Reconnecting Youth to Prevent Drug Abuse, School Dropout and Suicidal Behaviors Among High-Risk Youth**Special thanks to the Co-Developer of the Reconnecting Youth school-based prevention program, Liela J. Nicholas, and to the many school personnel and youth who participated in experimental tests of RY. Similarly, our gratitude is extended to the research personnel who helped immensely with the data preparation and analyses. For the dedication of all the Reconnecting Youth Prevention Research team members, we acknowledge their individual roles in advancing the efficacy of RY and prevention science. Without them very little of this would have been possible.

2001 ◽  
pp. 51-84 ◽  
Author(s):  
Leona L. Eggert ◽  
Elaine A. Thompson ◽  
Jerald R. Herting ◽  
Brooke P. Randell
Keyword(s):  
Research Team ◽  
School Personnel ◽  
Experimental Tests ◽  
School Dropout ◽  
Prevention Research ◽  
Research Personnel ◽  
Team Members ◽  
School Based ◽  
High Risk Youth ◽  
The Many

School-Based Truancy Courts

2019 ◽  
Author(s):  
Fayneese Miller
Keyword(s):  
Criminal Behavior ◽  
Negative Impact ◽  
School Personnel ◽  
School Dropout ◽  
The United States ◽  
Mental Health Counselors ◽  
Negative Behaviors ◽  
School Based ◽  
Legal Term ◽  
Reduction Program

Truancy, or unexcused chronic absenteeism from school, has been linked to school dropout, early onset criminal behavior, drug use, and other negative behaviors. Given the negative impact of truancy on the future outlook for students and the potential costs for society, many communities have begun to identity programs or collaborations that might reduce truancy and improve academic achievement of students. An increasingly key partner in such efforts is the courts. Truancy is defined as a legal term and the role school-based or affiliated truancy courts play in truancy is significant. The Stop Truancy Reduction Program in the United States needs to be emphasized as a model for the ways in which courts can partner with school personnel, social workers, and other mental health counselors to address truancy and its associated problems.

scholarly journals Avenues of Opportunity: Journeys of Activities Through Third Sector Organisations

2021 ◽  
pp. 323-340
Author(s):  
Angela Turner-Wilson ◽  
Stuart Dearborn ◽  
Catherine Bullen
Keyword(s):  
Research Team ◽  
Third Sector ◽  
Religious Communities ◽  
Boundary Crossing ◽  
Team Members ◽  
Self And Other ◽  
Third Sector Organisations ◽  
Professional Practitioners ◽  
The Many ◽  
The Uk

AbstractThis chapter discusses a social anthropological research study that considers the place of third sector organisations (TSOs) in society, particularly for those who have been in contact with the criminal justice services. The work is based on insights from journeys through Norway, and to a lesser extent the UK, captured as narratives by a TSO caseworker in partnership with other research team members. The insights were drawn from interactions with those along the journey such as ex-prisoners, volunteers, charity workers, members of religious communities and so forth. What these revealed were the many and sometimes hidden universes that exist in and outside TSOs. This chapter offers deep and sometimes different perspectives, asking the reader to consider the range of opportunities TSOs can offer and sets these against concepts of self and other, place, boundary crossing and organisational learning. The work speaks to those seeking to reintegrate into society after prison, their families, significant others, professional practitioners, students and academics, and although primarily based around Norway, the content resonates internationally.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Fieldnotes

2018 ◽  
Author(s):  
Ruth Lowndes ◽  
Palle Storm ◽  
Marta Szebehely
Keyword(s):  
Research Team ◽  
Ethnographic Research ◽  
Team Members ◽  
Ethnographic Methodology

This chapter discusses the taking, writing up, and analyzing of fieldnotes as part of the rapid ethnographic methodology. It describes the preparatory process the team members went through to learn how to conduct observations, and the guiding documents/principles used by the research team throughout the site visits. We explain how observations were carried out and how fieldnotes were captured in our project, comparing this process to that of traditional ethnographic research. It compares the process of writing up and analyzing fieldnotes in traditional ethnography with the process used in the team-based rapid ethnography, drawing on our individual experiences in conducting both types. The chapter concludes with a discussion of the strengths and limitations of the team-based approach.

Prevention

2017 ◽  
Author(s):  
C. Barr Taylor ◽  
Ellen E. Fitzsimmons-Craft ◽  
Neha J. Goel
Keyword(s):  
Cognitive Dissonance ◽  
Media Literacy ◽  
Empirical Support ◽  
Clinical Risk Factor ◽  
Prevention Research ◽  
Cross Sectional ◽  
School Based ◽  
Theoretical Approaches ◽  
Common Problems ◽  
Obesity Prevention Programs

Eating disorders (EDs) are important and common problems among adolescents and young women, and preventing them would be an important public health achievement. Fortunately, several recent studies, informed by cross-sectional, longitudinal, and clinical risk factor research, have demonstrated a significant decrease in ED risk factors, with several programs also achieving a significant reduction in ED onset within at-risk females. This chapter reviews and evaluates the state of ED prevention research, highlighting current theoretical approaches and effective programs, emphasizing emerging empirical support for cognitive dissonance, Internet, school-based, media literacy, and combined ED and obesity prevention programs. Conclusions about how to enhance recent progress in the field of EDs are provided.

scholarly journals MCR: Open-Source Software to Automate Compilation of Health Study Report-Back

2021 ◽  
Vol 18 (11) ◽  
pp. 6104
Author(s):  
Erin Polka ◽  
Ellen Childs ◽  
Alexa Friedman ◽  
Kathryn S. Tomsho ◽  
Birgit Claus Henn ◽  
...  
Keyword(s):  
Quality Control ◽  
Open Source ◽  
Open Source Software ◽  
Research Team ◽  
Self Determination ◽  
Health Study ◽  
Equitable Access ◽  
Team Members ◽  
Study Participants ◽  
The Impact

Sharing individualized results with health study participants, a practice we and others refer to as “report-back,” ensures participant access to exposure and health information and may promote health equity. However, the practice of report-back and the content shared is often limited by the time-intensive process of personalizing reports. Software tools that automate creation of individualized reports have been built for specific studies, but are largely not open-source or broadly modifiable. We created an open-source and generalizable tool, called the Macro for the Compilation of Report-backs (MCR), to automate compilation of health study reports. We piloted MCR in two environmental exposure studies in Massachusetts, USA, and interviewed research team members (n = 7) about the impact of MCR on the report-back process. Researchers using MCR created more detailed reports than during manual report-back, including more individualized numerical, text, and graphical results. Using MCR, researchers saved time producing draft and final reports. Researchers also reported feeling more creative in the design process and more confident in report-back quality control. While MCR does not expedite the entire report-back process, we hope that this open-source tool reduces the barriers to personalizing health study reports, promotes more equitable access to individualized data, and advances self-determination among participants.

Psychological Journey of a Patient With a Ventricular Assist Device: A VAD Coordinator’s Perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 443-451
Author(s):  
Karen Meehan ◽  
Sarah E. Schroeder ◽  
Shana Creighton ◽  
Colleen Labuhn
Keyword(s):  
Ventricular Assist Device ◽  
Holistic Approach ◽  
Psychosocial Assessment ◽  
Psychosocial Needs ◽  
Assist Device ◽  
Ventricular Assist ◽  
Team Members ◽  
Complex Population ◽  
Device Placement ◽  
The Many

Background A thorough psychosocial assessment is needed during the evaluation of candidacy for ventricular assist device placement to identify potential barriers that would limit success with the device. Ventricular assist device coordinators are generally involved in the psychosocial assessment of the patient, allowing them to provide a more holistic approach to ventricular assist device candidacy during discussions at multidisciplinary meetings. There is a gap in the literature describing the psychological journey of patients after ventricular assist device implantation and the challenges ventricular assist device coordinators face when caring for this complex population. Objective The psychological journey of 3 patients with a ventricular assist device was explored to determine if common themes exist and to describe the experiences faced by the ventricular assist device coordinators with each patient. Methods Three patient case scenarios are described, as are the interactions with the patients’ ventricular assist device coordinator team members. Results All 3 case scenarios demonstrate similarities of younger ages, the need of family and social support, and ventricular assist device coordinators who went beyond the call of duty to assist in the successful heart transplantation for 2 cases and the successful decommission of the ventricular assist device in another case. Conclusion The psychosocial needs of patients with a ventricular assist device and ventricular assist device coordinators require ongoing assessment because of the many physical and emotional challenges that arise during the time a patient has an implanted ventricular assist device.

Advancing the Agency of Adolescent Girls

2021 ◽  
pp. 1-46
Author(s):  
Eric Edmonds ◽  
Ben Feigenberg ◽  
Jessica Leight
Keyword(s):  
Decision Making ◽  
Adolescent Girls ◽  
Life Skills ◽  
School Dropout ◽  
Transition To High School ◽  
School Improvements ◽  
School Based ◽  
Decision To Stay ◽  
The Impact ◽  
Percent Decline

Abstract More than 98 million adolescent girls are not in school. Can girls inuence their schooling without changes in their family's economic environment? In Rajasthan, India, we examine the impact of a school-based life skills program that seeks to address low aspirations, narrow societal roles for girls and women, restricted networks of social support, and limited decision-making power. We find the intervention causes a 25 percent decline in school dropout that persists from seventh grade through the transition to high school. Improvements in socioemotional support among girls exposed to the intervention seem especially important in their decision to stay in school.

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