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Browsing by Author "Glassburn, Susan"
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Item Applied Educational Neuroscience in Elementary Classrooms: a Grounded Theory Study(2018-11) Dennis, Sheila R.; Lay, Kathy; Adamek, Margaret; Brown, James; Draucker, Claire; Glassburn, SusanEducational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.Item Communication tools and strategies for interprofessional teamwork in a comprehensive pain assessment clinic in primary care(Elsevier, 2022-12-01) Glassburn, Susan; Delbridge, Emilee; Loghmani, M. Terry; Newton, April D.; Binion, Kelsey; Romito, Laura; Willis , Deanna R.; School of NursingThe Comprehensive Pain Assessment Clinic (CoPAC) is a grant-funded clinic embedded in a family medicine residency center providing care to an under-resourced urban population. This interprofessional clinic brings together 10 professions, including healthcare professionals, university faculty, and learners to assess patients with chronic pain. The focus of the clinic is to develop a functional and dynamic model of teamwork including communication strategies to facilitate assessment. The communication/teamwork tools and strategies include pre-visit preparation sheets, pre-visit team huddles, “teamlet” visits, handoff communication tools, care plan development, patient education, follow-up care coordination, and post-clinic debriefs, which are used for continuous quality improvement. The process model for the clinic, communication tools, and qualitative comments from learners are described. Lessons learned are discussed, including time management, intentional mentoring, interprofessional education and collaborative practice (IPECP) coordination, and implementation of best practices.Item Enhancing the Sexual Health of Youth in Systems of Care: Factors Affecting Risky Sexual Behaviors and Implications for Pregnancy Prevention Programs(2024-05) Armstrong Richardson, Eprise AJ; Adamek, Margaret E.; Ott, Mary A.; Mariscal, Susana; Glassburn, SusanThis study investigates factors contributing to risky sexual behaviors and teenage pregnancies among youth in systems of care (YSC). Secondary analyses were conducted on quality improvement data from two sexual education programs in the urban Midwest. Descriptive analyses uncovered disparities in risky sexual behaviors between the study samples; moreover, both groups exhibited higher rates compared to those reported in existing literature and the general population. In the Indiana Proud and Connected Teens (IN-PACT) study (N = 1916, mean age = 16.1 years), multivariate analysis showed that, when controlling for age, adverse childhood experiences (ACEs), and system involvement, pregnancy risk scores—a measure of participants' engagement in risky sexual behaviors—were positively associated with decision-making capacity and negatively associated with perceptions of pregnancy as undesirable. Furthermore, among a population of youth currently involved, or at risk of future involvement, in systems of care, those within juvenile justice (JJ) systems reported higher pregnancy risk scores, while youth in child welfare (CW) systems reported lower scores. In the Healthy Teen Connection (HTC) study (N = 603, mean age = 15.7 years), descriptive analyses revealed that 6.3% of participants scheduled appointments post-intervention, indicating limited success in linking participants to reproductive health clinics. The analyses also highlighted patterns regarding participants’ sociodemographic and sexual health characteristics, including an increased proportion of youth reporting sex under the influence during the pandemic. Thematic analysis of coordinators’ reflections links the intervention’s limited success to multifaceted barriers hindering participants’ access to sexual and reproductive health (SRH) services, resources, and education. However, coordinators suggested that, by fostering a safe and supportive environment and engaging caregivers in the intervention, HTC was successful in empowering participants in their sexual health. Acknowledging limitations such as reliance on self-reported data, the findings lay the groundwork for comprehensive policy and practice recommendations. Collaborative efforts are needed to provide YSC with tailored sexual health programming, including comprehensive and developmentally appropriate sexual health education, and accessible SRH resources and services. Future research should prioritize comprehensive needs assessments and explore disparities in sexual health behaviors and outcomes to enhance program development and implementation efforts.Item Letting it sink in: The longer-term impact of a social work short-term study abroad course(Taylor & Francis, 2022) Glassburn, Susan; Reza, Md Hasan; School of Social WorkShort-term study abroad courses are increasingly common in higher education, but while brief, can deeply impact students’ cultural appreciation and competence. This qualitative study explored 17 former Master of Social Work students’ experiences one to two years after completing a study abroad course on human trafficking in India. Data was analyzed using thematic analysis and three themes emerged: Considering my Positionality, Personal Transformation, and Taking Action. There were three levels of taking action: some students found ways to use the learning in their professional setting, others found it encouraged them to speak out against injustice, and some actively engaged in some form of advocacy. Mezirow’s theory of transformative learning was used to frame and explore the findings.Item Post Liver Transplant Patient Outcomes and Survival: Impact of Demographics and Psychosocial Factors(2022-08) French, Marcia Mount; Kim, Hea-Won; Adamek, Margaret E.; Glassburn, Susan; Mangus, Richard S.Many persons with cirrhosis and eventually end stage liver disease (ESLD) are unable to meet the eligibility criteria for becoming a candidate for a liver transplant (LT). Currently, approximately 17,000 persons in the United States (U.S.) need a LT to survive, though only about 8,000 LT’s are performed each year; a LT is the only option for survival. The genesis of ESLD is most typically attributed to alcohol abuse, chronic hepatitis B or C, non-alcoholic fatty liver disease, autoimmune hepatitis, biliary atresia (new-born liver disease), or metabolic disorders. The etiology of adult LT recipients in 2017 for the U.S. were non-alcoholic fatty liver disease (31%) and alcoholic liver disease (25.1%). This study is guided by the Critical Social and Stress Coping Theories to assist in exploring potential health disparities prevalent in LT recipients. The aim of this study is to explore the psychological and demographic characteristics of 1297 LT recipients between 2010-2020 in an Indiana transplant center and identify potential disparities impacting 10-year survival rates. This exploratory, cross-sectional secondary analysis found that race/ethnicity, histories of mental illness, substance use/abuse, social support networks, education, marital status, and insurance sources held no statistical significance for 10-year survival rates. To date the screening process for each of those demographics appears to be effective and efficient. A Cox regression analysis revealed having a history of criminality significantly impacts 10-year survival rates. To address these findings the consideration for increased support and follow-up for patients with a history of criminality may positively impact 10-year survival rates.