The theme of the 2022 USI Graduate Student Colloquium is Existing Paths and New Directions. Participants are welcome to discuss the current state of their work, or the new directions they are pursuing. Presentations can include panel discussions, performances, papers, and posters. Participants may present their contributions in-person or virtually (live or pre-recorded options available).

According to its Mission, USI prepare[s] our students to lead and make positive contributions to our state, their communities, and to be lifetime learners in a diverse a global society. The 2022 Graduate Student Colloquium is designed to provide USI current and former graduate students with the opportunity to share their positive contributions with our community.

Recent Submissions

  • The Impact of Socioeconomic Status on Youth Sport Participation Levels

    Goudreau, Josiah
    According to Cairney et al. (2015), participating in organized sport and physical activities has the potential to offer children numerous health and social benefits. Because of the importance of sport participation, it is vital to understand what impacts sport participation levels. The purpose of this case study is to measure the impact of socioeconomic status on sport participation levels of children and adolescents. Previous research has indicated that socioeconomic status (SES) influences sport participation levels among children and adolescents. Research indicates that children from families with a higher SES are more active in sports than children from families with a lower SES (Rittsteiger et al., 2021). The case study utilized a survey to measure the impact of SES on sport participation levels on youth. The survey was distributed via a youth sports organization director in a midwestern city in the United States, with 10 surveys being collected from parents with children. The results indicate that children with a higher socioeconomic status had higher rates of sport participation. Strategies should be developed by the community to promote and facilitate the sport participation of children and adolescents with a low socioeconomic status. Due to the limited scope of the study, more research should be done to understand the impact of socioeconomic status on youth sport participation in a broader region.
  • Aging in Place

    Sleziak, Sarah; Wilson, Kasie; Jackson, Kassidy
    This presentation analyzes the topic of aging in place in the United States and investigates the role occupational therapy currently plays in its execution as well as demonstrates future opportunities for further impact. The presentation defines aging in place as well as its key terms and presents on challenges and barriers facing older adults attempting to age in place in society today. Through review of current literature, this presentation provides examples of current occupations older adults need and want to perform while aging in place and possible occupational therapy interventions that can promote successful performance of those occupations. Additionally, this presentation discusses the use of smart home technology in aging in place, provides examples of said technology, and examines older adult’s perceptions regarding perceived benefits versus concerns. The presentation seeks to provide increased awareness to the general public about the geriatric population’s needs during the process of aging as well as provide knowledge and resources to the geriatric population to ensure older adults understand what aging in place truly means and the consequences related to that decision.
  • Sensory Interventions for Children with PTSD

    Barczewski, Danielle; Cardwell, Madison; Martin, Brynne; Salmon, Sam
    A presentation was done to inform students and future occupational therapy practitioners on the importance of sensory interventions for children who are diagnosed with Post Traumatic Stress Disorder (PTSD). Childhood trauma can be attributed to many different forms of child abuse. There are various types of trauma that children experience that can lead to PTSD. These include developmental or complex trauma, emotional, physical, sexual abuse, neglect, abandonment, and accidental injury or trauma. Neurobiological changes occur in individuals that present with PTSD, these neurobiological changes effect development in children. Changes typically occur in the; hippocampus, corpus callosum, cerebrum, and the amygdala. These changes effect sensory mechanisms in children, sensory intervention can be utilized in the treatment of PTSD in children. Various sensory interventions that promote function in children with PTSD include creating a sensory diet, providing eye movement interventions, and including proprioceptive and vestibular activities during occupational therapy interventions. Cognitive behavior therapy (CBT) is important to include when providing interventions for children with PTSD.  CBT helps change behavior by providing talk therapy and ways to one’s change behavior. Overall PTSD is a prominent issue that is important to address in occupational therapy. 
  • Postpartum Mental Health

    Altmeyer, Sydney; Cullison, Faith; Smith, Hayley
    The objective of this presentation is to discuss physical and social factors that affect postpartum mental health. An additional focus of this presentation is to discuss the considerations of occupational therapy, as well as present potential treatments that could benefit the mental health of postpartum mothers. Occupational therapy practitioners are trained in addressing occupational performance challenges that arise in early motherhood, including self-care needs, parenting roles/family dynamics, establishing routines, and developing coping strategies. The field of occupational therapy is currently underutilized in postpartum health. The findings of this research project advocate for addressing postpartum mental health and the value occupational therapy services could pose to postpartum mothers.
  • Occupational Therapy in Sports Medicine: Biomechanical, Psychological, and the Athlete's Role

    Michael-Butler, Elizabeth; Benedict, Lily; Kriegshauser, Carolyn
    This research examines Occupational Therapy in Sports Medicine; specifically looking at the aspects of biomechanical, psychological, and the athlete's role. Occupational therapists are qualified clinicians who are able to assess sports related injuries, research preventative measures and interventions, and provide a proper rehabilitation plan which may incorporate the Biomechanical approach as this approach relates to the relationship between musculoskeletal function and how the body is designed for and used in the performance of daily occupations. Regarding the psychological aspect, there is a stigma placed on athletes in that they are seen as weak when seeking help for their mental well-being and occupational therapists are able to provide help to those athletes as well as educate the public on athletes’ mental health. Occupational therapists have a unique, holistic approach to identifying life roles; therefore, they have a responsibility to act as an advocate for athletes who are facing identity foreclosure, difficulties with transitions from athlete to other roles, and for those who are facing mental health issues because of the strains of being an athlete. Occupational therapy is a lesser-known profession and even lesser-known in the world of sports medicine. However, occupational therapy can play a large role within sports medicine and the research shows the need for more promotion of occupational therapy in sports medicine.
  • Occupational Therapy and Oncology Care

    Gee, Carlie; Hebner, Madison; Downs, Abigail
    Occupational therapists can play a key role in oncology care by addressing impairments and disabilities along with the psychological impact of cancer on the individual. Impairments and disabilities focused by occupational therapy can include cognitive dysfunction, fatigue and poor endurance, and physical impairments leading to functional deficits. Although physical impairments are important, occupational therapists should be at the forefront of responding to the psychosocial and functional needs of patients with cancer as well. Further research is needed to examine psychosocial interventions that are used for individuals with cancer in occupational therapy. Occupational therapy is also underutilized in cancer treatment due to a variety of reasons including but not limited to lack of awareness, lack of physician referral, lower education levels of patients, lack of evidence-based practice, and lack of resources.
  • Virtual Reality in Occupational Therapy: Therapeutic Process & Education

    Riley, Madison; Solorza, Emily
    Virtual reality (VR) allows users to explore and manipulate a computer-generated environment, interacting via multiple sensory modalities visually, auditorily, and/or haptically (Saxena et al., 2016; Pandey & Vaughn, 2021). In the occupational therapy (OT) process, virtual reality is an emerging tool -an emerging practice for rehabilitation to provide a safe, controlled, and consistent environment for patients and safe, guided, and collaborative education for practitioners. With evidence stimming from experiential learning and ecological models (EHP, PEO, PEOP, CMOP-E), VR plays a role in emerging occupational therapy assessments, interventions, and education. This presentation dives into each of these areas as pertains to selected focus areas of upper extremity rehab, activities of daily living (ADLs), and therapist education.
  • A Pedagogy of Collaboration in the DC/DE Classroom

    Hall, Taylor
    There are three approaches to teaching rhetoric that James Berlin and others in the field have written about extensively. The three types are current traditionalist, expressivist, and social epistemic. This paper consists of two major components. The first of which examines the differences in three different approaches to teaching rhetoric at the post-secondary level. The paper specifically advocates for adopting a social epistemic pedagogical approach to teaching rhetoric when designing a first-year composition course that utilizes frequent low stakes writing assignments and peer review for high stakes assignments rather than a current traditionalist or expressivist approach. The paper aims to look at what efforts can be made through pedagogical approaches to build a community in the classroom. A social epistemic approach to rhetoric focuses on how writing improves through a community effort. In conjunction with the social epistemic approach, the paper also examines social constructivist educational pedagogy. The paper explores ideas presented by Nancy Sommers, Peter Elbow, and Lev Vygotsky. The paper also examines other studies conducted on peer review for higher-stakes assignments. To create a meaningful peer review experience for students, a variation of Sommers's "dear reader letter" was created to help students consider what kind of feedback they want from their reviewer. There is also a reviewer checklist to help assist the peer reviewer during the review process. In connection with the rhetorical pedagogy, the paper also features a syllabus that can be modified for use at the post-secondary level to show what the low stakes writing assignments and peer review process would look like if implemented.
  • Conformity to Gender Norms

    Sullivan, Daniel
    Gender roles and gender ideology can reflect attitudes that society have placed on what it may mean to be masculine or feminine. The sport industry has been characterized to more closely adopt a conventional masculine approach. In this construct, female athletes, as well as male, can be faced with challenges while attempting to navigate conventional gender norms. The purpose of this research case study is to evaluate whether athletes that identify as either female or male differ from their student peers regarding conformity to feminine and masculine gender norms. Twenty-eight student-athletes from a Midwest National Association of Intercollegiate Athletics (NAIA) college responded to a four-point Likert type scale survey on gender norms; of which, sixteen identified as male and twelve identified as female. Results indicated from a calculated mean perspective both male and female athlete identifiers rated similar from a conventional masculine perspective in terms of questions associated with winning and differed the most from a conventional feminine perspective in terms of questions associated with body image / thinness. Interestingly, this cohort of male identifiers responded higher in terms of the importance associated with romantic relationships (a conventional feminine norm), while the female identifiers responded higher in terms of self-reliance (a conventional masculine norm). A limitation of this study is that all participants identified as student-athletes and none as studentonly, therefore all comparisons are made between male and female identified athletes.
  • Adverse Childhood Experiences and Life Effects

    Tyler, Katie; Wagler, Makayla; Weishaar, Bailey; Salm, Karissa
    Our group researched the impact of adverse childhood experiences on life effects. Research shows adverse childhood experiences may lead to social, emotional, and cognitive impairment; adoption of health-risk behaviors; disease, disability, and social problems; and early death. Our research primarily focused on risk behaviors/ substance use, mental health, life opportunities, and intergenerational impact and relationships.
  • Feeding Techniques in the NICU

    Grierson, Madison; Mckinley, Ashley; Cramer, Abby; Antey, Sarah
    Providing adequate nutritional support in the Neonatal Intensive Care Unit (NICU) is highly important for developing infants. NICU feeding includings a variety of areas such as lactation, tube feeding, and differing strategies such as cue-based and volume-driven feeding. This presentation dives further into the differing strategies with an emphasis on the benefits and drawbacks. The research showed an increased move to cue-based feeding due to increased benefits for the infants. Cue based feeding shows an increase in positive experiences for the infant with an increased client-centered approach .
  • Interventions for Alzheimers

    List, Joanna; Lucas, Olivia; McGee, Kaitlyn; Vitaniemi, Tori
    Alzheimer’s disease is defined as a progressive disorder that primarily affects memory, cognition, and behavior. Occupational therapy interventions for individuals with Alzheimer’s disease can focus on cognition, physical exercise, and occupation-based training. Cognitive training improves functional independence, orientation, and concentration as well as decrease anxiety and maladaptive behaviors associated with Alzheimer’s disease. Physical exercise enhances memory, mood, behavior, cognition, balance, strength, and mobility in individuals with Alzheimer’s disease, all of which contribute to occupational performance. Practicing and performing occupations with occasional environmental modifications helps decrease depression, loneliness, and agitation and improve overall quality of life. Occupational therapists are essential members of care teams for individuals with Alzheimer’s disease. References Alzheimer’s Association (2021). What is Alzheimer’s disease? https://www.alz.org/alzheimers-dementia/what-is-alzheimers Arcoverde, C., Deslandes, A., Moraes, H., Almeida, C., de Araujo, N. B., Vasques, P. E., Silveira, H., & Laks, J. (2014). Treadmill training as an augmentation treatment for Alzheimer’s disease: A pilot randomized controlled study. Arquivos de Neuro-Psiquitria, 72(3), 190-196. https://doi.org/10.1590/0004-282X20130231 Ávila, A., De, R. I., Torres, G., Vizcaíno, M., Peralbo, M., & Durán, M. (2018). Promoting functional independence in people with Alzheimer’s disease: Outcomes of a home‐based occupational therapy intervention in Spain. Health & Social Care in the Community, 26(5), 734–743. https://doi.org/10.1111/hsc.12594  Cass, S. P. (2017). Alzheimer’s disease and exercise: A literature review. Current Sports Medicine Reports, 16(1), 19-22. doi: 10.1249/JSR.0000000000000332 Farina, E., Mantovani, F., Fioravanti, R., Rotella, G., Villanelli, F., Imbornone, E., & Postiglione, A. (2006). Efficacy of recreational and occupational activities associated to psychologic support in mild to moderate Alzheimer disease: A multicenter controlled study. Alzheimer Disease and Associated Disorders, 20, 275–282. https://doi.org/10.1097/01.wad.0000213846.66742.90 Fisher, A. G. (2013). Occupation-centered, occupation-based, occupation-focused: Same, same or different? Scandinavian Journal of Occupational Therapy, 20, 162-173. Fitzsimmons, S., & Buettner, L. L. (2003). A therapeutic cooking program for older adults with dementia: Effects on agitation and apathy. American Journal of Recreation Therapy, 2, 23–33. Gallego, Q., Alexey, E., Clara, R. M., Lina, G., Reyes, A., & Llanos, D. O. (2011). Effects of hatha-yoga program on a small group with Alzheimer’s disease. Yoga & Physical Therapy, 1(3), 1-5. http://dx.doi.org/10.4172/2157-7595.1000104 Graff, M. J., Vernooij-Dassen, M. J., Thijssen, M., Dekker, J., Hoefnagels, W. H., & Rikkert, M. G. (2006). Community based occupational therapy for patients with dementia and their caregivers: Randomized controlled trial. BMJ, 333, 1196–1201.doi:10.1136/bmj.39001.688843.BE Graff, M. J. L., Vernooij-Dassen, M. J. M., Thijssen, M., Dekker, J., Hoefnagels, W. H. L., & OldeRikkert, M. G. M. (2007). Effects of community occupational therapy on quality of life, mood, and health status in dementia patients and their caregivers: A randomized controlled trial. The Journals of Gerontology, 62(9), 1002–1009. https://doi.org/10.1093/gerona/62.9.1002 James, A. B. (2019). Activities of daily living and instrumental activities of daily living. In B. A. Boyt Schell & G. Gillen (Eds.), Willard and Spackman’s Occupational Therapy (13th ed., pp. 482-497). Wolters Kluwer. Jensen, L. E., & Padilla, R. (2011). Effectiveness of interventions to prevent falls in people with Alzheimer’s disease and related dementias. American Journal of Occupational Therapy, 65(5), 532-540. https://doi.org/10.5014/ajot.2011.002626 Kolanowski, A. M., Buettner, L., Costa, P. T., Jr., & Litaker, M. S. (2001). Capturing interests: Therapeutic recreation activities for persons with dementia. Therapeutic Recreation Journal, 35, 220–235. Letts, L., Edwards, M., Berenyi, J., Moros, K., O’Neill, C., O’Toole, C., & McGrath, C. (2011). Using occupations to improve quality of life, health and wellness, and client and caregiver satisfaction for people with Alzheimer’s disease and related dementias. American Journal of Occupational Therapy, 65(5), 497–504. https://doi.org/10.5014/ajot.2011.002584 Lin, L.-C., Huang, Y.-J., Watson, R., Wu, S.-C., & Lee, Y.-C. (2011). Using a Montessori method to increase eating ability for institutionalised residents with dementia: A crossover design. Journal of Clinical Nursing, 20, 3092–3101. https://doi.org/10.1111/j.1365-2702.2011.03858.x Padilla, R. (2011). Effectiveness of interventions designed to modify the activity demands of the occupations of self-care and leisure for people with Alzheimer’s disease and related dementias. American Journal of Occupational Therapy, 65(5), 523–531. https://doi.org/10.5014/ajot.2011.002618 Passmore, T., Lindenmeier, D., Tapps, T., & Gibson, H. (2007). Impact of participation in community-based recreation programs on reported loneliness and feelings of usefulness of individuals diagnosed with early stage Alzheimer’s disease. American Journal of Recreation Therapy, 6, 27–39. Rolland, Y., Pillard, F., Klapouszczak, A., Reynish, E., Thomas, D., Andrieu, S., Rivière, D., & Vellas, B. (2007). Exercise program for nursing home residents with Alzheimer’s disease: A 1-year randomized, control trial. Journal of the American Geriatrics Society, 55(2), 158-165. https://doi.org/10.1111/j.1532-5415.2007.01035.x Schmidt, H. L., Garcia, A., Izquierdo, I., Mello-Carpes, P. B., & Carpes, F. P. (2019). Strength training and running elicit different neuroprotective outcomes in a β-amyloid peptide-mediated Alzheimer’s disease model. Physiology & Behavior, 206, 206-212. https://doi.org/10.1016/j.physbeh.2019.04.012 Smallfield, S., & Heckenlaible, C. (2017). Effectiveness of occupational therapy interventions to enhance occupational performance for adults with alzheimer's disease and related major neurocognitive disorders: A systematic review. American Journal of Occupational Therapy, 71(5). https://doi.org/10.5014/ajot.2017.024752 Sobol, N. A., Hoffman, K., Frederiksen, K. S., Vogel, A., Vestergaard, K., Brændgaard, H., Gottrup, H., Lolk, A., Wermuth, L., Jakobsen, S., Laugesen, L., Gergelyffy, R., Høgh, P., Bjerregaard, E., Siersma, V., Andersen, B. B., Johannsen, P., Waldemar, G.,…, & Beyer, N. (2016). Effect of aerobic exercise on physical performance in patients with Alzheimer’s disease. Alzheimer’s & Dementia, 12(12), 1207-1215. https://doi.org/10.1016/j.jalz.2016.05.004 Trindade, P. G., Santos, R. L., Lacerda, I. B., Johannessen, A., & Dourado, M. C. N. (2019). Awareness of disease in Alzheimer’s disease: What do patients realize about their own condition? Aging & Mental Health, 23(10), 1292–1299. https://doi.org/10.1080/13607863.2018.1488945 Spector, A., Thorgrimsen, L., Woods, B., Royan, L., Davies, S., & Butterworth, M. (2003). Efficacy of an evidence-based cognitive stimulation therapy program for people with dementia. British Journal of Psychiatry, 183, 248–254. doi: 10.1192/bjp.183.3.248 Van der Ploeg, E. S., Eppingstall, B., Camp, C. J., Runci, S. J., Taffe, J., & O’Connor, D. W. (2013). A randomized crossover trial to study the effect of personalized, one-to-one interaction using Montessori-based activities on agitation, affect, and engagement in nursing home residents with dementia. International Psychogeriatrics, 25, 565–575. https://doi.org/10.1017/S1041610212002128 Van Tilborg, I. A. D. A., Kessels, R. P. C., & Hulstijn, W. (2011). How should we teach everyday skills in dementia? A controlled study comparing implicit and explicit training methods. Clinical Rehabilitation, 25, 638–648. https://doi.org/10.1177/0269215510396738 Verrier-Piersol, C., Jensen, L., Lieberman, D., & Arbesman, M. (2018). Occupational therapy interventions for people with Alzheimer’s disease. American Journal of Occupational Therapy, 72, 1-6. https://doi.org/10.5014/ajot.2018.721001 Yamaguchi, H., Maki, Y., & Takahashi, K. (2011). Rehabilitation for dementia using enjoyable video-sports games. International Psychogeriatrics, 23, 674–676. https://doi.org/10.1017/S1041610210001912 Young, S. N. (2008). The neurobiology of human social behaviour: An important but neglected topic. Journal of Psychiatry & Neuroscience, 33(5), 391–392. Yu, F., Nelson, N. W., Savik, K., Wyman, J. 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  • Data-Driven Decision-Making: Rural Public High School Teachers' Perceptions of Data-Driven Instruction

    Hasenour-Bolling, Amber
    Research is well-established in urban school districts regarding teachers’ engagement in and perceptions of data-driven instruction.  However, little research has been conducted on teachers’ perceptions of using data to inform instruction in rural school districts.  Thus, this quantitative study examined rural public high school teachers’ perceptions of data-driven instruction in Indiana in terms of what types of data they use to support instruction, their attitudes toward data use, their competence in using data to drive instruction, and support systems that help or hinder their ability to effectively participate in data-driven instruction.  Additionally, this study examined possible relationships among demographic variables of rural public high school teachers and their corresponding perceptions of data-driven instruction. 
  • The Accuracy of EdReady English as a Placement Tool at a Midwestern Community College

    Jefferson, Andrea
    Hailed as paragons of opportunity, community colleges have transformed the landscape of higher education with their affordability and open admissions policies. Before many students can enroll in college-level courses at their local college, they must first take a placement test.  The results of these tests can relegate students to non-credit, remedial courses that do not count toward their degree.  The accuracy and equity of such tests is paramount to upholding the open access policies of community colleges. This paper explores the use of a new placement test, EdReady English, at a campus of a Large Midwestern Community College to determine how effectively it functions to place students into their first credit-bearing English course.
  • Does GPA accurately measure student achievement based off college graduation rates?

    Mashiana, Hashmat
    There has been an ongoing emphasis on utilizing standards and assessments to dictate college readiness. The purpose of this study is to explore some of the different variables that influence college success from GPA. The study seeks to answer the research question, Does high school GPA accurately measure student achievement based off college graduation rates? The goal is to analyze the demographics of high school graduates and determine whether there is an influence on GPA and college graduates.  
  • Assessing the Place of African American Vernacular English as a Dialect: Meriting Inclusion in the TESOL Classroom

    Wright, Jordan
    Previous literature has opened discussion as to whether African American Vernacular English (AAVE) is a valid dialect that should be included in formal English education, namely, in TESOL classrooms. This literature review was conducted in order to demonstrate the value of African American Vernacular English (AAVE) as a component of American English and culture. This review will outline multiple studies and a variety of research that supports the validity of AAVE as both a dialect and a necessary complement of Standard American English. There are multiple elements that serve as crucial pieces in this review.  First, research will examine the racialization of AAVE and its history to support its validity and value as a dialect and cultural component of American English. It will also outline the connection between linguistic prescriptivism and language-based racism that permeate American language, culture, and society. Next, it will outline how AAVE affects and complements Standard American English (SAE) through several studies like Danika Johnson’s (2013) study on the impact of AAVE on ELL student writing. This section also looks at the linguistic elements that separate AAVE as a unique component of SAE, rather than a completely isolated dialect. Finally, this review will examine the benefits of including AAVE as part of the TESOL curriculum and how it could be implemented effectively in a TESOL classroom (Kubota and Lin, 2006). As the political culture and climate of the United States continues to change, cultural and linguistic practices represent a major part of the path toward inclusion. The existing path includes linguistic bias and does not recognize AAVE as a crucial part of American language and culture. To reframe the new direction of American English language teaching and learning, this unique dialect should be included on that path.
  • Hawiyah, A Milestone Project: Maintaining Arabic as a Heritage Language in the USA, Flipping CELTA as a Teaching Approach

    Elrefaey, Azza
    Even though Arabic is the seventh-most frequently spoken language in the United States, it has been unsuccessful in gaining Heritage status since its Americanization process in the late 60s (Naff, 1983, Bale, 2010). Moreover, there has been no systematic approach to teaching Arabic at the institutional and communal levels. For decades, learning Arabic in weekend schools was primarily based on the Grammar-Translation method with little success in raising proficiency levels of spoken Arabic. This presentation outlines my project, The Hawiyah (Identity) Milestone Project, which addresses the need for a research-based approach to Arabic as a second language, the pedagogical challenges, the mobilization of Arabic educators and communities, and the raising of Arabic to the status of a Heritage Language in the United States. This research shows that a combination of CELTA and the Flipped Classroom model not only increases language proficiency and cultural understanding, but it supports the development of Arabic as a Heritage Language in the United States.
  • Thinking for a Change (T4C) in Community Corrections, a Program Evaluation: Does Aftercare Reduce Recidivism Rates Further for Criminal Justice Clients?

    Burke, Jennifer
      Bullying is not a new problem, it has been documented in various books, newspapers, and stories for hundreds of years.  The systematic study of bullying, however, is a more recent phenomenon which has taken place since the late 1970’s.  Even more recent, is the adapted definition of bullying and a fervor for anti-bullying programming in schools, due to political and social pressure rising from increased mass shootings and violence in schools.  The first federal definition of bullying was released in 2014 from the Centers for Disease Control and Department of Education which includes three core elements: unwanted aggressive behavior, observed or perceived imbalance of power, and repetition or high likelihood of repetition of bullying behaviors. Recent research indicates that there are long-term effects on the victims of bullying including depression, suicidal ideation, eating disorders, drug use, and delinquency, as well as a high risk of adult offending for those who perpetrate bullying (DeCamp et al. 2014).  What appears to be known at this time, is that “zero tolerance” and expulsion of bullies is not effective.  There does not appear to be one simple solution, however, it does appear that the most effective approaches for prevention have involved the entire school community – students, teachers, administrators, and parents in building relationships and a safe school culture. In following the whole school approach with regards to prevention, it seems that a similar approach would be effective in implementing an intervention program.  Utilizing a restorative justice model for intervention would bring together the bully, the victim, the family, the school, and any partners, in a non-adversarial process to promote accountability, problem-solving, and harm reduction.  This model would bring together the entire school community while addressing the needs of the bully, the victim, and the school in an open, safe, and secure environment.
  • Student Perceptions of Medical Educational Modeling in Radiologic Technology Education

    Schmuck, Heather
    Medical educational modeling (MEM) is a widely used pedagogical practice in the education and training of healthcare professions. MEM is the use of peers within the same cohort as simulated patients for examinations involving physical contact between the pre-healthcare provider student and patient in order to demonstrate and hone skills that will be necessary for professional practice. While this pedagogical practice has been studied in other fields, its use within the imaging sciences discipline has not been readily reviewed. The purpose of this study was to examine student perceptions of MEM within their professional program training. Results indicate that participants in the study had an overall positive perception among the various roles associated with MEM in the imaging sciences discipline. Discussion and implications for practice detailed within the study may provide greater understanding and sensitivity to the design of pedagogical practice in the training and education of future imaging science professionals.

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