A Qualitative Study On Nurse Facilitators Of Mind-Body Skills Groups, Paula D. Blake-Beckford

Mindfulness Studies Theses

The Center for Mind-Body Medicine (CMBM), founded by Dr. James Gordon, provides communities with evidence-based Mind-Body Skills Groups (MBSGs) that foster self-care, self-awareness, and self-expression. MBSGs range from 8 to 12-week series on various mind-body practices wherein group members meet, practice, and reflect on the impact of mind-body skills in their lives. Research has demonstrated that participants in MBSGs have positive outcomes. Healthcare professionals (HCPs), especially nurses, gain resiliency from MBSGs. As facilitators of MBSGs, nurses develop essential skills transferable to clinical and educational settings. MBSGs are therapeutic for adult participants with chronic stress. Prior to this thesis, only one …

Incorporating Social System Dynamics In The Columbia River Basin: Food-Energy-Water Resilience And Sustainability Modeling In The Yakima River Basin, Jennifer E. Givens, Julie Padowski, Christian D. Guzman, Keyvan Malek, Rebecca Witinok-Huber, Barbara Cosens, Michael Briscoe, Jan Boll, Jennifer Adam

Sociology, Social Work and Anthropology Faculty Publications

In the face of climate change, achieving resilience of desirable aspects of food-energy-water (FEW) systems already strained by competing multi-scalar social objectives requires interdisciplinary approaches. This study is part of a larger effort exploring “Innovations in the Food-Energy-Water Nexus (INFEWS)” in the Columbia River Basin (CRB) through coordinated modeling and simulated management scenarios. Here, we focus on a case study and conceptual mapping of the Yakima River Basin (YRB), a sub-basin of the CRB. Previous research on FEW system management and resilience includes some attention to social dynamics (e.g., economic and governance systems); however, more attention to social drivers and …

Uncovering The Processes And Consequences Of Egyptian Immigrant Parental Involvement In Their Children’S Education: Bridging Cultural Differences, Hend Shalan

Theses and Dissertations (Comprehensive)

Abstract

For more than a decade, researchers have concluded that immigrant parents face several barriers to becoming involved in their children’s education. All studies agree that language and cultural differences are the most significant barriers to immigrants’ involvement in their children’s education, yet we know little about what these cultural differences are and how these cultural differences influence the school involvement of immigrant parents. This study integrates theories of cultural differences, acculturation, and culture shock and the corresponding literature to investigate the lesser involvement of immigrant parents in school-related activities.

A focused ethnographic design was employed and a thematic analysis …