Integrating Mindfulness into the Training of Helping Professionals

Mindfulness refers to the purposeful and nonjudgmental focus on internal and external experiences in the present moment. Extensive research in the fields of psychology, medicine, and counseling has explored the use and benefits of mindfulness-based practice in general. Such research has determined that mindfulness enhances skill development and counselor preparation within the human service professions. Therapeutic and educational settings have thus increasingly embraced mindfulness practices. This exploratory paper posits that the study and practice of mindfulness can be beneficial for both faculty and graduate students in the fields of Mental Health, School Counseling, and School Psychology. The aims of this paper are three-fold: 1. Review the literature on mindfulness-based practices across these disciplines; 2. Assess the benefits of mindfulness and how it aligns with the professional missions; and 3. Outline the contours of a curriculum designed and implemented by the co-authors to educate and train future counselors and school psychologists in mindfulness practices

The Hurricane Exposure, Adversity, and Recovery Tool (HEART): Developing and Validating a Risk Screening Instrument for Youth Exposed to Hurricane Harvey

Given the increasing regularity with which severe (named) hurricanes arise, there is a need for valid, practically useful measures that facilitate child-centered post-hurricane situation analysis and needs assessment. Measures that accurately assess the most potent hurricane-related risk factors are essential to identifying youth at risk for developing posttraumatic stress reactions and providing them with effective post-disaster support. With feedback from community stakeholders (e.g., school personnel, physicians and hospital staff, community clinicians), we developed the Hurricane Exposure, Adversity, and Recovery Tool (HEART), a 29-item self-report measure of hurricane risk factors. Test development procedures included: (1) Reviewing the literature regarding hurricane exposure-related risk factors in youth; (2) Generating a developmentally-informed test item pool; (3) Conducting interviews with clinicians, as well as youth impacted by Hurricane Harvey, to evaluate the comprehensibility and acceptability of candidate items; and (4) evaluating endorsement rates for hurricane exposure-related risk factors among (N = 107) youth in an outpatient clinic specializing in the treatment of childhood trauma and loss. Disaster-related exposure, pre-existing indicators of risk, and ongoing post-disaster adversities were correlated with posttraumatic stress and depressive symptoms. These results provide support for an integrative approach to post-hurricane screening for both hurricane-specific (e.g., witnessing injuries) and non-specific (e.g., prior trauma) factors

Pathways to Economic Outcomes and the Impact of Health: Comparing Hispanic and Non-Hispanic Adults after Foster Care

Abstract This study examines the financial outcomes in adulthood of Hispanics (N = 87) and White (Non-Hispanic, N = 498) persons placed in foster care during childhood. It uses the Casey Family Programs National Alumni Study (CFPNAS) database. Path models including predictors such as gender, education, having a partner, preparation for leaving care, and problem characteristics yielded predominantly similar effects for Hispanic and White Non-Hispanic respondents. The direct effect of physical and mental health conditions such as physical or learning disability, visual or hearing impairments, or DSM disorders more strongly predicted negative outcomes for White (Non-Hispanic) respondents than for Hispanic ones

Savannah Hockey Classic: An Evaluation of Event Personality and Economic Impact

In 2009, the Savannah Sports Council hosted its 11th annual Savannah Hockey Classic. In order to assist the future marketing of this event, a study was undertaken to assist the Savannah Sports Council in 3 major ways: (1) To obtain a consumer profile of spectators, (2) to explore the economic impact of the event on the city of Savannah, and (3) to discover the perceived personality of the event (assist in sponsor recruitment). To reach the objectives of the study, a survey was conducted with 267 spectators of the Savannah Hockey Classic. The survey consisted of four sections: (1) Economic impact (2) Consumer behavior & preferences, (3) Attitude and image perceptions of the event and organizing body, and (4) Consumer demographic characteristics. The majority of respondents were male (62%) and Caucasian (95%). While their average age was 36, 78% of respondents were between the ages of 25 to 59. Spectators tended to be educated (61% with a college degree of some sort) and affluent (63% earn \u3e $50,000). Just over half (56%) of the spectators traveled to Savannah to attend the event. Eighty-one of the eighty-three out-of-town respondents reported spending at least 1 night in Savannah. However, 50% of out-of-town respondents said they would have come to Savannah even if the Hockey Classic was not taking place. Eighty-two percent said they would be visiting Savannah at some point in the following 3 months. This suggests that while the Hockey Classic is a popular event, most of the visitors would travel to Savannah even if the event did not take place. Spectators appear to have developed very positive feelings about the Savannah Hockey Classic. On a 7-point scale, respondents reported the following scores on a variety of items: Gratitude toward the Savannah Sports Council for organizing the event was very high 6.5, attitude regarding the success and quality of the hockey event itself was 6.4, and fan identification with the event was reported at 6.1. With regard to the image/brand of the event, respondents perceive the Hockey Classic to be: An exciting event (6.4 out of 7), a sincere/wholesome event (6.3 out of 7), and a competent and successful event (6.3 out of 7)

“Is it because I’m black?”: Creating Space for Diversity in the Christian University

This paper examines the experiences of a black female faculty member as she enters the Christian university where there is limited ethnic diversity. She experiences critical student responses to her teaching which lead her to consider the reasons why she may be experiencing such resistance. As she confronts the possibility that it’s because she’s black, she enters into an on-going dialogue with a white male faculty member. Their experiences and conversations create a space for shared learning. The paper raises the question of how Christian universities might intentionally create space for faculty of color to feel welcome and embraced in the community

Effects of a Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic and Social Integration on Campus

This paper presents findings from a peer-to-peer mentoring program supporting ethnically diverse first-generation students at a mid-sized university in the Southwest. Research on mentoring during the undergraduate years has placed emphasis on the quality of lived-collegiate experiences from both a peer-mentor and mentee perspective (Crisp, Baker, Griffen, Lusnford, & Pifer, 2017). Using a mixed methods approach, two survey instruments and qualitative analysis, interviews with peer-mentors and mentees suggested student development occurred through various means: (i) academics, (ii) university involvement, and (iii) the reinforcement of friendship. These findings reinforce theory first drawn from Tinto’s (1993) student integration perspectives (e.g., academic and social integration). Peer-mentors fulfilled their roles, while mentees who were actively involved in the program reported to have benefitted the most. The effectiveness of the mentoring program highlighted contributions to enhancing, at least one of the following, for all mentees: first-year experience, degree of college involvement, and overall retention rate

A boy told me I was ugly. Voices of At Risk Adolescent Girls on Gender Identity and Dating Roles

Through an exploration of urban middle school girls’ Discourse, this study sought to investigate how at risk females defined their gendered identity. Based on an analysis of spoken and written Discourse in a Third Space writing group, we discovered that at risk girls’ notions of patriarchal dating roles, which were predicated upon ideas of physical attractiveness and “datability,” drove much of their perspectives about gender. This study reveals girls’ strong desire to conform and adhere to dating roles with boys despite their depiction of relationships as tumultuous, necessary, exciting, and inevitably painful. Implications for educators pertain to the importance of using Discourse as a tool to help understand and define gender struggles for at risk adolescent girls and the need for pedagogy that would encourage girls to safely work through the invisible constraints of gender

Addressing barriers to learning: In the classroom and schoolwide.

IntroductionPublic education is at a crossroads. Moving in new directions is imperative. Just tweaking and tinkering with old ideas is a recipe for disaster.Continuing challenges confronting public education highlight why moving school improvement policy and practice in new directions is imperative. With a view to enhancing graduation rates and successful transitions to post-secondary opportunities and well-being, pressing challenges include:Increasing equity of opportunity for every student to succeed, narrowing the achievement gap, and countering the school to prison pipeline Reducing unnecessary referrals for special assistance and special education; Improving school climate and retaining good teachers Reducing the number of low performing schools.As education leaders well know, meeting these challenges requires making sustainable progress inimproving supports for specific subgroups (e.g., English Learners, immigrant newcomers, lagging minorities, homeless students, students with disabilities) increasing the number of disconnected students who re-engage in classroom learning and thus improving attendance, reducing disruptive behaviors (e.g., including bullying and sexual harassment), and decreasing suspensions and dropouts increasing family and community engagement with schools responding effectively when schools experience crises events and preventing crises whenever possible.In some schools, continuous progress related to these concerns is being made. For many districts, however, sustainable progress remains elusive – and will continue to be so as long as the focus of school improvement policy and practice is mainly on improving instruction. Efforts to expand the use of instructional technology, develop new curriculum standards, make teachers more accountable, and improve teacher preparation and licensing all have merit; but they are insufficient for addressing the many everyday barriers to learning and teaching that interfere with effective student engagement in classroom instruction.Most policy makers and administrators know that good instruction delivered by highly qualified teachers cannot ensure that all students have an equal opportunity to succeed at school.Even the best teacher can’t do the job alone. Teachers need student and learning supports in the classroom and schoolwide in order to personalize instruction and provide special assistance when students manifest learning, behavior, and emotional problems. Unfortunately, school improvement plans continue to give short shrift to these critical matters.We recognize, as did a Carnegie Task Force on Education, that school systems are not responsible for meeting every need of their students. But as the task force stressed: when the need directly affects learning, the school must meet the challenge.The most pressing challenge is to enhance equity of opportunity by fundamentally improving how schools address barriers to learning and teaching. The future of public education depends on moving in new directions to accomplish this.Now is the time to fundamentally transform how schools address factors that keep too many students from doing well at school. And while transformation is never easy, pioneering work across the country is showing the way. Trailblazers are redeploying existing funds allocated for addressing barriers to learning and weaving these together with the invaluable resources that can be garnered by collaboration with other agencies and with community stakeholders, family members, and students themselves.The first step in moving forward is to escape old ideas. The second step is to incorporate a new vision in school improvement planning for addressing barriers to learning and teaching and re-engaging disconnected students. Our analyses envision a plan that designs and develops a unified, comprehensive, and equitable system of student and learning supports. The third step is to develop a strategic plan for systemic change, scale-up, and sustainability.This book highlights each of these matters. We invite you to join us in the quest to enhance equity of opportunity for all students to succeed at school and beyond. And we look forward to hearing from you about moving schools forward to make the rhetoric of the Every Student Succeeds Act a reality

Checking the Staats: How Long Is Too Long to Give Adequate Public Notice in Broadening Reissue Patent Applications?

A classic property rights question looms large in the field of patent law: where do the rights of inventors end and the rights of the public begin? The right of inventors to modify the scope of their claimed inventions, even after the patent issues, is in direct tension with the concepts of public notice and the public domain. The Patent Act currently permits broadening of claims so long as a reissue application demonstrating intent to broaden is filed within two years of the original patent issue. Over the years, however, this relatively straightforward statutory provision has sparked numerous disputes over its meaning and application. On September 8, 2011, the Court of Appeals for the Federal Circuit heard oral arguments or In re Staats. In this case, Apple Computer, Inc. appeals the rejection of a continuation reissue patent application. The U.S. Patent & Trademark Office and the Board of Patent Appeals and Interferences rejected the application on the grounds that Apple attempted to broaden the scope of its patent claims in a manner not “foreseeable” more than eight years after the patent first issued. Apple contends that the language of the statute and prior case law permit its interpretation, and the application should be allowed in the interest of innovation. This issue is hardly a new one—this submission highlights nearly 140 years of case law, legislative history, and statutory shaping pertaining to broadening reissues. We analyze the issues raised in the briefs from Staats, as well as the oral arguments. Finally, we discuss from a practitioner’s perspective what the Federal Circuit could do—and should do—in the field of broadening reissues