Matching Items (2)
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- All Subjects: PhotoStory
- Creators: Giorgis, Cyndi
Description
How does a university serve the needs of students in the face of a global pandemic? In truly unprecedented times, administrators were pushed to perform in new modalities and under very different circumstances. For many months, change was the only constant and student support needs were a whole new world to navigate. The purpose of this phenomenological action research study was to conduct outreach and implement wellness programming as an intervention to reduce loneliness in college students experiencing isolation or quarantine due to COVID-19. Four theoretical frameworks guided the study, including the work of Astin (1975, 1984, 1993, 2001), Kuh (2001), Hawkley and Cacioppo (2010), and Fullan (2001). In this qualitative study, data pertaining to student well-being, loneliness and motivation to persist were collected through the use of pre- and post-intervention semi-structured interviews as well as participant journal entries. Study participants were undergraduate students who had tested positive for COVID-19 or had been exposed to COVID-19 and were therefore in isolation or quarantine, respectively. The intervention extended the length of the semester and involved implementation of outreach and wellness programming initiatives for each participant.
Through the findings provided, one can see the impact of isolation or quarantine on college students as well as the influence of the intervention on student well-being, connection, and persistence to graduation. The discussion of this work will describe the implications of this study as well as the lessons learned.
ContributorsSmith, Courtney Taylor Spivak (Author) / Giorgis, Cyndi (Thesis advisor) / Vogel, Joanne (Committee member) / Torres, Maritza (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of the PhotoStory Professional Development (PPD) action researchstudy was to explore the relationship between dialogical narrative analysis and reducing
compassion fatigue in teachers working in a trauma-informed behavior management
program. The PPD was designed to elicit conversations related to the psychological
effects of compassion fatigue which were identified in previous cycles of action research.
Through the iterative process, teachers identified they needed administrative support and
mitigation strategies for stress reduction related to working in a trauma-informed context.
As a result, the PPD was developed to provide opportunity for disclosure, discussion, and
reflection regarding experiences with compassion fatigue related to the school context.
The study was grounded in a constructivist framework, and aspects of trauma theory,
connection, and storytelling were explored. The literature review includes studies
centered on professional development for teachers working in trauma-informed
programs, and psychological effects and mitigations strategies related to compassion
fatigue. The PPD study participants included six kindergarten through eighth grade
educators. Participants completed a presurvey, attended three workshops over the course
of four weeks, and completed a postsurvey. Each workshop provided an opportunity for
participants to create and present a PhotoStory collage, participate in a Talking Circle
discussion, and write journal reflections. All six participants completed a 30-minute
individual mid-study interview. The results of the study indicated that providing
participants with an opportunity to engage in dialogue regarding compassion fatigue
reduced the negative psychological effects associated with their roles as trauma-informed
educators.
ContributorsEcheverria, Lushanya (Author) / Giorgis, Cyndi (Thesis advisor) / Anoyke, Duku (Thesis advisor) / Cecena, Aracele (Committee member) / Arizona State University (Publisher)
Created2021