Education Commons^™

Change In Self-Compassion, Psychological Inflexibility, And Interpersonal Courage In Intensive Ptsd Treatment: A Latent Growth Curve Analysis, Peter Philip Grau, Timothy Melchert, Mauricio Garnier-Villarreal, Lynne M. Knobloch-Fedders, Chad T. Wetterneck

College of Education Faculty Research and Publications

Objectives

Despite numerous advances in the understanding of the development and maintenance of posttraumatic stress disorder (PTSD), current research is often narrowly focused on symptom reduction. Despite this, the impact of PTSD also extends into areas such as interpersonal relationships, pursuit of valued activities, and self-acceptance. These processes appear to be especially relevant in chronic/complex PTSD but are rarely represented in controlled trials. As a result, there is a need to expand the focus of PTSD research beyond symptom reduction to include processes of well-being.

Methods

Using a latent growth curve analytical approach, this study examined the impact of change …

Cultivating Critical Consciousness Through Digital Video Inquiry, Candance Doerr-Stevens, Melissa L. Gibson

College of Education Faculty Research and Publications

As political participation across the globe grows increasingly contentious and accusations of "fake news" and "post-truth" politics rise, the how, where, and why of civic learning in schools are called into question. In contrast, multimodal practices such as digital video production continue to promote youth engagement and deliberation of social issues through dialogue, crowd-sourcing, and relationships. Herein we examine the classroom-based approaches to digital video inquiry as a problem-posing antidote to traditional banking approaches to civic education. To forward this claim, we describe 2 classroom uses of digital video production for critical social inquiry. In both cases, digital video inquiry …

Using Reflective Journals To Characterize Pre-Service Teacher Professional Noticing Skills, Leigh A. Van Den Kieboom

College of Education Faculty Research and Publications

This study examined professional teacher noticing in the context of written responses 12 pre-service teachers (PSTs) provided in a reflect- ive journal after posing addition and subtraction problems for students in an after-school tutoring program. Professional teacher noticing skills, attending, interpreting, and deciding, were situated within the well-defined mathematics content and associated trajectory of student strategies for the meaning of addition and subtraction. A three-point rubric was designed and utilized to analyze PST attending, interpreting, and deciding responses. Results characterize what PSTs “could do” relative to each skill as well as development of noticing skills over time. Results also highlight …

School-Based Restorative Justice: Lessons And Opportunities In A Post-Pandemic World, Gabriel M. Velez

College of Education Faculty Research and Publications

The COVID-19 pandemic has deeply affected schools and the people within them. The move to remote schooling forced practitioners of school-based restorative justice to adapt and innovate, as theory and practice had almost exclusively focused on in-person instruction. In this paper, I first review some of the challenges, adaptations, and lessons during the pandemic. I then argue that restorative justice in schools offers new and unique potential to address needs of educational communities and the students, educators, and staff within them as in-person instruction returns. Specifically, I suggest it could contribute to rebuilding social connection and community, bolstering mental health, …

A Framework For Guiding Transformative Growth After High School Shootings, Lucienne Lunn, Karen Campion, Steven James, Gabriel M. Velez

College of Education Faculty Research and Publications

For the last 20 years, gun violence has severely compromised safety, learning outcomes, social development, and psychological well-being in many high school communities. An emerging body of international research describes strategies developed to support students and staff members in the wake of school shootings. However, these protocols are typically designed to help administrators manage the immediate sequelae of these incidents, leaving survivors to handle the lasting consequences of their experiences on their own. This article presents a broad framework for facilitating long-term psychological growth that can be integrated into high school curricula. It is based on the complementary theories of …

A Framework For Guiding Transformative Growth After School Shootings, Lucienne Lunn, Karen Campion, Steven James, Gabriel Velez

College of Education Faculty Research and Publications

For the last 20 years, gun violence has severely compromised safety, learning outcomes, social development, and psychological well-being in many high school communities. An emerging body of international research describes strategies developed to support students and staff members in the wake of school shootings. However, these protocols are typically designed to help administrators manage the immediate sequelae of these incidents, leaving survivors to handle the lasting consequences of their experiences on their own. This article presents a broad framework for facilitating long-term psychological growth that can be integrated into high school curricula. It is based on the complementary theories of …

Racial, Ethnic Differences In Complementary And Integrative Health Use Among Adults With Mental Illness: Results From The 2017 National Health Interview Survey, Lee Za Ong, Karisse A. Callender, Kacie M. Blalock, Jerome J. Holzbauer

College of Education Faculty Research and Publications

The purpose of this study was to examine the patterns of complementary and integrative health (CIH) use among adults with a racial/ethnic minority background and a mental illness. A secondary data analysis of 2017 National Health Interview Survey (N = 793) was conducted using chi-square, multivariate logistic regression, and multinomial logistic regression. Overall, Black/African Americans and Hispanic/Latinx groups remained the least proportional of CIH therapies utilization. Being a male, Black/African American or Latinx/Hispanic and had work experience were predictors of the least use of the CIH therapies. Research is needed to bridge the gaps on the CIH use among a …

A Mixed-Methods Examination Of Counselors' Social Class And Socioeconomic Status Perceptions, Jennifer M. Cook, Lee Za Ong, Olga Zavgorodnya

College of Education Faculty Research and Publications

We investigated how counselors (N = 157) perceived social class and socioeconomic status (SES) via a mixed‐methods design. Among other findings, the results revealed participants provided limited or SES‐only responses when they defined social class. We describe counseling practice and training implications from a culturally informed, humanistic perspective.

Teaching Truth In Transitional Justice: A Collaborative Approach To Supporting Colombian Educators, Gabriel Velez

College of Education Faculty Research and Publications

The pursuit and acknowledgment of the truth of past atrocities and human rights abuses are critical processes in transitional societies. While truth commissions have become a central part of achieving these goals, there has historically been minimal attention to the role of teachers and students in this work. Critical and thoughtful teaching about the past conflict, however, may help prevent the reoccurrence of atrocities, promote acknowledgment and accountability of the past (which, in turn, fosters psychosocial healing), and support the construction of a peaceful society. In this paper, I detail a research collaboration with Colombia’s truth commission to aid its …

Supporting Peaceful Individuals, Groups, And Societies: Peace Psychology And Peace Education, Gabriel Velez, Lawrence H. Gerstein

College of Education Faculty Research and Publications

In 2020, individuals, societies, and the international community were presented with a myriad of challenges that were exacerbated by the COVID-19 pandemic. Social bonds were stretched thin, racial inequity was brought to the forefront, and political polarization deepened. This context heightened the need for effective theoretical frameworks, strategies, and understandings of how to support positive and negative peace and build cultures of peace across varied contexts. In this special section, we present a compendium of articles highlighting various ways that psychologists support these efforts through peace education. The section developed in a pre-COVID context from Christie and Wagner’s (Handbook on …

All Are Welcome Except You: Isolation In A Social Justice Community, Jody Jessup-Anger, Courtney Howell

College of Education Faculty Research and Publications

No abstract provided.

Single Case Evaluation Of A Mindfulness-Based Mobile Application With A Substance Abuse Counselor, Karisse A. Callender, Caroline E. Trustey, Leslie Alton, Yuan Hao

College of Education Faculty Research and Publications

We implemented an exploratory A-B single case research design with a phenomenological lens to analyze journal entries to assess the effectiveness of a 12-week mindfulness-based mobile intervention to reduce burnout and increase mindfulness and self-compassion. Our participant was one 55-year-old White woman employed as a substance abuse counselor at a medium sized treatment facility in a midwestern state. We collected three weeks of baseline data followed by a 12-week intervention using the Calm © app and collected self-reported scores on the Copenhagen Burnout Inventory, Freiburg Mindfulness Inventory, and the Self-Compassion Scale across baseline and intervention phases. Data analyses using the …

Learning Peace: Adolescent Colombians’ Interpretations Of And Responses To Peace Education Curriculum, Gabriel Velez

College of Education Faculty Research and Publications

Young people’s critical role in building peaceful societies has been increasingly recognized in research and policy over the last several decades. This attention has coincided with the development and wider application of peace education in transitional and conflict settings. Within the field, however, there has been less attention to young people’s own perspectives, understandings of their roles, and responses to peace education. This study contributes to this literature and the field of peace education by employing psychological theories on development and meaning making in investigating how adolescents respond to peace education in Colombia. In 2015, the Colombian government mandated the …