Alternative Clinical Experience Through Academic Service-Learning Develops Into a Partnership for Mental Health Rotation

2020 ◽  
Vol 15 (1) ◽  
pp. 77-81
Author(s):  
Janet Franzese ◽  
Kathleen Pecinka ◽  
Janet Schwenk
Keyword(s):  
Mental Health ◽  
Service Learning ◽  
Clinical Experience ◽  
Academic Service Learning

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

FLAGS AS A NEW ASSESSMENT OF MENTAL HEALTH STATUS

2003 ◽  
Vol 31 (6) ◽  
pp. 593-602
Author(s):  
Jawad A. Fatayer
Keyword(s):  
Mental Health ◽  
Health Status ◽  
Clinical Experience ◽  
Mental Health Status ◽  
Arab Countries ◽  
Psychological Perspective ◽  
Social Psychological ◽  
Psychological Variables ◽  
New Instrument ◽  
Social Psychological Perspective

Mental health is examined from a social-psychological perspective based on years of clinical experience in the USAand some Arab countries. Three hundred and fifty-two participated to examine the validity and the reliability of this new instrument. Eleven social-psychological variables, integrated with five central emotions, make up the FLAGS assessment, which proved to have strength and dependability.

Compulsory Treatment for Anorexia Nervosa: Compassion or Coercion?

1993 ◽  
Vol 162 (5) ◽  
pp. 679-680 ◽  
Author(s):  
Jane Tiller ◽  
Ulrike Schmidt ◽  
Janet Treasure
Keyword(s):  
Mental Health ◽  
Anorexia Nervosa ◽  
Clinical Experience ◽  
Media Coverage ◽  
Compulsory Treatment ◽  
Mental Health Act ◽  
The Media ◽  
Court Of Appeal ◽  
Legal Opinion

Compulsory treatment for anorexia nervosa was recently once again a topic for discussion following the case of J, a 16-year-old girl who unsuccessfully applied to the Court of Appeal to refuse treatment for her anorexia nervosa. In this instance legal opinion was sought in order to clarify the Children Act 1989. However, much of the media coverage focused on the controversy surrounding the compulsory treatment of anorexia nervosa, under the provisions of the Mental Health Act 1983. There is a lack of research into the compulsory treatment of anorexia nervosa, so debate has to be informed by clinical experience.

Student perceptions of Academic Service Learning: Using mixed content analysis to examine the effectiveness of the International Baccalaureate Creativity, Action, Service programme

2016 ◽  
Vol 15 (3) ◽  
pp. 181-195 ◽  
Author(s):  
Christos Hatziconstantis ◽  
Tania Kolympari
Keyword(s):  
Content Analysis ◽  
Service Learning ◽  
Student Perceptions ◽  
Private School ◽  
International Baccalaureate ◽  
Education Students ◽  
Perceptions Of Students ◽  
Academic Service Learning ◽  
Service Learning Projects ◽  
Learning Projects

The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of mixed content analysis is employed to examine the perceptions of students in an International Baccalaureate Greek private school regarding the implementation and effectiveness of CAS. The empirical results indicate that students perceive and conceptualise volunteering activities in two contrasting dimensions, namely idealistic-humanitarian and utilitarian-instrumentalist, implying that Academic Service Learning projects may need to be adjusted to achieve their objectives.

The Role of Families, Schools, and Colleges

2021 ◽  
pp. 155-181
Author(s):  
Deborah L. Rhode
Keyword(s):  
Mental Health ◽  
Service Learning ◽  
Common Good ◽  
Admission Criteria ◽  
Ethical Values ◽  
The Common Good ◽  
Moral Compass ◽  
Intrinsic Motivations ◽  
The Common

This chapter explores the challenges for families and schools in channeling ambitions in more productive directions. Today’s adolescents confront a world of growing pressures, which are also increasing mental health challenges. Parents’ vicarious ambitions can compound the problems if they push children to focus too much on extrinsic markers of success at the expense of intrinsic motivations to learn and ethical values. Both schools and families should help students to develop persistence, resilience, a strong moral compass, and commitment to the common good. Opportunities for service learning, internships and mentorships can encourage constructive ambitions. So too, parents and colleges must better control the preoccupation with prestige that has hijacked admission processes and encouraged gaming the system. Educators should also modify admission criteria such as legacy, donor, and athletic preferences that advantage already advantaged applicants.

Sign in / Sign up

Export Citation Format

Share Document