scholarly journals Use of Falun Gong to Address Traumatic Stress among Marginalized Clients

2020 ◽  
Author(s):  
Margaret Trey ◽  
Cirecie West-Olatunji
Keyword(s):  
Traumatic Stress ◽  
Historical Trauma ◽  
Future Research ◽  
Falun Gong ◽  
Marginalized Communities ◽  
Health Service Providers ◽  
Culturally Sensitive Interventions ◽  
Professional Development Training ◽  
Service Training ◽  
Culture Centered

Although mental health service providers have focused on the effects of trauma and related interventions for decades, little is known about pervasive and historic trauma, particularly for socially marginalized individuals. Thus, clinical issues associated with sociopolitical oppression have been under-investigated. Coupled with the lack of sufficient cultural competence when working with diverse clients, mainstream clinicians frequently lack adequate case conceptualization skills and culturally sensitive interventions to assist clients from diverse backgrounds. Using traumatic stress as a framework for exploring evidence-based interventions to address long-term, pervasive marginalization and its psychological effects, the authors propose that mindfulness techniques are particularly beneficial to this client population. The authors reviewed culture-centered interventions to address traumatic stress for marginalized client populations, focusing on the mindfulness practice of Falun Gong. Recommendations for practice include the inclusion of traumatic stress theory and techniques in pre-service training, professional development training for practitioners focusing on mindfulness techniques with clients assessed with historical trauma, and Web-based training for clinical faculty to enhance their knowledge about traumatic stress, historical trauma, and associated interventions for clients from marginalized communities. The authors offer recommendations for future research that focuses on studies exploring the usefulness of Falun Gong in working with clients with traumatic stress.

Addressing Traumatic Stress Among Native American Youth: A Focus on Historical Trauma and Healing

2009 ◽  
Author(s):  
Jessica Goodkind ◽  
Beverly Gorman ◽  
Julia Hess ◽  
Marianna LaNoue ◽  
Lance Freeland ◽  
...  
Keyword(s):  
Native American ◽  
Traumatic Stress ◽  
Historical Trauma ◽  
Native American Youth

Investigating Race-related Stress, Burnout, and Secondary Traumatic Stress for Black Mental Health Therapists

2021 ◽  
pp. 009579842110339
Author(s):  
E Mackenzie Shell ◽  
Daniel Teodorescu ◽  
Lauren D. Williams
Keyword(s):  
Mental Health ◽  
Traumatic Stress ◽  
Secondary Traumatic Stress ◽  
Demographic Variables ◽  
Future Research ◽  
Mental Health Therapists ◽  
Quality Of Life Scale ◽  
Related Stress ◽  
Race Related Stress ◽  
Black Mental Health

The present study examines the relationships among burnout, secondary traumatic stress (STS), and race-related stress among a national sample of 250 Black mental health therapists (counselors, social workers, psychologists, and marriage and family therapists). We investigated the predictive nature of the three subscales (Individual Racism, Cultural Racism, and Institutional Racism) of the Index of Race-Related Stress–Brief Version (IRRS-B) and selected demographic variables on therapists’ reports of burnout and STS assessed on the Professional Quality of Life Scale–Version 5 (ProQOL-5). All three forms of race-related stress significantly predicted both burnout and STS for Black mental health therapists. Of the demographic variables, hours worked per week significantly predicted burnout and STS. Additionally, highest degree obtained significantly predicted STS for Black mental health therapists. The utility of these findings in understanding the connections among race-related stress, burnout, and STS are discussed as well as directions for future research.

scholarly journals Treatment of adult post-traumatic stress disorder using a future-oriented writing therapy approach

2009 ◽  
Vol 2 (4) ◽  
pp. 243-255 ◽  
Author(s):  
Reginald D. V. Nixon ◽  
Leonard W. Kling
Keyword(s):  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Expressive Writing ◽  
Stress Disorder ◽  
Post Treatment ◽  
Future Research ◽  
Post Traumatic Stress ◽  
Post Traumatic ◽  
Ptsd Severity

AbstractThe aim of this pilot study was to test whether a future-oriented expressive writing intervention is able to reduce post-traumatic stress disorder (PTSD) severity and associated symptoms such as depression and unhelpful trauma-related beliefs. In an uncontrolled pre-/ post-design participants attended 8 weeks of manualized therapy. Assessment was undertaken pre- and post-treatment, and participants also completed a 3-month follow-up assessment. Of the 17 participants who began therapy, 13 were treatment completers. Results indicated a significant decrease in PTSD severity, depression and unhelpful trauma-related cognitions from pre- to post-treatment and at 3-month follow-up. Clinically meaningful change was more modest; however, three participants reported PTSD remission at 3-month follow-up. It is concluded that expressive writing with a focus on achieving future goals and personal change may have some utility in reducing post-traumatic stress but future research will need to investigate this with greater methodological rigour before firm conclusions can be made.

scholarly journals Why Are Native Hawaiians Underrepresented in Hawai‘i's Older Adult Population? Exploring Social and Behavioral Factors of Longevity

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Lana Sue Ka‘opua ◽  
Kathryn L. Braun ◽  
Colette V. Browne ◽  
Noreen Mokuau ◽  
Chai-Bin Park
Keyword(s):  
Older Adult ◽  
Native Hawaiian ◽  
Adult Population ◽  
Historical Trauma ◽  
Health Indicators ◽  
Native Hawaiians ◽  
Future Research ◽  
Behavioral Factors ◽  
Poverty Level ◽  
Older Adult Population

Native Hawaiians comprise 24.3% of Hawai‘i's population, but only 12.6% of the state's older adults. Few published studies have compared health indicators across ethnicities for the state's older adult population or focused on disparities of Native Hawaiian elders. The current study examines data from two state surveillance programs, with attention to cause of death and social-behavioral factors relevant to elders. Findings reveal that Native Hawaiians have the largest years of productive life lost and the lowest life expectancy, when compared to the state's other major ethnic groups. Heart disease and cancer are leading causes of premature mortality. Native Hawaiian elders are more likely to report behavioral health risks such as smoking and obesity, live within/below 100–199% of the poverty level, and find cost a barrier to seeking care. Indicated is the need for affordable care across the lifespan and health services continuum. Future research might explain behavioral factors as influenced by social determinants, including historical trauma on Native Hawaiian longevity.

scholarly journals The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

2010 ◽  
Vol 3 (10) ◽  
pp. 27 ◽  
Author(s):  
Stuart Woodcock ◽  
Wilma Vialle
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Special Needs ◽  
Learning Disability ◽  
Instructional Strategies ◽  
General Education Teachers ◽  
Future Research ◽  
Students With Special Needs ◽  
Mainstream Classrooms ◽  
Service Training

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

scholarly journals BODIES DON'T JUST TELL STORIES, THEY TELL HISTORIES

2011 ◽  
Vol 8 (1) ◽  
pp. 179-189 ◽  
Author(s):  
Karina L. Walters ◽  
Selina A. Mohammed ◽  
Teresa Evans-Campbell ◽  
Ramona E. Beltrán ◽  
David H. Chae ◽  
...  
Keyword(s):  
Native American ◽  
Traumatic Events ◽  
Historical Trauma ◽  
Health Inequities ◽  
Future Research ◽  
Related Factors ◽  
Native Communities ◽  
Historical Processes ◽  
Etiological Agents ◽  
The Impact

AbstractIncreasingly, understanding how the role of historical events and context affect present-day health inequities has become a dominant narrative among Native American communities. Historical trauma, which consists of traumatic events targeting a community (e.g., forced relocation) that cause catastrophic upheaval, has been posited by Native communities and some researchers to have pernicious effects that persist across generations through a myriad of mechanisms from biological to behavioral. Consistent with contemporary societal determinants of health approaches, the impact of historical trauma calls upon researchers to explicitly examine theoretically and empirically how historical processes and contexts become embodied. Scholarship that theoretically engages how historically traumatic events become embodied and affect the magnitude and distribution of health inequities is clearly needed. However, the scholarship on historical trauma is limited. Some scholars have focused on these events as etiological agents to social and psychological distress; others have focused on events as an outcome (e.g., historical trauma response); others still have focused on these events as mechanisms or pathways by which historical trauma is transmitted; and others have focused on historical trauma-related factors (e.g., collective loss) that interact with proximal stressors. These varied conceptualizations of historical trauma have hindered the ability to cogently theorize it and its impact on Native health. The purpose of this article is to explicate the link between historical trauma and the concept of embodiment. After an interdisciplinary review of the “state of the discipline,” we utilize ecosocial theory and the indigenist stress-coping model to argue that contemporary physical health reflects, in part, the embodiment of historical trauma. Future research directions are discussed.

Prevalence and Mediating Factors of Post-Traumatic Stress in Professional Fire-Fighters

2005 ◽  
Vol 49 (13) ◽  
pp. 1261-1265
Author(s):  
Allison Watters ◽  
Kevin Hamilton ◽  
J. Patrick Neary ◽  
Gregory Anderson
Keyword(s):  
Traumatic Stress ◽  
Contextual Factors ◽  
Future Research ◽  
Post Traumatic Stress ◽  
Workplace Health ◽  
Fire Fighters ◽  
Daily Work ◽  
Work Related ◽  
Routine Work ◽  
Post Traumatic

Previous studies on Post-Traumatic Stress (PTS) in fire-fighters have typically examined group responses to unusual and traumatic events. In this study, symptoms of PTS were observed in a group of urban Canadian firefighters during routine operations in the context of typical daily work. Participants completed a PTS questionnaire as well as a workplace health questionnaire which assessed environmental and contextual factors in addition to personal health. Elevated levels of PTS were observed in 18.1% of the 105 fire-fighters studied. Those who reported elevated symptoms also reported more concern for financial issues, more worries and more concern about needing physical exercise and support services. These results indicate that emergency response professionals such as fire-fighters can develop elevated levels of PTS in the context of routine work. The findings also suggest that the development of PTS involves a complex relationship between characteristics of stressors, work related variables and other contextual factors specific to the individuals affected. Complex models are needed to account for these types of interactions, particularly in chronically stressful occupational settings. Strategies for mitigating symptoms of PTS are discussed and suggestions for future research are offered

Videos as Tools of Expertise-Based Training (XBT) for the Professional Development of Teachers

2017 ◽  
pp. 255-271
Author(s):  
Hatice Sancar-Tokmak
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Design Theory ◽  
Working Life ◽  
Future Research ◽  
Research Directions ◽  
Use Of Technology ◽  
Professional Development Of Teachers ◽  
Service Training ◽  
Future Research Directions

Teachers are the main foundations of the education system, and their professional development during their working life is vital in ensuring the success of any attempts to change that system. It is for this reason that in-service training is high on the agenda of most countries, although previous studies have shown that teachers are unable to transfer the knowledge they gain through in-service training to in-class activities, as more long-lasting help is required. One way in which teachers can be provided help in this regard is through the use of technology in line with a strong instructional design theory. This chapter aims to address this issue by showing how videos can be used in the professional development of teachers as part of an expertise-based training (XBT) program. The chapter is compiled in seven main parts: 1) Introduction 2) Background 3) Main Focus of the Chapter 5) Solutions and Recommendations 6) Future Research Directions, and finally, 7) Conclusions.

Multicultural Education Professional Development: A Review of the Literature

2019 ◽  
Vol 89 (3) ◽  
pp. 416-458 ◽  
Author(s):  
Hillary Parkhouse ◽  
Chu Yi Lu ◽  
Virginia R. Massaro
Keyword(s):  
Professional Development ◽  
Multicultural Education ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Culturally Diverse ◽  
Future Research ◽  
Preparation Programs ◽  
Marginalized Communities ◽  
Diverse Classrooms ◽  
Self Confidence

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

Literature Review of Clergy Resilience and Recommendations for Future Research

2020 ◽  
pp. 009164712096813
Author(s):  
Andrea M. Sielaff ◽  
Kate Rae Davis ◽  
J. Derek McNeil
Keyword(s):  
Literature Review ◽  
Traumatic Stress ◽  
Well Being ◽  
Work Life ◽  
Future Research ◽  
Review Of The Literature ◽  
Practical Applications ◽  
Insight Into ◽  
Professional Ministry

Clergy often experience a call to help others; however, this passion is hard to sustain because of the chronic and traumatic stress that are components of the job. Because of the unique stressors that are part of professional ministry, clergy need targeted support that is systemic as well as individual to practice resilience. This review of the research provides insight into what factors most impact clergy well-being; as congregations, supervisors, and denominations learn more about these factors, they can more effectively create environments in which clergy can be resilient. This review of the literature also illuminates what clergy might do for themselves to create a sustainable work life that supports their growth and thriving in the midst of adversity in ministry. In addition to articulating the specific stressors clergy face, this review resources congregations, clergy, and supervisors with practical applications of resilience research.

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