The Process of Personal Transformation for Adolescents Practicing Mindfulness Skills in an Alternative School Setting

2015 ◽  
Vol 33 (3) ◽  
pp. 245-257 ◽  
Author(s):  
Betsy L. Wisner ◽  
James J. Starzec
Keyword(s):  
Alternative School ◽  
School Setting ◽  
Personal Transformation ◽  
Mindfulness Skills

HIV Prevention Among Incarcerated Male Adolescents in an Alternative School Setting

2010 ◽  
Vol 16 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Michele Mouttapa ◽  
Donnie W. Watson ◽  
William J. McCuller ◽  
Chris Reiber ◽  
Winnie Tsai ◽  
...  
Keyword(s):  
Hiv Prevention ◽  
Alternative School ◽  
School Setting ◽  
Male Adolescents

scholarly journals School‐wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study

2019 ◽  
Vol 47 (6) ◽  
pp. 1493-1513
Author(s):  
Amy‐Jane Griffiths ◽  
Elena Lilles Diamond ◽  
James Alsip ◽  
Michael Furlong ◽  
Gale Morrison ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Alternative School ◽  
School Setting ◽  
Positive Behavioral Interventions

scholarly journals TELL IT LIKE YOU SEE IT: YOUTH PERCEPTIONS OF CHILD AND YOUTH CARE PRACTITIONER INTERVENTIONS AND OUTCOMES IN AN ALTERNATIVE SCHOOL SETTING

2012 ◽  
Vol 3 (2-3) ◽  
pp. 214
Author(s):  
Cait McMillan ◽  
Carol Stuart ◽  
Jennifer Vincent
Keyword(s):  
Student Perceptions ◽  
Alternative School ◽  
School Setting ◽  
Youth Care ◽  
Structured Interview ◽  
Token Economy ◽  
Effective Work ◽  
Child And Youth Care ◽  
Engagement Strategies ◽  
Interview Format

Using a semi-structured interview format, students (<em>n </em>= 7) attending an alternative school program who were supported by child and youth care (CYC) practitioners described their view of the work these practitioners do and the effect it has on the students. We were interested in learning about how students perceived the strategies and interventions they experienced and how the said interventions affected student outcomes. Students described program strategies such as the use of a token economy and daily group sessions as well as practitioner strategies including presence, support, use of self, and the student as resources for information and assessment. Students accomplished a variety of academic and socio-emotional outcomes, and identified the relationship as the basis for effective work between themselves and the CYC practitioner. Students identified both passive and persistent engagement strategies in the relational context. Together, these two types of engagement seem to create a continuum of constant engagement. Through a comparison of the student perceptions to the CYC practice literature, we offer a beginning point for a dialogue between students and theorists and researchers about some of the accepted and common practice strategies in our field.

Secularity: Guiding Questions for Inclusive Yoga in Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 127-133 ◽  
Author(s):  
Catherine Cook-Cottone ◽  
Traci Childress ◽  
Jennifer Cohen Harper
Keyword(s):  
Young People ◽  
Potential Risk ◽  
School Setting ◽  
Personal Transformation ◽  
Positive Effects ◽  
School Based ◽  
School Programs ◽  
Legal Mandates ◽  
Secular Ethics ◽  
Ethical Obligations

Abstract This commentary explores the legal and ethical obligations of yoga programs and teachers to uphold both the principles and the spirit of secularism when teaching yoga in schools. Arguing that secularity is essential both to comply with legal mandates and to maximize inclusivity and access, each facet of a secular approach to yoga in schools is explored through an inquiry-based model meant to help the reader gain clarity and make informed choices when developing school-based yoga programming. This article does not address the use of nonsecular yoga for children outside the school setting. It instead speaks to the complexities of topics such as spirituality, personal transformation, secular ethics, and the use of cultural and historical artifacts within school programs. While inviting continued reflection on the nuances of the topic, the article concludes that given both the legal imperatives and potential risk of exclusion, failure to offer school-based yoga using a secular approach threatens to undermine the success of the field and hinder access to practices that have positive effects on young people.

scholarly journals School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Natoya Hill Haskins ◽  
Leonissa Johnson ◽  
Lee Grimes ◽  
Autumn Moore ◽  
Candice Norris-Brown
Keyword(s):  
Students Of Color ◽  
Narrative Therapy ◽  
School Counselor ◽  
Alternative School ◽  
School Setting ◽  
Support Students

Sometimes They Come Back

2016 ◽  
pp. 120-132
Author(s):  
Gordon A. Crews
Keyword(s):  
School Violence ◽  
Mentally Ill ◽  
Alternative School ◽  
School Setting ◽  
K 12

In this chapter it is argued that school violence and its potential in K-12 schools cannot be dealt with by simply removing the troublesome/problematic students from classrooms and/or school grounds. The expelling, suspending, incarcerating, or placing of a juvenile in an alternative school setting may only increase their anger against their former school and teachers. An anger which may continue to grow throughout their lives. Moreover, there is a growing trend of students who have failed to achieve in life returning to their former school and committing acts of violence. The author focuses on two types of these perpetrators. First, associated and/or mentally ill perpetrators who target a school of which they have negative past or current involvement, and, second, non-associated and/or mentally ill perpetrators who target a school of which they had no direct past or current involvement but instead see the school as a “symbol of innocence” or something missing in their lives.

Sign in / Sign up

Export Citation Format

Share Document