Understanding Trauma to Create Effective Trauma Informed Schools

Exposure to early trauma can negatively affect a child\u27s learning, behavior, and social emotional well being. Trauma in children can change executive functions in the brain and other neurobiological developmental changes can alter their success rate academically and socially. With the changes in the brain, it can have prolonged effects such as diminishing of brain nerve cells, hormone levels, immune systems, and epigenetic changes. Without proper interventions, these changes can lead to a higher risk of developing health conditions and mental illnesses. Through research presented in the article, is it vital for early interventions to prevent the furthering effects of adverse childhood experiences. Schools play an important role in a child\u27s life, creating and implementing trauma sensitive classrooms and interventions can promote success for the students. The purpose of this paper is to present evidence on the changes that can occur in a child\u27s brain following trauma, and how schools can promote educational, social and emotional wellbeing of students who have experienced trauma

An Hedonomic Evaluation Of Pleasurable Human-technology Experience: The Effect Of Exposure And Aesthetics On The Experience Of Flow

A framework was developed called the Extended Hedonomic Hierarchy (EHH) that provides a basis for evaluating pleasurable human-system experience. Results from a number of experiments within this framework that evaluated specific dimensions of the framework are reported. The \u27Exposure\u27 component of the EHH framework and hedonics of the system were investigated to see how changes would affect other dimensions, such as the occurrence of flow, the mode of interaction, and the needs of the user. Simulations and video games were used to investigate how repeated exposure affects flow, interaction mode, and the user needs. The Kansei Engineering method was used to measure user needs and investigate the effect of different hedonic properties of the system on user needs and flow. Findings reveal that: (a) pleasurable human-system experience increases linearly with repeated exposure to the technology of interest; (b) an habituation effect of flow mediated by day; (c) motivation to satisfy human need for technology is hierarchically structured and contributes to pleasurable human-system experience; (d) interactivity is hierarchically structured and seamless mode of interaction is a behavioral outcome of pleasurable human-system experience; (e) there are individual differences among users that affect the likelihood of experiencing pleasurable human-system interaction; (f) performance is positively correlated to flow and (g) the method of kansei engineering provides data from which informed decisions about design can be made and empirical research can be conducted. Suggestions for (a) making Hedonomics a reality in industry, the workplace, and in the field of Human Factors, (b) future research directions for Hedonomics, and (c) principles and guidelines for the practice of Hedonomics are discussed

Incremental Strategy-Oriented Feedback Promotes Positive Leadership Perceptions and Feedback Reactions

In our lab experiment, participants who received negative strategy-oriented feedback associated with an incremental theory had more positive perceptions of a feedback deliverer and the feedback itself compared to recipients of comfort-oriented feedback associated with an entity theory

Overcoming the Division: The Relationship between the Eucharist and Social Justice

Overcoming the Division: The Relationship between the Eucharist and Social Justice explores the intimate connection between worship of God and service of neighbor. Arguing for the primacy of the Eucharist, I first outline the present problem of the separation between the Eucharist and social justice in the life of the Church and offer possible reasons for this situation. I then proceed to describe the relationship between worship and justice as understood in Scripture and the early Church, giving special attention to the Old Testament prophets, the Gospels, Paul’s First Letter to the Corinthians, and John Chrysostom. This leads me to identify five key Eucharist-justice connections: the inclusivity and unity of the Body of Christ, Christ as food consumed, eschatology and justice, reconciliation and peace, and sacrifice. I argue that the Eucharist is a transformative encounter that results in assimilation to Christ, conversion, and mission. As a means of conclusion, I analyze parts of the Mass, including Eucharistic prayer texts themselves, in light of social justice themes and offer practical suggestions for reestablishing the unity of the Eucharist and social justice at the parish level. Participation in Eucharist must always lead to and be accompanied by the concrete love of neighbor, especially the poor and suffering. A Eucharist devoid of a connection to social justice is unworthy of the name and incomplete. For the sake of the poor throughout the world who depend on the charity of Catholic Christians, the supposed division between the Eucharist and social justice must be overcome

Effects of Emotional Valence and Depth of Processing on Memory

This study looks at the relationship between emotionally charged words and the depth at which information is processed and how this relationship affects memory. It is predicted that emotional stimuli make the depth of processing process easier, resulting in emotionally charged words being recalled most frequently. Participants were presented with stimuli using a word task and then took a memory test. Responses to the memory test were measured via Qualtrics. Due to small sample size, the results did not conclusively indicate whether or not emotional valence and depth of processing interact to affect memory. There was no significant interaction between the two variables. There was also no significant interaction in relation to confidence. No significant difference between gender was found

Disablist Propaganda: Evil on One Hand, and a Hook for the Other

Despite its publication by J.M. Barrie in 1904, Peter and Wendy has attracted very little critical attention. Perhaps the story is so beloved for its adventure-packed plot, and sweet message about a boy who never grows old, that even scholars have trouble criticizing it—despite its obvious calls for analysis as film and literary adaptations continue to appear. However, most concerning is an apparent gap in the analysis of the story’s disabled villain, Captain Hook, through a modern Disability Studies lens. The following textual analysis of Captain Hook will serve to call attention to the way his disability plays into his role as the villain—for both the reader and the characters in Peter and Wendy—as well as to reassign the inherent complexity of a disabled villain to Captain Hook, who seems to devolve with each adaptation. Theorists do acknowledge that Hook is not the first of his kind—that is, he is not the archetype for such a villainous depiction. Melville’s Ahab and Dickens’ Captain Cuttle, for example, are considered by some to have influenced Barrie’s Captain Hook. Regardless of which fictional character was actually the first, there is a pattern of using disabled bodies as an avenue through which to incite fear and, ultimately, make the main character look “good” by comparison. There are many factors at play here that then become essential to examining Captain Hook from a Disability Studies perspective: a Victorian Era influence, effeminate traits, and the lingering implications of such a portrayal

Performance of a quality assurance program for assessing dental health in methamphetamine users.

BackgroundSystematic characterization of the dental consequences of methamphetamine (MA) abuse presupposes a rigorous quality assurance (QA) program to ensure the credibility of the data collected and the scientific integrity and validity of the clinical study. In this report we describe and evaluate the performance of a quality assurance program implemented in a large cross-sectional study of the dental consequences of MA use.MethodsA large community sample of MA users was recruited over a 30 month period during 2011-13 and received comprehensive oral examinations and psychosocial assessments by site examiners based at two large community health centers in Los Angeles. National Health and Nutrition Examination Survey (NHANES) protocols for oral health assessments were utilized to characterize dental disease. Using NHANES oral health quality assurance guidelines, examiner reliability statistics such as Cohen's Kappa coefficients and inter-class correlation coefficients were calculated to assess the magnitude of agreement between the site examiners and a reference examiner to ensure conformance and comparability with NHANES practices.ResultsApproximately 9% (n = 49) of the enrolled 574 MA users received a repeat dental caries and periodontal examination conducted by the reference examiner. There was high concordance between the reference examiner and the site examiners for identification of untreated dental disease (Kappa statistic values: 0.57-0.75, percent agreement 83-88%). For identification of untreated caries on at least 5 surfaces of anterior teeth, the Kappas ranged from 0.77 to 0.87, and percent agreement from 94 to 97%. The intra-class coefficients (ICCs) ranged from 0.87 to 89 for attachment loss across all periodontal sites assessed and the ICCs ranged from 0.79 to 0.81 for pocket depth. For overall gingival recession, the ICCs ranged from 0.88 to 0.91. When Kappa was calculated based on the CDC/AAP case definitions for severe periodontitis, inter-examiner reliability for site examiners was low (Kappa 0.27-0.67).ConclusionOverall, the quality assurance program confirmed the procedural adherence of the quality of the data collected on the distribution of dental caries and periodontal disease in MA-users. Examiner concordance was higher for dental caries but lower for specific periodontal assessments

Towards Identifying Peer Supervision Competencies for Graduate-level Occupational Therapy Students: A Scoping Review

In the occupational therapy (OT) profession, peer supervision groups are recommended for professional development, lessening attrition, and relieving stress. Peer supervision is under researched, thus competencies to support this practice are unknown. The purpose of this scoping review was to: (1) summarize the research knowledge around peer supervision to support evidence-based practice in OT, (2) map supervision competencies and key themes in the literature, and (3) isolate peer supervision competencies that may be especially relevant to graduate-level OT students. The long-term aim of this research is to develop a framework for evidence-based peer supervision training. Researchers investigated the question: What competencies related to peer supervision, supervision in OT clinical education, and supervision in allied health are relevant to the education of graduate-level OT students? Using a six-step methodological framework, a scoping review of empirical, conceptual, and grey literature was conducted. Studies relevant to peer supervision, supervision in OT clinical education, and supervision practices in allied health professions were searched and appraised, yielding 15 high quality studies. Competencies were extracted and mapped, resulting in the following OT peer supervision competencies: flexibility, professional enculturation, providing constructive feedback, psychosocial support, teaching, and clinical skill acquisition. Findings suggest OT peer supervision competencies center on skillful relationship abilities, as supervision skills are not innate, not dependent on clinical skill, and typically need to be taught. This study warrants the need for additional efforts around supervision practices

Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic

The philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in a supervisory role, or contrastingly, receiving supervision from a peer. This study took place at a student-run OT clinic at a large research university in the Midwest. Qualitative methods were employed to investigate the question: What educational and training supports are needed to assist OT students with peer supervision in a student-run clinic? Six OT students participated in a focus group and discussed qualities of successful OT peer supervision. A transcript of the focus group was analyzed using Strauss and Corbin’s approach to grounded theory. Findings were explored considering the current literature on peer supervision. Findings indicated that students in an OT peer supervision relationship wanted to develop skills in feedback, professionalism, and guided discovery. Taken together, the evidence suggests skillful relationship abilities are of greater value to peer supervision relationships than clinical expertise alone. Frameworks including andragogy and the nurturing perspective on teaching are relevant to understanding the learning that takes place in OT peer supervision. The collaborative and supportive nature of peer supervision relationships are grounds for significant learning