Derogatory, Racist, and Discriminatory Speech (DRDS) in Video Gaming

Video games have been examined for their effects on cognition, learning, health, and physiological arousal, yet research on social dynamics within video gaming is limited. Studies have documented the presence of derogation, racism, and discrimination in this anonymous medium. However, gamers‟ firsthand experiences are typically examined qualitatively. Thus, this study aimed to establish a quantitative baseline for the frequency of derogatory, racist, and discriminatory speech (DRDS) in gaming. DRDS frequency, sexual harassment, and hate speech measures were administered to 150 individuals from online forums and social media groups. Descriptive and inferential analyses were used to gauge which factors affected DRDS rates. Sex, intergroup and fast-paced game types, time played with others, and identity portrayal showed positive correlations with DRDS. Results indicate an array of complex social and developmental factors contribute to experiencing, perceiving, and personally using DRDS. Implications include psychosocial health impacts similar to everyday harassment, with women being at a higher risk and age as a contributing factor

Experiential-Based Research Depicting Humanistic Survival after Violent Victimization & Traumatization Exploring Human Resilience, Spirituality, Meditation & Expressive Writing

Unattended trauma-induced stressors resulting from incidents of violent victimization can escalate into mental health challenges, including trauma-related and substance-abuse disorders, which most often co-occur in a debilitating manner. Therefore, it is essential to conduct ongoing exploratory research on cognitive-based approaches (e.g., spirituality), psychological adaptations (e.g., human resilience), and trauma-informed approaches (e.g., meditation, expressive writing), which serve to reduce or offset the adverse impact of trauma. Twelve women who experienced victimization and traumatization but did not seek professional mental-health intervention were interviewed; six had been abused as children and eight as adults. Some did not contact or follow through with reports to the police either because they faced pressure to drop charges or because they were children when abused. Some also reported a lack of family intervention and support. Most reported withdrawing, secluding, and isolating themselves while benefitting from constructive coping activities that they could engage in alone (e.g., reflective journaling, prayer, and meditation), in addition to them reportedly engaging in structured support groups at church or in the community that could teach them about coping and leaving abusers. Spirituality also helped participants find new meaning regarding self-revaluating established relationships, in addition to helping them move positively forward. Some also mentioned that counseling could likely help them effectively cope futuristically, but they had not sought counseling because they thought they were not good at talking about feelings or they had negative perceptions of therapy. Key messages for survival were to be cautious and not remain in violent and abusive situations. Key messages for coping were to stay strong, address victimization and traumatization, and strive for love and happiness

Understanding The Effectiveness of Preperation Programs For Black Male School Leaders

Abstract Male administrators of color are crucial role models and educators, significantly influencing students of color. However, only some males of color pursue and maintain principalship, especially in urban K-12 school districts. A component of this problem may be the nature and content of administrator preparation programs, which may not adequately prepare male administrators of color to be effective educational leaders for urban education. Guided by the social change leadership model, this study explored the perceptions of male school leaders of color regarding the effectiveness of administrator preparation programs for leading K-12 schools in urban areas. Ten male school administrators of color were engaged through an open-ended survey to understand the context, culture, conditions, and competencies associated with their roles as urban school leaders. The participants also discussed the strengths and drawbacks of their administrator preparation programs. Key findings of the study included the need for enhanced mentorship programs for male administrators of color, in conjunction with updated administrator course content related to urban education, social change, and social justice. A discussion of a comprehensive change plan addressing challenges highlighted by the participants is provided, addressing critical points related to context, culture, conditions, competencies, and the administrator preparation program. The study has numerous implications for practice, including recommendations for enhancing preparation for male administrators of color, which can significantly influence the academic and social success of minority students

Drug Use and Harm Reduction: Community Readiness As Pathway To Well-Being And Reintegration

Drug abuse negatively impacts the life and well-being of those who use drugs; this harm often extends to their loved ones, communities, and society. One presumptive set of psychological explanations for drug abuse is an addictive personality, a psychological susceptibility resulting from challenging family relationships, inadequate reinforcement, the absence of healthy role models, conflicting parental expectations, and a lack of love and respect. Harm reduction is a public health approach that focuses on minimizing the harmful effects of drugs and reducing judgment. It aims to meet people where they are in life and provide judgment-free, empathetic, supportive, and needed medical psychosocial outreach. More harm reduction-focused services would likely improve public health and build supportive communities to achieve superior healthcare outcomes. A greater combination harm reduction with a greater reliance on community empowerment through collaboration would likely facilitate the political will and investment needed to keep people with drug use disorders healthy and safe until they are ready to access and receive treatment

Persistence of Female Faculty in STEM

The lack of women entering certain STEM fields impacts female representation in research faculty, teacher faculty, and leadership positions in higher education. Through a narrative inquiry methodology utilizing the theoretical paradigms of self-determination theory and relational autonomy, this study extended understanding of the factors that motivate persistence for women in certain STEM fields. While prior research focused on understanding the barriers to retention, this study sought to identify the factors motivating retention for women in certain STEM fields. The results of this study contribute to understanding the motivating factors that influence a woman’s persistence in STEM. The data gathered from this study suggest that relationships, especially with a female mentor, are a significant factor motivating the persistence of women in STEM. This aligns with the concepts of relational autonomy, which posits that constructive relationships are necessary for autonomy to flourish in one’s life

The Lived Experiences Of School Counselors And ELL Teachers Who Support ELL Students Who Exhibit A Symptom Of Mental Illness

The current literature regarding the lived experiences of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental illness in high school is very limited. Research is available discussing school counselors and their role when supporting students who may exhibit a symptom of mental illness or may have mental health concerns. This study sought to add to the literature by exploring the lived experiences of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental illness. By adding to the literature, the researcher hopes to provide a better understanding of the role of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental health illness in high school, as it is essential to understand the barriers, resources, and interventions and/or school programs that are offered to address the needs of the ELL students. Additionally, it will help bring awareness to school districts, parents, stakeholders, the community, and the counseling profession. This qualitative research study used a phenomenological approach to explore, interpret, and describe the lived experiences of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental illness in high school. Data collection was conducted using semi-structured face-to-face and virtual interviews with participants. Once interviews were conducted, data was analyzed using transcriptions. The results of the study indicated that more training for ELL teachers, more research that specifically targets mental health and the ELL population, and more collaboration between ELL teachers and school counselors are some of the things that are needed for school counselors and ELL teachers to feel effective when supporting ELL students who may exhibit a symptom of mental illness

Cooperative Pathways: Insights from Teacher Experiences on Improving Union and District Cooperation

This study involved an evaluation of teacher experiences within their districts, schools, and unions across the United States. The primary research question was: How are teachers currently experiencing the relationship between their unions, districts, and administrators and what opportunities exist to improve cooperation and shared ownership between those groups? The study used a mixed methods approach by gathering quantitative data in the form of a survey and qualitative data through open-ended responses on the survey as well as interviews with seven teachers. The results formed a general understanding of the current state of teacher experiences that was then applied to better understand Chicago as a case study and the at times contentious relationship between the teachers union and district. Finally, recommendations were made for policy and leadership to promote cooperation and shared ownership among teachers, unions, principals, and district leaders, including trust building strategies, engagement efforts, and fiscal sustainability

Joseline Calderon, Student Outreach & Re-Engagement Specialist, Chicago Public Schools

Joseline Calderon (Harrison Fellow, 2014-2016), was born and raised in Mexico City. She immigrated to the United States at the age of 10 and grew up in the South Side of Chicago. Joseline graduated from National Louis University with a Human Services degree. She has held various positions at Trilogy Behavioral Health Center and Central States SER, focusing on mental health, employment, and education. Currently, she is working with Chicago Public Schools, supporting students at risk of not graduating on time. Joseline’s purpose is to instill positivity in young immigrants and their ability to succeed anywhere they chose to make their home. Throughout her career, Joseline has helped families from a holistic approach providing resources, support, and guidance to ensure success in their pathway to continuing education and higher education.https://digitalcommons.nl.edu/hforalhistories/1003/thumbnail.jp

COVID-19, Olfactory Functioning, and Depressive Symptoms

The focus in this study was to investigate whether people who continue to experience a disordered sense of smell after recovering from COVID-19 are more likely to have higher levels of depressive symptoms. Data collection involved two questionnaires: the Patient Health Questionnaire-9 (PHQ-9) to assess depressive symptoms and the Assessment of Self-Reported Olfactory Functioning and Olfaction-Related Quality of Life (ASOF) to assess olfactory functioning. Additionally, general survey questions were asked to evaluate physical and mental health outcomes related to COVID-19. Results showed individuals who did not subjectively return to their baseline sense of smell after recovering from COVID-19 had lower levels of olfactory functioning and higher levels of depressive symptoms. Regression analyses were conducted to predict scores for levels of depression and levels of olfactory functioning using the following significant predictor variables: COVID-related smell change (SRC), initial emotional response to COVID (HFCE), number of treatments for depression (TFD), smell-related problems (ASOF2, SRP), and olfactory-related quality of life (ASOF3, ORQ). In addition, preexisting smell problems before COVID (SPBC), the severity of depression measured by the PHQ-9 scale, and the time until smell improved (HLSI) were included as predictor variables. The models predicting level of depression and level of olfactory functioning explained 54.0% and 68.8% of the variance, respectively. This study provides insights for future research in this area

Globalizing Curriculum and Introducing Diplomacy: Wright College’s Participation in the Diplomacy Lab Program

In 2016, Wright College became a partner in the U.S. Department of State’s Diplomacy Lab program, which provides students the opportunity to undertake research projects that further U.S.’s foreign policy goals. Through Diplomacy Lab, students not only gain a rich educational opportunity working on real-world problems, but the Department of State can utilize an untapped source of intellectual talent. Since becoming a partner, Wright faculty have worked on 20 separate projects with over 350 students participating. In this article three students will discuss the projects they worked on and how it changed their perceptions of the Department of State, the various global challenges the world faces, and their own career aspirations