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Georgia Southern associate dean named to National Advisory Mental Health Council
Joseph Telfair, DrPH, associate dean of public health practice and research in Georgia Southern University’s Jiann-Ping Hsu College of Public Health, has been appointed to the National Mental Health Advisory Committee (NAMHC). The NAMHC advises U.S. Department of Health and Human Services Secretary Alex Azar and the directors of the National Institutes of Health and the National Institute of Mental Health on all policies and activities relating to the conduct and support of mental health research, research training and other programs of the institutes. “I am greatly honored to have been given this opportunity to serve our profession and represent our college and University on this important national advisory committee,” said Telfair. “The prospect to contribute to decisions over the next several years that will make a difference for multidisciplinary researchers is very much appreciated.” Telfair’s advisory role will pertain to public health research and practice, community-based research, and issues of health inequities and translational research — all areas in which his national and global expertise has been recognized. His appointment runs through September 2023. Mental health is one of the leading issues impacting families, workplaces and almost all aspects of society and American life. If you are a journalist looking to learn more about mental health and the research taking place across the country – then let Georgia Southern University help. Joseph Telfair, associate dean of public health practice and research in Georgia Southern University’s Jiann-Ping Hsu College of Public Health, is available to speak with media regarding this important topic – simply click on his icon to arrange an interview.
Ask our experts - Self-care a necessity for graduate students; what are programs doing to help?
Life doesn’t stop when you’re in a doctoral program. Erin Ayala, Ph.D., has done extensive research into self-care, stress, and quality of life of students, particularly those in human service doctoral programs (like medical students and those in nurse anesthesiology, psychology, and counseling). She knows the recipe for stress and burnout: • These stressful programs tend to attract high achievers. It’s already in their nature to balance several commitments and responsibilities. • These programs and professions have a high level of responsibility. • Students in these programs are frequently at an age where they are also going through significant developmental milestones (marriage, children, purchasing homes). “When you bring all of that together, it can be really difficult to prioritize time for self-care,” she said. “Prevention and health promotion are really important, and it’s not just about mental health. It’s not just about being reactive and addressing distress or burnout when it hits. The question is what can we do on the front end to help prevent negative consequences down the road.” What is self-care? Often, Dr. Ayala said, media romanticizes and glamorizes self-care with advertisements for fizzy bath bombs and manicures. “What we have found is that it is completely personalized,” Dr. Ayala said. “For women, social support is really important. Ultimately, there needs to be time to disconnect, whether it’s doing nothing, or just taking a break from your dissertation. You’ve got to give yourself permission to do that. “Nutrition, exercise, hydration, spiritual life, different people have a different recipe for what their self-care looks like. It ebbs and flows just like any exercise or meditation or spiritual practice. Some weeks we’re doing great and other times we’re not, and that’s part of the process.” Dr. Ayala’s most recent research involves analyzing qualitative data, coming from over 200 students throughout the U.S. in clinical counseling and school psychology, all high achievers in the middle of doctoral programs. She’s investigating what faculty are doing to model or not model the importance of physical and psychological wellness. “Students might know that self-care is important, but it can be hard to act on it if they're in an environment that doesn’t support it,” she said. “The biggest supportive theme that came up was faculty simply encouraging them to do it, asking their students, ‘What did you do this weekend for self-care?’ They take the time to check in with their students and give them permission to take time for themselves. That takes zero effort.” “What can we do to make sure faculty are also able to model self-care for their students? The behaviors students are picking up now pave the foundation for the rest of their career. If faculty are working themselves to the bone, it sets an expectation for their students that they are supposed to do the same. If faculty model self-care and talk about its importance, students may be more likely to do it themselves.” Dr. Ayala said when her team asked students what programs can do to support self-care, answers ranged from formal programming and talking about it in the classroom, to referrals for therapists, discounts for gym memberships, or places to meditate on campus — ways to make self-care easier to access. When students are asked what the biggest barrier to self-care is, the answer wasn’t surprising. The majority of students responded that time was an issue. “That’s a tough one because there’s only so much programs can do to minimize the amount of work required,” Dr. Ayala said. “Students have to balance all these professional responsibilities and don’t know what to give up.” Are you looking to know more about self-care and other similar topics when it comes to high education? Or, are you a journalist covering this topic and looking to book an interview? That’s where we can help. Dr. Erin Ayala is a licensed psychologist and core faculty member in the counseling psychology doctoral program at Saint Mary’s University of Minnesota. To book an interview with Dr. Ayala – simply click on her icon to arrange a time.
School Nurses Positioned to Help Solve School Shooting Epidemic
Since 2018 school nurses have responded to 38 school shootings, and they find themselves on the front line of gun violence, whether the act is by an active shooter in a school, a mass shooting in the community or anywhere in the country. "The epidemic of gun violence is a public health crisis affecting the whole country, but school nurses are ideally positioned to work alongside others who are committed to public health approaches to solve the issue of mass shootings," says Sunny G. Hallowell, PhD, assistant professor at Villanova University's M. Louise Fitzpatrick College of Nursing. Every school day, 95,000 school nurses enter U.S. schools prepared and ready to serve more than 55 million children for six and a half hours, 180 days a year. Families, school districts and communities entrust their children to school environments with the expectation that they will be kept safe from harm. School nurses are first responders whose skills are crucial to ensuring the health and safety of students, staff and faculty within schools and the surrounding community. Hallowell is coauthor of "School Nurses Share their Voices, Trauma and Solutions by Sounding the Alarm on Gun Violence," published recently in the medical journal Current Trauma Reports. She and her coauthors shed light on the impact of gun violence within schools from the perspective of school nurses, whose expertise is critical to the design and implementation of programs that keep students safe. "Nurses are trained both in the emergency trauma care and clinical responses necessary for addressing traumatic gun violence, as well as the mental health outcomes resulting from tragedy," says Hallowell. "There is a critical need for research that guides the selection of evidence-based safety programs that consider the developmental and the mental health needs of school communities." Standard response protocols such as school safety drills, fire drills and tornado, hurricane and earthquake drills have been implemented as early as the First World War. The memory of air raid drills and the lingering effect of the experiences have been well documented. As Hallowell's journal article shows, fear has long dictated how schools invest their resources in response to gun violence.
Making Children's Mental Health and School Safety a Priority
The U.S. Department of Education announced $71.6 million in grant awards to enhance safety in schools and improve student access to mental health resources. The grants will allow local leaders to tailor their approach to school safety and mental health in ways that meet their students' individual needs and their particular school's unique challenges. "This is a strong step towards helping children across the U.S. who have experienced traumatic events. We know from previous research that traumatic experiences, even those in early childhood, affect an individual at any time in their life," says Elizabeth Dowdell, PhD, RN, FAAN, professor at Villanova's M. Louise Fitzpatrick College of Nursing. "In healthcare, assessing, identifying and treating trauma has become a major public health challenge since trauma exposures frequently go unrecognized and unaddressed." The same is true in the educational system. For many children, adolescents, and adults, trauma results from an event, series of events or set of circumstances which are perceived or experienced to be physically or emotionally harmful or life-threatening. The landmark Adverse Childhood Experience study (1998) found that, in a population of 17,377 adult participants, 63% experienced at least one trauma exposure as a child and 20% experienced more than three trauma exposures. The experience of repeated trauma is sometimes referred to as toxic stress, which can have damaging effects on learning, behavior and health across the life span. These exposures included physical and sexual abuse, neglect and household dysfunction. Increased stress from family violence and chaos is trauma and, when combined with injury, is the leading preventable cause of morbidity and mortality. The lasting adverse effects from the trauma can affect a child's functioning and well-being, specifically mental and physical health, social, emotional and spiritual well-being as they age and develop. "Healthcare is shifting to a trauma-informed framework that focuses on what happened to the person rather than what is wrong with them and recognizes that individual's strengths and resilience. Schools are ideal locations for identification of traumatized children and the implementation of services to help them," says Dr. Dowdell. "School districts have to create physical safety and psychological safe places where all children can learn."
On August 3, 2019, a white power-inspired gunman killed 24 people and injured 22 others at a Wal-Mart in El Paso, Texas. We tend to understand mass shootings as isolated events committed by “lone wolf” gunmen who might have mental health problems, but what we know about the El Paso gunman – as well as the terrorists who carried out mass killings at the Al Noor Mosque and Linwood Islamic Center in Christchurch, New Zealand in March 2019, the Tree of Life Synagogue in Pittsburgh in 2018, and at the Emanuel African Methodist Episcopal Church in Charleston, South Carolina in 2015 – tell a different story. The evidence investigators have complied shows that these white-power terrorists had never met one another, but that they lived in an on-line world created by 4chan, 8chan, and white-power organizations’ websites, where they consumed racist ideas and propaganda that shaped their decision to kill African-Americans, Muslims, Jewish people, and Mexicans and Mexican-Americans. We also know that white-power terrorists have particular goals in mind. Message boards like 8chan reveal a competition among participants about who can top the number of people killed in the last mass shooting. There is also a strong belief expressed on-line that killing racial minorities will foment a race war and allow white-power advocates to create an all-white world. I describe these terrorists as advocates of white power because it is important to understand that “white power” and “white nationalism,” a term often used in the media to describe the perpetrators of recent mass killings and the movement that animates them, are not the same thing. White nationalism calls to mind an effort to shore up the interests of white people within the American nation as it currently exists. The white-power movement, on the other hand, imagines a transnational, Aryan nation of white people living in an all-white world after wiping out non-whites. This might sound far-fetched, but does not mean that those who carry out mass killings in pursuit of this goal are mentally ill. Rather, their actions are the result of a white-power ideology fostered and spread on-line. What is new about how white-power advocates communicate with each other is that some of it now happens on-line. Interaction between racists who never met one another, however, has a long history in the United States. Approximately 4,100 African Americans were lynched between the end of the Civil War in 1865 and the 1960s. The white perpetrators of these lynchings lived hundreds of miles apart and often did not know one another, but they were united in a collective effort to enforce Jim Crow white supremacy in the American South (I use “white supremacist” here because white southerners who carried out lynchings did not, broadly speaking, subscribe to white power as the current movement defines it: the creation of a transnational, Aryan nation of white people living in an all-white world after wiping out non-whites). Lynchings were sometimes public events that drew hundreds or thousands of people with the purpose of “teaching” southern African Americans what would happen to them if they violated the rules of Jim Crow. Southern newspapers ran stories that justified lynchings; perpetrators took pieces of flesh, body parts, and hair from lynching victims as souvenirs and passed them around; and white southerners took lynching photographs, turned them into postcards, and mailed them to friends, family, business associates, and fellow travelers in the white supremacist movement. This racist community building had the goal of creating and maintaining white supremacy and, of course, it all happened without the help of the Internet. Communication, whether on-line or through the more traditional means has played an integral role in fostering and perpetuating racial violence and hatred. If you are a reporter covering this topic – let one of our experts help. Dr. Anthony DeStefanis is an associate professor of history at Otterbein University. He specializes in modern U.S. history with an emphasis on labor and the working class and immigration, race, and ethnicity. Dr. DeStefanis is available to speak with media regarding the history of racial violence in America – simply click on his icon to arrange an interview.
Multicultural Millennials Respond Positively to Health ‘Edutainment,’ Baylor Marketing Research Says
One-on-one interviews reveal which health issues concern millennials and their longing for optimal health Storytelling that educates and entertains – aka “edutainment” – is a powerful communications tool that can lead to positive health-related changes among multicultural millennials, according to a new marketing study from Baylor University. Tyrha Lindsey-Warren, Ph.D., clinical assistant professor of marketing in Baylor University’s Hankamer School of Business, led the study, “Making multicultural millennials healthy: The influence of health ‘edutainment’ and other drivers on health-oriented diet change,” which is published in the Journal of Cultural Marketing Strategy. Charlene A. Dadzie, Ph.D., assistant professor of marketing at the University of South Alabama, coauthored the research. The research sought to determine which health issues most concerned multicultural millennials and to gauge how effective media can be as a tool to address those issues and drive change. “This study finds that by bolstering self-identity and employing health ‘edutainment,’ it is possible to have a positive impact on the health intentions and behaviors of the millennial generation,” the researchers wrote. There are more than 92 million millennials (ages 20-34) in the United States today, the researchers observed. More than 9 million of those are identified as being overweight, and much of that can be attributed to a sedentary lifestyle and media consumption. White Americans watch an average of 140 hours of television per month (35 hours per week); African Americans watch 213 hours of television per month; and Latino Americans watch 33 hours of television per week and stream more than six hours of video per month. “Millennials are tech-savvy, they love social media, they’re actually more health conscious than previous generations, and they have significant economic power,” Lindsey-Warren said. “With so many millennials – in the scope of this study, multicultural millennials – watching so many screens, there is great opportunity to generate information and increase products and services geared towards health-oriented behavior.” But to take advantage of this opportunity, public and private organizations need to understand what drives millennials’ health choices and communicate accordingly, the researchers wrote. A total of 265 people participated in two components of the study – a health survey of 245 undergraduate students and one-on-one, in-depth interviews of 20 multicultural millennials. ‘I’m old-young and it’s getting real.’ For the second part of the study, the researchers interviewed 20 people – 10 women and 10 men – from two organizations, a large northeastern U.S. university and a mid-sized nonprofit organization in Harlem, New York. The subjects represented cultural, socioeconomic and educational diversity. The interviews were used to better understand the health status of these millennials as well as their relation to storytelling in the media, the researchers said. Participants answered health and wellness questions regarding their own health and personal network (example: “What is your ideal health?”) and questions about their personal media usage (example: “What are the top five health and wellness issues you see regularly portrayed in the media?”). One of the strongest themes to emerge from those interviews was that multicultural millennials “long to be healthy in mind, body and spirit” and are open to “seeing authentic and relevant storytelling regarding health issues in the media that is meaningful.” “They would definitely respond to health messages when they truly see themselves in storytelling that meets them where they are in life,” the researchers wrote. Some of the health-related topics addressed by those being interviewed included healthy eating, asthma, sexual health, mental health and fitness. One interviewee, a 21-year-old woman said she gets “out of breath” when she runs up the stairs and her knees “crack and hurt.” “I would love to have ideal health again. I really would. I would love it. I’m old-young, and it’s getting real,” she said. ‘More involved in the narrative’ In addition to the one-on-one interviews, each of the 20 interviewees watched media clips from two television programs – ABC’s “Private Practice” and the nationally syndicated health show, “The Doctors.” Each show highlighted the accurate health information concerning attention deficit hyperactivity disorder (ADHD). “Private Practice” told its story via fictional characters in an episodic dramatic storytelling format. In this format, health issues were not directly promoted and there was no direct-to-camera discussion of those issues. “The Doctors,” on the other hand, utilized the format of real doctors conveying accurate health information in real-life situations, directly to the camera and in front of a studio audience. “From the interviews, it was apparent that the storytelling in the health edutainment stimuli worked because the participants enjoyed and were more involved in the narrative conveyed in ‘Private Practice’ versus ‘The Doctors,’” the researchers wrote. “For example, the ‘Private Practice’ segment told the story of a young boy and his parents who desperately asked their doctor to give them a prescription for ADHD medicine for their son, even though the son did not want the medicine and the doctor felt that the prescription might not have been needed.” The “Private Practice” story resonated better with those watching and scored high across genders, according to the study. One 21-year-old male university student said he was diagnosed with ADHD as a child and saw himself and his parents in the “Private Practice” clip. He said he took ADHD medicine for a while. “I didn’t like it and I stopped taking it, and that was it. My parents were, ‘OK – if you don’t like it, that’s the way it is – you’re going to study harder, though. And, that was it,” he told the interviewers. A 28-year-old female from the nonprofit program said she saw the “Private Practice” clip and could relate to the situation as a parent. “I felt I could relate because I felt that my son had ADHD, and I really, I kind of diagnosed him myself, and said that, so I was really interested in this topic,” she told the researchers. Marketing and advertising implications Given the constant barrage of media in the lives of millennials, it is only reasonable to question the effect of this environment on their health and well-being, Lindsey-Warren said. The findings of the study are useful for practitioners in marketing, advertising, public relations, digital and branded entertainment. “Ultimately, the key to making a difference in the lives of multicultural millennials and their health, both now and into the future, may be achieving the right balance of educating and entertaining them,” the researchers wrote. “For millennials, Gen Z and alpha – the newest generation – ‘edutainment’ is and will continue to be a primary way to educate them,” Lindsey-Warren said. “It’s through the stories we tell on digital, on streaming, on gaming – that’s the way those generations are learning.” ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT HANKAMER SCHOOL OF BUSINESS AT BAYLOR UNIVERSITY At Baylor University’s Hankamer School of Business, integrity stands shoulder-to-shoulder with analytic and strategic strengths. The School’s top-ranked programs combine rigorous classroom learning, hands-on experience in the real world, a solid foundation in Christian values and a global outlook. Making up approximately 25 percent of the University’s total enrollment, undergraduate students choose from 16 major areas of study. Graduate students choose from full-time, executive or online MBA or other specialized master’s programs, and Ph.D. programs in Information Systems, Entrepreneurship or Health Services Research. The Business School also has campuses located in Austin and Dallas, Texas. Visit www.baylor.edu/business and follow on Twitter at twitter.com/Baylor_Business.
Baylor’s Jeff Levin Named a Fellow of Prestigious International Society
Baylor scientist Jeff Levin, Ph.D., M.P.H., has been invited to become a Fellow of the prestigious International Society for Science and Religion (ISSR), a multidisciplinary learned society based at Cambridge University. Founded in 2002, ISSR is the world’s preeminent scholarly organization devoted to the intersection of science and religion. The Society has only about 200 Fellows, mostly from the physical and biological sciences, philosophy, history and theology. Levin is one of the few Fellows with a background in the biomedical sciences. Levin, an epidemiologist and religious scholar, holds a distinguished chair at Baylor, where he is University Professor of Epidemiology and Population Health, professor of medical humanities and director of the Program on Religion and Population Health at the Institute for Studies of Religion. He also serves as adjunct professor of psychiatry and behavioral sciences at Duke University School of Medicine and as an affiliated member of the Center for Medical Ethics and Health Policy at the Baylor College of Medicine. Levin is a founding father of the field of research devoted to the influence of religious faith and spirituality on physical and mental health. He has been conducting studies on this subject since the early 1980s. He came to Baylor in 2009. Levin’s work “is the culmination of a lifetime of diligent scholarship, for which he is rightly renowned worldwide, said Stephen G. Post, director of the Center for Medical Humanities, Compassionate Care and Bioethics at Stony Brook University, and an ISSR Fellow. “It is hard to imagine that any one scholar could have made such a pioneering contribution across this interface, but Jeff has been digging deep for nearly 40 learned years,” Post said. Levin’s colleagues at Baylor were excited to hear about this honor. “This is an amazing honor for a world-class scholar. This recognition is a true testament to his many important publications and remarkable career,” said Byron Johnson, Ph.D., co-director of ISR and Distinguished Professor of the Social Sciences. Among the ISSR’s distinguished Fellows are several Templeton Prize laureates, Gifford lecturers and leading academic scientists and theologians in Europe and North America. “I never expected this and wasn’t sure I was even on their radar,” Levin said. “The science and religion field has become a major intellectual endeavor, but the subject of religion and health up to now has not really been acknowledged by the field or accepted in it. So this is a first—an honor for me, for sure, but also recognition of the work that so many of my colleagues and I have been doing since the 1980s.” Levin has been published in more 220 scholarly publications, including 11 books. His most recent book is “Religion and Medicine: A History of the Encounter Between Humanity’s Two Greatest Institutions,” forthcoming this fall from Oxford University Press. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT THE BAYLOR INSTITUTE FOR STUDIES OF RELIGION Launched in August 2004, the Baylor Institute for Studies of Religion (ISR) initiates, supports and conducts research on religion, involving scholars and projects spanning the intellectual spectrum: history, psychology, sociology, economics, anthropology, political science, epidemiology, theology and religious studies. The Institutes mandate extends to all religions, everywhere, and throughout history, and embraces the study of religious effects on prosocial behavior, family life, population health, economic development and social conflict.
The Spencer Foundation recently awarded Baylor University’s Diana R. Garland School of Social Work a $50,000 grant to study if and how accredited Master of Social Work (M.S.W.) programs incorporate curricula around religion and spirituality (RS) into social work education as well as assessing faculty views around the topic and how universities’ religious affiliations impact M.S.W. education. The School of Social Work’s Edward C. Polson, Ph.D., assistant professor, and Holly Oxhandler, Ph.D., assistant professor and associate dean for research and faculty development, are co-principal investigators for the study, “Graduate Social Work Faculty Views on Preparing Students to Ethically Integrate Clients’ Religion/Spirituality in Practice: A National Survey.” As of spring 2019, there were 290 M.S.W. programs accredited by the Council on Social Work Education (CSWE), but little is known about how or if RS content is delivered within these colleges and universities. “Given that social workers provide the largest proportion of mental healthcare services in the U.S. [according to the Substance Abuse and Mental Health Administration], and clients have expressed a preference for integrating their RS in previous research, this is especially important to consider,” Oxhandler said. “In addition, no study has examined the potential impact religiously-affiliated colleges or universities have on M.S.W. education, including preparing students to ethically integrate clients' RS.” The research team, which will include a graduate assistant from the School of Social Work, will survey the approximately 5,000 full-time faculty across all of the CSWE-accredited M.S.W. programs to answer three questions: 1) How do M.S.W. programs prepare students to ethically integrate clients' RS in practice (if at all)? 2) What are M.S.W. faculty members' views and behaviors related to educating students on RS in social work? 3) In what ways, if any, do colleges' /universities' religious affiliation impact training on CSWE competencies in M.S.W. programs? Over the last few decades, research has shown a growing awareness that RS plays an important role in Americans' lives and the ethical integration of clients' RS in mental health treatment often contributes to positive outcomes. A previous study by Oxhandler revealed social workers held overwhelmingly positive attitudes toward integrating RS into treatment, but few were engaged in the practice. The study indicated only two practitioner characteristics that could predict their orientation toward integrating clients' RS into treatment: intrinsic religiosity (degree to which practitioners are internally motivated by RS) and prior training. This lack of training was reflected through surveys showing only 13 percent of social workers had taken a course in their M.S.W. program. Further, in another study by Oxhandler and Baylor alumna, Kelsey Moffatt, the team found a mere 78 of 257 programs mentioned a course on RS on their school websites in 2018. “We look forward to learning more about how M.S.W. faculty across the US integrate religion and spirituality content into their M.S.W. curricula as an element of clients’ culture and coping skills,” Oxhandler said. “Recognizing that clients tend to prefer their therapist assess and discuss the client’s spirituality as it relates to treatment, coupled with the fact that very few mental health care providers are trained in this area, we saw a need to better understand what's happening within M.S.W. programs.” The Spencer Foundation has been funding education research since 1971 and is the only national foundation focused exclusively on supporting education research. Their Small Research Grants on Education program supports research projects that will contribute to the improvement of education, and their goal is “to support rigorous, intellectually ambitious and technically sound research.” “I am truly grateful for the Spencer Foundation’s support for Dr. Polson and I to carry out this exciting project,” Oxhandler said. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT THE DIANA R. GARLAND SCHOOL OF SOCIAL WORK AT BAYLOR UNIVERSITY Baylor University’s Diana R. Garland School of Social Work is home to one of the leading graduate social work programs in the nation with a research agenda focused on the integration of faith and practice. Upholding its mission of preparing social workers in a Christian context for worldwide service and leadership, the School offers a baccalaureate degree (B.S.W.);a Master of Social Work (M.S.W.) degree available on the Waco or Houston campuses or online; three joint-degree options, M.S.W./M.B.A., M.S.W./M.Div. and M.S.W./M.T.S., through a partnership with Baylor’s Hankamer School of Business and George W. Truett Theological Seminary; and an online Ph.D. program. Visit www.baylor.edu/social_workto learn more.
Are America’s teachers equipped to help kids coping with trauma – let our experts explain.
At a time when roughly half of all U.S. children experience at least one adverse experience during their schooling, only 40% of the nation’s teachers feel they possess adequate strategies to help students develop social and emotional skills to cope with trauma. A recent survey (see attached) shows that there are serious gaps when it comes to helping America’s children handle and overcome adverse childhood experiences. The survey also revealed: 78% of teachers feel that it is part of their job to help students develop strong social and emotional skills. Nearly 92% feel that the teaching of social-emotional skills will improve student safety. Only 29% had received mental health training. 43% found finding ways to help students who appear to be struggling with problems outside of school difficult. 23% said their most challenging task was finding ways to help students who appear to be experiencing emotional or psychological distress. Social and emotional learning is critical to student development and should be prioritized in teacher education. That’s where the experts from Western Governors University are approaching education differently. The school is integrating social and emotional learning into its curriculum for teachers, helping graduates and the next generation of teacher bring trauma-informed education into tomorrow’s classroom. Are you a journalist covering education and the state of America’s classrooms? That’s where our experts can help. Dr. Deborah Eldridge is an expert in program strategy, curriculum development, accreditation, and licensure for teacher education. Dr. Eldridge is available to speak with media regarding this topic – simply click on her icon to arrange an interview.
Surviving a mass shooting – let our experts help with your coverage and understand what’s next
At least 15 people were injured and three were killed, including a six-year-old boy, when a gunman opened fire on a crowded festival in California on Sunday. Investigators are still left searching for a motive and reason. But in the wake of any tragedy there lies countless numbers of witnesses, relatives and first responders who will be impacted mentally, physically and psychologically from this event. Those wounds are often deep and difficult to treat. If you are a reporter covering this shooting or any other incident of this magnitude – that’s where our experts can help with your questions and coverage. Dr. Laura C. Wilson is a clinical psychologist whose expertise focuses on post-trauma functioning, particularly in survivors of sexual violence or mass trauma (e.g., terrorism, mass shootings, combat). Her research interests extend to predictors of violence and aggression, including psychophysiological and personality factors, as well as indicators of PTSD following mass trauma, long-term functioning among first responders, outcomes among survivors of sexual violence, and the influence of media on mental illness stigma. Dr. Wilson is available to speak with media – simply click on her icon to arrange an interview today.
