handout before discussing and consenting to HCGT with their oncology provider. Genetic counselors provided post-test genetic counseling and risk assessment. Patient satisfaction was evaluated via post-test surveys for two study arms, POCT and Non-POCT. Chi-square analysis was used to evaluate differences in satisfaction survey responses between arms. Provider satisfaction was evaluated via a survey using a mixed-methods approach involving descriptive statistics and reflexive thematic analysis of free-text responses. In total, 116 patients (Non-POCT=63 and POCT=53) and 25 providers completed their respective satisfaction surveys between August 2023 and January 2024. There were no significant differences in patient satisfaction between POCT and Non-POCT arms in all survey categories. Similarly, there were no significant differences when comparing patient satisfaction between breast and non-breast cancer patients within the POCT arm. Providers reported high satisfaction and competency with the POCT model. Overall, 57% percent of providers found it easy to use, 71% felt comfortable identifying eligible patients, and 60% felt comfortable obtaining informed consent. Providers also perceived high patient satisfaction as 85% reported that patient satisfaction was either unchanged or significantly increased. Providers’ perceived benefits of POCT included expedited HCGT results while barriers included time and/or space constraints. Overall, the patient and provider responses observed in this study provide evidence for the successful implementation of a POCT model for cancer patients pursuing HCGT
