Education Commons^™

Beyond Knowledge And Skills: Exploring Leadership Motivation As A Critical Construct For Student Leadership Development, Benjamin Correia-Harker, John P. Dugan

College of Education Faculty Research and Publications

Theorists position leadership capacity, leadership self-efficacy, and leadership motivation as central constructs in the leadership development process (Chan & Drasgow, 2001; Dugan, 2017). Although researchers have explored distinct connections between psychological constructs of leadership capacity and leadership self-efficacy, less attention has been given to leadership motivation and its collective connection with these constructs. Findings from this scholarship confirm theorized relationships between these pivotal constructs and situate leadership motivation as a critical component of the developmental process for socially responsible leadership.

Implementing Inclusive Interfaith Assessment: Considerations And Challenges, Jeremy T. Snipes, Benjamin Correia-Harker

College of Education Faculty Research and Publications

Addressing the inclusivity of culturally relevant evaluation and interfaith assessment, we propose several methodological considerations for designing quantitative and qualitative assessment. We conclude the chapter with a call to transformative interfaith work.

School Counseling And Counseling Psychology Collaboration: A Cautionary Tale, Alan Burkard, Theresa Kruczek, Charlene M. Alexander

College of Education Faculty Research and Publications

Counseling psychology and school counseling programs have been historically aligned since the inception of their respective professions. Given current trends, there appear to be differences in the foci and approach to training and professional engagement in the two disciplines. The current investigation surveyed programs in which counseling psychology and school counseling programs were housed within the same department or college to identify areas of collaboration. The survey and journal reviews revealed a divide in the areas of curriculum, service delivery, and professional organization engagement. There appeared to be better collaboration in research, although limited in scope. Although counseling psychology and …

Meta-Analysis Of Dialectical Behavior Therapy (Dbt) For Treating Substance Use, Abdulkadir Haktanir, Karisse A. Callender

College of Education Faculty Research and Publications

Dialectical Behavior Therapy (DBT) is an evidence-based treatment approach used to treat a variety of psychological issues. In this meta-analysis study, we examined six between-groups studies based on DBT for the reduction of substance use symptoms. We aggregated the findings of these studies at the post-treatment assessment as well as follow-up assessment. DBT groups were superior to alternative treatment and waitlist groups in the remission of substance use symptoms or increase in substance use abstinence. When we compared DBT to comparison groups at the follow-up assessment scores, we observed no significant differences. However, when we removed one study conducted outside …

The Role Of Social Justice Living-Learning Communities In Promoting Students Understanding Of Social Justice And Llc Involvement, Jody Jessup-Anger, Megan Armstrong, Brianne N. Johnson

College of Education Faculty Research and Publications

In this qualitative, multiple-case study, we explored 30 students' experiences across three social justice living-learning communities (LLC) to understand their conception of social justice and LLC involvement. Moreover, we examined the community elements that advanced these outcomes. Despite similar goals across communities, students demonstrated variation in their understanding of and commitment to involvement in social justice initiatives. We advance a typology describing patterns of involvement and social justice understanding in which we categorize students into four quadrants, including informed activist, informed bystander, uninformed volunteer, and uninformed bystander. Further, we describe contextual elements that influenced these patterns, discussing implications …

Bonding And Bridging: An Equilibrium That Matters For Engaging Religious Diversity In A Pluralistic Society, Eboo Patel, Benjamin Correia-Harker

College of Education Faculty Research and Publications

To effectively lead with our religiously diverse national and global communities, colleges and universities must engage practices and conditions that promote student interfaith learning and development. Recent research highlights seemingly divergent factors that both play significant roles to help prepare students for productive engagement across lines of religious and worldview difference. In this article, the authors explore why providing collegiate experiences that offer both spaces and opportunities for students to bond with others of like worldviews as well as bridge relationships across worldviews are important to civic health. They also discuss ways campus educators might incorporate these experiences and highlight …

Teaching Students How To Think, Not What To Think: Pedagogy And Political Psychology, Gabriel Velez, Seamus A. Power

College of Education Faculty Research and Publications

Academia is often critiqued as an “ivory tower” where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by expanding on Plous’ articulation of action teaching (2012). We first define our pedagogical focus on active engagement, critical thinking, and staying on the move between multiple perspectives. …

Wellness Measurement, Timothy P. Melchert

College of Education Faculty Research and Publications

Incorporating wellness into considerations of health, healthcare, and social policy has reached an exciting point. Aristotle, Buddha, and other philosophers, sages, and religious leaders throughout history developed great insights into the topic, but only in recent decades has the construct of wellness been examined and clarified through systematic empirical research. There are still major debates regarding several aspects of the topic, but it is now widely considered a measurable construct that should play a role in healthcare and social policy. This volume represents another step forward in bringing wellness into the mainstream of health and healthcare.

Wellness often means different …

Counseling Students’ Attitudes Toward Complementary And Alternative Medicine Integration In Counseling Practice, Lee Za Ong, Carrie L. King, Hope A. Jackson

College of Education Faculty Research and Publications

This study explored counseling students’ attitudes toward beliefs and personal experience with complementary and alternative medicine (CAM) integration in counseling practices. A total of 113 clinical mental health counseling students completed a demographic questionnaire, the CAM use, and the Complementary and Alternative Medicine Beliefs Inventory. Data were analyzed using descriptive statistics, nonparametric Chi-Square testing, Mann–Whitney U test, and logistic regression analysis to determine the prevalence of CAM use, CAM beliefs, and predictive factors of CAM integration. The results indicated differences in ethnicity, gender, and age for CAM use, CAM beliefs, and predictors of attitudes toward CAM integration. Recommendations for counseling …

Special Education In Catholic Schools Viewed From A Liberatory Hermeneutic, Mary E. Carlson, Jeffrey Labelle

College of Education Faculty Research and Publications

This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God’s children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to …

Practicing Community: The Future Of Liberal Learning, Heidi Bostic, Diane E. Boyd

College of Education Faculty Research and Publications

Inspired by Lynn Pasquerella’s challenge to “revolutionize higher education”; José Antonio Bowen’s question,“Are we being bold enough?”; and Brian Rosenberg’s description of current changes to higher education as “more than tinkering but less than revolutionary,” our conversations highlighted ideas that the articles imply but do not fully address. Mindful of sobering realities, seeking to revolutionize, and recalling AAC&U’s commitment to higher education as preparation for work, life, and civic engagement, we identified three crucial outcomes.

Uncovering Hegemony In Higher Education: A Critical Appraisal Of The Use Of “Institutional Habitus” In Empirical Scholarship, Derria Byrd

College of Education Faculty Research and Publications

This article critically examines the empirical scholarship that applies institutional habitus, a conceptual extension of Bourdieu’s theory of practice, to investigations of higher education. Given Bourdieu’s extensive scholarly focus on higher education as well as the field’s undertheorization of its own exclusionary history, application of institutional habitus to higher education is particularly apt. This critical appraisal finds that the reviewed scholarship corroborates the concept’s value by drawing attention to the role of institutional habitus in differentially privileging and rewarding students based on their possession of institutionally legitimized knowledge, values, and behaviors. Nevertheless, this review reveals a series of missed opportunities, …

Exploring Students’ Perceptions Of Their Experiences In A Social Justice Living–Learning Community, Jody E. Jessup-Anger, Megan Armstrong, Noreen Siddiqui

College of Education Faculty Research and Publications

This qualitative study explored students’ perceptions of their experience in a social justice living–learning community throughout their time in the community and one year after participation. Findings illustrated students (1) developed a broader conception of social justice and greater awareness of social justice issues in the community, (2) increased their capacity for social justice and civic engagement, and, (3) established enduring values, which included appreciation for community and increased capacity for social connection.

Bisexual Well-Being: Assessing A Model Of Predictors Of Psychosocial Well-Being For Bisexual Men, Philip James Cooke, Timothy Melchert

College of Education Faculty Research and Publications

Experiences of prejudice, discrimination, internalized homonegativity, and poor social support contribute to an increased risk for psychosocial distress among sexual minority individuals (King et al., 2008; Meyer, 2003). While much is known about factors predicting psychosocial distress in LGB populations, less is known about the factors that predict psychosocial well-being among bisexuals. The present study used structural equation modeling to investigate the effect that minority stress processes (e.g., discrimination, internalized homonegativity) have on positive psychosocial health outcomes (e.g., positive affect, meaning in life) in bisexual men. Additionally, the study’s model examined how positive sexual identity factors and universal protective factors …

Making The Invisible Visible: Why And How To Invite Persons With Disabilities Into The Life Of The Church, Mary E. Carlson

College of Education Faculty Research and Publications

No abstract provided.

Social And Psychological Factors Affecting Coping With And Adjusting To Disability, Alie Kriofske Mainella, Susan Miller Smedema

College of Education Faculty Research and Publications

This chapter provides an overview of the social and psychological factors contributing to coping with and adjusting to disability by summarizing models; clinical implications, evidence-based practice, and measurement issues; and empirical research related to the process of coping with and adjustment to disability. While the models are useful for understanding a portion of the experience of people with disabilities and their coping and adjustment process, these reactions are not universal and not always experienced in an orderly sequence. Both coping and adaptation are multidimensional, complex processes affected by many factors and influenced by the person with the disability, the stress …

Building Human Rights Consciousness In Postconflict Societies: Peruvian Adolescents’ Understandings Of Human Rights, Gabriel Velez

College of Education Faculty Research and Publications

During adolescence, individuals begin to form ideas about human rights as part of the development of a sense of self. The outcomes of these processes are influential in the stability and peace in postconflict societies. However, there remain many questions about how these youth construct ideas about human rights and how they become oriented toward promoting these in society through a developed human rights consciousness. This study investigates how adolescents in an underexplored area of postconflict societies—where past violence was not intimately experienced—understand human rights. Semistructured interviews were conducted with 25 fifteen-year-olds across five schools in Tacna, Peru. These adolescents …

The Diversity Distraction: A Critical Comparative Analysis Of Discourse In Higher Education Scholarship, Derria Byrd

College of Education Faculty Research and Publications

This critical literature review investigates how "diversity" and "equity" are employed in top-cited higher education scholarship published between 2000 and 2015. No analysis to date has offered such a comparative exploration relative to well-recognized racial disparities in higher education. Findings reveal a divergence with "diversity" largely attending to affirmative action concerns and "equity" to analyses of the pursuit of equity in higher education. The article concludes with advocacy for the equity frame because of its presumption of a normative justice-oriented standard and embedded orientation toward inquiry and action, both of which offer greater promise for policy, practice, and research that …

A Psychometric Analysis Of The Social Anxiety Scale For Adolescents Among Youth With Autism Spectrum Disorder: Caregiver–Adolescent Agreement, Factor Structure, And Validity, Hillary Schiltz, Brooke E. Magnus, Alana J. Mcvey, Angela Haendel, Bridget Dolan, Rachel E. Stanley, Kirsten S. Willar, Sheryl Pleiss, Audrey Meyer Carson, Mary E. Carlson, Christina Murphy, Elisabeth M. Vogt, Brianna D. Yund, Amy V. Van Hecke

College of Education Faculty Research and Publications

Social anxiety is common among adolescents with autism spectrum disorder (ASD). An ongoing challenge for both research and clinical practice in ASD is the assessment of anxious symptomatology. Despite its widespread use in samples of youth with ASD, the Social Anxiety Scale for Adolescents (SAS-A) has not received psychometric evaluation within this population; thus, the validity of its use in research and clinical practice for ASD remains unclear. The present study conducted a psychometric analysis of caregiver and adolescent SAS-A forms in a sample of adolescents with ASD (N = 197). Results revealed (1) poor caregiver–adolescent item-level agreement, (2) …

“I Wasn’T Expecting It”: High School Experiences And Navigating Belonging In The Transition To College, Carly Offidani-Bertrand, Gabriel Velez, Claudia Benz, Micere Keels

College of Education Faculty Research and Publications

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college …

An Emerging Theory Of The Persistence Of Social Class Microaggressions: An Interpretative Phenomenological Study, Jennifer Cook, Caroline O'Hara

College of Education Faculty Research and Publications

Eleven counselor education doctoral students participated in an Interpretive Phenomenological Analysis study aimed to understand their social class microaggressions (SCMs) experiences. A tentative theory emerged from the data that SCMs persist to preserve homeostasis. The super-ordinate theme, Unequal, Embedded, Societal Structures is corroborated by the subordinate themes, Social Class Invisibility, Intersecting Identities, Perceptions and Assumptions about Social Class, Privilege and Unawareness about Social Class, and SCM Manifestations. Together, the superordinate theme and subsequent subordinate themes culminate in the preservation of homeostasis. We offer a data driven model to depict the theory, present participant data with extensive quotes, counseling …

Doctoral‐Level Counseling Students’ Experiences Of Social Class Microaggressions, Caroline O'Hara, Jennifer M. Cook

College of Education Faculty Research and Publications

The authors recruited 11 doctoral‐level counseling students to participate in a study exploring the lived experiences of people who have encountered social class microaggressions (SCMs). Findings (consisting of 6 themes) suggest that SCMs are a distinct phenomenon arising from interpersonal and environmental exchanges that damage recipients. The authors present implications for counselor education and future research trajectories.

Reframing Understandings Of Cultural Influences On Learning Science, Jill Mcnew-Birren, Jennifer Gaul-Stout

College of Education Faculty Research and Publications

This review essay addresses issues raised in Valerie Frède’s paper entitled: Comprehension of the night and day cycle among French and Cameroonian children aged 7–8 years.

Social Difficulties In Youth With Autism With And Without Anxiety And Adhd Symptoms, Alana J. Mcvey, Hillary Schiltz, Angela D. Haendel, Bridget Kathleen Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Mary E. Carlson, Wendy Krueger, Christina C. Murphy, Christina L. Casnar, Brianna D. Yund, Amy V. Van Hecke

College of Education Faculty Research and Publications

Social difficulties inherent to autism spectrum disorder are often linked with co‐occurring symptoms of anxiety and attention deficit hyperactivity disorder (ADHD). The present study sought to examine the relation between such co‐occurring symptoms and social challenges. Parents of adolescents with autism (N = 113) reported upon social challenges via the social responsiveness scale (SRS) and anxiety and ADHD symptomatology via the Child Behavior Checklist. Results revealed differences in SRS scores across co‐occurring symptom subgroups (Anxiety, ADHD, Both, Neither)—namely, adolescents with autism and anxiety as well as those with autism, anxiety, and ADHD showed greater scores on the SRS than …

Applying Task Force Recommendations On Integrating Science And Practice In Health Service Psychology Education, Timothy P. Melchert, Sharon Berry, Catherine Grus, Prerna Arora, Andres De Los Reyes, Tammy L. Hughes, Bruce Eugene Moyer, Jennifer Moye, Frederick L. Oswald, Ronald H. Rozensky

College of Education Faculty Research and Publications

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that …

Implications For Wellness‐Based Supervision And Professional Quality Of Life, Karisse A. Callender, A. Stephen Lenz

College of Education Faculty Research and Publications

This study evaluated the efficacy of the wellness model of supervision (WELMS; Lenz & Smith, 2010) for promoting changes across the perceptions of counselors‐in‐training (CITs) regarding professional quality of life. Three female participants (1 Caucasian, 2 Hispanic) were enrolled in a program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a single‐case research design with multiple baselines indicated that the WELMS was efficacious across client–CIT interactions on professional quality of life.

Review Of The Cruciform Faculty: The Making Of A Christian Professor, Jody E. Jessup-Anger

College of Education Faculty Research and Publications

No abstract provided.

Making The Invisible Visible: Inviting Persons With Disabilities Into The Life Of The Church, Mary E. Carlson

College of Education Faculty Research and Publications

Christianity espouses the dignity of all humanity and professes welcome for all to the communion of saints. Yet people with disabilities, especially those with more severe or profound physical or psychological disabilities, are largely invisible inside our houses of worship. This article examines the meaning of dignity and inclusion through the lenses of Christian anthropology, disabilities liberation theology, and the lived experience of persons with disabilities. It concludes with some suggestions on how to begin inclusion.

Polycystic Ovary Syndrome Across The Life Span Of Women: A Wellness‐Based Integrative Intervention, Karisse A. Callender

College of Education Faculty Research and Publications

Women diagnosed with polycystic ovary syndrome (PCOS)—an endocrine disorder that affects a woman's physical and psychological functioning—face challenges that affect personal and social functioning. Information about PCOS is provided for counselors, including a description of a wellness‐based integrative intervention to enhance optimal wellness and quality of life.

History Of Sexual Violence In Higher Education, Jody E. Jessup-Anger, Elise Lopez, Mary P. Koss

College of Education Faculty Research and Publications

In this chapter, we describe the history of sexual violence as it pertains to postsecondary institutions, focusing on social movements, research, and policy, and their implications for higher education.