Mental Sensorium

According to ADAA, nearly one-half of those diagnosed with depression are also diagnosed with an anxiety disorder. Anxiety disorders are highly treatable but only 36.9% are receiving any kind of treatment. Anxiety disorders develop based on a set of factors including genetics, brain chemistry, personality, and life events. Many do not realize but our environment, especially the built environment we inhabit every day can have a positive or negative effect on our mental well-being. Architecture should not just focus on the physical needs of their inhabitants but the mental health needs as well. The built environment has a considerable impact on mental well-being and how it can affect the human mind on a daily basis. Through research, it has been noted that the stimulation of the senses within the built environment can have a positive impact on our mental health. When our senses are activated in a carefully designed way, it can lead to a clearer, more positive perception of the built environment and allow for individual and unique experiences for each person

Promoting Meaningful Partnerships with Lived Experience Experts in High Quality Research: Considerations for Funders

For the past several years, the Annie E. Casey Foundation, Casey Family Programs, and the William T. Grant Foundation have funded and worked in close partnership with more than 50 individuals representing a broad array of experts, stakeholders, and people with lived experience to develop a 21st Century Research Agenda for a Child and Family Well-Being System, which comprises the most pressing research gaps that span each aspect of child welfare system involvement, including: community-based family support and maltreatment prevention, child protective services involvement and prevention of family separation, and out-of-home care and post-permanency services. Partnering organizations include Black Administrators in Child Welfare (BACW), the National Indian Child Welfare Association (NICWA), Child Trends Hispanic Institute, the American Public Human Services Association (APHSA), the Child Welfare League of America (CWLA), Social Current, and the American Academy of Social Work and Social Welfare (AASWSW).As part of this effort, a team of six lived experience experts (i.e., individuals with lived experience with the child welfare system—including two young adults with foster care histories, two birth parents, a grandparent/kinship caregiver, and a foster caregiver) have been equal partners in project leadership, serving in various roles related to project development and dissemination, and serving as full voting members of the project's Steering Committee. This type of sustained collaboration is essential for forward movement.Given the unprecedented nature and scale of this partnership, we commissioned a brief describing the partnership process and outlining guidance for funders in supporting meaningful partnerships between researchers and lived experience stakeholders

Exploring innovative pedagogies in a global information context

SIG Innovative Pedagogies offers a panel that includes four sets of speakers who examine innovative pedagogies for LIS education in a global information context. Each presentation features a different innovative pedagogical approach. Presentations are followed by an interactive discussion period, and attendees are invited to continue the conversation after the program via Twitter. Kyungwon Koh and Alaine Martaus discuss Design thinking for teaching the foundations of librarianship, showing how design thinking can be a tool of innovation for teaching core courses in LIS graduate programs. Their talk also features examples of how they applied design thinking in their course designs, and includes details about course assignments, student projects, and reflections. Denice Adkins and Nina Exner show how Using Library Carpentry methods and resources in the LIS classroom can be used for technology training in LIS education programs. This presentation provides an overview of the Library Carpentry instructional approach and shows how it is different from traditional LIS classroom instruction. Adkins and Exner conclude with an overview of Library Carpentry lesson design principles and standards that can be used for LIS classrooms and LIS practitioner training. Vandana Singh discusses Integrating professional librarians into open source software (OSS) communities. Singh notes that professional librarians are increasingly integrated into OSS communities, and she shows how this integration has inspired an innovative participatory action model for OSS that can be used to guide curricula for current LIS students as well as continuing education programs for working practitioners. In Gender, community and narrative: Exploring the social aspects of fanfiction, Kristen Schuster and Brittany Kelley show how creative aspects of fanfiction contributes to the development and maintenance of social networks, which in turn facilitates deeper and transferrable forms of learning and literacy. In this talk, Schuster and Kelley combine learning theory and information behavior models into a framework for teaching literacy and information-seeking practices

Experience Between Mentors and Coaches: A Phenomenological Case Study to Examine Effective Coaching Conditions

The study uses a phenomenological case method to explore the lived experience of the mentor-coach coaching phenomenon and examines the case of the Literacy Center (university partnership) in providing professional development to build instructional capacity in elementary reading coaches through a coaching model in order to improve reading achievement in students (kindergarten through third grade). The study is guided through the theoretical frameworks of Social Learning Theory (Vygotsky, 1978) and the Capacity-Building Model for Teacher Development (Cooter, 2004). It is focused on two research questions: 1) How does the mentor and coach experience change over time? and 2) What facilitates effective coaching conditions? The six central themes that emerged are the significance of relationships, collaborative culture, professional growth of coaches, school leadership, established school processes for teaching and learning, and a clearly defined coaching role. The study concludes with a discussion centered on clarity of the coaching role, factors for effective coaching conditions, and professional development for coaches explicated through analysis of the findings. This discussion is followed by implications for practices and recommendations for future research

Advancing Empirical Understanding of Parents\u27 Experiences and Well-Being in State-Mandated Child Protective Interventions

As the default state response to child maltreatment in the U.S., child welfare system (CWS) interventions are delivered to caregivers of 1.3 million children annually (USDHHS, 2021). In theory, CWS interventions aim to reduce risks for child maltreatment by providing services to parents; however, research and anecdotal evidence from stakeholders suggest that many families do not benefit from CWS intervention as intended (Russell et al., 2018). One important feature of CWS interventions is that they differ greatly between families – in ways both intentional and unintentional (Jonson-Reid et al., 2017). As such, exploring how differences in intervention delivery may explain outcomes is of value. For instance, the explanatory potential of parents’ experiences of interventions has been overlooked. The overarching goal of this dissertation was to expand the empirical evidence base related to how focusing on parents’ experiences and well-being during and after CWS interventions can help explain differences in outcomes as traditionally measured (i.e., chronic CWS involvement and ongoing child maltreatment). Paper 1 quantitatively explores levels and trends in parent well-being for three years following a CWS investigation, including how indicators of parent well-being relate to child welfare outcomes. Results suggest that only parents’ mental health remains a consistent predictor of child maltreatment risk after three years, and that no parent well-being indicator predicted CWS re-involvement. Paper 2 expands upon Paper 1 by exploring the role of parents’ experiences with CWS services and caseworkers in shaping trends in parent well-being and child welfare outcomes. Overall, results indicated that no indicators of parents’ experiences predicted odds of CWS re-reports, but that some aspects of parents’ experiences may predict ongoing maltreatment risk. Results also indicated that parents who received or were mandated to a greater number of services overall also reported changes over time in well-being related to mental health, IPV victimization, and drug use-related problems. Findings also suggested that parents from marginalized backgrounds may have different experiences with interventions. Paper 3 qualitatively explored parents’ experiences in a specialized form of CWS intervention (Family Treatment Court), with an emphasis on how parents experience and make sense of the many manifestations of state power during interventions. Together, these three studies offer modest implications for future research and practice related to promoting parent well-being and child safety in the context of the evolving CWS

Kinetics of Immune Cell Infiltration in Vaccinia Virus Keratitis

This paper is the first quantitative description of the immune cells that infiltrate the cornea during vaccinia virus keratitis. Neutrophils arrive first, followed by predominantly CD4+ T cells and a smaller number of CD8+ and B cells

Evaluation of Therapeutic Interventions for Vaccinia Virus Keratitis

Background. Vaccinia virus keratitis (VACVK) is a complication of smallpox vaccination that can result in blindness. There are no Food and Drug Administration–approved treatments for VACVK, and vaccinia immunoglobulin (VIG) is contraindicated in isolated VACVK. We used a rabbit model of infection to compare several therapeutic options for VACVK