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Health coaching could be an innovative approach to develop student coaches' cultural competence (CC) among future health professionals. The current mix-method study design explored the impact of an 8-week peer health coaching intervention among college students on CC, from both student health coaches (i.e., students majored in health sciences who completed health coaching training and acted as health coach) and student clients' perspective. Nine student coaches and 24 student clients participated in the study. The quantitative analysis showed an increase in the clients' perceived level of coaches' CC between the pre- and posttest. The qualitative analysis revealed three themes, including varying levels of awareness, respectful and culturally responsive coaching, and cultural connection. Implications and recommendations for educators and researchers are discussed.

History, the major storehouse of information, informs us about the important relationship between people and society and increases our understanding of basic societal values and institutional arrangements. A recent New York Times op-ed described “The Dangerous Decline of the Historical Profession.” Likewise for historical content in social work education, exacerbated by the 1970s‘ rise of neoliberalism and the profession’s long marginalization of historical research and teaching. The Social Welfare History Group renews its call to bring historical content back into social work education and to correct its deep-seated race, class, gender, and colonizing distortions. To ensure that all social work courses include history, we can revive the value historical knowledge; prepare a cadre of historical researchers and instructors; financially support emerging scholars and develop a pipeline of history-informed faculty to teach the next generation of social workers.

Purpose: Generalization has been defined and instantiated in a variety of ways over the last half-century, and this lack of consistency has created challenges for speech-language pathologists to plan for, implement, and measure generalization in aphasia treatment protocols. This tutorial provides an overview of generalization with a focus on how it relates to aphasia intervention, including a synthesis of existing principles of generalization and examples of how these can be embedded in approaches to aphasia treatment in clinical and research settings. Method: Three articles collectively listing 20 principles of generalization formed the foundation for this tutorial. The seminal work of Stokes and Baer (1977) focused attention on generalization in behavioral change following treatment. Two aphasia-specific resources identified principles of generalization in relation to aphasia treatment (Coppens & Patterson, 2018; Thompson, 1989). A selective literature review was conducted to identify evidence-based examples of each of these 20 principles from the extant literature. Results: Five principles of generalization were synthesized from the original list of 20. Each principle was supported by studies drawn from the aphasia treatment literature to exemplify its application. Conclusions: Generalization is an essential aspect of meaningful aphasia intervention. Successful generalization requires the same dedication to strategic planning and outcome measurement as the direct training aspect of intervention. Although not all people with aphasia are likely to benefit equally from each of the principles reviewed herein, our synthesis provides information to consider for maximizing generalization of aphasia treatment outcomes. Supplemental Material: https://doi.org/10.23641/asha.24714399

Memes on social media can carry ageist messages and can elicit reactions that are both emotional and self-evaluative. The present study investigates age-related differences in nine discrete emotions and in the evaluation of when individuals have been or will be their best selves. Participants (n = 360) representing young (m = 26 years), middle-aged (m = 39 years) and older adults (m = 63 years) were randomly assigned to view either non-ageist (animals) or ageist (e.g., incompetent older people) memes. After viewing memes, we assessed nine emotional reactions (i.e., fear, anger, sadness, happiness, anxiety, discomfort, disgust, surprise, enjoyment) and Best Self evaluations. Younger and middle-aged people reported more intense emotional reactions to memes than older people, with the exception that older people reported more discomfort and disgust in response to ageist versus non-ageist memes. Younger adults were less surprised by ageist memes (vs. non-ageist) and for all age groups ageist memes (vs. non-ageist) elicited less happiness and enjoyment and were less likely to be shared. With respect to evaluations of one's Best Self, older individuals were more likely to report being their best selves in the past, while after viewing ageist memes, younger individuals were more likely to report being their best selves in the future. Emotions of disgust and discomfort were related to identifying one's Best Self as further in the past. The current study adds to the literature on the impact of ageism by examining age-related differences in the emotions and self-evaluations experienced when confronted with memes on social media.

Assessments of oral reading are widely used for screening, progress monitoring, and comprehensive evaluations. Despite the utility and technical adequacy of these tools, there are subgroups of students for whom measures of oral reading may be inappropriate. The first section of this article focuses on how tests of oral reading may underestimate word reading ability and reading fluency among four subgroups of students with speech, language, or learning difficulties. These include school-age students who demonstrate word-finding difficulties (which are common among students with a learning disability or developmental language disorder), developmental stuttering, childhood apraxia of speech, and pediatric dysarthria. The second section offers practical recommendations for more accurate assessment procedures, correct placement decisions, relevant professional learning activities, and strategic interdisciplinary teaming. © Hammill Institute on Disabilities 2023.

We have prepared CuS and CuS-rGO nanocomposites via the hydrothermal method. The physical properties of the synthesized materials were studied through x-ray diffraction and scanning electron microscopy. The supercapacitor characteristics were evaluated by cyclic voltammetric and galvanostatic charge–discharge studies. The cyclic voltammetric studies conform the pseudocapacitive nature of CuS and CuS-rGO electrodes. The specific capacitance of CuS was obtained as 207, 150, and 97 F/g at a current density of 0.5, 5, and 20 A/g, respectively. The rGO-CuS nanocomposite showed improved specific capacitance of 350, 251, and 149 F/g at current densities of 0.5, 5, and 20 A/g, respectively. © 2023 Author(s).

Although first described in 1944 (the year the description of infantile autism), Asperger’s syndrome attracted little attention until the publication by Lorna Wing in early 1980. Over time, different views of the definition of Asperger’s syndrome developed. By the time of the Third Edition of the American Psychiatric Association’s Diagnostic and Statistical Manual and the Tenth Edition of the World Health Organization’s International Classification of Disease, enough information had accumulated to include the condition within the broader autism category. Asperger’s syndrome remained a focus of research interest and debate until its exclusion in the DSM-5 in 2013. We argue that the decision to remove Asperger’s syndrome 10 years ago as a distinct condition was premature. A discussion of the tensions around defining Asperger’s and concerns now arising due to the lack of this diagnostic category for new cases is provided. © 2024, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Recently, the field of research exploring the links between neurodivergence and the LGBTQ+ community has grown. Many queer adults who were not diagnosed as children are just now receiving neurodivergent diagnoses. Nick Walker coined the term “neuroqueer” in 2015 to describe the intersection of being both neurodivergent and queer. “Neuroqueering” refers to the embodying and expressing of one’s neurodivergence in ways that also queer one’s performance of gender, sexuality, ethnicity, and/or other aspects of one’s identity (Walker 2021). Considering the increase of queer representation in the outdoors, it is necessary to also address neuroqueering and its implications for the outdoor community. This conceptual article will address the connection between neurodivergence and the LGBTQ+ community, implications for the queer outdoors, and ways to include neuroqueer recreationalists and outdoor advocates in efforts to make the outdoors more equitable.

The purpose of this mixed methods, single case study was to explore long-term care (LTC) employees’ attitudes towards age and gender. The intersection of Rosemary Garland-Thomson’s theory of feminist disability (2001) and Hailee Gibbons’ ...

Objectives: Research suggests that ageist beliefs and behaviors have increased since the onset of the novel coronavirus 2019 (COVID-19). Considering that COVID-19 has taken a particularly heavy toll on long-term care (LTC) residents, this study examined if LTC employee perceptions of aging were influenced by working in a LTC facility during the pandemic.Methods: Qualitative data collection included 30-minute interviews with 21 LTC employees in the Boston, Massachusetts, area including 10 nurses, three nursing assistants, four clinical coordinators, two social workers, one recreation therapist, and one registered dietitian.Results: An increase in perceptions and behaviors representative of compassionate ageism (CA) was self-reported among participants.Discussion: The current study demonstrates how an increase in CA among employees was perpetuated by the COVID-19 pandemic. Allied health and nursing professionals should be mindful of attitudes toward aging, and how health events can reinforce ageist beliefs and behaviors. Opportunities for recreation therapists to lead antiageist efforts in LTC are identified.

Person-centered care (PCC) is a term used to describe an individualized approach to patient care that engages patients and families as partners in meaningful ways to create a comprehensive, collaborative, and customized plan and experience of care. Although some healthcare fields of study, such as the Quality and Safety Education for Nurses (QSEN) model, have adopted and integrated person-centered care concepts and competencies into their curricula, there remains a critical gap in higher education to systematically integrate person-centered care into the curricula and assessment of interprofessional healthcare fields of study. While the delivery of person-centered care by healthcare professionals requires education and training in PCC concepts, this training has primarily occurred on the job, without a standardized and comprehensive curriculum to systematically teach and assess PCC competencies to students in interprofessional healthcare and medical degree programs. Until recently, the educational foundations for healthcare disciplines were drawn primarily from biomedical, business, and nursing models, not from patients' points of view. In this article, we consider why teaching and evaluating PCC concepts should be the foundation of all interprofessional health education. We first review the perspectives of relevance to our argument and then advocate for a person-centered paradigm shift for interprofessional healthcare and medical education and training. Next, we argue that integrating and evaluating students' understanding and application of PCC concepts in all healthcarerelated disciplines will ensure that graduates receive the most current and relevant preparation for careers in healthcare and that this aligns with the expectations of patients as consumers.

ABSTRACT BACKGROUND State policies influence the quantity and quality of educational programs delivered in schools. This study examined state physical education policy changes from 2001 to 2016 by analyzing data reported in The Shape of the Nation Report . METHODS Policies related to state mandates for physical education, time/credit requirements, assessment and fitness testing requirements, adoption of state standards, and allowance of substitutions were analyzed over 5 editions of the report using repeated measures statistics. RESULTS A majority of state physical education‐related policies have not changed over the past 15 years despite calls by numerous public health agencies for enhanced physical education in schools. There was, however, a significant increase in the number of states adopting teaching standards and requiring assessment and fitness testing in physical education, mirroring a broader shift in education toward standards, assessment, and accountability. CONCLUSIONS Despite improved rigor in physical education through the adoption of standards and assessment practices, physical education continues to be marginalized in schools by a lack of curricular time and inappropriate substitution policies. Stronger policies are needed for physical education to have a substantial impact on school health.

As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to investigate stakeholders’ perceptions of the factors influencing the diffusion of a one-year, contextually based, full-immersion master’s degree in PE. Six stakeholders, including individuals from a mid-sized university, a global fitness corporation, and a rural K-12 school district all located within the United States, participated in semi-structured interviews. Deductive content analysis methods were used to analyse the data. Utilising Roger’s Attributes of Innovation, eleven sub-themes emerged. Findings represent stakeholders’ perceptions of facilitators and barriers to the implementation and diffusion of an innovative effort to deliver graduate education. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar.

This article expands previous recommendation to “be proactive” by providing practical examples that have the potential to encourage stakeholders to value HPE programs before these programs are threatened with reduction or elimination. The aim is to capitalize on positive aspects of programs that are already in place to maximize publicity within communities.

Educational technologies have been known to positively impact teaching and learning in physical education. This rapid development of new technologies has encouraged physical education teacher education (PETE) programs to prepare preservice physical education teachers (PPETs) with experiences rooted in technological pedagogical content knowledge (TPACK). This study aimed to understand current PPET experiences with technology in a secondary methods course. A total of 14 participants from two PETE programs participated in this study. Semi-structured interviews were conducted and later analyzed using a grounded theory methodology. Two themes were discovered: (a) PPETs used technology to plan, instruct, and/or assess their secondary physical education classes, and (b) PPETs encountered barriers when using technology. Future research should examine the levels of technology understanding among PPETs.

Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs’ questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses.