Monthly Archives: October 2023

I forgot what it feels like to struggle with reading (in English). I know I struggled at some point in my development when I was learning how to read…but that was a long time ago! If I tried, I could sit still, close my eyes, and take myself back to those early years when I was learning to read; where I focused intently on letters, then paired them, then grouped them and sounded them out in an effort to identify the word and alas – read!  Many of you, be it professors or students – especially at the University level may perhaps relate to this forgetfulness, not remembering what it’s like to struggle with the words in front of you?  You too can only maybe remember traces from your early years when you began to learn to read.  

Yes, the National Center for Education Statistics reports that one in five U.S. adults (21%) have challenges with literacy (in English).  The report (2019) is based on an international study of working adults and collects information about education, work experience and demographic information. (The report also indicates that 8.2 million people (4%), were unable to participate in a skills assessment because it was only conducted in English.)  

Given these numbers, my assumption is that there may be some among us (specifically students) who may struggle with proficiency in literacy.  I think it is crucial that as professors, we be mindful of our assumptions that “all our students can read” – and/or “read proficiently” – as this may not necessarily be the case.  

I have worked with an older adult client who served a number of years in the army, then worked as a successful contractor. On its own, this seems insignificant. Yet, this client did all of this with minimal literacy skills.  I never quite got the courage to inquire about details regarding how they were able to successfully navigate life without being able to read or write proficiently.   They shared that when they were at restaurants, they always ordered the same thing, “a burger” or asked the waitress what they recommended and chose that option- in an effort to avoid trying to read the menu. 

People like this – in my opinion – are both resilient and skillful.  Somehow, they have managed to succeed in life given the odds against them and the constant uphill battles associated with the lack of being able to access, process and communicate important information.  Still, I cannot help but consider the power differentials between individuals who are literate relative to those who are illiterate.  Keefe and Copeland (2011) suggest that there are Five Core Definitional Principles [of Literacy], listed as: 

1. All people are capable of acquiring literacy. 

2. Literacy is a human right and is a fundamental part of the human experience. 

3. Literacy is not a trait that resides solely in the individual person. It requires and creates a connection (relationship) with others. 

4. Literacy includes communication, contact, and the expectation that interaction is possible for all individuals; literacy has the potential to lead to empowerment.

 5. Literacy is the collective responsibility of every individual in the community; that is, to develop meaning making with all human modes of communication to transmit and receive information.

In reading over these principles, “literacy has the potential to lead to empowerment” stands out to me the most.  I agree that literacy has the potential to open doors that may not be available to individuals who struggle with literacy- and thus lead to empowerment.  For example, someone who is illiterate may have a more challenging time identifying and accessing resources – and literally navigating day to day activities such as recipe book, the fine print on a receipt of an item they wish to return, and policies related to their place of employments- so much!  In one systematic review, health literacy was associated with more hospitalization, greater use of emergency room care, poor medication adherence, and specifically for older adults, poorer health and higher rates of mortality (Berman et al., 2011).  These statistics are clear as day!  

I recently became interested in literacy and have found that I have been operating from a place of privilege in terms of failing to recognize that literacy may be a problem amongst my/our student body.  I have held assumptions such as “all college students can read” or failing to consider that perhaps some may struggle with reading as proficiently as I have assumed.  

To this end, I invite you to take a moment to engage in a short self-assessment and inquire whether you may have also entertained any similar assumptions in the past.  Notice if you answer yes or any of the questions below; 

1. College students should be proficient readers
2. College students are more likely than not good at reading 
3. To have achieved the title of college student, students may likely not need literacy support 

If you have indeed answered yes to any of the above assumptions- you are not alone.  I invite you to join me in an attempt to be more mindful of when these may come up again and to embrace checking the facts of these assumptions.  I encourage each of us to consider the idea that perhaps one or some of our students may have challenges with literacy.  Perhaps, we may invite students to reach out and seek help if this is indeed the case. And to be open, nonjudgmental, inviting and strengths based in exploring resources to encourage our student’s success.   

References

Berkman, N. D., DeWalt, D. A., Pignone, M. P., Sheridan, S. L., Lohr, K. N., Lux, L., … & 

Bonito, A. J. (2004). Literacy and health outcomes: summary. AHRQ evidence report summaries.

Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition. 

Research and practice for persons with severe disabilities, 36(3-4), 92-99.

National Center for Educational Statistics. (2019). Adult literacy in the United States.https://nces.ed.gov/pubs2019/2019179/index.asp

Embracing Diversity

Hi, my name is Dr. Bojórquez, and I confess that I love tacos. Why wouldn’t you love tacos?  I love tacos because they are the perfect balance of protein, carbs, and vegetables. And, although I celebrate my Hispanic/ Latino heritage, this heritage is not why I love tacos. In fact, thinking about what it means to “be Hispanic” requires moving well beyond cultural tropes like “we all love tacos.”

The History of Hispanic Heritage Month

President Lyndon Johnson started Hispanic Heritage Week, later expanded by President Ronald Reagan to a month-long celebration (September 15 to October 15) in 1988; thus, Hispanic Heritage Month. During the 30-day celebration, the countries recognized for their contributions to Americans are Mexico, Central and South America, Spain, and the Spanish-speaking nations of the Caribbean (United States Census Bureau, 2023). We will explore the different definitions of Hispanic and Latino terms, cultural humility, and how to engage in the culture, and highlight some celebrations and fun facts about various Latino countries.

Is it Hispanic or Latino/x?

Throughout the United States (U.S.) history, the terms Hispanic and Latino/a/x/é have often been used interchangeably, resulting in a sense of panethnicity among individuals and communities. The term Hispanic was first implemented during the Nixon administration. The 2020 U.S. Census documented 63.7 million Hispanics, who make up about 19% of the U.S. population (United States Census Bureau, 2023). However, Hispanic has been highly criticized as it did not stem from a Spanish word, leading to a continuance of systemic disparities, including health, education, and incarceration (Garcia, 2020).

The term Latino has been more widely accepted, as it is derived from Latin, including Spanish-speaking countries. Latino was used as a gender-neutral term for Latinos and Latinas; however, around 2010, Latinx emerged to remove the male and female identity from the term and make it more inclusive. Interestingly, Bustamante et al. (2020) surveyed 3,030 Hispanic adults in the U.S. about the term Latinx. It reported that only three percent of participants use the term Latinx, 20% do not use the term, and 76% have yet to hear of the term Latinx.

Another factor in this conversation concerns the misconceptions that all Spanish speakers originate from Mexico. Although Mexicans form the largest Spanish speaking population in the U.S., there are many other Spanish speaking groups such as Salvadorans, Cubans, Dominicans, Guatemalans among others. It is essential to acknowledge the other Spanish speaking groups because language is part of the process for distinguishing Hispanic/Latino/a/x. Said another way, not all Latinos are Hispanic, and not all Hispanics are Latinos. Alexander (2022) shared that Brazilians are considered Latino but not Hispanic due to the Portuguese language, and Spaniards are Hispanic but not Latino because it is not a country in Latin America. Moreover, Latino was linked to geographical location and Hispanic to language. Thus, Mexicans would be considered Hispanic and Latino/x.

So, what term should we use? The honest answer is, “I don’t know.” It depends on where people are from and the language they speak. When unsure, I combine these two groups, so I say Hispanic/ Latino/x. Personally, I prefer Latina, Chicana, or Mexican-American (more terms, I know!). These identities are not monolithic and require we move beyond assumptions or what may “seem obvious.” This kind of movement is possible when we practice and apply cultural humility, to which I turn next. 

Cultural Humility

We interact with people from various cultures and ethnicities daily and often make generalizations. Some assumptions include foods, traditions, or practices. By not acknowledging the differences, we also diminish their lived experiences. A personal story that serves as a testament is that my husband, born in Mexico, does not love tacos, beans, or tamarind. Yes, it shocked me, too! 

My husband’s food preferences are a reminder that we have implicit biases. As people interact with people from various cultures daily, raising cultural humility and awareness is essential. Cultural humility is “… a lifelong commitment to self-evaluation and critique, to redressing the power imbalances . . .” (Abe, 2019, as cited in Tervalon & Murray-García, 1998, p. 123). Learning about the Hispanic and Latino cultures can start by immersing yourself in the culture, attending cultural events, and learning the history of lived experiences of these communities. 

Further, increasing cultural humility can be done via social work practice and research. In social work, we are responsible for using cultural competence and humility to improve providers’ knowledge and skills while building appropriate relationships with those we serve. In research, there is an understanding that becomes central to the delivery of all-inclusive care for those we serve. Also, it allows providers to fill in the gaps between the needs and services of clients and communities from various cultures, ethnicities, practices, and customs.

In the spirit of this learning for the development of cultural humility, I’ve provided a list of celebrations and fun facts for different countries below. 

Have you ever participated in any of these events or is there one that you would add to the list? Leave a comment below!

Celebrations and Fun Facts

Mexico

• Cinco de Mayo is not Mexico’s Independence Day; it commemorates the Battle of Puebla in 1862, where Mexico won against the French. Mexican Independence Day celebration begins on September 15 with El Grito de Dolores (The Cry of Dolores) and is observed on September 16, 2023.
• Most popular celebrations: Día de Los Muertos (Day of the Dead) and Semana Santa y Pascua (Holy Week and Easter)
• Popular dishes: Tacos, Menudo (tripe stew), Pozole (Mexican soup from Aztecs), and Mole (chicken with curry-type sauce).

El Salvador, Costa Rica, Guatemala, Honduras and Nicaragua 

• Independence Day is celebrated on September 15, which starts Hispanic Heritage Month
• Most popular celebrations:
  • El Salvador – Fiestas Agostinas (festival)
  • Costa Rica – Día de Las Mascaradas (National Day of the Masquerades)
  • Guatemala – Día de Los Santos (All Saints Day)
  • Honduras – Feria de San Isidro (festival)
  • Nicaragua – Diriamba (festival combining indigenous and Spanish roots)
• Popular dishes:
  • El Salvador – pupusas (corn dough filled with meat, cheese, and/ or vegetables)
  • Costa Rica – chifrijo (fired pork with red beans)
  • Guatemala – Kak’ik (turkey leg in broth)
  • Honduras – baleadas (tortilla with mashed red beans, cheese and sour cream
  • Nicaragua – Nacatamal (corn dough with pork, potato, rice, tomato, garlic, and chiltoma).

Books to Explore

• El Viaje de Los Colibries by Sue Zurita
• The Faraway World by Patricia Engel
• I am Joaquin/ Yo Soy Joaquin: An Epic by Rodolfo Gonzalez
• Dreamers by Yuyi Morales (children’s book)
• Where are you from? By Yamile Saied Mendez (children’s book)
• Islandborn by Junot Diaz (children’s book)

References

Abe, J. (2019). Beyond cultural competence, toward social transformation: Liberation psychologies and the practice of cultural humility. Journal of Social Work Education, 56(4), 696–707. https://doi.org/10.1080/10437797.2019.1661911

Alexander, W. (2022, September 8). Ask the OEDI: Hispanic, Latino, Latina, Latinx – which is best? Duke University School of Medicine. https://medschool.duke.edu/blog/ask-oedi-hispanic-latino-latina-latinx-which-best#:~:text=According%20to%20these%20definitions%2C%20a,Hispanic%20(but%20not%20Latino).

Bustamante, L.-N., Mora, L., & Lopez, M. H. (2020, August 11). About one-in-four U.S. Hispanics have heard of Latinx, but just 3% use it. Pew Research Center. https://www.pewresearch.org/hispanic/2020/08/11/about-one-in-four-u-s-hispanics-have-heard-of-latinx-but-just-3-use-it/

García, I. (2020). Cultural insights for planners: Understanding the terms Hispanic, Latino, and Latinx. Journal of the American Planning Association, 86(4), 393–402. https://doi.org/10.1080/01944363.2020.1758191

Los Angeles County Department of Mental Health. (n.d.). National Hispanic Heritage Month: September 15 to October 15. Retrieved September 25, 2023, from https://dmh.lacounty.gov/blog/2021/09/national-hispanic-heritage-month/#:~:text=The%20day%20of%20September%2015,16%20and%20September%2018%2C%20respectively.

United States Census Bureau. (2023, August 17). Hispanic Heritage Month: 2023. https://www.census.gov/newsroom/facts-for-features/2023/hispanic-heritage-month.html#:~:text=63.7%20million,19.1%25%20of%20the%20total%20population

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A note from Dr. Erin Smith, the CSHB Director: At the time I hit “publish” on this blog, Israel and Hamas have been at war for 5 days. This blog engages with Elul, a month with significant symbolism in the Jewish calendar, a calendar that Jesus was raised under. Christians and mental health professionals can learn a lot from the wisdom offered in the framing of Elul. Thus, the goal of engaging the Jewish calendar is not meant to be political, but reflective. I would encourage all readers to evaluate the content and reflect on what that means for them as individuals, including what a proper response to the sudden outbreak of violence in Southern Israel and Gaza entails.

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It’s that time of year again: Schools are starting up, we are anticipating cooler weather, and perhaps looking forward to the various holiday celebrations this season holds. Some of us are well rested, having enjoyed summer vacations and are full of expectations for the coming year. Others may be filled with dread at the thought of a fast-approaching end of year, the hustle and bustle of holidays, etc,.

Whatever side of the scale that you are on, have you ever found yourself needing a reset? A time where you can make everything, I mean everything, stop so you can catch your breath, look around, and start over? 

The noise of constant stimulation has become so much a part of our lives, we don’t even realize how internally diffused and depleted we may have become, how even the good things have sapped our energies and stolen our attention, together with more easily recognized trivial and worthless things. And more importantly how hard we work to break any silence we may encounter.

Even though my work in counseling involves helping people reset, I think GD, in HIS great wisdom, has included in the yearly calendar a natural space for us to formally reset on an annual basis, to enter that silent and holy place that we sometimes work so hard to avoid and to come before HIM again. That time of year is called Elul.

Elul is the 12th and final month in the Jewish calendar. It usually falls right around September. But even though this time of year has just passed, we still have much to learn from it. The month of Elul is a month that connects the past year with the coming year. And though each month of the Jewish calendar radiates with a distinct quality, Elul is a time when we are to reflect on where we stand and where we should be going. It is a season in which to reflect, repent, repair, but most of all deepen our relationship with GD. 

One central focus during Elul is Teshuvah or repentance. Jews are encouraged to reflect on their actions over the past year, both towards oneself and others, and ultimately toward GD. The practice of Teshuva involves first knowing before WHOM we stand. The 14th chapter of Hosea, read at this time of year, challenges us to return to the LORD our GOD Himself as not simply the center, but the entire horizon of our attention. (Rabbi Stuart Dauermann). Through Hosea, our GOD challenges us to be “those who live in his shadow” (v. 7). And realizing that we stand before a HOLY GD the need for forgiveness is very real. 

But authentic repentance is more than a one-time event. It is a way of life. Teshuvah is one of the great gifts GD gives each of us, the ability to turn back to HIM and seek healing for our brokenness. (Proverbs 28:13) We are used to imagining repentance as a form of surrender, a confession of weakness. And it is. But we also need to see it as a source of empowerment, a return to our only true and sufficient center––the luxuriant juniper, the fruitful vine––the LORD our God. 

“I am like a luxuriant juniper; From Me comes your fruit” 

(Hosea 14. v. 8)

Jesus said it this way:

“I am the vine, you are the branches; the one who remains 

in Me, and I in him bears much fruit, for apart from Me 

you can do nothing” (John 15:5) 

The result of living this way is incredible empowerment and fruitfulness!

Another significant aspect of Elul is preparing oneself for seeking forgiveness from others. It is customary to engage in acts of kindness or tzedakah, expressing a desire to make amends and demonstrate genuine change. Jewish tradition teaches that true repentance can only be achieved when one actively works towards rectifying past actions.

As both seekers and givers of pardon, we are to turn to those we have wronged, acknowledge our sins and the pain we have caused. We are to search our memories, our souls, to find what we did wrong during the past year, and to make them right. And in one sense, this is the first step as we are instructed to “be reconciled (first) to (y)our brother, making good on things that were done badly” (Matthew 5:23-24)

We are commanded to be willing to let go of any resentment we feel towards those who have committed offenses against us. Only then can we turn to GD and ask for forgiveness. I think those two steps: being forgiven and forgiving, are simultaneous. This is even found in Yom Kippur liturgy: 

“And for all these, GD of forgiveness, forgive us, pardon us, and grant us atonement.”

Although rooted in ancient Jewish tradition, the themes of Elul hold great relevance to us today. In our fast-paced world filled with distractions and constant busyness, taking dedicated time for self-reflection allows us to pause, reset, and reconnect with our values and priorities. It encourages us to evaluate our relationships, actions, and impact on the world around us. Elul can be a wonderful time of divine closeness, a time to do what our spirit yearns for: introspection, soul searching, personal stock-taking (known in Hebrew as cheshbon hanefesh — literally “an accounting of the soul” (Rav DovBer Pinson). 

With this focus, we should take this time to search our souls, to recall and find people we have wronged, family, friends, to give up the grudges, and to forgive people for their wrongdoing. And most of all to return to a place of shalom (peace). Elul serves as a powerful reminder that personal transformation requires conscious effort and commitment. 

As we navigate life’s challenges together, the significance of Elul remains as relevant today as it was centuries ago – urging us all towards introspection, repentance, forgiveness-seeking behavior – ultimately fostering personal growth and a deeper connection with GOD.

May your name be written in the Lambs Book of Life!

La Shana Tova!

Rabbi Stuart Dauermann: Shulchan Shelanu from Interfaithfulness

Rabbi DovBer Pinson: Sha’ar HaBitachon

John 15:5: I am the vine, you are the branches. The one who abides in Me, and I in him, bears much fruit; for apart from ME you can do nothing. Tree of Life Version

Isaiah 55:6: Seek Adonai while He may be found, call on Him while He is near. Tree of Life Version

Hosea 14:7: His tender shoots will spread out. His beauty will be like an olive tree and his fragrance will be like Lebanon. Tree of Life Version

Matthew 5:23-24: Therefore, if you are presenting your offering upon the altar, and there remember that our brother has something against you, leave your offering there before the altar and go. First be reconciled to your brother, and then come and present your offering.

For further reading: 60 Days: A Spiritual Guide to the High Holy Days. Shimon Jacobson (Kiyum Pr., First Edition (January 1, 2008)

Have you ever been so absorbed in an activity that time has flown by at a surprising rate?  Or had a game where your performance felt seamless, like your body knew just what to do at just the right time?  If so, it is likely that you have experienced “flow”.  In sport it is often called being “in the zone” or “in the clutch”.   While it is often discussed in relation to sport, it is experienced in multiple other domains as well such as business (Ie. “work flow”), performing arts, and writing.  Flow is an enjoyable state where one feels in control of their performance and is fully immersed in the activity.  

I first became interested in flow about 15 years ago when I started running.  Of course, I didn’t call it that back then, I called it a “runner’s high”.  Its that intense, euphoric feeling one gets for a short duration of time mid-run.  You only need to experience that runner’s high one time to get hooked.  When my running distances increased the amount of times I could experience a runner’s high during a run increased.  I found during a marathon I could experience three runner’s highs and I could approximate the mileage that these could occur at.  Like any good scientist, I couldn’t leave it well enough alone, I wanted to understand why I experienced these highs and how to induce them.  I began by talking to other runners about it.  I was surprised to find that some runners had never experienced it and, in fact, didn’t even believe in it (gasp!).  When I told this to some of my endurance runner friends, they laughed and said “Why else would we run so much?”.  Of course, running by itself is enjoyable.  Your brain clears, your mind lets go of the daily planning and worry, and several feel-good neurotransmitters lead to you experiencing an increase in your mood and energy.  That is enough to keep you running short distances, but running over 20 miles?  I, for one, need more than a little workout boost to motivate me to do that.  

In his pursuit to find the meaning of life and happiness, Csikszentmihalyi (1975) interviewed multiple people that were involved in many different types of activities and that had experienced this state.  He coined the term “flow” to describe this state as he equated it to flowing water, where the action is smooth and seems effortless. After analyzing and synthesizing the interviews, Csikszentmihalyi outlined nine dimensions associated with the flow experience (Csikszentmihalyi, 1988; Jackson & Csikszentmihalyi, 1999).  

1. Challenge-skills balance 
2. Merging of action and awareness 
3. Clear goals
4. Unambiguous feedback 
5. Concentration on the task at hand 
6. Sense of control 
7. Loss of self-consciousness
8. Transformation of time
9. Autotelic experience 

These dimensions were then used to create a measurable, testable definition of flow termed by some as the Jackson-Marsh model of flow (Jackson & Marsh, 1996).  It is this model of flow that has remained the primary model of flow since it was introduced.  A review of the research articles on flow revealed that there was disagreement on what neural areas were involved in flow (Alameda, et al., 2022).  Seemingly rigorous studies using similar methods were finding different results.  The problem was the way flow was being defined and, consequently, measured. 

In most of the research conducted on flow the level of flow the participant is experiencing is measured using scales that are based upon these nine dimensions (ie. Flow State Scale, Jackson & Marsh, 1996), self-report, or is simply assumed if the challenge of the task seems to match the skill of the participant (for review see, Alameda, et al., 2022).  Recent reviews of flow have called for a new definition of the flow construct, one where the challenge-skills balance, clear goals, and unambiguous feedback are considered antecedents to flow rather than part of the flow experience (Norsworthy, et al., 2021, Swann, et al., 2018) and two of the dimensions, that of time transformation and loss of self-consciousness, are not necessarily a part of the flow experience.  

Thus, out of these recent reviews a new definition of flow is emerging.  As defined in the beginning of this essay, flow is the feeling of being completely absorbed in an activity and in control of one’s own performance.  It is enjoyable and may lead to increased performance and, as such, is much sought after.  In order to enter into flow one must be focused on the task, have a clear understanding of the goal of the task, and receive ongoing unambiguous feedback. Transformation of time and loss of self-consciousness may be experienced, but only if these dimensions are not relevant to the task.  For example, basketball players will not lose track of time when the clock is ticking down and dancers will not lose their self-consciousness when performing for a crowd of spectators as these dimensions are relevant to their performance.

So why did I write this?  Why take an entire blog to write about how flow is being revised?  There are two take home messages here: 

1. Remember how in your research methods class you were taught what an operational definition is and what construct validity is?  How we drilled these terms into you early on as part of the base of understanding research?  The case of flow is a wonderful example of why this is important and what happens when construct validity is violated.  Having multiple researchers test the same construct and come to different conclusions is a big red flag that the definition of the construct needs to be reviewed and revised.
2. Now you are on the cutting edge of understanding what flow is!  There is a lot of misunderstanding on what flow is despite the fact that it has become a hot topic in a variety of performance domains.  You can now be that cool person that corrects the common misconception.

Perhaps even more exciting is this sets the stage for the next blog in this 3-part series: How can we increase the likelihood that we will experience flow?  I will tell all in the next blog post!