College of Education, Health & Human Development
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/24
The College of Education, Health and Human Development (EHHD) is comprised of two departments: the Department of Education and the Department of Health and Human Development.
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Item Perceived stress, stressors, and preferred stress management strategies among western agricultural producers(American Psychological Association, 2023-05) Grocke-Dewey, Michelle U.; Brennan, Alison; Freeman, Brenda; Weas, Heather; Gutheil, Jessica; Stallones, Lorann; McMoran, DonChronic stress is associated with adverse physical, emotional, and social health outcomes such as increased rates of chronic disease, anxiety, behavioral inhibition, and well-being. In the United States, farmers and ranchers experience some of the highest levels of these adverse health outcomes. This study presents data from the Western Region Agricultural Producer Stress Survey, a survey tool designed to better understand these stressors and desired mitigation techniques. A sample of 767 agricultural producers participated in a survey that gauged their perceived stress levels, sources of stress, desired stress management topics, and preferred methods of receiving information. Workload, financial worries, and lack of time presented as the top stressors. Women averaged higher levels of both perceived stress and stressor pileup than men. Interest in stress management topics also differed significantly by gender and age, with men more interested in parenting classes and support groups, and younger producers more interested in nutrition/cooking classes. The most preferred methods for receiving information were online options. Data suggest that, on average, producers across the Western region of the United States are experiencing a medium level of stress. While this is concerning, producers expressed interest in learning more about a variety of topics to help them manage their stress and improve their well-being. Better understanding of agricultural producers’ preferences for stress management topics, as well as their preferred dissemination methods, is critical in terms of providing this often underserved population with appropriate mental health assistance.Item “Step Outside”: A portrait of an exemplary rural K‐8 science educator(Wiley, 2022-08) Hammack, Rebekah; Stanton, Christine Rogers; Boyle, JudithThis study uses portraiture methodology to co-construct and share the story of a nationally recognized rural K-8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K-8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal and professional journey. Examining the ways, these subthemes have intersected across the career of an exceptional rural teacher offers valuable insight to the development of teacher identity and how it shapes practice and research, especially within marginalized contexts such as K-8 science education and rural settings.Item Strength in Numbers: The Promise of Community-Based Participatory Research in Rural Education(East Carolina University, 2022-06) Davis, Lauren; Buchanan, RebeccaMontana is a state that is ravaged by a suicide epidemic and mental health crisis, particularly among its youth. In an area in which harsh climates, geographic challenges, and distance to rural healthcare providers are significant barriers to mental healthcare accessibility, educators are faced with the acute social and emotional challenges of their students on a daily basis. This article documents the process and promise of utilizing novel and innovative community-based participatory research to support rural schools. By integrating a trauma-informed intervention in the school setting, while mobilizing local community resources, this interdisciplinary approach shows the ability to address the needs of adolescents while supporting rural educators.Item Helping new teachers stay and thrive in rural schools(SAGE Publications, 2021-12) Brenner, Devon; Azano, Amy Price; Downey, JayneAmong the many challenges facing rural administrators, recruiting and retaining teachers is often at the top of the list. Given the time and energy invested to successfully attract, recruit, and hire a new teacher, there is a significant need to adopt strategies that will help to retain new rural teachers. Rural administrators can support new teachers so that they stay—and thrive—in rural districts by connecting teachers with the community, supporting place-based practices in the classroom, and helping new teachers build relationships both in and out of school.