3 10 107 https://icmglt.org/library/files/original/386f45e496d2a644b9159f56f2691004.gif 0924f398ba7fd1a08c9281125cfe0a73 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Multigenerational Legacies of Trauma of Aboriginal Australians Subject The topic of the resource Aboriginal and Torres Strait Islander Peoples Electronic Resource View Source <a href="https://doi.org/10.1016/j.burns.2024.07.023">https://doi.org/10.1016/j.burns.2024.07.023</a> Document Type Journal article Author(s) Julieann Coombes, Holger Möeller, Sarah Fraser, Hayley Williams, Kate Hunter, Rebecca Ivers, Andrew JA Holland,Tamara Mackean, Patrick Sharpe, Courtney Ryder Volume Vol. 50 Issue No. 9 Publisher Elsevier ScienceDirect Journal Name Burns Publication Date 2024 Region Australia Language English Access Restricted Access Abstract Objective This paper investigates Burn First Aid Treatment (BFAT) provided to Aboriginal and Torres Strait Islander children in Australia at the scene of injury using data from a population-based cohort study. Study Design The participants were 208 Aboriginal and Torres Strait Islander children aged < 16 years who sustained a burns injury between 2015–2018, and their carers. The primary outcome measure was gold standard BFAT, (defined as at least 20 min of cool, running water within 3 h of the injury); additional measures included type of first aid, length of first aid provided, and carer's knowledge of first aid. Results Of the 208 caregivers, 168 provided open-ended responses that indicated first aid was applied to their child; however, only 34 received gold standard BFAT at the scene of the injury, 110 did not receive correct BFAT, and 24 were unsure what first aid was applied. Conclusion This study highlights an important need for communities to have access to appropriate evidence-based and co-designed BFAT education and training. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Administration of Burns First Aid Treatment to Aboriginal and Torres Strait Islander children in community settings Subject The topic of the resource Indigenous peoples--Health and hygiene Creator An entity primarily responsible for making the resource Kristen Walker Aboriginal and Torres Strait Islanders Australia Burn Treatment Children First Aid https://icmglt.org/library/files/original/822cbf979a43f043cb443552abb8d0fb.png 7a0e23db1cb6b2ef7b90132aa1774895 Electronic Resource View Source <a href="https://doi.org/10.1007/s12144-024-06328-3">https://doi.org/10.1007/s12144-024-06328-3</a> Document Type Journal article Author(s) Yakubu H. Yakubu, Richard J. Siegert, Christian U. Krägeloh, Lydia Aziato, Eleanor Holroyd Volume Vol. 43 Publisher Springer Nature Journal Name Current Psychology Publication Date 2024 Region Ghana, Africa Language English Access Open Access Abstract For years, older women accused of witchcraft have been persecuted and forced into sanctuaries known as witch camps. This highlights a lack of public policies and social support for older women facing disabilities, aging, and dementia. Labelling them as witches and isolating them from their families and familiar surroundings profoundly impacts their emotional well-being. However, little is known about the mental health of older women in witch camps in northern Ghana. This study interviewed 15 women from the Gambaga witches camp, identifying five main themes and 21 related sub-themes: ‘Physical and Mental Health Issues,’ ‘Psychological Impacts of Displacement and Trauma,’ ‘Social Isolation and Emotional Distress,’ ‘Living Conditions,’ and ‘Community Support and Strategies for Improving Well-being.’ The sub-themes included ‘Physical problems (chronic body pain) impacting upon general health and well-being’, ‘Anxiety and nervousness’, ‘Sleep and restlessness- “can’t sit still”, ‘Suicidal thoughts and anger’, ‘Forgetfulness’, ‘Concentration and confusion’, ‘Loneliness, sadness from family disconnection’ and ‘stigma – self and others’, ‘Loss of respect and dignity (‘Dariza’)’, ‘Frailty and loss of independence’, ‘Feelings of helplessness, unhappiness, and despair’, ‘Lack of family support and dignity’, ‘Lack of basic needs, and inadequate social facilities’. Findings revealed the negative effects of cultural beliefs and discrimination on the mental health of these women. Addressing public stigma and challenging these beliefs can improve healthcare and outcomes, allowing older women to stay connected with their families, reduce depression, and lead meaningful lives. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Exploratory Study of the Mental Health and Emotional Challenges of Women inside Ghanaian Witches’ Camps Subject The topic of the resource Witchcraft--Africa Creator An entity primarily responsible for making the resource Kristen Walker Africa Aging Women Discrimination Ghana Mental Health Persecution Psychology Public Policy Witchcraft Women https://icmglt.org/library/files/original/46ab7465e8e694623bbe3a35a1883d9f.png 9dfc867e7d21d9b7021e058f9c838896 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Multigenerational Legacies of Trauma of Aboriginal Australians Subject The topic of the resource Aboriginal and Torres Strait Islander Peoples Electronic Resource View Source <a href="https://doi.org/10.1177/13634615241257349">https://doi.org/10.1177/13634615241257349</a> Document Type Journal article Author(s) Jacob A. Burack, Amy Bombay, Laurence J. Kirmayer Volume Vol. 61 Issue No. 3 Publisher Sage Journals Journal Name Transcultural Psychiatry Publication Date 2024 Region Canada Language English Access Open Access Abstract This essay is an introduction to the thematic issue of Transcultural Psychiatry in honor of the work of Michael Chandler and Christopher Lalonde, developmental psychologists who made essential contributions to the study of identity and wellness among Indigenous youth in Canada and internationally. We outline their major contributions and illustrate the ways their innovative theory and methods have inspired decades of research, including the recent work presented in this issue, which addresses four broad themes: (1) the importance of a developmental perspective in mental health research; (2) the role of individual and collective continuity of identity in suicide prevention and mental health promotion; (3) Indigenous perspectives on trauma and resilience; and (4) Indigenous knowledge and values as a basis for culturally adapted and culturally grounded mental health services and interventions. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cultural Continuity, Identity, and Resilience Among Indigenous Youth: Honoring the legacies of Michael Chandler and Christopher Lalonde Subject The topic of the resource Indigenous peoples Creator An entity primarily responsible for making the resource Kristen Walker Adolescents Canada Indigenous Youth Mental Health Psychology Resilience Suicide Prevention trauma Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/redefining-leadership-face-trauma-integrating-od/docview/3051223093/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/redefining-leadership-face-trauma-integrating-od/docview/3051223093/se-2?accountid=35635</a> Document Type Dissertation Author(s) Melissa MacDonald Publisher The College of St. Scholastica ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382373225 Tags Trauma, Leadership, Healing, Organizational Development Language English Access Restricted Access Abstract The paper explores the intersection of trauma, organizational development (OD) principles, and leadership models to redefine leadership approaches within trauma-affected contexts. Drawing upon a comprehensive review of the literature, the study underscores the multifaceted impact of trauma on individuals and organizations, emphasizing the importance of understanding trauma's diverse manifestations and proactive measures to foster supportive and responsive organizational cultures. Integrating principles of OD, diverse leadership models, and a trauma-informed approach, the paper proposes strategies for cultivating environments that promote resilience, healing, and growth in the aftermath of trauma. Through this integration, leaders can effectively navigate the complexities of trauma, promote employee well-being, and create cultures of safety, trust, and collaboration. The study concludes by emphasizing the ongoing nature of addressing trauma within organizations and the imperative for continual learning, adaptation, and commitment from leaders at all levels to foster inclusive, thriving workplaces. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Redefining Leadership in the Face of Trauma: Integrating OD Principles, Leadership Models, and a Trauma-Informed Approach Subject The topic of the resource Organizational development Creator An entity primarily responsible for making the resource Kristen Walker Healing Leadership Organizational Development trauma Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/experiences-microaggressions-among-latin%C3%A9-health/docview/3064917804/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/experiences-microaggressions-among-latiné-health/docview/3064917804/se-2?accountid=35635</a> Document Type Dissertation Author(s) Mackenzie Callahan Publisher Illinois State University ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382786247 Region United States Language English Access Restricted Access Abstract Although data has shown that psychology graduate programs are actively recruiting an increased number of Students of Color, there is limited evidence that these programs are able to adequately support these students once they arrive. The purpose of the current study was to examine how Latiné graduate students’ experiences of microaggressions from their supervisor affects their supervisory relationship, as well as their perceptions of their graduate program climate. I collected survey data from 80 Latiné psychology graduate students from across the United States and conducted small focus groups with five participants. I found that exposure to microaggressions within supervision negatively affects the supervisory relationship. I also found that exposure to microaggressions negatively affects students’ perceptions of program climate. The focus groups revealed that Latiné graduate students experience a variety of negative responses to the microaggressions that affect how they engage with their supervisor and their program. Future directions and limitations are discussed. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Experiences of Microaggressions Among Latiné Health Service Psychology Graduate Students and the Supervisory Relationship Subject The topic of the resource Educational change Creator An entity primarily responsible for making the resource Kristen Walker Discrimination Education Graduate Students Latiné Students Microaggressions People of Color Psychology United States Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/trauma-informed-practice-ontario-university/docview/3003327399/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/trauma-informed-practice-ontario-university/docview/3003327399/se-2?accountid=35635</a> Document Type Dissertation Author(s) Kate Victoria Hargreaves Publisher University of Windsor (Canada) ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798381972689 Region Ontario, Canada Language English Access Restricted Access Abstract Trauma is ubiquitous, including in post-secondary settings, meaning that trauma-affected individuals are present in every classroom or service setting. While research has investigated the engagement of post-secondary instructors with student trauma disclosures, this work has not extended to cover the unique role of post-secondary writing centre staff. Writing tutors are employed to assist students with their writing and research skills; however, they may encounter trauma narratives through written assignments or verbal disclosures. Writing consultants often labour under a degree of precarity and lack control over curricular and assignment design, giving them little preparation before encountering emotionally challenging material. As a ‘helping profession,’ they may be at risk of secondary trauma, re-traumatization based on personal trauma histories, or unsustainable levels of emotional labour. This project employs a critical disability lens and an equity-centred trauma-informed framework to examine the experiences of university-based writing centre staff in Ontario, Canada as they relate to student trauma. Semi-structured interviews were employed to explore how writing centre staff perceive and narrate their engagement with student trauma and how this may relate to trauma-informed pedagogical practices. Based on a Reflective Thematic Analysis, several themes are explored, including the relationship between writing centre structure/labour conditions and trauma-informed practice, types of emotionally challenging interactions, strategies tutors employ to engage with students during such sessions, and gaps in ability to provide trauma-informed service. These themes provide insight into tutors’ experience with student trauma and imply recommendations to improve staff and student well-being through engaging with trauma-informed practices in the writing centre. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Trauma-Informed Practice in Ontario University Writing Centres Subject The topic of the resource Educational change Creator An entity primarily responsible for making the resource Kristen Walker Canada Education Ontario Students Teachers trauma Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/gender-differences-barriers-mental-health-seeking/docview/3050822171/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/gender-differences-barriers-mental-health-seeking/docview/3050822171/se-2?accountid=35635</a> Document Type Dissertation Author(s) Garooneh Avanessian Publisher Alliant International University ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382345437 Region United States Language English Access Restricted Access Abstract Armenian Americans have a rich historical narrative characterized by resilience in the face of adversity. Despite this, a significant research gap exists concerning mental health disparities and barriers to accessing psychotherapy within this community, leading to marginalization and inadequate representation. Consequently, clinicians may lack a comprehensive understanding of the importance of cultural humility in their interactions with Armenian American individuals. This dissertation sought to address these gaps by examining the obstacles hindering Armenian Americans from seeking treatment, with a focus on potential gender-based disparities. Through qualitative research methods, particularly semi-structured interviews, the study explored the perspectives of American-born Armenians, aged 18 and older, on psychotherapeutic treatment and mental health symptoms. Employing Interpretive Phenomenological Analysis (IPA) methodology facilitated a nuanced understanding of participants' responses, revealing key themes such as stigma, support systems, and adherence to traditional gender roles as primary barriers to treatment. Specifically, societal perceptions of weakness hindered males, while females often relied on informal support networks instead of formal therapy channels. Moreover, traditional gender roles were found to influence perceptions differently for each gender within the community. The findings underscore the importance of efforts to combat stigma, raise awareness, and improve access to culturally competent care to ensure equitable mental health outcomes for Armenian Americans. Establishing a nurturing mental health environment is crucial to providing all members of this community with the support and assistance they need. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gender Differences in the Barriers to Mental Health-Seeking Within the Armenian American Community Subject The topic of the resource Gender Creator An entity primarily responsible for making the resource Kristen Walker Armenian Americans Gender Disparities Gender Studies Mental Health Psychology Psychotherapy United States Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/conducting-needs-assessment-exploring-relevance/docview/3049976549/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/conducting-needs-assessment-exploring-relevance/docview/3049976549/se-2?accountid=35635</a> Document Type Dissertation Author(s) Andrew DeMers Publisher Alliant International University ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382326665 Region Oakland, California, United States Language English Access Restricted Access Abstract Native American (NA) students in the Oakland Unified School District of CA are exposed to SEL curriculums at their schools. Adolescents can find it difficult to engage in therapeutic services especially if it was not their choice to participate in those services. Therapeutic services can carry a stigma for many Native Americans due to historical trauma. Group therapy provides a further challenge for adolescents as self-disclosure may be intimidating in a room full of peers especially if the therapist is non-native. This study used culturally responsive cinematherapy to assess its relevance as a mode of treatment with adolescents in a group setting. Interviews were conducted with nine NA adolescents from the Bay Area who have watched the television show Reservation Dogs to assess its efficacy for group therapy and its ability to demonstrate SEL competencies. Six NA adults were also surveyed through three focus group sessions where they were shown clips of the show and asked the same questions to assess for possible differences among age cohorts. In addition, both groups were asked questions about the health needs of Native Americans in general. Results from the study were analyzed through thematic analysis and ten themes were developed. Results could be helpful for therapists developing future programs and for future areas of research. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Conducting a Needs Assessment: Exploring the Relevance of Social-Emotional Learning and Cinematherapy in an Indigenous Community Subject The topic of the resource Indians of North America--Ethnology Creator An entity primarily responsible for making the resource Kristen Walker Adolescents California Mental Health Native Americans Oakland Post-Traumatic Stress Disorder (PTSD) Therapy United States Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/predictive-factors-psychological-help-seeking/docview/3046047350/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/predictive-factors-psychological-help-seeking/docview/3046047350/se-2?accountid=35635</a> Document Type Dissertation Author(s) Christopher Gene Locklear Publisher The University of North Carolina at Charlotte ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382308791 Region South Carolina, United States; North Carolina, United States Language English Access Restricted Access Abstract Despite being the original inhabitants of the United States, Native Americans have been subjected to (1) colonization, (2) assimilation, and (3) acculturation (Finding et al., 2019). This cultural takeover was accomplished through (1) forced relocation, (2) boarding schools, (3) genocide, (4) forced sterilization, (5) environmental degradation, (5) discrimination, and (6) segregation (Findling et al., 2019). These adverse experiences have led to the high prevalence of hospitalizations, post-traumatic stress disorders, depression, displacement, substance abuse, suicide, homicide, poverty, loss of cultural identity, and death among the Native American population; yet mental health services remain underutilized within this population despite the need for services (Alcántara & Gone, 2014; Brave Heart et al., 2011; Burnette & Figely, 2017; Dennis, 2016). The present study examines a sample of (N=199) exploring how (1) acculturation, (2) centrality of religiosity, (3) gender (4) socioeconomic status, and (5) social support influence attitudes toward seeking professional psychological help among North Carolina and South Carolina Native Americans? A multiple linear regression model of the predictor variables indicated that cultural self-expression and higher levels of social support were predictive of a greater likelihood of the utilization of professional psychological help seeking among the participants. The regression model accounted for 12.6% of the variance in psychological help seeking. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Predictive Factors of Psychological Help-Seeking Among Native Americans in North Carolina and South Carolina Subject The topic of the resource Indians of North America--Ethnology Creator An entity primarily responsible for making the resource Kristen Walker Assimilation Boarding Schools Colonization Discrimination Forced Relocation Forced Sterilization Genocide Native Americans Post-Traumatic Stress Disorder (PTSD) Psychology Segregation Socioeconomic Status (SES) South Carolina United States United States; North Carolina Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/culturally-proficient-preservice-teachers/docview/3058551371/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/culturally-proficient-preservice-teachers/docview/3058551371/se-2?accountid=35635</a> Document Type Dissertation Author(s) Antwan Wilson Publisher Creighton University ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382744056 Region Nebraska, United States Language English Access Restricted Access Abstract This dissertation in practice (DIP) uses a quantitative survey research design to understand the impact of the teacher education program (TEP) at Nebraska Wesleyan University (NWU) on preservice teachers’ cultural proficiency growth. This research is important because the racial and ethnic diversity of the nation’s public school student population places additional responsibility on teacher preparation programs to help prepare culturally proficient teachers. The review of the research literature reflects the positive impact teacher education programs have on improving the culturally responsive teaching and classroom management efficacy of preservice teachers. Servant leadership was studied as a leadership lens for the development of preservice teachers as culturally proficient educators. The research methodology involved surveying preservice teachers in different stages within the TEP and analyzing differences in their responses to understand the potential influence of the TEP. Although statistical significance could not be claimed, the findings reflect preservice teachers with more TEP experience reported higher culturally responsive teaching efficacy than those with less TEP experience, while those with less TEP experience reported higher culturally responsive classroom management efficacy. The proposed solutions include embedding multiple opportunities for preservice teachers to reflect on their culturally responsive teaching and classroom management efficacy throughout their TEP progression and giving them more time to practice culturally responsive teaching and classroom management strategies. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Culturally Proficient Preservice Teachers: A Quantitative Analysis of a Teacher Education Program’s Influence on Preservice Teachers’ Culturally Responsive Teaching and Classroom Management Efficacy Subject The topic of the resource Educational change Creator An entity primarily responsible for making the resource Kristen Walker Diversity Education Educational Change Nebraska Sociology Teachers United States