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The Black College Student Experience at Four-Year Predominantly White Institutions and Community Colleges: Non-Academic Factors for Consideration in Creating Sense of Belonging
Get PDFWhile Black students have gained increased access to college, the data reflect that there are fewer Black students completing or earning bachelor’s degrees. Existing research reflects findings on various factors, both academic and non-academic, that influence student retention and success in higher education. Historically, theories on student retention and success have emphasized the importance of a student’s academic ability and commitment to obtaining a degree. Scholars such as Vincent Tinto have developed theories on student departure and attrition that emphasize the impact of non-academic factors on academic and social integration and the student experience regarding student sense of belonging at an institution. Building on the work of Tinto and others, this phenomenological qualitative study was conceptually framed by six non-academic factors: (1) family relationships, (2) peer relationships, (3) faculty relationships, (4) financial aid, (5) race/campus climate, and (6) support services. A total of ten one-on-one interviews with both Black female and Black male participants was conducted via the Zoom virtual meeting platform. While some participants discussed experiences of transferring from four-year, Predominantly White Institutions (PWIs), all students were enrolled at community colleges at the time of the study. The findings of this study confirm that the six factors identified above influence Black student sense of belonging and reveal why some Black students transfer from four-year PWIs to community colleges. This study also shows the intersectionality of race/campus climate to peer and faculty relationships and institutional support services (e.g., Black student clubs, affinity groups, fraternities, and sororities). Additionally, the findings revealed nuances in Black student identity related to cultural distinctions among Black students of African American, Caribbean, and African descent in relation to the student-to-family relationship. Broadly, the implications of this research provide insights into the impact of various relationships and institutional supports on Black students. This research highlights the importance of sense of belonging and the need for higher education officials to consider factors beyond academics regarding the retention and success of Black college students
Intimate Partner Violence perpetrator\u27s Attachement Style\u27s Effect on Parenting and Art Therapy Implications: A Literature Review
Get PDFFathers are seen in contemporary society as having a significant impact on their children\u27s development. The processes in which a person\u27s parenting skills are shown to relate to their adult attachment orientation style. Intimate partner violence( IPV) has detrimental effects on children who are exposed to this violence, starting early in a child\u27s interaction with a caregiver. There is a lack in research considering the relationship between children who have been exposed to IPV and the Internal Working Model (IWM) of abusive parents. There currently exists few options for professional interventions, which are often part of Batter Intervention Programs (BPs), when the perpetrator will continue to be present in their children\u27s lives, especially as a co-parent. With few exceptions, the literature on interventions for perpetrators and their children has not included the perpetrator\u27s role as a father and the family dyad system in an all-encompassing therapeutic holistic approach. The literature in this study focuses on IPV in heterosexual families where the father is the perpetrator, the mother is the victim, and the child is exposed to as a witness. Studies concerning the perpetrator are limited to his attachment patterns and role as a co-parent. The literature in this study demonstrates there is a need to improve BIPs and suggests a more holistic approach, especially when the perpetrator is also the father. Additionally, the use of art therapy when working with all family members affected by IPV is found to be understudied but a potential innovative approach to further explore
Method Acting as a Therapeutic Intervention for Trauma Recovery
Get PDFWhile considered controversial by some, Method acting as popularized by Lee Strasberg is a technique that elicits powerful and authentic results on stage and screen. The foundational Method acting techniques, the Relaxation Exercise (RE) and the Sense Memory Exercise (SME), share similarities to bottom-up therapeutic processes like Somatic Experiencing and Eye Movement Desensitization and Reprocessing. By implementing a trauma-informed drama therapy framework with these two exercises, the RE and SME were restructured as a therapeutic intervention for people in trauma recovery. The author implemented a study of three consecutive group therapy sessions for people healing from trauma where clients participated in trauma-informed SME and RE. While more research is needed to show the RE and SME are successful therapeutic interventions, the data suggests that the exercises lead to more openness, vulnerability, and connection among the group. The data also highlighted the need for accommodations for Method actors who have experienced trauma and participate in these exercises in an educational setting. Guidelines for how to create a more trauma-informed approach to these exercises are introduced to assist educators and clinicians in creating a trauma-informed curriculum
STORIES IN THE SAND: THE USE OF PLAY AND THE ARTS WITH SIBLINGS OF CHILDREN WITH CANCER
Get PDFThe primary objective of this study was to explore how siblings of children with cancer utilize the expressive therapy technique of sandtray to express their lived experience. Using child-centered and creative research approaches, this study provided participants an opportunity to use art, play, and sandtray, in addition to verbal responses, to communicate what was important to them about their experience in ways that also respected participant’s emotional safety and developmental age.
Phenomenological and arts-informed methods were used throughout the research process, so that verbal accounts, sandtray creations, photographs, drawings, and poetic inquiry, were integrated to amplify the unique perspectives of five child participants (aged 7-18) who have experienced having a sibling with cancer. Audio- and video- recordings, transcriptions, and photographs served as data and were analyzed to reveal emerging themes and observations about the creation process. Results of this study indicated that when given the opportunity to express their experience creatively, participants explored major themes of the sibling relationship, loss of “normal childhood,” and feelings of confusion. These themes were revealed in final creations, verbal reflections, and during actual sandtray construction.
These results may highlight feelings of change, loss, and confusion in siblings. Results may also indicate the potential of using sandtray and other creative methods in helping children express complex experiences. Future research on targeted interventions and the use of creative approaches when researching children may be particularly helpful to siblings of children with cancer
Utilizing Dance/Movement Therapy for Children with Attention-Deficit/Hyperactivity Disorder: Development of a Method
Get PDFWhile there is limited research on the use of dance/movement therapy (DMT) with attention-deficit/hyperactivity disorder. This thesis introduces an intervention focused on utilizing (DMT) to assist children with ADHD in self-regulation during periods of dysregulation associated with the disorder. The research is backed by literature reviews covering various topics related to ADHD symptoms such as dysregulation, impulsivity, and attention difficulties. Furthermore, the thesis delves into the background of dance/movement therapy and explores how DMT can be integrated with other modalities such as play therapy for a comprehensive therapeutic approach
From Boys to Non-Toxic Men: An Intervention Using Expressive Arts Therapy to Foster Healthy Masculinity in Adult Men
Get PDF“Toxic masculinity” is a rigid form of masculine expression in the United States and other Western countries that espouses traditional norms of expression such as stoicism, power over others, control, aggression, and subjugation of women. Research has shown that it is detrimental to men’s mental health, and strict adherence to it is associated with higher rates of loneliness, depression, suicidal ideation, and violence. Earlier theories that have addressed toxic masculinity, such as the gender role strain paradigm, have taken a more pathological lens. However, the positive psychology/positive masculinity theory and relational cultural theory—contemporary theoretical frameworks that focus on healthy masculinity—show promise in supporting men’s mental health. In addition, research shows that expressive arts therapy, an orientation that incorporates all art forms into a therapeutic context, has the potential to alleviate mental illness and address men’s unique needs.
This thesis explores how a positive masculinity framework, in conjunction with expressive arts therapy, can help develop healthy masculinity in adult men. To do so, an intervention was carried out over a four-week period with a twenty-year-old, cisgender, heterosexual, upper-middle-class Armenian-American man suffering from recurrent depression and passive suicidal ideation. The process included four weekly, 45-minute-long sessions in a group private practice setting with access to art materials such as magazines, clay, and digital music. Findings from the intervention suggest that familial and communal relationships play significant roles in shaping a man’s understanding of masculinity; that role models of healthy masculinity are not as ubiquitous as models of toxic masculinity; and that the creative process, along with reflective discussion within a safe relationship, can help foster healthier expressions of masculinity
Culture Matching and its Impact on the Therapeutic Relationship: A Literature Review
Get PDFAs cultural competency and cultural humility move to the forefront of therapeutic treatment so does a need for understanding the effects of culture on the therapeutic relationship. Often individuals who belong to minority groups are less likely to seek mental health care and more commonly receive subpar treatment. This project attempts to examine the effects of matching patients and therapists based on a shared identity and/or culture as a form of culturally responsive treatment – also known as culture matching. In this literature review, the selected peer reviewed articles considered the perspectives of both therapists and patients. Research was divided into cultural groups. Results demonstrated patients generally prefer being paired with therapists who share an identity or cultural background. Treatment outcomes were varied. Some research indicated that shared culture or identity resulted in positive health outcomes while other research attributed positive health outcomes to the individual therapist’s skill, values, and multicultural competency. Results also varied for each cultural group, further indicating a need for cultural humility. Ultimately, more research is needed to understand culture matching, particularly in populations with fewer members of that culture working as mental health professionals
Critical Conversations: Supporting Elementary Teachers in Instructing with Inclusive Children’s Literature
Get PDFABSTRACT
The present study investigated how an instructional coach supported elementary classroom teachers in critically analyzing interactive read-aloud texts and facilitating critical conversations with students about inclusive picture books. Extant literature highlights the importance of the representation of all identities in children’s literature. This qualitative collaborative inquiry research study was framed by critical literacy theory. Six classroom teachers in grades kindergarten through 5th grade participated in this research. Children’s books are a valuable instructional tool for a variety of reasons, but educators must think critically when choosing books for their classrooms. Many teachers are unaware of the effect that the books in their classroom libraries or the books they use for instruction can have on their students. One reason is because some teachers lack the critical literacy skills necessary to analyze these texts. The potential benefits of this study include recommendations for increasing teachers’ positive perceptions and skills with instructing using inclusive children’s books. If teachers become more comfortable using these materials and facilitating critical conversations with students, then students will gain a deeper understanding of diverse cultures and identities, which can build empathy, broaden perspectives, and develop social consciousness. Findings from this study could help instructional coaches mitigate teacher biases by supporting them in developing critical literacy skills
Learners\u27 Perceptions of Elementary Math Class: A Mixed Methods Exploration
Get PDFFor social justice and change to occur in classrooms, it is necessary to consider the perspective of learners. Voices from learners around math education is limited in research, especially for younger students. This study examined math class from the perspective of elementary students, with math identity and equitable mathematics instruction as the core. A quantitative coded approach from student survey drawings (n=348) was used for comparative statistical analysis, and a qualitative observation method of categorizing attributes of interest related to emotions in the classroom was used to pull a case study of drawings for deeper analysis. Summary results from teacher surveys (n=123) were used for the triangulation of data for both the quantitative and qualitative analysis, where the results examined “what is math” and teacher’s emotions around mathematics. This study found a trend of increasing negative emotions over the years, where negative words were more prevalent and included visual depictions of emotions. Equitable instruction codes representing “collaboration” and “visuals” elements were not frequent in the drawings. There was variability from student to student, as some captured a series of nuanced experiences while others provided little detail in their drawings. Analyzing data from student drawings provides a way to humanize learners and gain more understanding of their complex selves, practically and easily to implement. Collecting student drawings can strengthen relationships, provide a reflection on the learning environment, and act as an artifact to start conversations. Drawings can also reduce the power dynamics in the form of self-expression, which addresses a key issue in researching critical pedagogies and social justice
Understanding Preschool Teachers\u27 Perceptions of Challenging Behavior: It\u27s Exhausting
Get PDFChild maltreatment is a widespread issue across the United States, directly impacting young children’s learning and behavior. Yet, variability found in early education pre-service training does not include focus on this topic. Early education teachers often experience low wages, long work hours, and a lack of support to meet the needs of young children. This mixed methods study sought to understand preschool teachers’ perceptions of challenging behavior in their classrooms and the impact challenging behavior has on relationships within the classroom community. Quantitative data was collected from 30 preschool teachers using the Student-Teacher Relationship Short Form and frequency ratings of common behavior attributes. Three survey respondents participated in interviews to gather qualitative data that detail their perceptions about challenging behavior and student-teacher relationships on a deeper level. Survey results describe the student-teacher relationships as marked by closeness or conflict, these subscale scores have a moderate negative correlation. The most common behaviors found in preschool classrooms were impulsivity, neediness, defiance, needs high levels of teacher support, talking out of turn, and too much energy. Findings suggest preschool teachers do not feel adequately prepared to teach children with challenging behavior, feelings of isolation influence preschool teachers’ ability to teach children with challenging behavior, and when preschool teachers feel a sense of connectedness, their success and satisfaction in the classroom increases