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Natoya Hill Haskins Janee’ Advent Harris Janise Parker Aishwarya Nambiar Philippa Chin 《Counselor Education & Supervision》2023,62(4):355-367
Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations. 相似文献
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Natoya Haskins Mary Whitfield‐Williams Margaret Ann Shillingford Anneliese Singh Reisha Moxley Chika Ofauni 《Counselor Education & Supervision》2013,52(3):162-178
This phenomenological study investigated the experiences of 8 Black students enrolled in a master's‐level counseling program. Five themes central to participant experiences were identified: (a) isolation as a Black student, (b) tokenization as a Black student, (c) lack of inclusion of Black counselor perspectives within course work, (d) differences between support received by faculty of color and support received by White faculty, and (e) access to support from people of color and White peers. Implications for counselor educators and study limitations are discussed. 相似文献
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Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory. 相似文献
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Natoya H. Haskins Jolie Ziomek‐Daigle Cheryl Sewell Lonika Crumb Brandee Appling Heather Trepal 《Counselor Education & Supervision》2016,55(1):60-75
Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy. 相似文献
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Megan N. Shoji Anna R. Haskins David E. Rangel Kia N. Sorensen 《Early childhood research quarterly》2014
Scholars suggest that racial/ethnic and class disparities in school-based social capital contribute to educational inequalities. Previous studies demonstrate that social capital (relations of trust, mutual expectations, and shared values) between parents and schools supports children's development. Yet we know little about the emergence of social capital, that is, the processes through which it develops. In this study, we explore mechanisms of social capital emergence in predominantly low-income Latino school communities. We draw data from an experimental study that manipulated social capital through an after-school family engagement program. Based on interviews and focus groups with participating parents, teachers, and program staff in two elementary schools, we identified four types of interactions that act as mechanisms of social capital emergence: (1) responsive communication; (2) reciprocal communication; (3) shared experiences; and (4) institutional linkage. The article connects these mechanisms to theoretically linked sources of social capital and discusses implications for theory and practice. 相似文献
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Debra Hawhee & Ekaterina V. Haskins 《Quarterly Journal of Speech》2013,99(3):335-345
The Work of Preaching. By Arthur I. Hqyt. New edition. New York: The Macmillan Company, 1917. Cloth, pp. 389, Price $1.50. Speech‐making. By R. D. T. Hollister. Ann Arbor, Michigan, George Wahr, 1918. Cloth, pp. 386. Amateur and Educational Dramatics. By Evelyn Hilliard, Theodora McCormick, and Kate Oglebay. New York: The Macmillan Company, 1917. Cloth, pp. 169. Price $1.00. The Aesthetics of Motion. By George H. Browne. The Turner Publishing Co., New Ulm, Minn. Pp. 46. Winning Orations (in Contests of the Inter‐Collegiate Prohibition Association). Edited By Harry S. Warner, Chicago, Inter‐Collegiate Prohibition Association, 1917. Paper, pp. 184. Price 35c. War Shock. By Eder, M.D. P. Blakiston's Sons &; Co., Philadelphia, 1917 Pp. 152. Oral English. (The bulletin of the Alabama Polytechnic Institute, Auburn). Vol. 12, No. 8. October, 1917. Paper, pp. 55. 相似文献
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R Haskins 《Child development》1985,56(3):689-703
59 children with varying amounts and types of day-care experience were followed over their first 2 or 3 years of public schooling. Schoolteachers rated aggressiveness of several types and in several situations by these children, and also supplied information about managing the children, about children's use of strategies to avoid conflict, and about several associated skills and behaviors. Multivariate analyses indicated that children who had attended a cognitively oriented day-care program beginning in infancy were more aggressive than all other groups of children who had attended day care. Aggression among these children, however, declined over time, the children were not considered difficult to manage, and they were well liked by teachers. It was speculated that the increased aggressiveness among children attending cognitively oriented day care may have been caused by several problems of adaptation to the school setting. 相似文献
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William A. Haskins 《Communication quarterly》2013,61(2):116-122
The present study examines the rhetorical vision of equality by southern black journalists during Reconstruction. Their vision illuminates key areas of needs, themes, heroes or villains which are shared by most blacks who believed equal rights essential for full participation in a society reluctant to share them. The black press, then, puts forth a vision significantly different from ones developed in most southern papers, and advances one more atuned with the changing views of blacks during Reconstruction. 相似文献