Now showing items 1-20 of 11314

    • Human Trafficking and Moral Injury

      Haralson, Debra LaCruz; McAfee School of Theology
      ABSTRACT DEBRA HARALSON MORAL INJURY AND HUMAN TRAFFICKING Under the direction of David Garber, Ph.D. Moral injury is a response to traumatic events that causes people to question the existence of good and evil, both in the world and in themselves. Once applied to military veterans, moral injury is now seen in medical professionals, first responders, and others who move in high stakes situations. When a person violates a deeply held ethical code, as in a soldier taking a human life, moral injury can occur. Even when the action is taken in obedience to authority, for the greater good, or under compulsion, moral injury can cause shame, reduced trust in others, and ethical confusion. At The Program, a faith-based, residential center for women who have survived sex trafficking, behaviors consistent with moral injury prevail. Many of the women at The Program are wrestling with moral injury. Moral repair involves moving from secrecy and isolation into a supportive community where naming traumatic events, and their moral ambiguities, is possible. Research explored the effectiveness of The Program’s spiritual care for women who have incurred moral injury. Five spiritual care initiatives were observed: three Bible studies, an art, and an exercise class. Research instruments included participant questionnaires, observation notes, and class leader interviews. After obtaining informed consent, anonymous surveys were distributed to participants, and class leaders were interviewed. Data was coded and analyzed according to evidence of an atmosphere of expression, a supportive community, and meaningful rituals. Though most participants indicated that they enjoyed the classes, the observations revealed little self-expression. The highest participant ratings were for the art class. Here, participants exhibited self-expression, supportive community, and connection to God. The area that showed great potential for growth was the presence of meaningful rituals. Conclusions present many opportunities. If class leaders are able to move from proclamation to facilitation, participants may be more likely to trust. Possible rituals include a service of lament, a memorial monument, and a prayer garden. Further research opportunities include the value of Program participant feedback, moral injury and spiritual care in other populations, and creative rituals to honor past trauma.
    • Discovering Abundance: Leading Stakeholders of Youth Ministry at First Baptist Church of Augusta in Asset-Based Community

      Hughes, David Jennings; McAfee School of Theology
      The student ministry at First Baptist Church of Augusta is no different than any other church, community organization, or business that suffers from a scarcity mentality. This project and its ABCD tools were to dispel that notion and instead declare that there is abundance in our present that will unlock a future with immeasurably more possibilities than all we can ever ask or imagine. Such a project does not just pursue programmatic viability for the future. It also aligns with a central truth of the gospel – there is a God-sized power within every person who calls upon the name of Jesus. Such power once rose Jesus from the grave, and the world has never been the same since Jesus came. This project proclaims that similar resurrection can happen every time groups of individuals are courageous enough to discover the abundance innate within their spiritual DNA and put it into practice in the world in which they live.
    • Reawakening the Ethical Imagination of the Local Congregation Through the Exploration of the Biblical Metanarrative

      Hall, Jeremy S; McAfee School of Theology
      JEREMY SEAN HALL REAWAKENING THE ETHICAL IMAGINATION OF THE LOCAL CONGREGATION THROUGH THE EXPLORATION OF THE BIBLICAL METANARRATIVE. Under the direction of David P. Gushee In the fall of 2019, Towne View Baptist Church (TVBC), a small Southern Baptist Church in north Georgia, voted to welcome LGBTQ believers into full membership. While the church was proud of its newly adopted membership policy, its people were theologically unsure of their actions. If one had surveyed members on why they had welcomed LGBTQ believers, they would either have offered platitudes about God’s love and the ubiquity of sin or would have attempted to prooftext their way through the question. The concern is that this inclusion decision sat on a weak foundation and could be walked back in the future by poor Biblical interpretation. If leaders could move this group of (formerly) Southern Baptists to look at the Bible in a new and life-giving way to see a better and more inclusive church, then it would be possible to form a more robust church witness in the post-Christian United States. My thesis project sought to train the TVBC membership to approach ethical decisions in the context of the Biblical metanarrative and to awaken the ethical imagination by aligning church decisions with the themes and trajectory of the Bible. If effective, this training would also aid TVBC members in making difficult decisions in the future from a robust Christian ethic grounded in the trajectory of God’s dream for the creation as found in scripture. The exploration of the biblical metanarrative allowed the participants to engage their ethical imagination, moving from choosing affirmation as a negation of their culturally-embedded understanding of the LGBTQ prohibition found in the “anti-homosexual acts passages” to being able to understand their affirming position as a response to the metanarrative of the Bible and the trajectory of God’s redemptive work across the story of the Bible and in the world.
    • Transgender and Gender-Nonconforming Students’ Perceptions of Risk and Protective Factors That Affect Their College Experience

      Pollard , Richard D.; Tift College of Education
      The stigma and daily distress routinely experienced by transgender and nonbinary (TGNB) individuals negatively disturb their safety, mental stability, physical health, school success, employment opportunities, and societal inclusion, resulting in systematic marginalization and isolation in a variety of settings, including families, schools, and employment (Azeem et al., 2019; Budge & Katz-Wise, 2019; Lerner, 2019; Murchison et al., 2019; Sevlever & Meyer-Bahlburg, 2019). This phenomenological study aimed to explore the higher education experiences of TGNB students to gain insight into self-identified factors associated with their academic success and college completion. Using snowball and chain sampling techniques for recruitment, the researcher recruited 8 participants. All participants self-identified as TGNB, were over the age of 18, and had either graduated or dropped out of higher education within the previous five years. The researcher employed semi-structured interviews, and data collection was completed via HIPAA-compliant Zoom videotelephony. The researcher used an audit trail, a reflexivity journal, member checking, and detailed, thick descriptions to ensure trustworthiness. Following the steps outlined by Smith, et al. (2009), the researcher discovered six subordinate themes: (1) "Exploration and self-education for gender identity determination," (2) "Anticipated Resistance: The struggles of daily college life for TGNB students," (3) "Intolerance and injustice just to be me, (4) Internal and external factors of loss and growth," (5) "Human pillars on the campus to create belonging for TGNB students," and (6) "Transferring the responsibility of survival to one's self." These six emergent themes provided insight into how the participants navigated their gender identity during their higher education experiences. Each participant was persistent in doing what was necessary individually to move forward, which was evident in this study. The one participant that did not graduate indicated their desire to return to higher education. Future research recommendations include: 1) A need for better understanding includes more comprehension of the connectedness of TGNB students on campuses to buffer isolation and promote wellness among the TGNB student population, 2) A case study for a college that works well with TGNB students, and 3) additional research should study TGNB assigned males to understand better the differences in their experiences in the higher education environment.
    • The COVID-19 Pandemic And The Impact Of Social And Cultural Courses on Ethnocultural Empathy: Cultivating Comfortability, A Program Evaluation

      Paige, Lynn; College of Professional Advancement
      The current study’s findings explored and defined graduate students’ perceptions of the COVID-19 pandemic and the need for multicultural awareness, ethnocultural empathy, (a component of multicultural competency), and comfortability in the learning environment. The program evaluation’s aim is to report the impact of the learning outcomes of pre-designed social and cultural courses that are required in CACERP counseling programs and COAMFTE family therapy programs. As a program evaluation, the study research design was an embedded mixed- methodology that allowed for an analysis of both qualitative and quantitative inquiry. Therefore, a thematic analysis reported themes of multicultural awareness and empathic expressions among graduate students currently enrolled in a counseling program. The overall statistical analysis revealed a significant negative relationship between the number of credits for graduate students currently enrolled in a counseling program, and the level of ethnocultural empathy r= -.533*, p<05. There was a significant positive correlation between the level of comfortability in learning and the level of ethnocultural empathy r =. 05, p<01. A discussion on the areas of success, the study limitations, and implications for future research is included to provide insight of the presented program evaluation. Keywords: multicultural competency, ethnocultural empathy, comfortability, program evaluation, COVID-19 pandemic
    • Mental Health, Life Satisfaction, and Wellness Among Mexican American Immigrants

      Garcia, Stephanie; College of Professional Advancement
      This study examines the unique challenges that Mexican immigrants face and how these impact their overall health and life satisfaction. More specifically, this study is based on a quantitative research design that seeks to determine whether anxiety, depression, and wellness are predictive of life satisfaction. To date, these factors have not been studied collectively amongst the Mexican immigrant population. To test the hypotheses, a multilinear regression was conducted. The results indicated that anxiety, depression, and wellness can account for 62% of the variance in life satisfaction (R2=.63, Table 7). Depression and wellness were retained as the most significant predictors of life satisfaction. These findings have important implications for the provision of culturally competent care, for counselor educators, and for professional counselors.
    • Influence of the Medical Model on Counseling Identity: Counselor Educators’ Experience

      Teem, Mary Elizabeth; College of Professional Advancement
      This study looked closely at the experience of the influence of the medical model on counselor educators’ counseling identity. It is a phenomenological study that explored the experience of counselor educators as it related to the use of evidence-based practices in the counseling profession. This study considers the upswing in managed care for mental health, the sheer volume of diversified sub-specialties in counseling, and the impact both have on current counselor educators counseling identity (Eysenck, 1972; Carkhuff, 2019; Gladding, 2018; Calley & Hawley, 2008). The emphasis on the universal use of evidence-based practices driven by managed care and insurance companies, moves the counseling profession toward the medical model (Thompson, 2010). While some in the profession see this as a good move to legitimize the profession with the use of evidence-based measurements to show results (Miller, 2010), others feel the therapeutic alliance approach, unique to the counseling profession, will be lost (Remley & Herlihy, 2010). Although the therapeutic alliance approach is empirically based it has less hard data ways of measuring progress than the medical model. With counselor educators being the largest influence on the development of counseling identities of counselors-in-training, they are on the frontline of what future counselors will consider important in the field. This study, therefore, explores the current experience of counselor educators but also draws wider assumptions about the future of the counseling profession (Jensen, 2006). Themes emerged during the study as to how the use of the medical model in counseling impacts counselor educators counseling identity and how it impacts how the counselor educators teach their students. This study further explores how the use of the medical model in general impacts the counseling profession. Key Words: medical model, counseling identity, counselor educator, managed care, counselors-in-training
    • Education of Supply and Demand: An Exploratory Study of the Impact Performance-Based Pay Has on Teachers in Title I Schools

      Lee, Shawn T.; Tift College of Education
      In the last two decades, district leaders have prioritized financial incentives for educators to solve teacher mobility and quality disparities in low-income schools. In addition, the Wing Institute has projected that in 2025, U.S. schools will not have enough teachers for the increasing number of students. State and local school districts have experienced difficulty attracting and retaining quality teachers and have begun implementing policies intended to reform compensation plans. This study’s purpose was to examine the impact performance-based pay (PBP) had on the motivation of teachers in a Title I school. Research reveals multiple contributing factors influencing the intrinsic and extrinsic motivation of teachers, yet the research on the effectiveness of performance-based pay remains inconclusive. This multi-method case study included 54% of eligible teachers from a Title I school in a large suburban school district. The quantitative phase included participant surveys based on an adapted version of the Wells (2011) instrument with open-ended response questions. The qualitative phase consisted of interviews with three survey participants who were veteran teachers at the school. The findings of this study illustrated that the impact of financial incentives such as PBP is inconclusive. Statistical analysis of quantitative data revealed that the participants had overall neutral beliefs regarding the impact of PBP, yet teacher actions exposed pay as a motivator. In addition, while respondents perceived PBP negatively to the school’s climate, the quantitative results identified that teachers believed that there were positive behavioral changes in their peers’ interaction with students because of the external reward of PBP. In addition, the qualitative interviews among veteran teachers illustrated a strong dislike for PBP. The study’s results demonstrated variable teacher feelings toward the influence of PBP on teacher motivation. As a result, the researcher urges future research to include a broader range of participants/sites from multiple districts, to further uncover the impact PBP has on teacher motivation in Title I schools.
    • Supporting Career Skills Development: Exploring Stakeholders’ Perceptions of College Students’ Participation in an Enterprise Internship Massive Open Online Course (MOOC)

      Young Rivers, Stacey; Tift College of Education
      The Coronavirus (COVID-19) outbreak in March 2020 resulted in hundreds of companies canceling internships for college students who had accepted offers for the summer. While colleges and companies were determining how to move forward, a team of recruiters and learning professionals at a global telecommunications company engaged thousands of students in a massive open online course (MOOC) that may have fulfilled internships for some students. This novel approach to learning provided students with access to an employer-developed curriculum utilizing an enterprise internship MOOC model. This study centered on understanding career services professionals’ perspectives of an enterprise internship MOOC for supporting college students’ career skills development. Employing constructivist grounded theory (CGT) and the product market fit pyramid, this qualitative research explored the enterprise internship MOOC’s viability. Data collection and analysis consisted of semi-structured interviews with 11 career services professionals from higher education institutions (HEIs) in the United States. Five out of 11 participants had experience with the enterprise internship MOOC while the remaining participants learned about it during the study. The artifacts collected from the web included the enterprise internship MOOC’s curricula, students’ comments on LinkedIn about their experiences in the program, skills information from the digital badge, and the company’s marketing materials for the program. To better understand career services professionals’ experiences with MOOCs, participants answered questions through the lens of a conceptual framework that deconstructed the MOOC’s dimensions, aligning academic MOOCs and the enterprise internship MOOC. Data analysis utilizing the CGT methodology yielded a grounded theory called the triad of stakeholder involvement. This grounded theory supports a focused approach to understand the HEI’s career emphasis, employer skills needs, and student destination for career skills development leveraging an enterprise internship MOOC. Data analysis also led to the conclusion that the enterprise internship MOOC is a viable model, given the appropriate pedagogical and technological structure.
    • TPACK Self-Efficacy and Multimodal Writing Instruction in High School Inclusion Classes

      Rhicard, Andrew; Tift College of Education
      Abstract High school students with specific learning disabilities continually struggle with the demands of a standardized writing curriculum. As students age, they are expected to master more complex styles of writing, utilizing differentiated, multimodal supports throughout each phase of the writing process, from pre-writing to publishing. With more high school special education students receiving English Language Arts services in inclusion classrooms, teachers must consider how to modify instruction - through the application of student-centered, web-based tools - in order to address specialized writing needs and support remediation. In diverse instructional contexts, ELA teachers rely on their technical, pedagogical, and content knowledge (TPACK) to differentiate writing instruction; in the secondary ELA classroom, the tools educators choose to integrate and the amount of effort they expend reinforcing multimodal instruction reflect their digital self-efficacy. The purpose of this study was to identify psychological and environmental factors shaping educators’ self-efficacy for differentiated, multimodal writing pedagogy. This qualitative study was conducted at a suburban high school in Northeast Georgia in the fall of 2021. Four ELA educators (n=4) participated in semi-structured interviews while sharing planning documents from their respective writing units. Qualitative data was collected and analyzed using interpretive phenomenological analysis (IPA), in order to identify factors supporting ELA educators’ willingness to integrate specific writing technologies in inclusion settings. Empirical findings from the study reveal seven factors supporting multimodal applications, including educators’ digital agency, flexibility when adopting and reinforcing technologies, tool simplicity, student familiarity with specific resources, opportunities to collaborate with other writing teachers on multimodal strategies, consistent use of specific technologies, and student-teacher proximity. Results are consistent with current research, regarding the need for more agentic, student-centered orientations for advanced, multimodal writing in high school inclusion classrooms.
    • Jethro’s Advice: Empowering Lay Leadership for Pastoral Conversations at Congregation Beth Adoni, a Messianic Jewish Community

      Huff, Kenneth DeWayne; McAfee School of Theology
      ABSTRACT KENNETH DEWAYNE HUFF JETHRO’S ADVICE: EMPOWERING LAY LEADERSHIP FOR PASTORAL CONVERSATIONS AT CONGREGATION BETH ADONAI, A MESSIANIC JEWISH COMMUNITY Under the direction of DENISE M. MASSEY, PH.D. Congregation Beth Adonai has created a spiritual leadership team that leads Care Groups for congregation members. The leaders of the Care Groups will embrace a better and more meaningful way to provide care for their group members using pastoral conversations. The goal is to teach leaders of the care teams a methodology for conducting effective pastoral conversations so that their lay ministries will be stronger. The study utilized Denise Massey’s methodology for leading pastoral conversations found in her book CARINGTM: Six-Steps for Effective Pastoral Conversations. Lay leaders learned to help members of their care groups develop a clear and loving action plan that will help persons seeking help solve their problems or move toward their goals through pastoral conversations. This study aims to encourage and strengthen the CBA’s spiritual leadership team to practice quality care consistently. To test the hypothesis, four participants from CBA’s leadership team completed a study consisting of six-week PowerPoint training sessions for 45 minutes via Zoom, followed by a one-week PowerPoint Review of Zoom’s training on CARINGTM: Six-Steps for Effective Pastoral Conversations. The participants received a Pre-Survey, Post Survey, and Post-Project Group Interview Questionnaire using qualitative and quantitative data to yield the results. The result suggests pastoral conversations are needed, and learning was obtained.
    • Formulation and Enhancement Strategies for Decontamination and Drug Delivery Into Healthy and Diseased Skin

      Vora, Deepal Hemant; College of Pharmacy
      Despite the significant benefits of the oral and intravenous route of drug administration, there are many problems, such as first-pass metabolism and invasiveness, ultimately leading to poor patient adherence. In the past few decades, it has been established that transdermal drug delivery provides many advantages compared to other drug administration routes. The transdermal route allows drug substances to reach the systemic circulation directly across the skin barrier, thereby increasing bioavailability and patient compliance. Developing transdermal delivery systems that fit into the routine and lifestyle of end-users is critical to the success of a biomedical intervention. Topical and transdermal drug delivery has been studied extensively, mainly on intact/healthy skin. But it is equally relevant to evaluate the enhancement or retardation of these molecules into and across damaged skin. In vitro investigation of healthy and diseased human skin would provide a better understanding of the effect of diseases on drug permeation or retention. Hence, our research focused on studying the extent of absorption and retention of methotrexate into and across healthy as well as diseased human skin. We also screened physical enhancement techniques such as microneedle and iontophoresis to enhance methotrexate delivery into and across the skin. Other aims of our research focused on screening chemical enhancement techniques to evaluate the enhancement in the delivery of olanzapine and raloxifene across the skin. We used chemical enhancers such as oleic acid, oleyl alcohol, and isopropyl myristate that can disrupt the lipid packing of skin and increase the drug partitioning into and delivery across the skin. Based on these findings, we formulated different transdermal delivery systems for the sustained delivery of olanzapine and raloxifene according to their different physicochemical properties, dosage regimen, and as feasible for their indications. Our last aim focused on chemical warfare agents that are toxic blister-causing agents developed a century ago that continues to be a potential threat to public health. Our strategy was to develop a foam-based formulation loaded with antidotes that can rapidly and effectively decontaminate the chemical warfare agent from skin. This can be a promising strategy to attenuate cutaneous damage and thereby treat lewisite toxicity.
    • HIS 307 - Late Antiquity Textbook

      Dowling, Abigail P.; Smith, Caroline; Varner, Davis; Johnson, Evelyn; Jackson, Miranda "Randi"; Lambert, Lake IV; Bonner, John; Brown, Kylie; Green, Forrest; Brandenburg, Matthew; et al. (2020-12)
      Collection of essays on Late Antiquity composed as a collaborative textbook by students in HIS307 in Fall 2020.
    • Monroe College Monthly, January 1904

      Bessie Tift College (Forsyth, Ga.) (1904)
    • Monroe College Monthly, January 1901

      Bessie Tift College (Forsyth, Ga.) (1901)
    • Monroe College Monthly, May 1901

      Bessie Tift College (Forsyth, Ga.) (1901)
    • Monroe College Monthly, November 1902

      Bessie Tift College (Forsyth, Ga.) (1902)
    • Monroe College Monthly, January 1903

      Bessie Tift College (Forsyth, Ga.) (1903)
    • Monroe College Monthly, November 1901

      Bessie Tift College (Forsyth, Ga.) (1901)