Education Faculty Researchhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/31162024-03-28T14:24:41Z2024-03-28T14:24:41ZBreathing-Based Meditation for Improving COPD Burden: A Mixed Single- Case and Qualitative ApproachLin, Ting-fenLinville, DeannaNese, Rhonda N. T.Seeley, JohnShune, Samanthahttps://scholarsbank.uoregon.edu/xmlui/handle/1794/290662023-12-20T08:35:47Z2023-12-19T00:00:00ZBreathing-Based Meditation for Improving COPD Burden: A Mixed Single- Case and Qualitative Approach
Lin, Ting-fen; Linville, Deanna; Nese, Rhonda N. T.; Seeley, John; Shune, Samantha
Chronic obstructive pulmonary disease (COPD) impacts the physiological and psychoemotional
aspects of life. COPD-related secondary sequelae also synergistically interact with
each other. For example, dyspnea affects the severity of breath, body functions, and the mind
(e.g., anxiety, panic, fear). Such negative psycho-emotional states can further negatively
impact the breath and the body (e.g., increased dyspnea). Given the breadth of the impact of
COPD on multiple facets of health and well-being, it is essential to investigate comprehensive
approaches to managing COPD, simultaneously addressing the mind, body, and breath.
Sudarshan Kriya Yoga (SKY), a breathwork meditation program, has previously yielded a wide
range of physiological and psycho-emotional benefits but has not been explored in individuals
with COPD. Using single-case multiple-baseline and qualitative phenomenology
methodologies, this study investigated 1) the relation between dyspnea and SKY and 2) the
feasibility and general perceived effectiveness of SKY among individuals with COPD. Nine
individuals with varying severities of COPD participated. Data collection included ratings of
perceived dyspnea (work of breathing, shortness of breath, dyspnea-related distress, dyspnea-related anxiety) and semi-structured in-depth interviews. Results suggest that SKY is feasible and acceptable for individuals with COPD. Additionally, the results demonstrate proof of concept that SKY can help alleviate aspects of the COPD disease burden related to the mind, body, and breath as well as reduce the cyclical effect of the disease sequelae. Larger-scale trials are warranted, but this study is the first to support SKY as a viable complementary and integrative health approach for individuals with COPD.
31 pages
2023-12-19T00:00:00ZAddressing Discipline Equity: The Inclusive Skill-Building Learning Approach (ISLA) an Alternative to Exclusionary DisciplinePimentel-Mannan, Irin A.Nese, Joseph F.T.Newson, AlexNese, Rhonda N.T.Kjellstrand, Jeanhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/289502023-10-05T07:34:17Z2023-09-25T00:00:00ZAddressing Discipline Equity: The Inclusive Skill-Building Learning Approach (ISLA) an Alternative to Exclusionary Discipline
Pimentel-Mannan, Irin A.; Nese, Joseph F.T.; Newson, Alex; Nese, Rhonda N.T.; Kjellstrand, Jean
Exclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, 2008; Losen & Skiba, 2010; Muñiz 2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, 2018; Losen & Martinez, 2020; Noltemeyer et al., 2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed.
2023-09-25T00:00:00ZMajor Systems for Facilitating Safety and Pro-Social Behavior- Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline PoliciesNese, Rhonda N.T.McDaniel, Sara C.Hirsch, Shanna E.Green, Ambra L.Sprague, Jaffrey R.McIntosh, KentMcClung, Barbarahttps://scholarsbank.uoregon.edu/xmlui/handle/1794/289492023-10-03T07:33:25Z2020-08-22T00:00:00ZMajor Systems for Facilitating Safety and Pro-Social Behavior- Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies
Nese, Rhonda N.T.; McDaniel, Sara C.; Hirsch, Shanna E.; Green, Ambra L.; Sprague, Jaffrey R.; McIntosh, Kent; McClung, Barbara
Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.
2020-08-22T00:00:00ZInstructional and Restorative Alternatives to Exclusionary Discipline: A Guide to Implementing the Five Components of the Inclusive Skill-building Learning Approach (ISLA)Nese, RhondaSantiago-Rosario, María ReinaNese, Joseph F.T.Triplett, DanielleMalose, SakiHamilton, JillianIzzard, SaraNewson, Alexhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/289482023-10-03T07:33:24Z2023-07-21T00:00:00ZInstructional and Restorative Alternatives to Exclusionary Discipline: A Guide to Implementing the Five Components of the Inclusive Skill-building Learning Approach (ISLA)
Nese, Rhonda; Santiago-Rosario, María Reina; Nese, Joseph F.T.; Triplett, Danielle; Malose, Saki; Hamilton, Jillian; Izzard, Sara; Newson, Alex
In this brief, we outline the five components of the ISLA model, as well as steps that school and district teams can take to begin implementing these practices within their positive behavioral interventions and supports (PBIS) framework.
Key Takeaways
• The ISLA model was created to support teachers, staff, and students by focusing on preventative strategies that promote affirming equitable learning environments within schools.
• Building and sustaining positive relationships with students helps increase engagement and decrease disruptive behaviors.
• The ISLA Process gives school staff and students instructional and restorative tools for dealing with challenging situations.
2023-07-21T00:00:00Z