Reawakening Rochester: The Leadership Styles of Bishop James E. Kearney

Throughout their vocation, Catholic priests are assigned to a parish within their diocese, oftentimes without their consultation, and are called to engage with that church to increase the liveliness and faithfulness of its parishioners and encounter others within the surrounding community. While the geographic location of priestly assignments will impact the immediate influence that one can have on a group of people, it is the inherent identity and leadership abilities of the priest that will dictate the trajectory of the lives of people that will proceed them. After being assigned to the Diocese of Rochester, NY in 1937, The Most Reverend James Edward Kearney, the fifth Bishop of Rochester, had to find a way to earn trust and respect from community members while also attempting to lead the city through tumultuous historical times home and abroad. Through his demonstration as a servant, authentic, and transformational leader, Bishop Kearney became a true, beloved leader and driving force of Rochester. The possession of a societal and spiritual obligation to serve others and demonstrate leadership derives from his social and personal identities. His commitments to addressing areas of social injustice, furthering education at the high school and collegiate levels, and promoting Catholic ideology while establishing relationships with other area religious leaders are still felt today, forever shaping Catholicism in Rochester

Impact of a Brief Suicide Prevention Training with an Interactive Video Case Assessment on Student Pharmacist Outcomes

Objective To determine whether a brief suicide prevention training with an interactive video case (Pharm-SAVES) improves student pharmacists’ suicide prevention knowledge and self-efficacy. Methods Student pharmacists (N = 146) from 2 United States universities completed the 75-minute Pharm-SAVES training in September 2021. Suicide prevention knowledge and self-efficacy were measured via an online pre-test and post-test, and a post-test interactive video case assessed self-efficacy to engage in SAVES steps (recognize Signs, Ask about suicide, Validate feelings, Expedite a National Suicide Prevention Lifeline [NSPL] referral, and Set a follow-up reminder). Paired samples t tests compared pre-test and post-test scores (alpha = 0.05). Three months later, students indicated if they had used Pharm-SAVES in practice. Results Mean knowledge and self-efficacy significantly improved from pre-test to post-test. The interactive video case assessment revealed that students were least confident asking about suicide, moderately confident referring to or calling the NSPL on behalf of patients, and most confident following up with patients. Three months later, 17 (11.6%) students reported that they had recognized someone with suicide warning signs (S in SAVES). Among them, 9 (52.9%) reported asking the person with warning signs if they were considering suicide (A in SAVES), 13 (76.5%) validated feelings (V in SAVES), 3 (9.4%) called the NSPL for the patient, and 6 (35.3%) referred to the NSPL (E in SAVES). Conclusion Pharm-SAVES increased student pharmacists’ suicide prevention knowledge and self-efficacy. Within 3 months, more than 10% had used Pharm-SAVES skills with at-risk individuals. All Pharm-SAVES content is now online and available for asynchronous or synchronous instruction

Summer Research Enrichment: An Asynchronous, Multi-Disciplinary, Scholarly Publishing Module

At St. John Fisher University, a primarily undergraduate institution in upstate New York, undergraduates in any major can participate in a ten-week intensive Summer Fellows Research Program overseen by the Center for Student Research and Creative Work. Students partner with faculty or staff mentors to dive deep into a disciplinary question or topic, learning the methods for research study along with their mentor. Oftentimes, students drive the question design themselves, further enhancing their experience in this high-impact practice. Throughout the program, students and mentors are supported through stipends, supply funds, professional development and community building sessions, and dissemination opportunities

Algebra Students’ Mental Models Regarding the Use of Teacher-Generated Feedback: A Grounded Theory Study

This purpose of this qualitative research was to gather a better understanding of the mental models that ninth-grade algebra students use when responding to or not responding to teacher-generated feedback. The study used a Straussian grounded theory design to elicit the mental models of 10 ninth-grade algebra students by conducting semi-structured interviews. The study generated an emerging theory titled Algebra Student Feedback Use Theory. This theory can be utilized by algebra teachers, math department leaders, and preservice teacher preparation programs as a framework to improve feedback practices in mathematics courses. The results of this study showed that students make decisions when responding to teacher-generated feedback based on the students’ desired benchmark grade for achievement, and the students seek to minimize the amount of required effort they expend to maintain their desired grade. The findings provide the rationale for several recommendations for practices and future research. Some of these recommendations for stakeholders include (a) use digital platforms that auto-generate feedback, (b) ongoing professional development on feedback, and (c) including best practices for giving effective feedback in preservice teacher coursework

Examining School Awareness and Support for Children of Incarcerated Parents: Perceptions of Educators and Caregivers

This qualitative phenomenological study investigated the perceptions of educators and caregivers of children of incarcerated parents (CIP) regarding how CIP may best be supported and whether they receive the social-emotional support they need at school. Additionally, this study gives voice to a subject that affects many but is considered by few, and can benefit CIP, educators, and caregivers. The Substance Abuse and Mental Health Services Administration’s (SAMHSA) framework is the theoretical structure for the study. SAMHSA’s framework includes the four Rs principles of the trauma-informed approach: realization, recognition, response, and resisting re-traumatization. The data were collected using one-to-one semi-structured interviews and field notes with participants from a school district in Western New York. Furthermore, the interviews were transcribed and coded to find common themes among the respondents’ answers. The study resulted in three key findings: (a) the conflict between privacy and support, (b) skilled and unaware- failing to recognize educators as the first line of support, and (c) making negative assumptions. These findings aligned with the four Rs of trauma-informed approaches (SAMHSA, 2014). Consequently, three research-based recommendations for practice were identified to improve the support CIP receive at school. The first is to deliver training to teachers in trauma-informed practices with an emphasis on CIP. The second, to incorporate trauma- informed practices with existing school-wide systems, such as the Multi-Tiered Systems of Support (MTSS). Finally, the facilitation of adult-guided peer support groups at school

How “age-friendly” are deprescribing interventions? A scoping review of deprescribing trials

To assess how age-friendly deprescribing trials are regarding intervention design and outcome assessment. Reduced use of potentially inappropriate medications (PIMs) can be addressed by deprescribing—a systematic process of discontinuing and/or reducing the use of PIMs. The 4Ms—“Medication”, “Mentation”, “Mobility”, and “What Matters Most” to the person—can be used to guide assessment of age-friendliness of deprescribing trials

Student-Veteran Transition Strategies from the Military to Higher Education

The purpose of this phenomenological study was to explore and describe the strategies that student veterans employed as they transitioned from active-duty military engagement to civilian college classrooms. Transition theory drove this study as it explored military-veteran transitions from the military to undergraduate programs. The research questions were, What thoughts, incidents, or people associated with your military service stand out for you? How did your military service and transition affect your college experience? and What thoughts or feelings stand out as you think about your transition? Transcendental phenomenological methodology was used for this study as it followed structured data collection methods including semi- structured interviews, questionnaires, and a collection of related documents. The study purposely selected veterans from the United States military who served at least 12 consecutive months on active-duty and were enrolled or recently completed undergraduate programs as full-time students at large public 4-year research institutions in Upstate New York. Additional student veterans from other colleges and universities were recruited to participate by the participants of this study. Data analysis was structured, which began with theme development, and it was followed by coding to develop and describe the essence of the participants’ transition experiences. The findings indicate that community college may contribute to student veteran’s initial academic success following military service for its acceptance of military training credits and social climate that allows student veterans to complete the military-to-civilian transition process before transferring to 4-year schools. Recommendations include the Department of Defense standardizing out-processing procedures for better military to civilian transitions

Elementary School Principals’ Perceptions of Successes and Challenges Implementing Racial Equity Leadership Practices

This qualitative phenomenological study examines the professional experiences of eight principals who have undergone professional learning in race and racial equity in schools and have led public elementary schools serving at least 5% Black students for a minimum of 3 years. Through a phenomenological design, this study explores the phenomenon of equity leadership practices. Data from individual, semi-structured interviews were analyzed using descriptive phenomenology. The findings of the study suggest that trained principals are consciously making attempts to employ equity-focused leadership practices, albeit with limited success. They encounter several challenges and seek support from higher levels of leadership. This study provides valuable insights into how school leaders implement equity-focused leadership, highlighting both their notable successes and the persistent challenges they face. It also underscores the continued struggle to close the achievement gap for Black students. Although only eight individuals were interviewed, their comprehensive and passionate responses suggest that many lessons can be learned about ways to impact equitable access, participation, and outcomes (Brookover & Lezotte, 1981)

Our Regrets – Opportunities to Move Forward?

Many NowGens and NextGens may say, “I have no regrets”. It’s even a favorite tattoo image! Yet, do we have an option to regret regrets? That is, is it acceptable to have and think about regrets as a way to improve our lives and family businesses? The answer is “yes”. Regret is one of the most misunderstood emotions according to Daniel Pink, a New York Times bestselling author. He says that everyone has regrets. And his several research projects on regret suggest that while we cannot unwind the past, studying our regrets helps us to get direction on a life well lived – a life of stability, consideration of promising chances to take risks, chances to do the right thing and chances for love and connections. Regrets make us human because they are based on choices we have made. Viewing them as a learning tool can give us direction to a better life and help us improve in our decision making, negotiations, strategies, risk-taking and problem solving. And no one is immune. Regret is something common in all of us – Pink found in his research that “a whopping 82% say that this activity (regret) is at least occasionally part of their lives, making Americans far more likely to express regret than floss their teeth

Seeking Sustainable Leadership: An Interpretive Phenomenological Study of Why Rural High School Principals Choose to Stay

This interpretive phenomenological study explored the lived experience of rural high school principals in New York State and developed an understanding of why they choose to remain in their role as school leaders. The study answered two research questions: “What role, if any, does self-efficacy play in the sustainability of rural high school principals to stay in their current positions?” and “In what way do rural high school principals in Upstate New York describe their reasons to remain in their positions?” The qualitative research design included semi-structured interviews using a purposeful sample of four rural high school principals in Upstate New York. Bandura’s theory of self-efficacy was utilized as the theoretical framework for this study. Three themes emerged from the research: obstacles facing rural principals, why they stay, and how they stay. Subthemes emerged under each theme which included: work/life balance, work environment, relationships, impact/opportunities, boundaries, and collaboration. As a result of this research, specific recommendations focus on flexibility, creating a systems approach, practicing shared leadership, providing mentorship and positive feedback, addressing the social-emotional health of the principal, normalizing set boundaries, and understanding the rural culture. Upon reading this study, the firsthand accounts provide stakeholders with insight into the practices supporting leadership sustainability in the rural secondary leadership position through the participant\u27s voice. This research lays the groundwork for future recruitment, retention, and succession planning to address the current and anticipated shortage of qualified educational administrative professionals