The National University System Repository exists to increase public access to research and other materials created by students and faculty of the affiliate institutions of National University System. Most items in the repository are open access, freely available to everyone.
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Item Exploring the Views of White Therapists on Confronting Racism in Therapy with White Clients(2026-02)A gap exists in the marriage and family counseling literature regarding how White therapists address racism and engage in social justice efforts when working with White clients. When these conversations occur in therapy, it is unclear what strategies, and ethical considerations guide therapists’ responses. This qualitative study addressed the following research problem: there is a gap in literature examining White therapists’ experiences of addressing race related topics with White clients in therapy, leaving White therapists potentially unprepared to manage harmful attitudes and systemic inequities in clinical practice. The purpose of this study was to explore White therapists’ experiences of addressing racism with White clients, the interventions they employ, and the ethical concerns they navigate. The study’s conceptual framework, critical race theory (CRT), was used to examine systemic power dynamics and the ethical responsibility of therapists to promote racial awareness. An interpretative phenomenological analysis (IPA) informed, inductive thematic analytic process was employed. A purposive sample of licensed White therapists in the United States, including marriage and family therapists, licensed counselors, and social workers, was recruited through an anonymous online questionnaire shared via Facebook. The final sample consisted of 12 participants who completed an open-ended questionnaire exploring their experiences of confronting racism in therapy. Patterns of meaning were identified inductively through sustained, interpretive engagement with participants’ responses. Three main themes emerged: (1) confronting racism with White clients, highlighting therapist discomfort and client defensiveness; (2) interventions and microskills, including psychoeducation and cognitive-behavioral strategies; and (3) ethical considerations, emphasizing the tension between client autonomy and challenging harmful beliefs. The findings revealed the complexity of addressing racism in therapy and the sustained emotional and ethical engagement required of White therapists as they navigate power, privilege, and accountability within therapeutic relationships. Recommendations for practice include integrating anti-racist training into counselor education, promoting therapist self-reflection, and using therapy as a platform for racial awareness. Recommendations for future research include examining the effectiveness of anti-racist interventions, exploring diverse therapist populations, and investigating client outcomes when racism is addressed in therapy. This study contributes to counseling theory, ethics, and education by positioning anti-racism as essential to competent and ethical clinical practice.Item The Role of Social Connectivity for South Asian Women Survivors of Sexual Trauma(2026-02-20)For many South Asian women, recovery from sexual violence is shaped not only by trauma-related impacts but also by cultural, relational, and systemic barriers, including collectivistic values, honour-based expectations, shame, and limited access to culturally appropriate services. Despite this complexity, much of the existing trauma literature is grounded in individualistic, western perspectives that overlook the social context of healing from sexual violence for South Asian women. This review explored how social connectivity hinders and supports recovery among South Asian women survivors of sexual violence, and how this knowledge can inform culturally responsive interventions.The thematic integrative literature review synthesized the results of qualitative studies (which included phenomenological studies and interview studies) and quantitative studies (which included population and cross-sectional survey studies) and mixed-methods studies and systematic/narrative reviews and conceptual studies and grey literature. Bronfenbrenner’s bioecological systems model guided the organization and interpretation of data to capture the influence of social connections across multiple ecological levels. Findings indicated that social connectivity plays a central role in sexual trauma recovery; with family, peer, community, and institutional relationships acting as sources of either support or stigma, silence, and exclusion. Culturally relevant relational support was associated with increased service utilization and improved psychological outcomes, whereas engagement with culturally incongruent systems often hindered healing. Overall, the findings highlighted the need for clinicians to integrate relational, cultural, and ecological considerations into trauma-informed practice.Item Graduates’ Perceptions on the Reasons for the Enrollment Uptrends of Vocational- Technical Education: A Qualitative Phenomenological Study(2025-04)The problem addressed in this qualitative phenomenological study is that, due to increased demand for county-run vocational-technical high schools in New Jersey, there are limited enrollment opportunities in these schools. The purpose of this study was to explore the lived experiences of County X Vocational (a pseudonym) graduates with regard to their perceived reasons for the increased demand for enrollment and how they perceive that enrollment opportunities can be increased at County X Vocational. This study was grounded in Steuart’s law of supply and demand, because there is an increased number of students (high demand) desiring to attend vo-tech high school (the service), resulting in limited county-run vo-tech enrollment opportunities (low supply). A qualitative phenomenological research design was used, where data were collected via semi-structured, in-depth interviews from a purposive sampling of 11 graduates. One central question and two sub-questions guided the study. Data were transcribed and analyzed using interpretative phenomenological analysis and In-Vivo coding, followed by interpretation using thick written descriptions to explain the findings. The results indicated that by strategically creating student schedules that allowed all graduation and employment certifications to be satisfied by the end of junior year, vo-tech educational leaders will be able to increase enrollment opportunities at the county-run vo-tech high schools. These findings can guide educators to create individual graduation road maps that summarize credits, skills and certifications earned at the end of junior year. Students’ completed road map would serve as a passport to either off-campus college classes or program-based employment in the final year of high school. A future study analyzing the success rate of vo-tech high school graduates vis-a-vis types of vo-tech instructional schedules, is recommended to provide needed insight on the future of vo-tech high schools regarding creating more enrollment opportunities.Item Attendance Matters: A Qualitative Descriptive Design on Teachers’ Instructional Strategies for Accommodating Chronically Absent Students(2025)The problem addressed was that teachers who work in urban elementary schools lack the instructional strategies to accommodate chronically absent students. The purpose of this qualitative descriptive design was to obtain the experiences and perspectives of urban elementary teachers on accommodating instructional strategies for chronically absent students. The theoretical framework that structured this study is based on Bandura’s social learning theory. This theory emphasizes that observation serves as the foundation for learning to take place in an environment in which individuals learn by modeling and imitating the behaviors of others. Bandura’s process of observation and imitation helped to facilitate insight into how learning occurs in a social context. Twelve participants who met the eligibility criteria embodied the sample population. Each was purposefully chosen based on availability. Data was gathered from an open-ended questionnaire and descriptive responses. An inductive analysis was applied by coding and categorizing to identify themes based on the responses of the participants. Six themes originated from the findings. The participants acknowledged the benefits of tailored instruction, differentiated instruction, and multiple instructional models and strategies to accommodate the instructional needs of chronically absent students. The participants also stated that the lack of instructional time, the disengagement of students, and the lack of administrative support were significant factors that contributed to the struggles teachers confront when accommodating the instructional needs of chronically absent students. The teachers also voiced a compelling need for more collaboration and a desire for more support outside the classroom, like professional learning opportunities. Future research should include longitudinal studies on why students who regularly attend school come to school.Item USA Sitting Volleyball Professional Athletes’ Perspectives on Transition Through Sport: A Qualitative Phenomenological Study(2026-01), This qualitative phenomenological study explored the lived experiences of United States sitting volleyball para-athletes and retired para-athletes during the transition from professional sports to civilian life, addressing the lack of employment opportunities, career development support, and societal perceptions of disability. The purpose was to explore how para-athletes understood and navigated this transition through Schlossberg's transition theory (1981) and Stambulova's athletic (2003) career transition model. The study was based on three research questions: What are the lived experiences of transitioning from professional sports to retirement and the workforce (RQ1), how do individuals perceive and describe the opportunities encountered (RQ2), and what strategies are most supportive during the transition (RQ3). Using a phenomenological design and purposive sampling, fourteen para-athletes volunteered to participate in this study. National team coaches communicated via email about the study, then participants were selected through a snowball sampling approach. Data were collected through virtual, semi-structured interviews, audio-recorded and transcribed verbatim, and analyzed using transcendental phenomenological analysis. Trustworthiness was ensured through protocols that included informed consent, confidentiality, member checking, and reflexive journaling. Three themes emerged: 1) an athlete’s paradox that struggles with transition and organizational gaps; 2) opportunities become practical when communication, mentorship, networking, and accommodations are met; and 3) proactive, thorough methods such as early career planning, certifications, benefits, and insurance orientation and mental health awareness. Participants shared concerns about the challenges of their transition, classification, logistics, and upkeep of their prosthesis. They emphasized the need for a well-structured aftercare period. Addressing the needs of para-athletes by providing career support and serving as a mentor can help the transition process. These findings highlighted the need for structured transition support that extends beyond years as an active professional athlete and addresses the realities para-athletes encounter during transition, retirement, and workforce entry. It is recommended that USA Sitting Volleyball implement a formal transition pathway throughout athletes’ careers that includes career planning, mentorship, mental health support, and employment networking.
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