Introducing positive art therapy in school settings to optimise the wellbeing of staff, students and wider school communities

2011 ◽  
Author(s):  
M. Booth
Keyword(s):  
Art Therapy ◽  
School Communities ◽  
School Settings

The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools

2019 ◽  
pp. 330-354 ◽  
Author(s):  
Immaculee Harushimana ◽  
Janet Awokoya
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Immigrant Youth ◽  
Secondary Data ◽  
African Immigrants ◽  
Federal State ◽  
Segmented Assimilation ◽  
School Communities ◽  
School Settings ◽  
Intervention Measures

This chapter presents research implications geared toward preventing the downward assimilation trend prevailing among young African immigrants in US public schools. Secondary data from three qualitative studies of integration and adaptation processes of African-born immigrant youth in urban school settings helped identify signs of downward assimilation, especially among males. Salient signs of this trend include low academic achievement, gang inclination, and defiance towards authority. Four major theories—segmented assimilation, socio-ecological theory, intersectionality, and critical race theory—served as framework for the analysis of the risk factors that may lead young African immigrants to follow the downward assimilation path. The analysis reveals the need for intervention measures at the federal, state, and school levels to reduce the vulnerability of non-predominant minority youth in US school settings and the moral responsibility of school authorities to ensure their welfare. Recommended preventive measures include (1) educating immigrant families and school communities; (2) encouraging collaboration and dialogue between African community organizations, school administration, and policymakers purported at creating a favorable school climate for the marginalized African immigrant youth; (3) increasing intervention measures, such as school-community mediation and political representation.

Lesbian and Gay Educators Functioning in Heteronormative Schools

2018 ◽  
Vol 27 (1) ◽  
pp. 63-85 ◽  
Author(s):  
Steven D. Hooker
Keyword(s):  
Qualitative Study ◽  
Teacher Identity ◽  
School Setting ◽  
Identity Negotiation ◽  
Catholic School ◽  
Teaching Profession ◽  
School Communities ◽  
Sexual Identities ◽  
School Settings ◽  
Lesbian And Gay

This qualitative study explores the ways in which lesbian and gay educators negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to integrate their sexual identity with their teacher identity due to various types of fear: fear of being fired, fear of entering the teaching profession, fear of being outed and facing harassment and isolation, and fear of undermining authenticity.

Questions of Changing Access

2017 ◽  
Vol 10 (3) ◽  
pp. 291-305
Author(s):  
Kara L. Lycke ◽  
Ellis Hurd
Keyword(s):  
Sense Making ◽  
Ethnographic Research ◽  
Complex Dynamic ◽  
School Communities ◽  
The Public ◽  
School Settings ◽  
School Practice ◽  
Ethnographic Studies ◽  
K 12

This paper explores the increasingly complex dynamic for conducting long-term critical ethnographic research in school settings. With ever-increasing neoliberal forms of knowledge prescribing school practice and policy, school leaders may not value the focus and duration of ethnographic studies. In a results-oriented climate of K–12 education, conducting school ethnographies may depend on administrators’ beliefs regarding the direct connection of the research to student achievement, the district's reputation, or a willingness to share in the stakes of the “public face” of research (Shulman, 1999). As researchers of culture and literacy, it is our contention that ethnographers have a valuable, sustaining role in school communities and that critical school ethnographies can be a tool for social justice as participants (researchers and school participants alike) can come together to engage in joint sense-making, problem solving, and social analysis of school practice and policy.

scholarly journals The Role of Positive Youth Development, Educational Policy, and Cultural Relevancy in School Settings

2019 ◽  
Vol 8 (2) ◽  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Students Of Color ◽  
School Level ◽  
Cultural Relevancy ◽  
School Communities ◽  
Education Legislation ◽  
School Settings ◽  
Federal Education Legislation

Changes in federal education legislation have presented scholars, educational activists, and educators with an opportunity to influence educational outcomes that are youth-centered and youth-driven, specifically among students of color in underserved schools. Opportunities for youth to initiate, design, implement, and evaluate district programs and interventions are beneficial not only to youths’ intrinsic development, but also to the school communities in which they spend the most time. This article links the growth and promotion of positive youth development (PYD) theories and programming to current federal policy changes that support the inclusion of youth in school reform. The authors also discuss historical PYD programming, the role of cultural relevance in educational settings, and future areas of PYD research at the school level.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Serving Children With Hearing Loss in Public School Settings

ASHA Leader ◽  
2005 ◽  
Vol 10 (13) ◽  
pp. 6-38 ◽  
Author(s):  
Linda M. Thibodeau ◽  
Cheryl DeConde Johnson
Keyword(s):  
Hearing Loss ◽  
Public School ◽  
School Settings ◽  
Children With Hearing Loss

Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore
Keyword(s):  
Student Athletes ◽  
Section 504 ◽  
Return To Play ◽  
Behavioral Deficits ◽  
Prevention Education ◽  
Concussion Management ◽  
School Settings ◽  
Definition Of ◽  
Federal Guidelines ◽  
Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11
Author(s):  
Janet Deppe ◽  
Marie Ireland
Keyword(s):  
State Level ◽  
The State ◽  
Speech Language Pathologists ◽  
Inspector General ◽  
Medical Necessity ◽  
School Settings ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

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