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Not sure if my name will be attached to this so this is Melanie Willis, if not :)

My intervention is a focused case study for a 10-year-old boy with perfectionistic tendencies and emotional outbursts in math class. The targeted constructs are attribution style, fixed mindset, and self-efficacy. The intervention involves the school psychologist (me) serving as a consultant for the parents and teacher to make environmental and feedback changes that will promote flexibility in attributions, a growth mindset, and improved self-efficacy. The school psychologist will implement attributional retraining with the student each day after math for 5-minute check-ins. The teacher and parents will shift to effort-based praise and an autonomy-supportive environment. The student’s progress will be measured with multi-informant data that documents the frequency and intensity of emotional outbursts, as well as the student’s own perspective of his self-efficacy and mindset.

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Hi, this is Erin Bauer and my intervention is to gamify an online forensic entomology course (insects used in civil and criminal investigations) that is taught to undergrads and graduates here at UNL (both insect science and non-insect science majors) The goal is to help engage students more with the material (entomology being an area that not everyone wants to take) and increase learning and motivation by using gamified elements in the course (fictional character interactions, AI generated content, puzzles, etc.). This will be hitting on a student-centered approach, with self-determination theory and constructionvism.

Attached above is a short video I used this semester during a pilot study of my gamified course (I want to extend the gamification in future semesters). This sets up one of 3 fictional case studies that students work on as part of their final project that integrates concepts they learned in the course. This "newscast" was generated by AI with script I gave it. The newscaster is an AI, but the inserted video are two friends who acted out a scene for me. I have various character videos throughout the course. Enjoy!

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Hey y’all! This is Sarah Ashworth and my intervention seeks to improve the quality of sex education provided to middle schoolers by targeting educators’ self-efficacy in teaching comprehensive sex education (CSE). Students who receive CSE, as opposed to abstinence-based sex education, show better outcomes across a variety of measures including rates of teen pregnancy, intimate partner violence perpetration and victimization, and condom use. However, many educators struggle to provide adequate CSE as a result of having received inadequate training and/or having low self-efficacy in teaching sex education. My intervention consists of a two day training for middle school teachers who are current providers of sex education within their schools. This training would target educators’ implicit and explicit biases surrounding adolescent sexual activity and sex education as well as their self-efficacy in providing CSE through the use of introspective activities, presentations, and cognitive modeling. Participants’ self-efficacy related to providing CSE would be measured pre- and post-intervention using the Professional Learning Standards for Sex Education Self-Assessment Tool (Sex Education Collaborative, 2018). Outcome data would also be collected through the use of a pre-intervention qualitative survey measure of participants’ expectations for the training, a post-intervention qualitative survey measure of participants’ learning and emotional reactions, and a six-month follow-up survey examining the ways in which participants’ provision of sex education has changed since before participating in the training, if at all.

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Self-regulation in Early Childhood

by Katie Moore

I chose this intervention, because of the amount of behaviors I see that involve self-regulating.  I first began writing this paper in regards to technology and self-regulation, because of the epidemic of “tablet kids”.  But veered away, because it is not always about technology and sometimes these behaviors are learned from experiences at home or their day-to-day living.

Now I will jump into my key constructs and intervention.  I used schemata, encoding, the problem-solving method, and self-efficacy.  These 4 constructs played a key role in my intervention.

- First, I would obtain baseline information.  Recognizing the concerns and collecting ABC data.

-  Next, I will introduce the intervention using the Zones of Regulation curriculum which will be broken down into steps.  This is a systematic approach that provides consistent strategies that help the child recognize and identify how they are feeling.  The zones are broken into colors (blue, green, yellow and red).  These 4 colors identify an emotion.  Blue being sad, green calm, yellow silly or excited, red anger or frustration.

-  Using these zones, I will create real-life scenarios where they have to problem-solve solutions and then apply those solutions to their emotions. This is where schemata, encoding, and problem-solving constructs will be used.

-  A unit used in the Zones of Regulation curriculum is coach vs ciritic mentality.  The idea of a coach versus a critic is a coach cheers you on, tells you how to improve, and lifts you, while a critic looks at the negatives and can’t look past mistakes.  This will be taught by giving the child the mentality that if they want to improve, they can!  Self-efficacy is very prominent during this portion of the intervention.

-  Like stated previously, the Zones of Reg will be broken into steps throughout the intervention.  Once a phase is complete and mastered, they move on to the next phase.  Data will be recorded on a graph and will show growth over time.

-  Finally, this intervention can be helpful for children of all ages, however it may be most influential for younger students. This intervention model is a proactive approach that introduces the importance of being able to effectively deal with big emotions and help identify how they are feeling and ways to cope through them.

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Preparing the Paraprofessional: Effective Training for Special Education

By Michelle Figge

My intervention proposal aims to improve paraeducator training. Often paras receive little to no training before they are expected to implement complex behavior interventions and strategies for students with complex needs. In order to provide better training for paraeducators my intervention utilizes the psychological constructs of feedback, modeling and self-efficacy. 5 strategies paras in self-contained classrooms need to be proficient with will be addressed. Various strategies to increase memory with the 5 skills will be utilized, including video modeling, having paras participate in the development of social stories, mnemonic devices to remember the steps of errorless learning, and time spent organizing work areas to display important teaching tools in ways that promote their use. Paras will be asked to record themselves using a strategy that will be discussed with the teacher during a scheduled time during the day to discuss what worked and what didn’t and ask any clarifying questions they may have. They will then participate in weekly meetings that will be spent discussing targeted skills and share what worked well and what didn’t in order for the whole team to be on the same page and helping each other out in a collaborative manner. The success will be measured in student meltdowns, both frequency and duration.

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Lauren Loyd - Critical Thinking in Senior Nursing Students

Nursing is a complex and fast-paced profession embedded in a rapidly changing environment. Critical thinking is an essential component of nursing practice, though faculty are challenged to meet their students’ needs to effectively prepare them for clinical nursing practice. Perkins (1986) recognized that students have knowledge and learning abilities that can be used to promote critical thinking. However, strategies or tactics can also be emphasized to promote critical thinking in nursing students (Perkins, 1986).

Population & Setting: Senior nursing students in their final clinical capstone course

Goal: Increase senior nursing students’ critical thinking abilities through an intervention using case studies and a critical thinking strategy

Cognitive Processes in the Intervention:

Tactics, Knowledge, Power (Perkins, 1986)

Extrinsic Cognitive Load, Intrinsic Cognitive Load (Woolfolk, 2019)

Elaborative Encoding for Deep Learning vs. Use of Superficial Information (Ormond, 2020; Woolfolk, 2019)

Intervention:

Case studies for experiential learning to replicate real-life situations and provide opportunities to analyze information in a safe environment to promote discussion for understanding (Popil, 2011)

Critical thinking strategy including applying the following skills to a problem:

1) identify position or idea

2) analyze competing views

3) weigh evidence

4) gather new information (Swartz & Perkins, 1990)

Evaluation:

Pre-and-Post Assessment using the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) (Alfaro-LeFevre, 2016)

Reflective Journaling

Faculty Evaluation of Critical Thinking for Key Decisions Made in a Timely and Safe Manner

Future directions can include randomized samples for intervention testing and use of reflective practice to relate case studies to actual clinical scenarios for applied, deep learning and problem-solving. Promoting critical thinking practices in nursing are essential to supporting the nursing profession and safe clinical practice.

References

Alfaro-LeFevre, R. (2016). Critical thinking indicators. www.alfaroteachsmart.com

Ormrod, J.E. (2020). Human learning (8th ed.). Pearson.

Perkins, D.N. (1986). Thinking frames. Educational Leadership, May, 4-10.

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31, 204-207. doi: 10.1016/j.nedt.2010.06.002

Swartz, R.J., & Perkins, D.N. (1990). Teaching thinking: Issues and approaches: The practitioners’ guide to teaching thinking series. Midwest Publications.

Woolfolk, A. (2019). Educational psychology (14th ed.). Pearson.

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My intervention is focused towards middle school youth that find themselves within the bullying dynamic and are experiencing mental health concerns. During this paper, I target the constructs of locus of control, attributional response theory, and self-efficacy. To evaluate the effectiveness of the intervention, I would complete a baseline assessment prior to the intervention starting, short monthly follow-up assessments, and then a post-intervention assessment. These surveys should incorporate questions that measure the student’s level of self-efficacy, self-esteem, coping strategies, and their loci of control. These surveys may also include information about how this relates to their perceptions and experiences of bullying situations. Additionally, progress monitoring should be considered. This can take many forms (i.e., CICO).

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Hi everybody this is Kaitlynn Johnson. My intervention is to create a reference guide to increase therapist self-efficacy in working with clients who self-harm, while also boosting the self-efficacy of clients to follow their safety plans. This reference guide would contain information on educating the clinician on self-harm, listing strategies for counselors to use when explaining a safety plan, and how to navigate any roadblocks they may have when working with their client. It also explains the important elements of the safety plan and how those connect to our concepts discussed in class. The concepts I focus on include self-efficacy, motivation, locus of control, and context specificity. I would test this strategy at college counseling centers in the Big Ten, so that it is trialed in many different treatment models and across the country with different populations of college students.

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New SOAP Notes for Massage and Bodywork.

Hello! My intervention was designing creative progress notes for massage therapists and bodyworkers to document their sessions. Alongside new SOAP notes the intervention discussed the need for community and to pull practitioners out of isolation. Without a centralized educational institution for holistic body-mind treatments, formal research initiatives, or long-term comprehensive training programs, the intrinsic drive to sustain a massage practice may diminish. This intervention aims to develop a continuing education workshop for bodyworkers and massage therapists that encourages them to engage in their training as an artistic expression, scientific investigation, and psychosocial practice that builds culture. Through a community-based learning approach, this workshop aims to support massage therapists and bodyworkers to reduce the risk of burnout and amplify their voices within the profession.

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Psychological Skills Training       (Aaron Carrizales)

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Psychological Skills Training       (Aaron Carrizales)

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The intervention I came up with focused on high school track runners that struggle with confidence in their racing and competitive abilities. The psychological concepts this intervention included were attributional theory, self-efficacy, the constructs of locus of control and mindset. Psychological Skills Training includes using the cognitive theory strategies of visualization, mindfulness meditation and goal setting in an effort to improve the competitiveness and well being of the track and field runners. The coach is responsible for implementing this intervention plan at a time that fits into the daily practice schedule . One week of training will be devoted to each strategy being taught to the athletes and the remaining weeks of the season will be used to review and improve on the strategies the athletes need more help with using.

Psychological skills training plays an important role in enhancing an athletes performance by focusing on the mental aspects of performance. This training has become a popular way in enhancing the mental toughness and psychological well-being of student-athletes.

Psychological skills training provides athletes with various mental skills such as goal setting, visualization, self-talk, and relaxation techniques, which are essential in building mental resilience and improving their overall psychological well being.

By implementing psychological skill training into practices and competitions, athletes can develop the necessary coping skills to navigate the pressures and challenges of competitive sports leading to improved mental toughness and well-being, which can maximize their potential by improving motivation, focus, and performance.

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Vocabulary instruction is an important factor in reading ability and academic success. Vocabulary instruction and retention can be very difficult for many students. By including pre-teaching by using different dual-coding methods, students are more likely to learn and be able to utilize grade level vocabulary. By implementing images with words, students are more likely to recall vocabulary terms. Targeted intervention in the area of pre-teaching, dual-coding and using the keyword method can move vocabulary from short-term memory into long-term memory. Revisiting vocabulary words by spaced repetition will increase recall of specific words. Intervention with small groups of third graders will increase post-assessment scores of vocabulary definitions and sentence completion tasks. Students will also connect vocabulary to prior knowledge and make meaningful connections between the new word and what they already know, facilitating better retention and understanding.

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Hi everyone. This is Ashley Promes. My intervention focuses on a middle school youth who displays socially inappropriate behaviors such as arguing with adults, in/out of school suspension, name-calling, taking others' possessions, property destruction, and occasionally physical aggression to get out of work tasks during school. The student also comes from a household where all his basic needs are not met every day, and there is a lot of arguing between parents.

The psychological theories used in this paper were Self-Determination Theory, Social Cognitive Learning Theory, goal setting, and Maslow's Hierarchy of Needs.

The intervention starts off by having a school employee reach out to the family and make sure they can meet his and the rest of the family's basic needs. The student will also have a rubric in all of the classrooms he attends rating his behavior to give information on what needs to be focused on. Then, he will have 30-minute sessions once a week for a 6-week period. The first week will focus on what self-efficacy is, and he will complete a question. Week 2 will focus on what self-determination looks like and how he can incorporate it into his day. Week 3 will focus on social cognitive theory by reviewing what socially appropriate and inappropriate behaviors are and what the person could have done differently. Week 4 will review self-efficacy, complete another self-efficacy questionnaire, and see how his results have changed. Week 5 will focus on goal-setting. Short and long-term goal setting will help the student focus on what he needs to do now in order to meet his long-term goals. Week 6 will teach the student how to self-monitor the progress he has made on the goals he has made for himself.

The intervention will be evaluated by completing a pre/mid/post-self-efficacy questionnaire to determine whether it is working or if the students need to slow down or refocus on prior instruction. The student will also be assessed in the classroom using a 0-2 point scale focusing on 4 target behaviors that were the most disruptive in class. the scale will help to see if the sessions have affected his attitude and behavior in class.