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A Qualitative Investigation of Teachers\u27 Perceptions of the Impact of Diversity, Equity, and Inclusion on LGBTQ+ and Student Sensitivity Toward LGBTQ+
Get PDFMulticulturalism and inclusiveness are not new concepts in educational curricula. The question of what falls under that umbrella was already being brought up when earning my Master’s degree at Hofstra University twenty-three years ago. While attending a university workshop about multiculturalism in the classroom, I found the lens was too narrow and calling for expansion. My question was: where does the curriculum represent LGBTQ+ culture? I shared my concern and described a lesson I had designed and taught while student teaching, which focused on Matthew Shepard, tolerance vs. acceptance, and the negative and positive actions that can come out of injustice. The former was also a part of the conversation on multiculturalism and inclusiveness. Later that semester, the professors published my lesson and my bio in the book Teaching to Learn, Learning to Teach (Singer, 2003). Even though throughout my educational career I always held a space for queer students and matters, as well as intentionally called people out on their homophobic slurs, it took me 23 years before coming out as a lesbian to my middle school students. Now, with the recent 2021-23 guidance and policies from New York State Education Department concerning “Diversity, Equity and Inclusion,” in addition to the social climate inside and outside of classrooms, there is an increased awareness for teachers to implement lessons that represent all students. Teachers aim to manage and create an atmosphere where all students feel welcomed and supported. The purpose of this dissertation was to explore how the implementation of an equitable and diverse curriculum impacted teachers’ perceptions of student sensitivity in the middle school setting. During this current phase of cultural awareness, sensitivity, and acknowledgment of past and existing biases, it is vital to recognize and understand the impressions teachers are noticing in the areas of student academic, social, and emotional behaviors. The project is a testament to the work that has been done, the work that must continue, and a call to action that needs to happen. The research design utilized in this dissertation was a qualitative narrative multiple case study. Critical descriptive data were collected through the interview process from New York State middle school teachers who instruct in schools where “Diversity, Equity and Inclusion” are reflected within the school culture and climate. This study surveyed how the teachers assessed whether there was a positive impact on students due to the suggested recent frameworks. Within this structure, I included my voice in the “Epilogue” to express the living nature of the research and connect the literature and theories to real experiences. My personal history as a gay educator, mother, and advisor naturally found its place within the context of this dissertation but I endeavored to place inherent biases aside to objectively analyze the data. I also retold the participants’ interviews as poems and stories to capture their perspectives and organic experiences
We’re Not So Different, YOU & I
No full textI was very inspired by Braiding Sweetgrass, by Robin Wall Kimmerer, while working on my square. She made me want to take a look at my relation-ship to the earth and nature, and if I view these things as gifts, or prop-erty, or commodities, etc. The indigenous people in her book are resolute in viewing every aspect of nature as our peers, part of our community. Taking this mindset, of being kind and respectful to those around us, really resonates with me, that the earth is not just a helpless victim of our abuse, but a fellow neighbor that we are bullying and taking advantage of, not seeing how valuable it is to our daily lives.
In my square I want to highlight our similarities, and found some fun metaphors between our thumb prints and tree stumps, used for our identification, frozen in time. A bit of a stretch, I also love comparing leaves and handprints. I stared for a long time at my own hand, how the veins branch off and extend to the fingers, how the ends curl in when they’re tired or cold.
Akin to how we discuss human differences, through race, gender, religion, ability, etc., I wanted to show trees in our neighborhood as I would handprints in a Sunday School, showcasing how even when our skin looks different, or our cells are square or round, we get our energy from food or the sun, we are all welcome here, and we all should be treated equally.https://digitalcommons.liu.edu/community_usquilt_2023/1001/thumbnail.jp
No pain, no gain? Attachment anxiety, sensory processing sensitivity, and empathy in a therapist sample
Get PDFThis study used the wounded healer phenomenon, which suggests that people who have undergone experiences of suffering may have acquired empathic strengths allowing them to be more effective healers (e.g., Wolgien & Coady, 1997), as a springboard from which to explore issues related to distress and empathy in a therapist sample. It proposed anxious attachment and sensory processing sensitivity (SPS), constructs which have been associated with both distress and empathic ability, as operationalizations of the wounded healer phenomenon. Using the Reading the Mind in the Eyes Test (RMET-R; Baron-Cohen et al., 2001), this study explored whether these variables may promote emotion identification, which research has indicated is an empathic ability (e.g., Wai & Tiliopoulos, 2012). Emotion identification accuracy with negative and neutral valences (EINNV) was measured. The influences of emotion regulation and self-differentiation were also explored. Participants were 226 primarily trainee therapists who completed an online protocol. Although no significant relationship was found between anxious attachment and EINNV, results found that greater anxious attachment significantly predicted greater SPS, replicating previous findings, and that SPS significantly predicted greater EINNV. Emotion regulation and self-differentiation were not found to promote EINNV. Regarding exploratory questions, no significant positive relationships were found between personal therapy and emotion regulation, self-differentiation, or emotion identification. This study was the first to study SPS in therapists and discover a relationship between SPS and EINNV. Implications for psychotherapeutic treatment, as well as limitations and future directions, are discussed
Energy Extraction From Black Holes by Cosmic Strings
Get PDFCosmic strings, speculative one-dimensional objects, are thought to result from spontaneous, electroweak symmetry-breaking phase transitions in the early universe. If cosmic strings exist, they could extract energy from spinning black holes via the Penrose process. Although theoretically motivated, cosmic strings have not yet been observed. We propose an indirect method of observing a cosmic string by investigating a pulsar-black hole binary system, using high precision observations of pulsars. We then aim to place bounds on cosmic string abundance and tension
Comprehensive medication discharge counseling service led by pharmacy students in the emergency department
No full textIntroduction: Safe and effective use of medication is vital to achieving optimal patient care outcomes. It has been commonly reported that medication nonadherence contribute to poor patient outcomes and economic burden. Promoting medication adherence from the inpatient to outpatient setting is of increasing focus. Medication non-adherence has been attributed to various reasons. To address this issue, transitions of care programs, led by pharmacists, are progressively incorporated into standard practice. Although there is literature which describes the impact of pharmacist-led transitions of care programs, none of the programs positioned pharmacy students as the primary caregivers. Most of the programs focused on were not specific to the Emergency Department (ED). The purpose of this study is to demonstrate the impact pharmacy students may have on ensuring safe and effective use of medications upon discharge from the ED.
Methods: This is a single-center, prospective, descriptive study conducted in the ED. The study is expected to last one year. The service is available three days in the week (Monday 9:30 am-2pm, Wednesday 12pm-4pm, Friday 11pm-4pm) The primary endpoint of the study is the number of patient who are readmitted to the ED within 30 days. Secondary endpoints include: number of patients who reported medication adherence during follow up phone call, number of patients who recall counseling points from first teach-back after medication education, number of interventions conducted by pharmacy students, number of interventions conducted by pharmacists, number of prescriptions filled, revenue generated from prescriptions dispensed by the outpatient pharmacy, patient satisfaction score at the end of the phone call.
Results: In this interim analysis, we were only able to evaluate the 30-day readmission rate in 12/23 (52%) of the patients as it has not been more than 30 days since the patient initially visited the ED. Of the 12 patients, 1 (8.4%) patient revisited the ED. Total revenue and profit generated by the service are 125, respectively. A total of 23 patients provided consent for our service. All patients who received counseling from a pharmacy intern had medication name recollection upon first attempt teach back. After initial counseling attempt with the teach-back method, all patients (100%) recalled the medication name and direction, 17 (74%) patients recalled medication dose, and 19 patients (83%) recalled medication indication. Patients reported no adverse effect on 48-72 hour call back. Patient satisfaction scores by the end of service were on average of 9.9/10. All patients indicated that they would recommend the service to their friends and/or family.
Conclusion: Preliminary results indicate that a comprehensive medication discharge counseling service led by pharmacy students shows demonstrates promise in promoting medication adherence, patient safety, patient satisfaction and financial viability
Experiences of self and other in the development of psychopathy: Examining the effects of childhood maltreatment through attachment, mentalization, cognitive empathy, and dissociation
Get PDFThough psychopathy is a construct that garners much attention for its insidious and destructive impact on society, its etiology has been understudied. Conceptualized as being comprised of factor 1 (affective, interpersonal) and factor 2 (behavioral) traits, much existing research focuses on the development of the more easily observable factor 2 traits. Childhood maltreatment and disorganized attachment have been identified as key factors leading to the development of psychopathy. The current study utilized psychodynamic theories to narrow in on additional factors that may influence this relationship, such as mentalization, cognitive empathy, and dissociation, and sought to test them empirically. While all the other variables have been associated with psychopathy, dissociation had yet to be demonstrated as related to psychopathy in an empirical study. A mediation model was hypothesized in a community sample of 217, linking those with experiences of childhood maltreatment and a disorganized attachment style to psychopathy factor 1 traits through a serial mediation of dissociation, mentalization, and cognitive empathy. Among other relevant findings, dissociation, as well as dissociation in conjunction with mentalization, were found to mediate this relationship, representing a significant contribution to the field with implications for diagnosis, treatment, and larger public health practices
A Mediation Model Linking Attachment to God, Hope, and Mental Health
Get PDFInsecure attachment style to primary caregivers has consistently been linked with greater vulnerability to adverse mental health outcomes (Mikulincer & Shaver, 2007). Insecure attachment style to God is also associated with deleterious mental health outcomes (Bishop, 2008; Knabb & Pelletier, 2014; Rowatt & Kirkpatrick, 2002; Freeze & DiTommaso, 2014; Wei et al., 2012), but little is known about the mechanism that underlies this relationship. This study examines hope as a psychological strength that mediates the associations between attachment to God and depression, anxiety, and life satisfaction. The study was conducted through an anonymous online survey, surveying individuals above the age of 18 (N=612). The results of this study supported our hypothesis that hope mediates the effects of attachment anxiety and avoidance to God on anxiety, depression, and life satisfaction. Further, these results were found to be significant irrespective of participants’ attachment style to their mother or their level of religiosity. Hope is therefore an important target for intervention for secular and religious individuals who endorse a belief in God to counteract attachment-driven feelings of insecurity with God
Intranasal sufentail vs. intravenous morphine for acute pain in the emergency department
Get PDFIntroduction: Acute pain management in the emergency department (ED) requires prompt administration of safe and effective analgesia. ¬Traditional routes of administration for analgesia includes the oral (PO), intravenous (IV), or intramuscular routes (IM). When these routes of administration are not feasible, the intranasal (IN) route may be considered. Furthermore, a rapid onset of therapeutic effects may be observed due to the rich capillary network of the respiratory mucosa that is able to promptly transport the drug into systemic circulation. There is emerging literature that supports the use of analgesia via the IN route in the Emergency Department (ED). However, its use is often a topic of controversy due to the limited familiarity of medications that may be administered via the IN route, lack of readily available administration devices, and training on specific techniques necessary to use the devices appropriately.
Methods: This was a single-center, prospective, randomized, double-blind, placebo-controlled trial which evaluated the use of IN sufentanil in adult patients who presented to the ED with acute pain. Patients were randomized to receive IN sufentanil 0.7mcg/kg or IV morphine 0.1mg/kg. The primary outcome was patient’s pain score as reported via the Numeric Rating Scale (NRS). Secondary outcomes were adverse events, consumption of rescue analgesia, and patient satisfaction of treatment.
Results: Thirty patients were enrolled in each group. No significant difference (sufentail: 2.0 (interquartile range [IQR])=1.0-3.0 vs. morphine: 3.0, IQR=2.0-5.3, p=0.198) in the median pain scores was detected at 10 minutes after study intervention. No serious adverse events occurred. A significant difference in the median respiratory rate was detected at 10 minutes between the two groups (sufentanil: 17 bpm (IQR= 17-22) vs. morphine 18bpm (IQR= 14-19), p=0.014. Median oxygen saturation at 5 minutes was also statistically significantly different (sufentail: 100% (IQR = 98-100) vs. morphine: 98% (IQR= 96-100). No difference was detected in the amount of rescue analgesia utilized or length of stay. Patient satisfaction scores by the end of treatment were similar (sufentail: 10 (IQR= 7.8-10 vs. morphine 8 (IQR: 6-10), p=0.152.
Conclusion: There is no significant difference in reduction of pain scores between IN sufentanil vs IV morphine for patients who presented to the ED with acute pain
THE EFFECT OF A DISCRETE HIGHER EDUCATION STUDENT SUCCESS PROGRAM ON FEELINGS OF A SENSE OF BELONGING
Get PDFThis mixed methods case study examined how a student success program at a private four-year college in the eastern region of the United States may enhance student success and students’ associated feelings of a sense of belonging. Results and findings add to the overall student success literature and may benefit other institutions in higher education through viewing sense of belonging as a gateway to retaining students. The researcher used an explanatory sequential mixed method design that involved collecting quantitative data first through a University Belonging Questionnaire (UBQ) and then explaining the quantitative results through in-depth qualitative data acquired through zoom interviews. Participants included a sample of 10 students in the student success program and a sample of five coaches in the program, where five students were advisees of the five coaches interviewed. Three themes emerged from the data analysis: communication, individual relationships, and connections. These themes related to instilling feelings of a sense of belonging
Transgender Family Transitions: A sibling perspective
Get PDFAs more families are seeking professional help to navigate issues surrounding gender, there is a growing need for clinicians who can assist in the family transition that accompanies an individual’s gender transition process (Coolhart, Ritenour, & Grodzinski, 2018). While family therapy literature is currently expanding to address families with a transgender member, existing psychological thought mostly centers therapeutic focus on the identified transgender individuals and their parents, neglecting the roles and experiences of siblings in this process (Blumer, Green, Knowles, & Williams, 2012). The purpose of this qualitative study was to explore the experiences of those who had a sibling disclose they are transgender, with particular interest in how the process of disclosure and transition affected the sibling relationship as well as how those experiences may relate to or differ from parent-child relationships. Thirteen cisgender individuals who have a transgender sibling participated in individual, semi-structured Zoom interviews with the principal researcher. Data was recorded, transcribed, and analyzed using “grounded theory” methodology as explained by Auerbach and Silverstein (2003) to produce themes, theoretical constructs, and form a cohesive narrative. Through the analysis, four domains of experiences were identified: affective reactions, individual change processes, dyadic relationship processes, and family system processes. The discussion examines the data and theoretical constructs against existing literature and family systems theory. Recommendations are offered to clinicians and future researchers to facilitate change, provide support, and develop better understanding of the experiences of this population