Education Commons^™

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

College of Education Faculty Research and Publications

No abstract provided.

Learning Peace: Adolescent Colombians’ Interpretations Of And Responses To Peace Education Curriculum, Gabriel M. 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 …

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 …

The Move Framework: Meanings, Observations, Viewpoints, And Experiences In Processes Of Social Change, Seamus A. Power, Gabriel M. Velez

College of Education Faculty Research and Publications

Social psychologists are often criticized for failing to capture the dynamic nature of psychological processes. We present a novel framework to address this problem. The MOVE framework contends that to comprehend complex, contradictory, and divergent patterns of thought, affect, and behavior within changing, real-world contexts, it is necessary to undertake ecologically valid research that is attentive to the lived experiences and meaning-making processes of culturally embedded individuals over time. A focus on meanings, observations, viewpoints, and experiences is essential for social psychological research that holistically captures how people construct, understand, respond, position, and act over time within changing …

Intersectionality In Psychology: Translational Science For Social Justice, Patrick R. Grzanka, Mirella J. Flores, Rachel A. Vandaalen, Gabriel M. Velez

College of Education Faculty Research and Publications

Intersectionality is an analytic tool for studying and challenging complex social inequalities at the nexus of multiple systems of oppression and privilege, including race, gender, sexuality, social class, nation, age, religion, and ability. Although the term has become widely used in psychology, debates continue and confusion persists about what intersectionality actually is and how best to take an intersectional approach to psychological science. This special issue of Translational Issues in Psychological Science on intersectionality includes a range of methodological tools and theoretical perspectives that advance psychological research on intersectionality. In particular, these projects constitute psychological research that takes intersectionality’s political …

Rethinking Responses To Youth Rebellion: Recent Growth And Development Of Restorative Practices In Schools, Gabriel M. Velez, Madeline Hahn, Holly Recchia, Cecilia Wainryb

College of Education Faculty Research and Publications

Adolescence has historically been framed as a time of rebellion and protest, with traditional responses in school applying punitive frameworks. In this article, we review recent psychological work on the restorative practices movement in schools as an alternative to how to respond to young people. This changing framework has implications for their development processes and can reframe some forms of rebellion as productive. We first more fully define what restorative justice entails and theoretical developments in this area. We then move to outlining interventions, programs, and associated outcomes. Finally, we end with future directions and research opportunities for psychologists.

A Force To Be Reckoned With: College Women's Experiences With The #Metoo Movement, Karisse A. Callender, Samantha Klassen

College of Education Faculty Research and Publications

The hashtag #MeToo was created for use on social media platforms to allow survivors of sexual violence to share their experiences. Our study describes a phenomenological analysis of college women's experiences with the #MeToo movement and its impact on their help‐seeking behaviors. Participants had varied reactions to the movement and experiences with help‐seeking, but broadly experienced the movement as a positive force in society. Implications for college counselors and recommendations for future research are provided.

A Professional Learning Partnership: Educator Perceptions About Program Effectiveness And Impact On Rural Educators, Tara Lynn Villalobos

Dissertations (1934 -)

A partnership model between several school districts and a liberal arts university was explored as a means of delivering quality professional development in this interpretive study. Teachers self-reported their thoughts about the effects of the professional development delivered through a partnership model, the effects on their practice, and the similarities and differences between this professional learning and other professional development opportunities they have been a part of. The researcher conducted two rounds of interviews with six educators, three from each of two districts. Data from the interviews was compiled and coded to determine common themes. Several themes emerged in support …

Interfaith Leadership As A Civic Priority: Higher Education's Role In Developing Bridge‐Builders, Mary Ellen Giess, Benjamin Correia-Harker, Eboo Patel, Noah Silverman

College of Education Faculty Research and Publications

Today's students will inherit responsibility for addressing complex issues and bringing people together around issues of common concern. This chapter underscores the critical need for interfaith engagement to support students' spiritual development and offers empirical evidence for the merits of interfaith learning. Programmatic interventions for interfaith teaching are included.

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 W. 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 …

The Role Of Social Justice Living-Learning Communities In Promoting Students Understanding Of Social Justice And Llc Involvement, Jody E. 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 …

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 …

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 M. 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 …

Examining Links Between Culture, Identity, And Learning, Margaret Beale Spencer, Carly Offidani-Bertrand, Keshia Harris, Gabriel M. Velez

College of Education Faculty Research and Publications

Learning as a cultural process is deeply rooted in our biology and in our evolutionary history. Prior generational intrusions and major events have implications for patterned interactions, processes, and outcomes for subsequent cohorts. Elder’s “Children of the Great Depression: Social Change in Life Experience” (1974) provides an illustration determined by a major socioeconomic fluctuation. Specifically, his description of the long-term impacts of the early 20th century economic depression on youth as observed across time are parallel to current 21st century observations of developmental expressions of cultural processes having under-acknowledged foundations (Davis, Burleigh, & Gardner, 1941; Davis & Havighurst, 1946; …

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 …

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.

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 …

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.

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.

“I Wasn’T Expecting It”: High School Experiences And Navigating Belonging In The Transition To College, Carly Offidani-Bertrand, Gabriel M. 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 M. 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 …

Self-Disclosure And Immediacy, Clara E. Hill, Sarah Knox, Kristen Pinto-Coelho

College of Education Faculty Research and Publications

We conducted a qualitative meta-analysis of 21 studies that examined the clinical consequences of therapist self-disclosure (TSD) and immediacy (Im) in psychotherapy. The most frequent consequences were enhanced therapy relationship, improved client functioning, gain in insight, and overall helpfulness, suggesting that the consequences are mostly positive and therapeutic. TSD was associated more often with improved mental health functioning, more overall helpfulness, and more enhanced therapy relationships, whereas Im was associated more often with clients opening up and being more immediate. The chapter concludes with limitations of the research, diversity considerations, and research-informed recommendations for judiciously using TSD and Im in …

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 M. 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 …

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 …