Outcomes of a Comprehensive Physical Therapy Treatment Program for a 22-Year-Old Patient with Migraine Without Aura, Chronic Migraine, and Cervicogenic Type Headache: A Case Report

Background and Purpose: The purpose of this case report is to describe the interventions and outcomes of a comprehensive physical therapy (PT) treatment program that emphasized addressing musculoskeletal deficits and increasing neuromuscular control, which was theorized to decrease headache (HA) symptoms for a patient with overlapping HA diagnoses. Case Description: The subject was a 22-year-old Caucasian female with an 8-year history of migraine without aura, chronic migraine, and cervicogenic type headaches. A comprehensive PT program was implemented to address subject’s musculoskeletal deficits, neurological impairments, and functional limitations. Assessments were performed at initial evaluation and two weeks later at re-assessment. Outcome measures utilized were the Headache Disability Inventory (HDI), the Neck Disability Index (NDI), manual muscle testing (MMT), cervical range of motion (ROM) as well the subjective report of HA frequency, duration, and intensity, prescription drug use, and achievement of functional goals. Outcomes: At the conclusion of the two-week PT program, the subject improved her “worst” HA intensity, cervical ROM and strength, perceived disability scores, and decreased prescription drug use. The subject was able to obtain part-time employment and take community college classes. Discussion: The findings support the hypothesis that it is possible to influence HA symptoms with a comprehensive PT program that directly addresses the subject’s functional limitations, musculoskeletal deficits, and neuromuscular integration to positively influence one’s quality of life and perceived disability despite complex and overlapping HA diagnoses

Chapter 10- Mindful Teaching, Leadership, and Reflection Practices

Feeling confident and excelling personally or professionally may come off as a challenge for educators and students who do not have stress-reducing skills to fall back on. Negative academic or professional stress could then have effects on many aspects of an individual’s life, such as mental health, substance use, sleep, physical health, lackluster achievement in academics and/or personal success, and even school dropout or professional burnout (Proctor, Guttman-Lapin, & Kendrick-Dunn, 2020). How can we engage our students in pedagogical practices focused on how to support mindfulness-based learning, leadership strategies, and reflection practices within higher education settings? How can educators integrate social, emotional, and academic development and learning in courses? How can instructors engage in mindful teaching, leading, and reflecting in our classes? The primary objective of this chapter is to empower educational leaders with tools, strategies, and skills to facilitate systemic change in a positive, healthy, and sustainable way through the integration of mindfulness-based teaching, leadership, and reflection practices

Supporting Perceived Academic Stress: An Online Delivered Counseling Intervention for Middle School Students

Stress is a common feeling for youth in the school setting. The need to address academic stress related concerns to support students’ social emotional wellbeing during academic time is essential for coping and growth. During times of change, uncertainty, and amidst a historical pandemic, stress is high for youth and the adults who educate them. School counseling interventions have been thoroughly researched and have been shown to support student stress and educate youth with healthy coping strategies in school settings. Offering an online-delivered counseling intervention within a school setting for youth to actively learn and utilize stress reducing skills through a systematic, evidence-based approach would serve as a worthwhile part of a student’s time. The intervention in this study was delivered as an optional online counseling intervention to support academic stress for participating students in 6th – 8th grade. A multiple baseline design was used to determine the effects of stress reducing skills during times of academic stress. Research will reflect teachers’ Direct Behavior Ratings, counselors’ Systematic Direct Observations, and students’ self-monitoring reports among 4 middle school students at a charter school in a city in the western United States. After identifying the key results there were not any significant effects of the online counseling intervention on participants’ academic engagement and perceptions of academic stress levels. Recommendations for future research include further examining middle school students’ perceptions of academic stress, and for counselors and educators to be able to better address the needs middle school aged youth have relating to academic demands, stress, and engagement. By increasing available online-delivered counseling interventions, resources and strategies, middle school students can then start to recognize the resources they have to access, cope, and generate successful responses to stress, supporting more positive reactions to stressful situations.Keywords: academic stress, academic engagement, multiple baseline design, direct behavior rating, systematic direct observation, self-monitorin

Frame your Leadership

Participants will engage with Bolman and Deal’s four frames of leadership model to gain insight and look at issues facing their departments from multiple perspectives. Come to this presentation and learn what frame(s) you use most and understand how to interact with others on your team by using different frames

A Phenomenological Study: The Experience of Live Supervision during a Pre-practicum Counseling Techniques Course

The experiences of live supervision for three, master’s level, pre-practicum counseling students were explored using a phenomenological methodology. Using semi-structured interviews, this study resulted in a thick description of the experience of live supervision capturing participants’ thoughts, emotions, and behaviors. Data revealed that live supervision during pre-practicum is a multifaceted experience comprised of numerous roles that not only contribute to counselor skill development, but counselor identity development. Participants’ stories reflected the benefit and impact that live supervision provides in the educational context

Intentional Work Group Experiences: A Pedagogical Tool for Counselor Educators

Work groups “promote efficient and effective accomplishment of group tasks among people who are gathered to accomplish group goals” (ASGW, 2000, p. 3). Due to the prevalence of use in actual counseling settings, counselor educators frequently use work groups as a pedagogical tool in educating counselors-in-training. This article introduces a classroom intervention designed to help counseling students develop self-awareness and skills pertaining to participating in work groups. Using constructivist pedagogy as our theoretical basis we will describe the intervention and the qualitative approach we incorporated to evaluate the intervention’s impact in the classroom. Results and discussion including contextualization, limitations, implications, and suggestions for future research will follow in the remainder of this article

COMPETÊNCIAS PARA O ALCANCE DA ESTRATÉGIA: UM ESTUDO DE CASO DO CONTROLE INTERNO DO EXÉRCITO

O artigo tem como objetivo realizar uma ampla avaliação das competências profissionais necessárias ao alcance dos objetivos estratégicos do Sistema de Controle Interno do Exército, a partir da percepção dos seus próprios integrantes. Para tanto, a pesquisa se baseia no debate teórico sobre diagnóstico de conhecimentos, habilidades e atitudes (CHA), que tem como foco principal o mapeamento de eventual lacuna ou gap de competências profissionais. Em seguida foram realizadas pesquisas bibliográficas, coletas de dados por meio de survey com os três perfis distintos de auditores e análises dos dados. Os resultados empíricos demonstraram que as competências profissionais identificadas como relevantes ao desempenho da atividade de auditoria interna governamental possuem, como média geral, um alto grau de importância e um domínio entre alto e médio. O mapeamento do gap apresentou, em geral, uma lacuna de grau médio nas competências dos integrantes do Sistema. Portanto, conclui-se que há algum grau de divergência entre as competências profissionais existentes e as necessárias ao cumprimento dos objetivos de negócio

A química forense como forma de contextualizar o ensino e aprendizagem de química

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014É visível a desmotivação dos alunos pelo estudo da disciplina de Química no Ensino Médio. Muitos acham desnecessário o aprendizado desta ciência e não a associam a qualquer utilização para seus futuros, muito menos nas atividades diárias. Essa postura prejudica o rendimento escolar, na formação de conceitos importantes e que são necessários às avaliações, processos seletivos, Enem. Preocupados com esta situação, os alunos PIBID de Química, foram em busca de técnicas mais dinâmicas para diversificar o ensino–aprendizagem dos alunos. Neste segmento, foi abordado o tema, Química Forense. Essa abordagem teve o objetivo de contextualizar o ensino com técnicas e dinâmicas voltadas para realidade do alun

Given that these skills are considered the foundation of counseling

The experiences of live supervision for three, master 's level, prepracticum A primary task when obtaining a master's degree in counselor education is learning the basic skills of counseling; yet, research is lacking that could potentially inform the work of counselor educators with regard to the best educational format in which to teach these skills. Woodard and Lin (1999) described the pre-practicum class as integral to bridging the gap between course work and clinical work (practicum and internship), so it seems important to explore the various venues through which the skills are taught. They also contended that pre-practicum introduces students to counselor identity as well as aids in the successful transition between course work and clinical work given the focus on basic counseling skill