Keuka College

Journal Article Motivational Interviewing: A Physician and Social Worker Partnership in Rehabilitation Healthcare Get access Sean Silverman, Sean Silverman medical director of Unity Rehabilitation, Rochester Region Health, Rochester, NY, USA Search for other works by this author on: Oxford Academic PubMed Google Scholar Ed Silverman Ed Silverman professor, Social Work, Keuka College, Canandaigua, NY, USA Address correspondence to Ed Silverman, Social Work, Keuka College, 209 Spencer Lane, Canandaigua, NY 14424-1173, USA; email: esilverman5@verizon.net Search for other works by this author on: Oxford Academic PubMed Google Scholar Health & Social Work, hlae021, https://doi.org/10.1093/hsw/hlae021 Published: 26 June 2024 Article history Received: 13 June 2023 Revision received: 13 August 2023 Editorial decision: 14 September 2023 Accepted: 18 September 2023 Published: 26 June 2024

Burnout among our P-12 teachers has been well documented throughout the years. Yet, little research has been conducted into the burnout of higher education professionals in general. Lackritz (2004) found that emotional exhaustion is significantly and positively related to teaching load, grading, office hours, grant money, service time, and number of service activities. This research looks further into the variables that may impact burnout for higher education faculty, specifically in teacher education, seeking to answer the questions: Are teacher educators in NY experiencing stress/burnout? If so, what internal and/or external factors/conditions are contributing to their burnout? And are specific groups of teacher educators more at-risk for developing burnout more so than others. Survey results reveal that teacher educators have a very low to moderate chance of burnout, but experience many of the stressors that can lead to burnout. The findings build on and extend beyond Maslach, Schaufeli and Leiter’s (2001) framework which includes factors of workload, control, reward, community, fairness, and values.

Abstract Date Presented 4/20/2018 Understanding neurological processing differences of children who have complex regional pain syndrome could help occupational therapy practitioners better understand their sensory modulation difficulties. Identifying common features could lead to improved intervention strategies and patient outcomes. Primary Author and Speaker: Christopher Alterio

Abstract The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK‐12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%).

ABSTRACTThis purpose of this article is to discuss the abortion seeking experience in relation to stress, trauma, and trauma-informed care. Definitions of stress and trauma are provided, and potential points of stress during the abortion seeking experience will be discussed in the areas of unintended pregnancy, policy barriers, provider access, and the external clinic environment. Abortion stigma will also be discussed in relation to individual stigma, mass media stigma, community stigma, social work practitioner stigma, and the impact of stigma on the abortion seeking experience. Next, we discuss a trauma-informed lens for considering the abortion seeking experience in the United States, and a trauma-informed social work framework for interacting with clients during the abortion experience is presented as a practice approach for reducing and eliminating trauma and trauma triggers. We then present the potential benefits of this approach. The article concludes with some additional recommendations for a trauma-informed approach to aspects of social work advocacy.

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The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

We examine the lived experiences of high-school students who participated in lesbian, gay, bisexual, transgender, and queer (LGBTQ)-centered activism of some kind, highlighting the promise of gay-straight alliance groups by comparing the experiences of students at schools with gay-straight alliances (GSA schools) with the experiences of students at schools that did not have an LGBTQ-specific group (no-GSA schools). We compare students at GSA and no-GSA schools based on their experiences of harassment, experiences of support from authority figures, and patterns of friendships. We find that students at both types of schools experienced harassment and heard negative comments about lesbian and gay people. However, students at GSA schools reported more support from teachers and administrators than students at no-GSA schools, who have stories of teachers and administrators actively opposing equality for LGBTQ people. Students at GSA schools reported a wide variety of friendships across sexual identities, while students at no-GSA schools felt more isolated and withdrawn. This much-needed qualitative comparative analysis of students’ experiences brings a human face to the improved quality of life that schools with gay-straight alliances can bring to young people.