Addressing Postpartum Depression: A Counseling Group for Women after Childbirth

Postpartum depression is a global concern for women which can often go undiagnosed and untreated (Carlson et al., 2024). The consequences resulting from lack of treatment can be detrimental to both mother and child (Wall, 2021). Overcoming the symptoms of postpartum depression involves social support, coping strategies, education, and early intervention (Avrand et al., 2022; Dimcea et al., 2024; Wang et al., 2021). Current research will be discussed on the understanding of postpartum depression, risk factors, protective factors, the barriers to treatment that exist, current treatments that exist, and the effectiveness of treatment modalities. A group manual was developed that addresses postpartum depression for expecting and new mothers and can be implemented in various settings by professionals. This group manual includes the weekly activities, discussion topics, and necessary materials needed to lead this group. The interventions utilized for this group are based on cognitive behavioral therapy, with an emphasis on psychoeducation and skill building

Analysis of Self: A Dive into My Personal and Professional Life

In this Analysis of Self, I reviewed relevant background information and experiences and discussed how they have shaped me as an individual and a counselor through the lenses of various theories of counseling. I examined the results of various assessments I have completed. I completed interviews with five individuals whom I am close with, and I discussed major themes among their responses. I utilized various psychological theories to conceptualize myself as an individual. I reflected on the process of writing my Analysis of Self and how it affected me both personally and professionally. Finally, I provided detailed plans in which I aspire for continued growth and development as an individual and as a counselor

Phenomenological Study of Disabled Student Experiences Related to Inclusive Learning Environments in Public Higher Education

Students with disabilities represent the largest and most diverse minority group in higher education, facing numerous barriers to accessing their learning environments. Historically, societal views have marginalized individuals with disabilities, perpetuating exclusion and discrimination. This study explores the experiences of disabled students in higher education, examining various models of disability, including the moral, charity, medical, social, and human rights models. These models influence how students experience their learning environments. Higher education has traditionally been exclusive, primarily serving privileged groups. However, as societal narratives evolve, disciplines like disability studies have emerged, challenging these dominant narratives. The researcher, a community faculty member with disabilities, uses a critical disability inquiry paradigm to understand the power dynamics and societal constructs that influence privilege and oppression based on disability and other identities. This study employs Social Dominance Theory and Social Learning Theory to explore the experiences of disabled students in higher education. The study aims to understand the impact of inclusive learning spaces and the principles of Universal Design for Learning on disabled students\u27 experiences. It highlights the importance of including disabled voices in research and decision-making processes. The findings reveal that while students with disabilities face significant barriers, inclusive practices and supportive environments can enhance their educational experiences. The study underscores the need for higher education institutions to adopt inclusive practices, reduce ableism, and create more equitable learning environments

Using Sound Partners Curriculum with Two Students with Autism Spectrum Disorder

Students with autism spectrum disorder face several challenges in modern education. A tremendous challenge for students with autism is being a proficient reader. This is especially true for students with autism in Level IV educational facilities. This study examined the effectiveness of Sound Partners, a systematic phonics intervention, with two students with autism in a Level IV setting. The two students demonstrated significant deficits in foundational reading skills despite being in fourth and seventh grades. Sound Partners was based on evidence-based research that students need to master foundational skills regardless of their age. Without mastery of the fundamental reading skills students can’t progress to more complex components of literacy. It was implemented for thirty-minute daily sessions for ten weeks. Both students displayed significant improvements in oral reading fluency and accuracy and showed large intervention effect sizes. The findings of this study support the use of structured, systematic phonics and phonemic awareness instruction for students with autism spectrum disorder. The visual supports and student-paced instruction displayed strong improvements for both students. These results built upon the limited research on evidence-based reading interventions for students who have severe needs due to their disability. It also highlighted the importance for strong systematic fundamental reading instruction for students of all ages

A QUALITATIVE LOOK AT RELATIONSHIPS FROM A TEACHER’S PERSPECTIVE

ABSTRACT This qualitative study examines the role of teacher-student relationships grounded in the Social Learning Theory, Social Support Theory, as well as the Attachment Theory. The research explored how teachers perceive, establish, and maintain supportive relationships with their students, and how these relationships contribute to student engagement and academic motivation. Fifteen first-grade teachers from elementary schools participated in semi-structured interviews, sharing personal insights and practices around relationship building. Using key factors that foster positive relationships, including empathy, active listening, individualized support, and culturally responsive communication. Findings also highlight systemic barriers such as large class sizes, behavioral challenges, and the emotional demands of teaching. This study enhances our understanding of relational pedagogy and provides actionable strategies for educators and school leaders to strengthen student-teacher relationships. These include enhanced professional development in relational teaching strategies, systemic supports for teacher well-being, and intentional efforts to create inclusive, trauma-informed classrooms. Ultimately, the study affirms the transformative power of positive teacher-student relationships as a foundation for students feeling emotionally connected to their teachers, demonstrating increased motivation and a stronger classroom engagement. Keywords: relationships, engagement, motivatio

Measuring Perceived Stress Levels and Physiological Variables in Undergraduate College Students: A Quasi-experimental Study

This study aimed to analyze changes in perceived stress and physiological variables in undergraduate students over one semester. A quasi-experimental study was conducted using non-random convenience sampling with 30 undergraduate students enrolled in an Introduction to Stress Management class at a small, regional institution in the upper Midwest in the fall of 2022. Data collection included the use of the Perceived Stress Scale (i.e., PSS-10) and stress physiological variables (e.g., heart rate, breathing pattern, respiration rate). Participants were surveyed three times using pre-, mid-, and post-treatment assessments but ultimately, participants’ pre- and post-treatment surveys were compared. Both descriptive statistics and the Wilcoxon-signed rank test were used to address the study\u27s research questions and null hypothesis. The findings showed a statistically significant difference (p \u3c .05) from pre- to post-treatment assessments in total stress scores (i.e., PSS-10, physiological variables), suggesting that coping strategies utilized in an Introduction to Stress Management course were effective. The findings did not indicate a significant decrease in PSS-10 scores from pre- to post-treatment

They Had Been Forgotten the story of Weld Hall and its stained-glass windows

History of Weld Hall and the stained-glass windows originally installed in the building\u27s auditorium and what followed.https://red.mnstate.edu/histories/1034/thumbnail.jp

Identity Development in Adolescent Females through Mentorship

The goal of this project is to examine how identity is developed in adolescent females and how mentorship can play a role in this phase of life with the aim to achieve positive outcomes with the participation in a mentorship program. There are many different factors that play into how one’s identity is developed but the aim of this project integrates a variety of areas that research has found to be crucial. Additionally, approaching female adolescent identity development through a multicultural lens is imperative for those in the counseling field. Therefore, the need for this type of program created with evidence-based practices is highly needed in the world of adolescent development. Keywords: identity development, adolescence, females, mentorshi

Through My Eyes: A Self-Analysis

For the purpose of this self-analysis, I will be discussing my background and what led me to become the person I am today. I will be exploring relationships with family members, friends, partners, and myself. In addition, I will analyze my results from personality and career assessments and give my thoughts on the findings. I will also outline interview responses from my loved ones to highlight themes and growth within myself. Furthermore, I will create a personal theoretical conceptualization and describe the impact that completing this self-analysis has had on me. Finally, I will express my plans for continued development within myself and as a future counselor

Radical Resilience: Empowering Mothers and Defeating Barriers Through Accessible Trauma Treatments

Maternal trauma refers to the emotional and psychological wounds experienced by mothers (Powers, 2022). This kind of trauma, particularly in mothers affected by Post-Traumatic Stress Disorder and domestic violence, has a profound impact not only on maternal mental health and physical well-being, but also on mothers’ role as primary caregivers. Trauma has the potential to negatively affect future generations, and as a result, there is an urgent need for effective, accessible trauma treatment options. However, systemic barriers such as financial limitations, challenges in acquiring childcare, isolation, limited information, and lack of time make traditional therapy approaches inaccessible to many survivors. This literature review and accompanying group manual explore the impact of trauma on mothers and their children, as well as the structural challenges that limit access to efficient and effective mental health services. A group manual was developed that utilizes holistic, at-home treatment modalities, including art therapy, journaling and meditation, movement- and nature-based practices, psychoeducation, and somatic modalities, in addition to herbal and nutrition approaches. These practical options may be beneficial as accessible and efficient alternatives to traditional therapy