A Reintroduction to Psychiatric Rehabilitation

This article, the first in a series, will reintroduce you to psychiatric rehabilitation. If you work in or interact with mental health services, you are likely already familiar with certain-aspects of psychiatric rehabilitation. Common services that utilize psychiatric rehabilitation principles are Assertive Community Treatment (ACT) teams, community support programs, and residential mental health treatment. The successive articles will explore the principles, philosophy, and interventions that are a part of the psychiatric rehabilitation model of care. This article will define psychiatric rehabilitation, its history, and its purpose in the scope of mental health services

Exploring How Access and Support of Mental Health Resources Affects Student-Athletes\u27 Mental Health

Mental health has become an important aspect of athletics and the success of student-athletes. They have the responsibility to juggle their academics, social life, physical and mental health. Research has grown to prioritize the mental health of student-athletes and the resources they need to manage it. The aim of the proposed study is to assess the differences between the participants and the control group from the use of a suggested intervention. This intervention includes the Recovery-Stress Questionnaire (RESTQ) that evaluates the stress and recovery of each student-athlete. Along with the RESTQ, the student-athletes will be instructed to utilize the workshops and counseling sessions provided to them by mental health professionals. The findings may help prove the importance of access to and support of mental health resources for student-athletes. This, along with all other studies, may benefit athletics by allowing the appropriate addition of mental health resources and personnel within institutions

Outdoor Educational Opportunities and Movement Breaks Effect on Mental, Social, Emotional Health of Adolescents

This paper examined research intent on the purpose of studying how educational leaders may support the mental, social, and emotional health of adolescents through incorporating outdoor educational opportunities and movement breaks in the classroom. The qualitative, quantitative, and mixed method approaches used, delve into the ways of incorporating movement in the classroom through brain breaks, utilizing outdoor education opportunities, and the effects technology can have. These concepts and tools can work together to support the mental, social, and emotional health of adolescents as well as to promote greater academic growth. However, they must be utilized appropriately for intended success. The studies analyze the needed incorporation of movement breaks, as a way to give the brain time to process the content appropriately, decrease time spent sedentary, and increase focus and on-task behavior. The research also analyzed how the incorporation of outdoor education allows for hands-on experiences, increased social connections, and greater time spent outdoors. As it relates to time spent outdoors, research does caution the use of technology in connection to reducing green time. If overused or used inappropriately, technology can have a negative effect on the mental, social, and emotional health of adolescents. Educators must work together to support students. This includes the proper implementation of movement in the classroom, outdoor education, and appropriate technology usage. Keywords: brain breaks, movement, outdoor education, nature-based learning, technology, and mental health

Identifying Factors That Contribute to Stress Among College Athletes

This paper will cover serious topics that relate to college students but also specifically college athletes and what they deal with as student athletes at universities. Being a former collegiate athlete and now a current college coach it is easy to understand the struggles that college athletes go through that may not be well known to the public eye. The main problem to address in this paper is identifying the factors that contribute to stress for college athletes. Losing and winning games are factors that can affect a team as a whole but as an individual identifying what causes stress for players is hard to pinpoint and narrow down to one specific factor. The reason this topic is important and needs to be talked about more is because many young adults deal with stress at a high rate, not just athletes but younger adults in general around the college age, which is why Universities are required to have specific programs and guidelines in place to address those issues. Athletes see these issues from a slightly different lens, especially when you factor in money and NIL money which has been in the forefront of college sports for the past couple of years. Adding in a new element such as the NIL which deals with big companies and endorsements, the financial hold that this new world has started to take in college sports brings a different level of pressure to college athletes. This study will survey students and ask them specific questions pertaining to the stress they are experiencing not just on the court but in the classroom as well

The Joy of Learning

Early childhood education has undergone significant changes in recent years (Harmon & Viruru, 2018). The increasing focus on academic success and the rising use of technology have somewhat overshadowed the joy of learning in young children (Przybylski & Weinstein, 2019). However, it\u27s important to remember that play, often sacrificed in favor of structured academic activities, is a crucial aspect of developmentally appropriate practice in early childhood. These playful learning experiences are essential in sparking the joy of learning in young children (Friedman et al,, 2021). The research indicates that factors such as academic push-down, excessive use of technology, lack of play, or the absence of unstructured playtime can all have a negative impact on the joy of learning. Social-emotional learning is another vital component of early childhood education. Children with strong social-emotional skills are more motivated, can regulate their emotions, communicate and interact with others, build relationships, and solve problems (Cuartas et al., 2022). The key findings of this research highlight the importance of developmentally appropriate practice, social-emotional learning, positive teacher-child interactions, and parent involvement. This paper is a focused analysis and synthesis of these research findings. Keywords: developmentally appropriate practice (DAP), early childhood education (ECE), social-emotional learning (SEL), whole child development, academic push down, joy of learnin

Episode 36: Jeri Bates Staying Active as an Alum

Alumna Jeri Bates has built a career in the recruiting and human resources world, finding a fit with her natural giftedness and inspired by her experiences at CSP. She continues to be an active alum and encourages other alumni to use their gifts and experiences to serve CSP students

Episode 56: Scott Sailer: Leading With The Gospel

Rev. Dr. Scott Sailer is part of a three-generation CSP legacy, and shares about his experiences as a student in the late 1970s. As a pastor and now South Dakota District President, he reflects on the training CSP provided him to lead in ministry

Implementing Evidence-based Curricula and Professional Development to Improve Student Reading

This paper examined research on equitable reading curricula and reading professional development to improve students in grades kindergarten through twelfth grade reading scores and levels taken from NAEP. The research analyzed were qualitative, quantitative, and mixed-methods. These research studies shared school interventions, reading data points, curricula being analyzed, phonemic awareness importance, and The Science of Reading implementation. The curricula, professional development, and evidence-based instruction work together to increase student phonemic awareness and reading abilities for all students on an equitable level. The three themes within the paper are phonemic awareness, professional development, curriculum and standards. The research suggested the importance of evidence-based reading strategies and curricula to improve student reading abilities and scores. Teacher and administrator professional development was supported by data to improve the instruction of reading to students. Professional development investigated were LETRS. The curriculum and standards investigated were McGraw Hill, Orton-Gillingham, Core5, Corrective Reading, and Common Core Standards. Phonemic awareness importance was investigated through student reading fluency and comprehension. Professional development, curriculum, and phonemic awareness research support the evidence-based Science of Reading to increase the closing of the student achievement gap