CHSS Connection: Publications
January/February 2021 issue
Katherine Colver, a first-year graduate student in the Department of Counseling, was recently published in February’s Counselors for Social Justice Newsletter. She completed her publication, “Disability Justice in Counseling: Combating Ableism Through Disability Identity,” with the support of Professor of Counseling Julie Chronister while taking Chronister’s course, Biopsychosocial Aspects of Health, Behavioral Health, Disability & Aging. Colver’s publication is available here (pages 14-16).
Assistant Professor of Child & Adolescent Development Rachel M. Flynn published a paper titled “The role of spatial abilities in young children’s spatially-focused touchscreen game play” in the journal Cognitive Development. In this study, the authors explored the role of children’s spatial abilities and gender in their play with two publicly available, spatially-focused touchscreen games.
Laura Mamo, Health Equity Institute professor of Public Health, and the Beyond Bullying team published “Interrupting Heteronormativity in Mexican Schools: alignments, twists and sexual diversity” in the International Journal of Educational Research. The work is the result of a partnership that began when co-author Ignazio Lozano-Verduzco was at SF State’s Center for Research on Gender and Sexuality as a visiting postdoctoral scholar from Mexico City. In partnership, Lozano-Verduzco launched project sites in Mexico City leading to this co-written publication.
Professor Erik Peper and Professor Rick Harvey of the Department of Recreation, Parks & Tourism and the Institute for Holistic Health Studies co-authored an article titled “Comparing Muscle Activity and Spine Shape in Various Sitting Styles,” published in the December 10, 2020 issue of the journal Biofeedback. The authors describe a stacksitting technique that is one of the components of the Gokhale Method® for healthy, relaxed sitting and increased awareness of posture. The stacksitting process is illustrated with a case study, where the shape of the spine and the muscle activity are analyzed in parallel during three sitting styles: slouching, arched and stacksitting.
Nina S. Roberts, professor of Recreation, Parks & Tourism, was guest editor for a special issue in the journal Education Sciences, “Outdoor Adventure Education: Trends and New Directions,” which was published in December 2020. The issue contains seven articles focused on varied topics in outdoor adventure education, from the impact of COVID-19, creating a mobile App and girls outdoors to urban programming, systems of privilege and more.
In the first issue of Park Stewardship Forum for 2021, Professor of Recreation, Parks & Tourism Nina S. Roberts authored a “Coloring Outside the Lines” column titled “Joys of nature: A cultural mosaic.” In this editorial column, she discusses how taking joy in nature is an essential part of good health.
Associate Professor of Counseling Molly Strear and two colleagues at the American Institute of Research (AIR) recently published “When Schools Go Dark, School Counselors Shine,” an AIR research brief focused on the work that school counselors, schools and districts have done to address the well being of students during the pandemic. This brief profiles efforts by two state school counseling associations, four districts and 13 school counselors to meet the needs of students and families during these unprecedented times.
Emerald Templeton, a lecturer in the Department of Counseling and alumna of the Counseling master’s program, is an editor of the new book, “Elevating Marginalized Voices in Academe: Lessons for a New Generation of Scholars” (Routledge, 2021). The book is an anthology of narratives from scholars of color about traversing doctoral studies in American higher education. Aimed at uncovering the unknown and unspoken in traversing doctoral studies, the book is an insightful, critical and true-to-heart read for the new intellectual in coming to know their scholarly identity and institutions who are committed to supporting them. Providing a change of view from inspirational works framed at the “traditional” graduate student towards the affirmation of marginalized voices, the book gives readers a look at the multiplicitous experiences of underrepresented identities in the predominantly, and historically, white academy. With the changing landscape of America’s institutions of higher education, this book shares tools for navigating spaces intended for the elite.