Timely Access to Mental Health Care within the Veterans Affairs Healthcare System

Background: The Veterans Health Administration is America’s largest integrated healthcare system, providing care at 1,298 healthcare facilities, including 171 medical centers such as Michael E. DeBakey Department of Veterans Affairs Medical Center in Houston, Texas, and 1,113 outpatient healthcare clinics. Studies show that suicide rates are significantly higher among the veteran population than the general population. Purpose: The purpose of conducting a literature review is to identify factors contributing to the lack of timely access to mental health care services internally and externally. It also explored what initiatives need to be implemented to improve the timely access of mental health services within the Veterans Affairs healthcare system to aid in the reduction of suicide rates among the veteran population. Method: Integrative review of literature articles obtained by utilizing the Walden University Library to search through various databases such as APA PsycInfo, Military & Government Collection, Business Source Complete, MEDLINE with Full Text, Journals@OVID, Gale Academic OneFile Select, CINAHL Plus with Full Text, and PubMed. Results: New frameworks and strategies are currently being piloted to improve the Veterans Affairs Healthcare System operations. However, timely access to mental health care continues to be an ongoing issue. Conclusions: Enhancements are currently being piloted to improve the VA’s structure, processes, and outcomes for timely access to mental healthcare services, which may contribute to reducing the rates of suicide among the United States of America’s veteran population

Examining Sense of Belonging in Higher Education Leadership for Black Women with Intersecting Marginalized Identities

Black women juggling marginalized minority identities in executive leadership at public four-year universities contend with stigmas associated with race and gender, contributing to a decreased sense of belonging. Significant research has been done about the journeys of Black or African American women as they seek executive roles in higher education. However, minimal research explores Black women\u27s sense of belonging once executive leadership status is reached. Understanding their sense of belonging could fill a gap in practice regarding Black women’s scarcity occupying executive university leadership. This qualitative study examined the perceptions of a sense of belonging for Black women juggling intersecting marginalized identities while in executive leadership at public four-year institutions in the United States. It also explored suggestions to improve belonging. Crenshaw’s intersectionality theory and Maslow\u27s hierarchy of needs grounded this exploration. Twelve women who met the study criteria were interviewed via Zoom audio recordings. Findings showed that Black women in executive leadership had various perceptions of their sense of belonging from feeling “spoiled” to having no expectation of belonging. Overall, these women felt that sense of belonging for Black female executive leaders is a mutual responsibility of Black women and the institution. Key themes that emerged were: the value of villages, belonging beyond institutions, support, creating opportunity, and opting out. Results also indicated that Black women in executive leadership may never fully belong in predominately White spaces. Understanding these women’s perceived sense of belonging can help institutions enact strategies to improve the job satisfaction, recruitment, and retention of Black female executive leaders, which could contribute significantly to positive social change

Abstract Middle School Teachers’ Self-Efficacy Beliefs about Administrative Support and Online Teaching During the COVID-19

During the spring of 2020, a South Georgia school implemented distance learning due to COVID-19, with little administrative support for the teachers for online instruction. This quick transition may have impacted teachers’ self-efficacy beliefs about teaching online. The purpose of this basic qualitative study was to explore middle school teachers’ self-efficacy beliefs about online instruction and the impact administrative support may have had on these beliefs, while teaching remotely during the COVID-19 pandemic. The study was rooted in Bandura\u27s self-efficacy theory and Venkatesh\u27s Unified Theory of Acceptance and Use of Technology. The research questions investigated how administrative support and experience with technology may have impacted teachers\u27 personal self-efficacy beliefs in teaching remotely during the pandemic. Interviews of eleven middle school teachers, who worked in a rural Georgia school, were transcribed and analyzed. Analysis revealed significant themes regarding teacher relationship with technology, lack of student involvement, student accessibility to technology, administrative communication, administrative expectations, and perceptions of administrative efficacy as significant factors impacting the teaching self-efficacy of respondents. A white paper report was developed to present recommendations for addressing the issues. Implications for positive social change include a better understanding of how administrators and district responses to crises impact teacher self-efficacy and the development of an emergency closure plan, including guidelines on supporting teachers as they continue classes remotely

Perspectives of Hypertensive Black Males Living in Rural Virginia with Sodium Intake, Monitoring, and Reduction

Sodium reduction therapies such as daily sodium monitoring, adhering to the American Heart Association (AHA) recommended sodium guidelines, and following the Dietary Approaches to Stop Hypertension (DASH) diet lowers blood pressure. Black males living in rural communities would benefit the most from sodium reduction therapies since they experience the highest rates of stroke and death from hypertension. However, Black males living in rural communities are underrepresented in studies, and little information exists on whether these sodium reduction therapies are known, believed, or practiced. This basic qualitative study researched sodium intake, monitoring, and reduction among eight clinically diagnosed hypertensive Black males aged 25–55 years old living in rural Virginia. This study also examined participants’ attitudes and awareness of the DASH diet, AHA sodium guidelines, and the sodium nutrition fact label (NFL). The study was conducted over the phone using individual semistructured interviews comprised of open-ended questions. The interview questions were developed using the social ecological model as a guide. Through inductive thematic coding, it was established that all participants believed that sodium intake increased their blood pressure. However, only one participant knew about the DASH diet and the AHA-recommended sodium guidelines, and none used the NFL to monitor sodium on a regular basis. The findings of this study have potential implications for social change since it showed health programs designed to teach daily recommended sodium guidelines, sodium monitoring, and the DASH diet are not reaching this high-risk population through health education campaigns or healthcare providers

Differences in Art and Music High School Students’ SAT Test Scores from 2006 to 2015

Academia and education advocates have reported a concern about the elimination of art and music education classes from high school curriculums in the United States. Studies using mean SAT test scores from 1984 and 1994 versions of the SAT test indicated participants who had art and music education classes had higher verbal and mathematical SAT test scores compared to those who did not. However, since revision of the SAT test in 2005, whether students had significantly increased mean SAT test scores with each added year of art and music education participation, and whether students who participated in art and music education courses had higher mean SAT test scores was unknown. Thus, this nonexperimental comparative study involved examining comparative differences that each additional year (1/2 year or less, 1, 2, 3, 4, 4+) makes in terms of archived mean SAT critical reading, math, and writing SAT test scores, as well as differences between mean SAT test scores of those who took art and music education courses versus those who did not. A one-way ANOVA indicated mean SAT test scores increased from 1/2 year or less to 1 year and from 3 to 4 years. A t-test revealed significantly increased mean SAT test scores involving art and music education courses. Thus, findings revealed students continue to benefit from art and music education. Positive social change results from significantly increased academic achievement test scores indicating possible higher functioning due to art and music educational programs. This in turn supports students in terms of functioning in society

Empowering Teachers: Cultivating Agency in a Post-Pandemic Educational Landscape

Creating an environment where teachers feel trusted and responsible is not just a suggestion but a necessity. In this essay, I underline the indispensable role of school leaders in balancing autonomy and accountability and acknowledge the fact that empowered teachers are the cornerstone of engaging and successful learning environments. I discuss the crucial role of teacher agency in fostering effective education and strongly advocate for the primacy of trust building, collaboration, tailored professional development, and teacher leadership within schools and districts. It is expected that restoring teacher agency will yield positive student outcomes like clear goal setting and expectations, supportive feedback and evaluation, and ongoing professional learning. Leadership initiatives that prioritize trust, collaboration, teacher autonomy, and tailored professional development contribute significantly to the restoration of teacher agency. This essay underscores the significance of restoring teacher agency in the interest of building resilient and adaptive schools to meet diverse student needs in the ever-changing educational environment. A commitment to valuing educator expertise, dedication, and leadership is a crucial step in shaping the future landscape of education

A Quantitative Study on Restorative Justice Programs and Socioeconomic Status on Gun Violence Prevention in Urban Schools

A gun violence epidemic had been a topic of conversation in America\u27s schools in the form of mass shootings, homicides, nonfatal attacks, accidental discharges, and weapon suicides. The significance of this issue lies in its effects on student safety, well-being, and educational outcomes. A logistic regression model was used to assess the impact of free or reduced-price lunch (SES) and the adoption of restorative justice practices on the likelihood of firearm incidents in schools. Using social learning theory and trauma-informed care, this quantitative study used surveys from 7,290 individuals to analyze these correlations. The findings revealed significant reductions in gun-related incidents in schools that implement restorative justice strategies, especially in those with higher numbers of low-income students. Restorative justice strategies effectively addressed behavioral issues and contribute to a supportive school climate, which enhances emotional well-being. Human services professionals are essential in the implementation of restorative justice practices, and policy reforms should incorporate restorative justice into school disciplinary frameworks, moving away from zero-tolerance policies. Social change implications include support for restorative justice practices and their potential impact. Promoting restorative justice can lead to safer and more equitable learning environments, addressing social determinants of health and enhancing student well-being. Further research is recommended on the application of restorative justice practices in diverse school settings and their long-term effects

Use of a Community-based Mentoring Program to Reduce Juvenile Delinquency and Crime in Adolescents

The risk factors of juvenile delinquency and crime fail to acknowledge the systemic injustices, environmental stressors, and challenges youths bring to mentoring programs. Community-based mentoring programs are in place to assist with deterrence and reduction of juvenile delinquency and crime. The purpose of this qualitative study was to understand delinquency and crime in adolescents through the theoretical lens of social control theory. The goal was to explore the theories and understand what can be done to counteract the risk factors from the perspective of mentoring professionals. The research questions focused on community-based mentoring programs’ role in an adolescent’s life and perceptions of mentoring youths. Interviews with 12 mentoring professionals from the Long Island area of New York were conducted via Zoom. Data were collected through virtual interviews and analyzed by coding and identifying themes in the data. The key findings that the prevention strategies assisted adolescents in making better choices and thinking about the consequences of their actions before making decisions and that having a positive outlook and an open mind help an individual to build a relationship with those whom they mentor. The study can assist stakeholders in understanding the effectiveness of community-based programs. These data support the need for positive social change through the implementation and evaluation of mentoring programs geared toward counteracting the risk factors

Strategies for Improving African American Women-Owned Small Business and Access to Financial Capital

African American women entrepreneurs have difficulty accessing financial capital to sustain their businesses. These entrepreneurs are concerned that with little access to financial capital, there will be fewer opportunities for starting and operating a successful business. Grounded in resource-based view theory, the purpose of this qualitative multiple case study was to explore strategies some African American women business owners used to gain access to and secure financial resources to start and sustain the businesses. The participants were four African American women small business owners in various industries who successfully obtained financial capital to start and/or sustain the businesses. Data were collected using semistructured interviews and a review of documents related to the participants’ businesses and relevant to the participants’ decisions regarding strategies used. Through thematic analysis, four themes were identified: (a) self-funding, (b) access to information and resources, (c) the importance of social perception and networking, and (d) overcoming the challenges of being an African American woman small business owner. A key recommendation is for African American women small business owners to consider contacting various types of organizations to begin developing a network to access financial resources. The implications for positive social change include the potential to empower individuals, strengthen communities, foster innovation, and promote inclusivity in successful entrepreneurship

Instructional Strategies that Support Student Achievement with the Eureka Algebra 1 Curriculum

Numerous states use research-based mathematics curricula as a teaching tool to enhance mathematics performance outcomes on state assessment scores. Despite implementation of the Eureka curriculum, students at the study site were still struggling to master Algebra 1 skills sufficiently to pass the Louisiana state exam. The aim of this basic qualitative study was to explore strategies teachers employed while implementing the Eureka curriculum to increase student achievement. The study was guided by Vygotsky’s zone of proximal development (ZPD) theoretical framework and involved semi-structured interviews with 12 participants who had been teaching Algebra 1 with the Eureka curriculum for at least three years. The research question was focused on instructional strategies teachers used with Eureka to teach Algebra 1 students within their ZPD levels. Data analysis was conducted using open coding for review of themes and patterns. Identified themes included strategies to support Algebra 1 achievement, strategies that hinder student achievement, other factors influencing academic achievement, instructional strategies that were absent from the Eureka curriculum, and the necessity to enhance professional development. A professional development program was developed based on research findings to assist teachers in implementing effective strategies for the Eureka curriculum aimed at increasing students’ academic performance in Algebra 1. This professional development initiative has the capacity to bring about positive social change by increasing teachers’ facilitation of mathematics instruction with evidence-based strategies that increase student achievement in Algebra 1 concepts and skills