Refugee Resettlement Agencies in the United States make headlines because of the people they help, but what about the immigrant support providers doing the work? In Boston and Worcester, Massachusetts there are organizations that open their doors to newly arrived people needing assistance. The purpose of this case study was to explore the experience of working as a resettlement provider for immigrants in Massachusetts between 2016 and 2021. I argue that Donald Trump’s policy decisions were a form of structural violence against and experienced by the resettlement organizations contracted to the federal government to assist refugees. Preliminary literature reviews showed research on refugees was saturated. A few articles discussed psychological impacts on providers in a clinical setting or presented quantitative analyses of immigration statistics. My research is a novel ethnographic case study of the resettlement organizations. This study was conducted over three years during the COVID-19 pandemic. I examined the effect of changes to the body-politic, the social-body, and the body-self levels of experience. By using a holistic model of health, I connect these experiences to the physical, social, and psychological dimensions of wellbeing. Throughout the fourth chapter, I argue that Trump’s pernicious executive policy decisions were intentional acts of violent against resettlement organizations across the United States. The anti-immigrant rhetoric in the media and policies, combined with increased xenophobia withdrew vital physical and social resources for providers. This created a shift in the hegemonic forces in the United States that impacted organization and refugees alike. Chapter Five argues that Massachusetts resettlement organizations were impacted through implicit effects at the state and community levels. As the pressure of their work increased and their community relationship became more complicated, their precarity was compounded by COVID-19. This is illustrated through the starvation of the social-body and subsequent re-feeding they experienced. Finally, Chapter Six argues that individual resettlement providers experienced a state of precarious wellbeing. They had to develop creative coping mechanisms to work through the precarity after being flooded with new arrivals. The providers embodied this precarity on a personal level, though not passively. They pushed back against the Trump Administration’s violence through interagency legal action, solid community partnerships, and individual coping mechanisms.

Positive Psychology aims to shift the conversation of mental health from solely repairing mental dysfunction to focusing on individuals’ positive qualities or strengths (Seligman, 2000). This study aims at exploring connections between a Positive Psychology college level coursework and students’ self-reported wellbeing using an electronically administered survey containing multiple scales used to measure various aspects of wellbeing. Scales used were The Ryff Scale of Psychological Wellbeing, The Purpose in Life Test (PIL), the Alienation Scale, and questions related to the course content itself. Students who have higher wellbeing tend to have increased life benefits such as health, life-satisfaction, and flourishing aspects such as academic success (Coffey, 2014). Participants were also measured on their likelihood to use the curriculum in their day-to-day operations. Results show trends in increased measure scores in a small sample size. No significant correlations were found.

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<p>The purpose of this qualitative study was to investigate how school leaders are assisting at-risk students in urban schools develop social capital. It sought to understand specifically what strategies they perceive as useful for developing social capital with students. This study’s findings are significant to the field of education in providing educational leaders the strategies other urban principals are using to support the development of social capital for their students. Schools need to recognize all the different ways they contribute to helping students achieve academic success. One of the most significant benefits a school can offer students, in addition to academic rigor, is preparation for facing the social and emotional challenges of life. This instrumental case study focused on five former Principal of the Year (POY) recipients from urban secondary (grades 6-12) school environments to maximize the quality and experienced practice of the leaders being studied. The urban school settings were all categorized as predominantly diverse (high minority composition and/or low socioeconomic status). Three assertions resulted from the study:</p> <p>●Principals must have a clear and communicated vision of excellence for all within the community and implement systems and structures that consistently support the mission, vision, and values of a student-centered school. </p> <p>●Principals must consistently find ways to foster collaborative, trusting, relationships with and between members of the school and local community.</p> <p>●Principal and staff within the school must consistently model, create, and nurture opportunities for students to grow and find uses for their social networks.</p> <p>The results of this study may offer school principals specific strategies they can use to positively impact the growth of social capital within their schools.</p> <p><br></p>