1,720,966 research outputs found
Children’s perceptions of mindfulness apps for enhanced learning
Get PDFMindfulness, a practice that focuses on controlling breathing and the flight or fight response, has been used in schools to support students. This study explored student and teacher perceptions of a mindfulness app, Smiling Mind, used in a grade four ESL classroom over 16 weeks to develop emotional regulation to support learning. A mixed-method approach was used to answer the research questions: (1) did the students enjoy the mindfulness app and (2) did they perceive any influences from the app on their behaviour or learning? The results indicate that the students enjoyed and felt calmer using the app. Improvements in on-task behaviour and emotional regulation were also observed.University of Ontario Institute of Technolog
“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators
Get PDFTrauma-informed practice is a high-profile term in education, with multiple definitions and implementation strategies for classroom practice. Through phenomenological and case study methods, this study examines how one teacher uses blogging as a trauma-informed practice micro-move. Through blogging, trauma-informed practices address student safety, choice, and empowerment. The teacher changed trauma-informed practices based on student feedback from students' blogs. Results showed that blogging could be a trauma-informed practice. The teacher made subtle, yet powerful, changes in practice based on student feedback through blogging. More research is suggested for implementing trauma-informed micro-moves in the classroom and their impact on student well-being.University of Ontario Institute of Technolog
An exploration of burnout and compassion fatigue in ABA providers in an online forum
Get PDFApplied Behaviour Analysis (ABA) is a treatment for Autism Spectrum Disorder (ASD). ABA providers develop treatment programs and face occupational hazards. This exploratory, qualitative research examined: 1) “How do ABA providers express experiences of burnout and compassion fatigue (CF) in an online community” and 2) “How do ABA providers receive feedback and support from these expressions”. Data sources were posts on the social media site Reddit, analyzed using directed content analysis. The findings suggest that providers expressed experiences through (a) direct expressions of burnout and CF, (b) seeking support and advice from others, and (c) identifying symptoms of burnout and CF. They received feedback and support by (a) suggestions for resources or coping, (b) sharing similar experiences, (c) validation, (d) negative or dismissive responses. Recommendations include the development of psychoeducational programs to support the mental health of providers and continued research on how providers utilize social media for self-care.University of Ontario Institute of Technolog
Student webcam use and its impacts on teacher self-efficacy, engagement, and well-being: a literature review
Get PDFDue to the COVID-19 pandemic lockdowns in March 2020, higher education institutions around the globe had to quickly pivot online. Since then, many schools have relied on video conferencing platforms equipped with webcams to help teachers and students stay virtually connected during synchronous classes. However, an ongoing trend has emerged in which students are not using their webcams during their online classes even though teachers wish them to do so. Thus, the following literature review investigated the reasons for student webcam use and non-use, as well as the impacts of this use and non-use on teachers’ well-being, self-efficacy, and engagement. Overall findings, gathered between 2020 and 2022, revealed that a lack of student webcam use can negatively impact teachers’ self-efficacy, engagement, and well-being. Implications and theory are discussed, which provide a framework for further analysis of the disconnect between students’ intentions and teachers’ expectations for webcam use in synchronous learning.University of Ontario Institute of Technolog
The role of technology in the prevention and intervention of youth suicide: a literature review
Get PDFAs a result of the increase in youth mental health problems and suicide risks, there is a significant need to develop effective intervention and prevention programs for youth. An area lacking attention, and the goal of this paper, is to explore the role that technology plays within those programs, especially those for youth. The findings suggest that technology may support interventions further if they increase protective factors and may serve several roles such as increasing education and awareness, building avenues for communication and relationship building, screening individuals at risk, and providing support in times of crisis.University of Ontario Institute of Technolog
Exploring the impacts of media use in the classroom and trauma
Get PDFResearch has repeatedly shown that media can create trauma responses in viewers, but little has explored how classroom-based media can adversely affect students’ wellbeing. There is a significant gap in trauma-informed training for educators, and teachers do not feel equipped to support students with a history of trauma or implement trauma-informed care principles. Therefore, this qualitative study sought to contribute to this gap by investigating the impacts of media used in classrooms on trauma responses in students to inform trauma-informed care practices for educators using media. Data was collected from social media to analyze the lived experiences of students who have had adverse reactions to media shown in classes. Findings demonstrated that media in classrooms can elicit trauma responses in students. Problematic topics were explored, as well as trauma-informed recommendations that can be used to inform educator pedagogy and trauma-informed care training for teachers using media as a teaching tool.University of Ontario Institute of Technolog
Pre-service teachers’ views of trauma-informed practices in online classrooms: a focus on refugee students and a sense of belonging
Get PDFThis mixed methods study aimed to explore the pre-service teachers’ knowledge of trauma-informed practices, especially in the area of supporting refugee students and creating a sense of belonging for them in online spaces. Quantitative and qualitative data were collected from pre-service teachers in a teacher education program at an Ontario university through pre-and post-course surveys. Secondary data was used to answer two research questions (1) what knowledge pre-service teachers receive regarding trauma-informed education in the areas of general knowledge, supporting refugee students, and online learning and (2) what ideas pre-service teachers have for creating a sense of belonging in online spaces. The study findings indicate that many of the pre-service teachers lack trauma-informed knowledge in all three areas of trauma-informed practices. However, although they reported low levels of knowledge, they reported creative and innovative ideas for creating a sense of belonging in online spaces. These findings imply that teachers require training on effective strategies that promote a sense of belonging for students, especially in online classrooms, and to support students who are refugees. There is also the potential to harness the creative ideas of new and emerging teachers, many with technology skills, to develop online trauma-informed practices for students.University of Ontario Institute of Technolog
An exploration of artistic creation in makerspaces and youth identity
Get PDFThe purpose of this qualitative case study was to understand how engagement in the arts in maker sessions might contribute to healthy identity development for youth experiencing risk factors in a maker-settings. Youth utilized different maker and technology tools, as well as art mediums. Data (observation notes, transcribed sessions, art creations, participants descriptions) was collected and analyzed from three participants to determine how they experienced the artistic process in the maker sessions and how this contributed to their identity formation. Findings indicate that the artistic process in the maker space program supported the youth’s identity formation in a positive manner, specifically in four domains: exploration, character and self-esteem, industry and confidence, and social and emotional competency. Although youth may not have reached full identity integration during this time, they were able to explore aspects of their identity in a safe and supportive environment and view themselves as artists and makers.University of Ontario Institute of Technolog
Student mental health and virtual teaching strategies : Learning modules for educators
No full textThis is a three-module course for educators titled “Student mental health and virtual teaching strategies”. This online training is intended for post-secondary educators who are teaching in a virtual environment. Many students are struggling with mental health difficulties (MHCC, 2020) and experience barriers to learning. It is imperative that educators understand the mental health struggles students may experience so they can develop and apply effective teaching strategies and accommodations to support students’ learning journeys. In this three-module course, educators will learn about various mental health problems and how they impact learning and performance, especially within virtual learning spaces. Evidence-based teaching strategies and accommodations are presented as they relate to virtual learning and teaching. This training will include self-assessment tools for educators so they can determine their level of mental health literacy, digital wellness literacy and openness to mental health accommodations and supports
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