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Trauma, hostile attribution bias, substance use, and aggression among justice involved individuals with severe mental illness
Get PDFPrevious literature has supported the significant impacts of trauma on aggression as well as the exploration of various other complex, multidimensional factors that maintain the mechanisms of this relationship. This study aimed to further understand the relationship between trauma experiences and aggression, while also examining the possible strengthening impact of hostile attribution bias (HAB), substance use, and severe mental illness (SMI) on this cycle of violence among justice-involved individuals (JII). This study seeks to add to the limited literature of HAB within adult, forensic populations. A total of 82 participants were recruited from an alternative-to-incarceration program and completed a survey that included HAB, aggression, and social desirability measures. The researcher examined archival data in order to incorporate information regarding trauma experiences, substance use histories, and SMI diagnoses. Variable were incorporated into a moderated parallel mediation model. A positive direct effect of trauma on aggression, was supported in participants without an SMI diagnosis. Participants with an SMI diagnosis showed a strong positive effect of HAB on aggression. The anticipated moderated parallel mediation, such that the effect of trauma on aggression would significantly increase when HAB and substance use was incorporated among SMI Yes participants, was not supported as expected. These results highlight the cohesive nature of violence risk assessment as well as various factors to consider in therapeutic intervention when treating this population. The implications of the findings are discussed in greater detail
Bridging Adult Attachment with Belongingness: The Underlying Role of Psychological Defense
No full textBelongingness is critical to well-being, particularly for emerging adults. Previous findings suggest the construct is strongly associated with attachment style and likely associated with psychological defense. This study explores these relationships and whether usage of mature defense explains the relationship be- tween secure attachment and high belongingness. Utilizing a diverse sample of 164 undergraduate college students, attachment styles were measured using the Early Memory Attachment Q-Sort (EMAQ) and the Relationship Questionnaire (RQ), belongingness was assessed through the General Belongingness Scale (GBS), and psychological defense mechanisms were evaluated using the Defense Style Questionnaire (DSQ-40). The EMAQ assesses attachment through participants’ early memories, utilizing a scoring system based on the Adult Attachment Inventory (AAI). Results revealed a significant positive association between secure attachment and belongingness, supporting the notion that individuals with secure attachment experience higher levels of belongingness. However, there was no significant direct effect of attachment on psycho- logical defense or of psychological defense on belongingness. Furthermore, psychological defense did not mediate the relationship between attachment and belongingness. Consistent with prior literature, the observed and self- reported attachment measures were weakly correlated with one another, indicating that the measures capture different elements of the complex attachment construct. Despite its weak association with the EMAQ, the RQ yielded similar results in the overall model, suggesting that both conscious and unconscious aspects of attachment influence belongingness
ELEMENTARY SCHOOL ADMINISTRATORS’ PREPAREDNESS IN THE AREA OF SPECIAL EDUCATION LEADERSHIP: IMPLICATIONS FOR SCHOOL ADMINISTRATIVE PREPARATION PROGRAMS
Get PDFThis study explores the perceived preparedness of elementary school building leaders in special education leadership and its implications for school administrative preparation programs. This study aimed to address this problem by examining two research questions. The first was to investigate course offerings in administrative preparation programs in New York State (NYS) to better understand how many special education-specific classes are included in such programs. The second research question was to explore the extent to which public elementary school building leaders in Long Island, New York perceive their preparedness for managing special education issues related to their professional duties, staff, and students. Findings reveal two major themes. First, there is a lack of special education courses in administrative preparation programs in NYS. The second major theme is the significant relationship between perceived preparedness and exposure to special education coursework. The results revealed that perceived preparedness in four aspects of school building leadership in special education is significantly influenced by the number of required courses in administrative preparation programs. As the number of required courses increased, levels of preparedness also increased in the four areas of (a) completing special education paperwork and reports, (b) attending CSE meetings, (c) facilitating collaboration between regular and special education, and (d) developing and/or articulating a vision of inclusion and inclusive practices. Additionally, the average level of knowledge about providing feedback on special education pedagogy and on Least Restrictive Environment (LRE) was significantly higher for school building leaders with ≥ 2 courses. The implications of these findings for school administrative preparation programs are significant. Recommendations include the integration of specific courses designed in special education leadership to enhance the preparedness of elementary school administrators. By addressing these critical gaps in preparation, educational institutions can better equip school leaders to promote equity, inclusivity, and access for all students, especially those with disabilities
School Monitors: A Quantitative Study on the Support Needed for These Professionals
Get PDFMinimal research has been focused on the role of school monitors in the public-school setting. This study explored the perspectives of school monitors on preparation, training, communication, and feedback. The study looked to examine if these aspects contribute to the overall role of school monitors and to identify specific areas where they require guidance and support to assist students throughout their day. Additionally, the study determined if schools who use a social emotional curriculum have school monitors who feel more supported in their role. Preparation, support, communication, and feedback was investigated using a 27 statement Likert-scale survey and three open-ended questions. Participants were school monitors from Long Island public school districts. A survey of the demographic information of participants such as, age, gender, age level of students, years of experience working in a school setting, professional preparation, and social emotional curriculum of school district were included. A significant number of monitors expressed concerns about inadequate training, unclear roles, and a lack of respect from students. Involvement in school committees and professional development, particularly in behavior management, was linked to greater awareness of school policies. While social-emotional learning (SEL) programs had minimal impact on perceived support, they did increase awareness of school policies. The study highlights the need for better training and inclusion of monitors in school processes to enhance their effectiveness and improve student outcomes
Integrating dynamic and cognitive perspectives on postpartum depression in mothers during the first year after birth
Get PDFPostpartum Depression (PPD) is the most common complication of childbirth, impacting the development of children as well as the wellbeing of mothers and families. Several psychological factors have been found to be associated with PPD, including insecure attachment, self-criticism, dependency, and distorted beliefs about motherhood. However, attachment research has yielded conflicting findings regarding which attachment style is most associated with PPD. Additionally, dependency has been found to be either a protective or a risk factor for PPD in the perinatal population. Further, the cognitive research has not examined factors impacting distorted beliefs about motherhood. Finally, self-criticism, dependency, and distorted beliefs have been shown to mediate the relationship between attachment and depression but had not yet been tested on the perinatal population. This study aimed to address these limitations by integrating attachment, personality characteristics, and distorted beliefs about motherhood on PPD into one overarching model. A Structural Equation Model (SEM) consisting of a sequential double-mediation including these risk factors was tested on an online sample of 537 mothers in the first year postpartum. This model was found to be a good fit and insecure attachment, particularly avoidant attachment, self-criticism, and distorted beliefs about motherhood were significant risk factors for PPD. Self-criticism and distorted beliefs about motherhood partially and sequentially mediated the relationship between attachment and PPD. Additionally, insecure attachment was found to contribute the most to PPD, followed by self-criticism. Distorted beliefs had a negligible effect on PPD. Theoretical and clinical implications are discussed
The relationship among personality, psychological athletic factors, and sports performance
Get PDFThis study aimed to explore the relationship among personality traits, psychological factors, such as self-efficacy, mental energy, and perfectionism, and the ability of college athletes to perform successfully as measured by their level of competition. Fifty-six NCAA Division I college athletes between 18 and 23 years old participated in the study. The questionnaire for this study included four different scales that measured personality traits, energy, individual and social self-efficacy, self-regulation, intrinsic motivation, and perfectionism levels of participants. The study examined the extent to which these psychological variables are important in determining the performance of college athletes. Results from the study revealed that athletes who played individual sports scored higher in openness compared to team sport athletes. Limitations and future research directions were discussed
Fiscal Determinants of Graduation Rates of African-American Students in Long Island Districts
Get PDFThe aim of this research was to examine the influence of fiscal determinants on high school graduation rates for African-American students in Long Island public schools during the 2019- 2020, 2020-2021, and 2021-2022 school years, within the context of various federal initiatives and educational equity policies. Utilizing ANOVA and linear regression analysis, the study investigated the relationship between independent variables such as per pupil expenditures, teacher experience, class size, district enrollment, poverty rate, and graduation rates among African-American students in Long Island school districts. The analysis involved quantitative correlational analysis using data from the New York State Department of Education NYSED), New York State Division of Budget, and publicly accessible websites. The multiple regression analysis revealed a highly statistically significant model (F(8, 83) = 19.36, p \u3c .001) that accounted for 62% to 65% of the variance in high school graduation rates (R2 = .65, Adjusted R2 = .62). The results identified three significant factors influencing graduation rates: per pupil expenditures (β = .51), teacher experience (β = .41), and total district enrollment (β = -.19). The findings suggest that improving graduation rates among African-American students in Long Island public high schools requires attention to budgetary allocations, teacher experience, and total enrollment. The study\u27s implications extend to school funding and educational policy, providing insights into New York\u27s fiscal distribution process and its potential impact on measurable student outcomes
Domestic Violence
Get PDFBackground. Domestic violence, intimate partner violence (IPV), or domestic abuse, is defined as a pattern of behaviors used by one partner to maintain power and control over another partner in an intimate relationship. These behaviors include physical acts and nonphysical acts, including using (a) intimidation, (b) coercion, (c) threats, (d) isolation, and (e) finances to maintain power. Domestic abuse occurs regardless of (a) race, (b) gender, (c) age, (d) sexual orientation, and (e) socioeconomic status. The immediate effects of domestic violence manifest in the form of physical injuries, including (a) cuts, (b) bruises, (c) bitemarks, (d) concussions, and (e) sexually transmitted diseases (STDs). Long term and repetitive abuse leads to chronic emotional and psychological problems, including (a) depression, (b) post-traumatic stress disorder (PTSD), and (c) alcohol and substance abuse.
Methods. A comprehensive search was conducted using Google and Google Scholar, utilizing the search terms (a) domestic abuse statistics, (b) domestic violence, and (c) intimate partner violence, for the years 2011 through 2018 and in English.
Results. Within the United States, greater than 12 million people are victims of intimate partner violence annually. Greater than 1 in 4 women and 1 in 9 men have been victims of rape, physical violence or stalking in their lifetime resulting in a negative impact such as (a) injury, (b) fear, (c) concern for safety, or (d) needing services. An estimated 19.3% of women and 1.7% of men have been raped during their lifetimes. An estimated 43.9% of women and 23.4% of men experienced other forms of sexual violence during their lifetimes, including (a) being made to penetrate, (b) sexual coercion, (c) unwanted sexual contact, and (d) noncontact unwanted sexual experiences. An estimated 15.2% of women and 5.7% of men have been a victim of stalking during their lifetimes. Prevalence rates for emotional abuse average 80%; 40% of women and 32% of men reported expressive aggression, and 41% of women and 43% of men reported coercive control. Hispanic women (50.7%), black women (63.0%), white women (66.4%), Asian women (29.5%), and multiracial woman (91.5% ) have experienced some form of sexual violence in their lifetime. Additionally, 45.3% of American Indian or Alaska Native men and approximately 40% of Black and multiracial non-Hispanic men in the U.S. reported experiencing rape, physical violence, and/or stalking by an intimate partner during their lifetime. Furthermore, 44% of lesbians and 61% of bisexual women experience rape, physical violence, or stalking by an intimate partner compared to 35% of heterosexual women. 26% of gay men and 37% of bisexual men experience rape, physical violence, or stalking by an intimate partner compared to 35% of heterosexual men.
Conclusion/ Recommendations. Recommendations are focused on (a) prevention of domestic violence, (b) raising awareness, specifically for men and the LGBTQ community who are victims of domestic violence, (c) decreasing victim shame, and (d) disseminating information and statistics to the public that are informative, but not misleading. Prevention begins at an early age by promoting healthy, respectful relationships in families
AN EXPLORATORY CONSTRUCTIVIST GROUNDED THEORY STUDY: HOW SECONDARY SCHOOL SCIENCE TEACHERS INTERPRET STUDENTS’ SCIENTIFIC MODELS THAT ARE COMPRISED OF DRAWING ACTIVITIES
Get PDFExtant literature lacks an explanation of the thought processes used by secondary school science teachers to interpret students’ scientific models that are comprised of drawing activities. In this exploratory study, a constructivist grounded theory (CGT) was developed to generate an interpretive understanding. The CGT was generated from observations, interviews, and document analyses of five research participants consisting of secondary school science teachers from lower New York State. To generate a CGT, concepts, terms, assumptions, and definitions from selected theories—decolonizing methodologies theory (DMT), visual semiotic theory (VST), and cultural studies theory (CST)—collectively provided a fresh onto-epistemological lens for initially examining and bringing transparency to the invisible influences on the intangible thought processes of science teachers when they interpret students’ scientific models. At the end of the study, a CGT was developed which is expressed as nine assertions, a diagrammatic display/axial coding paradigm, and an explanation consisting of found poetry developed from the research findings. Using reflective and reflexive analytical memos, this study revealed that the thoughts of secondary school science teachers consist of five themes: (1) direction or rules, (2) forms of communication, (3) creations (4) interpretation or understanding, and (5) problem-solving heuristics during students’ struggle. In addition, the theory illustrated that in the context of lower New York State, science disciplinary culture works by crossing borders (Aikenhead & Elliott, 2010; Carter, 2011; New York State Education Department, 2019a; Rasheed, 2001, 2006; Snively & Corsiglia, 2001) between Western cultural thoughts and non-Western/Indigenous cultural thoughts. This study will benefit both stakeholders and scholars. For stakeholders, this study offers a substantive theory for understanding the assessment practices of science teachers. For scholars, this study provides a CGT that integrates theories/subdisciplines that are epistemologically distant/close and generates ongoing research. In particular, the theory provides scholars with findings that can be used to subsequently conduct a quantitative study, whereby a culturally sensitive survey instrument can be generated and validated
Minority Parents and School Choice: A Multiple Case Study
Get PDFLow levels of academic achievement among minority students in U.S. schools continues to be problematic. Although school choice, via enrollment in public charter or private schools, is one strategy that may improve academic achievement among minorities, little is known about how parents of minority students understand and exercise school choice. The purpose of this multiple case study was to explore understandings of school choice among parents with students enrolled in three types of schools: (a) public charter, (b) private, and (c) traditional public. The framework consisted of three theories: bounded rationality, the economic theory of school choice, and critical race theory. Data were collected via three focus groups with parents from three types of schools. . Through axial coding, a total of seven themes were identified, including definitions of school choice provided by minority parents, social perceptions of school choice, economic perceptions of school choice are negative, strategies used to access information, factors in parents’ school choice decisions, school choice information is inaccessible or unavailable, and parents should be informed of school choice. Eleven subthemes emerged, including parents unfamiliar with school choice, school choice describes options for parents and students, tools available for school choice, positive perceptions, negative perceptions, networking, proactive research, financial factors, student-level factors, parent preference factors, and school-level factors. While school choice has the potential to improve academic outcomes for minority students, the current research highlighted challenges in parent’s decision-making processes that may undermine the potential of school choice to improve educational equity