35.1 SCHOOL-BASED AND HOME-BASED TELEHEALTH DELIVERY OF TRAUMA-FOCUSED CBT TO INCREASE ACCESS TO CARE FOR UNDERSERVED YOUTH

2021 ◽  
Vol 60 (10) ◽  
pp. S312
Author(s):  
Regan Stewart
Keyword(s):  
Access To Care ◽  
Underserved Youth ◽  
School Based ◽  
Home Based

Telemedicine in Cancer Care

2018 ◽  
pp. 540-545 ◽  
Author(s):  
S. Joseph Sirintrapun ◽  
Ana Maria Lopez
Keyword(s):  
Health Care ◽  
Access To Care ◽  
Cancer Care ◽  
Symptom Management ◽  
Lifestyle Modification ◽  
Clinical Settings ◽  
Home Based ◽  
Home Based Care ◽  
Care Costs ◽  
Improve Access

Telemedicine uses telecommunications technology as a tool to deliver health care to populations with limited access to care. Telemedicine has been tested in multiple clinical settings, demonstrating at least equivalency to in-person care and high levels of patient and health professional satisfaction. Teleoncology has been demonstrated to improve access to care and decrease health care costs. Teleconsultations may take place in a synchronous, asynchronous, or blended format. Examples of successful teleoncology applications include cancer telegenetics, bundling of cancer-related teleapplications, remote chemotherapy supervision, symptom management, survivorship care, palliative care, and approaches to increase access to cancer clinical trials. Telepathology is critical to cancer care and may be accomplished synchronously and asynchronously for both cytology and tissue diagnoses. Mobile applications support symptom management, lifestyle modification, and medication adherence as a tool for home-based care. Telemedicine can support the oncologist with access to interactive tele-education. Teleoncology practice should maintain in-person professional standards, including documentation integrated into the patient’s electronic health record. Telemedicine training is essential to facilitate rapport, maximize engagement, and conduct an accurate virtual exam. With the appropriate attachments, the only limitation to the virtual exam is palpation. The national telehealth resource centers can provide interested clinicians with the latest information on telemedicine reimbursement, parity, and practice. To experience the gains of teleoncology, appropriate training, education, as well as paying close attention to gaps, such as those inherent in the digital divide, are essential.

scholarly journals Identifying Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families

2020 ◽  
pp. 004208592096861
Author(s):  
Amie F. Bettencourt ◽  
Deborah Gross ◽  
Kelly Bower ◽  
Lucine Francis ◽  
Kathryn Taylor ◽  
...  
Keyword(s):  
Academic Success ◽  
School Districts ◽  
Low Income ◽  
Parent Engagement ◽  
Panel Discussion ◽  
Urban Families ◽  
Early Learning ◽  
Urban School Districts ◽  
School Based ◽  
Home Based

The purpose of this study was to identify indicators of parent engagement in early learning that would be relevant for children’s academic success; equitable for all families regardless of social, educational, or economic backgrounds; and actionable for urban school districts seeking to promote parent engagement with limited resources. Using a Delphi technique, a panel of parents, school staff, and researchers rated 106 parent engagement indicators extracted from stakeholder interviews. After multiple Delphi rounds and panel discussion, 30 indicators were retained. Retained indicators focused on home-based activities and home-school relationships/communication; no school-based activities met criteria for relevance, feasibility, and actionability.

scholarly journals Evaluation of a PSE School-Based Fruit and Vegetable Intervention (P04-166-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Caterina Morgera ◽  
Kate Balestracci ◽  
Joanna Raymond ◽  
Sarah Amin ◽  
Geoffrey Greene
Keyword(s):  
Low Income ◽  
Vegetable Intake ◽  
Fruit And Vegetable ◽  
Standard Instruction ◽  
Funding Sources ◽  
School Based ◽  
Home Based ◽  
Quasi Experimental ◽  
Wellness Policies ◽  
Post Assessment

Abstract Objectives To determine the effect of a policy, systems, and environmental (PSE) intervention, Students Take Charge! (STC) among 4th and 5th grade students from low-income communities on 1) fruit and vegetable (FV) intake, and 2) FV variety, PSE and FV knowledge, and self-efficacy (SE) to ask for FV at school and home. Methods A quasi-experimental design was used involving six schools over two years. Schools were purposely selected; two schools each year either received STC or standard instruction. The study sample includes students (n = 326 intervention; n = 351 comparison) providing pre and post data (baseline and post-assessment at week 18). SNAP-Ed educators provided the 8-lesson STC curriculum across 18 weeks; comparison students received standard instruction. STC is a school-based PSE intervention focusing on empowering students to make FV based changes at school and at home. STC taught students about wellness policies, persuasive messages, and making requests; it cumulated with a vote to add a student submitted FV-based recipe to the school lunch menu. In addition, STC provided information about the importance of FV intake and variety. Students completed the STC survey at both time points assessing FV intake, variety, knowledge and SE. Analyses compared intervention and comparison students from baseline to post-assessment using ANCOVA (1) and MANOVA (2). Results From baseline to post-assessment, there were significant differences (P < 0.01) between intervention and comparison students; intervention students decreased fruit intake and variety, increased PSE knowledge and SE in school.There were no differences in vegetable intake, variety or FV knowledge between intervention and comparison students. There was a trend (P = .09) towards increased student SE to ask parents for FV in the home in the intervention students compared to the comparison students. Conclusions STC was associated with an increase in PSE knowledge and student SE to ask for FV in school. STC may require additional strategies, including home-based strategies, to increase FV knowledge, intake, and variety behavior changes. Funding Sources USDA SNAP-Ed.

African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence

2020 ◽  
pp. 0013189X2094319
Author(s):  
James P. Huguley ◽  
Lori Delale-O’Connor ◽  
Ming-Te Wang ◽  
Alyssa K. Parr
Keyword(s):  
African American ◽  
Public Schools ◽  
Empirical Work ◽  
Academic Socialization ◽  
African American Parents ◽  
School Based ◽  
Home Based ◽  
White Middle Class ◽  
Educational Involvement ◽  
Optimal Parenting

Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement across these categories in underresourced urban educational settings. In response, the current study draws on the voices of African American parents and their children attending urban public schools to describe the distinct approaches to home-based involvement, school-based involvement, and academic socialization that parents use to ensure a quality education for their children. Findings demonstrate how African American parents engage in racially infused and contextually tailored navigational involvement approaches as they seek to offset the effects of inhibiting educational contexts. Results add ecological nuance and new typologies to how parental involvement in education is conceptualized across the settings.

scholarly journals Investigating Impact of Parental Motivations and Involvement within a Developing Country

2021 ◽  
Vol 11 (18) ◽  
pp. 1-19
Author(s):  
Michael Asamani POBBI
Keyword(s):  
Structural Equation ◽  
Subjective Norms ◽  
Behavioural Control ◽  
Primary Data ◽  
Model Assessment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Perceived Behavioural Control ◽  
School Based ◽  
Home Based

This research investigated the effects of attitude and beliefs, subjective norms, and perceived behavioural control on parents’ home-based and school-based involvement in child education. The paper reports quantitative findings from a cross-sectional survey based on a concurrent mixed design. Primary data was collected from five hundred and sixty (560) parents who were selected randomly from deprived and non-deprived districts across six regions of Ghana. The Cronbach α of reliability for attitude and belief, perceived behavioural control, subjective norm, home-based and school-based involvement exceeded the minimum threshold. Results from structural equation modelling analysis based on a bootstrapping technique reveal that the model of the study was confirmed, as the data showed equivalence to model assessment measures including CFI = 0.979, TLI = 0.975, GFI = 0.942, AGFI = 0.922, RMSEA = 0.049, χ2/df = 2.292. The finding of the study indicated that attitude and beliefs, subjective norms, perceived behavioural control of parents significantly impact home-based involvement, whiles perceived behavioural control and subjective norms of parents had significantly impact on school-based involvement.

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