An Autoethnography of a Social Justice-Minded Teacher in Corrections

ABSTRACT The incarceration of women has increased 93% in the last fifty years. This impacts marginalized communities at disproportionate rates. Although the provision of education in corrections became federal law in 1952 as a means to rehabilitate inmates, women’s facilities currently do not receive equitable resources to support education, which puts additional pressure on the educational staff. The legal requirement for education includes county jails, the transitory facilities that house inmates while they await court or transfer to prison. The jail educational system is volatile, making it difficult to engage students when there are constant interruptions, unexpected incidents, lockdowns, and releases. Teachers in county jails have limited time to gain the trust of students and to engage them for in-depth learning about topics relevant to their reentry. Without proper training teachers are left to learn through experience. Although a growing body of literature addresses correctional education, there is little capturing the experience of teachers who work in county jails. With autoethnography, a method in which the researcher examines the meanings derived from a cultural experience, this study highlights the challenges and opportunities that can arise for a teacher who wants to provide students with an equitable opportunity for transformative learning. With this study, I examined academic literature about correctional education as well as my journals, notes, poetry, and stories written while working in corrections. My analysis highlights the experience of teaching in this volatile environment, emotional strains, realizations about resources, and the unique needs of incarcerated women

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Donna Frances Davis Bookplate Commissioned by Pierrot\u27s Punchbowl University High School

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Ismael Smith i Mari Bookplate Commissioned for Joseph Nathan Kane (2 of 2)

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FACE Peace Design Brief #3: Facilitating Training and Education Programs in the Peacebuilding Field

Trust-building and social bonding are easier in person — and to some extent in synchronous rather than asynchronous distanced learning. Distance and time differences can make organization of synchronous learning difficult. Differences in access to the internet and other infrastructure issues can exacerbate this problem. Cultural differences and other forms of diversity can also make building trust among students, and between students and teachers, more difficult. While advances in technology and technique have improved the outcomes of distanced educational programs in recent years, distanced educational models still result in underperformance for the participants when compared to face-to-face programs. Research shows that this is true in large part due to students’ tendency to feel disconnected from both the organization implementing the program and its instructors. Yet distanced educational program designs offer substantial benefits to peacebuilders, in particular. They allow participation across more diverse groups, creating more insight and understanding. They afford opportunities to more vulnerable members of our communities, to those working at the grassroots level, and to those with less capacity to travel. This FACE Peace design brief considers these issues as they relate to planning educational programs in peacebuilding. In particular, it considers activities and strategies to create the strongest possible relationships between facilitators and participants and an instructional design that provides participants with the information and structure they need to prepare for and contextualize the program content. Trusting relationships allow students to share experiences and exchange knowledge more honestly and fluidly, while structure affords them the resources they need to remain attentive and manage work/life balance.https://digital.sandiego.edu/ipj-research/1092/thumbnail.jp

Assessing the Influence of Education and the Diet Readiness Test on Self-Efficacy, Motivation and Resilience in Overweight Women

Purpose The purpose of this evidence-based project is to assess motivation for weight loss and resilience to make lasting changes with weight management. The Diet Readiness Test (DRT) Questionnaire is a behaviorally based assessment tool used to evaluate psychological status prior to or during a weight-loss management program based on patients’ attitudes toward diet and exercise. The goal of using this survey was to identify predictive factors of successful weight changes for practitioners to implement into their approach to tackling obesity. Background One of the rising crises both in the United States and globally has been the topic of obesity. Obesity is an ever-growing universal health issue affecting millions of people each year, influenced heavily by mass media and marketing. In the U.S. alone, the prevalence of obesity is 39.7% among those aged 20-39, 43.3% among those aged 40-59, and 43.3% among those aged 60 and over (Marlatt et al., 2022). Side effects of obesity can lead to negative health effects such as hypertension, heart disease, stroke, and cancer, as well as psychological effects. The recognition of obesity as a progressive disease allows practitioners to research and review literature that identifies strategies to fight this disease. Research shows that willingness to make lasting changes is an important factor in fulfilling weight loss goals. Motivation and self-efficacy are grounded in the idea that people can influence and control their actions in order to reach a desired goal, which is the ideology behind this project. Methods A baseline DRT was administered to assess the psychological status and self-efficacy of individuals joining the weight-management program at the established weight-loss clinic. Patients who completed the DRT survey received standardized education and individualized goal-setting techniques as part of the clinic’s procedures. Due to time constraints of patient follow-up appointments, some individuals received their post-survey after eight weeks of the program, while others received it after a twelve-week period. Also, due to time constraints, post-surveys were completed either in person or over the phone due to patient availability. The survey was re-administered and scored to identify if confidence in their motivation improved, displaying effective counseling and education methods. Evaluation of Outcomes/Results During the duration of the project, eighteen surveys were conducted, each occurring during new patient visits or recurring patient visits within a two-month time frame from the beginning of the project. Two surveys were given to patients to take home but were not returned. Upon re-assessment, eight to twelve weeks post-initial patient visit and pre-survey completion, a total of 12 post-program surveys were completed, for a completion rate of 75%. The data obtained showed that the scores from the subsections (1) goals and attitudes, (3) control over eating and (6) exercise patterns and attitudes, improved by an average of 2 points on subsection 1 on a scale of 0 to 25, 3 points on subsection 3 on a scale of 0 to 15 and 1 point on subsection 6 on a scale of 0 to 20, post-intervention. Conclusion The project outcomes demonstrate the need to assess patients prior to any weight-management program. Many factors impact readiness to make lifestyle changes, and success in weight loss management stems from addressing these factors pre-intervention. Providers should be encouraged to meet patients at their baseline knowledge level and implement individualized care plans that address both physical and mental health

DM Education on Lifestyle Modification to Improve DM Knowledge Retention and Self-Care Confidence

Abstract Introduction: The purpose of this evidence-based practice project was to provide diabetes education to improve diabetes knowledge and self-care confidence for patients with type 2 diabetes admitted to a tertiary hospital in San Diego. First, this study was to assess their DM knowledge and self-confidence before the education was provided. Second, based on the initial assessment and the education on lifestyle modification, 3 months of follow up was assessed to see if the education had been effective. Third, the study was to determine if the education also improved the self-confidence in managing diabetes on their own. Background: Uncontrolled diabetes can result in multiple morbidities and mortality from diabetes complications and substantial financial burden to the individuals and society. Currently, 37.3 million Americans or 11.3% of the population are diagnosed with diabetes and 90-95% have type 2 diabetes. Diabetes is a condition that the patients need to make choices every day by changing lifestyle. However, due to lack of education, 50-80% people with diabetes do not have a good understanding of the disease process and the self-care management strategies. Therefore, diabetes education should be provided, when possible to decrease diabetes complications and improve self-care confidence. Methods: This evidence-based practice project is designed utilizing the 5A’s model to help patients assess their knowledge and assist them to change their behavior. Results: The post test score of diabetes knowledge retention and self-care confidence level was improved by 1.6 times and 1.25 times respectively after the diabetes education was provided at the end of 3 months of follow up. All participants showed an improvement of diabetes knowledge retention at each follow-up call. All five patients also believed that they felt confident in managing their diabetes better with diabetes education and with three 3 months of follow up reminders of the education. Evaluation: Diabetes education is essential as the lifestyle modification largely plays a key role in managing diabetes. Therefore, one-to-one diabetes education should be provided to patients with diabetes while in the hospital. This opportunity will give the patients time to retain diabetes knowledge and improve self-confidence in managing diabetes on their own. Keywords: Diabetes education, lifestyle modification, DM knowledge retention, self-care confidenc

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