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Item Barriers and facilitators to treatment participation by adolescents in a community mental health clinic(2013-05-17) Oruche, Ukamaka M.; Downs, Sarah M.; Holloway, Evan D.; Burke Draucker, Claire; Aalsma, Matthew C.An estimated 40–60% of children in mental health treatment drop out before completing their treatment plans, resulting in increased risk for ongoing clinical symptoms and functional impairment, lower satisfaction with treatment, and other poor outcomes. Research has focused predominately on child, caregiver, and family factors that affect treatment participation in this population and relatively less on organizational factors. Findings are limited by focus on children between 3 and 14 years of age and included only caregivers’ and/or therapists’ perspectives. The purpose of this descriptive qualitative study was to identify organizational factors that influenced participation in treatment, with special attention to factors that contributed to dropout in adolescents. The sample included 12 adolescent–caregiver dyads drawn from two groups in a large public mental health provider database. Analysis of focus group interview data revealed several perceived facilitators and barriers to adolescent participation in treatment and provided several practical suggestions for improving treatment participation. Implications of the findings for psychiatric mental health nurses and other clinicians who provide services to families of adolescents with mental health concerns are discussed.Item The Effect of Wheelchair Skills Training on Increasing Participation among Manual Wheelchair Users Compared to the Standard of Care: A Rapid Systematic Review(2023-05-04) McCoy, Sarah; Brubaker, Zoe; Seigel, Brynn; Murtiff, Sam; Meier, Morgan; Chase, Tony; Sego, Daniel; Department of Occupational Therapy, School of Health and Human SciencesThis rapid systematic review examines the literature on effective wheelchair skills training targeting occupational participation in full-time wheelchair users. Wheelchair users are often faced with the challenge of limited accessibility due to an onslaught of physical barriers in their environments. An important goal of rehabilitation is participation, which is a complex construct that requires autonomy for the operationalization of participation. Knowledge of how to provide those who rely on wheelchairs as their primary means of mobility with skills training programs and environmental adaptations can strengthen autonomy and lead to increased occupational participation in their desired occupations and daily activities. In this systematic review, we utilized research databases to determine the effect of wheelchair skills training and alternative training methods on participation among manual wheelchair users. Findings reveal moderate strength of evidence for the use of wheelchair skills training in enhancing participation among wheelchair users.Item The Impact of Participation and Attendance on Undergraduate Student Performance in Face-to-Face and Online Courses(2015-11-21) Zhu, Liugen; Defazio, Joseph; Huang, Edgar; Hook, Sara AnneThis presentation reports the results of a comprehensive study of policies on attendance and participation in face-to-face and online courses, with policies that range from strict to flexible, and correlate these policies with final course grades. The intent was to demonstrate the impact that these policies have on student motivation and student success. Participants will self-identify which category their attendance/participation policies falls into and reflect on how revising these policies can influence their own courses.Item Online CPE: Real Estate Professionals’ Reasons For Participation(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Solomon, Karen J.This study examined the reasons for participation in online learning among real estate professionals. The significance of this study concerns how online continuing professional education (CPE) can be focused to meet the needs of professionals by learning about the motivators to participation. Courses for online CPE geared towards real estate professionals are being introduced daily designed to meet personal needs and to meet state re-licensure requirements. State licensing boards are granting approvals to real estate schools to provide online continuing education courses at a record pace. Industry-wide there are no identifiable reasons as to why real estate professionals participate in online educationItem Predictors of Shared Decision Making and Level of Agreement between Consumers and Providers in Psychiatric Care(2014) Fukui, Sadaaki; Salyers, Michelle P.; Matthias, Marianne S.; Collins, Linda; Thompson, John; Coffman, Melinda; Torrey, William C.Item The Quarterly interview: Tony Stamatoplos(LOEX, 2011) Stamatoplos, Anthony C., 1958-This interview with Tony Stamatoplos focuses primary on the uses of improvisation in teaching information literacy. He comments briefly on his background and philosophy of teaching, and discusses some of the ways he uses improvisation to engage students, facilitate learning, and adapt to dynamic learning environments. He discusses how his use of improvisation is grounded in theatrical improvisation and draws from the scholarship of improvisation in disciplines such as psychology, education, and business.Item Strategies for Broadening Participation of Underrepresented Minority Students in STEM(Office of the Vice Chancellor for Research, 2016-04-08) Jones, LeRoy; Nguyen, Kim; Shaw, Pamella; Bruozas, Meridith; Bahamonde, Rafael; Botanga, Christopher; Cole, DeborahThe Louis Stokes Midwest Center of Excellence (LSMCE) was created in 2012 to communicate evidence-based program effectiveness garnered from the Louis Stokes Alliances for Minority Participation (LSAMP) consortium to a broader audience. The goal of LSMCE is to serve as a national hub of information for scholars to access data, models, and funding opportunities in broadening the participation of underrepresented minority (URM) students in Science, Technology, Engineering, and Mathematics (STEM). The Center is comprised of three lead institutions: Chicago State University, Indiana University-Purdue University Indianapolis and Department of Energy-Argonne National Laboratory. The Center outcomes are: 1) development of the cLSMCE information hub to provide consistent online resources and sustained initiatives to showcase best practices in STEM teaching/learning, information dissemination and outreach; 2) faculty engagement in establishing programs, obtaining support and promoting growth across institutions; 3) student development skill-building webinars and workshops; 4) annual conferences providing LSMCE partners and LSAMP community members the opportunity to network and learn/share successful program models, celebrate student success, and be a forum for junior researchers to present in a supportive environment; and 5) partnering with key industry and corporate organizations to provide students access to internships, as well as, sponsorship of LSMCE initiatives and awards. The Center is currently in the fourth year of a five year grant and has recruited twenty Midwestern non-LSAMP schools. It has collaborated with them in developing strategies to improve their URM students’ performance, persistence and graduation in STEM degree programs. The Center also affords a professional platform for their faculty and students to participate in STEM activities.