8 10 107 Electronic Resource View Source <a href="https://doi.org/10.3389/feduc.2024.1427079">https://doi.org/10.3389/feduc.2024.1427079</a> Document Type Research paper Author(s) Moira A. Law Publisher Frontiers in Education Publication Date 2024 Region Nova Scotia, Canada; United States Language English Access Open Access Abstract Globally, young people are experiencing unprecedented levels of socio-emotional loneliness, stress, and uncertainty. Formulating insight into their own and others’ experiences and behaviors is especially important during unsettling times and can be facilitated with socioemotional learning (SEL) curriculums. When implementing SEL programs, their success heavily depends upon teachers’ levels of commitment and comfort with the curriculum, as well as their perceived support from the administration; this is important and rarely studied. The current phenomenological qualitative study examined teachers’ experience during the early implementation of a new SEL, the Human Dignity Curriculum, (HDC) with middle school students in two small schools in Canada and the United States of America. Semi-structured interviews, using a four-question protocol developed for this study, were conducted with teachers who had completed teaching a 10-week module, as well as both school administrators. Written informed consent was obtained from each volunteer interviewee. Participants were asked, (1) Tell me about your experience while teaching HDC; (2) what was your commitment level to teaching HDC? (3) What was your comfort level with teaching HDC? (4) Did you feel supported by your administration when preparing and teaching HDC? Inductive thematic analysis identified five themes indicating HDC was a (1) user-friendly, (2) high value curriculum; (3) teachers felt supported teaching it; and a (4) shared language, (5) and shared teacher-student experience evolved when teaching HDC. Future research to replicate this initial evaluation of teachers’ experience and exploration of HDC’s potential impacts on youths’ well-being and related behavioral outcomes appears warranted. 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 Human Dignity Curriculum: Teachers’ comfort, commitment, and perceived support teaching a new socioemotional learning curriculum Subject The topic of the resource Educational change Creator An entity primarily responsible for making the resource Kristen Walker Canada; United States Education Nova Scotia Psychology Socioemotional Learning Teachers 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 Indigenous Canadians (First Nations, Métis, Inuit) Electronic Resource View Source <a href="https://journals.sagepub.com/doi/pdf/10.1177/26323524241264880">https://journals.sagepub.com/doi/pdf/10.1177/26323524241264880</a> Document Type Journal article Author(s) Harrison Moore, Cara Bablitz, Anna Santos Salas, Heather Morris, Aynharan Sinnarajah, Sharon M. Watanabe Volume Vol. 18 Journal Name Palliative Care & Social Practice Publication Date 2024 Region Edminton, Canada; Alberta, Canada Language English Access Open Access Abstract Background: Individuals experiencing socioeconomic inequity have worse health outcomes and face barriers to palliative and end-of-life care. There is a need to develop palliative care programs tailored to this underserved population. Objectives: To understand the characteristics and symptom profiles of a group of urban patients experiencing socioeconomic inequity and receiving palliative care. Design: Descriptive exploratory analysis of a patient dataset. The patient dataset was generated through a pilot research study with patients experiencing socioeconomic inequity and life-limiting illness who received a community-based palliative care intervention. Methods: The intervention took place over 1year in the Palliative Care Outreach and Advocacy Team, a community-based urban palliative care clinic in Edmonton, Alberta, Canada, serving persons experiencing socioeconomic inequity. Participants had to be at least 18 years of age, be able to communicate in English, require palliative care for a life-limiting illness, and be able to consent to inclusion in the study. Results: Twenty-five participants were enrolled. Participants predominantly identified as male and Indigenous, experienced poverty and housing instability, and had metastatic cancer. Our participants rated their pain, shortness of breath, and anxiety as more severe than the broader community-based palliative care population in the same city. Most patients died in inpatient hospices (73%). Conclusion: Our analysis provides an in-depth picture of an understudied, underserved population requiring palliative care. Given the higher symptom severity experienced by participants, our analysis highlights the importance of person-centered palliative care. We suggest that socioeconomic inequity should be considered in patients with life-limiting illnesses. Further research is needed to explore palliative care delivery to those facing socioeconomic inequity. 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 Describing the Characteristics and Symptom Profile of a Group of Urban Patients Experiencing Socioeconomic Inequity and Receiving Palliative Care: A descriptive exploratory analysis Subject The topic of the resource Indigenous peoples--Health and hygiene Creator An entity primarily responsible for making the resource Kristen Walker Canada Canada; Alberta Edminton Health Disparities Health Equity Indigenous Communities Socioeconomic Status (SES) Electronic Resource View Source <a href="https://search.worldcat.org/title/10342023764?oclcNum=10342023764">https://search.worldcat.org/title/10342023764?oclcNum=10342023764</a> Document Type Journal article Author(s) Katherine Sievert, Mark Lawrence, Christine Parker, Phillip Baker Journal Name One Earth Publication Date 2024 Region Brazil; United States; Australia Tags Food Safety, Food Production Language English Access Open Access Abstract Global corporate-industrial meat production is associated with harms to social, animal, and planetary health. Although national policy discussions are lacking, some studies suggest addressing these harms through taxation and supply chain standards. However, these proposals overlook the potential role of corporate power in creating and perpetuating these harms. Our study addresses this gap by examining how political, economic, and structural features of food systems enable the meat industry to externalize costs of production and perpetuate ecological and social harms. Here, we analyze three case studies from different stages of global supply chains, revealing a highly concentrated meat industry, close industry-government ties, reduced regulatory oversight, and entrenched cultural norms about meat’s significance to food security. It calls for policy responses that address the economic and political power of the meat industry and the enabling of social and ecological externalities. Finally, it recommends adoption of a whole-of-food system approach to addressing unaccountable industry power. 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 How Power in Corporate-industrial Meat Supply Chains Enables Negative Externalities: Three case studies from Brazil, the US, and Australia Subject The topic of the resource Public health Creator An entity primarily responsible for making the resource Kristen Walker Brazil; United States; Australia Food Production Food Safety https://icmglt.org/library/files/original/6d16a9057455c68bfb1c815b83943eb3.png a7a494b5147d2937a59b16b49cca701c Electronic Resource View Source <a href="https://doi.org/10.1080/20581831.2024.2373660">https://doi.org/10.1080/20581831.2024.2373660</a> Document Type Journal article Author(s) Joel Veldkamp Volume Vol. 9 Issue No. 2 Publisher Taylor & Francis Journal Name Contemporary Levant Publication Date 2024 Region Aleppo, Syria Language English Access Open Access Abstract In the Middle East, as elsewhere, the protracted transition from empire to nation-state was accompanied by a brutal tide of ethnoreligious homogenisation. One of the more dramatic examples was the destruction of the Arab world’s millennia-old Jewish communities. While this destruction is often discussed only in reference to the creation of the State of Israel, this article proposes a complementary model for understanding it, a model predicated on these Jews’ status as ordinary, not exceptional, inhabitants of the Ottoman world, and the disruption caused by the end of the Ottoman empire and its replacement with European colonial rule. Using interwar Aleppo as a case study, this article demonstrates how the end of the Ottoman system of religious communities led to an extended period of dysfunction for Aleppo’s Jewish communal institutions. Under the French Mandate, this dysfunction left Aleppo’s Jews unable to contend with a succession of crises, including a three-way competition for the community’s loyalty between French administrators, Arab nationalists and the Zionist movement. This dysfunction set the stage for the community’s terminal crisis – the 1947 pogroms. 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 So That We Can Safeguard Your Lives': the Jews of Aleppo between colonialism, nationalism, and Zionism, 1918–1946 Subject The topic of the resource Jews--Zionism Creator An entity primarily responsible for making the resource Kristen Walker Aleppo Colonialism Jewish Identity Jews Syria Zionism https://icmglt.org/library/files/original/c2b25e8d16660f87a0baf63c48324364.png 87f19a47749304f7ab84fdbfceecbac7 Electronic Resource View Source <a href="https://doi.org/10.1177/10778012241263102">https://doi.org/10.1177/10778012241263102</a> Document Type Journal article Author(s) Mandy McKenzie, Cathy Humphreys, Laura Tarzia Volume Vol. 31 Issue No. 10 Publisher Sage Journals Journal Name Violence Against Women Publication Date 2025 Region Australia Language English Access Open Access Abstract A partner's reproductive coercion and abuse (RCA) can significantly undermine women's physical health and psychological wellbeing. Yet little research has explored how RCA affects experiences of mothering and relationships with children. Based on an analysis of interviews with 30 Australian mothers, we found that RCA affected mothering in complex ways. Many struggled with feeling detached, resentful, and guilty toward their children, while some found mothering an emotionally and morally restorative experience after the RCA. All felt compelled to conceal their abuse from their children and others. The findings have implications for how healthcare practitioners can support mothers in the aftermath of RCA. 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 Mothering in the Aftermath of Reproductive Coercion and Abuse Subject The topic of the resource Mentally ill mothers Creator An entity primarily responsible for making the resource Kristen Walker Abuse Australia Mental Health Mothers Psychology Reproductive Coercion Reproductive Rights Sexual Violence Wellbeing Women’s Rights 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 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/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/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/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