The Impact of Differing Instability Devices on Postural Sway Parameters

Single-limb balance training is an integral part of preventing and rehabilitating lower extremity injuries. Practitioners use instability devices to provide a progressive overload to an individual during single-limb balance training sessions. Previous investigations have shown that when using instability devices, differences may or may not exist in postural sway parameters during use depending on the specific devices being assessed. Thus, this investigation sought to examine differences between a commonly used foam pad and a novel instability device (block) in measures of postural sway. This experiment consisted of 22 healthy individuals with no history of lower extremity injury and neurological disorders. Participants performed three single-limb static balance conditions on a force platform sampling at 120 Hz. Each condition contained three 20-second trials separated by thirty seconds. The mean center of pressure (CoP) values of the three trials in each condition were then compared using a within-subjects repeated measures analysis of variance. After evaluating the results, statistically significant differences were seen in sway area between conditions (f(2,42) = 5.28, p = 0.009), with the control (9.64 ± 4.53 cm) being significantly lower than both the foam pad (13.05 cm ± 4.25 cm) and block (12.33 ± 3.37 cm). Statistically significant differences were seen in CoP path length between conditions (f(2,42) = 5.52, p = 0.007), with the control (67.51 ± 9.49 cm) being significantly lower than both the foam pad (74.36 cm ± 9.76 cm) and block (76.38 ± 14.84 cm). Maximal medial-lateral CoP displacements were significantly different between conditions (f(2,42) = 6.24, p = 0.004). Lower displacements were seen in the control (1.39 ± 0.20 cm), which was statistically different from both the foam pad (1.59 ± 0.24 cm) and block (1.53 ± 0.25 cm). Maximal anterior-posterior CoP displacements were not significantly different between conditions (f(2,42) = 1.50, p = 0.23). In conclusion, this investigation provides supporting evidence that different instability devices may provide similar changes in postural sway parameters in comparison to control conditions. The novel block instability device used in this investigation may be used in a similar fashion to the traditional foam pad in both prevention and rehabilitation settings based on no differences being found between the two devices

PHENOMENOLOGICAL RESEARCH EXAMINING ADMINISTRATORS AND SPECIAL EDUCATION TEACHERS\u27 PERCEPTION, EXPERIENCE & KNOWLEDGE OF THE MISSISSIPPI SPECIAL EDUCATION GROWTH RUBRIC

In the current era of accountability, public school administrators’ responsibilities may include evaluating special education teachers and providing them with feedback and support to improve their effectiveness. The problem that exists is that administrators who do not have a background in special education are charged with the responsibility of evaluating special education teachers, resulting in special education teachers not getting the support or feedback necessary to improve their instructional practice. In addition to administrators not having the background knowledge necessary to effectively evaluate and support special education teachers, the problem of developing an effective evaluation model to evaluate special education teachers also exists. Despite the vast majority of research and literature that exist on developing effective evaluation models for general education teachers, there is a limited amount of research conducted on effective evaluation models for special education teachers and how special education teachers benefited from their evaluation process. In this study, I asked a) how special education teachers and administrators perceived the Mississippi Professional Growth Rubric (MSEGR)? b) How administrators perceived their ability to provide special education teachers with feedback and strategies to improve their effectiveness? c) and how special education teachers perceived their evaluation and evaluation results

REAPing What We Sow: The Implications and Outcomes of Mississippi House Bill 1125, The “Regulate Experimental Adolescent Procedures (REAP)” Act

Mississippi House Bill 1125 (MS HB1125), also known as the “Regulate Experimental Adolescent Procedures (REAP) Act,” was signed into law by Mississippi Governor Tate Reeves in early 2023 (REAP Act, 2023). It is one of multiple policies passed into law that limit the rights of transgender people. This thesis aims to clarify the history of the trans community, dispel myths around gender-affirming health care and the trans identity, and discuss the current state of anti-trans laws and transgender rights. Using a policy analysis framework by DiNitto (2011), MS HB1125 is analyzed on points like its social and economic costs, the perceived cause of the issue it addresses, and possible unintended consequences of the bill’s passing. Although MS HB1125 and similar bills from other states aim to restrict the rights of trans individuals, many states are working towards protecting these rights. As social workers, we must advocate for our young trans clients’ rights to bodily autonomy and self-determination. However, we must also consider the ethical implications of allowing minors access to all methods of gender transitioning procedures, especially those that are irreversible

NCAA DI Student-Athletes’ Understanding of and Attitudes Toward Mental Performance Services

Mental performance services are designed to assist student-athletes with psychological challenges affiliated with performance (McHenry et al., 2022). Currently, only 65 NCAA DI athletic institutions employ a psychological provider, with only 23.2% of those being mental performance consultants (MPCs; Jones et al., 2022). As student athletes are aware of the mental demand of sport (Bemiller & Wrisberg, 2011) and the NCAA begins to bring awareness to the importance of the mental well-being of the athlete (NCAA Transformational Committee, 2023), it is important to understand student athletes’ attitudes toward these services. Therefore, the purpose of this study was to learn about NCAA DI athletes’ understanding of and attitudes toward mental performance services. Nine NCAA DI student-athletes (6 females, 3 males) participated in semi-structured interviews where information was gathered about their sport background, their understanding of mental performance services, and their attitudes toward these services. Using thematic analysis procedures (Braun & Clarke, 2019) three themes were constructed based on participants’ responses: (a) influences and experiences of participation in NCAA DI athletics, (b) knowledge of services and characteristics desired of professionals, and (c) a general unawareness of mental performance services. In response to these results and recent NCAA statements, it is suggested that the NCAA educate and disseminate more information about mental performance services and athletic departments consider allocating resources and hiring more MPCs either full-time, part-time, or on a contracted basis to meet student-athletes’ needs

Emailed Prompt Package to Increase Alternative School Educators’ Use of Behavior Specific Praise

Alternative school educators are often placed in alternative education settings with minimal training or support to manage disruptive behaviors in the classroom. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Behavior specific praise (BSP) is a strategy that is recommended, but often provided at low rates. To address these barriers, previous literature has examined the use of emailed prompts to increase treatment integrity, feasibility, and acceptability of a variety of evidence-based interventions. A concurrent multiple baseline design across three participants was implemented to assess the social validity and effectiveness of an emailed prompts intervention on alternative school educators’ rates of BSP and corrective statements. Additionally, to investigate alternative school educators’ behavior resulted in improved class wide behavior. Results indicated that all three alternative school educators’ rates of BSP increased and corrective statements decreased with minimal impact on class wide behavior. Results maintained for two of the three participants. Limitations and future directions are discussed

A Comparison Study of Vocational Factors Influencing Academic Satisfaction for Marginalized and Majority Students

Marginalized college students experience increased rates of discrimination resulting in poorer academic outcomes whereas majority students are often afforded more privilege and access to resources allowing them to be more successful (Bardhardt et al., 2017; Milkman et al., 2015; Hanson, 2021). Psychology of Working Theory (PWT; Duffy et al., 2016) posits that experiences of discrimination and marginalization can negatively impact the chances for one to be successful in the world of work. PWT argues that decent work is a desired outcome by marginalized individuals and research confirms that securing future decent work is important to marginalized college students (Ma et al., 2021). Research appears to argue that future occupational prestige is most important for majority students (Walker & Tracey, 2012). Currently, the literature suggests the needs of marginalized students and majority students are different, but it is possible these two groups overlap (Schreiner et al., 2011). The proposed study seeks to fill this gap in the literature by comparing the perceptions of future decent work and future occupational prestige via occupational aspirations in marginalized and majority students as well as the impact these perceptions have on academic satisfaction. A total of 323 participants recruited via the School of Psychology’s research recruitment system, SONA, were used in a multi-group structural equitation model with invariance testing between the two groups. No meaningful differences were found between the two groups and future decent work was found to significantly affect academic satisfaction for the group as a whole, but not occupational prestige. Implications for this study include informing colleges and universities about the needs of marginalized students and aids in efforts to increase retention across all students, with an emphasis on marginalized students which colleges particularly struggle to retain

Mississippi Libraries 86(1) Spring 2023 (Full issue)

Complete issue of Mississippi Libraries Volume 86 Number 1 Spring 202

Nurses’ and Nursing Students\u27 Knowledge of Pregnancy-Related Complications Among African Americans

The literature highlights ethnic and racial disparities within healthcare and maternal outcomes. African American mothers have suffered from disproportionate mortality and morbidity rates compared to Caucasian women for centuries. In 2007–2016, African American and American Indian/Alaska Native women had significantly more pregnancy-related deaths per 100,000 births than did Caucasians, Hispanic, and Asian/Pacific Islander women. Cardiomyopathy, thrombotic pulmonary embolism, and hypertensive disorders are the three leading causes of complications during pregnancy among African Americans. The purpose of the research study was to identify if nurses and nursing students can recognize the early and late signs and symptoms of cardiomyopathy, thrombotic pulmonary embolism, and hypertensive disorders in African American mothers. The research study used a quantitative research method by using a survey to collect the data. The research tool was administered via Qualtrics. Participants were recruited using flyers, which were distributed to classmates and co-workers. The flyer was also posted on social media websites. Ninety-two percent of the participants were aware that African Americans are most prone to pregnancy-related complications. The participants lacked knowledge when it came to identifying pre-eclampsia, cardiomyopathy, and thrombotic pulmonary embolism and interventions for the specific complications

¿Cómo Se Dice...? The Spanish Use of Hispanic College Students

The Spanish language is very prominent in the United States. Millions of Spanishspeakers live there, and the use of the language in their day to day lives has augmented the presence of it in an otherwise Anglophone country. However, there are certain factors that may influence how often Spanish speakers actually use their language in this country. This study sought to analyze two: the existing anti-Hispanic attitudes in the United States and the parental/caretaker level of education of Spanish-speaking people. This study aimed to conduct an analysis of college-aged Hispanic students in order to conclude the extent to which those two factors may influence Spanish language retention. A sample population of 44 Hispanic students from the University of Southern Mississippi completed a survey through which they reported their experiences of being Spanish speakers in this country. The results from this study were analyzed and compared to existing research on language development, language retention, and societal attitudes toward Spanish speakers. The data from this study revealed that negative societal perceptions of Spanish speakers still have negative effects toward Spanish use. Those negatives effects include an avoidance or abandonment of speaking Spanish. This study also found that a parent’s education level could influence the confidence their children have in the language, thereby also influencing Spanish use and possibly language retention. Additionally, this study found that the encouragement or lack of encouragement from parents heavily influences the confidence some Spanish speakers have in their language skills; this confidence in turn influenced participants’ use of the language, which has important implications for the retention of the language

THE SPEECH-LANGUAGE PATHOLOGIST & EMOTIONAL LABOR, STRESS, AND COMPASSION FATIGUE

Employees in service professions often utilize emotional labor strategies. The purpose of this quantitative study was to evaluate speech-language pathologists’ (SLPs) experiences regarding emotional labor and the extent to which emotional labor is possibly related to job stress, compassion satisfaction, and compassion fatigue. This study also considered the SLPs’ occupational settings in relationship to emotional labor. A pilot study was conducted and minor revisions were made to the instrument prior to the final study. The researcher collected and analyzed data using an online survey comprised of three validated instruments, ELS, SLPSI, and ProQOL-5. The participants were 270 certified speech-language pathologists across 45 states within the United States. This investigation revealed that speech-language pathologists used genuine emotions more often than surface acting or deep acting when interacting with their clients/students. However, there was no notable difference between the three emotional labor strategies used across occupational settings. The results from a Pearson correlation revealed a statistically, strong positive correlation between the use of genuine emotion and compassion satisfaction and a significant, moderate negative correlation between genuine emotion and compassion fatigue. Though compassion fatigue was relatively low in this sample of SLPs, they did report a moderately noticeable impact of stress primarily due to time and workload management which was predominantly manifested through emotional fatigue. These results are relevant to the field of speech-language pathology as they support the need for further research in these areas of concern, leading to the development of policies and procedures that may help to reduce stress and further increase the use of positive aspects of emotional labor