School engagement and Interpersonal–Psychological Theory of Suicide: Identity groups differences

The Interpersonal–Psychological Theory of Suicide (IPTS) is a framework for understanding suicidality, yet there is little connection of IPTS to school environment, or exploration of this model within various populations. In this article, we conduct a cross-sectional assessment in a high school to understand the relationships between student engagement, IPTS, and suicidal behavior, to provide guidance for counseling professionals to target prevention and intervention efforts to increase effectiveness. A total of 1081 high school students participated in the current study. While perceived burdensomeness was found to moderate the relationship of some aspects of student engagement to suicidal behavior, nuances existed in risk factors to suicidal behavior for various identity groups within the school. Findings have implications for prevention and intervention efforts that would be most effective for students with diverse backgrounds

Improving the health and wellbeing of homeless individuals using relational care approaches

Homelessness is a social system plagued by limited resources, access issues, and influenced by a relational social construct. A challenge for homeless service providers working with the unsheltered is addressing individual issues while managing the different system influences on homelessness. Within the ecosystem of homelessness there are multiple variables influencing how to cope and manage through personal, emotional, and health and wellness concerns. As homeless service providers engage a list of tasks as part of their organizational duty and roles, for providers to manage homeless consequences there is a need to know how to sustain provider-client relationships. When considering services to the homeless, fundamental to the helping process is provider attitude and professional behavior. Providers use of essential skills and display of professional attitudes can help reduce negative homeless outcomes. In terms of professional behavior and attitude, having multiple roles to play, staffing, and agency capacity are underlying influences on human service work. In considering approaches to service, professionalism and display of Relational care are vital. When trying to understand the best approaches to homeless services, elements such as leadership style, level of lived experience, ability to foster empathy and compassion, and professional knowledge are significant. In recognizing what are essential skills to service, considering the variety of service conditions, building rapport, empowering, developing the individual, addressing basic needs (psychological and physiological), instilling hope, and conflict resolution are vital. For homeless service providers to be effective and reduce positive effects of homelessness, they must recognize a two-pronged approach to homelessness, (i.e., to assess structural and client system conditions). A fundamental and principal part of helping unsheltered populations is building strong, healthy relationships that show understanding of individual client issues and being aware of the macro and mezzo issues that impact daily work. Next to understanding ecological issues is identifying client-specific needs and engaging external agency community partnerships that are collaborative in addressing homelessness. These elements encompass professionalism, advocacy, and engage a relational interaction. Having an active role that possesses the ability to advocate and address extreme social disparities connects to the humanity of others and breaks down the barriers that prevent individuals from attaining housing, maintaining health and wellness, and exiting homelessness. Maintaining a supportive attitude, professional skill, and assessing ecosystem factors are principal elements for providers to be aware when working with unsheltered populations and navigating homeless barriers. Keywords: Homelessness, Health Disparities, Care Approaches, Relational Care, Service Approaches, Leadershi

Expectations of women : trait inferences, nonverbal cues, and their impact on women’s underrepresentation in leadership

Women encounter a variety of obstacles when striving for leadership over the course of their careers. These obstacles can take the form of gendered trait expectations of how women and leaders “should” behave – expectations that often clash with one another. Trait inferences from facial cues (often out of women’s control) have also been shown to affect evaluations and impressions of women when striving for leadership. Appearance expectations of what a good leader “should” look like may also clash with women’s appearance and femininity in general. By identifying factors that contribute to people’s impressions and evaluations of women based on differing sexually dimorphic facial features, the current program of research adds to our understanding of how women can hopefully successfully navigate these obstacles. Indeed, work from this dissertation also reveals how nonverbal cues influence perceptions of women and highlight the factors that majorly impact job selections. The present work hopefully illuminates how women are impacted from these cues throughout their careers as they strive for positions of authority

Sports participation as a protective factor in students that have attended Sherman Indian High School, an American Indian off-reservation boarding school

Many benefits are associated with interscholastic sports participation. These include physical, mental, emotional, social, as well as academic (Logan et al., 2019; Piercy et al., 2018; Trudeau & Shephard, 2010). In California, sports played through the school system are referred to as “education-based” and are regulated through the California Interscholastic Federation (CIF.) These are education-based due to the student’s representation of school, connection to school and their academic requirements for participation. The protective model theory states that a connection to school through extracurricular sports can act not only as a positive influence but also a means in which to steer student-athletes away from negative choices (Moilanen et al., 2014). These are evidenced at Sherman Indian High School (SIHS) an American Indian Off-Reservation Boarding School (ORBS.) The student-athletes that have completed a sport at this ORBS are becoming more physically fit, exhibit fewer behavioral incidents, have higher grade point averages and are returning to school at an increased rate in comparison to those that do not participate in sports. Using a qualitative research design, this study investigated what former student-athletes regarded as factors supporting their sport and academic success. Data was collected through focus groups in the form of Talking Circles (Cook-Sather, 2020; Mayes, 2020; Pierce, 2018; Pranis, 2014). The results indicated that connections were the strongest protective factor that led to the former student-athletes’ athletic and academic success. The participants categorized them as a connection to the sports program, social connection to the coach, and social connection to their peers. The expected outcomes are that these findings will offer insight at the SIHS Athletic Departmental, SIHS administration, and Bureau of Indian Education (BIE) levels when considering interscholastic sports offerings, implementation, sustainability, and maintenance (Colvin & Sugai 2018.

Framing protests in Peru : the resistance to terruqueo on Twitter during Dina Boluarte’s presidency, 2022-2023

This thesis investigates how everyday people responded to the frames deployed by Peruvian elites during the protests against Dina Boluarte’s presidency at the end of 2022 and beginning of 2023, with a particular focus on the reaction to terruqueo. This frame, utilized by economic and political elites, government agents and mass media, aims to demobilize, criminalize, and delegitimize protests by invoking the collective memory of the Peruvian internal warfare (1980-2000) to portrait protesters as violent. Through the analysis of Twitter replies to posts from the accounts of congressmen, La Republica and El Comercio newspapers, and government agencies, the content analysis reveals that terruqueo functioned as a counterframe, an official frame and a media frame during the protests. In that sense, everyday people resisted to terruqueo in two ways: by drawing upon elements of collective memory to redirect blame towards politicians, media and government agents; and by questioning the broader use of the frame, including its inconsistencies and efficacy in demobilizing people. The finding of this study suggests a more dynamic outlook on social mobilization in Peru highlighting the agency of everyday people in challenging elites’ narratives

Reveal Technologies: A Case Of Key Differences Between U.S. GAAP & IFRS And The Impact On Financial Performance Evaluation

This case gives students the opportunity to apply their knowledge of the differences between U.S. Generally Accepted Accounting Principles (GAAP) and International Financial Reporting Standards (IFRS) by making a series of adjustments to a company's U.S. GAAP basis account balances to reflect IFRS. Students then construct IFRS-based financial statements and compare financial performance measures for the company. Finally, students consider the effects of the different standards as a means of evaluating which gives more insight into the company's financial condition

Effects of economic pressure and social support on parental depression and Head Start children’s behavioral problems

The importance of Head Start cannot be understated. This federal program, created out of necessity to address the disparities found in low-income families, has greatly expanded their focus to include the families of the attending children. As low-income families face many stressors, this study seeks to examine how social support could buffer parents from experiencing depression and how it may buffer children from experiencing externalizing behavioral problems. This study aimed to look at the association between parental depression and the interaction of economic pressure by total social support. I hypothesized that parents who live under conditions of high economic pressure and experience higher levels of social support will report lower levels of depressive symptoms. I further expect that children living in the same conditions will experience lower levels of externalizing behavioral problems. This study was conducted as a secondary analysis using a sample (n = 156) children attending Head Start and (n = 134) of their caregivers. Pearson correlations and linear regression models were used in order to test the hypothesis. I created an interaction variable of economic pressure and total social support to test our hypothesis. Results indicated that high economic pressure is associated with higher parental depression, while higher social support was associated with lower parental depression. The interaction between economic pressure and social support, unexpectedly, was not significant. Additionally, child externalizing behavioral problems was not predicted by economic pressure or social support or their interaction. These results highlight the importance of social support and further contributes to the growing literature on Head Start families

Working in the Liminal Space of Interim Leadership

The two authors of this chapter were in interim leadership roles at the same academic library, overlapping in their interim roles for much of the 2021–2022 academic year. Both at the University of North Carolina Wilmington, an institution that was itself going through major changes at the time, Stephanie was the interim associate director of academic and research engagement from June 2021 through May 2022, and Jason was the interim head of information technology and digital services from October 2021 to June 2022. In this chapter, we attempt to help interim leaders in academic libraries as they navigate through the liminal space of unplanned and unforeseen interim leadership roles with positive outcomes for ourselves as leaders, for our departments, and for the library as a whole. We will address strategies for self- and departmental advocacy, for gaining on-the-job leadership and management experience, for adapting to new relationships with former colleagues and former supervisors, and for negotiating the possible uncertainty of your future role in the library

"Sticky and complicated": Towards removing inequity in academic program design

The researchers believe that post-secondary education can provide a greater number of Black students with degrees in the fields of Science, Technology, Engineering, and Math (STEM). Using improvement science, this research aims to test whether providing scaffolded learning and awareness modules around success in STEM programs for faculty and staff can improve curricular design efforts and influence how a cohort discusses and addresses curricular complexity discussions. Black student success in Science, Technology, Engineering, and Math programs in Colleges and Universities has lagged behind White students despite decades of efforts by philanthropy and the U.S. Government. The research used a mixed-methods approach with a pre-/post-survey and a pulse survey, but it leans toward qualitative methods, using discussion boards, interviews, and class discussions. We also used the improvement science framework to test our intervention. We believe the improvement science methodology of faster cycles provides a better way to test ideas and ensures that there are multiple measures for the process along the way.The results are promising. The participants’ discussion patterns shifted from the beginning to the end of the intervention, so their discussions became about what they could do to address issues affecting Black student success in their institutions instead of what their institutions should do.The findings show that this is a complex issue that is changing rapidly at the local and national levels. While there are language issues, the academy participants are already addressing these so that their work focuses on "all" students instead of using Diversity, Equity, and Inclusion language. In addition to the language, data disaggregation is critical to identifying subpopulations within the larger group that might need nuanced support.This study offers recommendations on how education leaders can increase an equity lens on curricular complexity work at their institution by scaffolding and integrating learning for faculty, staff, and administrators involved in student learning. The recommendations for next research areas are around considering language - it will be interesting to see how the shift towards “all” students helps or hurts sub-population success with the shift away from social consciousness that was heightened during the COVID-19 pandemic. Political and social issues are also always moving, which affect both language. The undercurrent in creating change at an institution to increase student success for different sub-populations, Black students in particular, is creating awareness about an institutions implicit biases, which is essential across campus and in a review of policies and practices. A third recommendation includes data-informed decision-making. Becoming more data-informed in decision-making goes beyond the Institutional Research office creating reports and publishing them on a website or creating a dashboard; it includes training and use of data to support faculty and staff to do their own analysis and understand who is at the institution and how they can support those students. Data-informed decision-making means allowing institutions to disaggregate their data to have transparent discussions about who is succeeding or not succeeding at their institution and not leaving data questions only in the hands of some at the institution

Supporting transgender students in higher education classrooms

Trans people make up about 0.53% of the population or more. Many of these individuals, particularly in the higher education classroom setting, do not feel supported and are subject to discrimination and oppression. Many faculty are not up to date on terminology or ways to be trans-inclusive in the classroom. Studies show that professional development can be a useful technique in the learning and development (PD) of faculty in being more trans-inclusive in their classrooms. Utilizing Queer Theory, this disquisition examines faculty at Southeastern Valley Community College and their trans-inclusiveness before and after a PD that was developed based on the Transgender Inclusive Behavior Scale (TIBS) and the experiences of trans graduates of the institution. This research showed an improvement in the TIBS scores after the PD, as well as increased trans-inclusive behaviors in the classroom as a result