Search

Adverse childhood experiences affect millions of children and adults on a daily basis and this results in many people who are unable to effectively navigate the pathways of life to lead a productive life. Schools are in an ideal position to intercede and provide trauma-informed care to children who are experiencing academic or behavioral problems by providing programs aimed at decreasing the effects of these adverse experiences. One such program being implemented is the multi-tiered support system (MTSS) programs, which is incorporated into the entire school day of all students. Interventions are provided in tiers which correspond to the needs of each student. Evidence-based interventions are provided while the results are monitored and used to provide further assistance. School counselors are an integral part of the MTSS team, which includes PBIS and RtI components, but often they do not receive the necessary training. When school counselors are adequately trained, they function as a team member and this increases the amount of time counselors can spend on other important activities.

"The overall purpose of this study was to explore the perception of behavioral crises in the instructional setting, specifically the resources that are provided during the crisis, the student perception of the crisis, and whether the two create a state of equilibrium. The study aimed to obtain the perceptions of students in crisis and those implementing the intervention during the same crisis. A hermeneutic phenomenological approach was taken in the implementation of this research. A total of two students were recruited, both were in kindergarten and regularly required crisis intervention supports in the instructional setting. After the occurrence of a crisis intervention in the instructional setting the researcher was called to conduct the student interview and obtain the noted documents. Through exploring the phenomenon of crisis intervention in the school setting multiple themes emerged through the interviews conducted and reviewing incident reports and protocol plans for crisis intervention. Themes were collapsed into the following general themes; (a) self-regulation in crisis planning, (b) debriefing as a learning tool, (c) illusory bias in perceptions, (d) relationships between the individuals in crisis and those providing interventions, and (e) accessibility to this vulnerable population for research."--Abstract from author supplied metadata

"This qualitative study was conducted to explore children's social-emotional behaviors in the classroom. The participants in this study were 39 children in three different classrooms across three different preschool programs. Data were collected during morning time for one week in each classroom. This study proceeded by observing children's social-emotional behaviors during play in their classrooms, interpreting their interactions with peers, categorizing and combining them with meaningful themes, and finding relationships between the emergent themes and contextual factors. First, this study began with descriptions of and reflections on the classrooms for understanding each classroom context. Second, children's general social-emotional behaviors during play in their classrooms were described. Children exhibited both prosocial and conflict behaviors as well as positive and negative emotions. Third, among children's diverse behaviors, there were some significant, frequent, and evident behaviors in their peer interactions. These were power, teamwork, and social-emotional difficulties. Then, the associations between these themes and contextual factors were addressed. This qualitative study of children's social-emotional behaviors in their classrooms provides information and knowledge that can be used to inform teachers about young children's peer interactions in the classroom. Its results can help increase teachers' understandings of patterns in children's behaviors and their associations with features of classroom contexts."--Abstract from author supplied metadata