Social Psychology Commons^™

The Resilient Families Project @ Wayside’S Hotel Louisville: Strategies For Building Resilience, Mindfulness & Happiness In At-Risk Adults, Lexi N. Frederick, Hannah Parker, Angela Ely, Lora Haynes

The Cardinal Edge

The Resilient Families Project (RFP) provides educational experiences to strengthen evidence-based habits of resilience, mindfulness, and happiness in at-risk individuals. RFP holds programs for adults facing homelessness and women in drug/alcohol recovery who are housed by Wayside Christian Mission in their Emergency Shelter or Hotel Louisville.

RFP programs work to promote healthy attachment relations, a sense of belonging/purpose, and interactive reading, and children’s storybooks serve as the foundation for designing programs. The book “The Boy, The Mole, The Fox, and The Horse'' was reviewed through content analysis to emphasize diversity, equity, and inclusion, as well as RFP Core Ideas. Thanks …

Social Ecological Resilience, Social Capital, Anomie And The Impact Of Covid-19., Kevin Pacifico Gonzaga

Electronic Theses and Dissertations

From climate change to racial tension and income inequality, many difficulties face the United States and those who live within its borders. The extreme and increasing political polarization in the United States as well as the impact of the COVID-19 pandemic have only made these challenges more difficult to address. In this complex web of adversity, the concept of resilience is important to study. Resilience may be broadly defined as the ability to “bounce back” or return to adaptive functioning after experiencing significant adversity or challenges (Smith et al., 2008). Better understanding how resilience functions and the general state of …

Can Exploratory Learning Help To Close The Minority Achievement Gap?, Shannon Nicole Derkson, Marci S. Decaro

Undergraduate Arts and Research Showcase

Underrepresented minority (URM) students are disproportionately retained and underperform in STEM disciplines compared to non-URM students, yet are needed in the STEM workforce. Possible causes of this minority achievement gap are social isolation, “chilly” classrooms, low confidence, and stereotype threat (Ballen et al., 2017). Inclusive instruction, which includes active learning, may help to reduce this gap (Saunders & Kardia, 1997). Active learning engages students in learning through activities and/or discussion in class as opposed to passively listening to lectures (Brame, 2016; Freeman et al., 2014). But, not all active learning strategies promote inclusive learning environments. We examined whether a type …