986,434 results on '"MENTAL health"'
Search Results
2. 'US': Primary Prevention, Para-Counseling, Research Project.
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Rogue Valley Council on Aging, Medford, OR. and Lynch, Mallory B.
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This report provides both a focal (part) and a subsidiary (whole) description of the process and results of a primary prevention, paracounseling, research project, funded for two years by the National Institute on Drug Abuse to create and research a "model" program which could be used nation-wide to help prevent drug abuse. Adolescents, young adults, and senior citizens were selected and trained for a period of 200 hours. Training combined didactics and experiential learning and emphasized high synergy; positive, healthy self-development, and project development as the most important training outcome. After training, the youth and senior paracounselors were paired with one or two fifth and sixth grade children who had volunteered to join the program. Most of these children had demonstrated problem behavior in school and home. Through one-to-one and group sharing, the use of complementary alternatives such as crafts and sports, and emphasis on mental health and development of positive potential, a program uniting all ages (generations) was created. As a result, significant increases were noted in the children's self-concept, positive behavior at home and school, in teacher and parent sentiment toward the children, positive attitude of the child toward family; as well as in many factors measured by the children's personality questionnaire such as intellignece, enthusiasm, conscientiousness, self-reliance, confidence, extroversion, and factors predicting better academic performance. (Author)
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- 2024
3. Impact of a School-Based Universal Mental Health Education Intervention for Adolescents
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Melissa E. DeRosier, Deb Childress, Akila Raoul, Clark McKown, Kelly Kocher, and Lin Ma
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The primary purpose of this research study was to evaluate the efficacy of BASE, a self-paced online mental health education preventive intervention with middle school students. Two hundred ninety-five adolescent students were randomly assigned to receive BASE modules (n = 156) in a regular education classroom setting over a 5-week period or to a wait-list control (CO) group (n = 139). Change in student- and teacher-report outcome measures was investigated. Students in the BASE condition showed significant gains in mental health knowledge and teacher-reported school engagement over the intervention period whereas CO students showed declines in these areas. In addition, students who spent more time engaged in the BASE intervention modules showed significantly greater gains in BASE mental health knowledge. Because our study sample included a large percentage of Hispanic students (44%), we were able to conduct follow-up analyses to test for differential intervention effects by demographic sub-groups. Findings revealed use of the BASE modules were particularly positively impactful for Hispanic students, including positive changes in self-reported self-efficacy and school engagement as well as life skills over the intervention period compared to Hispanic students in the CO group. Discussion focuses on the potential for digital universal mental health intervention in schools. Tables and figures are appended.
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- 2024
4. Diondre Also Has Bad Days: Cannabis Use and the Criminalization of Black Youth
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Rommel Johnson
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Black, school-aged youth may experience socioeconomic, psychological, and emotional difficulties that affect their mental health, leading to maladaptive ways of coping, such as cannabis use. Instead of getting treatment and support to help them manage their stressors in positive ways, Black youth often receive punitive school practices, including referrals to the juvenile justice system. Counselors who work with school-aged youth are likely to encounter many Black youth and can thus either be instrumental to their psychological development or inadvertently impede their well-being with over-pathologization and criminalization of their cannabis use. In this article, the author reflects on a particular experience he had working with a Black youth and how it influenced his cultural competency and development as a counselor. The author also discusses the socioeconomic landscape and psychological experience of Black youth and their rationale for cannabis use. The article concludes with implications for professional counselors.
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- 2024
5. Chat and Face-to-Face Counselling with Web E-Counselling: Increasing Student Discipline Responsibilities Post-COVID-19 Pandemic through Individual Blended Counselling
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Agus Supriyanto, Anwar Sutoyo, Mulawarman, and Amien Wahyudi
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Students at school need to develop a character of responsibility in learning discipline (Re-LeaD) after the COVID-19 pandemic (CV-19P), or face-to-face meetings (FTF) are a concern. The character of Re-LeaD as a form of student success in the future. Aims to research determine the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs and the effectiveness of the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs. Individual counselling with a behaviouristic process combines FTF chat and counselling with an e-counseling website. Research and development are limited to five steps (1) study problem; (2) hypothetical draft model; (3) model feasibility test through guidance and counselling reviews; (4) revising model; (5) testing effectiveness model. The instrument used is the Re-LeaD scale and expert review on the feasibility model. Data analysis with the reliability coefficient between reviewers and Cohens Kappa, then t-test to test the model's effectiveness. The results of the study concluded that the blended counselling model with a behaviouristic counselling approach is feasible to be applied by school counsellors to increase Re-LeaDs students based on an average rating of more than 3.09 (scale 4) from reviews by experts and guidance and counselling practitioners (0.621 with sig. 0.000 < 0.05). The individual blended counselling with behaviouristic counselling approach can also effectively increase Re-LeaDs students in the higher category (21.5) than before the intervention (10.75) and sig. 0.000 < 0.05. Counsellors can use individual blended counselling with behaviouristic methods as one of the counselling strategies to increase Re-LeaDs.
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- 2024
6. 'Taking Action': Reflections on Forming and Facilitating a Peer-Led Social Justice Advocacy Group
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Sunanda M. Sharma, Jennifer E. Bianchini, Zeynep L. Cakmak, MaryRose Kaplan, and Muninder K. Ahluwalia
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According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.
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- 2024
7. 'A Learning Curve': Counselors' Experiences Working with Sex Trafficking
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Claudia G. Interiano-Shiverdecker, Devon E. Romero, Katherine E. McVay, Emily Satel, and Kendra Smith
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In this transcendental phenomenological study, we interviewed 10 counselors who have clinical experience working with sex trafficking survivors. Through in-depth individual interviews, participants discussed their lived experiences providing counseling to this population. Our analysis revealed four primary themes: (a) counselor knowledge: "learning curve," (b) counselor skills: "creating a safe space to dive into work," (c) counselor attitudes: "being able to listen to the client's story," and (d) counselor action: "more than just a counselor." The findings indicated that counselors working with sex trafficking survivors needed to understand and address the different aspects of trauma. Our findings also demonstrate that working with sex trafficking survivors requires additional competencies such as recognizing the signs of sex trafficking, vulnerable populations, and the processes by which traffickers force people into sex trafficking. We discuss these findings in more detail and identify implications for counselor training and practice.
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- 2024
8. The Influence of Technostress on Anxiety Disorder in Higher Education Students during the COVID-19 Pandemic
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Luis Felipe Dias Lopes, Deoclécio Junior Cardoso da Silva, Nuvea Kuhn, Fabiane Volpato Chiapinoto, and Mauren Pimentel Lima
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This article aimed to investigate the relationship between technostress and anxiety disorder in Brazilian public higher education students during the COVID-19 pandemic. The quantitative study was based on primary data (n = 1981) collected through the structured questionnaire of a population of Brazilian public higher education students. Partial least squares structural equation modelling method and multigroup analysis were used for data analyses and to compare the constructs. Of the five dimensions of technostress analysed, techno-uncertainty and techno-complexity did not influence generalized anxiety disorder. Nonetheless, the results demonstrated that technostress was present in the lives of the students studied, demonstrating significant relationships with generalized anxiety disorder. Therefore, this study presents relevant reflections regarding prolonged exposure and additional factors that technology influenced students' quality of life, thus generating strategic alignments to improve the mental health of students who went through the remote teaching process imposed by the COVID-19 pandemic.
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- 2024
9. Creating an Open Online Educational Resource to Support Learners as They Navigate Their Studies Alongside Work and/or Family
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Philippa Waterhouse and Naomi Moller
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As labour markets undergo rapid and profound transformations, lifelong learning is essential to ensure a responsive, competitive, and skilled workforce. Mature learners are a diverse group, but in comparison to their younger student counterparts, are more likely to have employment and/or caring responsibilities. This field note discusses the development and features of a novel online open educational resource, called "At a crossroads: Navigating work and/or family alongside study" ("At a crossroads" for brevity). The resource aimed to assist university students to both learn about the support options available to them as well as to consider how they themselves might make decisions if they experienced a conflict between their student/work/family roles. "At a crossroads" is innovative in terms of how it was developed (i.e., via survey-based research, story completion method, and consultations sessions with tertiary students) and in terms of what it is (i.e., an online interactive resource that incorporates short dramatizations, social polls, and opportunities to reflect). Our experience in developing this resource caused us to consider how making resources designed to be engaging and informative, while encouraging, positive changes, must be part of the solution. This is especially so when there is significant concern around the overall well-being of tertiary students and their course completion rates. While universities have attempted to offer a range of tools to support their students, on-demand online resources such as "At a crossroads" are easily accessed, free to use, and deliver content in an engaging manner.
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- 2024
10. Effectiveness of University-Provided Individual Counselling for Healthcare Students: A Systematic Review
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Giuseppina Lo Moro, Maria Rosaria Gualano, Costanza Vicentini, Noemi Marengo, Fabrizio Bert, and Roberta Siliquini
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Medical, nursing, and other healthcare students undergo specific stressors. Their mental health represents a priority for universities and the entire community. This review aimed to gather evidence about the effectiveness of individual psychological counselling offered by universities to healthcare students. A systematic review was conducted by searching PubMed, Scopus, and APA PsycInfo. A total of 1906 records were identified. The selection resulted in six studies published between 1994 and 2014. The most common design was quasi-experimental. Half focused on medical students and often interventions comprised other elements. Outcomes were related to mental health issues, academic performance, or both. The results showed statistically significant improvements, with some exceptions. The present review highlighted some specific characteristics that must be considered in order to fill the existing gap in this field, such as widening the range of studied outcomes, improving the description of the intervention, and planning randomized controlled trials (RCT) to compare strategies.
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- 2024
11. Validation and Psychometric Properties of the Sense of Coherence Scale in a Hungarian Child and Adolescent Sample
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Olney Rodrigues de Oliveira, Dorottya Ori, and Eniko Kiss
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Sense of coherence (SOC) is a relevant contributor and predictor of the individuals' mental and physical health. There are a number of studies about SOC, but only two validation articles of the sense of coherence scale (SOCS) were found on adolescents and none on children. The aim of this research was to validate the SOC scale in youth under 18. We hypothesized that younger children and children without psychiatric problems will have higher SOC than older ones, and children with psychiatric symptoms. We also wanted to examine the factor structure of both the 13 and the 29 item versions of the scale to study which is more valid in child and adolescent population. 199 children and 198 adolescents were included in the study; the mean age was 14.3 (SD 2.1) years. The sample included average youth from schools and youth under psychiatric treatment. Strength and Difficulties Questionnaire (SDQ) and Inventory of Life Quality (ILK) were used for validation of the SOCS. SOCS-13 was applied to compare SOC of children and adolescents. Children had higher SOC than adolescents in both samples. Males had higher SOC than females in children but not in adolescents. Psychiatric and behavioral symptoms were associated with a lower SOC regardless
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- 2024
12. Connecting with Family, Friends and Others: Informal Caregiving among International Postgraduate Researchers in a British University
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I. Lin Sin and Alina Schartner
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This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.
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- 2024
13. Unveiling the Transformative Power of Service-Learning: Student-Led Mental Health Roundtable Discussions as Catalysts for Ongoing Civic Engagement
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April N. Terry and Ziwei Qi
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This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.
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- 2024
14. Revolutionizing Education: Navigating the New Landscape Post-COVID-19: A Scoping Review
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Abdul Fattah Mat Nang, Siti Mistima Maat, and Muhammad Sofwan Mahmud
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Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.
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- 2024
15. Exploring the Integration of the Happy School Model in Vietnamese Higher Education: Insights and Implications from the Perspectives of Tertiary EFL Teachers
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Nguyen Anh Thi, Le Thanh Thao, Phuong Hoang Yen, Pham Trut Thuy, Huynh Thi Anh Thu, and Nguyen Huong Tra
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This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam's unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study's focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.
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- 2024
16. Mental Health Help-Seeking Behaviours in University Students: Are First-Generation Students Different?
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Shakila Begum, Andrea Du Preez, Michelle Robinson, and Patricia A. Zunszain
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First-in-family (FiF) students experience significant barriers to university participation and are less likely to seek mental health help. This can contribute to increased dropouts when compared to non-FiF students. Using a mixed methods approach, we aimed to ascertain sources of mental health support and underlying factors for the preferences favoured by students from UK universities. Answers to the General Help Seeking Questionnaire (GHSQ) and to two open-ended questions were collected online. We found that FiF (n=194) students were more likely to seek help from friends relative to their non-FiF (n=134) peers. Trust was particularly important for FiF students, while for non-FiF students, the perceived benefit of talking to anyone about mental health was more relevant. Attitudes towards mental health discussion were influenced by background. Stigma and perceived burdensomeness negatively affected help-seeking among all students. Our findings suggest FiF students derive more benefits for their mental health concerns from friendship circles, implicating the importance of social integration programmes at university. Future work would benefit from evaluating mental health help-seeking intentions of students with more specific characteristics (e.g., race, gender), to better understand determinants influencing preferences and help institutions plan more fitting provisions to support students.
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- 2024
17. Secondary Teachers' Perceived Ability to Support Student Mental Health
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Kathryn Joan Watson
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Schools are increasingly responsible for providing mental health support to students. These include universal, or school wide approaches such as positive behavioral intervention supports (PBIS), and/or social emotional learning. While teachers play a vital role, there is scant literature addressing secondary teachers' perceived ability in supporting mental health. Therefore, this quantitative study analyzed survey data through a logistic and a linear regression to determine if teachers believe they have a role in supporting student mental health, if teacher confidence varies by urban, rural, and suburban schools, and what factors influence teacher confidence in supporting student mental health. The findings of the study reveal teachers do believe they have a role in supporting student mental health, and that teacher confidence is related to the frequency and familiarity they have with school-based mental health professionals.
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- 2024
18. The Impact of the Peer Support Programme on Interpersonal Relationship, Self-Esteem, General Health Questionnaire and Adaptation Scale for School Environments on Six Spheres among Japanese High School Pupils
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Mitsuyo Kondo and Hideo Kato
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This study aimed to explore how the peer support programme gave influences on technical high school pupils in Japan. The study invited a total 76 pupils (37 in an intervention group and 39 in a control group) to be involved into the peer support programme and assessments. The participants were annually assessed three times by adopting four scales, which examined their interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states. The results showed that pupils in the intervention group (the peer supporters) tended to improve their own skills and abilities in terms of all the scales after joining the programme. Also, in terms of Adaptation Scale for School Environments on Six Spheres (ASSESS), which was a newly developed scale, there were no significant positive influences in both areas of "fulfillments in study" and "peer support activities against bullying". As a conclusion, even in the technical high school where the majority of pupils were male, the peer support programme gave positive influences on the intervention group (the peer supporters) in terms of interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states. [Note: The publication year (2023) shown on the PDF is incorrect. The correct year of publication is 2024.]
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- 2024
19. 2024 California Children's Report Card: A Survey of Kids' Well-Being and Roadmap for the Future
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Children Now
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Over the last decade, California leaders have made tremendous progress on supporting kids in some crucial areas. They have vastly increased the percentage of children enrolled in health insurance and made paid family leave available for most workers. They have also invested in free school meals, committed to universal transitional kindergarten, and significantly cut school suspensions among students of color. On too many issues, however, California has failed to significantly improve outcomes for kids, allowing unacceptable racial and economic disparities to stagnate and in many cases grow. That lack of progress is why low grades are seen all across the 2024 Report Card. What's particularly disturbing is that California continues to trail far behind other states on a number of important indicators of child well-being. Despite the relatively high tax burden, the progressive leanings, and the enviable 5th largest economy in the world, California is far from a leader when it comes to kids. That's not only a threat to the state's collective future, but to the entire country as well since California is so often a bellwether for the nation. The issues in this report must be the top priority issues for state policymakers. The report card is organized into the following sections: (1) Health; (2) Education; (3) Family Supports; (4) Child Welfare; and (5) Cross-Sector Issues.
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- 2024
20. Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2021-22. NCES 2024-043
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National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Riley Burr, Jana Kemp, and Ke Wang
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Using data from the School Survey on Crime and Safety (SSOCS), the report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety. SSOCS collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects data on school security measures, school security staff, mental health services, parent and community involvement at school, and staff training on school discipline and safety policies and practices. SSOCS data can be used to study how violent incidents in schools relate to the programs and practices that schools have in place to prevent crime. In addition to collecting data on these core topics, SSOCS:2022 collected data on schools' responses to the coronavirus (COVID-19) pandemic during the 2021-22 school year. A total of 2,687 elementary, middle, high/secondary, and combined/other schools2 responded yielding a weighted response rate of 60.1 percent. Since the response rate was less than 85 percent, a unit nonresponse bias analysis was performed. The purpose of this First Look report is to introduce new data by presenting selected descriptive information from SSOCS:2022.
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- 2024
21. A 'Good Life' for Every Student: High Schools Embrace Many Pathways to Success. Think Forward New England Project
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Arizona State University (ASU), Center on Reinventing Public Education (CRPE), Columbia University, Center for Public Research and Leadership (CPRL), Chelsea Waite, and Maddy Sims
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The COVID-19 pandemic and recovery period is a unique opportunity to understand contemporary issues in high school reform. Evidence has clearly demonstrated lingering COVID impacts on adolescent students that have deepened pre-existing inequities and worsened teen mental health. There's a natural desire to regain normalcy after the pandemic. But it's essential, and urgent, that researchers examine why that "normalcy" failed in the past to support every student's needs. They must identify effective, even new, ways to level the playing field for today's students, and for future generations. Research has shown that many high school educators and administrators experimented with new approaches during the pandemic. Can the lessons learned in this period contribute to more lasting, transformative shifts? Researchers studied a group of New England public high schools during the pandemic recovery period to explore this question and hear directly from students and adults about their experiences. This report presents a set of recommendations for educational leaders and policy makers at the state and local levels -- along with caregivers, employers, higher education, and other community partners -- to help schools overcome barriers and think more broadly about how best to prepare graduates for a variety of paths to success after high school.
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- 2024
22. Investigation of the Relationship between Childhood Trauma Experiences and Future Expectations of Adolescents
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Hale Savci and Arzu Gülbahçe
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The present study aimed to investigate the relationship between childhood traumas experienced by adolescents and their future expectations. The sample comprised 408 high school students, with 212 girls and 196 boys. The researchers employed the Childhood Trauma Questionnaire Short Form (CTQ-SF) to assess participants' childhood trauma, the Future Expectations Scale for Adolescents (FESA) to measure their future expectations, and a researcher-developed Personal Information Form to collect demographic data. The study findings revealed a significant negative correlation between adolescents' childhood trauma experiences and their future expectations. Regression results show that physical neglect and emotional abuse account for 18% of the variance in future expectations. Considering the results, recommendations were made to researchers and practitioners.
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- 2024
23. Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2021-22. First Look. NCES 2024-043
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National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Riley Burr, Jana Kemp, Ke Wang, and Deanne Swan
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Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety. SSOCS is managed by the National Center for Education Statistics (NCES) within the U.S. Department of Education's Institute of Education Sciences and collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects data on school security measures, school security staff, mental health services, parent and community involvement at school, and staff training on school discipline and safety policies and practices. SSOCS data can be used to study how violent incidents in schools relate to the programs and practices that schools have in place to prevent crime. In addition to collecting data on these core topics, SSOCS:2022 collected data on schools' responses to the coronavirus (COVID-19) pandemic during the 2021-22 school year. The national sample for SSOCS:2022 was made up of 4,800 U.S. public schools. Data collection began on February 15, 2022, and continued through July 19, 2022.
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- 2024
24. Secondary Principals' Perceptions and Practices for Implementing Student Suicide Prevention Programs
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Dawn M. Porter, Louis S. Nadelson, and Samantha H. Mullins
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We explored secondary school principals' knowledge of suicide prevention programs, their perceptions of the logistical and cultural barriers associated with suicide prevention program adoption, and their justification for adopting (or not adopting) suicide prevention programs in their schools. Principals, as positional leaders of schools, can lead the adoption and support of school-based suicide prevention programs for their students. Using a phenomenology framework, we conducted semi-structured interviews of eight secondary school principals working in public schools in the south-central United States. The principals readily identified the importance of supporting students' mental health to enhance their learning as a justification for implementing suicide prevention programs for their students. They shared how limited staffing, time, perception of school responsibility for student mental health, and lack of knowledge of available suicide prevention resources were logistical, cultural, and knowledge barriers to adopting suicide prevention programs for students. Our research has profound implications for practice.
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- 2024
25. Psychological Impact of the COVID-19 Pandemic on Graduate Students in the Philippines
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Calyd T. Cerio, Lielanie O. Barrion, and Evelie P. Serrano
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The advent of the COVID-19 pandemic has had a huge impact on everyone's lives. To prevent the spread of the coronavirus, people were ordered to stay at home, whether or not they were infected. Due to psychological issues such as stress, anxiety, and depression, these lockdowns had major consequences to one's mental health. The study aimed to assess the level of anxiety and examine the factors that cause it among graduate students. The study employed a mixed method following an embedded design. Data were collected through an online survey administered to 116 graduate students of the College of Public Affairs and Development at the University of the Philippines, Los Baños. Using the Generalized Anxiety Disorder (GAD-7), the study found that almost three-fourths of the graduate students had anxiety. Unstable internet connection, online academic requirements, and learning loss were among the major factors that contribute to their anxiety. Accordingly, policies and interventions should be crafted to ensure that graduate students thrive in this "new normal" of teaching and learning.
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- 2024
26. Hierarchical Effect of Academic Self-Efficacy and Socio-Demographic Characteristics on Satisfaction and Dropout of Students with Disability in Higher Education
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Merve Bulut and Yaren Bulbul
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Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.
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- 2024
27. China Survey Report on High Schools' Online Learning Status during the Pandemic
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Congbin Guo, Zhuzhu Xu, Chenchen Fang, and Bo Qin
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We examined the results of a large-scale national survey of online secondary education in China. The online survey of 33,194 high school students and 5,667 teachers has provided comprehensive and representative data regarding the quality of online education and its implementation during the pandemic. Questionnaire surveys administered to students and teachers in different grades and comparative analysis of different cohorts revealed group heterogeneity of the online learning effect. The findings have elucidated the emergency teaching situation in China during the pandemic, yielding targeted suggestions for school education following the resumption of classes.
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- 2024
28. The Emotional and Physical Well-Being of Early Educators in California. Early Educator Well-Being Series. Report
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University of California, Berkeley. Center for the Study of Child Care Employment, Wanzi Muruvi, Anna Powell, Yoonjeon Kim, Abby Copeman Petig, and Lea J. E. Austin
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Working with young children is intellectually, emotionally, and physically demanding. These challenges are compounded by the inadequate compensation that characterizes the early care and education (ECE) sector and lack of workplace support such as access to health benefits, retirement plans, and time off (Montoya et al., 2022). The cumulative strain can intensify the stress experienced by early educators, adversely affecting both their emotional and physical well-being (Cumming, 2017). The California Early Care and Education Workforce Study is an ongoing longitudinal study that provides comprehensive statewide and regional information on the center- and home-based ECE workforce. The Center for the Study of Child Care Employment (CSCCE) launched the current workforce study in 2020 to provide an update on the status of the workforce since the previous study in 2006 (Whitebook et al., 2006). Phase 2 of the present study was conducted during 2023, collecting information predominantly from educators who had participated in 2020. This report focuses on the emotional and physical well-being of California's ECE workforce who work with children birth to age five. It is the first in a series on early educator well-being, highlighting findings from Phase 2 of the California Early Care and Education Workforce Study. [Also acknowledged was funding by Blue Shield of California Foundation.]
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- 2023
29. Cognitive Information Processing: Career Theory, Research, and Practice
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James P. Sampson, Janet G. Lenz, Emily Bullock-Yowell, Debra S. Osborn, Seth C. W. Hayden, James P. Sampson, Janet G. Lenz, Emily Bullock-Yowell, Debra S. Osborn, and Seth C. W. Hayden
- Abstract
This book's aim is to improve the integration of Cognitive Information Processing (CIP) theory, research, and practice, leading to more cost-effective career interventions that help persons to make informed and careful career decisions over a lifetime. The starting point for the book's content was the 2004 Sampson, Reardon, Peterson, and Lenz book, "Career Counseling and Services: A Cognitive Information Processing Approach," which itself was a revision of the material in the 1991 Peterson, Sampson, & Reardon book, "Career Development and Services: A Cognitive Approach." We had four goals for this 2023 book. Our first goal was to update the theory, research, and practice of CIP theory from 2004 through the end of 2022. Our second goal was to expand the authors to better reflect the diverse community of practice that has emerged for CIP theory during those eighteen years. Our third goal was to remove cost as a potential barrier to disseminating knowledge about CIP theory by making the book accessible as an open access publication through Florida State Open Publishing. Finally, our fourth goal was to disseminate the book via open-source software available in libraries which can be used to make periodic book content updates more feasible. This book is organized into six sections. The first section (Introduction -- Chapter 1) presents key elements of the theory necessary for understanding and using the book's contents. The second section (Theoretical Concepts Guiding Practice and Research -- Chapters 2 through 6) examines theoretical elements of CIP (Pyramid, CASVE cycle, and decision-making readiness) and adds a new chapter on RIASEC theory and CIP, as well as a new chapter on diversity aspects of CIP theory. The third section (Strategies for Delivering CIP-Based Career Interventions -- Chapters 7 through 11) presents the differentiated service-delivery model, measures of decision-making readiness, the use of career resources (assessment, information, and instruction), a new chapter on mental health, family, and career intervention, and a new chapter on diversity aspects of CIP-based career interventions. The fourth section (Use of CIP Theory in Practice -- Chapters 12 through 15) describes the use of CIP-based career interventions in individual cased-managed, brief staff-assisted, and self-help interventions, as well as a new chapter on international applications of CIP theory. The fifth section (Development, Management, and Evaluation of Career Interventions -- Chapters 16 through 20) details how CIP theory was developed and continues to evolve on the basis of evaluation, accountability, planning, and policy. The sixth and final section (Future Directions -- Chapter 21) presents a new chapter on the potential future evolution of CIP in relation to theoretical constructs, research, practice, and policy. Each chapter has a common organizational schema as follows: (1) Introductory paragraph indicating the chapter's purpose, outcomes from reading the chapter, and how the chapter is organized, (2) Content organized into sections and subsections with appropriate APA style headings, (3) A summary of key points covered in the chapter to reinforce schemata, (4) Recommended follow-up activities to help readers better understand and apply the content, and (5) Chapter references.
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- 2023
30. Educational Practices to Identify and Support Students Experiencing Homelessness. Overview Brief #5: Vulnerable Populations. Updated
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EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America, New York University, Research Alliance for New York City Schools, Alexandra Pavlakis, J. Kessa Roberts, Meredith Richards, Kathryn Hill, and Zitsi Mirakhur
- Abstract
The EdResearch for "Action Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. Authors -- leading experts from across the field of education research -- are charged with highlighting key findings from research that provide concrete, strategic insight on persistent challenges sourced from district and state leaders. The central question to this brief is: What evidence-based practices can schools and districts implement to identify and support students experiencing homelessness? Students experiencing homelessness tend to have lower attendance and academic achievement than similar low-income students, and academic outcomes vary widely based on residential context. Training school staff on students' legal and educational rights and signs of homelessness is crucial to identifying and supporting students experiencing homelessness and is required by McKinney-Vento. Regular communication with student-identified trusted adults allows schools to tailor practices to meet individual student needs and improve outcomes. The brief provides evidence-based practices and practices to avoid. [The University of Kentucky, Utah State University, and Simmons School of Education and Human Development are additional collaborators for this report.]
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- 2023
31. Redwood City School District Mental Health Counseling Program: Year 2 Implementation Study. Research Brief
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Stanford University, John W. Gardner Center for Youth and Their Communities (JGC), Kristin Geiser, Victoria Ren, Derric Heck, and Albert Lowe
- Abstract
As the nation transitions from responding to the height of the COVID-19 pandemic to navigating its ongoing impact on youth and their communities, K-12 students continue to experience mental health and wellbeing challenges. In the fall of 2021, Redwood City School District (RCSD) placed a full-time, district-employed mental health counselor in each of its twelve schools in order to bolster district capacity to support mental health and wellbeing. This study aims to identify strategic opportunities for understanding and advancing the counseling program's impact as it moves into its third year. With these goals in mind, this research brief will describe findings related to three questions: (1) What is the role of RCSD's school-based mental health counselors?; (2) What are early signals or "lead indicators" of the value or impact of the counseling program?; and (3) What considerations might further improve the program as it moves into Year 3? To answer these questions, the authors conducted 19 interviews with district administrators, site administrators, and mental health counselors; and 22 participant observations of meetings related to the counseling program and student services more broadly. While the research team employed qualitative data analysis software (Dedoose 9.0.90) to facilitate the coding of qualitative data, the analysis of coded data followed a more traditional, iterative approach, moving between deductive and inductive reasoning. This research brief summarizes key findings and offers considerations for leveraging the counseling program to strengthen a district-wide, coordinated system of support for mental health and wellbeing and developing a theory-based evaluation of impact during Year 3 of program implementation. [This work is generously funded by Stanford's Office of the Provost through the Office of Community Engagement.]
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- 2023
32. Building Safer Schools and Communities: Findings and Recommendations from the Joint Task Force on School Safety and Justice
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Council of the Great City Schools and International Association of Chiefs of Police (IACP)
- Abstract
Gun violence and school shootings have become more prevalent in recent years, and beginning in 2017, firearm-related injuries became the most common cause of injury-related death for children ages 1 to 24. Students also face the threat of bullying, gangs, racism, drugs, and abuse. In recognition of the need for collective action, the Council of the Great City Schools (CGCS) and the International Association of Chiefs of Police (IACP) established a joint task force early in 2022 centered on identifying models for collaboration between police and school districts to address the safety of students in communities and schools throughout the United States. The impact of crime and violence in schools and communities goes beyond the immediate threats to student safety. Students who experience or witness crime and violence often face lasting trauma that may impact their long-term mental health and academic achievement. In response to these threats, the Bipartisan Safer Communities Act was passed into law by Congress in the summer of 2022. The Act seeks to help keep schools safe and reduce the threat of violence across the country. This document proposes new and innovative approaches to reducing incidents of violence in schools and communities with a focus on shifting mindsets and reframing relationships and practices related to schools, police, and communities.
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- 2023
33. Children's Mental Health: Facts and Insights. Fact Sheet
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First Focus on Children
- Abstract
Children in the United States are facing unprecedented mental health challenges. In October 2021, First Focus on Children joined other leading children's health organizations to declare a national state of emergency regarding child mental health in the Sound the Alarm campaign, and in December 2021, the U.S. Surgeon General issued an advisory titled "Protecting Youth Mental Health" which precipitated a wave of hearings and legislation by Congress. This fact sheet discusses significant barriers to mental health services and presents recommendations.
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- 2023
34. How to Help States and School Districts Leverage Federal Medicaid Funding: A Guide for School Health Advocates. Healthy Students, Promising Futures
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Healthy Schools Campaign
- Abstract
In May 2023, the Centers for Medicare and Medicaid Services (CMS) released new guidance on school Medicaid that is a clear victory for school health and student health. It affirms that states have flexibility in their school-based Medicaid program to allow school districts to bill Medicaid for health services delivered to all Medicaid-enrolled children, not just students with a special education plan such as an Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP). The Guide offers pathways states can take to leverage Medicaid funding -- all of which are designed to improve efficiency and reduce administrative barriers -- so more school districts can access sustainable funds for school-based healthcare, including mental health services. This brief answers key questions about the new guidance and highlights what policymakers and advocates need to know -- and how to get involved -- to ensure states are best positioned to leverage federal opportunities so more children have access to the services they need.
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- 2023
35. Analysis of an In-School Mental Health Services Model for K-12 Students Requiring Intensive Clinical Support: A White Paper Report on Tier 3 School-Based Mental Health Programming
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Dettmer, Amanda M.
- Abstract
Emotional, behavioral, and mental health challenges make it difficult for many children and adolescents to engage and succeed at school. Research indicates that at least 20% of all children and adolescents have been diagnosed with one more mental health disorders. Behavioral problems, anxiety, and depression are the most diagnosed mental health issues, and they often co-occur. Moreover, these conditions are being diagnosed at increasingly younger ages. In the past several years there has been a rise in the number of adolescents and young adults with serious mental health issues such as major depression and suicidal ideation, and the COVID-19 pandemic has exacerbated mental health problems for children and adolescents. Schools offer promise for providing intensive clinical support to the most at-risk students, and schools are necessary environment to explore the implementation of multi-modal youth mental health services. This paper provides an analysis of an intensive, in-school mental health services model developed and implemented by Effective School Solutions (ESS), a New Jersey based provider of high acuity school based mental health services for K-12 students. We analyze this multi-modal model for its effectiveness in improving educational outcomes for over 3,000 students identified as requiring intensive clinical mental health support across the 2021-22 school year. This analysis reveals that those students receiving High- versus Low-fidelity programming (i.e., multiple sessions per week for at least half of the school year versus for less than half of the school year) had better educational outcomes. Students receiving High-fidelity programming had greater improvements in grade point average (GPA) and greater reductions in absences across the school year. A higher number of in-school clinical sessions per week significantly predicted a greater increase in GPA and a greater reduction in total disciplinary incidents (including out of school suspensions) across the school year. This report provides initial promising evidence that in-school intensive mental health clinical services yield positive effects on students' educational outcomes. Though future research is needed to validate and extend these findings, schools may consider implementing such services onsite to meet students where they are and to optimize students' mental, behavioral, and educational well-being. [This white paper report was published by the Yale Child Study Center."]
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- 2023
36. Report on Indicators of School Crime and Safety: 2022. NCES 2023-092
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National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), US Department of Justice, Bureau of Justice Statistics, Irwin, Véronique, Wang, Ke, Cui, Jiashan, and Thompson, Alexandra
- Abstract
This is the 25th edition of Indicators of School Crime and Safety. This report provides summary statistics to inform the nation about current aspects of crime and safety in schools. This report does so by highlighting selected findings from 23 indicators on various school crime and safety topics. By synthesizing findings in this way, the report allows readers to gauge the breadth of the content more efficiently and make connections across indicators. This report covers a variety of topics on school crime and safety. It first examines different types of student victimization, including violent deaths and school shootings, nonfatal criminal victimization, and bullying victimization. Then, the report presents data on teacher victimization. This report concludes the section on crime and safety issues at the elementary and secondary level by examining data on school conditions--such as discipline problems, gangs, hate-related speech, possession of weapons, and use and availability of illegal drugs--as well as data that reflect student perceptions about their personal safety at school. [For the 2021 report, see ED620652.]
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- 2023
37. Promoting Infant-Early Childhood and Parent Mental Health in Home Visiting Programs Serving Diverse Families: Promising Strategies to Support Child and Family Well-Being
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National Center for Children in Poverty, Ferguson, Daniel, Smith, Sheila, Granja, Maribel, Nguyen, Uyen, Burstein, Julia, Atkins, Nia, and Lasala, Olivia
- Abstract
Given the central importance of positive parent and infant-early childhood mental health to children's long-term mental health and development, it is important to examine a wide range of approaches that show promise for strengthening supports for parent and infant-early childhood mental health in home visiting programs, especially programs serving diverse families. This report provides a view of promising strategies from the perspective of staff in home visiting programs that span multiple types and models and serve families from different cultural, racial/ ethnic, and linguistic backgrounds. Following a brief discussion of the project's methods for identifying and learning from a sample of home visiting programs, the report examines key strategies for promoting parent and child mental health as described by home visiting staff and expert respondents. The report concludes with recommendations for policy, program implementation supports, and research that could help advance the field's understanding and use of the most effective strategies. [Funding for this report was provided by the Perigee Foundation.]
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- 2023
38. 2021-2023 Interagency Autism Coordinating Committee Strategic Plan for Autism Research, Services, and Policy
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US Department of Health and Human Services, Interagency Autism Coordinating Committee and National Institute of Mental Health (NIMH) (DHHS/NIH), Office of National Autism Coordination (ONAC)
- Abstract
The Interagency Autism Coordinating Committee (IACC) is a federal advisory committee that advises the Secretary of Health and Human Services (HHS) on issues related to autism spectrum disorder (ASD). It was established by the "Children's Health Act of 2000" (Public Law 106-310), reconstituted under the Combating Autism Act of 2006 (CAA; Public Law 109-416), and was most recently renewed under the "Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act of 2019" (Public Law 116-60). One of the statutory responsibilities of the IACC under the CAA and subsequent authorizations is the development of a strategic plan for autism, to be updated annually. The "Autism CARES Act of 2019" requires that the strategic plan address the "conduct of, and support for, autism spectrum disorder research, including as practicable for services and supports." With each update of its "Strategic Plan," the IACC re-evaluates the needs of the autism community and the best ways to achieve progress. The "2021-2023 IACC Strategic Plan for Autism Research, Services, and Policy" summarizes current understanding of autism-relevant topics and addresses current gaps and opportunities in autism research, services and supports, and policy. As in previous years, the "IACC Strategic Plan" is organized around seven general topic areas that are represented in the Plan as community-focused Questions. Each question is assigned a chapter in the "Strategic Plan" that provides an Aspirational Goal, or long-term vision for the question; a description of the state of the field; the needs and opportunities in research, services, and policy; and three broad Objectives. In this edition of the "IACC Strategic Plan," the Objectives from the "2016-2017 IACC Strategic Plan" have been updated and renamed as "Recommendations." The 24 total updated Recommendations in this "Strategic Plan," including the new equity Recommendation and the Budget Recommendation, address critical gaps and potential opportunities for advancement that were identified by the IACC. The IACC's goal during the development of this "Plan" is to present a collective voice detailing the current status and future goals of autism research, services, and policy. [For the "Interagency Autism Coordinating Committee Strategic Plan for Autism Spectrum Disorder, 2018-2019 Update," see ED608308.]
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- 2023
39. Teens and Their Schooling Perspectives: A National Polling Report [September 2023]
- Author
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EdChoice and Morning Consult
- Abstract
This poll was conducted between August 18-August 27, 2023 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.3 percentage points. Among the key findings are: (1) Less than 60 percent of teens say their schools offer mental health services, and less than half say their schools offer online class options; (2) The proportion of teens who have heard "a lot" or "some" about ChatGPT has risen sharply since March -- toward nearly 60 percent; (3) Compared to March, teens reported feeling much more positively in a number of ways. Their reported net improvements with anxiety and stress have increased most but continue to be the lowest rated categories; and (4) One in four teens either say they have no specific post-high school plans or do not know what they will do. This report highlights: (1) Teen Perspectives; (2) Schooling Experiences; (3) Support For Teens; and (4) Survey Profile and Demographics.
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- 2023
40. How Mental Health Supports Impact Students' Social, Emotional, and Academic Development (SEAD)
- Author
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Education Trust, Blair Wriston, Nancy Duchesneau, and Manny Zapata
- Abstract
Mental health supports for students refers to a broad range of wraparound services and interventions provided by schools to support students' social, emotional, and mental well-being. Access to high-quality, culturally responsive mental health supports in schools is critical to students' long-term growth and development. This brief lays out the challenges and barriers that exist for students experiencing mental health issues, and offers steps that can be taken at both the national, state, and local level.
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- 2023
41. Public Systems Create & Compound Mental Health Challenges for Parenting Students
- Author
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Center for the Study of Social Policy
- Abstract
Parenting students work hard every day to pursue their goals, often juggling work, classes, and caregiving responsibilities. Public systems and programs can provide critical support, but frequently create additional hurdles for parenting students and their families-- especially those with low incomes. In 2022, the Center for the Study of Social Policy and Project SPARC conducted research to better understand the barriers experienced by parenting students participating in CalWORKs, California's cash assistance program for families with children. This brief highlights findings from the research on how public systems too often cause and exacerbate stress, anxiety, depression, and other mental health challenges for parenting students and their families. While parenting students persevere in order to support their children and pursue their goals, these systemic problems slow their progress and undermine their health and wellbeing over the long term.
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- 2023
42. Mind the NIH-Funding Gap: Structural Discrimination in Physical Health--Related Research for Cognitively Able Autistic Adults
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T. A. Meridian McDonald and Audrey Scudder
- Abstract
Autistic adults experience disparities in physical health and health care access. A major barrier to addressing these disparities is a lack of federal funding for research on this topic. In seeking funding from the National Institutes of Health (NIH), we discovered nodes that contribute to structural discrimination in physical health--related research for autistic adults. To examine this structural discrimination, we systematically searched funded research on all physical health--disparity conditions in autistic adults using NIH RePORTER. Among 61 unique studies, none focused on improving the relevant physical health condition through intervention, programs, or services for autistic adults. Thus, we need updated policies and procedures that support research on physical health disparities in populations with developmental or mental health conditions.
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- 2024
- Full Text
- View/download PDF
43. Differences in the Perception of the Role of Instructors among Western and Chinese Students in Online Teaching Practices
- Author
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Xiaojing Liu and Chunmiao Zhou
- Abstract
Background: The global introduction of complex measures directed at the containment of the COVID-19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e-learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online-based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e-learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well-being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction.
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- 2024
- Full Text
- View/download PDF
44. A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School
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Mark J. Van Ryzin, Sabina Low, Cary J. Roseth, and Dorothy Espelage
- Abstract
Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to "peer victimization," which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.
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- 2024
- Full Text
- View/download PDF
45. Changes in School Climate during COVID-19 in a Sample of Pennsylvania Schools. Descriptive Study. REL 2023-003
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Regional Educational Laboratory Mid-Atlantic (ED/IES), Mathematica, Kozakowski, Whitney, Milless, Katlyn Lee, Alves, Sonia, and Bennett, Michelle
- Abstract
The Pennsylvania Department of Education's (PDE's) Office for Safe Schools partnered with REL Mid-Atlantic to conduct a study using data from PDE's school climate survey. This survey, which is available on a voluntary basis to any school in the state, provides a way to track school climate and identify schools that need additional support to improve school climate. The REL study analyzed changes in scores from a pre-pandemic year (2018/19) to the 2020/21 and 2021/22 school years, both of which were affected by COVID-19 and related policy changes. In a sample of Pennsylvania public schools that took the survey consistently across multiple years, students and teachers reported more positive perceptions of school climate in the 2020/21 school year, during hybrid and remote learning, compared to 2018/19 and 2021/22. This was an unexpected positive bump in the year in which schools experienced the most pandemic-related disruption. In contrast, school climate scores were steady across the years before COVID-19. The study also found no evidence of a significant decline in school climate scores between 2018/19 and 2021/22, suggesting the pandemic did not have a lasting negative effect on school climate in this sample of schools. One important caveat of this study is that the sample of schools was small and not representative of the rest of the state of Pennsylvania. The study also examined the relationship between school climate scores in 2021/22 and the amount of virtual and hybrid instruction used during 2020/21 and found no association. However, this analysis was limited by the small sample size and could only rule out a large association; a small or moderate association is still possible. [For the appendixes, see ED629791.]
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- 2023
46. Changes in School Climate during COVID-19 in a Sample of Pennsylvania Schools. Appendixes. REL 2023-003
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Regional Educational Laboratory Mid-Atlantic (ED/IES), Mathematica, Kozakowski, Whitney, Milless, Katlyn Lee, Alves, Sonia, and Bennett, Michelle
- Abstract
These are the appendixes for the full report, "Changes in School Climate during COVID-19 in a Sample of Pennsylvania Schools." The REL study analyzed changes in scores from a pre-pandemic year (2018/19) to the 2020/21 and 2021/22 school years, both of which were affected by COVID-19 and related policy changes. These technical appendixes are meant to supplement the slideshow to provide extended detail on the methods and analyses used to answer the study's research questions. Appendixes: (1) Data and methods; (2) Supporting analysis; and (3) Nonresponsive bias analysis. [For the full report, see ED629789.]
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- 2023
47. Safe Schools, Thriving Students: What We Know about Creating Safe and Supportive Schools
- Author
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Learning Policy Institute, DePaoli, Jennifer, and McCombs, Jennifer
- Abstract
A rise in the number of school shootings over time has driven increasing attention to school safety. However, school shootings are not the only physical safety threat students may encounter at school. Other types of violence include sexual assault, robbery, physical attack or fights, and threats of physical attack (with or without a weapon). In addition to immediate physical harms, school violence can have long-lasting effects that undermine students' engagement and mental health. It can also increase drug use and risk of suicide. Although there is widespread agreement that all children and youth deserve a safe and healthy school environment, there is significant debate about how best to promote student safety. As states, districts, and schools consider policies and practices that will promote school safety, they can look to existing research to understand more about the effectiveness of proposed strategies and the potential risk of unintended consequences. This report summarizes what is known about the prevalence and effectiveness of strategies to improve student safety in schools. The authors acknowledge that schools are not the only place where young people experience violence, and there is much to be done to ensure safety in all homes and social spaces.
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- 2023
48. Comprehensive School Mental Health and Trauma Sensitive Schools: An Integrative Summary
- Author
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Region 10 Comprehensive Center, Aiello-Kimberlain, Maddie, Ash, Tory, Bednarek, Gina, Gerothanas, Cassidy, Lochner, Eden, and Garbacz, Andy
- Abstract
Youth mental health concerns are on the rise and can have serious implications for student well-being and success (Clayborne et al., 2019). Consequently, more educators and mental health professionals are identifying mental health as an important student need (American Academy of Pediatrics, 2021). This report summarizes the key principles underlying comprehensive school mental health and trauma sensitive schools. The present synthesis of studies and reports emphasizes core features, key principles, and associated core components. [This report was co-produced by the Wisconsin Evaluation Collaborative and originally prepared for the Wisconsin Department of Public Instruction (DPI).]
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- 2023
49. Tracking Progress on Foundational Learning: Findings from the RAPID 2023 Analysis
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United Nations Children's Fund (UNICEF), Alejo, Anna, Yao, Haogen, and Reuge, Nicolas
- Abstract
Transforming education starts with ensuring all children attain foundational learning--literacy, numeracy and socio-emotional skills which provide the building blocks for all other learning. To this end, a global coalition has been established, inviting governments and stakeholders to endorse the Commitment to Action on Foundational Learning as a first step to accelerate the agenda on foundational learning. Organized around the RAPID Framework, this report presents insights on the progress countries have made towards securing foundational learning, using data based on survey responses from 94 low- and middle-income countries and UNICEF's yearly monitoring exercise with its programme country offices. Complementing the Foundational Learning Action Tracker, an initiative by UNICEF and the Hempel Foundation, this report presents findings on the extent to which RAPID policy actions are being implemented and enabling systems are in place to support them, towards the goal of achieving foundational learning for all. [The Hempel Foundation provided support for this initiative.]
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- 2023
50. Methods of Coating with Physical and Mental Problems Encountered in Adolescence
- Author
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Erkan, Mert and Gümüsdag, Hayrettin
- Abstract
There is an opinion about puberty that has some negative aspects. According to this view, he mentions that adolescence includes intense stress, pessimistic thoughts and inner turmoil. The aim of this study is to examine the methods of coping with physical and mental problems encountered in adolescence. It was applied to 8 high school students between the ages of 12-19 who are studying in Yozgat. Research data were obtained by semi-structured interview, one of the qualitative data collection tools. The data obtained as a result of the interviews with the participants were analyzed with descriptive analysis. At the end of the analysis of the data, themes were created in consideration of the literature. These themes are (1) stress, (2) mental problems, (3) physical problems, (4) coping with stress, and (5) environment. In this context, it is seen that family, friends and teachers play an important role in the psychological, physical and behavioral problems of adolescents and in the solution of these problems. The application of the research to a single high school type and the fact that the number of male students is more than the number of female students are among the limitations of the research. Based on the data obtained, trainings and seminars can be given by experts to families about the physical development and psychological problems of adolescence.
- Published
- 2023
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