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As violence, behavioral outbursts, and truancy continues to rise in classrooms across our state and nation, educators struggle to find ways to engage and connect with their students. Teachers and support staff realize that what is happening to their students outside of school is having an impact on their ability to learn. They are learning that the resulting trauma can have an impact on their students' ability to learn and if this trauma is left untreated or unresolved, it can lead to more serious issues. Knowing this, teachers are looking for a trauma informed method to work with students. For this applied capstone, I researched methods currently being used in classrooms, with a focus on the importance of using the classroom as a place not only for learning but for healing. With this applied capstone I intend to provide teachers with an informative reference manual that both veteran and new teachers can use to equip themselves with a foundation of Trauma Informed Teaching.

Math anxiety levels directly and negatively impact student performance in the math classroom. Educators must work to implement instructional strategies that effectively reduce math anxiety and improve student math performance. This study evaluated mastery learning interventions as an effective tool for reducing math anxiety among middle school students. The study included a sample of 127 eighth grade participants from a rural middle school. Participants received mastery learning interventions during a forty-five day instructional window in their regular math learning setting through iReady, a computer based personalized instructional tool. Participants progressed through individualized mastery progressions from baseline mastery levels determined by a diagnostic assessment at the beginning of the research window. Participants also completed the MARS-E as a pre and post assessment of math anxiety before and after intervention in order to measure changes in math anxiety levels. Results indicate that math anxiety levels of students after the intervention demonstrate a statistically significant difference than before they participated in the intervention. These results support the use of mastery-based learning interventions as valid and reliable approach for reducing math anxiety. Mastery learning experiences provide a framework for reducing math anxiety, equipping students with appropriate coping strategies for mitigating the negative impacts of math anxiety through formative feedback loops and individualized instructional strategies. Framing learning progress through mastery-based learning goals rather than performance-based outcomes empowers students to overcome struggles in challenging math moments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Non-formal STEM education programs can expose youth to STEM concepts outside the formal school environment. These programs employ education techniques such as hands-on learning, problem-solving, and connection to authentic science experiences. Youth participating in non-formal STEM programs are more likely to consider themselves science people and pursue STEM degrees and careers. The purpose of this case study was to describe how experiential learning occurs in a non-formal STEM educational program to understand better how youth-adult partnerships occur and how youth identify with a non-formal STEM education program. This study utilized a qualitative single case study design, selecting a FIRST FRC robotics team of youth ages 14-18 as the case of interest. Data was collected through interviews, photo-elicitation, observations, and document analysis. Several themes emerged through analysis guided by experiential learning and positive youth development conceptual frameworks. Six main themes emerged: a.) guiding peers through the learning process, b.) figuring it out for themselves, c.) feeling uncertain about how much support is desired, d.) discovery and application of personal interests and skills, e.) being a robotics kid versus a kid in robotics, and f.) developing stress and mitigating its impact. These themes provided insight into how learning occurred in a non-formal STEM program. Although many aspects of experiential learning were observed, such as hands-on learning and application of skills, other components, such as reflection, were not as outwardly apparent. Additional insight was gathered on the role of STEM subject matter experts in youth STEM programs. Although STEM subject matter experts frequently do not possess expertise in youth development, several aspects of positive youth development and youth-adult partnerships were observed. Lastly, belongingness emerged as a component of identity development, with several youth in the program identifying as "robotics kids." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Adolescence is characterized by a multitude of challenges, namely ones concerning mental health and wellness. To address this problem, many schools have implemented mental health programs based on campus. While the progress of school-based mental health programs has been explored and documented, there is a gap in the literature about the audience, modality, and satisfaction of these services. The purpose of this study is to assess the use of a Tier 1 approach, its impact on high school participants, and receptivity to the program. For this survey study, archival data from post-treatment surveys were used to explore students' attitudes toward the program and its perceived usefulness. Quantitative data was also used to investigate any gender differences in responses across participants. Findings indicate that most students practiced mindfulness weekly and found that it helped reduce stress levels. Analyses also revealed what students liked most and least about the 12-week mindfulness program. Implications for future school-based Tier 1 mental health interventions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative single case study was to explore pre-licensure Bachelor of Science in Nursing (BSN) students' knowledge of mindfulness meditation (MM) using a smartphone app (SMA) to manage stress and promote resilience. Guiding this study was the transactional model of stress, adaptation, and coping by Lazarus and Folkman (1984) and the zone of proximal development (ZPD) educational theory by Vygotsky. The study asked the following questions: What was pre-licensure Bachelor of Science of Nursing (BSN) students' knowledge of mindfulness meditation (MM) using a smartphone app (SMA) to manage stress and promote resilience? What had the prelicensure BSN student experienced regarding MM with an SMA? What did prelicensure BSN students know about MM using an SMA to manage stress? What did prelicensure BSN students know about MM using an SMA to promote resilience? A sample of 91 students was obtained to answer the demographic questionnaire and three surveys. From those students, 25 volunteered for interviews and focus groups with 14 BSN students for interviews and 11 students split into two focus groups. The data were collected from surveys, interviews, and focus groups, and themes were developed. Data obtained contributes to current knowledge, and recommendations for further research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Mathematics education researchers examined teacher practices that support students who have historically been marginalized and have underperformed in school. These efforts have led to much discussion about how to incorporate culturally responsive pedagogy (CRP) theoretically and pragmatically. Many teachers want to develop and implement more practices that align with CRP but, in some cases, find it difficult to do so. More exploration of such cases has been recognized as a site for continued research. Researchers have used an identity lens to understand better why some teachers choose to identify as culturally responsive while others struggle to do so. One tool many researchers use to understand identity is Wenger's (1988) communities of practice and modes of belonging. Under this framework, it is essential to consider how a participant in a community of practice engages in the practice, imagines the bigger community practice, and aligns with other participants. Understanding the interaction between the three modes of belonging illuminates how participants frame their work and the tensions they may experience. This study used the communities of practice lens to understand better the intricacies of how four K-12 teachers identified with and made sense of their culturally responsive mathematics teaching (CRMT) practices. The analysis allowed me to view how each teacher framed their CRMT work into what I call their umbrella. Each teacher's umbrella bounded what they considered to be culturally responsive practices. The analysis also unveiled tensions teachers experienced when attempting to use their umbrellas. The tensions prevented the teachers from recognizing their CRMT practices. Sometimes, these tensions were connected to the teachers' racial identity, geographical location, language learning experiences, or math experiences. The findings describe each of the four umbrellas using words that each participant kept coming back to. Each umbrella showed what the teacher included as authentic CRMT practice and what they felt was more superficial. Sometimes this aligned with research or other teachers' ideas of authentic practice, but not always. All four teachers recount tensions they feel when trying to engage, imagine, or align as they identify with CRMT. The study has implications for how pre-service teacher education, institutions, and professional development could better support teachers' work in identifying with CRMT. The study also has recommendations for future research as it continues to understand and support the movement toward more critical and authentic CRMT practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is limited information on the lived experiences of stress mitigation in clinical supervision for master's-level interns in Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited counseling programs. There is a need for insight into how policy and supervision practices in counselor education programs can contribute to supporting and educating students during this time of professional and personal development and avoid negative personal and professional consequences. The purpose of this transcendental phenomenological study was to gain an understanding of the lived experiences of supervision for master's-level interns in CACREP-accredited counseling programs in relation to utilizing supervision for stress mitigation. This was explored through a transcendental phenomenological approach to answer the research question that directly addressed the purpose. Themes identified from the data collected by interviews were (a) time commitment as a stressor, (b) feelings of imposter syndrome, (c) difficulty talking to others about stress, (d) program and supervisors promote self-care, (e) supervisors are supportive clinically, and (f) supervision is non-structured. The data and themes provided insight into the stressors faced by master's-level counseling interns and their experiences of supervision related to addressing stress. This study contributes to positive social change through knowledge that highlights the common stressors among master's counseling interns and providing insight into how they are experiencing addressing these stressors in supervision. This provides further evidence that proactively incorporating components of self-care and stress management for counseling students is vital. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

According to recent research, gun violence at schools has become a public health issue. Teachers, administrators, students, and communities are trying to cope with the aftermath of gun violence at schools. The purpose of this qualitative phenomenological study was to identify coping mechanisms among teachers and administrators after experiencing gun violence at school. The theoretical framework was the transactional model of stress and coping, contending that a person's capacity to cope and adjust to challenges and problems is a consequence of transactions. Data collection included Zoom interviews with 10 participants. Findings from coding and thematic analysis indicated that experiencing gun violence can result in risk factors that can be reduced by implementing coping mechanisms. Findings on emotional stress and physical issues provide information on decision making and planning for teachers and administrators who have experienced gun violence and needed resources for adverse mental health outcomes. Findings may be used to address positive social change through trauma-informed practices, safe space in classroom settings, and interventions for teachers and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study is a qualitative action research study that examines the best ways to support the emotional needs of students as they matriculate through high school. Specifically for this study, high school educators who teach in the four academic content areas (English, Math, Science, and Social Studies classes) implemented Calming Corners, an emotional support resource and intervention tool, in their classrooms. The teachers who participated in this study were able to assess if Calming Corners had a positive impact on students in their classrooms and in their own instructional practices. This study examined if the use of Calming Corners aids in stress reduction of secondary students at a top performing school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative case study aimed to examine the experiences of teachers who have undergone a minimum of four sessions of Cognitive Behavior Therapy (CBT) to deal with subjective feelings of burnout. The study comprised a qualitative research design involving a purposive sample of 10 to 15 educators who have utilized at least four sessions of CBT for burnout symptoms within the past ten years (Lim et al., 2018). The research question explores the specific stressors that drive teachers to seek CBT to address and manage burnout and explore teachers' thought processes that contribute to teacher resilience post-CBT. The findings of this study provide valuable insights that can inform evidence-based interventions and policies to promote educator well-being and enhance student success in educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student affairs professionals in four-year universities are increasingly reporting feeling overwhelmed, stressed, job dissatisfaction, and potential burnout, resulting in decisions to leave their positions. High rates of turnover in these institutions may hinder the effective management of student affairs departments. The majority of studies on job-related stress and burnout of university student affairs professionals use quantitative methodologies. The study used interpretative phenomenological analysis, a qualitative research design, to explore the lived experiences of four-year university student affairs professionals and their perceptions of job-related stress, potential burnout, and effective individual and organizational coping strategies. Participants were selected from a large public four-year university located in the Southwest region of the United Studies. The qualitative approach of the study was used to fill the gap in empirical research on this growing higher education organizational problem and provide potential guidance for student affairs leaders and practitioners in similarly situated four-year universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The burnout rate of educators is a growing concern, leading to high turnover rates and a negative impact on student achievement. Mindfulness-Based Stress Reduction (MBSR) is a promising intervention to address this issue. This study aimed to examine the effectiveness of MBSR on self-efficacy and professional-efficacy in K-12 teachers. A quantitative quasi-experimental study, including pre-and post-intervention questionnaires, was utilized. A paired-sample t-test was calculated to compare the mean of the emotional exhaustion pretest score to the mean post-test score. The mean of the pretest was 32.70 (sd=10.13), and the mean of the post-test was 27.35 (sd=6.84). A statistically significant increase from the pretest to the post-test was found (t (22) = 3.24, p < 0.05). Similarly, A paired sample t-test was calculated to compare the mean of the personal accomplishment pretest score to the mean post-test score. The mean of the pretest was 28.91 (sd=0.46), and the post-test was 31.43 (sd=67.41). A significant decrease from the pretest to the posttest was found (t (22) = -2.312, p < (0.05). The study has implications for teacher training programs and school administrators implementing MBSR to retain and support teachers in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to compare mental health and stress in K-5 teachers at a Southeast Texas elementary school based on gender, years of experience, and race. It was guided by the following research questions: How does the relationship between gender among male and female elementary teachers relate to stress assessment tools? How does the number of years of teaching experience correlate with performance among male and female elementary teachers and their stress levels? How does the association between race influence the mental health of male and female elementary teachers in the workplace? Convenience sampling was used for this quantitative study. Participants consisted of K-5 teachers from a Southeast Texas elementary school. The researcher utilized 33 participants. Using the interview data, the mean and standard deviation were extracted. The study findings suggest that females experience a higher percentage in their mental health and stress levels. The study also provides the viewpoints of K-5 concerning the correlation between mental health and stress and potential strategies for addressing them. The study provides implications for practice that will help district leaders decrease mental health and stress among teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers play an important role in adolescent life. Adolescents face many challenges and must learn how to deal with stress and participate in physical activity to help them reduce the stress they feel. Teachers' perceptions play a significant role in educating their students and what information they provide; knowing what teachers perceive as beneficial is essential in researching whether they allow students to have physical activity and movement lessons in their classrooms as they help educate students. Previous research shows that activity helps adolescents, but no other studies have examined teachers' perceptions of how they help adolescents in southwest Mississippi or other regions. Using the information from a survey of teachers, the researcher ran a t-test to understand teachers' perceptions of physical activity. Data collected was used to see teachers' belief in activity in students and if they believed it helped with stress. The results show that most teachers are neutral on the subject. Physical education/health/driver education teachers had the highest belief score of all the different teachers surveyed at 4.3, 4.0, and 3.6 for public school and 4.2, 3.9, and 3.5 for private school teachers. There were four research questions; one through three had neutral responses, with 3.3 to 4.3 as the average for questions 2 and 3, but question one was the lowest, with 2.3 to 3.6. The responses are skewed due to the limited number of responses from each group, especially private school teachers. Results from this study are still a good starting point for adding classroom activity and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This was a study of wellness coaching in high-stress urban schools. I interviewed a purposive sample of coaches in edwell's program to ask whether they used their skills, perspectives and tools to foster educator wellness. I based my analyses on the precept of transformative learning as defined by Mezirow (2009) among others. I found three emergent themes. First, participating coaches reportedly used their skills, perspectives and tools to serve as thought partners. Second, they supported teachers in practicing actions aligned to the edwell pillars of awareness, compassion, connection, agency and purpose. Third, they reportedly used their skills, perspectives and tools to leverage their own experiences as educators to guide their coachees towards wellbeing. I recommend that urban school districts and school personnel make wellness coaching available for all teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the impact of mindful meditation on imaging students, aiming to determine whether meditation practices can enhance students' overall outlook and mood amidst the numerous stressors encountered within their academic program. Imaging students often face high-pressure situations, including the emotional toll of caring for patients and dealing with sickness and death. Consequently, this study investigates whether incorporating meditation can serve as an effective strategy to mitigate stress and improve academic and personal outcomes. This study utilizes a mixed methods approach to gain a comprehensive understanding of the effects of mindful meditation. Quantitative data was collected through an online survey administered to imaging students, assessing their stress levels, mood, and overall outlook before and after the implementation of a meditation program. Additionally, qualitative data was gathered through a series of open-ended questions, providing deeper insights into the personal experiences and perceptions of the students regarding the meditation practices. The findings from the quantitative analysis revealed that students who engaged in mindful meditation reported significant improvements in their overall outlook and mood with reduced levels of stress and anxiety, contributing to a more positive and resilient mindset. The qualitative responses further support these results, with students describing how meditation helped them develop better-coping mechanisms and a greater sense of inner calm, allowing them to manage the emotional demands of their program more effectively. In conclusion, this dissertation demonstrates that mindful meditation can be a valuable tool for imaging students, aiding in stress management and promoting a healthier, more positive outlook. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative descriptive study explores school leaders as the catalyst for whole school environments. Creating whole school environments involves whole leaders, which takes recognition of feelings of burnout and enacting mindfulness based interventions along with emotional intelligence skills. 12 school leaders participated in this study that focused on their described effects and recognition of emotional intelligence (EI), and feelings of burnout, as it relates to school retention. This research reviews existing literature, school leaders' interviews, and The Assessing Emotions Scale to examine how emotional intelligence and mindfulness influence the experience of burnout in educational leadership roles. Findings suggest that high levels of emotional intelligence exist in school leaders' perceptions, where reality shows school leaders are mindfully burning out. With a whole school environment, with school leaders being at the forefront, school districts can support the growth of greater emotional intelligence skills aiding school leaders in being better equipped to manage stress, build resilient staff and students, and foster positive school climates all leading to greater retention rates of all, specifically school leaders. Implications for practice include the integration of emotional intelligence and mindfulness training into leadership development programs to mitigate burnout and enhance school leaders' retention. Future research should further investigate specific mindfulness-based interventions as they relate to EI growth that are most beneficial in reducing burnout and retention of school leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teaching is a stressful job, that often presents with limited time and high job demands. However, the vast majority of the interventions tailored to help mitigate this stress and increase wellbeing are very time consuming and not tailored to meet the specific needs of teachers. To address this gap, this paper utilizes a randomized study design and pilots an online-self guided single session consultation (OSG-SSC) intervention aimed at improving wellbeing. Specifically, in a sample of 122 teachers (intervention group, n = 61; wait-list control group, n = 61) the fidelity, acceptability, and effectiveness of the OSG-SSC across a variety of indicators (i.e., teacher self-efficacy, school connectedness, positive emotions, hope, and burnout) was examined. The results suggests that the OSG-SSC was implemented with a high level of fidelity and found to be a useful and acceptable intervention by teachers. In addition, the OSG-SSC was also found to significantly reduce one aspect of burnout, emotional exhaustion with a large effect (F [1,78] = 12.26, p <0.001, [partial eta-squared] = 0.14; Cohen, 1988). As a result, the findings from this study were able to show preliminary evidence that the OSG-SSC could be a useful and time-sensitive tool to improve teacher wellbeing. Given that this was a pilot study, future investigations should build upon these results to better understand the full utility of the OSG-SSC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study assesses the effectiveness of the curriculum for an online professional development training designed to support people working in the helping professions gain greater self-awareness about how they respond to stress and trauma in the midst of emotionally charged interactions. The training utilizes an existential, developmental, and Adlerian model to help participants identify their unconscious, limiting beliefs about their upsetting emotions that may drive their reactive behavior. It also enables them to use this increased self-awareness to determine new ways they might respond with a more trauma-engaged way of being in the future. The training is designed using an emergent learning methodology that uses group dialogue and coaching designed to facilitate human emergence to support participants in achieving deeper self-reflection and self-exploration. The main objective is for participants to determine the specific ways the content is applicable to each participant's work and personal life. Training effectiveness is assessed using a mixed-method approach. Quantitative data using validated and custom-designed measures indicate the degree to which the differences in participants' mean scores on pre- and post-assessments were statistically significant. Qualitative data indicates the ways in which content delivery, group dialogue and reflection, emergence coaching, and the use of an existential developmental model supports participants in gaining greater self-awareness and how participants intend to shift their responses and ways of being in the midst of challenging, emotionally charged interactions with students and clients. This study also includes an ethnographic investigation into the mindset and perspectives of the Filipino people that comes from their unique cultural value orientation of the Filipino people and how these values may have facilitated or impeded the process of trauma-engagement. Consideration is given to how these cultural values could be translated into other cultural contexts in order to improve the training's effectiveness and facilitate trauma-engaged ways being for more people in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative correlational-predictive study was to determine if and to what extent Online Full Time Faculty's (OFTF) Emotional Intelligence (EI) Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management, individually and combined, predicted Online Student Success in an online higher education program in Phoenix, Arizona. The theoretical foundations supporting the study included social intelligence by Thorndike, the Bar-On model, and the Community of Inquiry (CoI) framework. The research question for the study was designed to address the problem space in the literature research related to OFTF EI and Student Success. Participants were OFTF (N = 55) teaching in a higher education online program and EI scores were measured using the EQ-i 2.0 self-assessment. In addition, OFTF participants completed a 4-question demographic survey, and archival data was used for Online Student Success. A standard multiple regression was used to analyze the hypotheses. Decision Making, in the presence of the other variables, verged on significance with a p-value of .051. Based on the findings from this study and existing literature, academic leaders at higher education institutions should consider EI training as a useful tool to empower faculty with EI awareness and strategies to engage with online students striving for academic success in an online environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the impact of school counseling small group interventions on at-risk first-time high school freshmen, focusing on their attitudes toward academic challenges and perceptions of noncognitive mindsets and behaviors. Utilizing a qualitative comparative case study methodology, the research explores the dynamics of a Fresh Start intervention implemented within a high school in South Carolina. The intervention targeted noncognitive skills development, which is critical for educational success but often overlooked in traditional academic settings. The study involved detailed pre- and post-intervention assessments, including attendance records, behavioral reports, academic grades, and self-reported changes in mindsets and behaviors. Findings suggest that while the intervention positively affected students' social skills and stress management, it had no direct impact on improving academic grades. However, participants exhibited enhanced self-awareness, accountability, and perseverance--key components contributing to long-term educational resilience. The research indicates the importance of integrating structured school counseling programs into the educational framework to support at-risk populations. It highlights the need for further studies, particularly longitudinal research, to track sustained impacts. This work contributes to the broader discussion on the role of school counseling in fostering environments conducive to academic and personal growth for at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The mental health of medical students is impacted by stressors. The problem was that medical students experienced high levels of stress compared to the general public. The research gap was the underexplored area of underrepresented minority students in medicine. The purpose of this quantitative descriptive research study was to assess and categorize the self-reported data on stress levels of medical students and the types of stressors impacting mental health based on the year in medical school, gender, race/ethnicity, and the utilization of university health services for stress and coping management. The theoretical framework combined the transactional theory of stress and coping and self-efficacy. Three research questions assessed the self-reported stress levels of second-year through fourth-year students, described the most common stressors, and behavioral health services utilization. A quantitative descriptive design was used, with a population of 450, and 64 for sample size. Students in years two through four were selected. Data collection consisted of demographic questions and the Medical Student's Stressor Questionnaire (MSSQ) survey. The data analysis procedure used JASP for descriptive analyses and reviewing frequencies. Results revealed high levels of stress in the academic-related stressor domain. The most common stressors were "need to do well (self-expectation)", and "tests/examinations". Also, 51.5% utilized services, while 48.4% did not. Academic stress and pressure to do well remained high. Students need resources for coping. Higher education, health institutions, and medical faculty will benefit from this research to identify the stressors among the medical student body and coping techniques. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigates the impact of mindfulness meditation practices on the mental health and well-being of a specific community college population. Inspired by studies on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), the focus of this research is on participants who attended the free "Just Breathe Series" mindfulness meditation workshops, offered biweekly to students, faculty, and staff. The study by Waters (2015) (The School-based Meditation Model) was utilized as a theoretical framework, and a qualitative approach with a hermeneutic phenomenological perspective was used to analyze the data. The data was collected through voluntary written surveys and oral, recorded interviews. The research delves into participants' subjective experiences, providing an in-depth understanding of mindfulness practices in the educational context (Zell, 2021). Additionally, the study seeks to contribute to the theoretical understanding and practical application of mindfulness in higher education (Crane et al., 2012; Ramler et al., 2015). By exploring potential benefits of mindfulness meditation workshops, this study aims to answer specific research questions centered on the effects of mindfulness meditation workshops on participants' well-being (specifically reduction of stress and increased focus), social competence, and academic achievement, inspired by the work by Waters (2015). The investigation into well-being within the scope of this study revolves around elements such as anxiety, stress, and depression, as well as optimism, positive affect, self-concept, and self-acceptance, drawing from Waters's (2015) model. Additionally, the concept of "subjective well-being" by Diener (1984) is utilized, capturing self-reported happiness and life satisfaction. The evaluation of mood predispositions relative to well-being involves the use of "Negative affectivity" (NA) and "positive affectivity" (PA). Overall, the information provided by participants indicates a noticeable positive influence of mindfulness meditation workshops on all the areas investigated through the research questions. The written surveys provided more specific information on the participants' own ratings of their emotional state before and after the workshops, while the interviews allowed for a wider range of feedback and individual take on the effectiveness and the effects of the "Just Breathe" workshops on each of the areas investigated through the research questions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study aimed to explore the influence of Hip-Hop on the perceptions about resilience and cultural capital among BIPOC (Black, Indigenous, and People of Color) male students who attend a community-based organization. The study included 20 BIPOC male participants who consider Hip-Hop as being an active part of their lifestyle. All participants, who were between the ages of 11 and 19, attended a community-based organization in the inner city. The data were collected through audio-recorded interviews after a 5-day Hip-Hop pedagogy intervention. This study, which was grounded in resilience theory and cultural capital theory, explored the narratives of the participants and potential themes that emerged about resilience and cultural capital through their participation in a Hip-Hop intervention. This study also acknowledges marginalized youth populations in urban settings and used a community-based organization as a backdrop to analyze Hip-Hop's influence on their perceptions about resilience and cultural capital. The findings reflected themes such as cultural capital through collaboration and community; resilient behaviors; goals; lyrical content and beats that had inspiring relatable messaging; learnings and stress relief. The findings highlighted the importance of Hip-Hop being used as an educational tool to influence BIPOC males' perceptions about resilience and cultural capital. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educators often experience job-related stress resulting from heavy workloads and responsibilities, unsatisfactory compensation, and undervaluing within the broader society. Therefore, high turnover rates are common, with a staggering one third of the educators leaving the profession within their first five years. For that reason, the MedStar Georgetown University Hospital Center for Wellbeing in School Environments (WISE) developed an Educator Therapy Program in response to the considerable amount of educator stress and untreated mental health concerns. While several studies have linked educator burnout to negative student achievement within the academic system, there is a dire need for more research on educator perception on the impact of educator wellbeing programs on self and student wellbeing. The purpose of this qualitative research study was to provide a program evaluation on educator perceptions on how therapy aids in promoting self-wellbeing and providing better services to students within the primary and secondary education systems. Theories include taking aspects from self-determination and Bronfenbrenner's ecological systems theory, such as collaboration, as well as integrating micro, meso, and macro systems. The sample consisted of ten educators interviewed upon termination of therapy in the program. The data were analyzed based on themes among the interviews conducted by means of transcribing all the interviews in document and extracting, labelling, and interpreting themes which included differences and similarities among the interviews. It was predicted that educator perceptions would include increased professional efficacy, reduced cynicism, and emotional exhaustion, resulting in providing better care to students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to understand why students should set aside time for self-care and take "brain breaks" to promote better mental health. To begin the study, it was important to understand the concepts of what self-care habits students had implemented in their day-to-day preferences, what their current stress levels were, and what benefits they were hoping for once complete. A semi-structured interview was conducted based on research questions that explored students' self-care habits, efforts for self-care, academic difficulty, anSprring23! d metacognitive strategies used (self-monitoring, self-regulating, planning, self-evaluation). It is important to provide stress management and mindful practice during personal time. A supportive environment can help students embrace an optimistic life involving positive self-esteem, regardless of private life struggles. The key features of this design were to provide unique insights into the effects of self-affirmation in educational settings. The goal was to help students slow down and consider that it is essential to have moments for themselves and to normalize self-help. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the survey in 2015 conducted by the American Federation of Teachers about teacher mental health and well-being, teachers have been reporting higher rates of job-related stress. They have indicated that this stress often comes from poor administrative interactions, negative teacher perceptions, state mandates, staff shortages, teacher-directed violence, and poor student behavior. Many teachers have also indicated that they do not feel supported by their administration, school board, or the public. The purpose of this qualitative, phenomenological study was to explore ways in which administrators have helped teachers in managing job-related stress. I employed perceived organizational support theory to explain that when teachers feel valued and supported by their organization and administration, they are less likely to report feeling stressed. I interviewed four teachers in United States public, in-person schools who experienced classroom related stress. These teachers discussed the ways in which administrators helped them to manage their stress and how they perceived this support. Participants reported that student behaviors and mix of student issues caused them the most stress and that it was the little things administrators do to show them they are valued were the most important ways in which administrators could show their support. Participants reported that they were not looking for large gestures or for administrators to take work off their list of tasks, they just wanted to feel appreciated and supported. Small gestures such as notes expressing a job well done or a quick bathroom break were listed as ways in which administrators can help to support teachers who are dealing with classroom stress. The themes that emerged from the data include student behavior issues, mix of student needs, administrative guidance and support, administrative follow-up, little things that made a big difference, and perceived value. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educational organizations are being impacted by the growing need for sustained student mental wellness support. Student populations are increasingly diverse and bring varied life experiences, challenges outside of the classroom, and additional stressors to their academic programs. In some educational contexts, such as legal education, the nature and course of study seem to elevate or accentuate some of these needs. Most educators are ill-prepared or unwilling to handle concerns beyond academic instruction and may unknowingly contribute to student stress instead of intervening and mitigating student concerns. In this study, I aimed to address student mental health among those suffering from high levels of stress or anxiety in a legal education setting by improving their stress management, self-compassion, general mental health, and self-care practices. The goal was to teach students mindfulness techniques and appropriate coping skills to benefit them in their course of study and careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The research problem for this study is that educators face increasing levels of stress that surpass other professions (Markan & Agrawal, 2022). This stress, unchecked, can lead to feelings of burnout, reduced self-efficacy, and affected mental health. These outcomes may impact student learning and mental health. Understanding practices that promote teacher wellness is necessary. The purpose of this study, grounded in Bandura's social cognitive theory, was to identify shared experiences of teachers who attend CrossFit gyms. A phenomenological qualitative approach consisting of semi-structured participant interviews was used. Eight individuals were interviewed, all of whom at the time of the study were full-time K-12 public-school teachers in the Northeast United States and attended a CrossFit gym at least three times a week. Data from interviews were coded to determine emerging themes. Findings revealed that: (a) participants are experiencing professional stress that contributes to burnout, (b) community and mindset are characteristics of a CrossFit gym, (c) CrossFit as a support for physical and mental well-being, (d) intentional scheduling and planning for work-life balance, and (e) the intersection between CrossFit, teaching, and behaviors. This research may be helpful for teachers who are interested in pursuing strategies for supporting mental and physical well-being, school districts seeking to understand the experiences of teachers in the classroom and strategies used to support their mental and physical well-being, and CrossFit coaches and gyms looking to understand the impact that CrossFit has on teachers specifically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the current study was to investigate burnout and grit in school psychologists. There is a critical shortage of school psychologists across the nation, while research has indicated burnout to be a problem in the field of school psychology. Grit has been studied as a protective factor for job stress and burnout in a variety of professions and taxing endeavors. Participants (n = 121) included credentialed or licensed practicing school psychologists in the U.S. Participants completed a survey consisting of personal and work-related demographic information, the Copenhagen Burnout Inventory (CBI), the 12-Item Grit scale, and a survey of preparedness, turnover intention, and job satisfaction. Higher levels of work-related burnout than client-related burnout were reported, as well as higher levels of personal than client-related burnout. Grit significantly predicted all types of burnout, while years of experience did not. Nor did years of experience have a significant relationship with grit. There was a significant inverse relationship between self-care preparation and work-related burnout. Job satisfaction had significant inverse relationships with both personal and work-related burnout as well as turnover intention. Satisfaction with preparation regarding the 10 NASP Domains from training programs had a significant positive relationship with turnover intention, while satisfaction with preparation regarding advocacy had a significant positive relationship with job satisfaction. These findings are discussed in the context of current literature. Limitations include recruitment eliciting a large number of participants from New Jersey. Future research should focus on ways in which grit can be fostered in training programs and in the workplace to reduce burnout in school psychologists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The University of Washington's Early Childhood Education (ECE) teacher well-being hybrid and online courses for both pre-service and in-service teachers uses stress coping strategies to foster resilience, self- value, and confidence in ECE teachers. The present study employed a mixed-method research approach to investigate three questions pertaining the Fall 2022 iteration of this course as follows: 1) What were the changes, if any, in participants' perceived stress, self-efficacy, and stress coping strategies from the beginning to the end of the course? 2) Which predictors, including pretest scores, class type (online and hybrid class modalities), and years of experience, were uniquely associated with the changes in participants' perceived stress, self-efficacy, and stress coping strategies from this course? 3) In what ways, if any, did participants perceive stress-coping strategies learned during the course as effective or beneficial, based on their experience implementing the strategies? To answer these questions, I analyzed data from N = 21 participants enrolled in the Fall 2022 ECE teacher well-being course. Overall, the results found that 1) there were statistically significant improvements in teachers' self-efficacy in their capacity to engage students due to participants' value of commitment and maintaining cognitive functioning when managing children's behavior; 2) the increased use of the emotional-focused coping strategy may be due to the benefits experienced when using that particular strategy; 3) participants who had less teaching experience were more likely to use emotional-focused coping because they are more likely to seek emotional support and build relationship when coping stress; 4) participants, on average, reported a high intention of implementing stress coping strategies from the course in the future due to effectively resolving stress with minimal effort in the implementing the coping strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers are opting to exit the profession at an unprecedented rate. This trend has led to hiring shortages and the state department lowering licensure standards in the State of Arkansas. The increase in job demands placed on teachers has led to elevated stress levels among educators, ultimately driving them to abandon the field altogether. The current qualitative case study was to explore teachers' perspectives on the influence professional learning communities (PLCs) can have in reducing job-related stress. The job-demands resource (JD-R) model, which explains how the job-demands cause teacher stress and make it possible to understand teachers' perceptions of PLCs as a job-resource, was the guiding theory. The researcher used a case study design and collected qualitative data by interviewing elementary teachers both individually and in focus groups. Virtual interviews using Google Meets, the data were transcribed employing Tactiq software and coded and analyzed utilizing the Quirkos qualitative analysis tool. Nine themes emerged on the (a) sources of stress and (b) influences of PLCs on teachers' stress. From the interview questions centered around sources of stress reported by teachers, five themes emerged: unrealistic deadlines, heavy workload, lack of training, lack of support, and maintaining a positive attitude while working in a negative environment. From the interview questions centered around the influence of PLC resources on teacher job-related stress, four themes emerged: enhanced collaboration, enhanced support, empowering growth, and improved work efficiency. The findings of this study suggested that the effective use of PLCs facilitates an increase in collective teacher efficacy and self-efficacy, which can lead to reduced levels of teacher stress. The researcher argued that the PLCs would be a valuable tool for reducing teacher job-related stress and leading to higher levels of teacher retention, which ultimately leads to increased student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research evidence supports the presence of secondary traumatic stress (STS) among nursing professionals, yet little is known about nursing students' experiences with STS. The purpose of this descriptive qualitative study was to explore how baccalaureate nursing students experience STS, as well as the coping strategies they employ to navigate (successfully or unsuccessfully) their experiences. Fifteen senior-level undergraduate nursing students were interviewed one-on-one to explore what educational clinical experiences have contributed to the development of STS, how STS manifested, and how each student attempted to cope with STS during their nursing education. Eight main themes and one sub-theme emerged from the data. Regarding STS triggers, the first two themes of this study were: first encounters with traumatic events; and poor treatment of patients and peers. The sub-theme of personal ties and previous trauma also relates to the educational STS triggers participants identified. Manifestations of STS were centered around the next three themes: sympathetic nervous system activation; negative emotional responses; and long-term consequences. Coping with STS was summarized in the final three themes: ill-prepared to cope effectively; personal strengths and support; and recommended preparation for effective coping. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]