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"Williams, Joseph M"
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Evolution of spinal evoked compound action potential thresholds, visual motor thresholds, and impedances in a rodent spared nerve injury model
The mechanisms of spinal cord stimulation (SCS) on neuropathic pain are commonly studied using the spared nerve injury (SNI) model, with stimulation amplitudes typically programed relative to the visual motor threshold (vMT). Recent work explored the relationship between vMTs and spinal evoked compound action potential thresholds (ECAPTs)-a sensed measure of neural activation-in SNI rodents to better translate towards clinical dosing. However, changes across chronic healing beyond two days and pain states is unknown.
This study tracked ECAPs through a traditional SNI-SCS approach, where nine rats were implanted with an SCS lead to evaluate effects of acute healing (days 0 to 1), chronic healing (days 1 to 7), nerve injury (days 7 to 14), and continuous SCS (days 14 to 16) using differential target multiplexed programing (DTMP).
ECAPT:vMT ratios significantly increased on subsequent recordings from day 0 through day 14 (i.e., post-injury), but not between days 14 and 16 (after SCS), across anesthesia states, or SCS pulse widths. On average, ECAPT:vMT increased from 35 ± 2% (mean ± S.E.) on implantation day to 54 ± 1% on day 16.
Future studies may use this approach to further elucidate the effects of chronic pain and SCS on the spinal ECAP.
Journal Article
A manual for writers of research papers, theses, and dissertations : Chicago Style for students and researchers
\"This new edition of the classic reference work on writing research papers recognizes recent developments in information literacy--including finding, evaluating, and citing a wide range of digital sources--and the evolving use of software for citation management, graphics, and paper format and submission while continuing to reflect best practices for research and writing, as adapted from the most recent editions of The Craft of Research and The Chicago Manual of Style\"--Provided by publisher.
BOOK
Challenges in Implementing Antiracist Pedagogy Into Counselor Education Programs: A Collective Self‐Study
This self‐study examined the challenges experienced by three Black counselor educators when implementing antiracist pedagogy into their classrooms. Two themes emerged: White gaze in counselor education and marked as an outsider within. Counselor educators should engage in continuous self‐reflexivity and positionality while integrating and valuing Black perspectives in counselor education.
Journal Article
حرفة البحث
الكتاب يهدف لتوفير رؤية مبدئية عن كيفية البحث، من عملية اختيار الموضوع وجمع المعلومات والمصادر إلى عملية الكتابة للنتائج، يغطي هذا الكتاب كل ما يتعلق بالبحث العلمي من إعداد وتخطيط وكتابة وإخراج ونشر وهو موجه للباحثين في شتى العلوم بشكل عام من طلاب وأساتذة وموظفين ويحاول المؤلفون على نحو خاص طرح حلول للمعضلات التي تواجه طلاب الدراسات العليا والباحثين (وكثير منهم قد لا يجيد تحدث اللغة الإنجليزية) ومن هذه المشاكل، عملية جمع المعلومات والتحقق منها وتوثيقها والكتابة عنها ويتناول هذا الكتاب مهمة البحث عن مجرد الفكرة، وكيفية صياغتها والبحث عن المشكلة وكيفية النشر في المجلات العلمية وقواعده كما يتطرق المؤلفون أيضا لتنوع أساليب الكتابة وأنواع المصادر وكيف يتم توظيف كل منها وفي أي مرحلة من البحث.
BOOK
Publicly housed Black mothers' experiences of structural racism in their everyday lives
Objective Drawing upon critical race and feminist theories, the objective of this qualitative study was to understand, through Black mothers' narratives, how structural racism operates within a public housing system located on the outskirts of Washington, D.C. Background Structural racism has been identified as a root cause of racialized housing segregation, concentrated poverty, and health inequity—factors that disproportionately affect Black mother‐headed families living in public housing. Yet, more research is needed to delineate the underlying mechanisms of structural racism at play in public housing systems. Method Using a community‐based participatory action research (CBPAR) approach, the research team partnered with public housing residents and staff of a non‐profit organization to guide the study. From 2017 to 2019, community partners co‐developed the research protocol, recruited participants for in‐depth interviews (N = 15), and assisted with data analysis, interpretation, and local dissemination of findings. Results Black mothers' narratives depicted in detail the structural manifestations of racism perpetuated in public housing systems, including: (a) systemic neglect; (b) economic oppression; (c) eviction threat; and (d) community surveillance. Findings suggest that structural racism is enacted and enforced by many dispersed agents of power, including street‐level bureaucrats (e.g., caseworkers and maintenance workers) and White and wealthier neighbors. Conclusion Critical perspectives and community‐driven research approaches can deepen understanding of how structural racism and institutional power relations operate to reproduce Black family marginalization within complex social systems like public housing. Directions for future research are discussed.
Journal Article
Overcoming Adversity: High-Achieving African American Youth's Perspectives on Educational Resilience
This qualitative multicase research study identified the home, school, and community factors and processes that contributed to the academic success of 8 urban, African American high school graduates from low‐income, single‐parent families. Ten main themes emerged: school‐related parenting practices, personal stories of hardship, positive mother–child relationships, extended family networks, supportive school‐based relationships, school‐oriented peer culture, good teaching, extracurricular school activities, social support networks, and out‐of‐school time activities. Implications for counselors are discussed.
Journal Article
Exposing blindspots and the hidden curriculum within counselor supervision models
Anti‐racist and anti‐oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti‐racist practices.
Journal Article