Faith in the Therapy Room: A Qualitative Study of Canadian Immigrant Clients\u27 Untold Stories

Immigration to Canada brings cultural diversity, but also stressors and challenges that impact mental well-being. Spirituality recognizes the profound significance of relational knowing, manifesting in external appreciation for meaningful experiences with others that provide purpose. Despite the importance of faith in many immigrants\u27 lives, mental health professionals often overlook spiritual and religious convictions. This descriptive qualitative study addressed this gap by conducting semi-structured interviews with 10 immigrant clients of faith in a diverse Canadian province. Purposive and snowball sampling were used for participant recruitment. NVivo 12 software facilitated efficient data management and analysis, and Braun and Clarke\u27s (2006) six-phase framework for thematic analysis identified nine overarching themes: (1) Using Faith as a Coping Strategy, (2) Relationship with Faith Changed Post-Migration, (3) Invalidation of Racism in Practice, (4) Counselors\u27 Failure to Address Faith, (5) Faith as a Free-Flowing Process, (6) Cultural Stigma Surrounding Mental Illness, (7) Establishing a Strong Therapeutic Relationship, (8) Faith and Trauma, and (9) Barriers to Mental Health Help-Seeking. These findings informed the development of the Free-Flowing Model of Faith (FFMF) framework, emphasizing the importance of cultural humility and faith-inclusive care. This study highlights the need for integrating faith in mental health services to better support immigrant communities. Implications for future research and practice are discussed

Introducing Immersion Techniques to Shift Augmentative and Alternative Communication Uses: A Brief Report

Caregivers and interventionists all need the same information about how to support language development when language is being developed through augmentative communication systems. Through learning about the importance of immersion practices, caregivers and interventionalists were empowered to support and advocate for various types of verbal expressions and speech that occurred through speech generating devices

Relational Spiritual Knowing as an Educator of Color: Navigating Predominantly White Educational Settings

Abstract: This article explores the critical role of Relational Spiritual Knowing (RSK) as both a source of strength and a form of activism for African American educators navigating Predominantly White Institutions (PWIs). Through personal reflections and scholarly correlations, it examines how RSK empowers educators to assert their voices and identities in environments that have historically marginalized them. The integration of RSK into educational practices is presented as essential for creating more inclusive, equitable, and spiritually enriched academic spaces. The article also highlights the systemic challenges faced by African American educators, such as power dynamics, microaggressions, and tokenism, and how RSK can serve as a powerful framework for resilience and activism. The discussion extends to personal and professional recommendations for incorporating RSK into teacher education programs, and the need for stronger institutional support within PWIs. The conclusion calls for a collective commitment to recognizing and supporting the spiritual needs of African American educators as a fundamental aspect of promoting equity and inclusion. The potential of RSK to transform educational environments and foster deeper, more meaningful connections among culturally diverse individuals is emphasized, offering a vision of a future where every educator\u27s voice is heard, valued, and celebrated

Relational Pedagogy for Teaching the History of American Religion in Collegiate Classrooms

There is something odd about teaching religious history in collegiate classrooms. Most academic historians agree that religion is central to the history of any society, yet discussions of religious history or even religious culture are strikingly peripheral to historical narratives taught in college classrooms. Instructors frequently sidestep religion, deeming it too personal and divisive for an objective, scientific study so frequently associated with the academic field of history. I argue that a more deliberate approach, one of relational pedagogy, overcomes these obstacles while recognizing the legitimacy of such concerns. This approach serves students well and can cover a breadth of American religious history in a manner that is academically rigorous, analytically driven, and student informed. It allows students to gain new perspectives on religion and religious culture without requiring them to defend a personal religious affiliation or any lack thereof while drawing attention both to content knowledge and to the study of history itself, tasks central to any task of any college history professor

Instructional Decisions of Elementary Principals for Implementing Dual Language Programs for Emergent Bilinguals

This study explores the instructional decisions made by elementary principals in implementing dual language programs, with a focus on the choice of language for state reading assessments. Utilizing a qualitative phenomenological approach, the research examines the lived experiences of eight principals in a South Texas school district, offering insights into the challenges of maintaining program fidelity while meeting state accountability demands. Key findings highlight the tensions principals face in balancing the integrity of the dual language model with the pressures of standardized testing. The study underscores the need for flexible district policies and enhanced leadership training, advocating for a leadership approach rooted in transformative and social justice principles to better support the academic success of Emergent Bilingual students. This research contributes to the broader understanding of the complexities involved in dual language program implementation and offers recommendations for educational leaders and policymakers

The Efficacy of an In-Vivo Chaining Procedure Compared to POV-VM Chaining Procedure to Teach a Task to Children with Autism

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder which includes symptoms such as repetitive or restricted patterns of behavior, and deficits in social communication (American Psychiatric Association, 2013) and affects approximately 1 in 36 children aged 8 and older (Centers for Disease Control and Prevention, 2020). Children with this disorder face unique challenges when it come to learning academic and social skills (Gardner & Wolfe, 2013). Chaining is an effective intervention for teaching individuals with disabilities a variety of skills (Cuvo et al., 1978; Horner & Keilitz, 1975; Shrestha et al., 2013; Tarbox, et al., 2009). Video modeling, where a subject performs a behavior they have previously seen modeled on a videotape (Nikopoulos & Keenan, 2004 and more recently point-of-view video modeling (POV-VM) which provides the instruction from the subject\u27s vantage point may also be effective for teaching children with autism and other disabilities needed skills (Shukla-Mehta et al., 2010). There is some empirical evidence that chaining used in conjunction with POV-VM may provide effective intervention (Jewett, et al., 2012; Moore, et al., 2013; Shrestha, et al., 2013) yet no studies have directly compared a chaining procedure taught by traditional methods to a chaining procedure which is exclusively taught through the use of POV-VM

Voices from the Frontline: School Leaders on Effective Communication

This qualitative cross-case study aimed to explore effective communication in suburban and urban schools. The study investigated K-12 leaders\u27 perceptions of effective communication with parents in suburban and urban school districts. Three open-ended questions guided the research: 1) What are principals’ perceptions of effective communication with parents?, 2) What are principals’ perceptions of effective strategies of school-home communication?, and 3) What are the barriers that may obstruct effective communication between principals and families? This cross-case study is unique as it focused on school leaders\u27 perspectives to define effective communication. Strategies, methods, and barriers were identified by participant school leaders. The findings of this study resulted in four primary themes: the definition of effective communication, strategies of effective communication, methods and ways of effective communication, and barriers to effective communication. These themes provide valuable insights that can be applied to professional practice by k-12 school leaders

Balancing the Clock: Work Hours and Work-Life Balance Among Texas Principals

This study examines the work-life balance of Texas principals, focusing on role balance, overload, and ease and how these factors vary across different school levels when accounting for hours worked. Principals are critical to the success of schools but often face significant stress and burnout due to excessive job demands, long working hours, and limited support, which can lead to turnover. Using a quantitative, cross-sectional design, the study analyzes survey data from 122 principals across Texas, with findings suggesting that while high school principals report lower role overload and higher role ease than their elementary and middle school counterparts, they also work the most hours. Conversely, elementary and middle school principals experience greater role overload and lower ease, potentially due to fewer administrative support resources and more complex student needs. The study further reveals that increased hours worked contribute to higher role overload and lower role ease across all school levels. These results underscore the need for targeted interventions to support principals, especially at elementary and middle schools, including additional administrative support and professional development opportunities in time management and stress management. The study highlights the importance of promoting role balance to reduce burnout and improve retention, ultimately fostering more stable leadership in Texas schools

Understanding AI in Education: Perspectives from Midwest School Stakeholder

This research project aimed to delve into the perceptions and comprehension of artificial intelligence (AI) policy and usage among key stakeholders in Midwest schools, including superintendents, principals, teachers, and school librarians. This qualitative study explored the nuanced perspectives and insights of these individuals, shedding light on their understanding, concerns, and attitudes towards the integration of AI technologies within educational settings. Through in-depth focus groups and thematic analysis, the study endeavors to contribute valuable insights into the evolving landscape of AI in education, informing policy decisions and educational practices for the benefit of students and educators alike

Effective Principals in 2025 from the Lens of the Supervisor

The ever-changing and complex nature of school leadership requires schools to have principals who have strong leadership skills and experience. In this study, the researchers sought to define the essence of effective principals through the lens of their supervisors. Using phenomenological inquiry, we interviewed four assistant superintendents of large school districts in the Greater Houston area. These supervisors, who supervise several school principals, believe successful principals are passionate, driven leaders with well-developed leadership and communication skills who can accurately assess the school culture and the level of teacher buy-in. Implications for training principals and future research are shared