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The Need for Spanish in Mainstream Classrooms: A Celebratory Reclamation of Linguistic Identity
Get PDFThis paper is a testament to the sociocultural importance of bilingualism in mainstream U.S. classrooms, specifically pertaining to the Spanish language and communities in which there is a large percentage of Spanish speakers. Approximately 13% of Americans are native Spanish speakers, this is equivalent to 40 million people. States like Arizona, California, Colorado, Florida, Georgia, Illinois, New Jersey, New Mexico, New York, and Texas can boast populations that include over 1 million Hispanic people (United States Census Bureau, 2019). However, our school curriculums do not reflect the large percentage of Spanish-speaking students who roam their hallways. I argue that traditional English as a second language curriculums are isolating and that in order to embrace a linguistically rich culture. Spanish must fight its way out of resource rooms and into the mainstream classroom where it will be celebrated alongside English as an equally valued mode of expression. Both native English speakers and native Spanish speakers have so much to gain by the productive co-existence and mutual celebration of each language
Towards The Growing Edge: Integrating Simulation In A Genetic Counseling Graduate Program
Get PDFSimulation is a well-established learning practice in medical education; however, it is not well studied in genetic counseling. The current study utilizes action research to document and describe the implementation of a simulated patient (SP) program into the Joan H. Marks Graduate Program in Human Genetics curriculum. With the standards of genetic counseling training now including simulated patient encounters as participatory cases (ACGC 2019 and 2020), the utilization of SP methodology can be expected to grow. The goal of the study was to explore specific considerations of simulation in genetic counseling while meeting the standards of best practice laid out by professional simulation organizations. Over the course of the study, a model of simulation implementation was developed and over two hundred and seventy simulation sessions were implemented. Key themes of successful implementation were identified, including co-creation within the team - building as we go; developing a formative holding environment that is learner-centered; workshopping - maximizing the unique aspects of simulation; and pushing towards the growing edge while bridging theory to practice. The study contributes a thick description of implementing a simulation program with the aim of catalyzing a robust community of practice of healthcare simulation in genetic counseling education
Lessons Learned from COVID-19: Genetic Counseling Adaptations and Challenges to Alternate Service Delivery Models
No full textThe COVID-19 pandemic has led to the rapid adoption of telegenetics service delivery models (SDMs) by the genetic counseling field. While previous studies addressed the transition to virtual health systems in singularity, little is known about the pandemic’s effects on clinics across multiple institutions. Herein we analyzed the impact of the COVID-19 pandemic on telegenetics transition, access and efficacy from a broader perspective. A survey was administered to genetic counselors (GCs) through the National Society of Genetic Counselors listserv. The study found that the majority of GCs (81.6%) implemented telegenetics during the pandemic regardless of specialty (p \u3e 0.05). Among those that implemented telegenetics, 58.7% indicated a decrease in patient volumes, as compared to a reported 90.5% decrease by those practices that did not utilize telegenetics. Similarly, 44.2% of GCs that implemented telegenetics, observed a decrease in genetic testing compared to 57.2% of GCs that did not use virtual platforms. Barriers encountered to the uptake of telegenetics by patients included perceived discomfort with the platform (41.8%), lack of access to an internet enabled computer/device (41.8%), preference for in-person medical appointments (40.8%) and inability to access internet services (31.1%). Thus, while telegenetics enabled continuity of care and testing uptake, there remained challenges associated to the access of virtual platforms, supporting the idea of employing a mixed model approach to SDMs. Furthermore, data supports the need for additional training, education and advocacy on the utilization of telegenetics as well as billing and reimbursement practices to promote and sustain quality genetic counseling services
Lunch and Learn Series - E-books! All you ever wanted to know about e-books!
No full textThis new online series intends to help students, faculty, and staff better understand and utilize the Library’s resources. Since these are short sessions, they will start promptly at 1:00 pm (Eastern)!
Join a SLC Librarian for our “Lunch and Learn” to become better acquainted with the world of e-books. Understand how access to e-books works, how to find them, reading online vs. downloading, using books through the Internet Archive, how to access e-books the College does not own, and more
How to Submit Your Graduate Thesis to Digital Commons
No full textA brief walk-through of the thesis submission process presented by Abby Lester from the Sarah Lawrence College Library from April 2021
Divorce and Dance/Movement Therapy: Helping School-Aged Children Find a Sense of Self-Agency
Get PDFThe divorce rate currently sits at 50% for families in the United States. Divorce can and will look different for all families. Children are directly impacted by this event externally as their familial structure is shifts and internally on a body-level. This can cause children to have feelings of shame, neglect, self-doubt, fear of abandonment, embarrassment as well as behavioral issues.Many times, these feelings can go unaddressed and can cause new “challenging” behaviors.
Dance/movement therapy is a therapeutic approach that presents tools which are beneficial for school-age children going through divorce. More specifically, using body-based grounding techniques can help school-aged children who are struggling to find a sense of agency
“Did You Know Before?”: Documenting the Lived Experiences of Parents of Children with Down Syndrome in an Era of Widespread Prenatal Testing
No full textIn the past decade, prenatal testing for chromosomal conditions such as Down syndrome (DS) has become both more accurate and more widely available. Although rich literature documents the lived experience of families raising a child with DS, no previous studies have investigated these experiences in the current era of increased prenatal testing. Our study examines parents’ social experiences and their perceptions of the connection between prenatal screening and these social interactions, as well as their own views on prenatal testing. Semi-structured interviews with 31 mothers of children with DS ages 3 months to 13 years old were conducted via Zoom and analyzed using a deductive approach. The results showed that most parents in our study had at least one social interaction that highlighted unspoken assumptions about prenatal testing. In their accounts, implicit and explicit inquiries about their prenatal testing status were commonplace. Parents in this study varied as to how they interpreted these social experiences, and their responses were comparable to those seen in previous studies examining the social interactions of stigmatized groups, demonstrating reactive and proactive approaches, both of which have been shown to be effective means of adaptation. Despite some misgivings, parents did not oppose the use of prenatal testing, and many indicated that they had or would use prenatal testing themselves in a subsequent pregnancy. These results provide the groundwork for future research to further delineate ways healthcare providers can best support a prenatal diagnosis of DS and aid in the adaptation process for parents
The Relational Foundations of Reflection: Supporting the Development of Attachment and Symbolization in Young Children and their Caregivers
No full textArietta Slade, Ph.D. is a Clinical Psychologist whose passion for understanding early development took hold while she was an undergraduate at Sarah Lawrence. Now Professor of Clinical Child Psychology at the Yale Child Study Center, and Professor Emerita in the doctoral program in Clinical Psychology at the City College of New York, she is an internationally recognized theoretician, clinician, researcher, and teacher. She is Co-Founder and Director of Training of Minding the Baby®, an interdisciplinary reflective home visiting program for high-risk mothers, infants, and their families at the Yale Child Study Center and School of Nursing. Winner of the Bowlby-Ainsworth Award, Dr. Slade has published widely on attachment, mentalization, and the early parent-child relationship. She has also been in clinical practice for nearly 40 years, working with individuals of all ages. In this talk, Dr. Slade outlines the lessons learned from Minding the Baby® and how reflective parenting, a capacity foundational to the child’s safe and secure attachment, supportive of health, wellness, openness to learning, and the capacity to love, informs the ways that practitioners, educators, and communities can support parents in developing these foundations and provide a safe and secure environment in which their children can flourish